Bangladesh University of Professionals (BUP)

Department of Development Studies

Course Name: Education and development

Course Code: BDS-4733

Submitted to:
Dr. Kazi Shahidullah
Assistant Professor
Bangladesh University of Professionals (BUP)

Submitted by:
GROUP: 02
Miraj Jamal 18121003
S M Nazmus Saakib 18121006
Shanjida Habib Swarna 18121018
Shoumik Mohammad Ishmam 18121024
Shamsul Haque Jawad 18121043
Sabbir Ahmed 18121044

BSS (7th Semester), Session: 17-18

Department of Development Studies
Bangladesh University of Professionals (BUP)

Date of Submission: 26th May 2021

 Proper Education Planning System Can Stimulus the Manpower Resources & The Employment rate in

Industrialized Nations: Situation and Future Disputes

The paper aims to find out some question’s answer through these four educational related articles.

Here the questions arise whether the education influence the employment rate in developed country?

How they managed their skill development and make the human obscenity into human blessings through

education? How would Bangladesh manage the educational development and make its overpopulation

burden into human resources learn from the evidences that followed via the developed country?

At this juncture, education is the backbone of the nation. Right to education is one of the basic

rights of all human beings. In Bangladesh, the spirit of the constitution is to make education the protection

of fundamental rights of every citizen. It is still a fundamental principle of state policy of our country.

However, truth is that many people of our country are deprived partially of right to education. It fairly

holds that importance in human life for its mandatory for an improved standard of living. Therefore,

education and development are solely connected to each other.

Consequently, education can turn a human into human capital who can actively participate in the

development of his/her country. Ensuring education of each person can uplift the economic development

a little bit higher. Education is important for greater social benefit. Education increases the understanding

of a person of their rights and duties as well as the understanding of the world. An educated person is way

more concern and conscious than an uneducated one. Therefore, education is powerful enough to build an

ideal citizen who can be an asset for the development of the country. If the majority of the nation’s

population can be turned into such assets, it will consequently lead to the way development.

In this consequence, the relation between education & employment is proportional in a same way.

However, the article “Education and development” discussed the issues in a mannered way. The goal

was to identify imbalances in education systems and propose solutions to correct them. It created

indicators to help national policymakers, university administrators, potential employers, and students
make decisions. The article was originally published as part of series on education and jobs in the UK. In

1975, another project was launched to provide insights on measurement of correlations between education

and work. Hallak and Caillods concluded that the correlations were 'neither stable in time, nor

independent of conditions in the labor market. In respect of employment patterns, the studies showed

wide differences between industry sectors. The conclusion was that, contrary to the postulations of

traditional methods of human resource planning, technical coefficients per sector should not be used in

calculating future human resource requirements, the study concluded.

Development strategy would not allow them to retain the gains of their higher productivity. grass-

roots initiatives in determining education and employment needs are becoming important in many parts of

the world. The struggle for new knowledge and skill amongst groups of the self-employed is just one

example of this expanded educational constituency to which planning might now relate. IIEP research on

education and employment went on to contribute to the knowledge on the role of education in

employment in the traditional sector. The self-employment sector discussed above constitutes part of this

sector.

The author says the study of 11 case studies concludes that the activity should be 'totally rejected'

and that forecasts of employment forecasts should be treated with skepticism. Growing recognition

suggests that greater attempt should now be made to move away from a single planning methodology and

to widen the types of information and analysis on which employment and educational policies are made,

says Youdi and Hinchliffe. The author concludes that forecasts below the levels of sectoral employment

need to be regarded with much skepticism and should be viewed with skepticism.

The study concludes that education requirements for jobs in general had increased since the

1960s and 1970s. The escalation was especially pronounced in jobs requiring general education and in the

private sector. IIEP's research is to provide insights for capacity-building in educational planning and

management through training.

 The complexity of the relationship between education and employment has increased because of:

changes in the geopolitical order that have liberalized the economy and the emergence of the knowledge

society. The author argues that the analytical approach is also applicable to developing countries in the

context of emerging knowledge societies. One approach to match education systems with employment is

to explore where the jobs are.

The EFA agenda at this level of education has remained neglected, and it needs an enormous

number of educational and health workers, which the system should supply to achieve a better match

between education and employment. The French Research Institute CEREQ, conducted a survey to assess

the output of the French education system. The fourth goal is concerned with improving literacy by 50 per

cent by 2015, and the education system could contribute to reducing unemployment among the educated.

The University of Tasmania, Australia, has a noteworthy curriculum that emphasizes the

following: concepts of entrepreneurship, characteristics of an entrepreneur, values of entrepreneur,

creativity and innovation skills, entrepreneurial and ethical self-assessment, networking, negotiating, and

deal-making. Genomics is another new discipline that promotes understanding of the structure, function,

and evolution of genomes and the application of genome sciences and technologies in facing challenging

problems in biology and medicine. Students may be given problems to solve by themselves through

research.

They have adapted and perfected western practices in workforce training and development, and

now take workers with poor education and weak technical skills and turn them into highly productive

technical specialists and managers able to compete on the world stage. Integrating formal education with

non-formal and informal education and training within the framework of life-long learning would help

students to acquire skills more relevant for employment. The author argues that there is a shortage of ed

graduates or the provider education system is weak, and that 'necessity is the mother of invention'

Workforce development has become a critical way to survive in this competitive world.
 The author concludes an iterative procedure of linking education to employment, a better match

could be obtained by carrying out tracer studies of employers as well as follow-up surveys of students. A

close match between education and employment can be made by moving away from a single planning

methodology and to widen the information analysis upgrading skills through vocational training and/or

on-the-job training would reduce the vulnerability of low-qualified workers. Higher education industry

partnerships are needed to formulate and implement education and employment policies and programs.

The US companies have long played the guru, developing management and workforce practices and

watching their widespread adoption.

Here the another article “Education, work, and employment in developed countries: Situation

and future challenges tries to explain industrialized countries are in the process of examining their

education systems to see if they will meet the challenges of the coming decades. Education is considered

to be a key to maintaining or regaining economic progress and competitiveness. Of particular concern is

the view that education must adapt to the use of new technologies.

In the United States and Canada, more than one third of all persons in the labor force have

completed at least one year of post-secondary education. The education levels of workers vary

consequently between industrialized countries. It is widely seen that the demand for educated workers is

rising and will continue to rise in all industrialized societies. This view is usually premised on the

dramatic shift from manufacturing to services that has the effect of making the services that have the

highest quality of service available to the working class more affordable. The U.S. population increased

by 14 per cent between 1975 and 1985 in the United.

The question of the composition and price of imports depends crucially on their price relative to

their prices. Labor costs have not kept pace with risks irrespective labor productivity, and labor

compensation has fallen as a proportion of national income. There is no corresponding evidence of a

decline in capital cost. The sophistication of microprocessors he used to reduce the educational

requirements for jobs by substituting the measurement, manipulative and analytical capacities of
hardware and software for these human qualities. The participative work of this generation is particularly

important implications in conjunction with the application of new technologies.

Author uses a combination of technology-based and non-technological approaches to address the

issue of how to increase the number of people working in the UK. Examines past trends and forecasts to

get an idea of what jobs will look like in the near future. Changes in the composition of jobs in the

economy, such as employment growth, can increase aggregate skill requirements.

The evidence suggests that the less of skills required in the job market are unlikely to change

appreciably in the future. Training of the various social groups in shaping the supply of educated labor.

The most dramatic change in the labor force is reflected in its altering racial and ethnic composition. The

racial and ethnic minority populations in the United States are increasing at a faster rate than the white

population and higher fertility rates of minority females, particularly His. Hispanics. The US labor force

will continue to grow in the None, but at a slower pace.

The number of black workers could be increased to more than 75 per cent. Increasing numbers of

American families living in poverty and the increasing number of female headed households could

increase the number of high-school dropouts. In this section we explore the educational levels associated

with the projected changes in jobs in the U.S. economy between 1986 and 2000. We address issues of

general and specific skill requirements for the workplace of the future. The movement towards the

application of new technologies is not necessary associated with rapid educational upgrading of jobs.

A shortage of educated labor will be reflected in a high market cost which will induce employers

to substitute capital and other inputs for educated labor. The lack of change in educational requirements

may mask a serious underlying problem. Employers may face a serious and increasing challenge in

attracting an appropriate labor force. This prospect has already alarmed die biweeklies' community in the

United States as well as government agencies. One-third of all students in elementary and secondary
school arc at risk. The number is rising because of the high levels of immigration and high birth-rates of

at-risk populations.

Besides, Flexible production will lead to more flexibility in the production of standardized

products and services. Economic role will require flexible workforce with high levels of general skills. A

major U.S. manufacturer of integrated circuits closed a failing General Motors automobile plant because

of labor problems, low productivity and poor product quality. Production was reorganized using

workgroups with considerable shop-floor autonomy, substantial job training, job training and a just-in-

time innovatory system. Production suggests a new worker participation for a new set of worker

competencies.

In essence, students may need much more experience in group settings through co-operative

learning and cooperative problem-solving to prepare them for changing work-places. Peer tutoring may

be extremely functional in school as a basis for workers' training other workers in the workplace.

Problem-solving as opposed to memorization should become more prominent in school as it becomes

more important in the work-place. And as work-places change over the four decades or so of a working

life, workers must have the grounding to learn new tasks and new ways of doing work in response to

changes in technology, work organization, and new products. Thus, schooling must prepare workers to

adapt to change rather than to merely learn what is necessary for working in a stable environment.

Moreover, the article “Integrated Development of Human Resources and Educational

Planning” author tries to explain, for educational planning to become a more effective tool in the

development of human resources, it will have to re-establish its linkages with a broader range of human

competence beyond what is needed in the world of work. The conceptual key to this argument lies in a re-

interpretation of the notion of human. resources and their development. The entire burden of this.

encompassing task cannot be carried by the formal education system alone, but is being, and has to be,

shared by various 'informal' educational. activities, literacy programs, and other mechanisms and

institutions as well. The shortcomings of educational planning are seen as having their roots not just in the
process itself, but also in the conditions under which, and the context in which, it operates. Education

planning is often highly centralized and hierarchical, which leads to the less than optimal utilization of

human and material resources.

In its institutional infrastructure, educational planning tends to suffer from major vertical and

horizontal imbalances in terms of resources, responsibilities, and functions. The problems in the

information system, participation and decentralization in planning, mismatches in the supply and demand

of manpower, and the major problems of educational financing are among the topics discussed. The

author concludes that a new form of planning would guide, co-ordinate and integrate the different

subsectors of human resource development and education planning. The aim is to develop a more

appropriate and effective notion of educational planning.

The crisis of knowledge is the crisis of production and utilization of knowledge; and of the

system of international development co-operation. Aid under both bilateral and multilateral auspices has

quite an important role in the development of education in the Third World. The knowledge and

information base of educational planning has been notoriously poor. Planning is predicated on, and tends

to reinforce, an overly narrow conception of human resource development. There is increasing debate

over whether the existing system of international development co-operation makes any sense.

The purpose of development was not to be to develop things but to develop man. In this context,

educational planning was seen as instrumental in the process of an all-round development of human

beings. This article addresses the task of rethinking not just the nature, practice and practice of

educational planning, but of our conception of development altogether. It will lead to a new and different

understanding of the role of planning in the development of human resources as well as educational

planning for human competence.  This article was originally published as part of the European Council of

Education’s ‘Education in the 21st Century’ series.

 Competences include knowledge about various important aspects of human existence, the skills

to handle mental and physical tools in a creative way, and the ability to interact with other people. The

most important task, however, would lie in constructing a curriculum that recognizes the radical

redefinition of the relationship between school and the rest of society that the notion of human

competence development implies. Educational planners have to play new roles and assume

responsibilities that are rather different from their conventional professional profiles. New tasks set for

educational planning within a new and more holistic approach to human resource development.

A range of methods will probably have to be used, including experiments and quasi-experimental

methods. A participatory system of evaluation and monitoring with continuous dialogue, interventions,

and feedback from a wide range of personnel involved in the overall educational effort will be needed.

The information management system needs to be improved and a systematic dissemination procedure has

to be created in order that different actors and beneficiaries may be informed about the innovations,

policy changes, and policy changes. The evaluation and Monitoring of educational planning accomplishes

its different tasks will need to be expanded to a larger data base and an integrated system of evaluations

and monitoring. It will need a mix of analytical skills and competences in order to fulfil their roles and

functions properly.

In a nutshell, re-thinking educational policy along the lines of the notion of human competence

has a number of important implications for educational planning and administration. The most important

of those have to do with the more integrated and concerted approach to planning so as to take into account

the comprehensive nature of human competence development. We have seen these challenges as relating

not only to the world of work and productivity but also to the need for a whole range of life-related

competences in the areas of health, family management, culture and citizenship. It is the need to assess

the extent to which education systems are effectively able to transcend conventional and narrow meanings

of 'outcome' to include a much wider and fuller range of competence.

 Lastly, the article “Educational planning and human resource development” author shared his

view that planners often fail to realize that the choice of one objective implies choosing one objective.

Strategy building involves the making of assumptions, which may only sometimes be correct. No country

can have all the education which it thinks necessary or desirable. Rather, any country must promote or

emphasize programs which have high priority and tone down programs that have low priority. In the

context of educational planning, this involves the setting of targets and the imparting of directions which

are to govern subsequent actions.

The importance of strategy building is fundamental to the process. If you choose to put your

resources into one area, you thereby choose not to put them in other areas. The glamour for higher

education has become so great and so general that, politically, it has become almost imperative to

sacrifice higher education. Latin American universities, for instance, with some notable exceptions, have

part-time professors, part- time students, and poorly equipped laboratories and libraries. The question is,

what kind of balance do you strike between these two types of higher education, since you cannot have

both numbers and quality?

Higher studies in science and engineering would raise the proportion of students in these two

fields from 15 per cent to 20 or even 25 per cent. Adult education is indispensable for successfully

carrying out land reforming and bringing the mass of the people into the twentieth century. The

manpower survey of this country has stressed the importance of non-formal education, out-of-school

training, and training on the job. But the demand for this type of education is very small, and

consequently the supply is also very small. The need for teachers is very large, but the demand is small,

again because of their low salary and status.

The 'manpower approach' to education planning has long been a subject for heated debate among

educators and economic development planners. The major thesis of this essay is that the manpower

approach should encompass much more than a tabulation of 'heads and hands’. The manpower and

education planning should be related to national development-a term which encompasses economic,
cultural, social and political development in the building of national identity and integrity. A major

problem in many developing countries is organizational power failures. Often government ministries,

commercial and industrial organizations, or educational institutions simply fail to 'deliver the goods'

Innovators are at the same time change-designers and change-pushers.

Training and experience. 'Absorptive capacity' is a looser term which refers to a country's

capacity to provide some kind of useful employment for persons with certain educational qualifications.

In effect, 'manpower requirements' should express minimum or essential needs. The skill-generating

centers, therefore, should produce trained manpower within the range between the maximum and the

minimum, otherwise the skill generation system is distorted or unbalanced. The demand for education or

training must be distinguished from the allowable range between manpower requirements and absorptive

capacity.

This approach in reality is not new; it is little more than a logical framework for looking at

problems which are almost blindingly obvious to those concerned with development problems. Human

resources development. It forces the analyst to take a broad view of education planning and to examine its

relationship to an even broader area of in-service development of skills and knowledge. It stresses the

identification of causes of power failure and structural faults in design of skill-generating institutions. It is

a way of looking at elements as functional parts of an over-all constellation.

In essence, through these educational management systems the technologically advanced

countries make their human obsessed by resources from curse. Bangladesh as a developing country would

do follow those systems by ensuring education for all and upgrading its management system. By giving

vocational training to the teachers, allocating more budget on educational planning, awareness

campaigning in rural areas to increase the interest into the citizens, giving more scholarship in higher

level studies Bangladesh would develop their educational planning structures. As a result, the citizens can

grow more skills and became expertise in the job market that increase the overall GDP of the country also

make them stable in their way of life.The use of these approaches may lead us to question some of the
concepts and slogans which often were employed in the past. Systems analysis approach could make a

significant contribution to human resources planning.

References:

Bray, M., & Varghese, N. (2011). Directions in educational planning International experiences

and perspectives (pp. 179- 198). International Institute for Educational Planning.

Chinapah, V., Lofstedt, J., & Weiler, H. (1995). Integrated development of human resources and

educational planning. In J. Hallak & F. Caillods, EDUCATIONAL PLANNING (pp. 237-258).

GARLAND PUBLISHING,. Retrieved 26 May 2021, from.

Levin, H., & Rumberger, R. (1995). Education, work and employment in developed countries:

situation and future challenges. In J. Hallak & F. Caillods, EDUCATIONAL PLANNING (pp. 69-88).

GARLAND PUBLISHING,. Retrieved 26 May 2021, from.

Harbison, F. (1967). Educational Planning and human resource development . United Nations

Educational, Scientific and Cultural Organization. Retrieved 26 May 2021, from.