public-private partnerships beneﬁt tvet...in bangladesh, public private partnerships (ppp) are...

Public-Private Partnerships benefit TVET institutes and industry alike

GOOD PRACTICES, REPLICATION STEPS AND WAY FORWARD

As the economy of Bangladesh has developed so too has the need for skilled workers to fill jobs in a wide variety of industries. However, the Technical and Vocational Education (TVET) system has faced challenges to offer its students updated courses that reflect the continuously changing needs of the industry. In addition, vocational students lacked the opportunity to gain hands on experience in industry-relevant technology that would help them find employment once they graduate.

In Bangladesh, Public Private Partnerships (PPP) are recognized in the National Skills Development Policy (NSDP) as an effective means to improve the quality of vocational training by promoting linkages between the private sector industries and government funded TVET institutes. Section 8 of the NSDP specifically states that ‘Improved partnerships between industry and both public and private training organizations will improve the quality of skills development in Bangladesh.’

ILO’s Canadian-funded Bangladesh Skills for Employment and Productivity (B-SEP) project has worked with a number of TVET institutes and Industry Skills Councils to forge Public Private Partnerships which benefit TVET students and industry alike. This publication looks at the steps taken so far, how the initiative can be scaled up as well as steps that still need to be taken to ensure sustainability.

What has been done so far?The ILO B-SEP project introduced five partnerships between public sector training institutes (i.e. TVET institutions) under the Directorate of Technical Education (DTE) and selected private sector enterprises to test and demonstrate different models of PPP and varied ways to unlock private investments for promoting skills market linked skills development.

Gaining practical experience makes a huge contribution to the skills development of TVET students. PPPs create opportunities for the students to gain hands on experience at the enterprises and can also provide a pathway to full-time employment after graduation. TVET institutes also benefit as they can make use of the facilities at enterprises for teaching purposes while the enterprises may also provide raw materials with which students can use to fine tune their skills. This also means that the private industry is sharing resources with the public TVET institutes to generate employable training an output – a win-win situation for both the public trainees and private sector in their TVET engagements.

Industry also benefits from training partnership with the TVET institutes. Besides gaining access to industry-ready to job seekers ready to be employed, industry gets their untrained workforce trained in pedagogy by the trainers of the TVET institutes.

Inspired by the success of the PPP in the Graphic Arts Institute, which was promoted by the B-SEP project, the Ministry of Education has made a policy decision to encourage its institutes under the DTE to promote industry-institute linkages including entering into PPPs.

Five PPP pilots have been initiated by the B-SEP project between TVET institutions and private sector enterprises.

TVET institutions Private companies

Graphic Art Institute

Shamushtik Printers Limited

Barishal Technical School and College

Indo-Bangla Pharmaceuticals Mahin Furniture

Narayanganj Technical School and College

M/S Janani Engineering Works

Panchagarh Technical School and College

Gem Jute Ltd

Rangpur Technical School and College

Wood Point Furniture

Efforts should be made to make potential industry partners aware of the benefits they may derive from any partnership. This includes access to TVET institute expertise, equipment as well as students who can support the enterprise learning and applying the relevant skills in the industry.

A tentative estimate of the respective share of costs of each of the partners (i.e. institutes and enterprise) should be provided as part of the partnership agreement. Raw materials, machine maintenance, utility services, machine depreciation etc. should all be considered.

Benefits from any PPP agreement can include: (i) including female students in relevant technical trades can be helped to gain training that leads to jobs in industry; (ii) the underprivileged, especially women, can be targeted to join training designed especially to suit them so that they can also find employment; (iii) institutes can share resources with private enterprises to carry out industry specific training; (iv) unskilled workers of different industries, be trained by the trainers of the TVET institutes in pedagogy through customised short courses.

LeveragePPP of benefit

TVET institutes must enter into a partnership agreement with one or more enterprises from relevant industries. The basis of the partnership is to define the roles and responsibilities of the institutes and enterprises. The agreement should clarify areas including sharing of infrastructure, equipment and raw materials needed; teaching staff; training facilities; placement possibilities for students as well as for exposure to industry through visits and attachments.

Createa partnershipagreement

Make potential industry partnersaware of benefits

Clarify budgetaryaspects

Infrastructure: Institute provided a well-equipped/workshop place for conducting the theory and practical classes.

Training facilities: Some of the Industrial company experts/workers require more theoretical and basic knowledge to improve their skills. Institute provided these to the company staff.

Overhead costs and utilities such as electricity (i.e. conventional electrical supply), stationery items (pad, pen, pencil etc.)

Attachment facilities for the students: Such technical cooperation helped to provide attachment facilities for the students.

Job opportunities: Partners offered jobs to trained students on a preferential basis during recruitment.

Teaching staff: At least 2 teachers from institutes involved in conducting this pilot as well as a lab. Other than a lab assistant, a operator and an assistant to support Lab classes.

Necessary machineries & tools.

Industry visit: Each semester different groups of student visited companies to gain practical know how and industry exposure.

Raw materials: To carry on these courses partners provided all kind of raw materials required for training classes.

Industry expert: The industry expert helps train the students so that they can acquire relevant and up to date skills.

Support from TVET institutes Support from industry partners

How can this approach be replicated?The PPP approach has proven successful in supporting TVET institutes and private sector companies to enter a mutually beneficial relationship that leads to skilled students finding employment. If there is willingness between institutes and enterprises, a PPP can be initiated relatively easily and at little cost by identifying the scope of partnerships and the benefits for both parties. The steps that the TVET institutes can take to replicate this model include:

Graphic Arts institute (GAI) students benefit from PPPStudents on printing courses at the Dhaka Graphic Arts institute (GAI) need to carry out a regular series of practical classes to gain experience of the printing cycle. This includes producing printing plates and carrying out print runs to understand the process and ensure quality.

However, GAI does not have sufficient budgetary allocation for the expensive raw materials needed to complete the entire printing cycle. In 2015, the B-SEP project initiated a pilot at the GAI to engage with the private enterprise Shamutshuk Printers Ltd (SPL). The parties subsequently entered into a MOU on PPP. This sees SPL support GAI with raw materials, industrial tours and attachments, industry expertise and job placements.

For its part, GAI provides teaching staff, training facilities, machines, tools and utilities. Now SPL can carry out part of its processes at GAI so that students can gain first-hand experience and skills vital to helping them find work. As a result of the cooperation, nine GAI graduates currently have full time employment at Shamutshuk Printers.

What needs to be done?While the PPP approach offers excellent potential to strengthen the skills system and forge links between institutes and enterprises, a number of challenges still need to be addressed if the model is to be scaled up for all TVET institutes. These are as follows:

The Department for Technical Education (DTE) should set up a system and dedicate human and financial resources for upscaling and monitoring the PPPs that they have been promoting. The roles and responsibilities of existing staff should be rearranged or readjusted to support PPP-related work.

The monitoring system should also document the benefits that TVET institutes and industries get and disseminate them to create awareness and promote PPP through high-level events and forums.

Institutes which have established well performing PPPs should be rewarded within permissible government rules. Such rewards could include result-based performance criteria.

Operational guidelines and procedures for PPP implementation should be produced for both institutions and enterprises. The guidelines should include all aspects of PPPs from negotiations to implementation, criteria for identification of industry partners, monitoring and follow up actions, financial provision to recover the depreciation costs of the machinery and equipment, as well as standard and simple templates for agreements.

Further industry support of PPPs is required through the increased engagement of industry associations and industry skills councils. This includes: support for the implementation of PPPs; identifying and assessing the demand for skills; contributing to the revision of curricula and skills upgrading of institute staff; and facilitating job placement for graduates.

Additional experience sharing events should take place amongst the stakeholders. It is recommended to organize workshops etc. to receive feedback from the practitioners, institutes and industry and discuss with relevant stakeholders on a regular basis to improve the design, execution and management of PPPs.

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Employment Support Services (ESS) and Career Guidance Cells (CGC) for a smooth school-to-work transition


What has been done so far?Under the supervision of the B-SEP project, eight Employment Support Service (ESS) units and Career Guidance Cells (CGS) were piloted from 2015-2018. Among the institutes, seven are government run and one is a non-government training institute.

The ESS & CGC services provide a range of support to help TVET students make the transition from school to work. These are:

Selection of councillor to guide students on how to write their CV, apply for jobs and the right choices for their career path.

A Employers’ Advisory Committee including industry representatives was established to ensure that the views of industry were heard.

A job portal was created that includes the CV’s of the students and to which employers have access.

A Career Directory was created and developed which contains occupation-wise job descriptions, qualifications and skills needed. This helps students understand the requirements and competencies necessary to finding employment in different positions.

Job fairs were held to create an interactive platform for students and prospective employers.

Results252 teachers, 6,064 students and job seekers and 487 employers have benefitted from these services. As a result they have gained job searching and interview skills as well as developed industry connections all of which are vital for recruitment and career purposes. Among the 6,803 beneficiaries 1,491 are female. As of May, 2018 this approach has helped 338 graduates to find work after they took part in 10 job fairs organized by six TVET institutes and received advice from the Career Guidance Cell.

‘The Employment Support Services initiative helped us to establish relationships with the industry in addition to creating employment for our graduates’ Md. Ayub Ali, Principal, Bangladesh Institute of Glass and Ceramics.

While training institutes play an important role by producing students with skills and qualifications, their responsibilities should not end there. It is equally important that skilled graduates also receive guidance to choose the right path for their future as well as a mechanism to find jobs matching their qualifications.

The provision of these services tends to be absent in Bangladesh. For this reason the National Skills Development Policy calls for Technical and Vocational Education Training (TVET) institutes to provide career guidance, and post-training placement support (as per articles 11.19 & 11.20).

ILO’s Canadian-funded Bangladesh Skills for Employment and Productivity (B-SEP) project has worked with a number of TVET institutes to create a smooth school-to-work transition for TVET students. By establishing Employment Support Services (ESS) and Career Guidance Cells (CGC) within institutes students are guided to make informed career decisions and gain job search skills. In addition, the job hunting process is made a lot easier by linking TVET institutions with potential employers in the industry.

This publication looks at the steps taken so far, how the initiative can be scaled up to benefit more institutes and students as well as steps that still need to be taken to ensure sustainability.

The ESS & CGC services were implemented in the Bangladesh Institutes of Glass and Ceramics, Rajshahi Mohila Polytechnic Institute, Panchagarh Technical School and College, Barisal Technical School and College, Nilphamari Technical School and College, Bangladesh- Korea Technical Training Centre, Rajbari Technical School and College and UCEP Bangladesh.

What needs to be done?While Employment Support Services units and Career Guidance Cells provide valuable services for career guidance and job placement of TVET graduates, a number of challenges still need to be addressed if the model is to be scaled up for all TVET institutes. These are as follows:

TVET institutes need to provide sufficient space to establish Employment Support Services and a Career Guidance Cell in the institutes. A Career Guidance Cell team should be formed and oriented about their roles and responsibilities for guiding students. The team members will deliver career guidance and counselling sessions and follow up sessions to students.

Establishing the EmploymentSupport Services andCareer Guidance Cell

It is a key responsibility of Employment Support Services to organize job fairs. The job fair can bring national, local or industry specific employers together. TVET students, graduates and job seekers are able to interact with industry representatives, explore their stalls, leaflets and gather information. The employers can interview graduates and visit the lab and practical classes to see what skills students have gained.

Organisejob fairs

Formation of an Employers’ Advisory Committee is essential for implementing Employment Support Services. The committee supports TVET institutes to carry out match making with relevant industries and organizing job fairs.

Establishing anEmployers' AdvisoryCommittee

TVET institutes may develop and update a career directory. This provides information on industry-specific job descriptions, competencies, qualifications, vacant jobs, hierarchy of job positions and the working environment of certain industries. TVET students can easily use this directory as a reference for searching jobs and industry attachments.

Develop and updatea career directory

A job portal needs to be developed and kept updated. TVET students can access the website and post their CV while employers can post their job vacancies. The job portal will be linked to the TVET institutes’ websites.

Develop ajob portal

Social marketing campaigns can help boost awareness of the benefits of TVET education and help increase enrolment.

Organisesocial marketingcampaigns

The ESS & CGC will not function unless sufficient human resources are made available. Proper human resources management can address this issue and the Department for Technical Education (DTE) and the Bureau of Manpower Employment and Training (BMET) of the Government of Bangladesh should take the initiative in this regard to show the path.

Sufficienthumanresources

Infrastructure limitations are an obstacle to establishing ESS & CGC services. Sufficient room and computer facilities are necessary for these services to function. The Government should allocate funds to create such infrastructure.

Sufficientinfrastructure

Adequate budget is needed for establishing and operating ESS & CGC services beyond the piloting phase of the donor-funded projects. When the projects expire, the DTE and the BMET should make budget available to continue this initiative otherwise it will not continue beyond the development partners’ funding support.

Sufficientbudget

Performance measurement tools should be incorporated into ESS & CGC operations to track progress. Data to show the effectiveness of the ESS and CGC will be vital to support funding as well as build further links with industry.

Need formonitoring andmeasurement

How can this approach be replicated?Employment Support Services units and Career Guidance Cells can be established relatively easily. Their establishment helps add value to any TVET institute and also brings it in line with the National Skills Development Policy. Steps that TVET institutes can take to replicate this model include:

Bangladesh Institutes of Glass and Ceramics (BIGC) establish successful ESS & CG CellThe Bangladesh Institutes of Glass and Ceramics (BIGC), with the help of ILO’s B-SEP project established an Employment Support Service (ESS) and Career Guidance and Counselling (CG&C) cell in 2015. Under this pilot project, BIGC signed an MoU with the Ceramics Industry Skills Council that linked the institute with various companies and allowed students to undertake industrial attachments. This gives the students hands-on training in the ceramics industry and in turn increases their employability in the job market.

In addition, the BIGC developed a directory that provides information about the type of occupations that are available in the industry with details of job descriptions, educational qualifications and experience requirements for each job. Providing students with such a directory helps them know just what employers are looking for and where to look for jobs. BIGC also developed a website with online job portal through which students can apply to vacancies posted by the different glass and ceramic companies.

Monno Ceramic is Bangladesh’s leading ceramic company which produces ceramics for domestic and export markets. Up until 2015, the company would recruit approximate 20-25 staff a year for their factory. However, according to Mr. Abdullah Al Mamun, Manager, Research and Development of Monno Ceramic the process of recruitment was not easy and they struggled to find quality employees. However since engaging with Bangladesh Institutes of Glass and Ceramic (BIGC) in 2015, Monno Ceramic has recruited 45 skilled employees annually from amongst the BIGC students.


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Apprenticeship programmes

to boost productivity

and employability


What has been done so far?Through its European Union-funded TVET reform project, ILO supported the inclusion of apprenticeships as an element of the National Skills Development Policy (NSDP) adopted in 2011. It also demonstrated ILO’s approach to apprenticeship training in the informal sector, and in two formal sectors: leather and ship building.

ILO’s Canadian-funded Bangladesh Skills for Employment and Productivity (B-SEP) project has worked with industries and government to strengthen, expand and popularize apprenticeships in the skills system. This publication looks at the steps taken so far, how the initiative can be scaled up as well as steps that still need to be taken to ensure sustainability.

The B-SEP project achievements:Apprenticeshipstrategy:

ILO’s B-SEP project subsequently supported the National Skills Development Council (NSDC) Secretariat to develop an apprenticeship strategy for Bangladesh under the current TVET reform agenda.

Computerized data entry system at BMET for registration and monitoring:

The project has supported the strengthening of the Bureau of Manpower Employment Training (BMET) Apprenticeship Cell by helping establish a computerized data entry system to keep track of apprenticeships. All those undertaking apprenticeships in both the formal and informal sector are registered on the system so that they are able to obtain a nationally-endorsed certificate from BMET on completion of their training.

Up-scaling of ILO’s QualityApprenticeship Model:

With the project support, BMET developed training courses for apprentices in five key formal sectors namely agro-food processing, ceramics, furniture, pharmaceuticals as well as tourism and hospitality. Collaboration with Industry Skills Councils helps ensure that the competencies included in the apprenticeships meet the needs of employers.

Introduced a systemic approach to apprenticeship training:

Each registered apprentice now receives a log book in which their step-by-step progress is documented. As apprentices work, they master various competencies under the direction of a master craftsperson or supervisor who assesses their ability to carry out the specific tasks. In addition, apprentices also receive classroom-based training on soft skills such as numeracy, literacy and occupational safety and health. Supervisors and master craftsman have also been given training on how to carry out training delivery and competency assessments. The resources have been aligned with industry approved BTEB standards.

Apprenticeships are an age-old and effective means of employer-led delivery of training at the work place. They provide occupational skills and typically lead to a recognised qualification. Apprenticeships also combine learning in the workplace with school-based learning in a structured way. The ILO skills programme in Bangladesh is supporting the expansion and scaling up of apprenticeship training for both the formal and informal sectors. The aim of the apprenticeship programme is to increase the supply of skilled workers in occupations as required by companies and respective industry sectors. The model is a supplementary scheme to existing training programmes for improved employability, faster school-to-work transitions, personal and professional development and better access to jobs programmes. Given its flexible approach, however, it is expected to expand according to the labour market’s occupation specific skills requirements.

Though it is a well-proven method of skills delivery, apprenticeships are not well established as a recognized system in Bangladesh and little known to employers. The potential is clearly great as the public Technical and Vocational Education and Training (TVET) system is inadequate to cope with the number of young people joining the labour market. Moreover, the formal training system often fails to meet the needs of industries.

“Apprenticeship means a system of training in which an employer undertakes to employ a person and to train him or have trained him systematically in an apprenticeable trade or occupation for a period fixed in advance and in the course of which the apprentice is bound to work in the employer’s service”. (Bangladesh Labour Act 2006, Section XVIII)

The National Skills Development Policy 2011 (NSDP 2011) also emphasises the importance of apprenticeships. Section 12 “Strengthened Apprenticeships” highlights the promotion of both formal and informal apprenticeships as a means to develop skills for job creation and productivity improvement.

Piloting an apprenticeship programmein the formal and informal sectors:

The pilot programme has seen 6,000 young people ( 27% female) receive formal workplace-based training at more than 90 companies in five sectors in collaboration with the Bangladesh Employers Federation and Industry Skills Councils. Meanwhile, informal sector apprenticeships launched in collaboration with the Access to Information (a2i) programme and a partner organization Bace in 55 upazilas (sub districts) have seen a further 6,000 men and women (29% female) trained in 25 occupations including motorcycle repair, beauty care, electronics etc. The project also trained more than 100 supervisors / Master Craftsperson in the formal sector and more than 2,000 in the informal sectors in almost 1400 Micro and Medium enterprises.

Companies which wish to learn more about how to run an apprenticeship programme should contact the BMET apprenticeship cell.

Companies need a clear plan on how they will incorporate apprenticeships in the workplace. The plan should take into account issues such as equipment, raw materials, trained supervisors, training facilities and materials and safe working conditions.Companies should actively seek to

forge links with TVET institutes which will be able to provide support on many aspects of running apprenticeships. Companies need to have staff such as

supervisors and master craftsmen who are able to support apprentices to follow competency-based learning materials. BTEB and BMET officials can provide support to companies in this regard.

Companies should advertise apprenticeship positions widely to recruit new workers and efforts should be made to ensure opportunities for all – men and women including people with disabilities.

The names of workers hired as apprentices must submitted to BMET for registration.

Companies should assign designated supervisors for the selected number of apprentices. Ten to 20 apprentices would be trained by each designated supervisor.

Companies should follow-up and monitor progress of training both on the job and off the job (for soft skills) on a routine basis and also support BMET and TVET authorities to monitor training progress in workplaces.Certified apprentices can be offered to

continue work in the respective workplace or provided the chance to explore further training or employment opportunities.

How can this approach be replicated? ILO’s apprenticeship initiatives have proven successful in terms of skills development as per industry demand, partnerships, job placements and decent work. If there is willingness between enterprises and training institutes apprenticeships can be initiated relatively easily. The steps that industry can take to replicate this model include:


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What needs to be done for up scaling and sustainability? While apprenticeships offer excellent potential to meet skills shortages, provide practical route to skills training and help forge links between institutes and industries, a number of challenges still need to be addressed if the model is to be scaled up. These are as follows:

Include informal sector apprenticeships while amending the rules and institutionalize apprenticeship programmes in informal economy.

Amend the apprenticeship act and rules through social dialogue engaging the government, industry and trade union to design an apprenticeship system; provide adequate incentives and determine relevant government authorities for administering and monitoring apprenticeship programmes, certification and job placement as per nationally agreed recommendations and strategies.

Determine the government authority who will (a) motivate and mobilize industries for introducing an apprenticeship programme, (b) provide technical support to industries for training the supervisors/Master Crafts Persons, develope learning materials/log books and (c) provide handholding support to industries implementing apprenticeship programmes.

Introduce a funding mechanism in the recently set-up National Human Resource Development Fund for apprenticeship programmes and provide financial support to TVET institutes to cover the cost of soft skills training that is an integral part of an apprenticeship.

Establish a system for creating awareness among TVET graduates and employed workers to join apprenticeship programme for skills up-gradation to promote lifelong learning.

Skills governance for apprenticeship programmes:

Apprenticeship programme operation:

Set-up a mechanism for creating awareness or social marketing the apprenticeship programme among new market entrants and the existing workforce to direct them to industries offering apprenticeship programmes.

Sensitize and motivate industries in all industry sectors so they are more aware of the benefits of running an apprenticeship programme for both new and existing staff.

Engage social partners promoting apprenticeship programmes among new market entrants.

Create a sector specific classified directory of industries promoting apprenticeship programmes.

Continue the social dialogue with Government, employers and workers organizations to ensure their involvement and support.

Promote inclusion of women, persons with disabilities, indigenous communities, ethnic minorities and other disadvantaged groups by engaging social partners and relevant government departments such as Directorate of Women Affairs, Directorate of Social Services etc.

Formal training institutions should make provisions for short term training in skills areas suitable for apprentices already engaged in informal employment, so they can upgrade their skills and raise their productivity.

Stronger coordination between BTEB, TVET institutes and Industry Skills Councils should be promoted so that new apprenticeship competency standards can be developed in areas that meet industry needs.


Recognition of Prior Learning- Certification for self-learned skills


In developing countries such as Bangladesh, where the majority of jobs lie in the informal sector, most people acquire skills and knowledge through informal jobs or they inherit skills which has been traditionally practicing for a generations such as carpentry, iron work etc. This means that people have no formal recognition for what they can do. This is a challenge if they need recognition of their skills to find jobs in or outside the country.

Recognition of Prior Learning (RPL) gives credit for competencies gained through previous learning, other training, and work or life experience as part of skills assessment. It formally recognizes the skills and knowledge that a person already possesses against competencies in the National Training and Vocational Qualifications Framework (NTVQF).

ILO’s Canadian-funded Bangladesh Skills for Employment and Productivity (B-SEP) project has supported the Bangladesh Technical Education Board (BTEB) to certify 2,500 workers, including migrant workers, through RPL. This publication looks at the steps taken so far, how the initiative can be scaled up and the steps to be taken to ensure sustainability.

What has been done so far?Earlier ILO skills reform efforts, supported by the European Union, established an RPL system as part of the National Skills Development Policy (NSDP) 2011. Once RPL was incorporated into the NSDP 2011, a quality assurance manual was developed to ensure assessment and certification of the skilled workers. A number of occupations were selected for piloting the RPL system at 20 assessment centres which were established in five districts across Bangladesh.

With support from the B-SEP project the Bangladesh Technical Education Board (BTEB) developed an RPL Operational Guideline to guide Registered Training Organizations (RTO) in understanding necessary procedures to carry out RPL. Assessment can only be conducted by Registered Assessors who have completed training on skills assessment and certified by BTEB. This operational guide is on the BTEB website in both English and Bangla as a reference for Registered Training Organizations.

The project trained a number of TVET providers and professionals on RPL implementation process.

B-SEP project has supported 25 RTOs to operate RPL as guided by BTEB. By June 2018, 2,500 people became qualified through RPL from these institutions. As a result of project’s support in developing BTEB’s capacity, it issued the NTVQF certificates to more than 10,000 existing skilled workers, through Recognition of Prior Learning (RPL) method. This is a significant achievement for BTEB in terms expanding the NTVQF system both vertically (NTVQF levels of qualification) and horizontally (expanding occupations in diverse sectors).

The project has been successful in coordinating with the existing skills projects, such as the World Bank-funded Skills and Training Enhancement Project (STEP), on expansion of RPL.

The project jointly developed a draft version of an RPL action plan for migrant workers with ILO’s Migration and Skills programmes.

The large jump in numbers of RTO, certified graduates, trainers and assessors indicate the significantly strengthened capacity of BTEB and the NTVQF Cell, in delivering quality assured market driven skills.

According to the NSDP Action Plan-For major expansion of RPL during five year period (2017-2021), 80,000 persons (including migrant workers) will be certified through RPL system.

How can this approach be replicated?The RPL system provides opportunities in helping workers having their skills acknowledged formally. The steps that any TVET Registered Training Organizations (RTO) can take to replicate this model include:

The institute must first be a BTEB affiliated Registered Training Organization (RTO) to run the RPL process and act as an assessment centre.

The affiliated RPL assessment centre should advertise through their notice board or local media asking interested and eligible candidates to enlist themselves for RPL. BTEB should develop linkages with websites/social media of other skills and industry organisations such as the National Skills Development Council (NSDC), BMET, Industry Skills Council’s (ISC’s), Directorate of Technical Education (DTE) and National Coordination Committee for Workers’ Education (NCCWE). Any advertisements should actively encourage women and people with disabilities to apply.

The RPL centre should carry out a primary screening of potential candidates through a short interview to gauge their basic literacy and numeracy levels as well as their skills as specified by BTEB. Once a candidate passes this screening they can then register for RPL assessment. BTEB has the orientation materials for RTOs to conduct orientation session.

RPL centers should make arrangements and/or accommodations for women and people with disabilities in terms of toilets, accessibility etc. In certain cases people with disabilities may require physical assistance while those with vision or speech impairments may need specialized support. Information on making centres accessible to those with disabilities can be found at Directorate of Technical Education(DTE) website.

RTO should have trained staff/instructors who completed training on Competency Based Training and Assessment methodology as guided by BTEB.

Each RPL assessment centre should organize a 2-3 day orientation on competency standards, elements and performance criteria, required skills and knowledge and assessment process (dummy assessment is to be demonstrated).

The RPL assessment centre should notify or contact enlisted candidates directly or through their enterprises/employers, worker associations, informal training providers or NGOs to participate in an orientation session.

The assessment is to be conducted by the instructor, BTEB representative and industry assessors. After the assessment BTEB will provide a certificate.

What needs to be done for upscaling and sustainabilityWhile RPL offers excellent potential to strengthen the skills system and forge links between institutes and enterprises, a number of challenges still need to be addressed if the system is to be scaled up. The current challenges incude the following:


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NSDC, BTEB and the departments running skills programme should create awareness among the workers having skills without any formal training, so that they know which RTOs they can be certified at. This would also help workers, employers and TVET providers become more aware of this new certification system. Steps should also be made to engage social partners in efforts to create awareness and make the system accessible to disadvantaged groups such as poor women, persons with disabilities, indigenous youth etc. NSDC should have budget allocation for these awareness activities.

Increase the number of assessment centers, assessors and occupations across the country, especially in remote areas and enhance the capacity of these assessment centers to enable them to comply with the quality assurance system.

NSDC with the support from the concerned government agencies should establish a uniform unit cost for RPL certification. It should also promote cost-sharing and a sustainable, equitable funding mechanism for RPL.

NSDC should establish an effective monitoring and evaluation system, to collect and disseminate information about the impact of RPL. This can sensitize/advocate employers to recruit workers with NTVQF certificates.


Promoting entrepreneurs to create Green Jobs


While climate change and environmental degradation pose significant challenges to economic growth and employment, the transformation to a greener economy could generate 15 to 60 million additional jobs globally over the next two decades and lift tens of millions of workers out of poverty, according to an ILO report. Green Jobs are an added dimension to decent jobs that produce goods, provide services or make production processes more energy and resource efficient as well as less polluting. Green Jobs exist and can be created in traditional sectors, such as manufacturing, construction, agro-food and recycling or in new sectors, such as renewable energy and energy efficiency. The primary objective of promoting Green Jobs is to create linkages between employment and environment policies and to bring them closer to sustainable development. Green Jobs reduce the environmental impact of enterprises and economic sectors, ultimately to levels that are sustainable, while also meeting the standards required for ‘Decent Work’.

Bangladesh ranks 173 out of 180 countries in the Environmental Performance Index (EPI) and it is also one of the most environmentally vulnerable countries in the world due to climate change. This makes Green Jobs a strategic fit to complement national government’s commitment to the ‘Green Economy’ and climate change adaptation.

In Bangladesh, ILO launched a series of studies in 2008 to assess potential Green Jobs and future trends in four sectors, the key stakeholders, and the policy environment. The sectors were construction, renewable energy, waste management, agriculture and forestry. Furthermore, ILO also undertook a series of advocacy workshops with ILO constituents to engage in dialogue and awareness. These initiatives have helped explore the links between the environment, economy and employment. In 2017, ILO again looked at Green Jobs potential in Bangladesh through a study to measure progress in the last ten years and the steps needed to promote a just transition to a Green Economy.

This publication looks at the steps taken so far by ILO’s Canadian-funded Bangladesh Skills for Employment and Productivity (B-SEP) project to support the development of Green Jobs in Bangladesh, how these initiatives can be scaled up as well as steps that still need to be taken to ensure sustainability.

What has been done by B-SEP?The ILO B-SEP project has worked with three local partners (Practical Action, Shushilan and Access Bangladesh) to support micro-entrepreneurs in creating Green Jobs through skills and enterprise development training, capital seed money and market linkages. Special emphasis has been placed on disadvantaged groups such as people with disabilities, and the poor. The project supported altogether 580 Green Entrepreneurs in six occupations – waste collection and segregation, inorganic waste trading, organic fertilizer production, organic food production, mushroom production and eco-tourism.The project encouraged the development of cooperative or group enterprises, formalization of informal occupations and value chain development. Based on the project’s experience, project partners supported the Bangladesh Technical Education Board (BTEB) in developing competency standards for five green occupations in consultation with key stakeholders, including industries and other environmental NGOs. TVET institutes have been encouraged to introduce these competency standards to promote Green Jobs. The project partners have also promoted demands for such occupations through a series of workshops and by creating partnerships. For example links were forged between municipalities’ corporations to carry out waste management; agro-food industries and retail shops to increase the demand for mushrooms and safe food; and in the tourism and hospitality sector to promote eco-tourism.

To formalize the informal occupations of entrepreneurs, the project guided the partners to help register cooperatives, obtain trade licences, open bank accounts for cooperatives as well as develop cooperatives’ formal partnerships with relevant government institutions etc.

As a part of ILO’s Global Initiative to update its Global Report on Skills for Green Jobs, 2011, the project commissioned a study to examine the policies, institutions and scope for Green Jobs in Bangladesh.

The B-SEP project demonstrated an inclusive approach to greening value chains of food production. The project helped disadvantaged members of society to strengthen waste collection and waste recycling processes also in order to produce organic fertilizer as a by-product and recycle the solid waste. This helped them gain employment by recycling solid waste. The organic fertilizer produced by the waste collectors is being sold to groups producing safe food and seeds. In all 300 entrepreneurs are involved in these occupations related with waste management through 16 cooperatives.

The project has also demonstrated pathways to enable learners to gain green entrepreneurial skills as well as link them to business support agencies and relevant government programmes. The project-supported Start and Improve Your Business (SIYB) Forum has been technically equipped with the ILO’s green modules on starting and improving businesses and has been linked with ILO partners promoting Green Jobs to help the expansion and sustainability of the initiative. These initiatives, particularly the development of competency standards and business services provide an opportunity to institutionalize project experiences and lessons to benefit new market entrants long after the project has ended.

CooperativesNo of entrepreneurs

Male

300130170 16

25018070 10

30327 2

OccupationsFemale Total

Waste collection and recycling (organic fertilizer and scrap shops)

Mushroom production

Eco tourism

How can this approach be replicated? The ILO’s Green Jobs initiative in Bangladesh has demonstrated that skills development, entrepreneurship and job creation in certain sectors can help protect the environment. The steps by which government, private sector and entrepreneurs can replicate this model include the following:

Identify green occupations for skills and enterprise development in the value chains of sectors such as forestry, agriculture and agro-food, waste management, renewable energy, water resources, construction and environmental health. Prioritize them based on competitive advantages and local market potential through ILO’s ‘Know Your Business’ module;

Assess the potential of creating a group enterprise or forming cooperatives of micro- entrepreneurs and help strengthen its structure and governance.

Provide related skills and enterprise development (Start Your Business) training.

Create market linkages or a business model for entrepreneurs to introduce green occupations.

Identify financial institutions and business development support services to link the trained beneficiaries.

Skills training on green occupations needs to be introduced in TVET institutes or by the partners. If needed, competency standards can be developed for new green occupations.

Brand the products and create market linkages with higher value chains.

Dissemination of existing or successful project models to municipalities or local government should take place by the relevant government agency for example, the B-SEP project’s waste management programme can be replicated in other districts.

Explore the possibility of setting up a Green Entrepreneurs network.

Support small entrepreneurs to gain trade licenses to produce and sell their products or do business.

B-SEP project piloted Green Enterprises and institutionalized Green Skills to promote Green Jobs in the following occupations:

Inorganic waste recycling creates “Green Jobs”The scrap business is an age-old business and the people involved in this, the “vangariwalas” were never recognized as entrepreneurs. The ILO B-SEP project has worked to improve waste management, recycling of waste and safe food intervention. The project has guided its implementing partners to help register cooperatives, obtain trade licenses, and open bank accounts for the “vangariwalas” and others involved in this value chain.

These informal workers used their traditional skills and didn’t have access to technology, finance and other business development support services. They also lacked recognition for their business, even from the local authorities, and were harassed by neighbours and law enforcing agencies.

The Vangari Khuddro baboshai Somobay Somity Ltd. of Kanaipur, Faridpur formed a cooperative, received capacity building training on improving business and start-up support for weighing the goods. Their income has increased and they have secured 60,000 taka from their regular savings. The cooperative members are now planning to buy a mini truck to carry larger goods from different places. Inorganic waste management is now organized and safe.

The vangariwalas are now respected for safely managing inorganic waste in their locality. They also offer higher price for selling scraps to waste segregators and rag-pickers. They lead a dignified life now.

Inorganic waste recycling, particularly plastic and packaging business is rapidly growing, involving a huge number of workers, small and medium entrepreneurs (vangariwalas) in the collection, gradation, compaction, storage, transport, cleaning, processing and production of finished products.

What needs to be done?While the green occupations approach offers excellent potential to expand Green Jobs and forge links between skills systems and enterprises, a number of challenges still need to be addressed if the model is to be scaled up. These are as follows:

Access to relevant technology and expertise to implement green projects is required.

An enabling policy and institutional environment to promote green enterprises by Micro, Small and Medium Enterprise (MSME) needs to be created.

There is a need to demonstrate the business case on how green technology can make businesses more competitive, attract customers, and be profitable for the private sector.

Corresponding cost considerations (i.e. low-cost/no cost interventions) in light of capital investments that need to be made.

Greater awareness of impacts of climate change and the role and potential of Green Jobs in climate change adaptation needs to be created at community level.

The high risk in funding new green technologies and other untested green ventures should be addressed.

Low or insufficient investment demand, lack of skills in assessing financial implications of environmental risks need to be considered.

High transactions costs in disbursing green loans to small scale entrepreneurs with no or poor prior credit records should be reduced.

Technical assistance should be made available to MSMEs in the form of capacity building and training to address skills gaps.


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