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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:

Skills development

category:

Employment

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comments:

GoB (NSDA, TMED/DTE, BTEB, BMET, local government, 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:

Lack of clarity on governance within GoB (between NSDA-DTE and NSDA-BTEB for training and assessments, including accreditation), which spearheads CBT&A has slowed down expansion. Existing coordination challenges and lack of clarity on roles and responsibilities between NSDA/TMED/BTEB/BMET. NSDA, VTIs, TTTIs and BTEB capacity challenges (HR and finances) limit expansion and quality assurance. A strategy and guideline is required for large and systematic roll out of CBT&A across system, for private provisions and at higher levels as well. Shortages of teachers and trainers need urgent addressal; CBT&A L4 certification needs to be mandatory and part of a CPD plan. IMDC use needs institutionalisation and continuous mentoring support. Vision for Professional Development of TTTIs/MTIs needs to be strengthened, with deeper understanding for private sector linking and technical skills training for teachers or more exposure visits to workplaces. Current system does not closely monitor effectiveness of learning outcomes on employability. Impact assessments are not conducted without external funding. An M&E system needs to use data for continuous improvement of training and assessment services within TTTIs, VTIs.

success:

Positive response from employers, learners about effectiveness of CBT courses and assessments; however, longer duration of the courses is required focusing on higher level of skills. 3521 teachers/trainers/industry instructors, 250 master trainers and 20 principals have benefited from professional CBT&A training (L4/L5/6) and 1214 from online learning platform of IMDC. A momentum has been built, which can be leveraged through follow up, creating a COP and by institutionalising collaboration. The Shift of IMDC to BTEB, together with a more strategic perspective, creates an opportunity to accelerate expansion.

context:

GoB needs to actively engage the private sector and trade unions, and encourage private training providers to adopt CBT. NSDA should focus on creating an enabling environment and an incentive system for enterprises to invest in training, rather than direct implementation. Expanding CBT&A requires transparent mechanisms for registering partner organizations and accrediting assessment centres, alongside robust quality assurance to gain industry recognition. GoB should invite private sector and trade unions to participate in this process. Another related pre-condition is to create pools of trained and certified trainers and assessors for both the public and private sectors by NSDA/BTEB.

description:

CBT&A shows high impact and is attractive for employers and learners. However, still not widespread (20%) and biased towards educated persons; neither is it mainstreamed in longer courses nor in higher level skills. The capacities of GoB to adapt NTVQF has continuously increased and steadily expanded, resulting in the endorsement of BNQF, the recognition of CBT for short courses L1-L3 and due to Skills 21, expanding to L4/5/6 for professional skills upgrading for teachers/trainers and principals and digital learning platforms (IMDC). Acceptance for CBT&A has increased amongst the private sector, government and training providers; however, awareness and outreach remain low. Private sector is just starting to pick up on CBT. At this point of time 20% of TVET courses are competency based, most of them at low skills levels (L1, L2), which shows that the system needs a lot of time. CBT&A needs to address higher skills needs articulated by private sector and learners. Higher level training and assessment capacities need to be developed. At GoB level, the structural underfunding of TVET sector, combined with massive staff shortages across departments, training and assessment centres limits expansion of training overall, which also includes CBT as well. NSDA’s capacity for fast roll out is weak, so is DTE’s and BTEB’s to provide enough certified trainers for large scale and quality assured assessment.

administrative_issues:

Sharpen conceptualisation of skills needs and adapt existing courses to local requirements (longer internships, more practical aspects during industry-based training). Explore higher level CBT&A, dualization and mainstreaming CBT in long-term training. Explore specific high-in-demand occupations (also for talent partnerships) and pilot effectiveness of these occupations (courses of talent partnership) in close collaboration with private sector. When piloting, closely monitor impact and quality to improve relevance, effectiveness of training. Support GoB in setting up 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/2296855

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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