NEW Project Officer – Private Sector Engagement Junior level – NO-A, National Professional Officer – Locally recruited position ILO – International Labour Organization Closing in 13 days Chittagong

Introduction

The International Labour Organization (ILO) Office in Bangladesh is assisting the Directorate of Technical Education (DTE), under Technical and Madrasah Education Division (TMED) to implement the Promoting Gender Responsive Enterprise Development and TVET Systems (ProGRESS) project to contribute to the promotion of women’s economic empowerment in Bangladesh through policy reforms, TVET services, entrepreneurship promotion, and skills development with gender equality and green skills at the core of its strategies. The project targets Chattogram, Sylhet, Rangamati, Bandarban, Khagrachari, Rajshahi, Dinajpur, Mymensingh and coastal belts of Khulna and Barishal divisions which suffer from high rates of poverty and low levels of economic development. The project is based on the market system approach to value chain development, which is the promotion of strategically planned and locally driven partnerships for the creation to productive employment and decent work for women, youth and persons with disability. The project will run for five years starting from 2022-2027. The project is funded by the Global Affairs Canada (GAC).

The ProGRESS Project focuses on the following areas: 

(1)    Adoption and implementation of National Strategy on Gender Equality in TVET (2012), TVET Development Action Plan; NSDP 2021, national budget and operational systems which promote gender equality particularly in terms of digital access, enterprise development and green job; 
(2)    Increased opportunities for wage and self-employment of women within selected value chains and market systems, particularly in the green growth sectors
(3)    Improved availability of accessible, inclusive, sustainable and green skills training opportunities for women, youths, persons with disabilities and other disadvantaged groups.
The main objective of the ProGRESS Project is to support the economic empowerment of female work force of Bangladesh in order to improve their economic wellbeing and maximize their contribution to the national economic growth. In particular, it aims to increase number of women in Bangladesh employed with decent work in a broader range of occupations (10,000 young women and men out of which 50% are women, 5% persons with disabilities and 3% ethnic communities).

.

Context of skills development for decent employment

In response, massive investments on human resource development workforce skilling by government and private skills and training centers have been taking place. However, despite these developments, Bangladesh labour market faces a significant challenge:  skills mismatch. Employers struggle to find qualified workers and training completers face unemployment and underemployment.  TVET completers  lack the specific qualifications desired for available positions. Graduates from universities, colleagues and higher education institutions lack the necessary orientation about the sector and about the working environment in the companies, thereby limiting their employability and chances for immediate employment and limiting the industries’ productivity. Secondly, under-resourced individuals have difficulty navigating the job search process, from resume writing to interview techniques. 

Bangladesh’s National Skills Development Policy (NSDP 2022) provides a comprehensive framework for promoting skills development and training in the country. The Bangladesh Labour Act provides a comprehensive framework for apprenticeship programs in the country. Introduced by the Ministry of Public Administration (MoPA), as provided in the policy government, semi-government, autonomous, and private organizations are encouraged to offer internships. It is primarily aimed at giving the youth opportunity to work in public sector environment and develop practical skills needed to enter the workforce. This also allows students to obtain ideas and experiences on how government institutions operate and how critical policy decisions are being implemented. The policy also covers private sector placements provision. It encourages private bodies to increase internship opportunities for fresh graduates. And the duration of Internships are typically three months. 

.

ILO Dhaka has been playing a significant role to support government for reforming the TVET system particularly in promoting and supporting apprenticeship programs in Bangladesh. It has contributed to the development and improvement of apprenticeship programs in Bangladesh, helping to ensure that young people have access to quality training and employment opportunities. On Policy Development and Advocacy, the ILO has worked with the government to develop and strengthen the policy framework for apprenticeship, ensuring it aligns with international standards and best practices. ILO has provided technical assistance to government agencies, employers, and training institutions to enhance their capacity in implementing and managing apprenticeship programs.   several challenges persist due to lack of proper concentration on this programme. Addressing these challenges requires a concerted effort from the government, employers, training institutions, and civil society organizations. By working together, it is possible to create a more robust and sustainable apprenticeship system that benefits both individuals and the economy.

Proposed interventions with the private sector in Chattogram

The proposed  interventions on engagement with the private sector will model  an industry-driven workplace based learning that will benefit three categories of labour market entrants and jobseekers: a) semi-skilled and skilled individuals with technical vocational qualifications obtaining through industry-TVET Center partnership, b) unemployed tertiary level completers who  are challenged in transitioning to employment by providing them customized bridging programs to make them more work ready; and c) tertiary level senior students who will benefit from industry-academia led enhanced curricula and pedagogic. It will be implemented and piloted in Chittagong division the largest industry-hub next to Dhaka, home for the  Chittagong Port, the principal seaport of Bangladesh handling about 92% of import-export trade of the country. The engagement  aims to  address the skills mismatch and  industries’ dire need for mid-level, managerial and administrative skills professionals,  and hence will focus on selected university programs that cater these needs. The engagement aims to develop and showcase adapted model for industry-academia/TVET center collaboration mechanism and systems which combines job placement facilitation. 

.

Higher education and TVET institutions are essential for providing skilled labour to meet the needs of the local industries.  The proposed initiative will expand work place base learning practices and approaches in the second largest employment hub of Bangladesh,  by bringing together business of various scales and therefrom develop systems and tools scalable at the national level.  The outcome will play a vital role in fostering economic growth and development.  The setting up of systems for workplace base learning and employment support service will provide targeted skill development programs and mentorship, alongside coaching and career counselling. This will equip Bangladeshi workers with the tools to compete effectively in the job market and contribute to the nation’s continued economic prosperity.  Employment support services can enhance the connection between job seekers ultimately contributing to the economic development of Chittagong division and the whole country.

 
Moreover, Bangladesh’s vibrant workforce face challenges in connecting with suitable employment opportunities. This gap will be addressed by creating a comprehensive employment support service through digital solutions and private sector partnerships.  This will be coupled with targeted interventions to empower individuals with the skills and resources needed to succeed in a modern job market.  The ILO aims to help this gap by leveraging modern technologies by setting up a digital platform and career guidance expanding job search through a user-friendly platform facilitating connections between job seekers and private sector employers.  

In this context, the ILO Country Office for Bangladesh is seeking the service of a highly motivated and experienced professional to serve as “Project Officer” to coordinate and support the implementation of the mentioned assignment for the project.

Reporting Lines

The Project Officer will perform his/her duties under the overall guidance and supervision of the Chief Technical Advisor (CTA) of the ProGRESS project  Posted in ILO’s project office in Chattogram, s/he will work in close collaboration with the Project team in ILO Dhaka and Chattogram and Senior Programme Officer ILO Dhaka, Bangladesh as required.

Description of Duties

A.    Support to implement the Industry-Academia/TVET Work Place Base Learning  Program

1.    Identifying key private sector (associations, enterprises) willing to practice workplace-based learning for two different groups of young people; those seeking employment in occupational skills (blue collar or vocational technical  jobs), and those university graduated preferably from the public university seeking clerical, administrative and managerial jobs (white collar jobs)
2.    Identify and engage relevant intermediary institute as scale agent to advance work place base learning.
3.    Engage selected universities, consulting/training firms to develop workplace based learning system for the graduates and unemployed youths. 
4.    Support the preparation the draft of learning modules, guidelines, systems and structure for the implementation of workplace based learning 
5.    Support the capacity building of stakeholders and partners on the implementation of workplace base learning program.
6.    Develop business model through facilitated dialogue among the different stakeholders.

7.    Coordinate and monitor the piloting of workplace base learning including liaising with the RTOs/ SDPs/TVET centers to engage them in the workplace based learning approaches. 
8.    Synthesize learnings and good practices and recommendations for scaling; 

B.    Support to establish Employment Support Service (ESS) and Skills Needs Anticipation System (SNAS)

1.    Prepare a work plan with milestones and timelines, and outline methodology and approach for the assignment. With a set of appropriate tools/ templates/ questionnaires/ checklists to be used for gathering and managing the ESS based on local and regional practices.
2.    Convene stock taking workshop on existing practices on ESS and SNA in Bangladesh and other countries.
3.    Coordinate and provide support  in the conduct of workshops separately with main collaborators in the ESS/SNAS,e.g. industry HRs, TVET/Academia, BIDA; then one joint workshop for all representatives to present the tentative design. 
4.    Support the  design of the ESS and SNAS, in close coordination with the industries, based on the existing documents and on the technical inputs from ILO, industry human resource managers, TVET/Academia and other ESS collaborators
5.    Provide backstopping support to  the Software developer in the development and launch of the ESS/SNA system. 
6.    Provide technical support in the roll out of the ESS and SNAS. The task includes but not limited to coordinating/leading capacity building and knowledge development workshops involving ESS/SNAS steering committee, and collaborators
7.    Support to organize knowledge and experience sharing about ESS/SNAS experience and policy advocacy for scaling up the system. 
8.    Prepare a recommendation policy framework and implementation guidelines for ESS and SNAS. The activity includes but not limited to consultation with relevant stakeholders and agencies, and preparation of the report proper. 
9.    Support/Conduct policy advocacy workshops to present case studies, lessons learned from the ESS/SNAS pilot; and the recommended policy framework

C.    Perform other duties as assigned by the supervisor.

Required qualifications

Education

Bachelor degree in public policy, economics or business administration with a focus on workforce development and a strong foundation in private sector development. 
 

Experience

.
At least five (5) years of working experience with private sector. Similar experience with the United Nations Common System or an international organization is desirable. 

⦁    Demonstrated progressive experience working with private sector and employers in Bangladesh; 
⦁    Has existing network with employers/private sector in Chittagong, Bangladesh
⦁    Knowledge of the labour market dynamics, education and skills development landscape in Bangladesh
⦁    Demonstrable knowledge and understanding of the employment system in Bangladesh with focus on education, skills development, employment services system
⦁    Workforce development or with digital skills development programs would be highly valuable.
⦁    Significant years of experience in data management system preferably in the field  skills development, employment services, or vocational education.
⦁    Demonstrated ability to reach out to the public-private institutes, relevant private sector organizations and relevant stakeholders in the Education and TVET systems
⦁    Working or collaborating experience with international development partners/donor/UN agencies will be added value. 
⦁    Excellent written and verbal communication skills are necessary to interact with stakeholders, including government agencies, businesses, and job seekers.
⦁    Technical expertise on designing questionnaire, analytical skills, conducting FGD and report writing skills

Languages

Excellent knowledge of the working language of the duty station, and good knowledge of English.
 

Competencies

⦁    Ability to organize own work.
⦁    Strong in measuring achievements and gaps, assessing collaboration, partnership, participation, and relationships building focusing on gender, persons with disabilities (PWDs) and marginalized groups;
⦁    Strong communication and interpersonal skills and experience of engaging with a range of external actors, including interacting with policymakers and decisionmakers to implement plan, track progress and demonstrate tangible results;
⦁    Excellent understanding on accountability, transparency, and effectiveness of development programmes; 
⦁    Strong understanding of UN system, framework, and structures, particularly those related to gender equality and women’s empowerment, both in programme and operations; 
⦁    Ability to design, plan, and implement robust, innovative, and effective research approaches and methodologies which integrate primary and secondary data and qualitative and quantitative analysis; 
⦁    Ability to deal with confidential matters with discretion
⦁    Ability to work in a multicultural environment and to demonstrate gender-sensitive and non-discriminatory behaviour and attitudes.