Transcript progress and key achievements

Technical & Vocational Education and Training Project
Save the Children in Bangladesh
Matiur Rahaman
Project Director-TVET
Photo Credit: Jeff Holt
About Bangladesh
• Area: 147000 skm
• Population: 160 million
• Literacy Rate: 53.5%
(UNDP 2011 report)
•GDP per capita: $775 (at
current prices 2010-11)
In Bangladesh, the informal sector accounts for 88 % of the 47 million people employed in the total economy.
About Bangladesh
• Bangladesh has made huge progress towards EFA – 94.8% Gross
enrollment rate in primary education
• Completion rate is low, only 50% of children who enroll in grade 1
complete grade 5
• Rapid urban growth without adequate planning,
• urban poverty
•7.4 million children are economically active
•1.3 million children are involved in hazardous work
•1.2 million children are working in urban areas
• 93% working children are engaged in informal sector, have limited
access to formal TVET and
• 68% of economically active children never attend school
About Bangladesh ……
•47 Million labor force employed in total Economy:
• 88% of the total labor force engaged in the informal economy
• nearly 51% has no schooling
•
•
•
•
only 0.4% has received vocational or technical training
formal TVET system is too rigid to entry requirement-grade 8 barrier
mismatch between demand and supply
negative social attitudes – vocational education and training
• Low level of education and skills causes low productivity in all
sectors, specially in the informal sector
The project
Title:
Technical and Vocational Education
and Training for Young People in the
Informal Economy in Bangladesh
Duration:
January 2011-December 2013
Implementing
Partner:
Funded by
Underprivileged Children’s Education
Programs (UCEP), Bangladesh
The European Commission
Geographical Coverage
The project is covering
Seven (07) Districts/
Divisional Cities
Barisal
Chittagong
Dhaka
Khulna
Rajshahi
Sylhet
Overall Objective of the Project:
Provide demand driven and flexible Technical
and Vocational Education and raining (TVET) for
5,000 young people in the informal economy
through direct service delivery and strengthened
TVET systems, thereby improving young
people’s employability and income-generating
capacity in informal economy in 6 districts of
Bangladesh.
Specific Objective (s) & Expected Results (ER)
Specific Objective 1: Develop demand-driven,
flexible and employment effective TVET programs for
the informal sector
ER-1: A participatory labour market survey and training
needs assessment completed and results disseminated to a
wide range of stakeholders
ER-2: competency based training curricula, teachinglearning materials and modules developed in 12 potential
functional/trade areas
Specific Objective & ERs (continued)
Specific Objective 2: Provide TVET programs for
5,000 young people with Job placement
ER-3: 5,000 young people from poor and under
privileged households have received training and
access to better jobs
ER-4: 5,000 poor households have enhanced income as
a result of training and employment of 5,000 young
people
Specific Objective & ERs (continued)
Specific Objective 3: Establish linkage between
Informal Economy and formal TVET system
ER-5:
Selected TVET institutions adapt their syllabus and
curriculum to address the needs of the informal sector
ER-6:
Demand-driven and flexible TVET programs for the
informal economy are recognized in the National TVET Policy
ER-7:
An information management system for the informal local labour
market developed in partnership with the government and private
sector
Direct beneficiaries
5,000 young people and their HHs
who are:
• Aged 15 years & above
• Dropped out from formal
education
• 40% female (approx)
• working or potential to be
working in the informal economy
Photo Credit: Jeff Holt
progress and key achievements to date
• Developed and updated training course curricula based on
the recommendation from experts and employers.
• Developed learners selection criteria:
• AGE 15+
• Dropped out from school
• Working or going to be working
• Developed enrolment plan of 5,000 learners jointly with
implementing partners
• Selected and enrolled 3,340 learners (1,307 girls and
2,033 boys) from marginalized backgrounds and enrolled in two cohorts,
based on the selection criteria.
• A learner’s profile management mechanism has been
developed to monitor the student’s progress and development in line with
the project objectives.
progress and key achievements…..
Learners Profile: background
progress and key achievements…….
Learners Profile: background
Learners indentification processes
• Developed a selection criteria
• Conduct social mapping to
– Identify the areas where informal economic concentration
is higher
– And areas where most disadvantaged young people are
living/work
•
•
•
•
Community and parents meeting
Meeting with working children
Meeting with employers
Home visit
progress and key achievements …..
• Mobilization of employers and industry: formed employers
committees, regular meeting, consultation with employers,
employers association, established link with job market, to increase
opportunities for graduates.
• Contributed in National TVET policy 2011-working closely
with ILO and Government agencies
Major Training courses……..
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Auto Mechanics
Welding and Fabrication
Machinist
Plumbing and Pipe Fitting
Electronic Technology
Industrial Electrical & Electronic
Control
Refrigeration & Air Conditioning
Industrial Woodworking
Tailoring and Industrial Sewing
Operation
Aide to Nurse
Chart-3: Occupational Distribution of Learners
Challenges & Mitigation
• Access of most vulnerable groups to TVET– Mobilization of parents and community
– Awareness raising on technical education
– involvement of community in learner selection process worked better
• Quality and relevant training and linking with job is the key
motivation for disadvantaged young people in TVET
• Dropout –
– Female learners due to early marriage
– Migration from one slum to other or one city to other city is major cause
of drop out
– Work compensation/stipend, transportation and other support is
important to retain working young people in the training course
Challenges & Mitigation
• Formal sector employment for the TVET graduates-age
barrier--employers involvement, apprenticeship
arrangement etc supports breaking the barrier
• Drop out after job placement: mostly the job placement
are preferred to closest area of the children’s own
locality. Therefore, local job demand should be
considered in trade selection to avoid the risk.
• Self employment provisions
• Implementation of National Skill Development Policy
2011???
Transformation of young people
Samia Akter (16) who support her family by making Ladies’ Craft
Handbags, now is a learner of Tailoring and Industrial Sewing Operation
trade under TVET project. She is learning new skills and wish to use it
to get a decent job in the formal sector with improved income
opportunity.
Photo Credit: Jeff Holt
Similar young people from informal sector who are learning
new skills for better opportunity ….
Thank you for being with us…….
Photo Credit: Jeff Holt
Thank you