SEIP / Module 2

Session 5
Market Intelligence with respect to skill need at home
and abroad, and Job Placement and Promotion of the
training Centers.
 Learning outcome
At the end of this session the participants will be able
to :
– Identify the market demand for the skilled manpower
produced by the TVET Training Center considering market
forces and interest groups.
– Understand Factors influencing the demand for trained
skilled manpower.
– Formulate a strategy for the placement of skilled manpower
produced by the Training Center.
– Establishing linkages with public and private employers for
job placement including placement abroad.
– Establishing credibility for the Training Center
 Introduction
Market Intelligence refers to external data relevant to skill manpower
demand and supply - collected and analyzed by an organization with the
intention of using it in making decisions to ensure job placement of trained
skilled manpower. Marketing intelligence can be used to:
– assess market entry opportunities
– formulate market development plans and penetration strategies.

Marketing strategy is an organization's strategy that combines all of its

marketing goals into one comprehensive plan. A good marketing strategy:
– should be drawn from market research and
– focus on the right skilled mix of manpower in order to achieve the
maximum job placement.

The marketing strategy is the foundation of a marketing plan.

 Supply and Demand Factors for TVET
• Participants / Students in skill development training make time
commitments and forego income to undertake TVET and have vested
interests in making sound decisions, particularly if they are also paying
tuition fees.

• They do not always make sound decisions and may be influenced by

peer group pressure or inadequate information. They can enroll only in
unallocated places in TVET courses that institutions choose to offer
them.

• Industries and professions have a vested interest in supplies of trained

graduates to meet their current and future requirements for skills.
Under-supply may result in skills shortages and reduced productivity,
whereas over-supply may distort labor markets. Industries and
professions are better placed than students and TVET institutions to
assess their own skill needs.
 Supply and Demand Factors for TVET
• Governments have vested interests in TVET delivery in the
context of their broader economic and social-policy objectives.
• They are least well placed to make delivery decisions because
they lack first-hand knowledge of student demand and the skill
needs of industries and professions. They are better placed to
take a broader view by synthesizing information about TVET
provision and labor markets.
• Governments are also uniquely placed to intervene in TVET
delivery. Interventions are more likely to succeed by providing
suitable policy environments that enable other stakeholders to
make sound decisions, rather than by resorting to
micromanagement of TVET delivery.
 Supply and Demand Factors for TVET
• Institutions are well placed to make TVET delivery decisions if they are also
aware of participant / student demand and the skill needs of industries and
professions. Jurisdictions with devolved systems of TVET institutions have
generally opted for a combination of student and industry/professional
demands as the predominant drivers of TVET delivery.
• Governments have various options for interventions in TVET delivery. They
may provide support through targeted funding to national target groups or
to identified priority industry sectors and associated TVET courses.
• National target groups may be identified to meet governments’ social
policy objectives (e.g. to address particular examples of under-achievement
or underrepresentation in TVET). Targeting may be on the basis of ethnicity,
income, locality or other perceived indicators of disadvantage.
• Support for priority / growth industry sectors (e.g. RMG) may be provided
through additional publicly-funded places that encourage institutions to
offer relevant TVET courses and/or encourage students to enroll in those
courses.
 Assessing Industrial and Demand for TVET trained skilled manpower

Assessment of industrial demand for TVET courses that produces skilled

manpower is undertaken by key stakeholders. These include:
– government agencies undertake assessments to inform labour-market interventions
and decision-making by industry, TVET institutions and their prospective / participants
/ students;
– industry training organizations (ITOs) set up by industries undertake assessments to
ensure that their training needs are met;
– TVET institutions gather information individually or through their national associations

The information-gathering processes may include surveys, questionnaires and

collation of statistical data on:
– occupational and qualification structures;
– industry-based training practices and opportunities for off-job TVET;
– graduate destinations;
– current workforces to establish principal entry points;
– current job vacancies;
– unemployment and under-employment;
– future industrial and developmental projects.
 Assessing Industrial and Demand for TVET trained skilled
manpower
• Demographic information on school-leaver cohorts is customarily
gathered, collated and disseminated by government agencies that have
responsibilities for compulsory education. Statistical information on
enrolments, retention and graduation rates are generally available
from government agencies responsible for TVET institutional funding.
In some jurisdictions, the TVET institutions are required to furnish
information to agencies as a prerequisite for public funding.

• Section 5.2 of the Bangladesh Government’s Overseas Employment

Policy requires “Sustaining current labor markets and exploring new
markets”. In line with this government policy, the SEIP project of the
Government of Bangladesh intends to support skills training for
260,000 trainees, of which about 70% or 182,000 will be provided with
gainful jobs. The training is being provided by institutions under both
public and private sector, and also by NGOs. – SEIP at a Glance (p12)
 Strategy for Job Placement and Promotion of
Training Centers
• Once the demand for skilled manpower have been identified
and process for future demand is continuing, the government
policy requiring the public and private employers to hire skilled
manpower in the form of job placement from among the
graduates (?) of the TVET Training Centers is a supporting effort.

• Establish linkages with industry associations for job placement

and future demand.

• Establish linkages of prospective industrial and service sector

employers through Bangladesh Missions abroad.
 Class Exercise
• Identify the demand for a skill that you
consider has prospect / potential in the future
both at home and abroad.
• What market forces will affect the demand
and supply for that skill?
• What strategy would you adopt for the
placement of that skilled manpower coming
out of the Training Center?