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Skills 21 – Empowering citizens for inclusive and sustainable growth - Final evaluation

eval_number:

3046

eval_title:

Skills 21 – Empowering citizens for inclusive and sustainable growth - Final evaluation

location:

region:

Asia and the Pacific

country:

Bangladesh

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eval_url:

https://analyticstest.ilo.org/ievaldiscovery/eval/3046

recommendations:

title:

Recommendation 5: ILO should continue to support GoB’s capacities to systematically expand CBT&A vertically and horizontally (incl RPL) by using a system perspective. Sharpen conceptual focus to deliver need-based training and assessment responses. Strategic clarity can significantly enhance expansion of competency-based training and assessment within the Skills and TVET system. GoB is mandated to establish framework conditions across all potential levels of the TVET system. Engaging the private sector, particularly at Levels 1 and 2 (L1-L2), may pose challenges. A differentiated approach for higher-level skills and competencies, where the private sector signals readiness to invest and address skills shortages, is essential. Firms address skills gaps in manufacturing by importing expensive foreign experts or by investing into on-the-job training. Actively negotiating with specific industries for apprenticeships (L4/L5) or workplace-based training solutions, particularly to support job-seeking unemployed graduates, holds significant potential and should be pursued as Public-Private Partnerships (PPP). On the other hand, current capacities for CBT&A and RPL in Bangladesh primarily focus on lower entry levels (L1 and L2, see table). These serve as important entry points for vulnerable candidates seeking formalization informally acquired skills to enter higher-level training. These labour market insertion programs require government or CSR funding since they may not directly meet private sector skill demands. Nevertheless, they play a pivotal role to engage low skilled workers in the process of lifelong learning. To rapidly expand TVET programs in alignment with industry demands, collaborative efforts such as extended CBT courses and dualization at advanced levels, and longer internships or attachments for shorter courses is vital. Promote economic benefits (ROI) of CBT and apprenticeships at higher skill levels is crucial for gaining private sector support and acceptance of certificates. Involving private sector instructors/trainers and assessors will facilitate closer alignment between academia and industry, fostering collaboration and sustainability in TVET programs. Additionally, promoting the further expansion of existing green occupations, developed under the B-SEP initiative (such as waste collection & segregation, compost production, organic vegetables production, mushroom cultivation, and eco-tour guiding), offers a unique opportunity to address emerging skill needs in Bangladesh's evolving labourmarket landscape. Continue strengthening the supply side of the TVET system - Technical support is essential to support GoB in operationalizing process for VTIs towards achieving MTI status. This entails costing and planning processes with pre-defined milestones to streamline the transition smoothly. Exploring funding opportunities from the National Human Resources Development Fund (NHRDF) could ensure the continuity of activities aimed at enhancing VTIs, ensuring that they achieve MTI status to support other VTIs to meet the evolving needs of industries and job markets. - Additionally, targeted responses are imperative to address existing gaps in CBT&A and workplace-based training. Longer structured internships can bridge these skill gaps, aligning training programs more closely with industry demands and ensuring graduates are equipped with the necessary skills to succeed in the workplace. - Integration of competency-based teaching and assessment, QIP, greening practices, gender and disability inclusion policies into implementation guides for RTO and Assessment Center status is crucial to institutionalize Skills21 experiences. This integration should be closely linked to audits conducted by the BTEB, ensuring compliance with established standards and a culture for continuous improvement in training delivery. - Moreover, institutionalizing Teacher Training at higher levels (L4/L5/L6), along with the implementatio

url:

https://analyticstest.ilo.org/ievaldiscovery/recommendations/2296823

comments:

Many of these recommendations are primarily the responsibility of the government (GoB), particularly since they involve systemic changes, institutionalization, and funding for sustainable long-term outcomes. However, the ILO CO-Dhaka can play a facilitating and advisory role in several areas.

date:

2025-05-26 00:00:00.0

progress:

No implementation

management_response:

No Action Planned

information_source:

Country Office

admin_units:

CO-Dhaka

project_symbols:

BGD/16/04/EUR

themes:

theme:

Employment

category:

Training

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