Vacancy Announcement
The United Nations Children’s Fund (UNICEF), Bangladesh is seeking applications from experienced
international consultant for an assignment available for 55 work days.
Position: International Consultant (Education Section)
Proposed level: P-4
Background:
Bangladesh, being the home of about 153.6 million population, one of the world’s densely populated
countries, has made significant progress in achieving the MDGs particularly in achieving universal primary
school enrolment, gender parity in primary and secondary schooling. Bangladesh economy has recorded an
annual growth rate of around 6 percent in the last decade despite global economic turmoil in recent years.
Per capita income has risen to USD 1,044 by 2013 with steady progress achieved in lowering poverty. Given
the sustained economic growth over the last three decades, Bangladesh is identified as one of the Next
Eleven emerging economies in the world. Notwithstanding these economic successes, around 50 million
people of Bangladesh remain in poverty, living on less than a dollar a day (WB, 2012).
On the other hand, Bangladesh has made significant strides in different indicators of human development.
The working age population is increasing at the rate of 3.3 percent annually (GOB, 2013), but employment
has grown at a slower pace of 2.8 percent (GOB, 2013) causing unemployment, especially among youth. At
the same time there are millions of adults who could not complete their schooling and have little chance of
productive employment in the modernizing economy in Bangladesh due to lack of skills. That is the same
reason hundreds of thousands of unskilled or low-skilled workers seek employment overseas.
Meanwhile growth industries like garments, leather and leather products, tourism and hospitality, agro-food
processing, furniture making and others are unable to find skilled workers. (ISC needs surveys, 2014)
Skills development was surprisingly much less talked about in Bangladesh than educational access and
quality despite considerable emphasis on skills and training across various education policies over the past
decades. However, in the last eight to ten years skills development has come into prominence; for example,
with references to the need for skilled workforce in the Government’s 6th five year plan, and large new skills
projects funded by the World Bank, Asia Development Bank, the European Union and Canada to name a few.
The post-2015 Sustainable Development Goals emphasize the importance of skills development in the
broader right to education agenda. Meanwhile, several UN agencies are engaged with education and skills
such as UNESCO, UNICEF, and ILO often in partnership.
Young people in Bangladesh face many barriers and obstacles to engage in productive employment and
establish sustainable livelihoods, and yet the majority of them demonstrate remarkable ingenuity and
creativity in their everyday survival. A large number of children particularly above 13+ years are often found
to be semi or completely illiterate, have little or no skill to perform their job, and are unaware of safety
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measures while working. The situation is predominant in urban rather than rural communities. Though
limited public and private training programs exist throughout the country, a gap still remains between the
training that is provided and the needs of the low educated young children and youth being trained. Without
hindering their right to education access, it is essential to create skills development opportunities for these
young people, which would open doors for improvement of their economic and social conditions.
Similar challenges arise for those adult school leavers who need jobs, while for migrant workers there are
additional concerns such as migration costs, learning a new language, and international recognition of skills
gained.
To address the challenges in education and skills development, the Government has set a number of targets
such as reaching a 100 per cent primary school enrolment rate by 2011, ensuring free tuition up to secondary
level by 2013, eradicating illiteracy by 2014 and developing an educated population with skills in Information
Technology by 2021. The approval of National Education Policy 2010, National Skills Development Policy
2011, National Women Development Policy, are the examples of Government’s high commitment to fulfill
the education targets in Vision 2021. Meanwhile, the Government has also passed the Overseas Employment
and Migrants Act and the respective Policy is almost ready.
The 6th and 7th five year plan reference skills development many times and across many economic sectors
and Ministries. Some persons would argue skills development should be a cross-cutting theme like gender
and the environment.
Quality measures to ensure adequate and forward-looking skills development (including TVET)
consolidate/ secure the country’s competitiveness in the global labour market.
can
The National Skills Development Policy was approved by the NSDC in 2011 and Cabinet in 2012 with an
Action Plan developed by 2013. The NSDP “will guide skill development strategies and facilitate improved
coordination of all elements of skills training and the parties involved…Skills development depends on many
different actors including the private sector, not-for profit actors, NGOs and civil society; as well as the large
number of Government ministries delivering skills based education and training.” (NSDP, p 2)
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In particular, the policy aims to address critical issues including provision of demand-driven, flexible and
responsive training system; adopting nationally and internationally recognized qualifications; encouraging
competency1 based training; promoting quality assurance in training; generating improved and credible
skills and labour market data including overseas labour markets; and helping produce competent TVET
instructors, assessors and managers. Other elements in the policy are strengthened apprenticeships;
recognition of prior learning; improved access to training for under-privileged groups; private sector and
TVET is most often associated with formal training programmes under the Ministry of Education
(Directorate of Technical Education). But similar programmes are also run by more than 18 other
Ministries in Bangladesh, such as Expatriate Welfare and Overseas Employment, Jute, Fisheries,
Agriculture, Industry, etc. Skills development as described in the National Skills Development Policy
is much broader and includes not only formal TVET but also training in industry, non-formal
training, learning on the job, and so on.
industry participation in skills training; TVET financing; and skills development for overseas employment.
This is a coordinated and well planned policy for the national and enterprise development, as well as a way
of empowering all individuals to access decent employment ensuring Bangladesh’s competitiveness in the
global market. It recognizes the need to rationalize the current disparate efforts in skills training and present
a single regulatory framework to provide a unified and coherent direction.
As the NSDP 2011 has already been adopted, its effective and practical implementation is a priority now for
the key stakeholders including in particular Ministries in the Government of Bangladesh. This promotion of
the NSDP implementation is currently being supported by ILO through the TVET Reform Project funded by
EU and Bangladesh Skills for Employability and Productivity (BSEP) project funded by Canadian Government.
The earlier trials of innovations in skills development involved numerous Government Ministries including
Labour; Education (particularly Directorate of Technical Education); Overseas Employment and Expatriate
Welfare (primarily Bureau for Manpower Employment and Training (BMET)); Industry; Primary and Mass
Education and Health, etc.
At the same time several UN agencies including ILO, UNICEF, UNESCO, and UNDP have worked jointly on
skills related pilots and others such as UNIDO and FAO have been informed of the skills reform initiative.
Purpose of Assignment:
To develop a joint Concept/Strategy Note to guide interested UN
agencies to advocate with development partners, Government of Bangladesh, civil society and private
sector and mobilize resources for coordinated implementation of the National Skills Development Policy
for children and young people both in mainstream and outside mainstream education
Duty station: Dhaka with visits outside of the capital, if necessary
Indicative assignment dates: From June 2015
Description of assignment:
As several UN agencies in Bangladesh are already engaged in skills development with a number of line
ministries and departments, several UN agencies have agreed to join together to address, in a coordinated
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Competencies include technical skills as well as generic skills (communication, problem solving, etc.)
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manner, the gaps that are still existing (relating to skills) under the UNDAF Framework2 (Pillar 2 – Pro-poor
growth with equity; Outcome 2.1; Outputs – 2.1.1: The vulnerable
& poor are provided with decent & productive employment opportunities in domestic & overseas markets
and, 2.1.7: Vulnerable groups benefit from area based interventions that support local economic
development & improve livelihoods).
An initiative has already been undertaken by UNICEF (in the form of a joint concept note) and later on led
by ILO in this regard. Two discussion notes followed by three UN joint meetings have been held so far. To
further facilitate and expedite this inter-agency initiative, the participating agencies have agreed to seek the
external technical support to develop a joint Concept Note on skills development. More UN agencies under
other pillars where skills development is provided can be involved.
It is in this context that this ToR has been prepared to avail the support of an international expert to
develop a Joint Concept Note / Strategy Paper (a) analyzing and identifying the gaps that still exist in the
skills development sector and (b) proposing a joint overall approach to the NSDP and possible partnerships
including describing “who will do what?”
Major Tasks:
Undertake extensive literature review and consultations with key stakeholders on skills, including
review of national policies and programs on skills development, line Ministry requirements under
NSDP Action Plan, available studies, programme reports and evaluations reports including UN agency
reports and prepare draft inception report.
Initialize Inception Report which will reflect the key points and suggestions of the participating UN
agencies and their line Ministries regarding skills development especially
Visit selected skills training programs/projects funded by the UN agencies, other development partners
and private sector, review results of the programmes, challenges and costs of programmes, develop an
analytical mapping of skills development interventions in formal and non-formal sectors by zonal areas in
Bangladesh vis-à-vis population of young people 14+ to 25 years and another > 25 years, existing
opportunities of skills development vis-à-vis market demand and employment status in these areas
(much of this information would have been collected under 1 above).
Organize consultative workshop of UN agencies and key stakeholders with presentation on findings of 1
and 3 and discussion on 1) results to be achieved 2) potential areas of interventions against the gaps in
the skills development service delivery and system in Bangladesh, 3) possible partnerships suggested on
which UN agencies will be doing what based on their comparative advantage and mandates 4) what
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agency line Ministries can do to apply NSDP principles; 5) components required to develop a conceptual
framework for a coordinated strategy across UN agencies.
Develop a new joint concept note/strategy paper on skills development:
 Summary of UN agencies’ relevant experience and interest in skills development indicating geographic
focus and specific reference to the NSDP;
 Summary of existing skills development efforts and gaps and potential interventions;
 Suggested areas of focus (geographic and theme based) of the key skills development interventions
proposed to minimize the gaps in system and service delivery with particular reference to potential
activity with their line Ministries and other implementing partners;
 Suggest sample partnerships between agencies that could be used to as basis for starting the planning
of pilots
 Clearly map out the roles of each UN agencies based on their comparative advantages as well as
programme convergence, management and coordination mechanism.
 Cost estimates for actions (indicative)
Finalize and submit final version of joint concept note/strategy paper
Qualifications or specialized knowledge/experience required for the assignment:

Post-graduate university degree in Social Sciences, preferably Economics or Education.

Possession of advanced degrees in the relevant areas of technical vocational education is an
advantage.

Must have over 15 years of work experience, in particular in TVET - policies, systems, and skills
training for people from disadvantaged backgrounds in formal and informal economy.



Experience of working in the South Asia region an advantage.
Knowledge of operation of the overseas labour market an advantage.
Experience in costing development programmes and social sector interventions is preferable.

Fluency in spoken and written English. Knowledge of the local language - Bengali an additional
advantage.

Conversant on human rights-based approach to vocational training and skills development, as well
as familiar with the gender dimension, ie gender-responsive and inclusive learning environment

The expert should have the following competencies:
 Knowledge and ability to deliver quality products in high stress or short deadline situations
with excellent organizational skills.
 Strong interpersonal skills, ability to coordinate and synchronize work with people of diverse
cultural backgrounds, consensus building, team working and consortium dynamics.
 Excellent English communication skills with demonstrated ability to assess and analyse
complex situations in order to succinctly and clearly distil critical issues and draw out forwardlooking conclusions.
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 Excellent skills to facilitate mutual understanding and cooperation from senior national/
international stakeholders.
 Excellent team player, able to work on own initiative and work as part of a team.
 Flexible and responsive to changes as part of the review and feedback process.
How to apply: Interested candidates who fully meet the requirements of the consultancy position
should address their application to Chief, Human Resources, UNICEF-Dhaka and forward their
updated P-11 and CVs at hrbangladesh@unicef.org with a copy to msiddique@unicef.org by 14
June 2015 for review. Only short listed candidates will be contacted.
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