Syndicate content

South Asia

Recognizing Prior Competence: Increasing Skilled Manpower in Bangladesh

Ahamad Tanvirul Alam Chowdhury's picture



Sweety, Liza, Asad, Zulfikar and many others like them had a common dream – to have good careers and let their families have a better life. Realization of that dream should have been simple – incomes that matched their accumulation of skills and years of job experience. They however, found this hard to achieve because they did not have accreditation that could assure prospective employers that they could actually deliver. What was needed – for both sides in the employee-employer relationship – was a mechanism to open the pathway to professional empowerment. That mechanism came about in the form of the Recognition of Prior Learning (RPL) policy of the Government of Bangladesh. Sweety, Liza, Asad and Zulfikar can now proclaim to the world – openly and without reservation – that they possess skills and expertise certified by the Bangladesh Technical Education Board (BTEB).

India: Jeevika Empowers Women in Rural Bihar through New Livelihoods

South Asia's picture
India: Jeevika Empowers Women in Rural Bihar through New Livelihoods
“We went to sleep hungry.” Women in rural Bihar, India, home to over 100 million people living in poverty, had a difficult time meeting basic needs. A project called Jeevika is organizing these women into self-help groups where they decide how to invest funds, distribute staples, learn basic banking skills, improve rice cultivation, and meet the nutritional needs of mothers.

Next Wave of Economic Reforms in India

Varun Sridharan's picture
Dr. Denis Medvedev, the World Bank Group’s Senior Country Economist, spoke at the Indian Institute of Managment Calcutta on the Next Wave of Economic Reforms in India on 20th November, this year.  The talk focused on the challenges facing the Indian economy in achieving inclusive growth with a special focus on reducing poverty in the lower income states.
IIM Calcutta Discussion
Photo Credit: Roli Mahajan

Raising the Game to Deliver Pro-Poor Growth for Bangladesh

Iffath Sharif's picture
Arne Hoel/World Bank

Bangladesh has set an ambitious goal to become a middle-income country by 2021—the year it celebrates the 50th anniversary of its independence. Equally important to achieving the coveted middle income status is making sure that all Bangladeshis share in the accelerated growth required to achieve this goal, particularly the poor. The Government of Bangladesh’s Vision 2021 and the associated Perspective Plan 2010-2021 lay out a series of development targets that must be achieved if Bangladesh wants to transform itself to a middle income country. Among the core targets used to monitor the progress towards this objective is attaining a poverty head-count rate of 14 percent by 2021. Assuming population growth continues to decline at the same rate as during the 2000-2010 period, achieving this poverty target implies lifting approximately 15 million people out of poverty in the next 8 years. Can Bangladesh achieve this target? Not necessarily so. A simple continuation of the policies and programs that have proven successful in delivering steady growth and poverty reduction in the past decade will not be sufficient to achieve the poverty target set for 2021.

A Milestone for Skills Development in Bangladesh: Partnering with Singapore for Teacher Training

Shiro Nakata's picture



Limited opportunities for teacher training has been a formidable obstacle in the path of building capacity for the Technical and Vocational Education and Training (TVET) institutions in Bangladesh. How can we train the trainers of vocational training institutions when there is an acute shortage of highly skilled workers, let alone trainers of trainers?

Most vocational trainers join training institutions after spending several years in their professional practices. For them, however, the opportunity of in-service training to keep up with latest technologies and learn modern pedagogical skills as part of continuous professional development is scarce, if at all. Over time, this creates serious gaps between what trainers can teach and what are really required of graduates by the industries, raising troubling questions about the quality and relevance of TVET. Trainers need to be trained for advanced technological knowledge and pedagogical skills. The component for institutional support under Skills and Training Enhancement Project (STEP), funded by the World Bank and Canada, was designed to provide teacher training opportunities for trainers of polytechnic institutions. However, major challenges arose when the institutions themselves were found to be lacking the capacity, for various reasons, to organize effective teacher trainings.

Unlocking the Potential of Sri Lanka’s Youth

Russel Valentine's picture
coding for development
Luxshmanan Nadaraja / World Bank


Sri Lankan youth is a mass of untapped potential. With 12.7% of the country’s labour force comprised of youth, the importance of skilled and educated youth is definitely a resource for the island’s development. Having a labour force participation rate of a mere 35.2% among the youth, unlocking the potential in the rest would mean opening doors to around 2 million young, energetic, enthusiastic and innovative individuals to enter the job market.

I was privileged to attend a leading school in Sri Lanka with high quality education and adequate infrastructure. This however is not the common school in Sri Lanka. The majority of the youth receive less than adequate education, which I believe is crucial for one’s development.

Needless to say, it is this population that blooms into the world not fully equipped to take it over. With the lack of perspectives and exposure to the “real world,” due to narrow minded parents, peer pressure, family responsibilities, fear and poverty, the most youth restrict themselves to the ‘Doctor, Engineer or Lawyer’ mentality as I would like to call it, since they are believed to be the only professions that would extricate a Sri Lankan from poverty. And, mind you, it is not due to the demands in the labour market in Sri Lanka. These is a perception resulting in a bias for white collar jobs vs. ‘blue collar’ jobs which are in market demand but heavily stereotyped as low class jobs even when the pay is high. Most youth opt to work abroad than in Sri Lanka engaged in jobs labelled as ‘blue collar’ work.

Tackling the Most Critical Regional Economic Challenges

Sanjay Kathuria's picture
south asia integration
For the first time in history, all South Asian leaders were invited to the newly elected Indian Prime Minister’s oath-taking ceremony, May 2014. President Mahinda Rajapaksa/Flickr.  

I’m on my way to the 7th South Asia Economic Summit (SAES) in New Delhi, India. The summit* brings together leading analysts, academics, policymakers, the private sector and civil society from across the region and beyond, who meet to suggest solutions to South Asia’s economic issues and learn from each other’s experiences. 

This year’s SAES takes place at a very opportune time. Regional cooperation momentum has been on an upswing. The theme of the summit, “Towards South Asian Economic Union” captures the renewed optimism of moving forward on the regional agenda and generating shared prosperity. Apart from that, the SAES is held between November 7 – 8, only two weeks before the 18th SAARC (South Asian Association for Regional Cooperation) Summit, where heads of state from Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri-Lanka will meet in Kathmandu, Nepal.

Pages