Workshop: Can we use Big Data for Skills Anticipation and Matching? September 20, 2019 Session: Usage of big data for emerging and developing economies Using real-time big data for TVET policies and strategies: Case of Myanmar Hiromichi Katayama Section of Youth, Literacy and Skills Development UNESCO (Paris) UNESCO EDUCATION SECTOR
2030 Agenda for Sustainable Development Goals Education & Skills are the central to the realization of the 2030 Agenda for Sustainable Development UNESCO EDUCATION SECTOR 2
UNESCO Strategy for TVET 2016-2021 UNESCO EDUCATION SECTOR 3
UNESCO’s Focus on TVET/Labor Market Data Support Member States Navigate the Future of Work Support Data-Driven Policy and Programs Peer Learning and Networking UNESCO EDUCATION SECTOR 4
TVET Policy Review and Development Process Policy cy Policy cy imple lement mentati ation on Policy cy Review Develop lopme ment nt plan Costed Master-Plan, Shared Diagnosis and TVET system and whole- legal framework, strategic directions for of-government strategy institutional reforms arrangements Vision for Strategy Plan for change for change change Eviden ence ce-based ased Refor orm m Process ess UNESCO EDUCATION SECTOR 5
TVET/Labor market data challenges Governance Data integration No clear governance lines, that Education link and coordinate all the Labor Private Different involved actors, target groups ministry ministry sector providers/aw and processes. arding bodies Data use Different data The results are not “translated” for and disseminated to target groups in a systematic way. Needs to be Data comparability streamlined and fine-tuned for The results are not processing and “translated” for and analysis disseminated to target groups in a systematic way. UNESCO EDUCATION SECTOR 6
Example: Myanmar TVET System Review • Findings from traditional labor market information • Findings from real-time big data UNESCO EDUCATION SECTOR 7
Myanmar: Jobs picture (Labor force survey) UNESCO EDUCATION SECTOR 8
Myanmar: Employment distribution 80 70 60 55 51 40 34 24 19 20 12 11 11 10 10 9 9 8 8 8 8 7 5 5 4 4 4 3 3 2 2 1 1 1 1 1 0 Agriculture, Mining, Manufacturing, Construction Wholesale and Transportation Hospitality, Other Forectry, Fishing Quarrying Public utilities retail trade and storage Communication, Finance, Real estate Male Female Rural Urban UNESCO EDUCATION SECTOR 9
Myanmar: Unemployment 5.00 4.79 3.99 4.00 3.34 3.00 2.01 2.00 1.76 1.59 1.44 1.22 0.90 1.00 0.67 0.00 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) UNESCO EDUCATION SECTOR 10
Myanmar: Employer difficulties in hiring 100 86 82 79 79 78 78 80 77 76 76 72 64 62 60 55 54 52 50 45 44 42 39 40 20 0 Manager or Semi-skilled Skilled Unskilled senior level nonproduction production production professional worker worker There were no or few applicants Applicants lacked required job-specific skills Applicants lacked required personal skills or Applicants expected higher wages than the behaviors establishment can offer Applicants did not like the working conditions UNESCO EDUCATION SECTOR 11
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) UNESCO EDUCATION SECTOR 12
Myanmar: Fragmented training providers UNESCO EDUCATION SECTOR 13
Myanmar: Use of big data Approach: Big data analytics and artificial intelligence (AI) job_ads job_titles industries resumes companies skills job_applications tags departments users positions disciplines comments salaries questions Data Mining Statistical Analysis Predictive Modelling Indexing data from Data cleaning and Customized model based multiple sources relational extraction on required context UNESCO EDUCATION SECTOR 14
Myanmar: Methodology of using big data • 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 of 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. UNESCO EDUCATION SECTOR 15
Myanmar: Demand for the Top 20 Job Titles 1 0.9 0.8 0.7 Normalised Scores 0.6 0.5 0.4 0.3 0.2 0.1 0 Job Title UNESCO EDUCATION SECTOR 16
Myanmar: Demand for skills by occupation #1 � Top� Skills� in� Sales/Business� Development� � Job� Func on� by� Demand� Top� 10� Skills� for� Business� � Top� 10� Skills� for� Sales� Execu ve� Top� 10� Skills� for� Sales� Manager� Development� Manager� 01� Sales� 01� Sales� 01� Iden fying� New� Business� Opportuni es� 02� Iden fying� New� Business� Opportuni es� 02� Sales� and� Marke ng� 02� New� Business� Development� 03� Customer� Service� 03� Sales� Management� 03� Manage� Client� Rela onships� 04� Manage� Client� Rela onships� 04� Sales� Plan� 04� Business� 05� Retaining� Customers� 05� Manage� Client� Rela onships� 05� Business� Development� 06� Long-term� Customer� Rela onships� 06� Sales� Opera ons� 06� Sales� 07� Sales� and� Marke ng� 07� Customer� Service� 07� Helping� Clients� Succeed� 08� Introducing� New� Products� 08� Iden fying� New� Business� Opportuni es� 08� Introducing� New� Products� 09� Sales� Plan� 09� Retaining� Customers� 09� Building� Rela onships� 10� Listening� to� Customers� 10� Sales� Growth� 10� Client� Services� UNESCO EDUCATION SECTOR 17
Myanmar: Skills and job titles by demand UNESCO EDUCATION SECTOR 18
Myanmar: Requirements by employers Work Experience Requirement in Myanmar 4% 9% 3% 84% Intern Only Fresh Grad Only Both Intern and Fresh Grad Experienced Only UNESCO EDUCATION SECTOR 19
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) UNESCO EDUCATION SECTOR 20
The Way forward: Integrated Approaches and Skills Governance International Surveys Administrative Data Survey Data Data Skills forecasting Skills foresight Skills assessment Opinions studies Tracer studies Longitudinal studies B A CENTRAL REPOSITORIES EXCHANGE NETWORKS UNESCO EDUCATION SECTOR 21
UNESCO’s support on TVET Completed policy review and planning Capacity development: policy development support : Skills anticipation • • Malawi Israel • • Namibia Jordan • • Uzbekistan Lebanon • • Zimbabwe Morocco • Palestine • Finalizing, ongoing or planned policy Tunisia review in 2019-2020: • Armenia • Eswatini • Grenada • Mongolia • Myanmar • Sri Lanka • Tajikistan UNESCO EDUCATION SECTOR 22
Thank you for further information h.katayama@unesco.org UNESCO EDUCATION SECTOR
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