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

eval_number:

3046

eval_url:

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

lessons_learned:

themes:

theme:

Tripartism & constituent partnerships

category:

Organizational issues

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comments:

GoB (NSDA, TMED/DTE, BTEB, BMET, local government public TTTIs, public TSCs/ TTCs), BEF, NCCWE, Private training providers, local chambers of commerce, entrepreneurs, specialised CBOs (BBDN; OPDs, UCEP, SIYB Foundation, etc.). End beneficiaries: NEETs, unemployed graduates, Low skilled women/men; returning migrants, ethnic minorities, people with disabilities.

challenges:

Limited involvement of non-government sector at this stage, lack of trust between state and non-state actors can lead to slow down or lack of effectiveness of training and placement of candidates. Core problems to reduce skills mismatches can only be solved through collaborative and forward looking efforts.

success:

Strong tripartism and multi-stakeholder involvements, where each of the constituents is capable of assuming its roles and continuously improves performance of interventions, can re-enforce each other, as efforts are well channelled and voices from the ground are directly reflected in the continuous improvement of interventions.

context:

GoB to transition into a more demand oriented and future-fit Skills Development System requires a well-functioning ecosystem where relevant actors share the vision and actively engage in reforms, governance, implementation and financing. Tripartite partners need to be given the space to engage in policy dialogue and programming, and to have institutional capacities to assume their roles. They need to be in the positions where they see value in collaboration to achieve the overall goal of a trained and skilled workforce. The following preconditions are the basis for a strong tripartism: The government should realize its main responsibility to provide enabling framework conditions for Skills Development so that 3 objectives are met: (i) to ensure quality and accountability of training and certification, (ii)enable enhanced national productivity through skills development and (iii) to address access and social inclusion; The government should be ready to share control over TVET and seek active participation from the private sector; The government should be ready to facilitate tripartite governance and steering structures; Employers need to realize rights and responsibilities in skills development. Investing in training leads to greater productivity in the workplace, less attrition, and more resilience to absorb changes in market conditions; Trade unions need to realize that quality training and continuous learning contributes to more professional growth and workers’ adaptability to change; The government and private sector need to understand that financing of TVET is a joint responsibility and investments need to be made in skills for higher productivity, future skills as well as in ensuring social inclusion.

description:

Strengthening tripartism by involving constituents and systematically building their capacities, pays off. The Skills 21 project, unlike the earlier TVET Reform and B-SEP projects, did not make optimal use of its tripartite platform to foster private sector engagement. This is unfortunate. The lack of strong social partner involvement and limited collaboration with the private sector, including private training institutes might have limited learning and exchange of experiences and contributed to the slowdown of the expansion process of CBT&A through the project.

administrative_issues:

Develop joint programmatic perspective with mid-term outcomes, milestones and clear results chain and an overall road map for each social partner. This helps the donor support within the project cycle specific milestones to be achieved; ensure minimum resource commitment for at least 6-year period, which is basis for prioritization together with constituents. Form project steering and monitoring & coordination committees involving social partners and central private implementation partners. Staff capacity building required: deepening in technical areas, programming and monitoring and evaluation. Set up a M&E system and allocate required resources to mentor and support field staff in monitoring, evaluation, data collection and reporting

url:

https://webapps.ilo.org/ievaldiscovery/lessons/2296850

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location:

country:

Bangladesh

region:

Asia and the Pacific

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eval_title:

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