1. School-to-Work Transition Information Base
Country Presentation Bangladesh
Presented by
K M Enamul Hoque
August 2011

2. Skill Needs 1 Policy Inputs National Education Policy 2010
Skill Development Policy 2009 (Draft)
Non-formal Education Policy 2006
Other non-state actors reports and charter of demands
Policy Output
DTE and BANBEIS provides with required information related to formal TVET
NFE MIS covered all providers in four selected districts under the CAPEFA project

3. Skill Needs 2 Key Challenges LFS is the major source of information
Market share of TVET is only 0.13% of the economically active population
Current TVET programs are mostly focused on secondary and higher secondary level but among the labour force 56.65% has no educational qualification to maximum of grade V levels of education
Inadequate human and financial resource have been dedicated for TVET sub-sector
Technical education is not popular in Bangladesh consequently the current capacity remains un-utilized Difficult to address three major objectives of School-to-Work program
encourage all students to remain in school
make education more relevant to students
enhance students’ opportunities for employment

4. Skill Needs 3 Policy Actions to Improve Skills Needs Tracking
Demand for skills needs to be understood so that the government, employers, workers and other stakeholders can make informed decisions
Planning for pre-employment education and training would be aligned with future employment opportunities and deliver competencies
Skill Development Policy 2009 emphasized on establishing a system of industry competency standards and qualifications to meet the need of the demand side

5. Skill Needs 4 GoB initiated reform of plans to improve the capacity
addressing domestic data needs related to the supply of skills
address international data needs related to the demand for skills
allow for the identification of both current skills shortages and potential future demands for skills
increase the use of tracer studies to track the employability of graduates
identify and allocate responsibilities
provide for timely and broad dissemination of data so as to inform skills policy
take account of the impact of data collection on enterprises

6. Tracking Labour Market 1
Statistical Approaches to Obtaining School-To-Work Transition Information
LFS, HIES, SMI survey are major source of tracking labour market.
International Labour Organisation (ILO) has number of studies on the labour market situation, of Bangladesh
Currently The BMET classifies migrants into four skill categories that included (i) professional, (ii) skilled, (iii) semi-skilled, and (iv) low skilled

7. Tracking Labour Market 2
Current policies and practices
At the state level BBS is the sole agency for generating national statistics
Survey of the Manufacturing Industries (SMI) - since (Industrial statistical act 1942)
Household Income and Expenditure Survey (HIES)- since – CBN approach
Labour force survey is being carried out since 1980
Other source – BANBEIS, DPE, DTE, Madrassa Education Board

8. Tracking Labour Market 3
Policy Input
Under the Skill Development Policy newly adopted the new skills data system would set up
The new system would receive information inputs from the industry sectors, national statistical office, ministries and agencies providing skills training, public and private providers, regions, etc.
The data system would be professionally organized and able to benefit policy-makers and other stakeholders by providing clear and timely data and information.
BMET would be responsible for coordination of international demand data, including from Bangladesh missions abroad.

9. Tracking Labour Market 4
The BMET data cell will be expanded and provided with technical assistance to increase their capacity to manage expatriate worker skill demands and will act as the focal point for the NSDC in this regard.
The system will be overseen by the National Skills Development Council (NSDC) and its Secretariat.
Policy Outputs
As new data gathering system is yet to set-up we need to depend on the existing information base namely LFS, HIES, SMI

10. Tracking Labour Market 5
Major challenges
Due to methodological difference LFS data are often not comparable
Lack of standardization of education and occupation
There is lack of micro-level learners database which can provide adequate information for tracking
There is lack of data on demand, course specific estimate of skill personnel requirement
BMET interventions are highly focused on the overseas market but there is lack of information about the potential need
Getting momentum in Teacher training and management development

11. Tracking Labour Market 6
Policy Actions to Improve Labour Market Tracking
The data management system would be professionally organized - timely correct data to the policy-makers and other stakeholders – BMET implementation, NSDC to oversee
Taking initiative to identify the vacancies and take necessary policy measures

12. Employer Engagement 1 Current policies and practices
employers and workers more actively involved in skills development through NSDC
Overseas employers and governments will be made aware of the reforms to skills training in Bangladesh
government will also investigate different mechanisms to encourage increased employer investment in training, including the use of levies and tax incentives

13. Employer Engagement 2 Policy Input
TVET reform project – the ILO team contributed in to facilitate a process of meaningful participation of both government and the private sector.
The government representative -DTE, BMET and BTEB
From Private sector helped in smoother implementation of the TEVT reform project and to engage the employers from the private sector.

14. Employer Engagement 3 Policy Outputs
successful in engagement with (i) information technology, (ii) agro-food processing, (iii) leather and leather goods, and (v) transport equipment.
apprenticeship or internship schemes in the selected sectors enhanced
Four Industry Skills Committees (ISCs)
Both industry and government representatives are working on competency standards and curriculum development committees (SCDCs) - twelve priority occupations

15. Employer Engagement 4
Under a CBT&A system, industries are expected to increase its engagement and support of training institutions – need focus on implementation
Continuing Education and Skill Development Authority combining the functions of the Directorate of Primary Education and the Bureau of Non-formal Education.
Major Challenges
Crate more space for Apprenticeships

16. Employer Engagement 5 Policy Actions to Improve Employers Engagement
Formation of NSDC that represented by Government, Private sector, CSOs
Both industry and government representatives are working on competency standards and curriculum development

17. Key Findings Examples of Best Practices 1
TEVT reform project working with the private sector in four thrust sectors
information technology,
agro-food processing
leather and leather goods
transport equipment
Four Industry Skills Committees (ISCs) were established that crated a platform for discussing skills development in their respective sector
Piloting of NFE MIS under the CapEFA project
Mapping of NFE activities in Bangladesh
Database of NGOs with education Program by national EFA coalition

18. Examples of Best Practices 2
UCEP Model that ensures full transition from school to work

19. Recommendations to National Government
Enhance effort to implement the skills development policy (the legal framework) on a priority basis that supported by political commitments
Revisit labour force survey methodology to meet the need of both demand and supply side of S-t-W
Taking measures to enhance capability of the sector
Focusing on overseas market seems good but more attention is required for in-country initiatives
Promote non-formal skill development initiatives
Follow international standards so that courses add more value to the young adults form the marginalized segment of the society

20. Proposed Areas of Intervention for UNESCO
Enhance capacity building initiatives on TVET and skills development
Sharing of good practices across the region
Promote private sector to engage in dialogue
Promote enhanced engagement of CSOs in raising awareness and to crate a support base
Carry out more research on the S-t-W
Enhance inter agency collaboration, ILO in particular

21. Thank You