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An Assignment on

“National Skills Development Policy”

Course name: Political Economy of Bangladesh.

Course no: 602 Submitted to : Fatema Samina Yasmin, Lecturer, Department of Political Science, University of Dhaka. Email : dorin_yasmin@yahoo.com Submitted by: Group no: “C”, Roll no: 156,157,158,159,160,162,164,165,166. Section: B,Session:2011-12 Department of Political Science, University of Dhaka. Email: emondu156@gmail.com

Date of Submission:November11,2014

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Abstract

National Skills Development is an integral part of development agenda. Bangladesh is a

developing country; “Remittance” is its bone of economy. But, when our neighbor country

maintains communication by ‘satellite,’ send rocket in the air force, take news and views from

lunar module or lunar dust by robot, then we have to satisfy by 3G connection. Malaysian

Engineering Universities provide 50000 Engineer per year, some students of many countries

admit into their university completing TOEFL, GRE, and then University of Dhaka can’t full its

fixed seat with qualified student. It is not deniable that it has a small territory, weak man power,

limited economy, and limited natural resources. The main cause of this backwardness is the

lacking of human skills development.

However, Recently the Government of Bangladesh has been implementing various programs in

the sectors related to human skills development like education and technology; health and family

welfare; women and children; social welfare; youth and sports development; culture and labor

and employment. Government has taken steps to create efficient and competent human skills to

increase economic growth and poverty eradication. By the way of upgrading the quality of

education and creating enrolment opportunities at secondary, higher secondary, technical and all

levels of higher education, various programs have been adopted. Above all, “National Skills

Development Policy” is most important for the development of human capital, social and

physical infrastructure along with a supportive business environment which is important for

increasing productivity and economic competitiveness of Bangladesh in the global market arena.

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Table of Contents

Serial no Topic Page number 1 Introduction: 4

2 What is Public Policy?

4

3 Human Skills Development Policy.

4

4 Background of human skill development policy in Bangladesh. 5 5 Guidelines for implementation HSD policy. 5

6 Programs on human skill development in the following

prominent sectors to implement HSD policy. 6

7 Other initiatives in education sector for overall human skills

development includes. 7

8 Driving forces behind pick up of Human Skills Development

policy.

1o

9

Main aspects or the best features of the human skills

development policy.

1o

1o Worth for benevolent necessity of this policy in Bangladesh. 11

11 Requiring criteria of this policy which should have been

included.

11

12 Human skills development policy of Bangladesh: A comparison

with Malaysia.

12

13 Evaluation. 13

14 Conclusion. 13

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Introduction:

Skills, knowledge and innovation are driving forces of economic growth and social development

in any country. Countries with higher levels of education and skills can respond effectively to

challenges and opportunities in the global economy. The development agenda of the Government

of Bangladesh, therefore, reflects its commitment to human welfare and overall human skills

development. In fulfillment of this commitment, Government is continuing its development

efforts for improving human capital as well as skills development. Human Skills Development

(HSD) policies concern the quality of the labor force and the regulation of the labor market.

Quality in turn is a function of basic and higher education, training programs of the population.

Human Skills Development is the precondition for attaining progress in developing a knowledge-

based society, reducing skills mis-matches in the labor market, and promoting a country's

international competitiveness thereby supporting social and economic development and well-

being of the people.

What is Public Policy?

Policy is a set of rules and regulations of a particular agency, institution or organization. But,

public policy is a governmental adopted strategy for the well being of citizen which is revised,

implemented and amended by state, government agencies or ministries etc. By policy making,

government translates their political vision into programs and actions to deliver ‘outcomes’

desired change in the real world.

Policy is sometimes perceived as:

A product of principles and declaration that serves as a frame of reference for action;

A process that ought to lead to the attainment of certain goals.

Human Skills Development Policy:

The definition of human skills by Kenneth King and Robert Palmer is as follows:

‘Skills development is not equated with formal technical, vocational and agricultural education

and training alone, but is used more generally to refer to the productive capacities acquired

through all levels of education and training occurring in formal, non-formal and on-the-job

settings, which enable individuals in all areas of the economy to become fully and productively

engaged in livelihoods, and to have the opportunity to adapt these capacities to meet changing

demands and opportunities of the economy and labor market’ (Palmer, 2006)

In the words of Prof. T.V. Rao, “Human Skills Development is a process by which the

employees of an organization are helped in a continuous and planned way for-

(I) Acquire or sharpen capabilities required to perform various functions associated with their

present or expected future roles;

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(ii) Develop their journal capabilities as individual and discover and exploit their own inner

potential for their own and /or organizational development purposes;

(iii) Develop an organizational culture in which superior-subordinate relationship, team work

and collaboration among sub-units are strong and contribute to the professional well being,

motivation and pride of employees.” (Tailal, 2008, p. 4)

Human Skills Development Policy is the undertaken initiatives or programs for increasing the

knowledge, the capability, and the capacities of all the people in a society. Since independence

Bangladesh govt. has been undertaken a number of policies regarding human skills development.

Background of human skill development policy in Bangladesh:

Bangladesh is a country of 140 million people, with more than 40% of its people below poverty

level. Agriculture is the predominant profession of the people. Approximately 60% of the

population is landless or marginally landless. This entails that most of population are under

resourced in terms of physical assets and human capacities. According to Labor Force Survey,

2001-2003, conducted by BBS, the percentage distribution of employed persons (15 years and

above) is 30.6% of the total population. 46.7% males (15 years and above) out of total

population are employed, while, 13% females (15 years and above) out of the total population

are employed. This indicates, the challenges in the skills development sector for gainful

employment are formidable (p. 15; Sabur, 2006).

Besides, the political pledge of the Bangladesh government outlined in Vision 2021 to combat

poverty, build Digital Bangladesh and move into the rank of middle income countries make

strategies and action in education the fulcrum of change. A new education policy adopted in

2010 is intended to set the course for envisioned change. The Sixth Five Year Plan (2011- 15)

proposes medium term priorities and strategies for education including skills development. A

National Skills Development Policy has been approved by the government on April, 2011. A key

element of the anticipated change is the development of skills and capacities of young people

enabling them to respond effectively to the employment market in the country and the

opportunities in the global economy.

Guidelines for implementation HSD policy: The following principles guide the letter and spirit of this Policy Framework and its

implementation:

National Skills Development Council (NSDC): The NSDC is the highest and apex skills

development body which will oversee and monitor all activities of public and private training

providers related to TVET and skills training.

Bangladesh Technical Education Board (BTEB): The role of BTEB will be expanded

to assume national quality assurance and regulatory responsibilities for all skills development

programs including technical education, skills training and skills based non-formal education and

training.

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NSDC Action Plan: The NSDC will develop and implement a comprehensive Action

Plan that will identify in detail all relevant agencies and stakeholders and the tasks for which

they are responsible. The Action Plan will be action oriented and set out the time bound targets

and performance measures for implementation of this national policy over a five year period.

Public Sector Training: The systems, standards and directives contained in this national

policy will also apply to public sector training to ensure a truly national skills development

system.

In fact, this Human Skill Policy Framework is read in conjunction with the following

legislations:

A demand-driven approach

Proof of acquisition of Knowledge, thrills and right attitude

service learning

Mandatory Induction and Orientation

Strengthening Primary and Secondary Education

Upgrading the Basic Education of the Workforce

Expanding and Improving On–the-Job Training (OJT)

Expanding and Strengthening Scientific and Technological Manpower

Upgrading Capability in the Service Sector

Continuing Education and Training

Adapting Education and Training to the Market Economy

The government of Bangladesh reveals its success by undertaking the programs on human

skill development in the following prominent sectors to implement HSD policy:

1. Education, Science & Technology:

Education is the key to socio-economic development of a nation. It is also considered as one of

the principal strategies of poverty alleviation and human resources development. A lot of

activities has been taken up to build ‘Digital Bangladesh’ with the nurturing of the spirit of the

Liberation war, exercising democratic values, spreading secular thinking by giving the top

most priority to the education sector which includes the following:

Adopting a comprehensive National Education Policy 2010

Primary and Mass Education with Stipend Project for Primary School Students

Male-Female Enrolment at Primary Level

Providing Physical Infrastructure Facilities

Free Book Distribution and Teacher Recruitment

Program for Out-of-School and Working Children

Providing Technical and Madrasha Education

ICT in Education and female education

Reform Activities to Improve the Quality of Education.

Other initiatives in education sector for overall human skills development includes:

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The Secondary Primary Education Development Program (PEDP-II) has been implemented to

develop the quality of primary education and to increase enrolment and attendance of school-

going children, reduce drop-out, and enhance school contact hour. This national skill

development policy is being implemented to reduce the gap between urban and the rural area on

the basis of gender. Here the depiction of this scenario-

Percentage distribution of skills development participants (10-24 years) by programs and rural-

urban breakdown:

Geographical

& gender

distribution of

participation

General and TVET participation

total

General

education

Formal-Non

formal

TVET

Apprenticeship none

Rural 89.5 3.3 5.4 1.8 100.0

Male 86.3 4.4 7.2 2.1 100.0

Female 92.8 2.2 3.5 1.5 100.0

Urban 85.2 5.7 7.3 1.8 100.0

Male 81.0 7.2 9.8 2.0 100.0

Female 89.2 4.3 4.8 1.7 100.0

All

Bangladesh

87.2 4.6 6.4 1.8 100.0

Male 83.6 5.8 8.6 2.0 100.0

Female 90.9 3.3 4.2 1.6 100.0

Source: Education Watch: Youth Skills Profile, 2012

School Level Improvement Plan (SLIP) and Upazila Primary Education Plan (UPEP) has

been implemented.

1.66 lakh working children aged between 10-14 years in the six divisional cities are being

given basic education and life-skill based practical training.

A terminal examination is being held in grade five country-wide since 2009.

English in Action project will be implemented in the primary school level for improving the

quality of education in English.

The Government has taken up various projects like- Reaching Out-of-School Children

(ROSC) project and Basic Education for Hard-to-Reach Urban Working Children Project

(2nd phase) etc.

Two projects namely Skills Development Project and Skills and Training Enhancement

Project (STEP) has been undertaken for the development of technical education sub-sectors.

Introduction of ICT based Education in Secondary and Higher Secondary Level project.

BANBEIS conducted a countrywide education survey and published ‘Educational Statistics

2009’. ‘Education Statistics 2010’ is also in the process of publication which helps in

constructive and methodical education planning.

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2. Social Welfare:

The Ministry of Social Welfare is working for poverty reduction, human resource

development and other development activities- training and rehabilitation of the socially

disadvantaged women, training and rehabilitation of orphans, control and rehabilitation

of vagrants, safe custody for women, children, adolescent, destitute and helpless are

important. It includes the following initiatives:

Welfare and Service Delivery Programs.

Addressing the Social Disintegration Programs.

Training, Research, Evaluation and Publication Programs.

Training facilities through one National Academy and six Regional Training Centers.

Human Resources Development Programs.

3. Youth, Sports and Cultural skill development:

Youths are the main driving force of the socio-economic development in our country which

constitute one-third of the total population of the country. The Department of Youth

Development (DYD) is implementing different programs such as:

To make the youth self-dependent through training to 36.58 lakh male and female youth

since its year of inception (1981) to June 2011 on various trades under different completed

and on-going projects.

An amount of Tk. 995.25 crore had been distributed as soft loans under the Department’s

credit programs to 7.58 lakh beneficiaries.

‘National Service Programs’ in order to provide employment to educated unemployed

youths.

Educated youths are being provided training by 70 centers across the country on computer

basics, graphic design and internet usage in 64 districts.

4. Labor and Manpower’s skill development:

The Ministry of Labor and Employment plays a vital role in developing skilled manpower by

creating training facilities. It deals with the trade union activities in the country, resolves labor

unrest, and promotes labor welfare by imparting skill development training to make them

capable of working abroad as skilled laborers. Here we have depicted that how skilled labor

force brings the economic development and thus ultimately development in education and

holistic skills improvement.

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Human Skills

Development

Potential work capacity

Female labor force

Current labor productivity

Intergenerational work

Access to education and

training service

Availability of

technological service

Capacity to take training

and education

Economic development

Strengthening labor Training and education

intake

Investment

in education

Improvement of labor capacity and skills

Higher

productivity

5. Perspective plan of Bangladesh 2010-11: Making vision 2021 a reality: The broad goals of

the Perspective Plan for a Transformed Bangladesh by 2021 and Achieve middle-income

country status by 2021 through sustained annual rate of GDP at 10 per cent by 2021.

6. Initiatives for Women Skill Development:

The Ministry of Women and Children Affairs is playing a pioneer role for the advancement of

women which has taken up several important initiatives which are as follows:

The project titled Development of Training Programs in Women Training Centre (WTC) at

District Level- aims to upgrade the existing women training centers (WTC) at 64 District

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Women Affairs offices to facilitate capacity building as well as skill development through

training.

The project titled-Training for Disadvantaged Women on Ready Made Garments (RMG) at

Shahid Sheikh Fazilatunnessa Mujib men Training Academy, Jirani, Gazipur is to

develop the poor and disadvantaged women as skilled human resources.

District Based Women Computer Training (2nd Phase) is implementing by Jatiyo Mohila

Sangstha to cope with the increasing demand for information and communication technology

(ICT).

Jatiyo Mohila Sangstha is implementing the Urban Based Marginal Women Development

Project from October 2008 to September 2013 with an estimated cost of Tk. 1881.96 lakh by

imparting skill development training to women

Promotion of Gender Equality and Women’s Empowerment (PGEWE) project is being

implemented by MoWCA from April 2006 to 2012 to empower women.

Policy Leadership and Advocacy for Gender Equality (PLAGE –II) project made

significant progress in institutionalizing gender mainstreaming in planning and budgeting

through enhancing capacity.

Driving forces behind pick up of Human Skills Development policy:

The members of this group choose this policy and interested to work on this policy especially for

the following key reasons:

Human skills development is the ultimate solution for country’s development.

It is helpful to increase productivity.

Human skills development creates opportunities for career development.

It increases entrepreneurship.

It develops individual performance.

It develops potentialities.

To attract foreign direct investment.

To export manpower in international labor market.

Effective participation of man power in domestic market.

Main aspects or the best features of the human skills development policy:

The essential features of human Skills development can be listed as follows:

Demand-Driven, Flexible and Responsive Training Provision and competency Based

Training & Assessment.

Strengthened Role for Industry Sectors in Skills Development

Effective and Flexible Institutional Management for human skill management

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Skills Development for Overseas Employment and Industry Training & Workforce

Development.

National Technical and Vocational Qualifications Framework (NTVQF)

Bangladesh Skills Quality Assurance System

Formation of National Skills Development Council (NSDC) and formation of Bangladesh

Technical Education Board (BTEB).

Worth for benevolent necessity of this policy in Bangladesh:

Human skills development policy which has been undertaken by the govt. of Bangladesh is

important for the overall development of the country and especially for the following reasons:

Poverty Alleviation Through HSD Interventions

Developments of human skills have played a central role in economic and social

transformation in several countries.

Increases in human capital should lay the groundwork for, or (in the strong form) lead to

sustained economic growth.

Human skills are placed at the center of national development strategy.

Turning the country into “Digital Bangladesh” by 2021.

Country Develops if The Human Skills is Developed

Developing potentialities of the man power, Increase in Productivity and entrepreneurship

Increase.

Emergence of knowledge work

To move towards middle income economy (H.Willisms, 2008, p. 28)

Requiring criteria of this policy which should have been included:

To develop our country and ensure higher quality of education, good medical service, nutrition

among the population and eradicate un-expected mortality rate, unconsciousness, illiteracy and

provide science and technology based training above all government or authority should take

policy which will be helpful to build a powerful nation and develop human skills.

There are a number of factors which are not included but should have been in the HSD policy

of Bangladesh such as:

Quality Enhancement of Education System

Community Management of Local Educational Institutions

Top Management Style and Philosophy.

Use of technology in education and computer literacy for all

Technical and Scientific Education for Development

Gender mainstreaming, gender equality and empowering women in human skills

development.

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Initiatives for new entrepreneur

Increasing overseas training programs.

Human skills development policy of Bangladesh: A comparison with Malaysia:

With independence in 1957, Malaysia found itself poor in natural resources and with a large low-

skilled population. The United Malay National Organization (UMNO) government initiated an

ambitious development strategy focused on foreign investment and the accumulation of human

capital through skills formation which is discussed in below with a comparison-

Malaysia Bangladesh

Training

grants &

funding

Providing high training grants and

funding

Low initiatives for training grants & Science

and technology are not emphasized.

High-end

engineering

talent

Produces about 50,000 engineering

graduates each year(30% mechanical

engineers)

Narrow sectors for engineering graduates

education and

training

Competency based training programs to

cultivate qualities of human capital

Low investment in Human Skills Development

overseas

high- tech

companies

Govt. invested in overseas high- tech

companies to accelerate industrial

restructuring.

overseas high- tech companies to accelerate

industrial restructuring is avoided

Innovative,

flexible and

inclusive

Inclusive govt.’s HRD policy

emphasizing on education, health,

training & labor and manpower

Not so inclusive but emphasizing on education,

health, training & labor and manpower

Actually, there are a number of factors that influences the conceptual framework and the

implementation process of this policy which are given in the following structure:

Influencing factors of human

skill development policy

External founder

Research institution

Advocacy organization

External influence

Business group’s interests Interest groups

Low technology capital

skilled labor

Overall environmental

factors

Resources limitation Limited governmental

funds.

Capacitical complexity

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Evaluation:

Human skills development policy is necessary to transform Bangladesh into a knowledge based

economy”. A knowledge-based economy would intensities policy efforts towards innovation and

technology-led development to develop a competitive edge at the global level. Human resource

development is the primary and most effective means for transmitting practically useful

knowledge from one generation to another. Greater coverage and better quality education at all

levels from basic literacy to hi-tech science and technology is the essential prerequisite for

raising agricultural and industrial productivity, stimulating growth of manufactured and service

exports, improving health and nutrition, domestic stability, quality of governance and attacking

poverty. Bangladesh has been doing better in improving health and nutrition status of its

population, especially children. However attention should be given to the working children,

particularly on their health status along with the education and skill. This essay has established a

link of how human resource development works in connection with the improvement of health

and nutritional status. Still it is important to remember that health is not the one and only

component of human skills development. Rather it should be accompanied with proper

employment opportunities, education and skill with proper training with a stable human skills

development policy.

Conclusion:

This part deals process, strategy and policy of implementation. The people of Bangladesh are not

physically strong as Panjabi, Nigerian, European and African but they have to lead a social life

as them in this global village. We can’t do hard work so we have to improve our skill in the field

of science and technology in this modern age. In this connection government has to take step to

raise awareness among general people, it is not possible for government alone so NGO or private

sector can be permitted for this issue. It is very important to decide upon the overall approach of

reformation. The issue of reorientation of the public sector towards a pro-poor strategy should

get precedence over strengthening of institutions, within the existing system and structures.

Therefore, the traditional approaches leading to quantitative expansion and development of

human resources on the basis of existing or slightly modified curricula will not help the cause of

Context Analysis taking poverty reduction. (Zia-Us-Sabur, 2006) For effective reorientation to

happen, the cycle of policy inertia has to be broken through appropriate policy dialogue, and

perhaps, policy advocacy.

However, to implement this National Skills Development policy government should enact above

guidelines, rules-regulations, requirements and institutional framework.

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Group Name : “c”

List of Group Members

Baha uddin …………………………………………………………………….156

Arif Rabbani……………………………………………………………………157

Abu Nowaz Sarker…………………………………………………………….158

Fatematun Nijhum…………………………………………………………….159

Md Masum Billah……………………………………………………………...160

Dewan Bithi…………………………………………………………………….162

Mst Tahmina Akter……………………………………………………….……164

Md Rauful Islam……………………………………………………………..…165

Md Mukul Hossain……………………………………………………………..166

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