The skills development landscape in the Chattogram-Cox’s Bazar region is defined by a critical “Core Divergence,” necessitating a sophisticated dual-track approach that addresses the disparate realities of two distinct populations sharing the same geography. On one track lies the Host Community, where the strategic imperative is integration into Bangladesh’s national economy to drive growth and modernization. Conversely, the second track serves the Rohingya Refugees (Forcibly Displaced Myanmar Nationals), for whom the objective is not local integration, but the acquisition of “portable skills” designed to foster resilience and facilitate voluntary repatriation to Myanmar. This bifurcation ensures that while the host community advances towards industrial competitiveness, the refugee population prepares for a future return, preventing competition for local jobs while ensuring human capital development.
For the Host Community, the strategy is anchored in economic acceleration and meeting the evolving demands of Bangladesh’s industries. The assessment identifies five high-growth sectors—construction, tourism and hospitality, transport, manufacturing, and agri-food—where local enterprises are currently stifled by a “capability gap” and a shortage of skilled labor. The focus here is on automation and upgrading the workforce to manage modern technologies, such as CNC machines in manufacturing or advanced safety protocols in construction. Consequently, training for this group must align with the Bangladesh National Technical and Vocational Qualifications Framework (NTVQF), ensuring that certifications are recognized nationally and empower workers to secure sustainable employment in the region’s industrial hubs.
In stark contrast, the strategy for Rohingya Refugees is strictly governed by the Government of Bangladesh-UN Framework on Skills Development, which prioritizes skills portability over local market integration. The curriculum is deliberately decoupled from the NTVQF; instead, it adopts the Myanmar National Qualifications Framework (MNQF) or the ASEAN Qualifications Reference Framework (AQRF). This ensures that the certifications earned by refugees serve as a “passport” for reintegration into the Rakhine State economy upon their return. The trades selected—ranging from solar system installation to small engine mechanics—are based on a specific needs assessment of the Myanmar market, targeting resilience and self-reliance rather than the automation-heavy needs of the Bangladeshi industrial sector.
This dual-track strategy plays out across a complex Geographic Scope that encompasses the industrial prowess of Chattogram, the settlement-heavy landscape of Cox’s Bazar, and the isolated context of Bhasan Char. Chattogram serves as the region’s economic engine, offering the most infrastructure yet suffering from a mismatch between training supply and industry demand. Meanwhile, Cox’s Bazar faces a dual challenge: it hosts the massive refugee camps where space for training facilities is severely constrained (e.g., 700 sq. ft requirements), while simultaneously lacking advanced diploma-level institutions for its own local youth, creating a disparity in educational access. Finally, the framework extends to Bhasan Char, a remote island settlement, where the controlled environment offers unique opportunities for standardized skills delivery, ensuring that refugees there receive the same MNQF-aligned training as those in the mainland camps.
Track A: The Host Community (Chattogram & Cox’s Bazar Region)
The economic vitality of the host community in the Chattogram-Cox’s Bazar region hinges on leveraging its high-growth potential across five critical sectors: construction, tourism and hospitality, transport, manufacturing, and agri-food. However, this potential is currently stifled by a pervasive “capability gap” that hinders business growth and productivity. The ILO assessment identified 49 “hard-to-fill” priority occupations, revealing a stark disconnect between the workforce’s current skills and industry needs. Employers report severe difficulties in finding qualified professionals for specialized roles, such as CNC machine operators in the manufacturing sector—where training is often unavailable—and hotel managers in the tourism sector, which faces intense competition for talent. This shortage is not merely about headcount; it reflects a deep deficit in both technical competencies and essential soft skills like leadership and communication, which are critical for modern enterprise management.
To address these deficits, Systemic Solutions must prioritize modernization and stronger industry linkages. Current training offerings are often stuck at basic levels; there is an urgent need for TVET providers to introduce advanced modules, specifically National Skill Certificate (NSC) Levels 3 and 4, to move the workforce beyond rudimentary trades and into higher-value technical roles. Simultaneously, the ecosystem must tackle the “reluctance to hire” TVET graduates, a challenge stemming from employer misconceptions about the quality and relevance of vocational training. Bridging this trust gap requires a robust engagement strategy where employers actively participate in curriculum design and commit to offering structured internships and apprenticeships. This shift toward work-based learning is essential to provide the real-world experience that graduates currently lack.
Finally, the strategy must be rooted in Inclusion, ensuring that economic opportunities reach the most marginalized segments of the host population. There is a pressing need to target women and youth in remote areas, particularly the Chittagong Hill Tracts and distant Upazilas, where access to training providers is severely limited. A significant barrier to female participation is the shortage of female trainers, which correlates with lower enrolment and higher dropout rates among women. Therefore, affirmative action in recruiting and training female instructors is a prerequisite for creating a more inclusive skills ecosystem. By decentralizing access and creating gender-sensitive training environments, the region can unlock the latent potential of its entire workforce, driving sustainable economic growth from the ground up.
Track B: Rohingya Refugees (Camps & Bhasan Char)
The skills development strategy for Rohingya Refugees (Forcibly Displaced Myanmar Nationals) is fundamentally distinct from that of the host community, anchored in the Government of Bangladesh-UN Framework on Skills Development endorsed in August 2022. Unlike the host community track, which aims for national economic integration, this framework is designed to equip refugees with “portable skills” for voluntary repatriation and resilience. Crucially, the curriculum strictly adheres to the Myanmar National Qualifications Framework (MNQF) or the ASEAN Qualifications Reference Framework (AQRF) rather than the Bangladeshi NTVQF. This strategic alignment ensures that the certifications earned by refugees are recognized in their country of origin, Myanmar, effectively serving as a verified record of competency for their future reintegration into the Rakhine State economy.
Geographic Implementation differs significantly between the mainland camps and the island settlements. In the Cox’s Bazar Camps, the initiative operates through a network of twenty-five training centers spread across twenty-one camps, targeting a cohort of 8,000 youth aged 18-24. To ensure inclusivity, the program mandates that at least 50% of participants are female and 1% are persons with disabilities. Conversely, on Bhasan Char, the implementation benefits from a more controlled environment where specialized assessments have identified unique trade opportunities aligned with the island’s infrastructure, ensuring equity in opportunity for refugees relocated there compared to those remaining in Cox’s Bazar.
A critical component of this track is the “Literacy First” Pre-requisite, a model developed by UNESCO to bridge the educational gap before technical training begins. Pilot data revealed a significant barrier: 50% of refugee learners initially lacked awareness of what a “career” is, and a substantial portion struggled with basic reading and writing. To address this, the framework enforces a mandatory transition phase. Youth must first complete Basic Literacy and Numeracy (240 hours) followed by Functional Literacy (120 hours). These courses are conducted primarily in English (80-85%) with Burmese support (15-20%) to build the necessary linguistic foundation for technical manuals and safety instructions. Only after navigating this “literacy bridge” and passing a placement test can learners advance to the 360-hour vocational training in one of the ten approved trades, such as Solar System Installation or Community Health Work.
Specialized Curriculum: The 10 Trades for Refugees
The curriculum design for the Rohingya refugee population is rigorously evidence-based, departing from generic vocational training to focus on targeted livelihood resilience. The selection of trades is grounded in a Skills Needs Assessment conducted by UNHCR in 2022, which covered all camps in Cox’s Bazar and Bhasan Char. This assessment identified potential trades and occupation levels specifically aligned with the economic reality of the Rakhine State in Myanmar. The overarching objective is to ensure that every skill acquired is relevant for sustainable reintegration, allowing refugees to cope with livelihood demands upon their eventual return to their country of origin.
Currently, the Livelihoods and Skills Development Sector (LSDS) has limited the initiative to ten approved occupations that meet these criteria. These trades cover a diverse range of sectors, from technical services to agriculture and care, ensuring applicable skills:
- Solar (PV) System Installation and Maintenance
- Small Engine Mechanic
- Community Health Worker
- Agricultural Crops Production
- Concreter
- Sewing Machine Operation
- Caregiving
- Electrician (Building)
- Plumbing
- Bakery and Pastry Staff
The training delivery follows a strict Competency-Based Training (CBT) methodology adapted from the Myanmar National Qualifications Framework (MNQF) or the ASEAN Qualifications Reference Framework (AQRF). The structure is defined as a Level 1 Course, which mandates a total duration of 360 hours spread over approximately seventy-two working days. To ensure practical proficiency, the curriculum is heavily weighted towards hands-on learning, with an 80% demonstration (practical) and 20% theory split. Daily sessions are 5 hours long, comprising 4 hours of in-class instruction and 1 hour of home learning. While all Competency-Based Learning Materials (CBLM) and assessment tools are in English to maintain international standards, trainers are permitted to deliver instructions in the local dialect to ensure comprehension. Upon completion, learners undergo an independent assessment to validate their competency.
Quality Assurance & Certification
To ensure that skills training translates into tangible value for beneficiaries, a rigorous quality assurance regime governs the certification process, though the mechanisms differ to suit the political and economic goals of each track. For the Host Community, legitimacy is derived from the national authority; certification is strictly overseen by the Bangladesh Technical Education Board (BTEB) under the National Technical and Vocational Qualifications Framework (NTVQF). This integration ensures that a welder or hotel manager trained in Cox’s Bazar holds a qualification recognized by employers in Dhaka or overseas markets, directly addressing the region’s “capability gaps”.
For Refugees, the certification strategy is designed to create a “passport” for repatriation rather than local integration. While the Assessment Rigor is maintained by utilizing independent assessors who are themselves certified by the BTEB or the National Skills Development Authority (NSDA), the final certification carries a distinct identity. To maintain neutrality and emphasize the “portable” nature of these skills for a future return to Myanmar, certificates are planned to be issued under the banner of the Livelihoods and Skills Development Sector (LSDS) and/or the Inter-Sector Coordination Group (ISCG). This approach validates the technical competency of the learner according to international standards (MNQF/AQRF) without implying permanent residency or integration into the Bangladeshi labor market.
Crucial to the efficiency of both tracks is the Recognition of Prior Learning (RPL). Given that many adults in the camps and host communities possess informal work experience, the framework utilizes placement tests to “fast-track” competent individuals. Instead of forcing a skilled mason to sit through basic bricklaying lessons, RPL allows them to enter the curriculum at a stage matching their proficiency. This mechanism promotes personalized learning and significantly reduces the waste of time and training resources, ensuring that funding is directed toward closing actual skills gaps rather than redundant instruction.
Unique Challenges by Location
Implementing skills development programs across such diverse environments—from the dense, temporary settlements of the camps to the established districts of the host community—presents distinct logistical and social hurdles.
Bhasan Char & Camps: In the humanitarian context, the primary challenges are linguistic and infrastructural. While the curriculum mandates that “all the training materials… are in English” to ensure international standardization, the reality on the ground is more complex. Trainers are often Bangladeshi nationals certified by the BTEB/NSDA, creating a potential communication barrier with Rohingya learners. To mitigate this, the framework necessitates a “co-trainer or interpreter” model, where the lead trainer is supported by an assistant who can facilitate instruction in the local dialect. This adds a layer of operational complexity and cost to every session.
Furthermore, the “Course Accreditation Document (CAD)” imposes strict physical resource requirements that are difficult to meet in the congested camp environment. For a single occupation, a facility must secure seven hundred square feet of the classroom and workshop alone, alongside additional space for offices (240 sq. ft) and storage (160 sq. ft). For trades like “Agricultural Crops Production” or “Concreter,” an “open demo field” is also required, placing further strain on the limited land available in the settlements.
Host Community: In the host communities of Chattogram and Cox’s Bazar, the challenges are deeply rooted in social norms and workforce readiness. A critical Gender Gap persists, driven by a “lack of female trainers”. Stakeholders have identified this shortage as a key obstacle, noting that it leads to “lower enrolment and higher dropout rates among female trainees” who may feel uncomfortable or unsupported in male-dominated training environments. Addressing this requires a concerted effort to train and hire female instructors to create a more inclusive ecosystem.
Simultaneously, the region faces a paradoxical Mismatch: employers report “hard-to-fill vacancies” despite high unemployment. The ILO assessment reveals that while technical skills are missing, there is an equally severe deficit in “core skills”. In the tourism sector, for instance, “problem-solving skills have the highest prevalence of large gaps,” while communication skills show significant “medium gaps”. This lack of soft skills, critical thinking, adaptability, and leadership, renders many technically competent graduates unemployable in the eyes of modern enterprises, which prioritize holistic professional capabilities.
Strategic Recommendations
To bridge the gap between policy intent and on-the-ground reality, three strategic imperatives must guide the next phase of skills development in the region.
The current ecosystem risks fragmentation if the “Literacy First” initiative and vocational training operate in silos. A seamless pipeline must be established to ensure that graduates of the UNESCO literacy program are systematically funneled into the LSDS vocational trades. The UNESCO curriculum is explicitly designed for this “Transition to Livelihoods and Skill Training,” with terms and pictures in literacy lessons aligned with vocational content. To prevent dropouts, the placement test at the end of the literacy phase should serve as a direct enrollment mechanism for the Level 1 vocational courses. This harmonization ensures that the investment in literacy yields immediate economic returns by preparing youth to engage with technical manuals and safety guides in their subsequent trade training.
While Cox’s Bazar struggles with severe space constraints requiring 700 sq. ft for workshops and additional “open demo fields” for trades like concreting and agriculture —Bhasan Char offers a unique infrastructural advantage. The island’s planned environment is better suited to host land-intensive training programs that are logistically difficult in the crowded mainland camps. Strategic planning should leverage Bhasan Char to run full-scale Agricultural Crops Production and heavy Mechanical trades, effectively turning the island into a specialized hub for space-constrained occupations. This differentiation would optimize resource use across the two locations, allowing Cox’s Bazar to focus on less space-intensive trades like tailoring or solar installation.
Finally, while the primary goal for refugees is repatriation, the “waiting period” is an opportunity for regulated engagement. There is significant potential to explore pathways where refugee skills certified under MNQF standards are cross-referenced with local standards to allow for legal, temporary livelihood opportunities within the camps. The current framework already provisions for “volunteer placement or self-employment opportunities” for competent learners following government guidelines. By formalizing this “dual-certification” potential, trained refugees could legally contribute to camp maintenance—such as skilled Community Health Workers or Electricians maintaining camp infrastructure—thereby reducing aid dependency while keeping their skills sharp for their eventual return.
Conclusion
The Chattogram-Cox’s Bazar region currently stands at a definitive crossroads, where the urgent demands of a growing economy collide with the protracted realities of a humanitarian crisis. As this assessment clarifies, the path forward lies not in a “one-size-fits-all” solution, but in a sophisticated, dual-track ecosystem that respects the distinct futures of its inhabitants. For the host community, the challenge is one of acceleration: closing the “capability gap” in management and advanced technical skills is the only way to unlock the full potential of the region’s construction, tourism, and manufacturing sectors. Without this shift toward demand-driven, NTVQF-certified training, the local workforce risks being left behind by automation and foreign competition.
Simultaneously, for the Rohingya refugees in Cox’s Bazar and Bhasan Char, the imperative is resilience and preparation. The transition from basic literacy to vocational competence offers more than just immediate engagement; it provides a portable asset—a certified skill aligned with the Myanmar National Qualifications Framework—that serves as a tangible “passport” for voluntary repatriation. By grounding these interventions in the rigorous “Literacy to Livelihoods” model, we ensure that vulnerable youth are not merely occupying time but are actively building the mental and technical infrastructure required to eventually rebuild their own communities in Rakhine State.
The success of this regional framework depends on the transition from assessment to action. Stakeholders—including the Government of Bangladesh, UN agencies, and private enterprises—must now pivot toward implementation: certifying more female trainers to bridge the gender gap, upgrading labs to meet industry standards, and formalizing the recognition of prior learning. Whether it is a Bangladeshi youth in Rangamati mastering a CNC machine or a Rohingya refugee on Bhasan Char learning solar panel repair, the currency of the future in this region is verified competence. By investing in these parallel pathways today, we do not just address a skills shortage; we invest in the long-term stability and prosperity of the entire Bay of Bengal belt.
