2013年-世界发展银行全球_An_Assessment_of_Skills_in_the_Formal_Sector_Labor_Market_in_Bangladesh___A_Technical_Report_on_the_Enterprise-Based_Skills_Survey_2012_48页_1mb

Summary of the Enterprise-Based Skills Survey 2012 in Bangladesh

Core Content

This report presents a technical assessment of the Enterprise-Based Skills Survey (ESS) 2012 conducted in Bangladesh as part of the South Asia Human Development Sector initiative. The ESS aims to evaluate the alignment between the education system and the labor market in terms of skill composition, demand and supply, training opportunities, and recruitment practices. The findings are crucial for informing the Skills Development Policy Note of the Bangladesh Education Sector Review (ESR), which seeks to improve the efficiency of the education system in meeting labor market needs.

Main Objectives

• Assess the relevance and demand for skills produced by the education system in the formal sector labor market.
• Evaluate the composition of skills among workers in selected industries.
• Understand recruitment practices, skill appraisal, and training opportunities within enterprises.
• Provide insights into the matching mechanisms between employers and employees in terms of skills.
• Analyze the effectiveness of education and training in enhancing worker productivity and competitiveness in the labor market.

Scope of the Survey

• The survey focused on the formal sector, excluding the informal sector.
• It covered five major economic sectors: Manufacturing, Commerce, Finance, Education, and Public Administration.
• The survey collected data from both employers and employees, enabling a linked employer-employee analysis.
• The sample included establishments and employees across different sizes (small, medium, and large), with an emphasis on stratified sampling to ensure representativeness.

Methodology

• The survey employed stratified random sampling based on economic sector and firm size.
• Sampling frame was derived from the Business Registry 2009, which included all enterprises with more than 10 employees.
• The survey oversampled large firms due to the high concentration of employment in this category.
• Non-response and non-traceability were significant challenges, with 21% non-traceability and 5% refusal rates.
• Replacement strategies were implemented to ensure strata-specific representation, with 143 cases due to non-traceability and 34 cases due to refusal.

Key Findings

3.1. Composition of Skills in the Formal Sector

• Gender and sector distribution: A significant proportion of workers in the formal sector were female, particularly in the manufacturing and education sectors.
• Age and education level: The majority of workers were in the age range of 20-35, with higher education levels concentrated in finance and education.
• Training participation: Only 25% of workers had participated in short-term training courses, and apprenticeships were less common.
• Skill assessment: Literacy and numeracy were the primary cognitive skills measured, while non-cognitive skills such as effort, discipline, and emotional stability were also considered.
• Technical skills: ICT, technical/vocational, and job-specific skills were identified as key technical skills in the formal sector.

3.2. Demand for Skills and Skills Mismatches

• There was a mismatch between the skills demanded by employers and those possessed by workers.
• Higher education levels were more prevalent in finance and education, while manufacturing and commerce had a lower proportion of highly educated workers.
• Employers valued technical and cognitive skills more than non-cognitive skills, yet workers often perceived non-cognitive skills as more important for job performance.

3.3. Skills Matching Mechanism - Recruitment

• Recruitment criteria varied across sectors, with finance and education emphasizing academic performance and professional qualifications.
• Job search methods included networking, job fairs, and direct approaches, with median weeks to find a job ranging from 3 to 6 weeks.
• Family connections played a significant role in job placement, with 25% of workers having family or relatives working in the same establishment.

3.4. Post-Employment Skills Building Opportunities

• Post-formal education training was underutilized, with only 20% of workers participating in such opportunities.
• Training providers included in-house training, government agencies, and private institutions, with government and private sector being the most common.
• On-the-job training (OJT) was widely used, but formal off-the-job training was less common.

Policy Implications

• The education system in Bangladesh is not adequately preparing students for the current labor market demands.
• There is a need for more relevant and practical training that aligns with industry needs.
• Improving the quality of education and bridging the skills gap should be a priority for policymakers.
• Enhancing the link between education outcomes and labor market needs is essential for economic growth and competitiveness.
• Strengthening the role of TVET (Technical and Vocational Education and Training) is critical to developing a skilled workforce.

Conclusion

The ESS 2012 provides a comprehensive overview of the skills landscape in Bangladesh's formal sector. It highlights the mismatch between education and labor market demands, emphasizing the need for reform in both education delivery and skills development policies. The survey underscores the importance of cognitive and non-cognitive skills and the role of training in enhancing worker productivity. The findings will serve as a foundation for the Skills Development Policy Note and inform future education and labor market reforms in Bangladesh.

Figures and Tables

• Figure 1-7 provide insights into gender distribution, age cohorts, education levels, and occupation types.
• Figure 8-26 illustrate training participation, job search methods, and employer-employee perceptions.
• Table 1-11 present data on establishments and employees, training participation, and recruitment practices.

Authors

• Shinsaku Nomura (Education Economist, The World Bank)
• Seo Yeon Hong (Economist, The World Bank)
• Christophe Jalil Nordman (Research Fellow, IRD/DIAL and Consultant, The World Bank)
• Leopold Remi Sarr (Senior Economist, The World Bank)
• Ayesha Y. Vawda (Senior Education Specialist, The World Bank)

Acknowledgements

The survey was conducted with support from various stakeholders, including government agencies, academic institutions, civil society organizations, and development partners. The fieldwork was carried out by SRG Bangladesh Limited, with support from the local team and guidance from World Bank colleagues.