The concept of Strategic Workforce Planning (SWP) is crucial for the sustainable development of any country. It involves analyzing, forecasting, and planning the supply and demand of the workforce, assessing gaps, and determining the necessary interventions to ensure the nation continues to fulfill its mission effectively. In the context of Bangladesh, Strategic Workforce Planning encompasses three dimensions: instruments (Acts, mandates, and regulations), translation of these instruments into operational strategies with living and non-living inputs, and ensuring the timely delivery of targeted production, services, and economic growth by both public and private organizations.
Dimensions of Strategic Workforce Planning
Instruments
The instruments of strategic workforce planning are the laws, regulations, and policies that guide workforce development in a country. These instruments set the parameters for how the workforce is trained, certified, and deployed. They also establish the rights and responsibilities of workers and employers.
Examples of instruments include:
- National education and training policies: These policies set the standards for what skills and knowledge workers need to be successful. They also govern the funding and provision of education and training programs.
- Labor laws: Labor laws regulate the employment relationship between workers and employers. They cover issues such as wages, hours of work, working conditions, and safety and health.
- Immigration policies: Immigration policies control the flow of workers into and out of a country. They can also be used to attract and retain skilled workers in key sectors.
Translation of Instruments
The translation of instruments involves turning the legal and regulatory frameworks of strategic workforce planning into practical strategies. This includes:
- Defining national standard classifications for the workforce: This helps to ensure that the workforce is classified in a consistent way across all sectors and industries. This makes it easier to track workforce trends and identify skills gaps.
- Ensuring the availability of physical facilities, tools, equipment, and infrastructure: This is essential for providing workers with the resources they need to be productive. It includes ensuring that training facilities are up-to-date and that workers have access to the latest technologies.
Delivery Assurance
Delivery assurance involves ensuring that public and private organizations can deliver the necessary production, services, and support for the country’s growth acceleration, according to the defined standards and regulations. This includes:
- Developing and implementing workforce plans at the organizational level: These plans should be aligned with the national strategic workforce plan and should identify the specific skills and competencies that the organization needs to achieve its goals.
- Investing in workforce development: This includes providing training and development opportunities for workers, as well as supporting the development of new and innovative training methods.
- Attracting and retaining skilled workers: This can be done through a variety of measures, such as offering competitive salaries and benefits, creating a positive work environment, and providing opportunities for career advancement.
Example
Here is an example of how the three dimensions of strategic workforce planning might work together in practice:
A country with a rapidly growing economy needs to increase the supply of skilled workers in the manufacturing sector. The government develops a national strategic workforce plan that identifies the specific skills and competencies that manufacturing workers need. The government also develops policies and programs to support the development of these skills and competencies.
At the organizational level, manufacturing companies develop workforce plans that are aligned with the national strategic workforce plan. These plans identify the specific skills and competencies that the company needs to achieve its goals. The companies also invest in workforce development by providing training and development opportunities for their workers.
To attract and retain skilled workers, manufacturing companies offer competitive salaries and benefits, create a positive work environment, and provide opportunities for career advancement.
As a result of the government’s and the private sector’s focus on strategic workforce planning, the country is able to meet its growing demand for skilled workers in the manufacturing sector. This helps to drive economic growth and create jobs.
Challenges in the TVET Subsector of Bangladesh
The challenges in the TVET subsector of Bangladesh are significant, and they impact all phases of workforce planning. Here is a more detailed explanation of each of the challenges listed:
Absence of Realistic TVET Governance
Effective governance is essential for strategic workforce planning (SWP). A realistic governance framework for TVET would provide clear roles and responsibilities for all stakeholders, as well as mechanisms for coordination and collaboration. However, the TVET sector in Bangladesh currently lacks such a framework. This makes it difficult to plan for the future workforce and to ensure that TVET programs are aligned with the needs of the economy.
Lack of Institutional and Organizational Capacity
Many TVET institutions in Bangladesh do not have the capacity to implement effective SWP. This is due to a number of factors, including:
- Shortage of qualified personnel: There is a shortage of qualified TVET instructors and trainers in Bangladesh. This makes it difficult to deliver high-quality training and to implement effective SWP practices.
- Lack of resources: TVET institutions often lack the necessary resources to support SWP activities, such as data collection and analysis, curriculum development, and staff training.
- Weak planning and management systems: Many TVET institutions have weak planning and management systems. This makes it difficult to implement and track progress on SWP plans.
Non-Practicing Trends of Professionalism
The TVET sector in Bangladesh is often plagued by non-practicing trends of professionalism. This refers to the tendency of TVET instructors and trainers to lack practical experience in the fields they are teaching. This can lead to a disconnect between the skills that students are learning and the skills that employers are looking for.
Unrealistic Qualification and Recruitment Rules
The sector may have unrealistic qualification and recruitment rules for TVET organizations. For example, some TVET institutions may require instructors and trainers to have a master’s degree, even though many employers are more interested in candidates with practical experience. This can make it difficult for TVET institutions to attract and retain qualified staff.
Lack of Relevant Qualified Professionals
The TVET sector faces challenges in finding qualified professionals for a number of key functions, including:
- Curriculum design: Developing effective TVET curricula requires a deep understanding of the skills and knowledge that students need to be successful in the workforce. However, there is a shortage of qualified curriculum developers in Bangladesh.
- Program implementation: Implementing TVET programs effectively requires a range of skills, including instructional design, assessment, and monitoring. However, many TVET instructors and trainers in Bangladesh do not have these skills.
- Research and development: The TVET sector needs to be constantly innovating to keep up with the changing needs of the workforce. However, there is limited investment in research and development in the TVET sector of Bangladesh.
- Monitoring and auditing: Monitoring and auditing TVET programs is essential to ensure that they are meeting their objectives. However, there is a shortage of qualified professionals to perform these functions in the TVET sector of Bangladesh.
- Designing assessment systems and tools: Designing effective assessment systems and tools for TVET programs is essential to ensure that students are learning the skills and knowledge they need. However, there is a shortage of qualified professionals to perform this function in the TVET sector of Bangladesh.
These challenges are significant, but they are not insurmountable. The government of Bangladesh and other stakeholders are working to address these challenges. For example, the government has developed a National Skills Development Policy that aims to improve the quality and relevance of TVET programs. The government is also investing in TVET infrastructure and staff training.
With continued effort, the TVET subsector of Bangladesh can overcome these challenges and become a more effective driver of economic growth and development.
Current Issues in Bangladesh TVET
Placement of Non-Professionals
The placement of non-professionals in professional positions is a serious problem in the Bangladeshi TVET sector. This can happen for a number of reasons, such as favoritism, nepotism, or corruption. When non-professionals are placed in professional positions, it undermines the quality of education and training that is provided to students.
For example, if a non-professional is placed as a TVET instructor, they may not have the necessary skills and knowledge to teach the subject effectively. This can lead to students not learning the skills and knowledge that they need to be successful in the workforce.
Irrelevant Job Assignments
Another problem in the Bangladeshi TVET sector is the assignment of professionals to jobs that do not align with their qualifications. This can happen for a number of reasons, such as a lack of planning or a shortage of qualified personnel. When professionals are assigned to irrelevant jobs, it can lead to them not being able to use their skills and knowledge effectively. This can also lead to job dissatisfaction and turnover.
For example, if a professional with a degree in engineering is assigned to a job in administration, they may not be able to use their engineering skills to their full potential. This can lead to job dissatisfaction and turnover, which can be harmful to the organization.
Absence of Job Descriptions
The absence of clear job descriptions is another problem in the Bangladeshi TVET sector. Job descriptions are important because they outline the roles and responsibilities of each position. When job descriptions are not clear, it can lead to confusion and frustration among employees. It can also make it difficult for employees to understand their performance expectations.
For example, if a TVET instructor does not have a clear job description, they may not know what is expected of them in terms of teaching, assessment, and other duties. This can lead to confusion and frustration, which can impact their performance.
Non-Practicing Attitude
The non-practicing attitude towards job descriptions, job specifications, and personal specifications in the workplace hinders efficient workforce planning and utilization. This is because it makes it difficult to identify the skills and knowledge that are needed in the workplace. It also makes it difficult to match employees to the jobs that they are best suited for.
For example, if job descriptions, job specifications, and personal specifications are not used in the workplace, it can be difficult to identify the skills and knowledge that are needed for a particular job. This can lead to hiring the wrong people for the job, which can be costly and time-consuming.
Impact on Workforce Planning and Utilization
The current issues in Bangladeshi TVET have a significant impact on workforce planning and utilization. When non-professionals are placed in professional positions, professionals are assigned to irrelevant jobs, and job descriptions are not clear, it can lead to the following problems:
- Skills gaps: The workforce may not have the skills and knowledge that are needed to meet the demands of the economy.
- Mismatched skills and job requirements: Employees may not be assigned to jobs that align with their skills and knowledge. This can lead to job dissatisfaction and turnover.
- Inefficient workforce planning and utilization: It can be difficult to identify the skills and knowledge that are needed in the workplace and to match employees to the jobs that they are best suited for.
These problems can have a negative impact on the productivity and profitability of organizations. They can also make it difficult for Bangladesh to compete in the global economy.
Addressing the Challenges
The Bangladeshi government and other stakeholders are working to address the challenges in the TVET sector. For example, the government has developed a National Skills Development Policy that aims to improve the quality and relevance of TVET programs. The government is also investing in TVET infrastructure and staff training.
In addition, TVET institutions and organizations can take a number of steps to address the current issues, such as:
- Developing and implementing clear and transparent hiring and promotion criteria.
- Providing professional development opportunities for all employees.
- Creating a culture of continuous learning and improvement.
- Conducting regular workforce planning and utilization exercises.
By taking these steps, TVET institutions and organizations can help to ensure that they have the right people in the right jobs and that they are using their workforce efficiently. This can help to improve the quality of education and training that is provided to students and to make the TVET sector more responsive to the needs of the economy.
Recommendations
Addressing the capacity issues in the TVET subsector of Bangladesh is critical for improving workforce planning and enhancing the quality of education and training. Here are detailed recommendations with examples to implement these actions effectively:
- Strengthen TVET Governance:
Example: Develop a comprehensive governance framework that outlines the roles and responsibilities of different stakeholders. For instance, the Ministry of Education can establish clear policies and regulations that define the standards for TVET institutions, and create a TVET Governing Body to oversee the implementation of these policies. This body can include representatives from industry associations, academia, and government, ensuring a collaborative approach to governance.
- Enhance Institutional and Organizational Capacity:
Example: Invest in infrastructure and resource development. For instance, a substantial budget allocation can be made for infrastructure improvement, including the construction of modern laboratories, workshops, and classrooms. Additionally, funding can be provided for the purchase of advanced equipment and technology to keep the institutions up-to-date with industry standards. Training programs for TVET faculty and staff can be organized, helping them acquire the latest teaching methods and technical knowledge.
- Promote Professionalism:
Example: Encourage professionalism by introducing a certification and accreditation system for TVET instructors. Instructors should be required to demonstrate continuous professional development through workshops, seminars, and hands-on industry experience. Moreover, institutions can foster a culture of professionalism by recognizing and rewarding outstanding educators and practitioners in the field.
- Reform Qualification and Recruitment Rules:
Example: To align qualification and recruitment rules with industry needs, create an industry advisory board consisting of representatives from various sectors. This board can regularly review and update the qualifications required for different positions in TVET institutions. For example, if the industry indicates a growing demand for skilled technicians with specific competencies, the qualification and recruitment criteria should be modified accordingly.
- Build a Pool of Qualified Professionals:
Example: Establish a Training and Development Center within the TVET subsector. This center can offer specialized training programs for educators, focusing on areas such as curriculum design, program development, assessment techniques, and industry-specific skills. Scholarships and incentives can be provided to educators who enroll in these programs to motivate their continuous learning and development.
- Establish Clear Job Descriptions:
Example: Develop standardized job descriptions for all positions within TVET institutions. Each job description should outline the roles, responsibilities, required qualifications, and key performance indicators (KPIs). For instance, a job description for an instructor should clearly define their responsibilities in terms of curriculum development, delivery, and student assessment. This clarity can help professionals understand what is expected of them in their roles.
- Promote Practicing Attitudes:
Example: Conduct regular workshops and training sessions on the importance of job descriptions, job specifications, and personal specifications. Create an environment in which supervisors and employees routinely use these tools to guide their work. Recognize and reward individuals and teams that effectively utilize these specifications to ensure efficient workforce planning and utilization.
These recommendations, when implemented effectively, can significantly enhance the capacity of the TVET subsector in Bangladesh, leading to improved workforce planning, a higher quality of education and training, and a workforce better aligned with industry needs. By addressing these issues, Bangladesh can prepare its workforce for the challenges and opportunities of the future, contributing to the nation’s economic growth and development.
Strategic Workforce Planning is not just an abstract concept; it is a practical approach to ensuring that the workforce is adequately prepared to meet the demands of a rapidly evolving economy. By addressing the capacity issues in the TVET subsector and implementing these recommendations, Bangladesh can pave the way for a more skilled and productive workforce, ultimately contributing to its socio-economic development.
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