[PPT] - Using real-time big data for TVET policies and strategies: Case of PowerPoint Presentation

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UNESCO EDUCATION SECTOR

Workshop: Can we use Big Data for Skills Anticipation and Matching?

Session: Usage of big data for emerging and developing economies

September 20, 2019

Using real-time big data for TVET policies and strategies: Case of Myanmar

Hiromichi Katayama Section of Youth, Literacy and Skills Development UNESCO (Paris)

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UNESCO EDUCATION SECTOR 2

2030 Agenda for Sustainable Development Goals

Education & Skills are the central to the realization of the 2030 Agenda for Sustainable Development

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UNESCO EDUCATION SECTOR 3

UNESCO Strategy for TVET 2016-2021

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UNESCO EDUCATION SECTOR 4

Support Member States Navigate the Future of Work Support Data-Driven Policy and Programs Peer Learning and Networking

UNESCO’s Focus on TVET/Labor Market Data

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UNESCO EDUCATION SECTOR 5

Eviden ence ce-based ased Refor

rm

m Process ess

Policy cy Review

Shared Diagnosis and strategic directions for reforms

Policy cy Develop lopme ment nt

TVET system and whole-

f-government strategy

Policy cy imple lement mentati ation

n

plan

Costed Master-Plan, legal framework, institutional arrangements

Vision for change Strategy for change Plan for change

TVET Policy Review and Development Process

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UNESCO EDUCATION SECTOR 6

TVET/Labor market data challenges

Governance Data use Different providers/aw arding bodies Different data Needs to be streamlined and fine-tuned for processing and analysis Labor ministry Data integration Private sector Education ministry

No clear governance lines, that link and coordinate all the involved actors, target groups and processes. The results are not “translated” for and disseminated to target groups in a systematic way.

Data comparability

The results are not “translated” for and disseminated to target groups in a systematic way.

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UNESCO EDUCATION SECTOR 7

Example: Myanmar TVET System Review

Findings from traditional labor market information
Findings from real-time big data

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UNESCO EDUCATION SECTOR 8

Myanmar: Jobs picture (Labor force survey)

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UNESCO EDUCATION SECTOR 9

Myanmar: Employment distribution

55 3 5 9 11 8 2 7 51 1 9 1 24 1 4 10 70 2 5 4 11 3 1 4 8 1 12 8 34 10 8 19

20 40 60 80

Agriculture, Forectry, Fishing Mining, Quarrying Manufacturing, Public utilities Construction Wholesale and retail trade Transportation and storage Hospitality, Communication, Finance, Real estate Other

Male Female Rural Urban

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UNESCO EDUCATION SECTOR 10

Myanmar: Unemployment

0.90 2.01 0.67 1.22 1.59 3.99 1.76 4.79 1.44 3.34

0.00 1.00 2.00 3.00 4.00 5.00 2015 2017

Unemployment, female (% of female labor force) (national estimate) Unemployment, male (% of male labor force) (national estimate) Unemployment, youth total (% of total labor force ages 15-24) (national estimate) Unemployment, youth female (% of female labor force ages 15-24) (national estimate) Unemployment, youth male (% of male labor force ages 15-24) (national estimate)

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UNESCO EDUCATION SECTOR 11

Myanmar: Employer difficulties in hiring

52 64 42 50 76 78 79 72 77 82 86 79 78 76 45 62 55 39 54 44

20 40 60 80 100

Manager or senior level professional Semi-skilled nonproduction Skilled production worker Unskilled production worker There were no or few applicants Applicants lacked required job-specific skills Applicants lacked required personal skills or behaviors Applicants expected higher wages than the establishment can offer Applicants did not like the working conditions

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UNESCO EDUCATION SECTOR 12

Myanmar: Labor demands in the next 5-10 years

Investment in major infrastructure and industrial development

4 seaports
2 airports
Upgraded railways
New city development (Yangon and Mandalay)
Integrated refinery and petrochemical complex
New cement factories
Industrial waste water projects
5 new power generation projects (solar, hydro and wind)

(Source: Directorate of Investment and Company Administration)

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UNESCO EDUCATION SECTOR 13

Myanmar: Fragmented training providers

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UNESCO EDUCATION SECTOR 14

Approach: Big data analytics and artificial intelligence (AI)

job_titles users skills job_ads positions resumes industries job_applications departments questions comments tags companies disciplines salaries

Predictive Modelling

Customized model based

n required context

Data Mining

Indexing data from multiple sources

Statistical Analysis

Data cleaning and relational extraction

Myanmar: Use of big data

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UNESCO EDUCATION SECTOR 15

Over 20,000 data points from JobNet.com.mm were cleaned up,

with the job titles mapped to appropriate ones within JobKred’s taxonomy.

An initial analysis was then done using the mapped job titles to

understand employer demand in the labor market, with frequency

f the job titles as the indicator.
Subsequently, the job descriptions were processed by JobKred’s

predictive engine to identify and discern skills relevant to the respective job titles. The employer demand for the skills were once again calculated using frequency of occurrence as the indicator.

A preliminary analysis was done with the data obtained from the

above.

Myanmar: Methodology of using big data

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UNESCO EDUCATION SECTOR 16

Myanmar: Demand for the Top 20 Job Titles

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Normalised Scores Job Title

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UNESCO EDUCATION SECTOR 17

Myanmar: Demand for skills by occupation

Top 10 Skills for Sales Execu ve Top 10 Skills for Sales Manager

01 Sales 02 Iden fying New Business Opportuni es 03 Customer Service 04 Manage Client Rela onships 05 Retaining Customers 06 Long-term Customer Rela onships 07 Sales and Marke ng 08 Introducing New Products 09 Sales Plan 10 Listening to Customers 01 Sales 02 Sales and Marke ng 03 Sales Management 04 Sales Plan 05 Manage Client Rela onships 06 Sales Opera ons 07 Customer Service 08 Iden fying New Business Opportuni es 09 Retaining Customers 10 Sales Growth

Top Skills in Sales/Business Development

#1

Job Func on by Demand

01

Iden fying New Business Opportuni es 02 New Business Development 03 Manage Client Rela onships 04 Business 05 Business Development 06 Sales 07 Helping Clients Succeed 08 Introducing New Products 09 Building Rela onships 10 Client Services

Top 10 Skills for Business

Development

Manager

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UNESCO EDUCATION SECTOR 18

Myanmar: Skills and job titles by demand

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UNESCO EDUCATION SECTOR 19

Myanmar: Requirements by employers

4% 9% 3% 84%

Work Experience Requirement in Myanmar

Intern Only Fresh Grad Only Both Intern and Fresh Grad Experienced Only

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UNESCO EDUCATION SECTOR 20

Challenges on the use of real-time data

1. Identification of proper on-line job boards / Reliability
2. Coverage of data

(white/blue collar jobs, formal/informal employment, etc.)

3. Data cleaning

(double counting, missing values, reporting periods, etc.)

4. Taxonomy (classifications, nomenclature, etc.)
5. Complementarity with other labor market information

(establishment of a holistic and integrated skills governance)

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UNESCO EDUCATION SECTOR 21

The Way forward: Integrated Approaches and Skills Governance Longitudinal studies Administrative Data Skills assessment Survey Data International Surveys Data Skills foresight Skills forecasting

A

CENTRAL REPOSITORIES

B

EXCHANGE NETWORKS

Tracer studies Opinions studies

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UNESCO EDUCATION SECTOR 22

UNESCO’s support on TVET

Completed policy review and planning policy development support:

Malawi
Namibia
Uzbekistan
Zimbabwe

Finalizing, ongoing or planned policy review in 2019-2020:

Armenia
Eswatini
Grenada
Mongolia
Myanmar
Sri Lanka
Tajikistan

Capacity development: Skills anticipation

Israel
Jordan
Lebanon
Morocco
Palestine
Tunisia

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UNESCO EDUCATION SECTOR

Thank you

for further information h.katayama@unesco.org