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In Bangladesh, an experienced – yet struggling – worker becomes an entrepreneur

Tashmina Rahman's picture
Nikhil Chandra Roy, who received certification through the Skills and Training Enhancement Project (STEP),
Nikhil Chandra Roy, who received certification through the Skills and Training Enhancement Project (STEP),
Skills recognition is changing the lives of informal workers in Bangladesh

In 2014, Nikhil Chandra Roy was struggling to find and keep regular employment. He had extensive experience dating back to 1977, doing the work of an electrician. But because he had no formal training or certification, Nikhil couldn’t win the confidence of employers in Bangladesh to give him anything more than episodic, relatively low-paying work.

At age 55, just as he was giving up hope for career progress, Nikhil saw an advertisement that ended up turning his outlook and life around. The ad introduced him to the Recognition of Prior Learning (RPL) program, aimed especially at people like Nikhil, who have real skills and experience in a particular occupation but no formal, independently recognized qualifications.

Not long later, Nikhil participated in a three-day program, which entails one day of assessment and two days of training. That led to the recognition he had long awaited and needed to boost his career: a Government-endorsed skills certification from the Bangladesh Technical Education Board (BTEB) in electrical installation and maintenance.
A blog series to celebrate Bangladesh’s progress
toward #ProsperBangladesh 

“From that point on,” Nikhil said, “there was no looking back. With my years of experience, knowledge and now skills certification, I was ready to progress my career from just an electrician to an entrepreneur.

Nikhil was one of the many vulnerable informal sector workers in Bangladesh who have no regular jobs and who work on ad hoc opportunities, making it difficult to sustain livelihoods. These workers, with enough experience to perform the technical work well but not the credential many jobs require, improve their employability and bargaining power in job markets when they get the proper certification. And with that certification, workers gain social status in their communities.

The RPL program, which evaluates the skills level of workers and issues government certification to workers who pass an assessment, has operated since 2014 as a pilot activity under the Skills and Training Enhancement Project (STEP). STEP aims to give more Bangladeshis the technical skills they need to compete successfully in domestic and international labor markets.

The demand for RPL certification has been enormous. Since its inception, RPL has assessed more than 9,000 applicants from all over Bangladesh. Every month, RPL offers 600 applicants certification trainings in electrical installation and maintenance; IT support; block, boutique and screen printing; sewing machine operation; tailoring and dress making; motorcycle servicing; plumbing; and welding.

Insights from Brazil for skills development in rapidly transforming African countries

Claudia Costin's picture
Young Brazilians learning hairdresser skills under a vocational program run by Sistema S
Young Brazilians learning hairdresser skills under a vocational program run by Sistema S.
Photo credit: Mariana Ceratti/World Bank

While Brazil faces a difficult fiscal and economic situation right now, I would like to view national progress on employment and incomes from a long-term perspective, which is valuable when addressing Education and Human Development issues in a broader sense.

What Learning for All Means for Europe and Central Asia

Alberto Rodriguez's picture

Students attend a vocational high school in TurkeyFollowing the recent launch of the World Bank’s new Education Strategy for 2020 by President Robert Zoellick, we now turn to thinking about how the new strategy translates into action on the ground around the world. In Europe and Central Asia (ECA), how can the principles of learning for all make a difference for this rapidly transforming region?

Homework from the Seoul G-20: Measuring Skills

Ariel Fiszbein's picture

The Seoul G20 summit in November ended with some homework for the World Bank. We were asked to work with the ILO, OECD and UNESCO to develop internationally comparable indicators of skills that can help countries in their efforts to better match education and job training to market needs.  The G20 was right to make this a priority. 

In this post-financial crisis period, jobs play an important  role in recovery. Making sure that people have the right skills to get these jobs is the other side. Developing countries, especially, know that skills development is necessary if they are going to attract investment that will create decent jobs and raise productivity.

Jumpstarting Jobs: Skills Start with Education

Christine Horansky's picture

As the World Bank's Annual Meetings met to discuss global development this October, the issue of jobs was front and center. The new Open Forum 2010 allowed leading thinkers and engaged citizens from around the globe to weigh in on the ultimate question of how to jump-start jobs, as well as cultivate economic stabilty for future generations.  

Read the Human Development Network's Vice President Tamar Manuelyan Atinc's commentary, as she discusses the Jumpstarting Jobs session from the Meetings Center blog:

Stepping It Up For Vocational Education

Nicole Goldstein's picture

Students themselves stepping it up. Last weekend, I was fortunate to be at the same dinner party as Jeff Puryear, co-director of PREAL and a luminary in the education field. We got talking about his PhD thesis from 1977, which I later found out, was perhaps the first serious study of the impact of job training in Colombia's SENA industrial training programs in Bogotá.

His study had three goals:

First, to analyze the socioeconomic characteristics of people who enrolled with SENA relative to those who did not, with a view to identifying the kind of candidates that the programs attracted; second, to estimate the impact of SENA training on the wages of a randomly-chosen individual who had undergone no training before taking part in a SENA program; and third, to calculate the private and social benefits of the SENA program.