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The following posts are categorized by section according to the depth of the content.

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(RESEARCHED BY: PRINCESS JESSICA M. JARABE)

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URL: https://www.facebook.com/JCIBoholanaKisses/posts/pfbid02cmM1E2hV4csttxoCfVRMrx9TyJqQ8SVKwVb3ixQCHRKEtccpWP622LZpvTgoiKL4l

TITLE: "Pangandihay: Thrive, Empower, Succeed"

AUTHOR: JCI Boholana Kisses

DATE: July 6, 2023

CONTENT: The Facebook post highlights a global increase in unemployment due to a shortage of qualified professionals. It mentions that many companies are undergoing transformations to address this issue. To support youth in meeting industry demands, the JCI Boholana Kisses' Dare To Share training team is organizing a Career Guidance Training with the theme "Pangindahay: Thrive, Empower, Succeed." The event aims to provide opportunities for young individuals to enhance their skills and talents. Experienced speakers will share their knowledge, and attendees will receive certificates for this free workshop. The post encourages people to register for the event.

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According to the latest studies,... - JCI Boholana Kisses

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According to the latest studies, unemployment is increasing globally due to a lack of suitable professional profiles. Many companies are working on...

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URL: https://www.sunstar.com.ph/article/1890240/davao/feature/techvoc-saving-the-unemployed

Title: TechVoc, saving the unemployed

Author: SunStar Davao

Date: March 28, 2021

Key Content: Just this March 12, 2021, the Department of Labor and Employment (Dole)-Davao Region reported 23,981 workers displayed in the entire region as of March 9, 2021. The unemployment rate in Davao Region is currently at 10.4 percent, the highest it had been in years. Thanks to TechVoc Education, students will receive specialized training, experience greater personal growth, have access to more high-paying jobs, and experience reduced unemployment. TechVoc will help youth's professional skills, current talents, and ability to develop items and run their own business, as well as train or retrain them to become competent globally.

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MORE than a year into community quarantine, borders have temporarily closed, businesses have ceased operation, and a number of Filipinos lost their jobs. Almost immediately, the pandemic became more than just a health concern but mostly an economic crisis. This is especially true for the Philippines whose economic leaders and businessmen were taken by surprise and have not really prepared for what was to come.

Just this March 12, 2021, the Department of Labor and Employment (Dole)-Davao Region reported 23,981 workers displayed in the entire region as of March 9, 2021. According to Dole-Davao Assistant Director Jason Balais, the number may change in the coming days as some of them have already been rehired. The unemployment rate in Davao Region is currently at 10.4 percent, the highest it had been in years.

The termination report of Dole-Davao showed that "1,221 workers from 103 establishments that reduced or retrenched employees, while 381 workers from 21 establishments were affected after these permanently ceased operation, and seven establishments temporarily closed affecting 168 workers." Top reasons for termination included the businesses' financial losses, retrenchment to prevent loss, and a combination of market and financial losses.

Just like anyone else, Kevin Joven did not anticipate the financial woes that would come to him in 2020. Pre-pandemic Joven was operating a water refilling station and a co-working leisure hub while also being a licensed portfolio manager in an insurance company. It's safe to say that Joven was doing well financially. But all these were affected by the community quarantines last year.

"At first, I was really devastated and depressed as a start-up entrepreneur. I even thought about giving up life. But then again, life is beautiful and has many surprises in store," Joven shared with SunStar Davao.

Ready to give up, he met someone who knows how to formulate liquid soaps, anti-bacterial fabric conditioner, disinfectants, and dishwashing liquid.

"It was not me who knew how to make liquid soaps but let me call it God's will as I have met people who are knowledgeable and are experts in making quality products. The learning experience is easy if you follow the steps [carefully]," he said.

Joven added that through these people, he learned how accurate measurement, temperature and proper scent application are important.

SoapBerry was established in July 2020 when he immediately began contacting online sellers to distribute his products to achieve a wider reach. He also got help from the Department of Trade and Industry (DTI) Davao City's Kapatid Mentor Me (KMME) online program, which provided him a clearer plan for his business.

Now, their business continues to thrive and not only helped them but also provided employment for other people who lost their jobs by encouraging them to sell SoapBerry products online.

"Our resellers, distributors, and resellers are mostly mothers and we appreciate that SoapBerry has helped them in their daily needs. In SoapBerry, we don't talk about it as a sole business but a livelihood for everyone. As the saying goes, 'bahala'g ginagmay, basta kanunay.' We are now on our 9th month and we are proud to share that we have been supplying LGU (local government unit) offices, hospitals, hotels, stores, and homes," said Joven.

For Ruby Bernales, her current baking business started with the insistence of her daughter to try the baking videos she would watch on Youtube. They started May 1, 2020 when the city was under enhanced community quarantine (ECQ) and movement restrictions were tighter. Everything started as a hobby for the both of them. They started with choco moist cake, crinkles and banana cakes, which Bernales would sometimes bring to her workmates for a taste test.

"Never in my dreams na mamaligya ko samot na kay pandemic way mga kwarta. Pero sila ang naghatag sa akoa og urge na i-business kay ila gyud ko orderan. I took that as a challenge," shared Bernales.

Not long enough after, what started as a hobby became a small business for Bernales. Even if she is among the few Dabawenyos who still has a job amid the pandemic, she feels grateful to have a backup.

"Sa culinary naa ka dapat willingness to learn and patience. You have to invest in materials and quality ingredients. You must have the passion to be creative and open-minded to the criticisms and people's suggestions," she added.

Now she is happy that she is earning from what was previously a hobby that she diligently taught herself to learn.

What they teach in school

Even if technical-vocational skills can be learned through watching Youtube videos, these are no longer new to many of us. Especially those who went to public high school, technical-vocational studies have long been ingrained in the curriculum even generations before this pandemic.

Davao City National High School Technical Vocation Livelihood (TVL) Track head Avril V. Marino shared that they currently have three strands under the track: (1) Home Economics; (2) ICT; (3) Industrial

"For Home Economics, we offer Housekeeping, Front Office Services, Bartending, Bread and Pastry Production, Food and Beverage Services, Cookery, Caregiving, Wellness Massage, Beauty/Nail Care and Hairdressing. For ICT, we are offering Animation, Programming, and Computer System Servicing. For Industrial Arts, we offer Shielded Metal Arc Welding, Electronic Product Assembly and Services, Refrigeration and Airconditioning Services, Automotive, and Electrical Installation and maintenance," said Marino, who handles the Shielded Metal Arc Welding NC II and Wellness Massage NC II specializations.

She said as they offer these programs, they keep in mind that due to financial constraints, not all students may have the capacity to proceed to college. Therefore, one must already acquire specific skills that may be of help for the graduate to land a job or open a business.

"TechVoc Education is important because it will give them specialized training, increase personal development, and higher job opportunities with high earnings, and lessen unemployment. Overall, TechVoc will help your professional skills, improve your current skills, helps you to produce products and have you own business, and train or retrain you to become competent globally," added Marino, who also shared how he was a former overseas Filipino worker and was hired not only because of her degree but also of her Level 1 and 2 skills certificates.

TechVoc subjects in Davao City High normally come in eight subjects and are taught 10 hours a week. The students also spend most of their time in the workshop learning practical skills.

"The training itself is one big reason why it is important, to add up, we should know that the standards taught here are not only the standards locally, competency standards in the training regulation of Technical Education and Skills Development Authority (Tesda) to the curriculum guide of the Department of Education are global standards," she said.

Tesda programs

Partnering with local government units, Tesda conducts training now and then to OFWs, farmers, small businessmen, and other beneficiaries. Tesda-Davao Region, for example, Multiplier Training Program on Upland Rice Farming in Sitio Pigdalihan, Barangay Pandaitan, Paquibato District, Davao City. Here, the beneficiaries from five priority barangays were taught profiling, scheduling of farm activities, monitoring and coaching methods.

They have also provided jam-making and tocino-making training programs to former women rebels last March 3, 2021, in Balay Panaghiusa, a halfway home for former rebels. About 16 former rebels benefited from this training. In 2020, Tesda also launched techvoc learning studies for free.

Some of the programs offered by Tesda that are not only beneficial for Filipinos' local employment and business opening but also as employment abroad are Korean Language and Culture, Bartending NC II, Driving NC II, Masonry NC II, Horticulture NC II, Mechatronics Servicing NC II, and Contact Center Services NCII, among many others.

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MORE than a year into community quarantine, borders have temporarily closed, businesses have ceased operation, and a number of Filipinos lost their jobs. Almost

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URL: https://newsinfo.inquirer.net/1755460/senators-press-for-urgent-action-on-job-hunt-woes-of-fresh-graduates

Title: Senators urge swift action on fresh graduates’ job hunt woes

Author: Beatrice Pinlac

Date: April 12, 2023

Content: The article highlights the issue of soft skills among fresh graduates, a concern that has persisted even before the pandemic. The government has been concerned about youth employment, with the influx of entrants in the labor force being predictable. The human rights body argues that while the program provides necessary competencies, there is a lack of focus on developing soft skills, which are equally important in the workplace. The article calls for reforms in both the educational system and human resource development strategy.

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MANILA, Philippines -Urgent action is needed to address the problem of fresh graduates lacking "soft skills" and practical expertise, as highlighted in a Commission on Human Rights report on challenges graduates faced during the pandemic, senators said on Wednesday.
READ: Job hunt tough for graduates of 'pandemic generation'
Sen. Risa Hontiveros said it's not a new problem for education, with solutions already studied and implemented.

"The question is, to what extent do the education authorities execute these recommendations?" she asked in a statement.

The legislator hoped that the second Education Commission (Edcom) would chart "a game-changing strategy" that would address the issues hounding the sector and that the leaders of education agencies are "committed and competent to execute it in partnership with the different stakeholders, especially the teachers and the students."

"Time is of the essence in implementing education reforms. The last thing we need is an employment crisis on top of an education crisis, especially because our graduates are being thrust into a post-pandemic world of historical inflation with which many families are struggling. The government must support them in their hunt for sufficient livelihood," Hontiveros said.

Sen. Juan Edgardo Angara reiterated that the lack of soft skills among fresh graduates had been a problem even before the pandemic.

"It's one of the concerns our educational system needs to address going forward, alongside poor reading comprehension, among others. Parents must also do their part as much as possible, though this is difficult with Overseas Filipino Worker parents and other realities on the ground," he said in a separate statement.

But these, Angara noted, are already part of the discussions of the Edcom.

Sen. Jinggoy Estrada echoed the sentiment that youth employment has always been a perennial concern of the government.

"There are no silver bullets in ensuring our youth today develop learning and life skills. Theis problem entails a joint approach from all sectors. At the national policy level, I intend to institute reforms in the national apprenticeship program to address the needs of the youth sector," he said in a statement.

But Estrada also urged the Department of Trade and Industry and the Technical Education and Skills Development Authority, among other concerned agencies, to ramp up and roll out training initiatives on "reskilling and upskilling" the workforce, particularly those who would soon seek employment.

"Hindi madaling mapunan ang mga kakulangan na dapat sana'y natutuhan ng ating mga kabataan sa mga face-to-face classes. Kailangan pagtulungan ng gobyerno at ng private sector ang mga hamon na ito. We need to institute reforms not only in the educational system that came up amid the pandemic but also in human resource development strategy," he added.

(It's not easy to fill the gaps that should have been learned by the youth in face-to-face classes. The government needs to work with the private sector to face this challenge. We need to institute reforms not only in the educational system that came up amid the pandemic but also in human resource development strategy.)

'Honest-to-goodness' review of K to 12

In a separate statement, Sen. Grace Poe likewise called on the government and the private sector to exert "serious effort" to address new graduates' lack of soft skills and technical expertise, consequently preventing them from securing quality jobs.

She then pressed for an "honest-to-goodness review" on implementing the K to 12 programs to identify points for improvement "to make it more responsive and relevant to the needs of our students."

"We hope concerned government agencies in charge of the review will make this a priority, which can also be useful to the joint congressional oversight committee on the K to 12 programs in its own assessment. We owe it to our learners to deliver on the promise of quality education and sustainable jobs," Poe said.
READ: DepEd to revise 'congested' K-12 curriculum
The CHR report also covered the K to 12 program implementation.

The human rights body pointed out that the program provides senior high school students the much-needed competencies, but "not much attention is given to developing their life and soft skills, which, as the employer participants attest, are equally important in the workplace."

Breaking unemployment cycle

Senate Majority Leader Joel Villanueva also said more has yet to be done by all agencies if they aim to break the country's unemployment cycle.

According to Villanueva, the influx of entrants in the country's labor force is already predictable as it happens every year. Even occasional or seasonal job openings can be anticipated, he added.

"We have to assist agri-fishing, manufacturing, and other sectors to create new and sustainable jobs, address issues on work-to-work transition, and ensure industry-relevant skills and core skills such as critical thinking, creativity, communication, and collaboration," Villanueva said in a statement.

The lawmaker underscored the need "to be proactive in finding solutions, especially when it comes to easing unemployment in the country."

Preliminary data from the Philippine Statistics Authority found that about 2.47 million Filipinos were available for work but had no jobs or businesses in February.

This posted a decline of 651,000 compared with February 2022, but an increase of 102,000 from January 2023.
RELATED STORIES: Unpaid family work tears into employment numbers, bares full jobs picture Unicef: Many children drop out as in-person classes reopen
JPV/abc

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Senators urge swift action on fresh graduates' job hunt woes

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MANILA, Philippines -Urgent action is needed to address the problem of fresh graduates lacking "soft skills" and practical expertise, as highlighted in a Commission on Human Rights

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(RESEARCHED BY: NIÑO ANTONIO E. SOLEDAD)

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URL:  https://www.linkedin.com/pulse/lack-skills-inadequate-career-guidance-fresh-graduates-anum-yahia?fbclid=IwAR3UHII4B193odqH9A2x1cibSg-KxRmqAWThDQsk1PdtgTJpHzgJv9XAKUE

Author: Advocate Anum Saleha

Date: March 21, 2023

Key Content: To address the unemployment problem in Pakistan and the reasons why. Lack of skills, Inadequate career guidance, and The lack of Industry-specific training are the main reasons as to why the unemployment rate among fresh graduates in Pakistan are high. The Article also features the way that the Capital IQ iis handling the unemployment problem in Pakistan.

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Pakistan has a high rate of unemployment among fresh graduates, and three of the main factors contributing to this issue are the

· Lack of skills and

· Inadequate career guidance

· The lack of industry-specific training

The education system in Pakistan has failed to address these issues, resulting in a large number of unemployed graduates who struggle to find suitable jobs.
Lack of Skills
One of the main reasons for high unemployment rates among fresh graduates in Pakistan is the lack of skills. Many graduates lack practical training and exposure to industry standards during their academic careers, which leave them ill-equipped to succeed in the job market. The education system in Pakistan has traditionally focused on rote learning and memorization, rather than critical thinking and practical application. This results in a gap between what graduates learn in the classroom and what they need to know to succeed in the workforce.

The education system in Pakistan also lacks focus on providing industry-specific training and practical experience to students. This can lead to a situation where graduates possess theoretical knowledge, but lack the skills necessary to apply that knowledge in the workplace. As a result, employers are often reluctant to hire fresh graduates, as they require additional training and support to become productive employees.
Inadequate Career Guidance
Another major issue faced by fresh graduates in Pakistan is the inadequate career guidance provided by educational institutions. Many graduates are unsure about their career goals and lack the information needed to make informed decisions about their future. The education system in Pakistan does not provide sufficient career counselling and guidance to students, which can leave them feeling lost and uncertain about their career paths.

The lack of career guidance is compounded by the limited job opportunities available in Pakistan. Many graduates are unaware of the career prospects in their respective fields and struggle to find suitable employment. This results in a situation where many fresh graduates are underemployed or have to settle for jobs that are not aligned with their skills and aspirations. They are unable to make informed decisions about their future.

The lack of industry-specific training

A lack of practical experience of theoretical knowledge further exacerbates the skills gap among fresh graduates.
How Capital IQ Addresses These Issues
CIQ's Training and Development Program is designed to equip individuals with the practical skill set required to overcome real-life challenges. Our trainings concentrate on developing a range of skills including communication, analytical, technical, problem-solving, and business acumen. By providing comprehensive training in these areas, individuals are prepared to face the complex demands of the modern world with confidence and proficiency.

To know further about our trainings & development, feel free to contact us:

info@ciqpvtltd.com

(+92) 334 8715576, (+92) 335 8722200

www.ciqpvtltd.com

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Lack of Skills and Inadequate Career Guidance for Fresh Graduates in Pakistan

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Pakistan has a high rate of unemployment among fresh graduates, and three of the main factors contributing to this issue are the · Lack of skills and · Inadequate career guidance · The lack of industry-specific training The education system in Pakistan has failed to address these issues, resulting i

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(RESEARCHED BY: PRINCESS JESSICA M. JARABE)

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5) LOCAL/NATIONAL NEWS SEGMENT VIDEO CLIP

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5) LOCAL/NATIONAL NEWS SEGMENT VIDEO CLIP

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URL: https://www.youtube.com/watch?v=HEra22ecBhM

TITLE: "CHR: Youth unemployment remains high due to lack of 'soft skills' | ANC"

AUTHOR: ANC 24/7

DATE: April 13, 2023

KEY INFO: A Human Rights Commission report found pandemic graduates lack so-called soft skills making it difficult for them to land jobs.

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CHR: Youth unemployment remains high due to lack of 'soft skills' | ANC

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URL: https://youtu.be/IKAwAqmz7uA?si=2fKrlUnbiMr9s3-W

TITLE: Stories Untold | Unemployed graduates: 12 April 2023

AUTHOR: SABC News

DATE: April 20, 2023

CONTENT: The video's content addresses the lack of career readiness of the fresh graduates in South Africa. The "Stories Untold | Unemployed graduates: 12 April 2023" YouTube video discusses various approaches and points of view for addressing this issue while shedding light on the high unemployment rate among new graduates in South Africa. It addresses youth unemployment and emerging industries, highlighting organizations like Alx Africa and Room Fellowship's support for jobless graduates, In summary, this video emphasizes the challenges they face upon finding job.

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Stories Untold | Unemployed graduates: 12 April 2023

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URL: https://ucnj.org/press-releases/public-info/2021/05/26/youth-forward-service-connects-union-county-youth-with-jobs-education-training/

TITLE: Youth Forward

AUTHOR: Union County Board of County Commissioners

DATE: May 2021

CONTENT: This poster promotes the Youth Forward Program initiated by the Union County Board of County Commissioners, aimed to empower young individuals. The program provides assistance in the form of job placements, internships, tutoring, GED services, career and college guidance, and training for those aged 14-24. Through these offered services, students and youth can acquire the skills needed for readiness in the job market and competitiveness in today's employment environment.

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Union County, NJ - The Union County Board of County Commissioners reminds students and youth ages 14-24 that help is available with job placements, internships, tutoring, GED services, career and college counseling, and training and certification courses through the Union County Youth Forward program.

"As a group, Union County residents ages 14-24 have unique needs, circumstances and opportunities to find their footing in the economic life of our community, and the Youth Forward program is designed to connect them with useful, age-appropriate resources," said Commissioner Board Chairman Alexander Mirabella.

Youth Forward is a job readiness, employment, and youth empowerment program that focuses on paid and unpaid work experiences, comprehensive guidance, counseling and tutoring among other elements, with the goal of enabling Union County youth to develop work-ready skills and compete in today's employment environment.

This first-of-its-kind program in Union County launched in December last year. It draws on the resources, networks, and experiences of the County's existing American Job Center employment services program and the Division of Youth Services, both housed in the Department of Human Services.

During the COVID-19 outbreak, the American Job Center has developed new online resources to assist job seekers and employers while limiting in-person contact. The Youth Forward service follows the creation of the new Union County Works online portal last summer.

Youth Forward is funded by a grant under the federal Workforce Innovation Opportunity Act, administered by the Union County Workforce Development Board through the American Job Center.

Union County residents ages 14-24 can connect with Youth Forward by calling 908-558-2520 or by emailing info.youthforward@ucnj.org, or by filling out the online contact form at ucnj.org/human-services.

For more information, visit online at ucnj.org/youth-forward.
For more information and updates on all Union County services during the COVID-19 outbreak, including the Drive-Through Test Center at Kean University and the Mobile Test Unit walk-up sites, visit For all Union County programs and services visit ucnj.org, call the Public Info Line, 877-424-1234, email info@ucnj.org or use the online Contact Form. Connect with Union County on social media. ucnj.org/covid19. General information about COVID-19 and updates on statewide vaccine planning are available through the New Jersey Department of Health at nj.gov/health.

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"Youth Forward" Service Connects Union County Youth with Jobs, Education, Training

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Union County, NJ - The Union County Board of County Commissioners reminds students and youth ages 14-24 that help is available with job placements, internships, tutoring, GED services, career and c...

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(RESEARCHED BY: NIÑO ANTONIO E. SOLEDAD)

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8) PUBLIC SERVICE ANNOUNCEMENT / PROMOTIONAL VIDEO

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8) PUBLIC SERVICE ANNOUNCEMENT / PROMOTIONAL VIDEO

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URL: https://youtu.be/68xpjpbIZgM?si=PI-eH-Idnacb9VQq

Title: “Unemployment rate in May falls to 4.3%”

Author: EJ Gomez

Date: July 7, 2023

Key Content: To dig deeper and learn more about a Filipino citizen’s experience with unemployment. One of the reasons why the unemployment rate in this time and age is today's youth are unprepared or lack the skills to be ready for a career. This Report also aims to conclude the fall of the unemployment rate in the month of May.

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(REASEARCHED BY: PRINCESS JESSICA M. JARABE)

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URL: http://activeknights.org/ssquah/2010/02/graduate-unemployment/

Title: "Five Reasons why Graduates are unemployed"

Author: The Malaysia Insider

Date:  February 27, 2010

Content: This is from a Bernama report. The Ministry of Higher Education cited a study by the Federation of Malaysian Manufacturers to give the top five reasons for unemployment among university graduates.
The first two reasons are a lack of industrial training and a poor command of the English language. Other factors are low problem-solving skills, job-hopping and lack of self-confidence, said Higher Education Ministry student development and affairs director Prof Dr Mohd Fauzi Ramlan.

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This is from a Bernama report today. The Ministry of Higher Education cited a study by the Federation of Malaysian Manufacturers to give the top five reasons for unemployment among university graduates.

The first two reasons are a lack of industrial training and a poor command of the English language. Other factors are low problem-solving skills, job-hopping and lack of self-confidence, said Higher Education Ministry student development and affairs director Prof Dr Mohd Fauzi Ramlan.

He said as graduates were bogged down with poor communication skills in English, they should improve their command of the language. "They have themselves to blame if they fail to convince employers on their potential," and added that graduates should also avoid being choosy about jobs and shrug off bad attitude of preferring to work in ones' hometown.

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This is from a Bernama report today. The Ministry of Higher Education cited a study by the Federation of Malaysian Manufacturers to give the top five reasons

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URL: https://www.lumina.com.ph/news-and-blogs/blogs/davao-released-its-regional-development-plan-for-2023-2028/

TITLE: Davao Released its Regional Development Plan for 2023-2028

AUTHOR: Lumina Homes

DATE: January 9, 2023

CONTENT: The content of the blog provides a detailed overview of the Davao Regional Development Plan for the next five years (2023-2028). It emphasizes the government's objectives and strategies for addressing various socio-economic challenges, such as inflation, the negative effects of COVID-19 on health and education, and global supply chain disruptions, all of which have an adverse impact on job creation and national security. The focus on education, skill development, and job placement helps the employability of the fresh graduates from Davao. Also, modernizing agriculture, industry, and services indicates potential job opportunities in these sectors for recent graduates.

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As we all know, the high unemployment rate has a direct impact on the economic condition in the Philippines and is one of the lasting repercussions of the pandemic. Employment growth was inadequate to reduce unemployment, especially in a select number of large cities where the country's robust population expansion and greater labor force participation were most evident, including the Davao Region.

Thankfully, the Philippine government has created a development plan for the upcoming years in order to address the needs of the different regions and areas around the nation. These plans propose a number of far-reaching changes to the economy and society to get the economy back on a high-growth path and speed up the eradication of poverty.

An Overview of the Davao Region

Davao Region, previously known as Southern Mindanao, is one of the regions of the Philippines. It is now officially known as Region XI. Five provinces make up the region that stretches over the southeastern tip of Mindanao: Davao del Norte, Davao Occidental, Davao Oriental, Davao de Oro, and Davao del Sur. The city of Davao serves as the regional capital for this area, which surrounds the Davao Gulf.

Agricultural plantations such as those producing bananas, pineapples, coffee, and coconuts continue to be the city's principal economic sector. The island's primary exports include various types of fruit such as mangoes, pomeloes, bananas, coconut products, pineapples, papayas, mangosteens, and chocolate.

Moreover, it serves as Mindanao's most important commercial, financial, and industrial hub. It is also an important economic hub for the island country. Phoenix Petroleum, an international oil business with headquarters in Davao City, is the first Philippine firm with a location outside of Metro Manila to be included in the PSE Composite Index. Coca-Cola Bottlers, Phil., Pepsi-Cola Products, Phil., Interbev Phil Inc., and RC Cola Phil. all have manufacturing operations in the city.

What is the Davao Regional Development Plan for the Next 5 Years?

At its Third Quarter Hybrid Meeting held on September 27, 2022 in person at the National Economic and Development Authority-RDC XI Center, Bangkal Davao City and virtually through videoconferencing, the Regional Development Council XI adopted the Strategic Framework of the Davao Regional Development Plan, 2023-2028.

The planning period for Davao Region is from 2023 to 2028, and the Overall Strategic Framework captures the region's primary development thrusts, objectives, and targets during this time.

The Davao Regional Development Framework was largely inspired by President Marcos's eight-point socioeconomic agenda, which represents the government's top priorities in light of pressing issues like rising prices for basic commodities due to inflation, the continued negative effects of COVID-19 on health and education, and the impact of global supply chain disruptions on national government revenues, all of which have negative effects on job creation and national security.

Below are the 8 Point-SocioEconomic Agenda for Davao Regional Development Plan, 2023-2028.

1. Individual and Family Capability Development and Protection

The formulation of this socio-economic agenda would be possible by achieving these three objectives:
Promote human capital and social development
The local government aims to achieve this by improving education and lifelong learning, boosting health and nutrition, and establishing livable communities.

One example of a livable community in the Davao Region is Lumina Tagum. These affordable house and lot for sale help in the expansion of markets and possibilities for growth in businesses around the area. In addition, this is also associated with the increase in home values in the house and lot in the Philippines, particularly in Tagum, City.
Increase income and learning ability
The development plan will focus on expanding training and skills development and intensifying employment facilitation, giving its constituents the best learning and job opportunities in the region or abroad.
Protect purchasing power
Budgeting, spending, and saving wisely all include a basic understanding of the consequences of inflation and the protection of buying power. The region plans to achieve this by ensuring food security and strengthening social protection.

2. Reforming the Manufacturing Sector for More High-quality Employment Opportunities and Marketable Goods.

These three goals would pave the way for the design of this socioeconomic agenda:
Modernize agriculture and agri-business
Food production in the area may benefit from agricultural modernization, which also increases farmer income and stimulates the local economy. This can be gained through advance research and development, technology, and innovation.
Revitalize industry
The real strategic objective of industrial revival is to accomplish new transformation and upgrade economic structures via the promotion of trade and investments, not only to restore traditional manufacturing and build high-end manufacturing.
Reinvigorate services
Reviving the service sector may help bring about more equitable economic development by reducing poverty and expanding access to markets for micro- and small-scale enterprises, farmers, fishers, and women.

3. Practice Good Governance and Improve Bureaucratic Efficiency

Good governance has long been seen as an essential instrument for promoting sustainable development, and as such, it is widely believed to be an essential aspect to be integrated into development initiatives. Efficient management of human, environmental, economic, and financial resources for fair and sustainable development is made possible by good governance, which also ensures civil society's involvement in decision-making processes.

4. Promote Financial Inclusion and Improve Public Financial Management

When people have equal access to financial information and services, they are able to start their own enterprises, save for the future, provide for their families, and mitigate the risks associated with their day-to-day lives. Better public finance management also contributes to inclusive expansion, increased economic productivity, and a deeper financial system.

5. Enhance Administration of Justice

An improved administration of justice is an essential component of the regional development democracy, with the goals of reducing crime, protecting the public from harm, housing criminals, and helping them recover from their crimes.

6. Ensure Peace and Security

Safety's primary function is to prevent harm to people and their possessions. This applies to the people's lives as well as their belongings. Peace and security are essential to any kind of social progress.

7. Expand and Upgrade Infrastructure

Enhancing a region's infrastructure also aids in mitigating the effects of climate change and lessening its susceptibility to calamities. In addition to lowering the price at which commodities are transported, expanding infrastructure also makes it easier to facilitate the movement of people and products, increases productivity, and makes businesses more competitive.

8. Accelerate Climate Action and Strengthen Disaster Resilience

The overwhelming effects of climate change may be mitigated by breaking them down into smaller, more manageable chunks, such as preparing agricultural markets for prolonged droughts as a result of rising temperatures or decreasing the danger of flooding caused by rising sea levels.

The East Asian Growth Area, of which the Davao Region is a part, is widely recognized as an important center for regional economic cooperation in Southeast Asia. Fortunately, Lumina Homes has an affordable house and lot offer available in Davao Region through Lumina Tagum.

This progressive community offers convenient proximity to a variety of city attractions which makes it a feasible investment option for your current way of life. Due to its closeness to several shops, entertainment venues, and community facilities that cater to your daily needs, Lumina Homes in Tagum City gives you the movability and accessibility that you deserve in a dynamic location

Start your investment now at the heart of the development plans in the Davao Region and witness the benefits of an increasing home value in a short period of time!

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Davao Released its Regional Development Plan for 2023-2028 | Lumina Homes

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Get to know the current Regional Development Plans of the national government in the Davao Region from 2023-2028 and start your smart home investment.

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URL: https://youtu.be/SvOwvc2EsDA?si=PsXarf4l1dV_dHsn

TITLE: Why "Entry" Level Jobs Now Need 3-5 Years Experience

AUTHOR: Adam Hamwey

DATE: July 14, 2023

CONTENT: This vlog is relevant to the issue of unemployment among recent graduates. It starts by acknowledging the difficult task of finding a job that pays well and provides benefits, as well as the financial difficulty that many recent graduates face. The vlog highlights the disparity between entry-level job requirements and the practical realities that recent graduates may encounter. It also discusses corporate hiring practices, particularly the demand for extensive experience and advanced degrees for entry-level job positions, which can be particularly discouraging for fresh graduates who have recently completed their education but may not have the required years of experience. Also, this video defines bad business and good company and provides three specific reasons why certain companies use them.

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Why "Entry" Level Jobs Now Need 3-5 Years Experience

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(RESEARCHED BY: PRINCESS JESSICA M. JARABE)

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URL: https://rpo.cjc.edu.ph/index.php/slongan/article/download/6/7/19

TITLE: "A Rapid Assessment on the Industry Needs of Davao del Sur"

AUTHOR: RANDY A. TUDY and GLADYS M. GARCIA

CONTENT: According to this assessment, underemployment is a problem in the Philippine economy and the Commission on Higher Education already released a memorandum (CMO 32, series of 2010) on the moratorium of college programs that are already saturated by graduates. According to the International Labor Organization (ILO), the Philippines has the highest unemployment rate among the members of the Association of Southeast Asian Nations (ASEAN) with 7.3% as of 2013 (Santos, 2014). It was also reported that one of the main reasons for unemployment, especially among college graduates, is the lack of skills for jobs that are available (Bernabe, 2013).

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(RESEARCHED BY: PRINCESS JESSICA M. JARABE)

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URL: https://apskills.ilo.org/news/too-much-education-not-enough-skills-causing-youth-unemployment

Title: "Too much education, not enough skills causing youth unemployment"

Author: International Labour Organization

Date: 26 November 2017

Content: This is an article about youth unemployment. It discusses the causes of youth unemployment, which include a skills mismatch between the skills that employers need and the skills that young people have. The article also discusses solutions to youth unemployment, such as technical and vocational education and training (TVET). Some important points are that young people should make realistic assessments of the job market before choosing a career path and that Australia has a high-quality TVET system that can help young people develop the skills they need to be employable.

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Years of parents and teachers telling children to "follow their dreams" as they can "be anything they want to be" has helped create a generation of young people who have made impractical career choices, emerging from education with high-level qualifications but a lack of skills that employers need.

More than one in 10 young Australians (12.5 per cent) is looking for work and unable to find it, with unemployment among 15 to 24-year-olds more than double that of the general workforce (5.6 per cent), the Australian Bureau of Statistics reveals.

But this figure does not necessarily equate to a lack of jobs.

"Skills mismatch" is a global issue affecting not only individuals but economies, says research professor Seamus McGuinness of The Economic and Social Research Institute (ESRI) in Ireland.

Speaking at the WorldSkills Conference in Abu Dhabi, he says even those youth who do have a job are often working outside their area of expertise.

"It is perfectly fine for young people to follow their dream, but it is also important that they make a realistic assessment of the labour market of their chosen profession in terms of factors such as employment rates (and) salaries before undertaking their studies," McGuinness says.

He says about one in four workers in developed countries believe they are over-educated for their role, and the same again believe they are under-skilled.

"For example, an over-educated worker would be a worker who has a degree but believes their job only requires a high school diploma," he says.

"An under-educated worker is someone who has a high school diploma but says 'actually my job really needs a degree'.

"An over-skilled (worker) is someone who says I have too many skills and abilities over and above what this job requires, and an under-skilled worker is someone who says 'I don't have the skills and abilities to do that job'.

"Around 40 per cent of (university) graduates are working in areas outside their field of study."

The solution to skills mismatch may be in technical and vocational education and training (TVET).

WorldSkills Australia chair Brian Wexham says many people who leave or graduate from university end up at TAFE anyway.

"They can't get a job so they then have to look for an appropriate skill or trade that can perhaps complement their degree in order for them to be more employable," he says.

Wexham says skills mismatch is worse for this generation because of the proliferation of universities throughout the past 20 years.

"We turned technical colleges into universities," he says.

"It is so accessible now for anybody to be able to go to university (so) people don't necessarily think hard enough about doing it."

Airconditioning and refrigeration mechanic Nathan McHugh has definitely seen a shortage of people with his skills.

The Queenslander, who represented Australia in his trade at WorldSkills Abu Dhabi 2017, attributes the lack of young people in airconditioning and refrigeration largely to the belief promoted by schools that a university education is the only indicator of success.

"In Australia, we have a lot of trouble just getting the apprentices to start ... so definitely (there is) a skill shortage," he says.

"On the other side, there are countries that have a lot of manpower but lack the qualifications because they don't have the training.

"I believe Australia is in a good position, we just need to promote trades and skills.

"Our training level is very high so that will repair the skills shortage but that's obviously not going to happen overnight.

"It's something we have to work on, (helping) people to get the understanding about what trades and skills are all about."

McHugh won a Medallion of Excellence at the international WorldSkills competition.

Australia's next national competition will be held in Sydney in June, 2018.

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Too much education, not enough skills causing youth unemployment

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The Daily Telegraph (online), 26 November 2017 - THE key to tackling youth unemployment may be a good dose of reality.

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URL: https://www.bfm.my/podcast/morning-run/current-affairs/current-affairs-why-are-so-many-fresh-graduates-unemployed

TITLE: WHY ARE SO MANY FRESH GRADUATES UNEMPLOYED

AUTHOR: Professor Dr. Pradeep Kumar Nair and Yuh Yng Chook.

DATE: March 3, 2016

CONTENT: This podcast highlights the underlying causes of the Unemployment rate of the fresh college graduates and that involves Lack of Social Skills and Experience. New graduates entering the workforce have found it harder and harder to secure employment. Despite the seeming low headline unemployment rate, this issue has arisen. In response, the government has introduced a number of initiatives to boost employment. Today, we look at the reasons for the unemployment of recent graduates and the various solutions.

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Professor Dr. Pradeep Kumar Nair | Yuh Yng Chook

Fresh graduates entering the job market have found themselves increasingly unable to find a job. This problem has sprung up despite the seemingly low headline unemployment rate. In response, the government has launched several programmes to increase jobs. Today, we explore the cause behind fresh graduate unemployment, and the various ways we can fix it.

This is a report by Nadiah Aziz and Jeevan Parameswaran.

This and more than 60,000 other podcasts in your hand. Download the all new BFM mobile app.

Categories:

Tags: unemployment, fresh grad, jobs, current affairs

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Why Are So Many Fresh Graduates Unemployed

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Fresh graduates entering the job market have found themselves increasingly unable to find a job. Thi

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URL: https://youtu.be/oRi0Iq3B6RU?si=TU_dTg89F2duffts

TITLE: Trabaho (a documentary film)

AUTHOR: Brandon Binas

DATE: April 12, 2019

CONTENT: The documentary mainly focuses on employment, the diverse challenges and opportunities in the job market for recent graduates. It highlights the story of Myra Tiong, a 28-year-old individual who struggles in finding stable jobs. Meanwhile, she has been caring for her mother while awaiting potential job opportunities. Her experience serves as an example of the challenges fresh graduates often encounter in finding stable job opportunities, particularly in competitive urban areas like Manila and Davao. Furthermore, the inclusion of Grace Cornel's story, about an individual who has a stable job as a teacher, provides a contrasting viewpoint and believes that passion is the key to success in a job.

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URL: https://fb.watch/ndyuD3ZYzi/?mibextid=2NXEJI

Title: Pre-Employment Webinar for Graduating Students

Author: Isabella State University Cabagan Campus via FB

Date: June 30, 2022

Key Content: The webinar tackles about career readiness, the things that a graduating student should know in preparation for them as they graduate, lessening the tallied number of unemployment within Fresh College Graduates in the Philippines, especially in Mindanao.

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(RSEARCHED BY: PRINCESS JESSICA M. JARABE)

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URL: https://www.skillsoft.com/book/promoting-entrepreneurship-to-reduce-graduate-unemployment-cb6c9701-2b17-4d21-9506-d4d2d904a221

TITLE: "Promoting Entrepreneurship to Reduce Graduate Unemployment"

AUTHORS: Isaac Wasswa Katono

DATE: April 2022

CONTENT: This book seeks to expand understanding of the barriers that face graduates in becoming entrepreneurs in various countries, examining the role of educational institutions in promoting graduate entrepreneurship and evaluating governments as well as other schemes that promote graduate entrepreneurship. Although it will not be a panacea for all the obstacles that impede graduate entrepreneurship, it is hoped that this book will illuminate the entrepreneurship career path, serve as a platform for further diagnosis for reducing graduate unemployment, and highlight areas in need of further research. Covering topics such as entrepreneurial self-efficacy, career choice, and educated unemployment, it serves as a dynamic resource for educators, educational administration and faculty, government institutions, graduate students, student organizations, professionals, researchers, and academicians.

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Based on recognition, evaluation, and exploitation of opportunities, entrepreneurship is a process that stimulates economic growth, provides us with new products and services, and serves as a solution to low unemployment rates. Hence, many governments encourage their citizens to embrace entrepreneurship as a strategy to mitigate unemployment, particularly youth and graduate unemployment. While studies show that entrepreneurship education has yielded positive results in Western countries, in other parts of the world it seems that most students still prefer to seek paid employment in their career of choice.

Promoting Entrepreneurship to Reduce Graduate Unemployment seeks to expand understanding of the barriers that face graduates in becoming entrepreneurs in various countries, examining the role of educational institutions in promoting graduate entrepreneurship and evaluating governments as well as other schemes that promote graduate entrepreneurship. Although it will not be a panacea for all the obstacles that impede graduate entrepreneurship, it is hoped that this book will illuminate the entrepreneurship career path, serve as a platform for further diagnosis for reducing graduate unemployment, and highlight areas in need of further research. Covering topics such as entrepreneurial self-efficacy, career choice, and educated unemployment, it serves as a dynamic resource for educators, educational administration and faculty, government institutions, graduate students, student organizations, professionals, researchers, and academicians.

About the Author

Isaac Wasswa Katono holds a BSc. (Agriculture) Rural Economy and a Masters in Business Administration (MBA) Marketing Option, both from Makerere University. He holds a PhD in Business Science (Entrepreneurship) of the University of Cape Town. Currently, he is a Senior Lecturer in the School of Business at Uganda Christian University. Prior to that, Isaac was the Associate Dean Faculty of Business and Administration, Uganda Christian University 2010 to 2016 as well as Head, Department of Management and Entrepreneurship 2012 to 2016. He participated in the development of modules for the Student Training in Entrepreneurship Promotion (STEP) project at the University of Giessen in 2008, and has since been a trainer in this program in Uganda and other countries since then to date. His research interest is Culture, Entrepreneurship, Management and Gender. Isaac is a reviewer for a number of international journals and is also a member of the European Association of Science Editors. He has attended and presented papers in several international conferences, and has published works in the area of Entrepreneurship and Management plus other related areas.

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Promoting Entrepreneurship to Reduce Graduate Unemployment Book - EVERYONE - Skillsoft

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Based on recognition, evaluation, and exploitation of opportunities, entrepreneurship is a process that stimulates economic growth, provides us with new products and services, and serves as a solution to low unemployment rates. Hence, many governments encourage their citizens to embrace...

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(RESEARCHED BY: NIÑO ANTONIO E. SOLEDAD)

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URL: https://www.coursehero.com/file/106184288/Final-Research-2-Unemplymentdocx/

Title: “Contributing Factors of New Graduates in Poblacion A, Mlang, Cotabato.”

Author: Students of Southern Baptist College, Mlang, Cotabato

Date: November 15, 2021

Key Content: To determine the factors of unemployment among the respondents (30) of the study. The basic research objective is; identify the profile of the respondents in terms of: age, gender, course and, find out the cause of unemployment. A part of this research explains that element of training college students for future employment include career management employability and discipline-specific skills.

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Final Research 2 Unemplyment.docx - ABSTRACT This study titled "CONTRIBUTING FACTORS OF UNEMPLOYMENT AMONG NEW GRADUATES IN POBLACION A MLANG | Course Hero

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View Final Research 2 Unemplyment.docx from ECN MACROECONO at Southern Baptist College, Mlang, Cotabato. ABSTRACT This study titled, "CONTRIBUTING FACTORS OF UNEMPLOYMENT AMONG NEW GRADUATES IN

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Url: https://www.mdpi.com/2076-0760/11/8/360?fbclid=IwAR1sbUyDx8FlgtUvuFf_aO1J-trQJ3GHbi0F6-Y4tLkmHas505jrHpukkro

Author:  Dr. Md Jahangir Alam, et al.

Title: Importance of Skills Development for Ensuring Graduates Employability: The Case of Bangladesh

Date:  August 11, 2022

CONTENT:

Considered in light of the Sustainable Development Goals, graduate employability is a complex idea. Skills development and graduate employability are important predictors of future professional success. This study examines graduate employability in Bangladesh, focusing on the current state of skill development programs and the perceptions of recent university graduates. However, accessing these opportunities is challenging for recent graduates. The study suggests that government cooperation and key players are needed to overcome these hurdles. It also offers suggestions for future initiatives and programs to ensure the employability of university graduates.

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Department of Japanese Studies, University of Dhaka, Dhaka 1000, Bangladesh

Graduate School of International Cooperation Studies, Kobe University, Kobe 657-8501, Japan

Author to whom correspondence should be addressed.

1. Introduction

The COVID-19 pandemic struck the entire world by complete and total surprise. As a result of the pandemic, several changes occurred in how the world perceived everything, and various restrictions were put in place to reduce its impact. The COVID-19 pandemic resulted in a significant shift in the way people worked, their working environment, how business and services were conducted, and the competency and skills required for various future employment positions ( UNSECO 2020; ILO and World Bank 2021; OECD 2021). Consequently, the advent of COVID-19 showed a significant need for competency and skill development in various sectors for individuals, particularly fresh university graduates, to be employed during and after the pandemic. This had contributed to the already existing unemployment concerns due to a lack of competency and skill development which had resulted in more employees losing their jobs and university students being unable to find employment right after graduating. It is due to the shift of more and more employers towards a hybrid work environment focusing on the 4th Industrial Revolution (4IR) in many parts of the world. This may result in various types of unemployment, including structural unemployment, due to changes in the type of industries and in-demand skills ( Blustein et al. 2020; Green 2021; Matli and Ngoepe 2020; Pasara and Dunga 2022; Ferreira et al. 2017; Ingrassia 2003). Despite the importance of competency building and skill development among individuals, many countries worldwide, specifically developing countries, are confronted with the challenge of university graduates lacking skills development and future employability competency for changing industry demands. The lack of competency and skill development for 4IR and changing industry demand was already an existing problem for graduate unemployment in Bangladesh ( Khatun and Saadat 2020). It is primarily due to a lack of social justice, a digital divide, a non-uniform education curriculum with varying levels of education quality, gender disparity, and a lack of government initiatives, among other factors ( Uddin 2021; Alam et al. 2022; Parvin and Alam 2016; Duta and Iannelli 2018). As a result, many recent graduates find themselves out of work each year. With the ongoing COVID-19 pandemic, the situation deteriorated further; as more individuals found themselves out of work due to the economic recession and their lack of competency, as well as skills required for future employment. Moreover, the competency and skills needed for employability have also transformed due to the worldwide health crisis ( Hossain 2021; Shahriar et al. 2021; Hurrell 2016; Fugate et al. 2004). One might argue that the changing demand of industries for competency and abilities may be due to changes in the labor market and technological innovations, among many other factors. The argument is quite valid; however, the effect of COVID-19 in accelerating these industry changes in many developing countries is often downplayed. During COVID-19, the demand for services and products of various industries, including informal and low technical skill-based, has significantly reduced. The adaptation of technological innovation has increased in many parts of the world during the COVID-19 period. Resulting in a shift in demand for competency and skills to complement this adaptation. Moreover, more and more industries are shifting their focus on 4IR. Hence employment opportunities in many primary and secondary industries are decreasing even faster, where most of Bangladesh's workforce's employment lies. These effects are becoming visible in many parts of the world, including Bangladesh ( Abdin 2019; Islam 2020; Schislyaeva and Saychenko 2022). Currently, there is a high emphasis on technical or technological skills, such as information and communicational technology (ICT) skills, as well as various other soft skills by employers in Bangladesh. Most of the in-demand competencies and skills are not possessed by many university graduates due to a lack of initiatives from the tertiary educational institutes of the country ( Uddin 2021). Because of this, the future of university graduates in Bangladesh is in jeopardy. The need for skills development for employment in contemporary times and the post-COVID-19 period has become increasingly apparent. Moreover, Bangladesh aspires to meet the United Nations (UN) Sustainable Development Goals (SDGs) by the year 2030 and to achieve the status of a developing country by 2041. Competency and skills development is becoming an increasingly important component of the country's road to becoming sustainable in all areas, including sustainable employability, which can be ensured through graduates' employability ( Chowdhury 2022; Munir 2019; Mehrabani and Mohamad 2015). Despite the well-aware gap in skill development needed for university graduates to ensure their future employment in the post-COVID-19 period, significantly less is known regarding the perception and knowledge of university students on the matter; which is a typical case in many parts of the world as well ( Gedye and Beaumont 2018). Moreover, according to the theory of employability and human capital theory, skill development plays a vital part in an individual's employability and career development, which may contribute to the nation's overall development as the country will possess more skilled human resources ( Knight and Yorke 2003; Nafukho et al. 2004). Therefore, it can be said that skill development is crucial for university graduates, not only for their employability and progress; but also, for their contribution to the nation's development. Hence, Bangladesh must move quickly and understand the perception and needs of university graduates to ensure their skills development and future employment. In contrast to Bangladesh, many international counterparts have ensured its graduates have the requisite competency and skills for future and post-COVID-19 employment. This is enacted through the various existing practices and systems for competency and skills development initiatives that have been put in place by those countries to ensure the sustainable employability of their graduates. One such international counterpart is Japan, where it has been possible to accomplish near complete graduate employability through skill development through career counseling, career education, the prevalence of vocational and practical education, and the close relationship between educational institutions, among many other initiatives ( Woolgar et al. 2008; Woolgar 2007; OECD 2020). Hence, given the importance of competency and skills development for university graduates' future employability, this study attempts to illustrate the contemporary situation of Bangladesh's skills development programs for university graduates; analyze the initiatives taken by the government and stakeholders to implement skills development programs for university graduates in order to ensure their future employability. Finally, it concludes by providing recommendations that may benefit Bangladesh in assuring skill development for university graduates and their future employability in post-COVID-19 periods.

2. Theoretical Framework

Within the field of sociology of education, diverse theories have served as the theoretical framework for the graduates' employability debate. One such theoretical paradigm has been the consensus theory on graduate employability, which has been the focus of much previous research. The consensus theory of employability states that enhancing graduates' employability and advancing their careers requires improving their human capital, specifically their skill development ( Selvadurai et al. 2012).

In addition, the human development theory and the human capital theory come to the forefront whenever employability is considered. In the context of human development theory and the human capital theory, human development and human capital are terms used to describe the quality of graduates, which consists of the level of skill and knowledge that graduates bring to their employment. Human development and human capital are therefore equated to the definition of employability skills, which refers to graduates' knowledge and skills ( Jonck 2014; Jonck and Van Der Walt 2015).

Therefore, based on the theoretical and empirical background of employability skills, this study believes that skills development will positively affect the employability indicators of graduates, which in turn will lead to their future employability. Furthermore, the study will make a theoretical contribution by outlining graduates' understanding of the importance of skill development for future employability.

3. Background and Literature Review

3.1. Effects of COVID-19 on Unemployment in Bangladesh

Hossain ( 2021) mentions that Bangladesh will already have a total workforce of 70 million people by 2020, where the agriculture and service sectors account for 79 percent of overall employment, with the remainder concentrated in the industrial sector. The service sector was the most dominant in that same year, accounting for around 40 percent of total employment, and is expected to expand even further in the coming years. Moreover, Kumar and Pinky ( 2021) states that, as a result of the ongoing COVID-19 crisis that has affected the entire world, similarly, Bangladesh has experienced a tremendous social and economic crisis. Additionally, with the decreasing demand for various commodities and services, the pandemic had other observed effects. The majority of this was due to the different control measures implemented by the government for various sectors of the economy, which had a negative impact on the employment and livelihood of the citizens of the country, expressed Genoni et al. ( 2020). The COVID-19 outbreak, associated healthcare costs, and ensuing interruptions are expected to exacerbate the unfavorable effects on employment even more in the coming months. Trading Economics ( 2020) reports that the official unemployment rate in Bangladesh was around 4 percent when the pandemic first hit the country in 2020; moreover, the unemployment rate for an educated workforce was increasing to nearly 2.2 million each year as well. This increased unemployment rate can be considered to be due to the accelerated shift towards 4IR by industries and the economic instability faced by many primary and secondary industries due to increased technological innovation adaptation during COVID-19 ( Islam 2020; Khatun and Saadat 2020; Abdin 2019). Moreover, Bangladesh suffered from a stable unemployment rate of 4.4 percent from 2013 to 2019, which increased to 5.4 percent in 2020 and 5.2 percent in 2021 due to the COVID-19 pandemic ( The World Bank 2022). This increase is illustrated in Figure 1.

As per the Policy Research Institute, due to the COVID-19 health crisis and associated government initiatives to limit the effects of the pandemic, the country's unemployment situation deteriorated much sooner rather than predicted during pre-COVID-19 periods ( PRI 2020). According to further research by Ali and Bhuiyan ( 2020), the overall unemployment situation in the country will worsen in the years to come due to the COVID-19 health crisis, with a significant number of individuals losing their jobs and having significantly higher chances of losing their employment in the future. As more and more industries shift their focus and demand for competencies and skills.

3.2. Need of Skills Development for Future Employability

Like no other decade in modern history, the COVID-19 pandemic has fundamentally altered how the world perceives normalcy in just a few months. It has already influenced how businesses and services are perceived around the world, which will continue to change in the future ( Buheji 2020; OECD 2019). Meister ( 2020) expressed that the world must reshape itself so that it conforms to the post-COVID-19 status quo as it endeavors to resume its activity toward enhanced effectiveness, advancement, and sustainability. Consequently, most prominent organizations in Bangladesh would devote their resources to training their workforce again or recruiting according to the new typical standards emphasizing 4IR, resulting in fresh university graduates needing to require additional competency and skills development to find employment in the post-COVID-19 period. Tertiary educational institutes and similar establishments would play a vital role in the post-COVID-19 new normal. Subsequently, it should be expected that developing employability competency through skills development will be at the top of every nation's priority list in the post-COVID-19 era; if the nation wishes to become healthy, more competent, and sustainable, instead of producing highly educated graduate students from tertiary educational institutes with outstanding academic performance alone. The primary goal will be to produce competitive university graduates from tertiary educational institutes who can overcome unexpected and anticipated obstacles, and turn them into a source of development and differentiation for their organizations through the utilization of the skills they have gained through education and training. As a result, in post-COVID-19 periods, academic competence alone will no longer be sufficient in the eyes of employers for employing university graduates, and without proper competency and skills development, university graduates will fail to secure future employment in post-COVID periods ( Buheji and Buheji 2020; Paulos et al. 2021). However, multiple works over the year by Shohel et al. ( 2021), Monem and Baniamin ( 2010), and Hossain et al. ( 2016) have shown that the higher educational (HE) institutes in the country are still following outdated curriculums and have not adopted the use of ICT in education. Moreover, these HE institutes play close to no role in developing the skills or competency of graduates for their future employability. This lack of HE institutes in the country became more evident during COVID-19. In comparison, international HE institutes are adopting the use of new technology, innovation, and policies to address these issues ( Clarke 2018). Subsequently, research by Nusrat and Sultana ( 2019), Shahriar et al. ( 2021), Milon et al. ( 2021), and Chowdhury and Miah ( 2016) have pointed out that employers have shown a strong emphasis on the skills and competency of graduates when hiring. This emphasis on skill development and competency has become even more evident by the employers in the country during COVID-19. Hence, skills development for future employability is becoming more and more critical.

3.3. Skills Development for Achieving SDGs

The SDGs, or the 2030 Agenda for Sustainable Development, are an action plan adopted by all the 193 states that are members of the UN. The SDGs are a set of 17 goals intended to eradicate poverty and bring about crucial and revolutionary changes that are immediately necessary to create a sustainable and resilient future for all ( UN 2016). According to a widely held opinion, it is vital to break the negative spiral of inadequate skills, poor productivity, and inequality to promote equitable growth in the economy and jobs for everybody, which will ensure sustainability. Quality education is not just a goal in and of itself; it is also a way of obtaining respectable employment, particularly for young people. According to studies, continuous skills development is essential to keep up with the ever-changing demands of a competitive labor market ( ILO 2016). As a result, skills development may be recognized as a prerequisite for sustainability, and it is a critical component of accomplishing the SDGs or the 2030 Agenda for Sustainable Development. Predominantly, this could be attained through SDG 4, 'Quality Education,' and SDG 8, 'Job Creation, Decent Employment and Retraining;' this, in turn, will contribute to ensuring sustainability ( King 2016).

The unemployment rate of Bangladesh is severely affected by the COVID-19 health crisis. It has also been pushed up due to the lack of competency and skills needed for future employability in the post-COVID-19 period by university graduates. Furthermore, skills development's importance for assisting SDG achievement is quite evident. As the globe transitions into a post-COVID-19 period, Bangladesh must act to ensure future-ready skills development and graduate employability for its sustainable development. However, considering the significance of skill development of university graduates in Bangladesh for employability and sustainability, there is a vast knowledge gap on how to achieve it. This is due to close to little previous work on the topic and a lack of understanding of the perception and needs of university graduates. Hence, this study aims to fill the knowledge gap by understanding university graduates' perceptions of skill development and future employability. The study hopes to fulfill its objective of filling the knowledge gap by responding to the following research questions:

RQ1.

What is the current state of skill sets possessed by the graduates, and if they consider it enough for future employability? Moreover, if they face any barriers in accessing skill development programs?

RQ2.

Is there any existing skill development program offered by the government or educational institutes?

RQ3.

Are the graduates aware of the need for skills development for future employability?

4. Materials and Methods

4.1. Sample Size

The total sample size for this study is 447. All the participants are university students from Bangladesh and are currently enrolled in a full-time educational program at a local tertiary educational institute and are expected to graduate soon. The participants are selected from 46 institutes and over 72 faculties. The participants come from different locations within the nation and various socio-economic situations, which contributes to ensuring the proper presentation of the population. There were 246 males and 172 females among the 437 participants (age range = 18-28; mean age = 22 years; SD = 1.97) that took part from Bangladesh. Among the participants, 79.9 percent (n = 349) are currently pursuing their undergraduate, 19 percent (n = 83) are pursuing their masters, and only 1.1 percent (n = 5) are pursuing their doctoral studies. Moreover, all the participants further informed that they would seek employment right after graduation. However, when asked if they were involved in part-time employment, 80.1 percent (n = 358) of them said they were not in employment, while 19.2 (n = 84) percent stated they were employed part-time. Out of the 447 participants, 20 students were randomly selected for an in-depth interview (IDI). The students who participated in the IDI consisted of twelve males and eight females; moreover, 45 percent (n = 9) of them were enrolled in their master's program, while the rest 65 percent (n = 11), were pursuing their doctoral studies. The characteristics of the total sample used in the study are shown in Table 1.

4.2. Research Design and Instrument

A mixed-method is used for this study, as well as abduction reasoning. A mixed research methodology is selected for quantifying the responses of the graduates on the skill development for future employability; this will allow the analysis of the quantitative data and help understand how the relationship between skill development and future employability through data analysis; while the qualitative data will allow a deeper understanding of the perception and views of the graduates regarding skill development and future employability. Subsequently, the methodology for this study is designed in accordance with similar studies conducted by Cruz-Sandoval et al. ( 2022), and Pham ( 2022). This study acquired data from January to February 2022 and performed a member check in May 2020. The data in this research is collected through an online self-completion survey and through IDI. The survey included a 22-item standardized questionnaire. Of the 22 questions, four questions included a Likert scale for the quantitative method and four questions included multiple-choice and checkbox for checking participant's frequency on various questions relating to skill development and future employability as a qualitative method. The questions asked in the survey used for data analysis are shown in Table 2. The selected online service for the survey questionnaire is Google Forms. The distribution to the participants was conducted through various social networking sites and academic emails. A non-probabilistic snowball sampling and convenient sampling method were used for sample selection. All the participants who responded to the survey are from Bangladesh. For the IDI, only 20 interviews were conducted as a data saturation point was achieved. The interview was conducted using a semi-structured eight-item standardized questionnaire. A probabilistic simple random sample selection method was used for the IDI. The document analysis technique was also used to collect secondary data, including newly published educational materials and reports. Research ethics were ensured throughout the data collection process. The participants provided their consent for participation and were well aware of the objective of the research.

4.3. Analysis Process

The data collection and processing are conducted in accordance with the recommendations by Palinkas et al. ( 2015) and Jansen ( 2010) for mixed-method research. The data acquired from the survey has been managed, cleansed, and transformed. The assistance of the statistic computer software for social sciences IBM SPSS version 25 and Microsoft Office Excel 2019 were used for analysis. After analysis, the empirical findings have been represented descriptively and graphically. The data collected from IDI has been used for identifying and assisting in proposing the lessons and recommendations which can be learned regarding the study's theme. From Table 3, it can be seen that the Cronbach's Alpha value for quantitative items is 0.983, indicating that the questionnaire's reliability is excellent and acceptable for this study.

5. Results

5.1. Need for Further Skills Development for Graduate Employability

The participants were asked to evaluate their current skillset for future employability based on three specific skill sets. These three skills are often mentioned in regard to youth employability according to reports published by BRAC, Bangladesh, and International Labour Organization (ILO) ( Islam et al. 2020; ILO 2020); and these three skill sets are hard skills, soft skills, and technological skills, which can be considered as a branch of technical skills. Hard skills can be associated with foreign language skills or professional certification; soft skills can be associated with communication, leadership, and time management; and technological skills can be associated with the capability of using technological devices and software. The frequency for this question was ranked 1 for 'not enough for employment,' 2 for 'needs more development for employment,' and 3 for 'enough for employment.' Table 4 reveals that the university students consider that they do not have enough hard skills (M = 2.79; SD = 1.49), the soft skills (M = 2.59; SD = 1.16), as well as technological skills (M = 2.53; SD = 1.15) for future employability and think they require skill devolvement for future employability.

Table 5 lists the response of the 437 participants to this question. Most of the participants replied that they did not have enough skills to ensure future employment; 31.0 percent (n = 135), 34.5 percent (n = 151), and 33.0 percent (n = 144) of participants selected 'needs more development for employment' for hard skills, soft skills, technological skills, respectively. In contrast, 20.0 percent (n = 87) of participants felt they had enough hard skills for future employment, which was the most significant response for the 'more than enough for employment' value among the three skills; while the response for this value for the other two skills, soft and technological skills, was the lowest at 4.9 percent (n = 21) and 5.0 percent (22), respectively. Around 24.0 percent (n = 105) of participants responded that they did not have enough hard skills for employment, again the most extensive response for the 'do not have the skills for employment' section.

The participants were further asked to evaluate their employability chances based on existing skills set on a Likert scale containing 5 points. The frequency was ranked as 1 for 'very less chances for employment,' 2 for 'low chances for employment,' 3 for 'average chances for employment,' 4 for 'high chances for employment,' and 5 for 'very high chances for employment.' From Table 6, it can be observed that most of the graduates think they have a low level (M = 2.76; SD = 1.21) of the possibility of securing employment based on their current skill sets.

From Table 7, it can be seen that most participants (n = 437) for this question evaluated themselves to have 'average chances for employment,' which had a selection rate of 27.7 percent (n = 121). Whereas 'very high chances for employment' was selected as the lowest among the participants and had a section rate of 5.9 percent (n = 26). Moreover, from the data, it can be revealed that 68.2 percent of university students consider that their current skill set may not provide them employment.

To access the correlation between the self-evaluation of the graduates on their 'hard skills,' 'soft skills,' 'technological skills,' and their 'employability chances,' a Spearman's rank correlation coefficient test and gamma test have been carried out. Table 8 shows that employability chances have a Spearman's Rho value of 0.943, 0.943, and 0.940 with 'hard skills,' 'soft skills,' and 'technological skills', respectively. Moreover, it has a Gamma score of 1.000 with 'hard skills,' 'soft skills,' and 'technological skills' as well. These scores can be considered a near-perfect association of ranks between the variables. This means the variables are positively and highly correlated. This positive correlation is also illustrated in Figure 2.

5.2. Lack of Initiative for Skills Development Program

Furthermore, the participants were asked whether they thought there was a mismatch between the current skill sets graduates to possess and the required skill sets for employment; and whether they considered the higher education institutes were doing enough to ensure skills development for university graduates future employability. The answer to both questions is graphically presented in Figure 3 and Figure 4, respectively. For the first question, 81 percent (n = 355) of participants responded 'yes,' while 19 percent (n = 82) responded 'no.' As for the second question, 73 percent (n = 318) responded 'no,' In comparison, 27 percent (n = 119) responded 'yes.' Hence, it can be seen from the data that the university students understand there is a mismatch between the skills they possess right now and the skills set they require to be employed in the coming days and the post-COVID-19 period. Furthermore, despite the awareness of the university students, there has been very limited or no initiative from the tertiary education institutes and related establishments to ensure post-COVID-19 skills development for the university students and to ensure future employability.

5.3. Graduates' Tendency towards Government Sector Jobs

The 437 participants were asked to select the employment sectors they would prioritize the most while starting their careers. They prioritized the sectors based on first, second, and third choices. Where 'first choice' is the highest and 'third choice' is the lowest. The results are shown in Table 9 showcase many participants who prioritized government services as their preferred employment sector for starting their careers. 25.9 percent (n = 113), 24.2 percent (n = 106) and 14.9 percent (n = 65) graduates selected the government sector as their 1st choice, 2nd choice and 3rd choice. Whereas the education sector came out as second most preferred with 22.9 percent (n = 100), 12.8 percent (n = 56), and 11.4 percent (n = 50) as first choice, second choice, and third choice, respectively. At the same time, the construction sector was the least preferred by the graduates with 0 percent (n = 0), 0.4 percent (n = 2), and 1.4 percent (n = 6) as first choice, second choice, and third choice, respectively.

University graduates often lack the opportunities and required skillsets to get employed elsewhere. Hence, they tend to lean towards the civil service examination, which only considers one's rote learning abilities for employment, not their real-life or employment-related skills. There is also a limited number of employment opportunities in the government sector, therefore resulting in more competition. As more university students target government sector jobs, they focus less on their skills development and more on rote learning specific to civil service examination. Hence, it led to a lack of skills development, resulting in unemployment and a lack of sustainable employment in contemporary times, which may worsen in the post-COVID-19 period.

5.4. Barriers for Skills Development Program

When asked if the participants had one or multiple barriers to skills development, only 55 out of the total participants said 'no,' and 227 participants said they had 'financial limitations.' About 126 participants said they had 'technological limitations,' such as unavailability of computer or internet connection, and 225 participants said they had 'knowledge limitations,' such as unaware of available skills development opportunities. Only 2.7 percent (n = 12) said they had 'other' existing barriers which have limited their access to skills development. The responses of the participants are shown in Table 10.

The multiple barriers that university students in Bangladesh must overcome considerably lower their chances of gaining access to skills development, reducing their prospects of gaining sustainable employment in the long run. After COVID-19, the ramifications of this will be multiplied since there will be a strong emphasis placed on a variety of skills for future employability.

5.5. Lacks in Skill Development Initiatives

The participants who partook in the interview were asked questions regarding the skill development projects in Bangladesh and their lacking. From analyzing the interviews, it can be noticed that all 20 participants shared similar viewpoints. The participants expressed that there was a lack of government and stakeholder initiatives in Bangladesh, and the quality of education in tertiary educational institutes for future employability was considerably low. Furthermore, they stated a lessened prevalence and stigmatization of vocational education in Bangladesh. In comparison, many developed countries consider it quite popular and see it as an alternative route for employment. The lack of academia-industry relations and the absence of career guidance and skill development initiatives by educational institutes were also mentioned as causes of the lack of university students' future employability by the participants. They also emphasized the prevalent trend of graduates focusing on landing employment in the civil sector, which must be reversed. Finally, they stated that the university students must develop their skills or else they might find it difficult to find sustainable employment in the post-COVID-19 period. However, this can be very difficult for them unless the government and stakeholders assist the student in doing so.

During the interview, one of the participants expressed the following regarding skill development initiatives and their lacking in Bangladesh, "The growing need for skill development for employment is quite evident. More and more of our seniors who have graduated in the last few years have had various difficulties ensuring employment right after graduation. Many of my peers and I also fear that we might not find employment right after graduation ... Despite all of us knowing the need for skill development for future employment, there is little we can do. There are barely any initiatives by our university, nor are there any by the government. The available skill development programs are offered by private organizations and often are very expensive, which many of us cannot afford ... Hence, without the assistance of the government, this plight of the graduates cannot be changed and may worsen in the future" (Participant G).

Moreover, the participants also stressed that their career aspirations often change due to their lack of skills and competency. One such participant expressed, "most of the graduates, including myself, want a job with a high salary and job security. Unfortunately, most jobs offering these benefits usually ask during the interview if we possess specific additional skills specific to the job or not. People like me who do not have those skills are often not employed. This is the case for many, which have led to go for jobs which are easier to get, an example being the government jobs" (Participant E).

6. Discussion and Recommendations

Several studies and reports have been undertaken and published in the past few years regarding the growing unemployment of university graduates in Bangladesh due to a lack of skills and competencies. These studies also indicated a shortage of university graduates with the necessary skillsets for these positions despite enough job openings. As a result, employees' salaries, opportunities, and job security-related risks have increased as employers claim they hire graduates with less than the requisite competency and skillsets ( Khatun et al. 2022; Chisty et al. 2007; Rahman et al. 2021). None of the studies and reports have addressed why this lack of competency and skill development occurs among graduates. From the results obtained in this study, there is a positive correlation between the self-evaluation of the graduates on their 'hard skills,' 'soft skills,' 'technological skills,' and their 'employability chances.' This means that the graduates are well aware that their future employability chances will be reduced if they do not develop their skills. Additionally, it is found that university graduates have a good idea of what type of hard, soft, and technical skills they possess and might need to develop even further. Furthermore, they have also realized that there is a mismatch between the skills they possess and the skills they might require for employment soon. These results suggest that there is no lack of awareness among university graduates regarding what needs to be done for their employability.

The university graduates further have stated that a vast majority consider themselves not to have the competency and skill sets needed for employment. Furthermore, they also indicated there are significantly fewer interventions or initiatives taken by tertiary educational institutes and relative establishments to ensure their skill development for future employability. The lack of initiatives of tertiary educational institutes and other organizations for introducing skill development programs due to various impediments in Bangladesh is well reported by many ( Newaz et al. 2013; Shahadat et al. 2012). As the university graduates do not receive any skill development support or guidance from their respective institutes, they have to take it upon themselves to develop their skills. However, as seen from the results, they are confronted by numerous obstacles. These impediments stem from Bangladesh's current socioeconomic problems, which include a lack of social justice, a digital divide, a non-uniform education curriculum with varied levels of education quality, and a lack of government initiatives, among other factors ( Uddin 2021; Alam et al. 2022). In addition, there are hurdles to participation in skill development programs and a lack of support from tertiary educational institutes. From the interviews, it is founded that most of the graduates' career aspiration is dominated by ambitions of a high salary and job security. However, employers catering to these aspirations often requires specific skills, which are often not possessed by the graduates; hence their aspirations are often changed later on. The results show that these university graduates' career aspiration is later motivated by easier employability, and they gravitate toward employment areas that need little to no skill development, particularly the government sector. However, these industries have fewer job openings compared to the number of university graduates who apply, resulting in increased unemployment and further lack of skill development. As a result of the findings of this study, it can be noted that university graduates are aware of the skills they will need for employability during and after the COVID-19 pandemic and are willing to improve those skills. They are, however, up against several obstacles. As a result, it can be concluded that university students' lack of skill development for future employability is not attributable to their ignorance. Instead, it is owing to their socio-economic conditions as well as the government's, tertiary educational institutes, and other stakeholders lack of initiative and action.

Compared with Bangladesh, many international counterparts are faring outlying better in terms of skills development for graduates, which in turn has ensured their future employability. One such country is Japan, where around 96 percent of recent graduates have found employment by the end of 2021 ( The Japan Times 2021). This accomplishment was only feasible because of Japan's established procedures and system for assisting graduates and ensuring that they are well aware of the skills and experience required for employability in contemporary times and beyond ( Saito and Pham 2019, 2021; Ito 2014; Pazyura 2017). Career counseling, career education, the prevalence of vocational and practical education, and the close relationship between educational institutions and employers are just a few of the many existing practices and processes that are well developed in Japan and contribute to graduates obtaining future employment through skills development in Japan ( Woolgar et al. 2008; Woolgar 2007; OECD 2020).

6.1. Recommendations

Moreover, from the results obtained from the IDI combined with the authors' knowledge regarding the issue, these are the following recommendations that can be made for Bangladesh to ensure skills development for university graduates and their future employability:

First, the government must establish detailed guidelines for tertiary and upper secondary educational institutions to provide their students with adequate career counseling or guidance. This will assist the students in deciding which career they want to pursue and what skills are required to do as well as the skills and expertise that are in high demand after graduation for future employability.

Second, the government must take the proactive initiative to ensure skill development programs for students. These skill development programs must be inexpensive for the students; moreover, it should be offered within the educational institutions for easier accessibility for the student as well.

Third, establishing solid cooperation between tertiary educational institutes and employers to understand industry demands and provide graduates with internship and active learning opportunities. This will, in turn, that skill development programs are offered to address the needs of the employers while assuring graduates' employment readiness through practical experience.

Fourth, the quality of technical and vocational education and training (TVET) must be increased. It must be made more accessible and affordable by introducing it as a part of the educational curriculums for many educational institutes. Furthermore, the government must provide incentives for creating more employment in this sector.

Fifth, reducing graduates' dependency on government or civil sector employment by generating and regulating more attractive employment opportunities in the private sector through a public-private partnership. Moreover, the employment opportunities in the civil sector could also be increased.

Finally, developing training and inclusive educational faculties will assure quality education and institutional globalization to ensure that university students get the education and skills needed for future employability both within their own country and internationally.

By implementing these recommendations and initiatives, Bangladesh may promote and increase skills development in the country for graduates, thereby ensuring their future employability in contemporary times and the post-COVID-19 period, assisting them to achieve SDGs by 2030.

6.2. Limitations

This study is not able to outline which skills might be required for this future employability. Moreover, the gap between the perception and needs of university students and employers has also not been identified. Therefore, limitations remain in the study. Hence, this study will serve as a starting point, and further investigation will be required.

7. Conclusions

From the obtained results, the significance of skill development for ensuring the future employability of university graduates following the conclusion of COVID-19 is well evident. The university students in Bangladesh are aware of this fact as well. However, the graduates cannot acquire the requisite skill sets due to a scarcity of or restricted possibilities. As a result, the government, tertiary educational institutes, and stakeholders should proactively and effectively examine the exceptional circumstances and prioritize public-private partnerships to achieve success. Additionally, a capable skills development model for Bangladeshi graduates is required to address the country's unemployment crisis in the following years. The authors propose that this can be manifested through a national skill development framework, which will serve as a guideline for the government to take initiatives that will outline the role and duties of educational institutes and stakeholders for the future employability of graduates through skill development.

Furthermore, because skill development can be considered a necessary pre-condition for sustainability in all areas of a country and SDGs achievement, Bangladesh must accord it the highest priority possible. Bangladesh must consider making a skill development capacity model to ensure graduates' skill development for sustainable development in the post-COVID-19 period. This study has showcased the importance of post-COVID-19 skill development for future employability for university graduates in Bangladesh, as well as their perception and needs. Based on the results, the recommendations made by this study will surely assist Bangladesh in formulating the skills development model to ensure post-COVID-19 skills development and future employability for its university students, hence, ensuring sustainable development.

Author Contributions

Conceptualization, M.J.A. and K.O.; methodology, M.J.A. and S.R.B.I.; software, M.J.A. and S.R.B.I.; validation, K.O. and S.R.B.I.; formal analysis, M.J.A. and S.R.B.I.; investigation, M.J.A. and S.R.B.I.; resources, M.J.A. and S.R.B.I.; data curation, M.J.A. and S.R.B.I.; writing-original draft preparation, M.J.A. and S.R.B.I.; writing-review and editing, K.O.; visualization, M.J.A. and S.R.B.I.; supervision, M.J.A. and K.O.; project administration, M.J.A. and K.O.; funding acquisition, M.J.A. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the Japan Foundation, Tokyo. The JF Research Grant number (Ref. No. 10131980-002, FY 2021-2022).

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Institutional Review Board (or Ethics Committee) of Department of Japanese Studies, University of Dhaka, Bangladesh (30 July 2021).

Informed Consent Statement

Participants in the research provided informed consent after being informed of the study's purpose.

Data Availability Statement

The research data can be obtained by contacting the corresponding author for more information. Due to the confidentiality of the information, it is not available to the public.

Acknowledgments

We want to acknowledge the staff of the Japan Foundation, Tokyo, for their spontaneous and generous support in conducting this joint research, without which the publication of this study would not be possible.

Conflicts of Interest

The authors declare no conflict of interest.

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# data[].attributes.attachment_link.title
Importance of Skills Development for Ensuring Graduates Employability: The Case of Bangladesh

# data[].attributes.attachment_link.description
Graduate employability is a multifaceted concept considering the Sustainable Development Goals. Graduate employability and skills development are also significant determinants for future career success. Graduate employability has seen more sweeping emphasis and concerns in national and global job markets, due to the ever-rising number of unemployed people, which has increased even more due to COVID-19.

# data[].attributes.attachment_caption
(RESEARCHED BY: PRINCESS JESSICA M. JARABE)

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URL: https://www.philippinesbasiceducation.us/2013/05/k-to-12-wont-solve-high-unemployment.html

Title: K-to-12 won't solve high unemployment among 'educated workers'

Author: IBON NEWS

Date: 20 May 2013

Content: The artwork was done by IBON NEWS in which it discusses the government’s claim that the high unemployment rate in the Philippines is due to a mismatch between workers’ skills and the jobs available. However, a research group called IBON argues that this is not the case. They say that the real problem is job scarcity, caused by a weak industrial sector. This is supported by the fact that many unemployed Filipinos have college degrees.

# data[].attributes.attachment_link.readable_text
http://www.ibon.org/ibon_articles.php?id=303
IBON NEWS | 20 May 2013 | Latest official figures show that in 2012, almost eight out of 10 unemployed are high-school or college-educated.

Government's recent pronouncement that the growing number of unemployment among educated workers is a result of jobs-skills mismatch does not address the reasons behind job scarcity in the country, research group IBON said.

Latest official figures show that in 2012, almost eight out of 10 unemployed are high-school or college-educated. Three out of 10 reached college-level of education or are even graduates of post-graduate studies, according to the National Statistics Office (NSO).

The research group said that majority of Filipinos are finding it difficult to get jobs because employment is scarce, and not because it reflects a mismatch between the school curriculum and job availability. IBON added that the job scarcity in the country is due to a weak industrial sector, particularly domestic manufacturing, which would have created sufficient jobs in the country. The Asian Development Bank (ADB) in its 2013 report also recognized that a strong industrial base is vital in increasing jobs and making growth more inclusive and sustainable.

With the absence of government resolve to substantially increase the education budget, the lack of decent jobs in many parts of the country remains a barrier for parents to send their children to school, whether under a 10-year or 12-year education cycle. On the other hand, the same lack of decent jobs is to blame for graduates failing to land the much-needed jobs. NSO figures show that on the average, there are 1.4 million Filipinos under 15-24 years old who did not have jobs in 2012. Year on year, youth unemployment rate was higher in January 2013 at 16.6% compared to the same period in 2012.

According to IBON, reforms on the educational system, such as the recently-signed K to 12 Law, only focus on building skills needed by the global market. With K to 12, students are expected to work after taking up vocational and technical trainings in high school. The curriculum changes remain unsupportive of a progressive economy where students' skills are developed to contribute to its development.

Changes in curriculum should reflect the country's development aspirations, the research group said. However, there is apparently no learning area or competency in the present K to 12 curriculum that aims to develop the ingenuity and capacity of Filipino students to develop new technologies and build new forms of knowledge needed to help strengthen the country's industries. These would have helped create meaningful jobs and provide a sustainable solution to the country's chronic jobs crisis. (end)

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K-to-12 won't solve high unemployment among 'educated workers'

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A blog that tackles issues on early childhood education, the teaching profession, math and science education, poverty, DepEd's K -12