Computer and Software Engineering Tertiary Education in 2018

Tracer Study Bangladesh: Computer and Software Engineering Tertiary Education in 2018

SEPTEMBER 2019

ASIAN DEVELOPMENT BANK

Tracer Study Bangladesh: Computer and Software Engineering Tertiary Education in 2018

SEPTEMBER 2019

ASIAN DEVELOPMENT BANK Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO)

Some rights reserved. Published in 2019.

ISBN 978-92-9261-728-8 (print), 978-92-9261-729-5 (electronic) Publication Stock No. TCS190430-2 DOI: DOI: http://dx.doi.org/10.22617/TCS190430-2

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Printed on recycled paper Contents

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Tables and Figures------v Foreword------vii Preface------viii Abbreviations------ix Executive Summary------x

1. Introduction------1 A. Country Context...... 1 B. Higher Education Context in Producing IT Professionals...... 2

2. data and Methodology------4 A. Scope and Objectives...... 4 B. Sampling...... 4

3. employment Outcomes------8 A. Overall Job Placement Status...... 8 B. Job Placement Status by University...... 9 C. Job Placement Status by Gender...... 10 D. Job Placement Status by Year...... 12

4. labor Market Outcomes------13 A. Overall Labor Market Outcomes ...... 13 B. Wage Employment...... 15 C. Self-Employment...... 18

5. aCCess to Employment and Education------19 A. Graduates’ Motivation...... 19 B. Financing...... 19 C. Job Search Strategies...... 20 D. Job Search Challenges...... 23 E. Further Education and Training Prospects...... 23

6. Quality and Relevance of Education------26 A. Overall Quality and Relevance...... 26 B. Infrastructure...... 28 C. Skills Training and Teachers’ Qualifications...... 28 D. Career Guidance...... 30 E. Internship...... 31 iv Contents

7. Conclusion------32 A. Summary of Findings...... 32 B. Way Forward...... 33

APPENDIXES 1 Overview of Surveyed Universities...... 34 2 Key Findings on Bangladesh University of Engineering and Technology...... 36 3 Key Findings on University of Dhaka...... 38 4 Key Findings on Jahangirnagar University...... 40 5 Key Findings on Jashore University of Science and Technology...... 42 6 Key Findings on Islamic University of Technology...... 44 7 Key Findings on Ahsanullah University of Science and Technology...... 46 8 Key Findings on Brac University...... 48 9 Key Findings on Daffodil International University...... 50 10 Key Findings on East West University...... 52

REFERENCES------54 Tables and Figures

TABLES 1 Sample Distribution by University...... 6 2 Monthly Income of Currently Employed Graduates by University and Sector, 2018...... 13 3 Monthly Income of Currently Employed Graduates by Gender, 2018...... 17 4 Monthly Income of Currently Employed Graduates by Sector, 2018...... 17

FIGURES 1 Length of Initial Job Search after Graduation, 2018...... 8 2 Type of Job Placement, 2018...... 8 3 Reasons for Not Looking for Work, 2018...... 9 4 Job Placement Rate by University, 2018 ...... 9 5 employment Rate by University, 2018...... 10 6 Job Placement Rate by Gender, 2018...... 10 7 Job Placement Rate by Gender and Relevance, 2018...... 11 8 Factors Influencing Female Employment, 2018 ...... 11 9 Job Placement Rate by Graduating Year, 2018...... 12 10 Job Preparedness of First-Time Job Seekers as Perceived by Employers, 2018 ...... 12 11 Sector of Employment in First Job, 2018...... 14 12 Designation in Organization in First Job, 2018 ...... 14 13 Type of Organization in First Job, 2018 ...... 14 14 Primary Reasons for Choosing to Stay as an Employee, 2018...... 15 15 Type of Employment Agreement with Employers, 2018...... 15 16 Term of Job Agreement, 2018...... 15 17 Type of Training Provided by Employer to Current Employees, 2018...... 16 18 Formal and Informal Employees’ Benefits, 2018...... 16 19 Transition to Work after Graduation, 2018...... 18 20 Reasons for Choosing Course by Gender, 2018...... 19 21 Recipients of Stipend or Scholarship, 2018...... 20 22 Reasons for Not Receiving Scholarship or Stipend, 2018...... 20 23 Job Search Strategies of Employed Graduates, 2018...... 21 24 employer Recruitment Practices, 2018...... 21 25 employer Collaboration with Universities, 2018...... 22 26 Universities Having Partnerships with Employers from Information Technology Sector, 2018 . . . . 22 27 Reasons of Unemployed Graduates for Not Accepting at Least One Job Offer, 2018...... 23 28 Graduates’ Plans to Enroll in Another Course in the Future, 2018...... 23 29 Reasons for Plans to Enroll in Another Course among Employed and Unemployed Graduates, 2018 . .24 30 Reasons for Pursuing Another Education Course after Graduation, 2018...... 24 vi Tables and Figures

31 Relevance of Further Course or Training Taken to Information Technology or Computer Science and Engineering, 2018...... 24 32 Type of Education or Training Graduates Undergo after Graduation, 2018...... 25 33 Type of Further Education or Training Programs Favored by Students or Trainees, 2018...... 25 34 Graduates’ Satisfaction with University Education, 2018...... 26 35 Areas for Improvement in the University Education Program, 2018...... 27 36 Relevance of Information Technology or Computer Science and Engineering Programs to First Job after Graduation, 2018...... 27 37 Proportion of Graduates Saying Facility Improvements Are Highly Necessary, 2018...... 28 38 Graduates’ Assessment of Practical Skills and Soft Skills Gained, 2018...... 29 39 Skill Areas Where Universities Need More Focus, 2018...... 29 40 Proportion of Graduates Saying Qualified Teachers Are Highly Necessary, 2018...... 30 41 Frequency of Teacher Absences, 2018...... 30 42 Proportion of Graduates Saying Improving Career Guidance Is Highly Necessary, 2018...... 30 43 Correlation of Job Placement Cell in the University and Job Placement Rate, 2018...... 31 44 Proportion of Graduates Saying Improving Internship Is Highly Necessary, 2018...... 31 Foreword

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angladesh was the fastest growing economy in 2018 in Asia, in large part due to its ready-made garment industry, which is the world’s second largest after the People’s Republic of China. Many reasons explain the Brise of the Bangladeshi ready-made garment industry, among which are the hardworking Bangladeshi women and low labor costs. Yet it is education and skills development that have been instrumental to success. Access to primary and secondary education has improved remarkably to meet the basic requirements for entering the ready-made garment industry. Since 1978, leaders in the sector have gained experience through overseas skills development training, such as with Desh Ltd. (Bangladesh) and Daewoo Corporation (Republic of Korea). The returning skilled leaders left Desh Ltd. and started their own garment businesses by bringing in technologies and production systems customized to the Bangladeshi workforce.

Now, Bangladesh needs more leaders and stronger human capital to diversify its growth engines in order to achieve the long-term goals of Vision 2041. Several industries have strong endowments to growth, such as food processing (crustaceans), pharmaceuticals, leather-based products, footwear, automobiles, and bicycles. These industries are identified as priority industries in the southwest, and more nuanced industries will be identified through an upcoming Asian Development Bank (ADB) study focusing on the Northeast Bangladesh Economic Corridor.

The information technology and information technology-enabled services (IT/ITES) industries require skilled human resources to unlock their potential. This will provide the foundation for take-off, which, for now, is falling short. As envisioned in Digital Bangladesh, the IT/ITES industries can adopt the latest technologies across different industries and should grow hand in hand with other drivers of growth.

Access to quality higher education must rise to develop future industry leaders in IT/ITES. While the gross enrollment rate of tertiary education in Bangladesh has more than doubled from 7.7% in 2007 to 17.6% in 2017, this is still below the lower-middle-income country average of 24%. Demand for higher education in Bangladesh will surely increase as the economy expands; thus, the question now is what higher education fields should Bangladesh prioritize for investment. The IT/ITES industries need skilled graduates who can work up to global standards.

This tracer study, which aims to improve the labor market outcomes of tertiary graduates of computer science and engineering and/or institutes of information technology in Bangladesh, will help in the preparation of a new higher- education project in the country to be funded by ADB, the Improving Computer and Software Engineering Tertiary Education Project. While that project selected only four universities, this tracer study covered an additional five universities in Dhaka. I hope that the study findings will prove informative and improve computer science and engineering and/or institutes of information technology beyond the nine universities included.

In addition, ADB is producing a series of tracer studies in South Asian countries for evidence-based policy and practice, and this tracer study in Bangladesh is the second in the series and serves as a source of quality evidence. It is my sincere hope that this series of tracer studies will spark productive policy discussions to find solutions on the learning crisis and youth unemployment in South Asia, as well as in other parts of Asia and the Pacific.

Hun Kim Director General South Asia Department, ADB Preface

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he Government of Bangladesh, in its Vision 2021 strategy, aims to develop an informed, knowledge- based, technology-oriented, and gender-equitable learning system for all. In line with this vision, the Tgovernment, under its Digital Bangladesh program, aims to unlock the potential of the information technology and information technology-enabled services (IT/ITES) industry in the country, by equipping young talent pools with up-to-date and industry-relevant knowledge and skills. As such, this tracer study provides evidence to inform and design better policy interventions for IT/ITES education and training.

Building on the country’s strong economic growth in recent years, the government aims to expand and diversify its economic base by using digital technologies to boost the IT/ITES industry and take advantage of new digital and high-tech innovations. This, in turn, is expected to provide decent jobs to youth and help the economy ascend to higher development. Such objectives require revisiting and developing the current IT/ ITES system. Understanding global and local market trends, as well as identifying foundations in the industry that need to be developed, are critical to upholding the vision of Digital Bangladesh.

This tracer study is the second in a collection of quality tracer studies in South Asian countries published by Asian Development Bank (ADB). This study tracks the graduates of computer science and engineering and/or institutes of information technology (CSE/IIT) from nine universities in Bangladesh. It assesses the employability of the graduates; examines access to and quality and relevance of the CSE/IIT university programs; and identifies possible areas for improvement.

The nine universities in Bangladesh were selected based on university ranking, capacity, and proximity to information technology (IT) parks in order to process the Improving Computer and Software Engineering Tertiary Education Project funded by the ADB. The nine universities—four public, four private, and one international university—are (i) Bangladesh University of Engineering and Technology, (ii) University of Dhaka, (iii) Jahangirnagar University, (iv) Jashore University of Science and Technology, (v) Ahsanullah University of Science and Technology, (vi) BRAC University, (vii) Daffodil International University, (viii) East West University, and (ix) Islamic University of Technology.

Ryotaro Hayashi, Social Sector Economist, Human and Social Development Division (SAHS), South Asia Department, ADB; Kairon Shayne Garcia, ADB consultant (Philippines); Bijon Islam, Chief Executive Officer, Light Castle Partners, Bangladesh; and Fableeha Choudhury, Light Castle Partners, Bangladesh, prepared the study. The report benefited from the guidance of Gi Soon Song of ADB. ADB peer reviewers were Elisabetta Gentile, Economist, Economic Research and Regional Cooperation Department; and Kirsty Charlotte Newman, Senior Education Specialist, Sustainable Development and Climate Change Department. Minhaj Mahmud, Senior Research Fellow, Bangladesh Institute of Development Studies; Amitabh Lahiri, ADB consultant (India); Akihiro Soji, Japan International Cooperation Agency Expert; Matin Abdullah, Associate Professor, BRAC University; and Syed Akhter Hossain, Professor and Head of CSE Department, Daffodil International University, also provided valuable comments. Alfredo P. Garcia of SAHS provided administrative assistance.

Sungsup Ra Director Human and Social Development Division South Asia Department, ADB Abbreviations

ADB Asian Development Bank AUST Ahsanullah University of Science and Technology BUET Bangladesh University of Engineering and Technology CSE/IIT computer science and engineering and/or institute of information technology DIU Daffodil International University EWU east West University ICT information and communication technology IT/ITES information technology and information technology-enabled services IIT Institute of Information Technology IUT Islamic University of Technology JUST Jashore University of Science and Technology

CURRENCY EQUIVALENTS (as of 27 May 2019)

Currency Unit – taka (Tk) Tk1.00 = [$ equivalent] $1.00 = Tk84.00 Executive Summary

angladesh was the fastest growing economy in Asia and the Pacific in 2018. Sustaining this momentum requires new engines of economic growth other than its ready-made garment Bindustry. The government sees tremendous opportunity in the information technology and information technology-enabled services (IT/ITES) sector by upholding the vision of Digital Bangladesh from 2010. Bangladesh has strengths to realize this vision. These include a large domestic market, young talent pools, and relatively low labor costs.

However, the government has been struggling for a policy mix that can unlock the potential of the IT/ ITES industry in Bangladesh. Although the IT/ITES industry has been growing, expansion could have been faster if solid foundations had been developed. For this, while infrastructure such as high- speed internet and office space is indispensable, it is a skilled workforce that adds value to IT/ ITES products and services.

This tracer study was commissioned by the Asian Development Bank (ADB) along with employer surveys in the Bangladesh IT/ITES industry. Data were collected in 2018 by an independent survey firm, and this report presents the key findings. The findings are expected to better inform policy and project design, which can foster the development of sound computer science and engineering and/or institute of information technology (CSE/IIT) programs in the higher education system. This would help support IT/ ITES industry development by developing professionals, managers, and leaders in this industry.

The tracer study, initiated to help close the evidence gap between demand and supply in the Bangladesh IT/ITES industry, has three objectives: (i) assess the employability of CSE/IIT graduates in nine universities, (ii) understand access to and quality and relevance of the CSE/IIT university programs, and (iii) identify possible areas for improvement.

The nine universities are (i) Bangladesh University of Engineering and Technology, (ii) University of Dhaka, (iii) Jahangirnagar University, (iv) Jashore University of Science and Technology, (v) Ahsanullah University of Science and Technology, (vi) BRAC University, (vii) Daffodil International University, (viii) East West University, and (ix) Islamic University of Technology. The findings were derived from the quantitative survey results tracking 1,216 graduates during 2013–2018 and triangulated with qualitative interviews consisting of focus group discussions and key informant interviews. A quantitative employer survey was also conducted on IT/ITES private firms in Dhaka. Executive Summary xi

The tracer study produced three key findings:

(i) Investing in CSE/IIT higher education in Bangladesh could be instrumental in developing the IT/ ITES ecosystem. The demand for CSE/IIT graduates from the IT/ITES industry is strong, as evidenced by a 77.1% job placement rate for its graduates. This is higher than the overall university graduate job placement rate of 40.0% (BIDS 2018). Most employed graduates found jobs in private IT/ ITES firms as full-time professionals, and CSE/IIT graduates are considered the human capital backbone of IT/ITES industry development in the country. However, secondary sources suggest the scale of the IT/ITES industry is not large compared to the ready- made garments sector, and with IT/ITES industries in competing countries such as India, Viet Nam, and the Philippines. Access to quality CSE/IIT programs needs to be expanded.

(ii) The employability of CSE/IIT graduates varies considerably between genders; and across job search periods, universities, and locations. Despite the nature of white-collar jobs, which should not present any barriers to women’s involvement, female participation is quite limited among the nine surveyed universities. Enrollment of women in CSE/IIT programs was around 21.5% during 2013– 2018, and the female graduate job placement rate was 58.6%, 23.6 percentage points lower than that of male graduates. The survey findings imply that family commitments and security concerns among employers, as well as social stigma, collectively hinder female participation in CSE/IIT programs and IT/ITES industry jobs.

It is also worthwhile to note that only 20.6% of graduates found jobs within 3 months of graduation. Geographically, the IT/ ITES industry is heavily concentrated in the Dhaka area. Jashore University of Science and Technology, located outside Dhaka, has been challenged by a low job placement rate of 57.6%. Even in Dhaka, while graduates from the Islamic University of Technology and the Bangladesh University of Engineering and Technology enjoyed a job placement rate higher than 90% with a good starting gross monthly salary, job placement rate and wage levels varied considerably in other universities. By university, the job placement rate ranged between 57.6% and 92.4%, and starting gross monthly salary ranged from 25,342 taka (Tk) to Tk51,938 per month. The differences are likely related to the quality of students and teachers and the relevance of schools’ CSE/IIT programs.

(iii) There could be solutions in the short–, medium–, and long-term perspectives. In the short run, more internship opportunities and quality career guidance will improve labor market outcomes of CSE/ IIT graduates. In the medium term, increasing faculty exposure to the industry and recruiting quality academic staff will improve the quality and relevance of CSE/ IIT programs, because up-to-date skills are critical. It is also important to invest in developing state-of-the-art infrastructure, such as learning space and equipment. Soft skills development also needs to be integrated into the curriculum and teaching, to strengthen problem-solving and communication skills. Lastly, in the long run, universities can venture into nurturing start-ups and incubators that could lead in shaping the future of the Bangladesh economy. A postgraduate entrepreneurship program can also be established to support university graduates with work experience in industries.

1. Introduction

A. Country Context and information technology-enabled services (IT/ITES). The program has been Bangladesh is now among the world’s fastest an integral part of the national development growing economies. Its economy grew more strategy since 2010. Vision 2021, meanwhile, than 6% annually from 2011 and reached 7.9% in includes developing an informed, knowledge- fiscal year 2018, the fastest in Asia and the Pacific based, technology-oriented, gender-equitable in that year (ADB 2019a). Garment sector exports learning system for all. The economic rationale for drove stable and strong economic growth, helped investing in development of the information and by stronger consumption and public infrastructure communication technology (ICT) is multifold, investment (IMF 2018). including an increase in total factor productivity, lower transaction costs, and greater transparency. Yet sustaining this economic growth requires With relatively low wages coupled with more than diversifying the economic base from the half of the population below the age of 25, the ready-made garment sector. The ready-made government expects the IT/ITES industry to garment sector employs 4 million Bangladeshis become a magnet for decent jobs for youth, and had exports of $30.6 billion in fiscal year and to help the economy “leapfrog” to higher (FY) 2018 and $34.1 billion in FY2019. This development by achieving an ambitious $5 billion represented more than 80% of the country’s in ICT exports by 2021. $36.7 billion total exports in FY2018 and $40.5 billion in FY2019 and was the second Specifically, a series of government policy largest in the world after the People’s Republic of measures aim to boost the IT/ITES industry. China. Rising wage levels, however, might threaten The government prepared a strategy and road this performance over time. While technological map to boost the IT/ITES industry (Government advances are unlikely to replace garment jobs of Bangladesh 2017). Among other things, the immediately (ADB 2018b), because of intensive government is keen to establish IT parks. With labor processes, new technologies such as sewing World Bank support, the Sheikh Hasina Software robots might affect the strategic location of basic Technology Park in Jashore was inaugurated in apparel production in Bangladesh in the future. December 2017, and Banghabandu Hi-Tech The Government of Bangladesh is trying to City in Kaliakoir prepared to become operational. preempt such threats through exploration of new There are also plans to establish IT parks in engines of economic growth being created by the other parts of the country, and tax incentives are fourth industrial revolution fueled by new digital provided to attract IT/ITES industries to the IT and high- tech innovations. parks. While technology park development is not always successful (Rodriguez-Pose and Hardy The Digital Bangladesh program aims to 2014), the government is also eyeing technology make a significant economic contribution to entrepreneurship development through the the economy from information technology Startup Dhaka initiative. 2 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

Growing IT/ITES revenues in Bangladesh tourism, and ICT. This implies the need to are roughly estimated at around $1 billion develop ICT professionals and leaders in tertiary to $2 billion, which is not enough to lead education. Support for entrepreneurship could the economy. For instance, in FY 2019, India’s be effective if it is combined with skills training IT/ITES market is $181 billion, contributing and follow-up support (Kluve et al. 2019), but to 7.7% of gross domestic product. Viet Nam rigorous evidence is limited to understand the and the Philippines, about as big as Bangladesh effectiveness of ICT-related startup supports. geographically but with fewer people, earned nearly $100 billion and $25 billion IT/ITES- related revenues including hardware in 2018, B. higher Education Context respectively. These countries are at different in Producing IT Professionals stages of development and have taken decades to reach this level, but these are the competing Employers in the Bangladesh IT/ITES countries that Bangladesh should bear in mind. industry look for professional employees While accurate and precise data on Bangladesh’s with bachelor’s degrees and above, which IT/ITES revenue is hard to obtain, $1–$2 billion is in short supply. A survey conducted by is less than 1% of gross domestic product, and Daffodil International University (DIU) in significantly less than $30.6 billion from ready- 2018 made it clear that employers are looking made garment exports in FY2018. Furthermore, for undergraduates (44.3%) or postgraduates only 0.3% of Bangladesh’s labor force is employed (37.8%) as employees of the IT/ITES industry in the ICT sector (Government of Bangladesh (DIU 2019). Access to higher education 2018a). While the country’s IT/ITES industry measured by the gross enrollment rate has is growing fast, its economic size is far from increased steadily from 10.5% in 2009 to 17.6% in sufficient to serve as the next growth engine. 2017.1 Total higher education enrollment was estimated at 3.3 million in 2016, which could rise The depth and breadth of the IT talent pool to 4.6 million in 2026 (Government of Bangladesh is limited, a possible binding constraint 2018b). Access has been strengthened by an on IT/ ITES industry development. The increase in private universities operating under ADB- funded Southwest Economic Corridor Study the Private University Act 1992 (amended in in Bangladesh (2017) found challenges in the 2010), but remains below 20% gross enrollment IT/ITES industry due to the limited availability rate, at which point the ICT industry growth gains of skilled human resources. Fundamental momentum (ADB 2017). educational competencies need further strengthening for the IT/ITES industry (ADB The number of highly skilled university 2016), particularly math, English, and problem- graduates in IT/ITES is limited, particularly solving skills using computers (OECD 2019). women. Around 10,000 ICT-related Other projects support short-term ICT training graduates are produced per year by more than programs, but the job placement rate is not high 95 universities and 200 polytechnic or technical compared with other trades, such as welding, institutes (Hossain 2016). This is more than the refrigeration, and air-conditioning (World Bank industry demand of about 5,000 per year, but 2015). Similar patterns are observed in other the IT/ITES industry has struggled to find quality countries: a recent tracer study in Sri Lanka (ADB graduates (Lahiri 2019). Although the IT/ITES 2018a) found that vocational graduates from the industry offers white-collar jobs, which should ICT sector struggled most to get jobs in priority not hold any barriers to women’s involvement, industries such as construction, light engineering, female students enrolling in computer science

1 See UNESCO Institute of Statistics. Data for the Sustainable Development Goals http://uis.unesco.org/country/BD (accessed 2 May 2019). Introduction 3

and engineering and/or institute of information but the gaps are quite large in Bangladesh, technology (CSE/IIT) programs account for about positioned at 125 out of 140 countries on this one-quarter or less of total CSE/IIT enrollments, multi-stakeholder collaboration. More faculty at least among the surveyed nine universities. The members have higher qualifications, such as a Daffodil International University also corroborates doctor of philosophy (PhD), but faculty members the limited presence of female employees in lack exposure to industry practices and do not the IT/ITES industry, at around one-fifth (DIU necessarily catch up with technology trends. Joint 2019). Bangladesh significantly underutilizes research with industry is seldom conducted in the the female labor force (Farole and Cho 2017), IT/ITES industry and interactions are restricted to certainly a missed opportunity. basic communications, such as job fairs, events, and internships. The skills mismatch is particularly The quality of CSE/IIT programs needs salient for web developers (DIU 2019). significant revision by introducing more hands-on practice in curriculums. But Evidence is limited to assess employability rigid academic governance stands in the way. of CSE/IIT university graduates. According Faculty members need to be trained in modern to a tracer study conducted by the Bangladesh approaches in technology education. Hands-on Institute of Development Studies (BIDS 2018), practical sessions are critical for core technical job placement rates of university graduates competencies such as problem-solving skills. in Bangladesh was 40.0% overall, with around However, practical sessions constitute less than Tk30,000 nominal monthly salary (around $357), 30% of course time in public universities, and but engineering graduates achieved a 67.7% job even less in private universities. This figure is placement rate. The job placement rate of quite low compared to leading universities in polytechnic graduates was 37%, because 33% of India, Singapore, and the United States, where graduates continued training and education theory and practical credit distribution could be (World Bank 2017). However, these are rather nearly 50:50 (Lahiri 2019). The limited quality of general labor market outcomes of university education is also evinced in the 2019 IT Engineers graduates, and a lack of evidence stands in Examination scores wherein six developing the way of identifying areas for enhancing the countries in Asia participated. Bangladesh’s passing employability of CSE/IIT graduates. rate was 11.5% only, after Viet Nam (37.9%), the Philippines (20.9%), and Myanmar (14.6%). Still, This study, initiated to close the evidence gap, it surpassed the scores of Mongolia (6.5%) and is structured as follows. Section 2 discusses Thailand (9.4%).2 Bangladesh has been increasing data and methodology. Section 3 investigates its scores in recent years. employment outcomes followed by other labor market outcomes, such as wages and benefits, Weak academic–industry linkage is another as well as the employed sector in section 4. After challenge. Multi-stakeholder collaboration, reviewing employment and labor market outcomes including academic–industry links, have dragged in CSE/ IIT university programs, section 5 examines down innovation capacity in Bangladesh (World access to employment and education. Economic Forum 2018). Gaps have always existed Section 6 looks into the quality and relevance of between university and industry in any country, education, and section 7 concludes.

2 See Information Technology Examination Professionals. Fundamental Information Technology Engineer Examination. http://itpec.org/statsandresults/examination-statistics.html (accessed 2 May 2019 ). 2. Data and Methodology

A. scope and Objectives B. Sampling

This tracer study, initiated to help close A mixed-methods research design was the evidence gap between demand adopted. The quantitative survey tracked the and supply in the Bangladesh IT/ITES CSE/ IIT graduates from the nine universities through industry, has three objectives. First, it aims computer-assisted telephone interviews. While to assess the employability of CSE/IIT graduates this report focuses on tracer study findings, results from nine universities in Bangladesh. Second, from the Bangladesh IT/ITES employer survey, it intends to understand the access, quality, conducted concurrently with the tracer study, and relevance of CSE/IIT university programs. are also used to strengthen the arguments. The Third, it seeks to identify possible areas for key- person interviews and focus group discussions improvement in order to increase the labor were conducted as a qualitative survey. The market outcomes of CSE/IIT tertiary education quantitative and qualitative surveys were conducted graduates in Bangladesh. The nine universities by a professional survey firm in Bangladesh recruited included four public, four private, and one under ADB technical assistance. international university. These are (i) Bangladesh University of Engineering and Technology, This study has some limitations, which (ii) University of Dhaka, (iii) Jahangirnagar include that the sample is not representative University, (iv) Jashore University of Science of all CSE/IIT graduates in Bangladesh. The and Technology, (v) Ahsanullah University of nine universities were selected purposively based Science and Technology, (vi) BRAC University, on university ranking, capacity of university, and (vii) Daffodil International University, (viii) East proximity to IT parks. This is because findings of West University, and (ix) Islamic University this tracer study aim to inform the ADB-funded of Technology. All universities except Jashore Improving Computer and Software Engineering University of Science and Technology are Tertiary Education Project.3 Bangladesh had located in the Dhaka area. The survey followed around 130 universities in 2016, and more than up on CSE graduates, except for University 110 universities have CSE departments or IITs. of Dhaka and Jahangirnagar University, These universities are located across the country, where graduates of the IIT were followed but mostly around Dhaka, as noted on the Map. up. Appendixes 1–10 briefly describe and The selected nine universities are not summarize the institutions and key findings representative samples in Bangladesh but provide from the quantitative tracer studies for evidence on challenges and opportunities of each university. leading CSE/IIT programs in Bangladesh.

3 The sector assessment, including problem tree, will be available in the Appendix of the Report and Recommendation of the President to the Board of Directors for the proposed project, which describes potential interventions to address the issues. For further details, please refer to ADB. Bangladesh: Improving Computer and Software Engineering Tertiary Education Project. https://www.adb.org/projects/50140-002/main. Data and Methodology 5

Map: Location of Universities in Bangladesh

Islamic University of Technology

Jahangirnagar University BRAC University

East West University

Ahsanullah University of Science and Technology

University of Dhaka

Bangladesh University of Engineering and Technology

Daodil International University

Jashore University of Science and Technology

Course: CSE or IIT or both No CSE nor IIT CSE or IIT or both (9 universities) CSE = computer science and engineering, IIT = Institute of Information Technology. Note: The longitude and latitude of the universities are generated based on the address of universities in Universities of Bangladesh published by the University Grants Commission of Bangladesh (2018c). 6 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

Other limitations include difficulty in following Equal allocation sampling was used, but up migrants, mostly from premier universities, to actual sample size varied across universities. get their feedback. Enrollment, completion, and CSE/IIT graduates were randomly selected from drop-out in the universities, as well as institutional each university based on the equally assigned analysis of the universities, were beyond the target number of 140. However, it was difficult to scope of this tracer study. Nevertheless, this meet the target sample size for CSE/IIT graduates tracer study would provide useful information for at University of Dhaka, Jahangirnagar University, academic staff and nonacademic staff of higher East West University, and Islamic University of education institutions with CSE/IIT curriculums Technology, where total population sizes were in Bangladesh. This tracer study can also help below 200. The Islamic University of Technology the Ministry of Education, University Grants was particularly challenging, because many Commission, and university management to students came from countries in the Organization identify areas for improvement. of Islamic Cooperation and returned home after graduation. The tracer study oversampled from Bangladesh University of Engineering and (i) Quantitative Survey Technology to meet the target sample size of 1,260, but it ended up with a sample size of In 2018, the quantitative survey followed 1,216 (Table 1). The graduates of Bangladesh up 1,216 CSE/IIT graduates from the nine University of Engineering and Technology were universities. The quantitative survey was oversampled because this university was selected conducted from 6 July 2018 to 16 August 2018 as one of the four universities under the ADB- with a response rate of 57.6%. Interviews were funded Improving Computer and Software conducted by phone, and responses were recorded Engineering Tertiary Education Project. using tablets. In total, 2,110 interviews were attempted, which covered almost all the CSE/ IIT Table 1: Sample Distribution by University graduates from the nine universities during the period of investigation. Therefore, there is no Sampling Target Actual bias selecting respondents, but this declined to University Population Sample Size Sample Size 1,216 because of nonresponse. While a single BUET 414 140 203 cohort tracer study is straightforward for analysis DU 190 140 123 (Schomburg 2016), this tracer study had to cover JU 165 140 121 multi-cohorts of graduates, given the limited JUST 200 140 144 number of graduates from CSE/ IIT per year. AUST 163 140 142 While admission year varied, the tracer study BRACU 418 140 140 focused on people who completed graduation DIU 217 140 140 during 2015– 2017. However, because of the small EWU 169 140 111 number of graduates, migration, and nonresponses, IUT 174 140 92 the graduate cohort was extended to 2014 for Total 2,110 1,260 1,216 the Islamic University of Technology and the East AUST = Ahsanullah University of Science and Technology, BUET = Bangladesh University of Engineering and Technology, West University; and to 2013 for Jahangirnagar BRACU = BRAC University, DIU = Daffodil International University, University, Jashore University of Science and DU = University of Dhaka, EWU = East West University, IUT = Islamic University of Technology, JU = Jahangirnagar Technology, and Ahsanullah University of Science University, JUST = Jashore University of Science and Technology. and Technology. Analysis was conducted with Note: The sampling population includes all the graduates during the period of investigation. Stata, a statistical software package. Source: Asian Development Bank. Data and Methodology 7

Meanwhile, a telephone-based, quantitative A series of focus group discussions employer survey was conducted on (35 in total) looked at differing employment 853 IT/ ITES firms in Dhaka from 23 July status by gender. This included employed 2018 to 15 September 2018. Face-to-face and unemployed graduates by gender as well as interviews with IT/ITES firm representatives was teachers and professors at Bangladesh University conducted concurrently with the telephone- of Engineering and Technology, University based survey, for a response rate of 65%. The of Dhaka, Jashore University of Science and sampling population consisted of member Technology, and East West University. Feedback companies in the Bangladesh Association was also solicited from students who would of Software and Information Services, the graduate soon, while graduates planning to go Bangladesh Computer Samity, the Bangladesh abroad were also surveyed. Association of Call Center and Outsourcing, and Internet Service Providers Association Bangladesh, totaling 2,741 individual companies. The employer survey focused on the recruitment process and demand for IT skills in IT/ITES industries, among other things. While a separate study will be available for findings, relevant key points are also highlighted in this tracer study to reinforce the findings.

(ii) Qualitative Survey

The key-person interviews were conducted for heads of CSE/IIT to identify their challenges. Questions related to CSE/ IIT demand and female participation in CSE/IIT helped in understanding access to CSE/IIT. The curriculum, pedagogy, assessment, job placement support, migration, and international partners were discussed to improve the quality and relevance of the CSE/IIT programs. Discussions were transcribed and used to triangulate the findings from the quantitative study. 3. Employment Outcomes

A. overall Job Placement Status their jobs more than a year after graduation (Figure 1). The second peak of job placement Overall, job placement after CSE/IIT after 1 year is possibly explained by an intensive graduation was 77.1% for 2013–2018 recruitment season. The overall employment rate graduate cohorts.4 The remaining 22.9% were after graduation was 86.2%.5 still looking for jobs or not seeking jobs. If job placement rate was divided by the length of job The majority of employed graduates search, 20.4% of the graduates were employed worked full-time. Among the 77.1% of within 1–3 months after graduation; 6.0% were employed graduates; 91.5% landed full-time jobs; employed within 4–6 months; 4.5% were hired 5.9% part- time; and the remaining either took a within 7–9 months; 10.7% were employed within temporary or seasonal job, chose to run a family 10–12 months after graduation; and 35.5% found business, or were self-employed (Figure 2).

Figure 1: Length of Initial Job Search Figure 2: Type of Job Placement, after Graduation, 2018 (%) 2018 (%)

25 2.7 5.9 20.4 20

15 12.7 10.7 10

6.0 6.3 91.5 5 4.5 Number of Graduates of Number 3.3 3.5 2.7 1.8 1.5 0.8 0.7 0.5 0.3 0.6 0.4 0.4 0 0 5 10 15 20 25 30 35 40 45 50 55 Months Full-time job Part-time job Others Notes: 1. Total number of graduate-respondents is 1,216. 2. Length of job search is measured by the number of months Notes: 1. Total number of graduate-respondents is 938. between the date graduates were first employed and the 2. “Others” include self-employed, temporary or seasonal job, date of their graduation. and family business. Source: Asian Development Bank. Source: Asian Development Bank.

4 Job placement rate after graduation is calculated by the number of graduates who said they were employed or self-employed after graduation divided by the total number of respondents. The tracer study covered 2015–2017 graduates across all nine selected universities. If the sample is restricted for graduates from 2015 to 2017, job placement rate is 75.1%, only 2 percentage points lower than the job placement rate of the entire sample. Study figures therefore use all samples from 2013 to 2018. This is a conservative figure against sampling population because adjusted job placement rate by weight is 79.3%. The weight is the inverse of sampling probability, which is actual sample per university divided by the total sampling population by university. The difference is 2.2 percentage points, which is considered minor. Therefore, the figures discussed in this report are all raw figures without adjustment. 5 Employment rate after graduation is computed by the number of graduates employed divided by the total graduates minus voluntary unemployed (unemployed graduates who did not look for a job). Employment Outcomes 9

Active job seekers who are among those Figure 3: Reasons for Not Looking for Work, not in jobs numbered only about half of 2018 (%) the graduates. Of the 22.9% of graduates not employed, 46.0% were not actively seeking 5.5 employment. About 52.3% of those graduates 3.1 not looking for jobs indicated that they moved on 9.4 to further education or training (Figure 3), and others included those who did not want to work 13.3 (16.4%) or were abroad (13.3%). 52.3

16.4 B. Job Placement Status by University Student and/or trainee Family commitment Graduates from the Islamic University of Did not want to work Found a job that will start later Technology and Bangladesh University Abroad Others of Engineering and Technology achieved Notes: 1. Total number of graduate-respondents is 128. more than 90% job placement rate. 2. “Others” include awaiting response from employer, no jobs Islamic University of Technology graduates’ available, awaiting busy season, believe that there is no chance to get a job, and preparing for the Bangladesh Civil job placement rate was the highest at 92.4%, Service exam. closely followed by the Bangladesh University Source: Asian Development Bank. of Engineering and Technology at 91.1%. BRAC University (87.1%) and East West University Figure 4: Job Placement Rate by University, (83.8%) exceeded 80%, as shown in Figure 4. 2018 (%) On the other hand, CSE graduates from Jashore 100 University of Science and Technology had the 92.4 91.1 87.1 lowest job placement rate (57.6%) among the 90 83.8 75.4 nine universities, challenged by the geographical 80 72.9 66.9 location outside Dhaka. 70 65.0 60 57.6 50 Bangladesh University of Engineering and 40

Technology, BRAC University, Islamic Respondents 30 University of Technology, and East West 20

University attained employment rates Graduate- of Percentage 10 greater than 90%. Since some of the bachelor’s 0 JU graduates move on to a master’s degree, it is also IUT DIU DU BUET EWU AUST JUST worthwhile checking employment rate, which BRACU removes people not in the labor force, such AUST = Ahsanullah University of Science and Technology, as continuing further education and training, BRACU = BRAC University, BUET = Bangladesh University of Engineering and Technology, DIU = Daffodil International University, from the denominator. Bangladesh University DU = University of Dhaka, EWU = East West University, IUT = Islamic of Engineering and Technology graduates’ University of Technology, JU = Jahangirnagar University, JUST = Jashore University of Science and Technology. employment rate led at 97.9%, closely followed Notes: 1. Total number of graduate-respondents for each university is by BRAC University at 96.8%, Islamic University as follows: AUST (n=142), BRACU (n=140), BUET (n=203), DIU (n=140), DU (n=123), EWU (n=111), JU (n=121), of Technology at 94.4%, and East West University JUST (n=144), IUT (n=92). at 92.1%. While similar to their job placement 2. Job placement rate after graduation is calculated by the number of graduates who said they were employed or rate ranking, Jashore University of Science and self-employed after graduation divided by the total number Technology struggled most among the nine of respondents. Source: Asian Development Bank. universities at 65.4% and was the only university 10 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

with an employment rate below 70% (Figure 5). the Bangladesh Institute of Development Studies While IIT provides more practical courses (2018) found that overall female job placement than CSE departments, graduates from IIT at rate was 18.4 percentage points lower than that of University of Dhaka and Jahangirnagar University males. This is driven by family commitments such also struggle to find employment opportunities, as being a homemaker. Women also tended to compared to other universities in the Dhaka area stay in Bangladesh, rather than going abroad. with CSE departments. Job placement among female graduates who could apply CSE/IIT skills in their job was C. Job Placement Status by Gender also lower than that of males. Only 51.0% of female graduates were employed where the skills Job placement was lower among females they learned from the university was relevant to than males, suggesting gender disparity in their job, compared to 71.4% of males (Figure 7). the IT/ITES industry. The job placement rate of female graduates was 58.6%, 23.6 percentage In addition to family commitments, points below the male rate (Figure 6). This gender employers might have been concerned about disparity in job placement rate is more serious women’s security during recruitment. For than the overall figure. The study conducted by instance, the employer survey indicated that

Figure 5: Employment Rate by University, Figure 6: Job Placement Rate by Gender, 2018 (%) 2018 (%)

100 97.9 96.8 100 94.4 92.1 7.7 90 84.9 90 10.1 20.7 81.6 80.0 80 77.9 80

70 65.4 70 20.7 60 60 50 50 40 40 82.2 30 30 58.6 20 20 10 10 Percentage of Graduate-Respondents of Percentage 0 Graduate-Respondents of Percentage 0

JU Male Female IUT DIU DU BUET EWU AUST JUST BRACU Not placed and did not look for job AUST = Ahsanullah University of Science and Technology, Not placed and looked for job BRACU = BRAC University, BUET = Bangladesh University of Placed Engineering and Technology, DIU = Daffodil International University, DU = University of Dhaka, EWU = East West University, IUT = Islamic Notes: 1. Total number of male respondents is 955 and female University of Technology, JU = Jahangirnagar University, respondents is 261. JUST = Jashore University of Science and Technology. 2. Job placement rate after graduation is calculated by the Notes: 1. Total number of male respondents is 955 and female number of graduates who said they were employed or respondents is 261. self-employed after graduation divided by the total number 2. Total number of graduate-respondents for each university is as of respondents. follows: AUST (n=142), BRACU (n=140), BUET (n=203), Source: Asian Development Bank. DIU (n=140), DU (n=123), EWU (n=111), JU (n=121), JUST (n=144), IUT (n=92). 3. Employment rate after graduation was computed by the number of graduates placed in jobs divided by the total number of graduates minus voluntary unemployed (i.e., unemployed graduates who did not look for a job). Source: Asian Development Bank. Employment Outcomes 11

working location (39.1%) and security issues Other factors considered to affect to a great or (31.1%) moderately or greatly influenced moderate extent employers’ decision in recruiting their decision in recruiting female employees female employees are lack of required vocational (Figure 8). Family constraints and commitment or professional skills (30.3%), maternity leave (32.8%) were also a great or moderate (28.6%), dedication to work (24.0%), high turnover consideration, which is consistent with female rate (22.9%), inability or reluctance to take on graduates’ feedback under the tracer study. challenges (21.1%), and absenteeism (15.8%).

Figure 7: Job Placement Rate by Gender and Relevance, 2018 (%)

100 95 Employment rate- overall, 90 86.2 85 Job placement rate-overall, Male, 82.2 80 77.1 75 Relevant, 71.4 70

Respondents 65 Female, 58.6 60

Percentage of Graduate- of Percentage 55 Relevant, 51.0 50 Employment Job placement Job placement rate Relevant rate, overall rate, overall

Notes: 1. Total number of graduate-respondents is 1,216 (male = 955, female = 261). 2. “Relevant” means those who can apply the skills they have learned to their job (i.e., excluding “skills not appropriate” from numerator). 3. Job placement rate after graduation is calculated by the number of graduates who said they were employed or self-employed after graduation divided by the total number of respondents. Source: Asian Development Bank.

Figure 8: Factors Influencing Female Employment, 2018 (%)

100 2.0 10.0 4.8 3.7 4.8 8.6 90 13.8 14.2 12.1 14.4 16.3 20.3 18.1 80 20.3 16.9 16.5 24.2 70 25.6 24.7 60 15.8 30.6 24.4 20.2 29.4 25.7 19.7 50 17.4 24.0 25.8 40 24.4 20.1 27.8 24.6 Respondents 30 18.6 27.1 17.9 20 36.5 34.6 Percentage of Employer- of Percentage 28.2 27.2 24.7 10 23.4 23.0 20.4 17.2 0 Lack of Absenteeism Inability/ Dedication Security Maternity High labor Family Working required (n=246) reluctance to work issues leaves and turnover constraints location skills to take (n=246) (n=296) working (n=248) and (n=291) (n=241) challenges hour relaxation commitment (n=209) (n=248) (n=269)

Great extent Moderate extent Neutral Some effect No effect Note: “n” is sample size. Source: Asian Development Bank. 12 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

D. Job Placement Status by Year believed that new graduates lacked job-specific skills and competencies. This is by far larger than The chance of getting a job increased as lack of work experience (21.2%), poor attitude time elapsed after graduation. In fact, the job (10.4%), and limited basic education (6.5%). placement rate was 86.2% in 2015, 74.3% in 2016, and 70.1% in 2017 (Figure 9). This implies that the Figure 9: Job Placement Rate by longer the time from when students graduated, Graduating Year, 2018 (%) the more likely they are to find a job. The results of the key-person interview pointed to the need 100 to strengthen academic-industry linkages to cope 90 with the rapidly changing industry demand and 80 improve the employability of their graduates soon 70 60 after graduation. 50 40 86.2 74.3 70.1

In 2017, about a quarter of employers of Percentage 30 indicated that they did not hire first-time 20 job seekers who had graduated from school Graduate-Respondents 10 or university. Although IT/ITES employers are 0 clearly looking for university graduates, 13.8% of 2015 2016 2017 employers from the employer survey indicated Notes: 1. Total number of graduate-respondents for 2015 is 231, that first-time job seekers coming from university 2016 is 327, and 2017 is 455. 2. Job placement rate after graduation is calculated by the or other higher-education institution were not number of graduates who said they were employed or prepared at all or moderately unprepared for the self-employed after graduation divided by the total number of respondents. job (Figure 10). In addition, 62.0% of employers Source: Asian Development Bank.

Figure 10: Job Preparedness of First-Time Job Seekers as Perceived by Employers, 2018 (%)

100 2.0 8.2 90 23.5 26.3 31.5 80 34.2 34.2 70 60 15.4 45.0 38.8 50 33.0 21.5 40 12.8

30 11.4 14.4 21.5 20 17.7 35.6 11.0 10 24.7 8.7 7.5 5.1 9.6 6.5 Percentage of Graduate-Respondents of Percentage 0 Graduates from Graduates from Graduates from Graduates from Graduates from technical secondary technical university technical and vocational school (n=149) and vocational or other higher and vocational school along with school(n=158) education institution school along with secondary school (n=311) university (n=209) (n=200)

Not at all prepared Moderately unprepared Neutral Moderately prepared Very prepared

Note: “n” is sample size. Source: Asian Development Bank. 4. Labor Market Outcomes

A. overall Labor Market Outcomes reflected the challenges of a university located outside Dhaka. The monthly nominal salary was Tk38,780 ($462) on average but had large Among the sectors, monthly nominal variations across graduates of different salary was highest in the education universities. The graduates of Islamic University sector at Tk40,237 ($479). The graduates of Technology had the highest mean salary of from the University of Dhaka received the Tk51,938 ($619); followed by the Bangladesh highest mean salary in the sector amounting to University of Engineering and Technology, and Tk51,250 ($611). This, however, is exceeded by University of Dhaka with above Tk40,000. The the mean salary of Tk52,591 ($627) of graduates mean salary of Jashore University of Science from the Islamic University of Technology working and Technology was Tk25,342 ($302), which in the IT/ ITES service sector (Table 2).

Table 2: Monthly Income of Currently Employed Graduates by University and Sector, 2018 (taka)

Overall IT/ITES Service Education/Teaching Others Standard Standard Standard Standard University n Mean Deviation n Mean Deviation n Mean Deviation n Mean Deviation IUT 81 51,938 15,215 44 52,591 14,919 29 47,759 9,690 8 63,500 25,984 BUET 176 46,128 26,275 117 44,650 22,334 47 47,606 31,209 12 54,750 39,192 DU 75 44,200 13,542 70 43,786 13,773 4 51,250 9,465 1 45,000 N/A EWU 75 39,213 22,009 48 40,813 23,087 5 39,000 11,402 22 35,773 21,703 JU 70 37,500 14,075 28 41,500 17,234 32 34,375 11,446 10 36,300 9,511 AUST 99 36,995 16,363 69 36,667 17,197 20 37,475 13,461 10 38,300 17,186 BRAC 109 34,009 16,578 88 34,534 15,098 10 32,800 19,595 11 30,909 24,998 DIU 85 26,021 14,469 54 22,070 13,528 5 32,600 24,037 26 32,962 11,424 JUST 69 25,342 10,359 30 22,667 11,102 17 25,712 9,346 22 28,705 9,410 Overall 839 38,780 20,089 548 38,622 19,413 169 40,237 20,882 122 37,471 21,930

AUST = Ahsanullah University of Science and Technology, BUET = Bangladesh University of Engineering and Technology, BRACU = BRAC University, DIU = Daffodil International University, DU = University of Dhaka, EWU = East West University, IT/ITES = information technology and information technology-enabled services, IUT = Islamic University of Technology, JU = Jahangirnagar University, JUST = Jashore University of Science and Technology, N/A = not applicable. Note: “Others” include agriculture, forestry and fishing, mining and quarrying, manufacturing, electricity, gas, steam and air-conditioning supply, water supply, sewerage, waste management and remediation activities, construction, wholesale and retail trade, transportation and storage, accommodation and food service activities, financial and insurance activities, real estate activities, professional, scientific and technical activities, administrative and support service activities, public administration, defense, and compulsory social security, human health and social work activities, arts, entertainment and recreation, activities of households as employers, undifferentiated goods and services producing activities of households for own use, and activities of extraterritorial organizations and bodies. Source: Asian Development Bank. 14 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

Almost half of employed graduates were Figure 11: Sector of Employment in First Job, professionals in the private sector. Overall, 2018 (%) 89.5% of employed graduates were in the private sector, 6.2% in the government sector, 2.9% in nongovernment organizations, and 1.5% were Nongovernment sector, 2.9 Self-employed, 1.5 self-employed (Figure 11). While almost half of Government graduates (49.0%) became professionals, only sector, 6.2 male graduates (5.7%) were able to secure senior professional positions (Figure 12).

Most employed graduates (72.6%) eventually found jobs in IT/ITES industries, Private while a sizable 16.1% were employed in sector, 89.5 the education sector (Figure 13). This is encouraging, and CSE/IIT graduates are serving as a human capital backbone of the IT/ITES industry. The nine universities in this tracer Note: Total number of graduate-respondents is 938. study included top-ranking universities and Source: Asian Development Bank. some of their graduates chose paths to become researchers after graduation.

Figure 12: Designation in Organization Figure 13: Type of Organization in First Job, in First Job, 2018 (%) 2018 (%)

100 Manufacturing, Others, 90 15.2 15.2 15.0 2.2 6.5 80 Financial and 70 31.0 32.2 24.8 insurance activities, 60 2.6 50 40 Education, 30 49.0 46.9 60.1 teaching, 16.1 20 Respondents with Jobs Respondents Percentage of Graduate- of Percentage 10 IT/ITES services, 4.8 5.7 0 72.6 Overall Male Female Others Assistant or junior professional Professional Senior professional Notes: 1. Total number of graduate-respondents is 938 Notes: 1. Total number of graduate-respondents is 938. (male=785, female=153). 2. “Others” include agriculture, forestry and fishing, mining 2. “Others” include president and/or chief executive officer, and quarrying, electricity, gas, steam and air-conditioning assistant or junior administrator, administrator, senior supply, water and waste management, construction, administrator, service and sales assistant, businessperson wholesale and retail trade, transportation and storage, and small entrepreneur, and apprentice. accommodation and food service, real estate, professional, Source: Asian Development Bank. scientific and technical, administrative and support service, arts, entertainment and recreation, activities of households as employers, and activities of extraterritorial organizations and bodies, among others. Source: Asian Development Bank. Labor Market Outcomes 15

Currently, 89.5% of employed graduates B. wage Employment are paid employees. The rest includes self- employed or those who are running In general, employees have formal and household businesses (3.9%) or not working long-term contracts. Approximately 64.8% of (6.6%). Among the employees, 75.8% cited employees had a formal arrangement with their good salary as the primary reason for employers through a contract or written agreement staying in their current job. Employees (Figure 15). Formal agreements were mostly also indicated good working conditions common in companies with at least 51 employees (60.1%), good prospects for career progress and were observed across different sectors: IT/ITES (41.2%), relevance to their areas of study services (65.7%), education or teaching (61.5%), (27.3%), company’s prestige (21.2%), own financial and insurance activities (67.6%), and interest (21.5%), and good location (19.4%) as manufacturing (46.2%). Furthermore, 86.5% of the their reasons to stay in current jobs employees were hired to fill permanent or long-term (Figure 14). positions (Figure 16).

Figure 14: Primary Reasons for Choosing to Stay as an Employee, 2018 (%)

80 75.8 70 60.1 60 50 41.2 40 30 27.3 25.5 21.2 21.5 20 19.4 Percentage of of Percentage

Current Employees Current 10 0 Good salary Good work Good prospect Relevant to Prestigious Own interest Located close Others condition for career my area company to the city progression of study center Notes: 1. Total number of graduate-respondents is 839. 2. Respondents were asked to choose a maximum three reasons for choosing their current job. 3. “Others” include reasons such as listening to somebody’s recommendation, ability to work from home, transportation provided to their homes, allows for work–family balance, flexible working hours, receiving no offers, to get experience, and government job. Source: Asian Development Bank.

Figure 15: Type of Employment Agreement Figure 16: Term of Job Agreement, with Employers, 2018 (%) 2018 (%)

Temporary, 7.3

Fixed term, 6.2

With a With a written contract, agreement or 23.8 appointment letter, 41.0

No Permanent or long-term, agreement, 86.5 35.2

Note: Total number of graduate-respondents is 839. Note: Total number of graduate-respondents is 839. Source: Asian Development Bank. Source: Asian Development Bank. 16 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

Employers were also keen on enhancing their In addition to their salary, the majority employees’ skills with structured training. of employees received other work About 56.0% of employees indicated that their benefits.They were entitled to some company provided structured training outsourced mandatory benefits in their present jobs such to professional training providers to upgrade and as sick leave and maternity leave. However, retain their employees’ skills. Around 47.0% of only 30.8% received overtime pay, although employees indicated that training conducted employees worked an average of 42.4 hours by employers was to enhance basic practical a week. Furthermore, only around half of or technical skills, while 41.9% indicated that employee had health insurance (51.1%), an training also provided basic business or technical employees provident fund (49.0%). A limited knowledge of the job (Figure 17). It is also number of employers offered gratuity pay worthwhile to note that 40.4% had trainings on (32.9%) and pension (27.2%) as shown advanced practical or technical skills for the job. in Figure 18.

Figure 17: Type of Training Provided by Employer to Current Employees, 2018 (%)

50 47.0 45 41.9 40.4 40 34.9 35 30 25 23.4 23.4 22.8 20 15 10 with Current Training with Current 5 Percentage of Employees of Percentage 0 Basic practical Basic business Advanced Administrative Advanced Soft skills Others or technical or technical practical processes business or skills knowledge or technical skills of the technical knowledge for the job of the job for the job establishment of the job Notes: 1. Total number of graduate-respondents is 470. 2. Respondents were allowed to choose multiple types of training. 3. “Others” includes workplace security, computer skills, team building, English, information technology-related, and teaching-related training. Source: Asian Development Bank.

Figure 18: Formal and Informal Employees’ Benefits, 2018 (%)

90 88.7

80 72.8 70 60 51.1 49.0 50 40 32.9 30.8 30 27.2 with Benefits 20 Employed Graduates Employed Percentage of Currently of Percentage 10 0 Sick leave Maternity Health Employee Gratuity Overtime Pension leave insurance provident fund

Notes: Total number of graduate-respondents is 839. Source: Asian Development Bank. Labor Market Outcomes 17

However, a gender wage gap exists, with Meanwhile, starting gross monthly salary males consistently earning more than across sectors was almost similar. On average, females. The starting gross monthly salary of graduates who work in the education sector male employees was 12.9% higher than female received the highest starting monthly salary at employees, while the gender pay gap appeared Tk40,237 ($479); followed by those who work in to be higher in self-employed graduates, as the software industry at Tk39,772 ($474); financial males earned 53.4% more than females and insurance activities at Tk38,986 ($464); and IT (Table 3). consultancy at Tk38,364 ($457) (Table 4).

Table 3: Monthly Income of Currently Employed Graduates by Gender, 2018 (taka)

Male Female Overall Current Mean Standard Mean Standard Mean Standard Employment (median) Deviation (median) Deviation (median) Deviation Employed 39,513 20,185 34,993 19,214 38,780 20,089 (40,000) (n=703) (30,000) (n=136) (38,000) (n=839) Self-employed 52,530 91,777 34,250 44,169 50,554 87,652 (20,000) (n=33) (14,500) (n=4) (20,000) (n=37) Note: Figures in parentheses with “n” are the sample sizes. Source: Asian Development Bank.

Table 4: Monthly Income of Currently Employed Graduates by Sector, 2018 (taka)

Employed Self-employed Mean Standard Mean Standard Current Employment (median) Deviation (median) Deviation IT/ITES services 38,622 19,413 37,891 44,081 (37,000) (n=548) (19,000) (n=32) Software 39,772 19,327 42,040 48,098 (40,000) (n=457) (20,000) (n=25) IT consultancy 38,364 18,356 32,250 39,244 (38,000) (n=33) (32,250) (n=2) Networking 26,448 17,691 22,000 16,713 (20,000) (n=29) (19,000) (n=4) Other IT/ITES services 32,959 19,305 9,000 N/A (30,000) (n=29) (9,000) (n=1) Education and teaching 40,237 20,882 — — (40,000) (n=169) Financial and insurance activities 38,986 17,126 — — (35,000) (n=37) Manufacturing 34,346 31,319 — — (27,500) (n=26) Others 37,898 19,811 131,600 211,170 (35,000) (n=59) (20,000) (n=5) — = no observation, IT = information technology, IT/ITES = information technology and information technology-enabled services, N/A = not applicable. Notes: 1. Figures in parentheses with “n” under the standard deviations are total number of respondents. 2. For “employed”, “Other IT/ITES Services” include hardware, internet service provider, call center and outsourcing, drug companies, lectures, project management, and shipping line representation. “Others” include agriculture; forestry and fishing; mining and quarrying; manufacturing; electricity; gas; steam and air-conditioning supply; water supply; sewerage; waste management and remediation activities; construction; wholesale and retail trade; transportation and storage; accommodation and food service activities; financial and insurance activities; real estate activities; professional, scientific and technical activities; administrative and support service activities; public administration; defense and compulsory social security; human health and social work activities; arts; entertainment and recreation; activities of households as employers; undifferentiated goods and services producing activities of households for own use; and activities of extraterritorial organizations and bodies. 3. For “self-employed”, “Others” include wholesale and retail trade, activities of households as employers, and e-commerce. Source: Asian Development Bank. 18 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

C. Self-Employment Around 41.2% of self-employed graduates had clear business plans in starting their small Graduates became more interested in businesses, and some were quite successful. setting up a business after gaining work While about 35.3% set up their businesses out experience. Initially, only 14 of 938 employed of a desire for their own enterprise, 8.8% wanted graduates (1.5%) were self-employed and mostly to manage their own time, 8.8% believed they provide IT/ITES services (78.6%). But it appears could earn high income, and 2.9% had no other that their work experience stirred graduates’ will opportunities. Most of the businesses were to run their own business. Looking at employment relatively small, with only two to five employees, status as of survey date, the number for self- and almost a quarter of businesses were solely employed increased to 37 (3.9%). Specifically, operated by the owner. Nevertheless, businesses among the initial 98.5% paid employees after earned an average of Tk139,243 ($1,658) monthly graduation, 90.7% remained employees. Yet, in 2017.6 Consequently, average gross monthly 2.6% started to run their own businesses; earnings of the owners, amounting to Tk50,554 3.5% were not working but looking for work; and ($602), were 30.4% higher than the average the remaining 3.2% were neither working nor starting monthly salary of employees, equivalent to looking for work. On the other hand, among the Tk38,780 ($462) as shown in Table 3. However, 1.5% previously self-employed, 92.9% continued it should be noted that the median gross monthly running their own business, while 7.1% chose earnings of employees were twice the median gross to become employees (Figure 19). monthly earnings of self-employed businessmen. Furthermore, most of these businesses provide Of those currently self-employed, 91.9% IT/ITES services and gross monthly earnings started their own businesses, and 8.1% had are the highest in the software industry at already started with an established business. Tk42,040 ($501), as presented in Table 4. Half of graduates who established their own businesses did so on their own, while the other Businesses were small, and self-employed half mostly set up the business with friends. graduates faced many challenges. Among However, as shown in Figure 19, the self-employed the self-employed, 32.4% pointed to difficulties accounted for only 1.5% of total employed in access to financing; 24.3% of businesses faced graduates, which is fairly small. Yet, some graduates electricity problems; and 18.9% faced problems with an entrepreneurial spirit started their own related to telecommunications and transportation, businesses, mostly in IT/ITES industries. and business licensing and permits.

Figure 19: Transition to Work after Graduation, 2018 (%)

Self-employed after Self-employed graduation, 1.5 after graduation, 1.5 Currently employed, 7.1

Currently Employed after employed, Employed after Currently graduation, 90.7 Currently graduation, self-employed, 98.5 self-employed, 98.5 92.9 2.6 Presently not working, 6.7

Notes: Total number of graduate-respondents is 938. Source: Asian Development Bank.

6 Gross monthly income generated by businesses ranged from Tk15,000 to Tk600,000, and only 12 observations were above the median of Tk90,000. 5. Access to Employment and Education

A. graduates’ Motivation B. Financing

Graduates engaged in CSE/IIT because of Only 23.8% of graduates received a stipend their interest in this subject, as evident in or scholarship. Among the nine universities, the Figure 20. However, graduates also felt there Islamic University of Technology had the most are increased opportunities for employment graduates (70.7%) who received a stipend or and career development if they chose CSE/IIT scholarship, followed by Jahangirnagar University programs. Good salary was not necessarily the (62.0%), and Bangladesh University of Engineering major selection criterion. While motivation was and Technology (43.4%). All respondents from similar for males and females, participation of Daffodil International University said they received women in CSE/IIT courses remained low. Only no stipend or scholarship (Figure 21). On the 21.5% of total graduates from 2013 to 2018 were other hand, among the 76.2% who did not receive female, as opposed to 78.5% male. a scholarship, most (65.3%) said no stipend

Figure 20: Reasons for Choosing Course by Gender, 2018 (%)

100 89.3 90 87.0 80 68.7 70 64.0 66.1 66.7 60 55.2 50 43.2 40 Respondents 30 26.6 19.9

Percentage of Graduate- of Percentage 20 10 0 Interest in computer Employment Further my career Good salary Others science and engineering opportunities in the sector

Male Female

Notes: 1. Total number of graduate-respondents is 1,216 (male=955, female=261). 2. Respondents were asked to choose a maximum of three reasons for selecting the course they studied. 3. “Others” included reasons such as parents were in the same field, foreign jobs or migration potential, interest or influence of friends and family, observed role models, and not getting a chance elsewhere. Source: Asian Development Bank. 20 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

Figure 21: Recipients of Stipend or Scholarship, 2018 (%)

75 70.7 70 65 62.0 60 55 50 43.4 45 40 35 30 25 20.7 Overall average, 20 23.8 15 8.1 7.8 Percentage of Graduate-Respondents of Percentage 10 7.3 2.1 5 0.0 0 IUT JU BUET BRACU EWU AUST DU JUST DIU

or scholarship program was available in their Figure 22: Reasons for Not Receiving Scholarship university. Others said their family or parents or Stipend, 2018 (%) could provide enough (16.5%), they did not meet the criteria to get a scholarship (14.0%) or could make a living through a part-time job (4.2%) as Did not meet the Family or parents shown in Figure 22. The average stipend or criteria to get a could provide scholarship, 14.0 enough, 16.5 scholarship was only Tk362 ($4) per month.

Could make a living through part-time C. Job Search Strategies job, 4.2

Using the internet is the most popular No stipend or scholarship job search strategy for graduates. In fact, programs available, 36.7% of employed graduates looked for their 65.3 work through online job matching sites, but

traditional media advertisements were still useful Note: Total number of graduate-respondents is 927. to 16.1% of them. Other less popular job search Source: Asian Development Bank. strategies among the employed included their informal network of family and/or relatives (7.8%) or friends (6.8%), social media (6.6%), and on-campus job fairs or recruitment (5.1%), as presented in Figure 23. The influence of university career guidance office is limited (3.9%). Access to Employment and Education 21

Yet, employers in the IT sector do not employers have regular contact and collaboration necessarily rely on the internet for or partnership with universities, primarily for recruitment. Employers often use private recruitment (Figure 25). Recruitment also appears employment services (58.1%) and job fairs to be the top reason for employers to partner (58.1%) to recruit staff (Figure 24). While with the nine universities considered in the tracer partnership with schools and training institutes study. Half of the employers had collaborated (54.9%) is also often used, only 15.1% of with other universities other than those surveyed

Figure 23: Job Search Strategies of Employed Graduates, 2018 (%)

Online job matching site 36.7 Traditional media advertisement 16.1 Informal network of family or relatives 7.8 Informal network of friends 6.8 Social media 6.6 On-campus job fair or recruitment 5.1 Other informal network 3.9 University career guidance office 3.9 University bulletin board 3.8 Off-campus job fair 2.2 Others 6.9 0 5 10 15 20 25 30 35 40 Percentage of Graduate-Respondents with Jobs Notes: 1. Total number of graduate-respondents is 938. 2. “Others” includes suggestions by supervisors. Source: Asian Development Bank.

Figure 24: Employer Recruitment Practices, 2018 (%)

Internet posting 63.5 17.0 6.3 4.8 8.4 Informal personal network of staff and managers 28.1 30.4 9.6 6.1 25.8 Media advertisement 24.7 24.5 7.6 12.2 31.0 Through apprenticeship 7.6 18.7 14.7 8.6 50.5 Partnership with schools or training institute 4.8 11.5 18.5 10.3 54.9 Job fairs 8.2 15.5 10.5 7.8 58.1 Private employment services 4.6 13.4 13.8 8.4 59.8 0 10 20 30 40 50 60 70 80 90 100 Percentage of Employer-Respondents Never used Sometimes used Neutral Often used Very often used Note: Total number of employer-respondents is 477. Source: Asian Development Bank. 22 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

(Figure 26). In addition, focus group discussion indicated that their universities provided job participants pointed out that universities had fairs. Furthermore, 52.7% said teachers provided alumni associations in which graduates could individual career counseling to students. create networks to help them look for jobs. Respondents in focus group discussions corroborated the latter finding. They added that Job search support was also available their teachers provided counseling on research in universities. About 64.6% of graduates and networking activities.

Figure 25: Employer Collaboration with Universities, 2018 (%)

Partnership for recruitment 47.2 Personal relationship with principal or teachers 44.4 Providing work experience for students 43.1 Teaching contents review 31.9 Training of your company's existing employees 27.8 Job fair 25.0 Member of the governing body 23.6 Providing feedback to the institution for their 22.2 curriculum development Guest lecture 20.8 0 5 10 15 20 25 30 35 40 45 50 Percentage of Employer-Respondents Note: Total number of employer-respondents is 72, and multiple answers were allowed. Source: Asian Development Bank.

Figure 26: Universities Having Partnerships with Employers from Information Technology Sector, 2018 (%)

45 41.7 40 35 33.3 30.6 30 27.8 25.0 25 20 18.1 15.3

Respondents 15 12.5 10 6.9 6.9 5.6 5.6 Percentage of Employer- of Percentage 5 0 DU EWU Others DIU BRACU JU BUET NSU AUST ULAB JUST IUT

AUST = Ahsanullah University of Science and Technology, BRACU = BRAC University, BUET = Bangladesh University of Engineering and Technology, DIU = Daffodil International University, DU = University of Dhaka, EWU = East West University, IUT = Islamic University of Technology, JU = Jahangirnagar University, JUST = Jashore University of Science and Technology, NSU = North South University, ULAB = University of Liberal Arts Bangladesh. Notes: 1. Total number of employer-respondents is 72. 2. Figures are based on the employer survey, and multiple answers were allowed. 3. NSU and ULAB were not among the nine universities surveyed in the tracer study. “Others” include American International University–Bangladesh, Asian University, City University, Dhaka University of Engineering and Technology, Shahjalal University of Science and Technology, Khulna University of Engineering and Technology, Dhaka Polytechnic Institute, Independent University, Military Institute of Science and Technology, Primeasia University, Rajshahi University of Engineering and Technology, Shanto–Mariam University of Creative Technology, Sonargaon University, Southeast University Bangladesh, Green University of Bangladesh, University of Development Alternative, and University of Asia Pacific. Source: Asian Development Bank. Access to Employment and Education 23

D. Job Search Challenges E. further Education and Training Prospects Among the unemployed who looked for work, 62.1% got a job offer but did not accept it Some graduates were inclined to take because of unsatisfactory working conditions. another university education or technical These unemployed graduates applied in 17 jobs and vocational education and training on average, and 4 interviews had been conducted course in the future. Regardless of job since graduating from university. Although 78.0% placement status, more than 60% of graduates of unemployed job seekers considered it very planned to enroll in another course in the important to find a job, most did not accept the future. By university, Daffodil International offers due to low salary (69.8%), not good working University had the highest proportion of conditions (46.2%), and no interest in the position graduates planning to enroll in another offered (38.7%) as shown in Figure 27. course (Figure 28). Access to overseas

Figure 27: Reasons of Unemployed Graduates for Not Accepting at Least One Job Offer, 2018 (%)

Low salary 69.8 Not good work condition 46.2 Not interested in position offered 38.7 Location 31.1 Not a prestigious firm 28.3 No relevance to the area of study 22.6 Others 19.8 Lack of interest 13.2

0 10 20 30 40 50 60 70 80 90 100 Percentage of Unemployed Graduate-Respondents Notes: 1. Total number of graduate-respondents is 106. 2. “Others” include being advised by parents and/or spouses not to take the job, family commitments, health issues, no desire to work, going to start job or self-employment, plan to go abroad, family problems, and desire for government job. Source: Asian Development Bank.

Figure 28: Graduates’ Plans to Enroll in Another Course in the Future, 2018 (%) 90 80 87.9 82.6 70 Overall average, 60 68.6 66.4 65.3 64.8 64.0 62.0 50 58.6 40 49.6 30

Respondents 20 10

Percentage of Graduate- of Percentage 0 DIU IUT BRACU JUST AUST EWU JU BUET DU

job opportunities was a key motivation for (36.5%) through further education graduates with jobs, but for those not working, (Figure 30). The majority took courses highly earning higher income was the incentive related to their course (63.5%), as shown in (Figure 29). Figure 31. More specifically, 71.8% took a postgraduate course at a university, while others Even graduates not participating in the took short-term and long-term training courses labor force hoped to advance their careers at vocational schools, professional courses at

Figure 29: Reasons for Plans to Enroll in Another Course among Employed and Unemployed Graduates, 2018 (%)

100 8.5 90 16.4 3.4 0.6 2.4 11.7 80 5.6 70 12.7 60 27.7 50 33.5 40 30 Respondents 20 48.0 10 29.5 Percentage of Graduate- of Percentage 0 Employed Unemployed Others University courses were not practical oriented To change jobs Insufficient training for job Aim to work abroad For higher income

Notes: 1. Total number of graduate-respondents is 807 (placed=630, not placed=177). 2. “Others” includes reasons such as for self-satisfaction, career diversity, improvement of skills, and higher education. Source: Asian Development Bank.

Figure 30: Reasons for Pursuing Another Figure 31: Relevance of Further Course or Education Course after Graduation, Training Taken to Information Technology 2018 (%) or Computer Science and Engineering, 2018 (%)

Expectation No job immediately of higher salary after previous training Not related at all, 15.3 7.1 9.4

Not so related, 10.6 Wish to Job requires Very related, advance 36.5 31.8 higher-level 63.5 career skill Somewhat related, 10.6

15.3

Note: 1. Total number of graduate-respondents is 85. Want to 2. Percentages refer to graduate-respondents who did not change career look for work in order to train. Note: 1. Total number of graduate-respondents is 85. Source: Asian Development Bank. 2. Percentages refer to graduate-respondents who did not look for work in order to train. Source: Asian Development Bank. Access to Employment and Education 25

universities, or were preparing for government Most of the 46.2% who did not look for work (Figure 32). This implies demand for work due to reasons other than being postgraduate courses, but the completion rate of a student or trainee also planned to postgraduate courses, if it exists, is known to be study again. Among them, 57.6% were sure low, for example, in the Bangladesh University to pursue further education and training, of Engineering and Technology. The support and most were planning to study abroad mechanism, such as a stipend, to continue (Figure 33). The remaining 20.6% considered further education needs to be developed. the possibility of studying, while 19.2% had no ICT vocational training courses supported by such plan. development partners and government also need to be introduced for relevant graduates.

Figure 32: Type of Education or Training Figure 33: Type of Further Education or Training Graduates Undergo after Graduation, Programs Favored by Students or Trainees, 2018 (%) 2018 (%)

Short-term technical Chartered Long-term technical training Teacher training, training, 3.4 accountancy, 1.7 at vocational training schools, 3.5 2.4 Long-term technical Short-term technical training training, 5.1 at vocational training schools, 4.7 Midterm technical Professional course certification training, 8.5 at college or university, 5.9

Preparation for government work, 11.8 Studying abroad, Postgraduation 57.6 University education, 23.7 (postgraduate), 71.8

Notes: 1. Total number of graduate-respondents is 59. 2. Percentages refer to graduate-respondents who favored Note: 1. Total number of graduate-respondents is 85. further education and training programs. 2. Percentages refer to graduate-respondents who did not 3. Short-term training is for less than 6 months; midterm look for work in order to train. training is around 6 months; and long-term training is for Source: Asian Development Bank. 1 year or more. Source: Asian Development Bank. 6. Quality and Relevance of Education

A. overall Quality and Relevance ascertain that the teachers were qualified to teach in their area (Figure 35). Areas for improvement exist despite graduates’ high satisfaction with CSE/ CSE/IIT programs can be adjusted to teach IIT education. More specifically, students a more adequate level of skills for the labor were satisfied with university reputation, market. In general, while CSE/IIT education knowledge, and practical and soft skills gained. was relevant to jobs after graduation, some jobs Figure 34 shows, however, that some graduates required either a higher or lower set of skills. were not satisfied with career guidance For instance, 88.8% of graduates from the IIT in (6.6% highly dissatisfied) and internship (17.8% University of Dhaka said that their jobs required highly dissatisfied), which is consistent with the a lower level of skills, while 25.5% from Daffodil areas for improvement that graduates pointed International University graduates said that out through qualitative interviews. According to their job required higher-level skills (Figure 36). a majority, it is highly necessary for universities East West University has 44.1% of graduate to improve education programs to ensure up-to- whose skills are not applicable. Although it date practical skills; enhance training on soft skills was not directly implied in the responses, skills (e.g., communication, presentation, leadership, mismatch might have had wage implications as teamwork); develop their internship and career graduates might have been well overqualified or guidance programs; improve their facilities; and underqualified for jobs.

Figure 34: Graduates’ Satisfaction with University Education, 2018 (%)

100 90 21.1 15.4 30.8 30.0 26.7 24.4 80 49.3 70 40.1 60 50 61.4 51.4 48.5 54.3 49.9 40 20.5 30 39.2 20 14.6 6.2 11.8 11.7 13.0 16.6 10 8.8 5.9 17.8 5.6 1.6 2.1 4.4 3.5

Percentage of Graduate-Respondents of Percentage 6.6 0 0.1 1.0 1.2 2.6 1.8 Overall Reputation of Knowledge Skills gained in Soft skills Career Internship the university acquired in the laboratory guidance the classrooms or workshops Highly satisfied Moderately satisfied Neither satisfied nor dissatisfied Moderately dissatisfied Highly dissatisfied

Note: Total number of graduate-respondents is 1,216. Source: Asian Development Bank. Quality and Relevance of Education 27

Figure 35: Areas for Improvement in the University Education Program, 2018 (%)

100 90 40.0 80 46.7 39.1 52.6 70 58.7 58.1 58.0 56.4 60 50

40 48.3 46.2 41.0 30 29.2 33.9 30.9 31.8 33.0 20 10 6.3 5.0 5.6 7.2 9.5 7.8 7.2 9.5 1.9 1.6 3.6 1.5 2.1 2.6 2.6 3.0 3.6 2.3 Percentage of Graduate-Respondents of Percentage 0 2.2 2.1 1.8 2.6 1.9 2.6 Career Facilities of Up-to-date Qualified Internship Training Theoretical Education guidance the university practical skills teachers on soft skills knowledge design relevant to labor market industry Highly necessary Moderately necessary Neither necessary nor unnecessary Moderately unnecessary Not at all necessary

Note: Total number of graduate-respondents is 1,216. Source: Asian Development Bank.

Figure 36: Relevance of Information Technology or Computer Science and Engineering Programs to First Job after Graduation, 2018 (%)

IUT 96.5 3.5

BUET 88.1 1.1 3.8 7.0

JU 86.4 1.2 4.9 7.4

AUST 85.1 1.9 13.1

BRACU 80.3 0.8 18.9

JUST 75.9 10.8 2.4 10.8

DIU 67.7 25.5 1.0 5.9

EWU 55.9 44.1

DU 10.0 1.3 88.8

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percentage of Graduate-Respondents

Skill appropriate for job Job requires higher-level skill Job requires lower-level skill Skills not applicable

B. Infrastructure C. skills Training and Teachers’ Qualifications Graduates also pointed out that it was highly necessary for universities to improve Practical skills and soft skills can be facilities. Jashore University of Science and enhanced. About 73.2% of University of Technology (87.5%), University of Dhaka (82.9%), Dhaka graduates considered it highly necessary Jahangirnagar University (71.1%), and BRAC for the IIT to ensure their practical skills were University (70.7%) were the top four universities up to date. This is closely followed by BRAC with the highest proportion of graduates saying University (71.4%) and Jashore University of this was highly necessary (Figure 37). Participants Science and Technology (69.4%). In University from the focus group discussion backed this of Dhaka, 64.2% of graduates said training on finding and suggested that additional hard soft skills should also be enhanced, followed by infrastructure, such as computer laboratories and Jashore University of Science and Technology data centers, would be of great support. (61.1%) and Ahsanullah University of Science and Technology (56.3%) (Figure 38). Moreover, Figure 37: Proportion of Graduates Saying a substantial portion of employers also believed Facility Improvements Are Highly Necessary, that universities should focus more on ICT 2018 (%) use (51.1%), problem-solving skills (49,6%), communication skills (45.3%), team working skills 100 (36.7%), and management skills (33.9%), among 90 87.5 others (Figure 39). 82.9 80 71.1 70.7 Graduates also said that qualified 70 63.4 teachers were strongly needed in their 60 universities. University of Dhaka (88.6%), 50 BRAC University (85.7%), and Jahangirnagar 42.4 37.8 University (71.9%) had the three highest 40 36.4 35.0 proportions of graduates saying teachers in their 30 universities needed to enhance qualifications 20 (Figure 40). Similarly, University of Dhaka had 10 the most graduates reporting that teachers were Percentage of Graduate-Respondents of Percentage 0 absent for more than 3 days a month during the course (Figure 41). The findings from the JU DU IUT DIU JUST AUST EWU BUET focus group discussion also suggested that the BRACU lecturer’s inadequate computer and ICT skills AUST = Ahsanullah University of Science and Technology, and lack of experience or up-to-date training BRACU = BRAC University, BUET = Bangladesh University of Engineering and Technology, DIU = Daffodil International University, are challenges to be addressed. This is evident DU = University of Dhaka, EWU = East West University, IUT = Islamic in the huge proportion of students saying University of Technology, JU = Jahangirnagar University, JUST = Jashore University of Science and Technology. that theoretical knowledge is necessary to be Note: Total number of respondents for each university as follows: enhanced (88.2%), practical skills are needed AUST (n=142), BRACU (n=140), BUET (n=203), DIU (n=140), DU (n=123), EWU (n=111), JU (n=121), JUST (n=144), to be up- to- date (91.0%), and their education IUT (n=92). program should be designed in parallel with labor Source: Asian Development Bank. market industry needs (85.4%). Quality and Relevance of Education 29

Figure 38: Graduates’ Assessment of Practical Skills and Soft Skills Gained, 2018 (%)

80 73.2 71.4 69.4 70 64.2 63.6 63.4 61.1 59.3 60 56.3 49.3 50.4 50 45.0 45.1 40.4 41.3 40 35.0 35.9

20 17.1

Percentage of Graduate-Respondents of Percentage 0 DU BRACU JUST JU AUST DIU EWU BUET IUT Up-to-date practical skills Enhance training on soft skills

Figure 39: Skill Areas Where Universities Need More Focus, 2018 (%)

Use of ICT 51.1 Problem-solving skills 49.6 Communication skills 45.3 Team working skills 36.7 Management skills 33.9 Theoretical knowledge relevant to the work 28.5 Reading and writing in English 18.4 Numeracy skills 9.3 Applied skills 8.3 Bangla skills 1.2 0 10 20 30 40 50 60 Percentage of Employer-Respondents ICT = information and communication technology. Note: Total number of employer-respondents is 853, and multiple answers were allowed. Source: Asian Development Bank. 30 Bangladesh: Computer and Software Engineering Tertiary Education in 2018

Figure 40: Proportion of Graduates Saying D. Career Guidance Qualified Teachers Are Highly Necessary, 2018 (%) Although 61.3% of graduates were aware of DU 88.6 career counseling in their universities, it BRACU 85.7 was considered highly necessary to improve JU 71.9 career guidance programs. Jashore University AUST 65.5 of Science and Technology, the university with DIU 58.6 JUST 54.9 the lowest job placement rate, leads with 91.0% of IUT 38.0 graduates pointing out the strong need to improve EWU 26.1 career guidance programs to help students BUET 25.6 transition from university to the labor market 0 10 20 30 40 50 60 70 80 90 (Figure 42). Percentage of Graduate-Respondents AUST = Ahsanullah University of Science and Technology, Figure 42: Proportion of Graduates Saying BRACU = BRAC University, BUET = Bangladesh University of Improving Career Guidance Is Highly Necessary, Engineering and Technology, DIU = Daffodil International University, DU = University of Dhaka, EWU = East West University, IUT = Islamic 2018 (%) University of Technology, JU = Jahangirnagar University, JUST = Jashore University of Science and Technology. 100 91.0 Note: Total number of graduate-respondents for each university 90 as follows: AUST (n=142), BRACU (n=140), BUET (n=203), DIU (n=140), DU (n=123), EWU (n=111), JU (n=121), 80 73.2 JUST (n=144), IUT (n=92). 69.7 70 64.5 Source: Asian Development Bank. 62.1 60 50 46.0 Figure 41: Frequency of Teacher Absences, 41.4 41.3 40.4 2018 (%) 40 Respondents 30 100.0 1.4 7.1 0.9 0.7 5.4 7.4 20 2.7 1.4 Graduate- of Percentage 90.0 14.6 9.9 23.6 27.2 11.8 10 34.2 80.0 22.3 13.2 14.8 41.6 0 70.0 JU DU DIU IUT 60.0 JUST AUST EWU BUET 28.1 BRACU 50.0 49.3 92.9 37.4 AUST = Ahsanullah University of Science and Technology, 40.0 86.5 75.7 72.8 BRACU = BRAC University, BUET = Bangladesh University of Respondents 68.0 Engineering and Technology, DIU = Daffodil International University, 30.0 55.6 DU = University of Dhaka, EWU = East West University, IUT = Islamic 42.2 20.0 17.9 University of Technology, JU = Jahangirnagar University, Percentage of Graduate- of Percentage 10.0 22.9 JUST = Jashore University of Science and Technology. 10.6 Note: Total number of graduate-respondents for each university 0.0 as follows: AUST (n=142), BRACU (n=140), BUET (n=203), JU DIU (n=140), DU (n=123), EWU (n=111), JU (n=121), DIU IUT DU EWU BUET AUST JUST JUST (n=144), IUT (n=92). BRACU Source: Asian Development Bank. On average, more than 3 times a month On average, 2-3 times a month On average, once a month No absence for the entire period AUST = Ahsanullah University of Science and Technology, BRACU = BRAC University, BUET = Bangladesh University of Engineering and Technology, DIU = Daffodil International University, DU = University of Dhaka, EWU = East West University, IUT = Islamic University of Technology, JU = Jahangirnagar University, JUST = Jashore University of Science and Technology. Note: Total number of graduate-respondents for each university as follows: AUST (n=142), BRACU (n=140), BUET (n=203), DIU (n=140), DU (n=123), EWU (n=111), JU (n=121), JUST (n=144), IUT (n=92). Source: Asian Development Bank. Quality and Relevance of Education 31

A job placement officer could be instrumental E. Internship in finding employment opportunities. Islamic University of Technology and BRAC University, Internship programs had significant scope the two universities with the highest level of job for improvement (Figure 44). Only 19.7% of placement rates, had a job placement office or graduates were required to go on an internship, officer in their universities (Figure 43). While it is which on average lasted for about 4 months. only a correlation, graduates interviewed in the Among them, 92.5% found internship experiences focus group discussion also agreed that career useful for work interviews, which suggests the guidance or counseling services were helpful in programs’ effectiveness. Jashore University of finding suitable employment, or—for those who did Science and Technology again had the most not have such services in their university— would graduates pointing out the strong need for have helped them in seeking jobs. internship programs.

Figure 43: Correlation of Job Placement Cell Figure 44: Proportion of Graduates Saying in the University and Job Placement Rate, Improving Internship Is Highly Necessary, 2018 (%) 2018 (%)

100 90 84.5 BUET IUT 90 BRACU 80 EWU 80 AUST 70 64.3 DIU 60.0 JU 70 DU 60 55.8 51.3 60 JUST 50 39.8 38.7 50 40 35.1 30.4 Job Placement Rate Rate Placement Job 40 30 20 30 10

20 Graduate-Respondents of Percentage 0 10

0 0 10 20 30 40 50 60 70 80 90 100 JU (n=113) IUT (n=92) DIU (n=140) DU (n=123) EWU (n=74) JUST (n=142) AUST (n=135) BUET (n=186) Presence of Job Placement Cell BRACU (n=138) AUST = Ahsanullah University of Science and Technology, AUST = Ahsanullah University of Science and Technology, BRACU = BRAC University, BUET = Bangladesh University of BRACU = BRAC University, BUET = Bangladesh University of Engineering and Technology, DIU = Daffodil International University, Engineering and Technology, DIU = Daffodil International University, DU = University of Dhaka, EWU = East West University, IUT = Islamic DU = University of Dhaka, EWU = East West University, IUT = Islamic University of Technology, JU = Jahangirnagar University, University of Technology, JU = Jahangirnagar University, JUST = Jashore University of Science and Technology. JUST = Jashore University of Science and Technology. Notes: 1. Total number of graduate-respondents for each university Note: “n” is sample size . as follows: AUST (n=142), BRACU (n=140), BUET (n=203), Source: Asian Development Bank. DIU (n=140), DU (n=123), EWU (n=111), JU (n=121), JUST (n=144), IUT (n=92). 2. Job placement rate after graduation is calculated by the number of graduates who said they were employed or self-employed after graduation divided by the total number of respondents. Source: Asian Development Bank. 7. Conclusion

A. summary of Findings graduates found jobs after 1 year, suggesting that fresh graduates are not fully ready for The computer science and engineering IT/ ITES industry. While overall job placement and/ or institute of information technology rate of CSE/ IIT graduates is higher than (CSE/IIT) graduate job placement rate in the overall average of university graduates, nine universities was 77.1%, exceeding the universities need to make efforts to provide overall university graduate average of 40.0%. relevant jobs soon after graduation. The figure was also higher than engineering graduates, at 67.7% (BIDS 2018). Most graduates Employed graduates earned around worked in the private IT/ITES industry as full- Tk38,780 per month, with variation by time professionals, implying strong demand for gender and university. The wage of female CSE/ IIT graduates in the labor market. employees (Tk34,933) was less than that of male employees (Tk39,513). The graduates Among the nine universities, CSE graduates from Islamic University of Technology earned from Islamic University of Technology and Tk51,938 while graduates from Jashore Bangladesh University of Engineering and University of Science and Technology was Technology achieved more than 90% job Tk25,342. placement rate. Among private universities, BRAC University and East West University For those not in jobs (22.9%), around recorded more than an 80% job placement rate. half were active job seekers. These were The job placement rate of Jashore University of unemployed because of unsatisfactory working Science and Technology was the lowest, at 57.6%, conditions, such as low wages. The average reflecting a series of challenges outside Dhaka. monthly wage among CSE/IIT graduates (Tk38,780) was higher than the overall The female job placement rate was 58.6%, university average (Tk30,000); one view is that 23.6 percentage points lower than that of job seekers have high salary expectations after males. Women faced numerous challenges, graduating from CSE/IIT programs. such as family commitments; employer’s security concerns during recruitment; and Around half of graduates not looking for social stereotypes in enrollment, job search, jobs continued further education. The and workplace. The IT/ITES industry is not yet majority of respondents were graduates of considered a breakthrough industry in addressing bachelor’s programs, and some continued on to structurally low female labor force participation a master’s degree or other specialized training. in Bangladesh. Interestingly, regardless of job placement status, 60% of graduates expressed an interest Only 20.6% of CSE/IIT graduates found jobs in exploring further education for overseas within 3 months after graduation. Many employment or career development. Conclusion 33

The internet is the most popular instrument The quality of CSE/IIT programs requires for graduate job search. CSE/IIT graduates are significant revision by introducing more hands- trained to take advantage of digital technologies on practice in curriculums. Feedback from and 36.7% used the internet for job search. Still, graduates implies that teaching is based on theories, traditional media advertisements were useful and skill levels taught in their curriculums need to be to 16.1% of graduates. However, employers in revisited for some universities. Up-to-date practical the IT/ ITES industry relied more on private skills need regular updates from the industries. Soft employment services, job fairs, and partnership skills need to be designed or integrated well in the with universities. The analog recruitment channel curriculum and pedagogy to strengthen problem- is still important to find trusted candidates. solving and communication skills. Blended learning can be considered by utilizing digital technologies.

B. way Forward University infrastructure and faculty need to be developed to meet growing industry Access to CSE/IIT programs, particularly for demand. Additional hard infrastructure, such women, needs to be expanded. Since interest as computer laboratories and data centers are in CSE/IIT programs is the strongest motivation also needed to expand access to quality CSE/ IIT to enroll for both men and women, CSE/IIT higher education programs. The infrastructure faculty needs to reach out to higher secondary specifications need to be informed by up-to-date students to cultivate interest, particularly curriculums reflecting labor market trends. Faculty targeting women. skills and qualifications also have to be in line with the latest technologies and applications to make the Financial assistance, such as stipend and most of additional hard infrastructure. scholarship, can also be reinforced. Capacity expansion through additional seats at the public Academic staff need more industry exposure universities where the fee structure is nominal to provide quality and relevant guidance for could be a sustainable method to promote students. Students count on teachers not only education for meritorious students. In addition, for research but also for career development. Joint financial assistance may incentivize students to research with the industry or short-term training in opt for CSE/IIT programs compared to other the industry for academic staff could be useful to subjects. Assistance targeted to female students fill in the knowledge and skills gap. The universities may also be considered as a way to close gender can also ramp up efforts to recruit qualified faculty gaps in CSE/ IIT enrollment. members with industry experiences.

The relevance of the CSE/IIT programs Universities can strengthen support for start- can be expanded through effective career ups to increase the number of successful guidance and internship. While graduates high-tech entrepreneurs. Although the number showed high satisfaction with their programs, is limited, cases exist of successful entrepreneurs these are two areas that respondents clearly earning much more than employed graduates. pointed out as areas for improvement. This would Setting up incubation centers or integrating be particularly important for universities outside entrepreneurship courses in curriculums could Dhaka, considering feedback from Jashore increase the number of entrepreneurs with higher University of Science and Technology graduates. rates of success. Since there are entrepreneurs Addressing these areas is not easy where the who start up their own business after gaining some IT/ ITES industry is not strong, but these work experiences, offering postgraduate degree universities require more deliberate efforts to or certificate courses for entrepreneurship might make this happen. As such, stronger ties between be effective. This could generate a new breed of the IT/ITES industry and universities, especially innovative tech entrepreneurs to lead the Bangladesh those located outside Dhaka, will be ideal. IT/ITES industry. APPENDIX 1 OVERVIEW OF SURVEYED UNIVERSITIES

A. public Universities of Information Technology currently offers a Bachelor of Science in Software Engineering, Bangladesh University of Engineering Master of Science in Software Engineering, Master and Technology of Information Technology, and Postgraduate Bangladesh University of Engineering and Diploma in Information Technology. The bachelor Technology was established in 1947 as program is a 4-year industry-oriented degree. Ahsanullah Engineering College, which was a part A study period of 3 years is followed by a half-year of the Faculty of Engineering of the University industry placement before the final semester. of Dhaka. Bangladesh University of Engineering Students are assisted by the Institute in placement and Technology is the oldest institution for for internship. They integrate industry experience the study of engineering and architecture in within their studies upon return for their final Bangladesh. Currently, about 9,740 students semester. This helps provide students strong are pursuing undergraduate and postgraduate communication skills and a global perspective, studies in engineering, architecture, planning, and positive personality, and business aptitude. This science in this institution. At present, Bangladesh program enhances students’ capabilities and University of Engineering and Technology has competence to deliver in different technical roles 18 teaching departments under 5 faculties, and and management positions. it has 6 institutes. Some 661 academic staff are teaching in the departments and institutes. Eleven Jahangirnagar University departments under five faculties offer bachelor’s Jahangirnagar University was established in degrees, while most departments and institutes 1970. It has 34 departments; 6 faculties; offer master’s degrees and some departments 2 institutes; more than 15,000 students; and have doctor of philosophy (PhD) programs. about 500 academics in teaching and research. It had a modest beginning in 1987, with the University of Dhaka aim to produce research in computers and University of Dhaka was established in 1921. At computing-related disciplines. Later in 2009, the present, the university consists of 13 faculties, undergraduate program in information technology 83 departments, 12 institutes, and more than began, aiming to mold specialists of the highest 56 research centers. The number of students caliber in information technology to be involved in and teachers is currently about 37,018 and research, design, and development. The university 1,992, respectively. The Institute of Information offers undergraduate, master’s degrees, PhDs, Technology in the University of Dhaka started its and short course programs. It has 14 teaching journey in June 2001 to create efficient human faculty members. It aims to produce high-end resources in information technology. The Institute professionals in information technology. APPENDIX 1 35

Jashore University of Science and Technology BRAC University Jashore University of Science and Technology BRAC University was established in 2001. It has was established in 2007 and started 4-year four schools, four institutes, four centers, and undergraduate courses from the 2009–2010 six departments. The Department of Computer session. It is the fourth public university in Khulna Science and Engineering offers academic Division and the first public university in Jashore. programs of Bachelor of Science in Computer The university offers bachelor’s, master’s and Science, Bachelor of Science in Computer Science PhD degrees in science as well as a bachelor’s and Engineering, Master of Science in Computer and Master of Science in engineering to almost Science and Engineering, Master of Engineering in 3,466 students. It has 22 departments under Computer Science and Engineering, and Master’s 7 faculties and 165 faculty members. in Computer Applications.

Daffodil International University B. international Universities Daffodil International University was established in 2002. The university offers bachelor’s degrees Islamic University of Technology in a different spectrum of disciplines and provides Islamic University of Technology was the country’s highly supported programs in many established in 1981. It has two faculties and fields, including in information and communication six departments. The Computer Science technology (ICT), telecommunications, and Engineering (CSE) department offers engineering, and business. Particularly strong bachelor’s, postgraduate diplomas, and master’s programs can be found in the Faculty of Business, degrees. The CSE Department is celebrating Information Technology and Engineering, and nearly 20 years as a department. At its English language. Daffodil International University inception, it was known as computer science has five faculties and 24 departments. It offers and information technology, and from academic 31 undergraduate and master’s programs, year 2012–2013 as CSE. The department began 6 international IT programs, and 5 short courses. offering Bachelor of Science degrees in software engineering from academic year 2017–2018. East West University The department has 24 full-time and part- East West University was established in 1996. It time faculty members from other reputed has over 216 faculty members and approximately universities. About 250 undergraduate and 8,914 students. It has three faculties and 30 graduate students study in the department. 14 departments. The Computer Science and Engineering (CSE) Department was founded in 1996 and is now the second largest department. C. private Universities Its degrees include the Bachelor of Science in Computer Science and Engineering, and Master of Ahsanullah University of Science Science in Computer Science and Engineering. The and Technology Bachelor of Science in CSE program at East West Ahsanullah University of Science and Technology University has been accredited as a professional was founded by the Dhaka Ahsania Mission in degree program by the Board of Accreditation 1995. It has four faculties and one institute. It for Engineering and Technical Education of the offers courses in architecture, civil engineering, Institution of Engineers, Bangladesh. It has about computer science and engineering, electrical 1,200 students and 28 qualified full-time faculty and electronic engineering, and mechanical members (11 faculties have PhD degrees from engineering, among others. reputed universities). APPENDIX 2 KEY FINDINGS ON BANGLADESH UNIVERSITY OF ENGINEERING AND TECHNOLOGY 36

A. general Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 90.3% of Bangladesh University of Engineering and •• The quantitative survey covered 49.0% of Technology graduates were employed total graduates from the Computer in the private sector, 7.6% in the Science and Engineering (CSE) government sector, 1.6% in the Department at Bangladesh University nongovernment sector, and 0.5% of Engineering and Technology were self-employed. While currently between 2015 and 2017. A total of 95.1% are paid employees, 1.1% are self- 414 graduates completed their courses, employed, and 3.8% are not working. and 203 graduates (33 females) •• A formal arrangement with employers participated in the quantitative survey. through a contract or written •• The average and median age of agreement was reported by 62.5% of graduates was 25 (ranging from 22 to current employees, and 88.6% of 29 years); 85.2% of the respondents the employees were hired to fill were Muslim and the rest were Hindu; permanent or long-term positions. 72.9% of the graduates were single, •• Employees are entitled to some 26.1% were married or partnered, and mandatory benefits in their present jobs 1% did not answer the question. such as sick leave (87.5%), maternity leave (73.3%), and health insurance B. key Findings (49.4%). However, only 18.2% received overtime pay, although employees (i) employment Outcomes work for an average of 40.4 hours a •• Bangladesh University of Engineering week. Furthermore, less than half of and Technology had the second employees (43.2%) had an employee highest job placement rate among provident fund, and a limited number the nine universities at 91.1%, while of employers offer gratuity pay its employment rate was the (24.4%) and pension (21.0%). highest at 97.9%. By gender, the job •• The average starting gross monthly placement rate among male graduates salary was Tk46,128 (median was higher at 91.8% compared to Tk48,000), which was the second 87.9% among female graduates. highest among the nine universities. •• Among the 8.9% not employed, only •• The gender wage gap exists as 22.2% looked for work. Among the males consistently earn more than 77.8% who did not look for work, females. Starting gross monthly 57.1% indicated that they moved on salary of male employees was to further education or training. 6.9% higher than female employees. APPENDIX 2 37

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• The majority of graduates had chosen •• Graduates were satisfied with courses related to computer science Bangladesh University of Engineering and engineering and/or institute of and Technology's reputation, and information technology (CSE/IIT) the knowledge and practical and soft because of their interest in computer skills they gained. However, some science and engineering or information graduates were not satisfied with career technology (89.7%), and employment guidance (1.0% highly dissatisfied and opportunities in the sector (68.5%). 4.5% moderately dissatisfied) and •• Only 43.4% of graduates received internship (9.0% highly dissatisfied financial support, which on average and 16.2% moderately dissatisfied). amounted to Tk430.5 per month. •• Furthermore, graduates pointed out Fortunately, 57.4% of those who did that it is highly necessary for the not receive any stipend or scholarship Bangladesh University of Engineering noted that their family or parents and Technology to improve its could finance their education. education program to ensure up-to- •• Job search through the internet was date theoretical knowledge (37.0%) and most popular among graduates, as practical skills (40.4%), enhance 22.2% of employed graduates looked training on soft skills (35.0%), develop for work through online job matching its internships (38.7%) and career sites, and 11.4% used social media. guidance programs (40.4%), design Nevertheless, traditional strategies education relevant to labor market were still useful, such as on-campus or industry needs (19.7%), improve job fairs (12.4%), university bulletin its facilities (35.0%), and ascertain boards (11.4%), and traditional that the teachers were qualified media advertisements (10.8%). to teach in their area (25.6%). •• Most graduates who did not participate •• In general, 88.1% of Bangladesh in the labor force hoped to advance University of Engineering their career (50%) by continuing Technology graduates noted that education. The majority took courses their CSE skills were appropriate highly related to their course (62.5%). for their jobs after graduation. More specially, all graduates who continued education further took a postgraduate course at a university. APPENDIX 3 KEY FINDINGS ON UNIVERSITY OF DHAKA

A. general Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 86.3% of graduates were employed in the private sector •• The quantitative survey covered 64.7% and 13.8% in the government of the total graduates from the Institute sector. Currently, 93.8% are paid of Information Technology at University employees, 5.0% are self-employed, of Dhaka between 2015 and 2017. and 1.3% are presently not working. A total of 190 graduates completed their •• A formal arrangement with employers courses, and 123 graduates (21 females) through a contract or written participated in the quantitative survey. agreement was reported by 93.3% of •• The average and median age of current employees, and 94.7% of graduates was 25 (ranging from 22 to the employees were hired to fill 31 years); 93.5% of the respondents permanent or long-term positions. were Muslim and the rest Hindu; •• Employees are entitled to mandatory 80.5% of graduates were single while benefits in their present jobs such 19.5% were married or partnered. as sick leave (92.0%), maternity leave (96.0%), and health insurance B. Key Findings (36.0%). However, only 24.0% received overtime pay, although employees (i) employment Outcomes worked for an average of 41.5 hours •• University of Dhaka had a job a week. Furthermore, less than half of placement rate at 65.0%, and employees (48.0%) had an employee employment rate at 80.0%. By gender, provident fund and a limited number job placement rate among male of employers offered gratuity pay graduates was 64.7%, slightly lower (6.7%), and pension (25.3%). than 66.7% among female graduates. •• The average starting gross monthly salary •• Among the 35.0% not employed, was Tk44,200 (median Tk40,000), the 46.5% looked for work. Among the third highest among nine universities. 53.5% who did not look for work, •• Men earned more than women, 47.8% indicated that they moved with starting gross monthly salary on to further education or training, of male employees 8.2% higher and 39.1% were living abroad. than female employees. APPENDIX 3 39

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• More than half of graduates chose •• Graduates were satisfied with University courses related to computer science of Dhaka’s reputation, and the knowledge and engineering and/or institute of and practical and soft skills they gained. information technology (CSE/ IIT) Compared with other universities, because of the employment graduates’ dissatisfactions on career opportunities in the sector (84.6%). guidance (0.8% highly dissatisfied and A sizable proportion chose their 3.3% moderately dissatisfied) and course because of their interest in internship (0.8% highly dissatisfied computer science and engineering or and 1.6% moderately dissatisfied) information technology (72.4%). were significantly less. •• Only 7.3% of graduates received •• However, graduates said it was financial support, which on average highly necessary for the University amounted to Tk338.9 per month. Of of Dhaka to improve its education those who did not receive any stipend program to ensure up-to-date or scholarship, 89.5% noted that no theoretical knowledge (37.4%) and stipends or scholarships were available. practical skills (73.2%), enhance •• Job search through the internet was training on soft skills (64.2%), develop the most popular among graduates as its internship (39.8%) and career 35.0% of the employed graduates looked guidance programs (73.2%), design for work through online job matching education relevant to labor market sites, and 1.3% used social media. or industry needs (30.9%), improve Nevertheless, traditional strategies were its facilities (82.9%), and ascertain still useful, such as traditional media that the teachers were qualified advertisement (22.5%) and informal to teach in their area (88.6%). network of family and friends (12.5%). •• In general, 10.0% of University of Dhaka •• Most of the graduates who did not graduates noted that IIT skills were participate in the labor force hoped appropriate for their job after graduation, to advance their career (66.7%) by and 88.8% of graduates mentioned continuing further education. that job required lower level skills. Many of them took courses highly related to their course (33.3%). More specifically, 33.3% took a postgraduate course at a university. APPENDIX 4 KEY FINDINGS ON JAHANGIRNAGAR UNIVERSITY

A. general Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 80.3% of Jahangirnagar University graduates were employed •• The quantitative survey covered 73.3% of in the private sector, 13.6% in the total graduates from the Institute of government sector, 3.7% in the Information Technology at Jahangirnagar nongovernment sector, and 2.5% University between 2013 and 2017. were self-employed. While currently A total of 165 graduates completed their 86.4% are paid employees, 3.7% are courses, and 121 graduates (46 females) self- employed, and 9.9% not working. participated in the quantitative survey. •• A formal arrangement with •• The average and median age of graduates employers through a contract or was 26 (ranging from 23 to 29 years); written agreement was reported by 90.9% of the respondents were Muslim 75.7% of current employees, and and the rest Hindu; 69.4% of graduates 87.1% of employees were hired to fill were single, 29.8% were married or permanent or long-term positions. partnered, and 0.8% did not answer. •• Employees are entitled to some mandatory benefits in their present jobs B. key Findings such as sick leave (85.7%), maternity leave (85.7%), and health insurance (i) employment Outcomes (57.1%). However, only 30.0% received •• Jahangirnagar University had a overtime pay, although employees job placement rate at 66.9%, and work for an average of 40.1 hours a employment rate at 77.9%. By gender, week. More than half of employees job placement rate among male (61.4%) have an employee provident graduates was higher at 77.3% than fund, and more than half of employers the 50.0% among female graduates. offer gratuity pay (51.4%), but •• Among the 33.1% not employed, less provide pension (38.6%). 57.5% looked for work. Among the •• The average starting gross monthly salary 42.5% who did not look for work, was Tk37,500 (median Tk37,000). 58.8% indicated that they moved on •• In the gender wage gap, starting gross to further education or training. monthly salary of male employees was 25.6% higher than female employees. APPENDIX 4 41

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• The majority of the graduates •• Graduates were satisfied with chose courses related to computer Jahangirnagar University’s reputation, science and engineering and/or and the knowledge and practical and institute of information technology soft skills they gained. However, some (CSE/ IIT) because of their interest in graduates were not satisfied with career computer science and engineering or guidance (8.7% highly dissatisfied and information technology (93.4%), while 5.8% moderately dissatisfied), and a large proportion chose their internship (9.1% highly dissatisfied course because of the employment and 9.1% moderately dissatisfied). opportunities in the sector (71.1%). •• Furthermore, graduates pointed •• An average Tk274 per month in out that it was highly necessary for financial support was received by Jahangirnagar University to improve its 62.0% of graduates. Of those who did education program to ensure up-to- not receive any stipend or scholarship, date theoretical knowledge (37.2%) and about 41.3% noted that no stipends practical skills (63.6%), enhance or scholarships were available, while training on soft skills (50.4%), develop 19.6% noted that they could finance its internship (51.3%) and career their education through part-time jobs. guidance programs (64.5%), design •• Job search through the internet was education relevant to labor market the most popular among graduates, or industry needs (55.4%), improve as 40.7% of the employed graduates its facilities (71.1%), and ascertain looked for work through online job that the teachers were qualified matching sites, and 2.5% used social to teach in their area (71.9%). media. Nevertheless, traditional •• In general, 86.4% of Jahangirnagar strategies were still useful, such as University graduates noted that traditional media advertisement their IIT skills were appropriate (19.8%) and informal network of to their jobs after graduation. family, friends, or others (25.9%). •• Most graduates who did not participate in the labor force hoped to advance their career (58.3%) by continuing education. The majority took courses highly related to their course (58.3%). More specifically, the majority (75.0%) took a postgraduate course at a university. APPENDIX 5 KEY FINDINGS ON JASHORE UNIVERSITY OF SCIENCE AND TECHNOLOGY 42

A. general Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 73.5% of graduates were employed in the private sector, •• The quantitative survey covered 72.0% of 13.3% in the government sector, total graduates from the Computer 9.6% in the nongovernment sector, and Science and Engineering Department 3.6% were self-employed. Currently, at Jashore University of Science and 83.1% are paid employees, 8.4% are self- Technology between 2013 and 2017. employed, and 8.4% are not working. A total of 200 graduates completed their •• A formal arrangement with employers courses, and 144 graduates (35 females) through a contract or written participated in the quantitative survey. agreement was reported by 49.3% of •• The average and median age of graduates current employees, and 66.7% of was 26 (ranging from 23 to 29 years); the employees were hired to fill 77.8% of respondents were Muslim, permanent or long-term positions. 20.8% Hindu, and 1.4% Christian; •• Employees were entitled to mandatory 81.9% of graduates were single while benefits in their present jobs such as 18.1% were married or partnered. sick leave (95.7%), maternity leave (88.4%), and health insurance (78.3%). B. key Findings However, only 42.0% received overtime pay, although employees work for an (i) employment Outcomes average of 41.9 hours a week. More •• Jashore University of Science and than half of employees (55.1%) had Technology had a job placement rate employee provident fund, and gratuity and employment rate at 57.6% and pay (56.5%), and almost half of 65.4%, respectively. By gender, the job employees had pensions (49.3%). placement rate among male graduates •• The average starting gross monthly salary was much higher at 67.9% than the was Tk25,342 (median Tk23,000). 25.7% for female graduates. •• In the gender wage gap, starting gross •• Among the 42.4% not employed, monthly salary of male employees was 72.1% looked for work. Among the 3.5% higher than female employees. 27.9% who did not look for work, 64.7% indicated that they moved on to further education or training. APPENDIX 5 43

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• The majority of graduates chose •• Graduates were satisfied with Jashore courses related to computer science University of Science and Technology’s and engineering and/or institute of reputation, and the knowledge and information technology (CSE/IIT) practical and soft skills they gained. because of their interest in computer However, many graduates were science and engineering or information not satisfied with career guidance technology (91.7%) and employment (26.6% highly dissatisfied and opportunities in the sector (91.7%). 9.1% moderately dissatisfied) and •• Only 2.1% of graduates received internship (78.5% highly dissatisfied financial support, which on average and 4.3% moderately dissatisfied). amounted to Tk260 per month. Of •• Furthermore, graduates pointed out those who did not receive any stipend that it is highly necessary for Jashore or scholarship, 82.3% noted that no University of Science and Technology stipends or scholarships were available. to improve its education program •• Job search through the internet was the to ensure up-to-date theoretical most popular among graduates, as 42.2% knowledge (50.0%) and practical skills of employed graduates looked for work (69.4%), enhance training on soft through online job matching sites, and skills (61.1%), develop its internship 1.2% used social media. Nevertheless, (84.5%) and career guidance programs traditional strategies were still useful, (91.0%), design education relevant such as traditional media advertisement to labor market or industry needs (25.3%) and informal network of (71.5%), improve its facilities (87.5%), family, friends, or others (24.1%). and ascertain that the teachers were •• Most graduates who did not qualified to teach in their area (54.9%). participate in the labor force hoped •• In general, 75.9% of Jashore University of to obtain higher skills for job (75.0%) Science and Technology graduates noted by continuing further education. that their CSE skills were appropriate Most of them (91.7%) took courses to their jobs after graduation. highly related to their course. More specifically, the majority (83.3%) took a postgraduate course at a university. APPENDIX 6 KEY FINDINGS ON ISLAMIC UNIVERSITY OF TECHNOLOGY 44

A. general Characteristics •• A formal arrangement with of Graduates employers through a contract or written agreement was reported by •• The quantitative survey covered 52.9% of 64.2% of current employees, and total graduates from the Computer 97.5% of employees were hired to fill Science and Engineering Department permanent or long-term positions. of the Islamic University of Technology •• Employees were entitled to mandatory between 2014 and 2017. A total benefits in their present jobs such of 174 graduates completed their as sick leave (76.5%), maternity courses, and 92 graduates (no females) leave (75.3%), and health insurance participated in the quantitative survey. (64.2%). About 63.0% received •• The average and median age of graduates overtime pay as employees work for was 24 (ranging from 22 to 29 years); an average of 45.3 hours a week. all respondents were Muslim; 89.1% of Furthermore, more than half of graduates were single, 8.7% were married employees (59.3%) had an employee or partnered, and 2.2% did not answer. provident fund, and received gratuity pay (51.9%) and pension (51.9%). B. key Findings •• The average starting gross monthly salary was Tk51,938 (i) employment Outcomes (median Tk50,000), the highest •• The Islamic University of Technology among the nine universities. had the highest job placement rate at 92.4%, and third highest (iii) Access to Employment and Education employment at 94.4% among the •• The majority of graduates (92.4%) chose nine universities surveyed. courses related to computer •• Among the 7.6% not employed, science and engineering and/or 71.4% looked for work. Among the institute of information technology 28.6% who did not look for work, half (CSE/ IIT) because of their interest indicated that they were living abroad. in computer science and engineering or information technology. (ii) labor Market Outcomes •• An average Tk375 per month in •• For their first job, 98.8% of Islamic financial support was received by University of Technology graduates 70.7% of graduates, the highest number were employed in the private sector and among all nine universities. Of those 1.2% were self-employed. While currently who did not receive any stipend or 95.3% are paid employees, 3.5% are self- scholarship, 48.2% noted that no employed, and 1.2% are not working. stipends or scholarships were available. APPENDIX 6 45

•• Job search through the internet was •• Furthermore, graduates pointed out the most popular among graduates that it is highly necessary for Islamic as 25.9% of employed graduates University of Technology to improve its looked for work through online job education program to ensure up- to- date matching sites, and 5.9% used social theoretical knowledge (44.6%) and media. Nevertheless, traditional practical skills (35.9%), enhance strategies were still useful such as training on soft skills (41.3%), develop informal network of friends, family, or its internship (30.4%) and career others (18.8%); on- campus job fairs guidance programs (41.3%), design (12.9%); university career guidance education relevant to labor market office (11.8%); and traditional or industry needs (47.8%), improve media advertisement (11.8%). its facilities (42.4%), and ascertain that the teachers were qualified (iv) Quality and Relevance of Education to teach in their area (38.0%). •• Graduates were satisfied with Islamic •• In general, 96.5% of Islamic University University of Technology’s reputation, of Technology graduates noted that and the knowledge and practical and their CSE skills were appropriate soft skills they gained. However, very to their jobs after graduation. few graduates were not satisfied with career guidance (3.3% moderately dissatisfied) and internship (2.2% moderately dissatisfied). APPENDIX 7 KEY FINDINGS ON AHSANULLAH UNIVERSITY OF SCIENCE AND TECHNOLOGY 46

A. general Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 96.3% of graduates were employed in the private sector, •• The quantitative survey covered 87.1% 1.9% in the government sector, of total graduates from the Computer and 1.9% were self-employed. Science and Engineering Department Currently, 92.5% were paid at Ahsanullah University of Science and employees, 6.5% were self-employed, Technology between 2013 and 2017. and 0.9% were not working. A total of 163 graduates completed their •• A formal arrangement with courses and 142 graduates (33 females) employers through a contract or participated in the quantitative survey. written agreement was reported by •• The average age of graduates was 53.5% of current employees, and 25 and median age was 24 (ranging from 98.0% of employees were hired to fill 23 to 28 years); 94.4% were Muslim, permanent or long-term positions. 4.9% Hindu, and 0.7% Christians; •• Employees are entitled to some 86.6% of graduates were single while mandatory benefits in their present 13.4% were married or partnered. jobs such as sick leave (91.9%), maternity leave (70.7%), and health B. Key Findings insurance (67.7%). However, only 37.4% received overtime pay, although (i) employment Outcomes employees work for an average of •• Ahsanullah University of Science 42 hours a week. Furthermore, more and Technology had a job placement than half of employees (54.6%) have rate of 75.4%, while its employment employee provident fund, gratuity rate was 84.9%. By gender, job pay (62.6%), and some employers placement rate among male graduates provide pension (38.4%). was higher, at 85.3%, compared to •• The average starting gross monthly salary 42.4% among female graduates. was Tk36,995 (median Tk30,000). •• Among the 24.7% not employed, •• In the gender wage gap, starting gross 54.3% looked for work. Among the monthly salary of male employees was 45.7% who did not look for work, 56.3% indicated that they moved on to further education or training. APPENDIX 7 47

11.9% higher than female employees. postgraduate course at a university.

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• The majority of graduates took •• Graduates were satisfied with courses related to computer science Ahsanullah University of Science and engineering and/or institute of and Technology's reputation, and information technology (CSE/IIT) the knowledge and practical and soft because of their interest in computer skills they gained. However, some science and engineering or information graduates were not satisfied with career technology (92.3%), and employment guidance (12.1% highly dissatisfied opportunities in the sector (80.3%). and 6.4% moderately dissatisfied) and •• Only 7.8% of graduates received internship (14.7% highly dissatisfied financial support, which on average and 10.9% moderately dissatisfied). amounted to Tk371.3 per month. Of •• Furthermore, graduates pointed those who did not receive any stipend out that it was highly necessary for or scholarship, 89.3% noted that no Ahsanullah University of Science and stipends or scholarships were available. Technology to improve its education •• Job search through the internet was most program to ensure up-to-date popular among graduates, as 43.0% of theoretical knowledge (50.7%) and employed graduates looked for work practical skills (63.4%), enhance through online job matching sites, and training on soft skills (56.3%), develop 3.7% used social media. Nevertheless, its internship (60.0%) and career traditional strategies were still useful guidance programs (69.7%), design such as traditional media advertisement education relevant to labor market (30.8%) and informal network of or industry needs (57.8%), improve family, friends, or others (5.6%). its facilities (63.4%), and ascertain •• Most graduates who did not participate that the teachers were qualified in the labor force hoped to advance to teach in their area (65.5%). their career (70.0%) by continuing •• In general, 85.1% of Ahsanullah further education. Half took courses University of Science and Technology highly related to their course graduates noted that their CSE skills were (50%). More specifically, all took a appropriate to their jobs after graduation. APPENDIX 8 KEY FINDINGS ON BRAC UNIVERSITY

A. General Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 95.9% of BRAC University graduates were •• The quantitative survey covered employed in the private sector, 33.5% of total graduates from the 1.6% in the government sector, Computer Science and Engineering 1.6% in the nongovernment sector, Department at BRAC University and 0.8% were self-employed. between 2015 and 2017. A total of Currently, 89.3% are paid 418 graduates completed their courses, employees, 2.5% are self- employed, and 140 graduates (46 females) and 8.2% are not working. participated in the quantitative survey. •• A formal arrangement with •• The average and median age of graduates employers through a contract or was 25 (ranging from 23 to 36 years); written agreement was reported by 82.9% were Muslim, 14.3% were Hindu, 58.7% of current employees, and 2.1% were Christians, and 0.7% were 67.0% of employees were hired to fill Buddhists; 80.0% of graduates permanent or long-term positions. were single, 18.6% were married or •• Employees are entitled to some partnered, and 1.4% did not answer. mandatory benefits in their present jobs such as sick leave (92.7%), maternity B. Key Findings leave (74.3%), and health insurance (49.5%). However, only 37.6% received (i) employment Outcomes overtime pay, although employees •• BRAC University had the third highest work for an average of 42.1 hours a job placement rate at 87.1%, and second week. Furthermore, more than half of highest employment at 96.8% among employees (55.1%) had an employee the nine universities surveyed. By provident fund, but a limited number gender, the job placement rate among of employees were offered gratuity male graduates (87.2%) and female pay (18.4%) and pension (5.5%). graduates (87.0%) are almost same. •• The average starting •• Among the 12.9% not employed, gross monthly salary was 22.2% looked for work. Among the Tk34,009 (median Tk30,000). 77.8% who did not look for work, •• In the gender wage gap, starting gross 57.1% indicated that they moved on monthly salary of male employees was to further education or training. 20.4% higher than female employees. APPENDIX 8 49

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• The majority of graduates chose •• Graduates were satisfied with BRAC courses related to computer science University’s reputation, and the and engineering and/or institute of knowledge and practical and soft skills information technology (CSE/IIT) they gained. However, some graduates because of their interest in computer were not satisfied with career guidance science and engineering or information (5.7% moderately dissatisfied) and technology (91.4%), while a large portion internship (15.4% highly dissatisfied wanted to further their career (77.1%). and 3.9% moderately dissatisfied). •• Only 20.7% of graduates received •• Furthermore, graduates pointed out financial support of Tk353.6 per that it was highly necessary for BRAC month on average. Of those who did University to improve its education not receive any stipend or scholarship, program to ensure up-to-date 67.6% indicated that they did not theoretical knowledge (53.6%) and qualify to receive the support. practical skills (71.4%), enhance •• Job search through the internet was training on soft skills (49.3%), develop most popular among graduates, as its internship (55.8%) and career 54.1% of employed graduates looked guidance programs (62.1%), design for work through online job matching education relevant to labor market sites, and 10.7% used social media. or industry needs (43.6%), improve Nevertheless, traditional strategies were its facilities (70.7%), and ascertain still useful, such as informal network of that the teachers were qualified family, friends, or others (17.2%), and to teach in their area (85.7%). traditional media advertisement (5.7%). •• In general, 80.3% of BRAC University •• Most graduates who did not participate graduates noted that their CSE skills were in the labor force hoped to change appropriate to their jobs after graduation. their career (46.2%) by continuing further education. The majority of them took courses highly related to their course (84.6%). More specifically, the majority of them (69.2%) took a postgraduate course at a university. APPENDIX 9 KEY FINDINGS ON DAFFODIL INTERNATIONAL UNIVERSITY 50

A. General Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 87.3% of Daffodil International University graduates were •• The quantitative survey covered 64.5% of employed in the private sector, 5.9% in total graduates from the Computer the government sector, 4.9% in the Science and Engineering Department nongovernment sector, and 2.0% were at Daffodil International University self-employed. Currently, 83.3% were between 2015 and 2017. A total of paid employees, 3.9% were self- 217 graduates completed their courses, employed, and 12.8% were not working. and 140 graduates (19 females) •• A formal arrangement with employers participated in the quantitative survey. through a contract or written agreement •• The average age of graduates was reported by 98.8% of employees, was 26 and their median age was and 89.4% of employees were hired to 25 (ranging from 23 to 35 years); fill permanent or long-term positions. 92.1% of respondents were Muslim •• Employees were entitled to some and the rest Hindu; 67.9% of mandatory benefits in their present jobs, graduates were single, 31.4% were such as sick leave (98.8%), but fewer married, and 0.7% did not answer. employers provided maternity leave (44.7%), and health insurance (12.9%). B. Key Findings Furthermore, only 4.7% received overtime pay, although employees work (i) employment Outcomes for an average of 46 hours a week. While •• Daffodil International University only a little over a quarter of employees had a job placement rate of (25.9%) have employee provident fund, 72.9%, while its employment rate a limited number of employers offer was 81.6%. By gender, job placement gratuity pay (8.2%), and pension (5.9%). rate among male graduates is •• The average starting gross monthly salary much higher at 80.2% compared to was Tk26,021 (median Tk22,800). 26.3% among female graduates. •• In the gender wage gap, females •• Among the 27.1% not employed, earned Tk27,800, which was more 60.5% looked for work. Among the than males at Tk25,910. Starting 39.5% who did not look for work, gross monthly salary of female 40.0% indicated that they did not employees was 7.3% more than male want to work; 26.7% indicated that employees, although the number of they moved on to further education female graduates was only five as or training; another 26.7% indicated opposed to 80 for male graduates. family commitments; and 6.7% said that there were no jobs available. APPENDIX 9 51

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• The majority of graduates chose •• Graduates were satisfied with Daffodil courses related to computer International University's reputation, science and engineering and/or and the knowledge and practical and soft institute of information technology skills they gained. Compared with other (CSE/ IIT) because of their interest in universities, graduates’ dissatisfactions computer science and engineering or on career guidance (no one highly information technology (72.9%) and dissatisfied and 2.1% moderately to further their career (65.0%). dissatisfied) and internship (0.7% highly •• None of the graduates received dissatisfied and 2.9% moderately financial support. About 98.6% of dissatisfied) were significantly less. graduates noted that no stipends •• However, graduates pointed out that or scholarships were available. it was highly necessary for Daffodil •• Job search through the internet was International University to improve its most popular among graduates, as education program to ensure up-to- 38.2% of employed graduates looked date theoretical knowledge (27.1%) for work through online job matching and practical skills (59.3%), enhance sites, and 9.8% used social media. training on soft skills (45.0%), develop Nevertheless, traditional strategies were its internship (64.3%) and career still useful, such as informal network of guidance programs (41.4%), design family, friends, or others (27.4%); and education relevant to labor market traditional media advertisement (14.7%). or industry needs (15.0%), improve •• Most graduates who did not participate its facilities (36.4%), and ascertain in the labor force hoped to advance their that the teachers were qualified career (60.0%) by continuing further to teach in their area (58.6%). education. Many of them took courses •• In general, 67.7% of Daffodil highly related to their course (60.0%). International University graduates noted More specifically, the majority (80.0%) that their CSE skills were appropriate took a postgraduate course at a university. to their jobs after graduation. APPENDIX 10 KEY FINDINGS ON EAST WEST UNIVERSITY

A. General Characteristics (ii) labor Market Outcomes of Graduates •• For their first job, 90.3% of East West University graduates were employed •• The quantitative survey covered in the private sector, 1.1% in the 65.7% of total graduates from the government sector, 6.5% in the Computer Science and Engineering nongovernment sector, and 2.2% were Department at East West University self-employed. Currently, 80.7% were between 2014 and 2017. A total of paid employees, 4.3% were self- 169 graduates completed their courses, employed, and 15.1% not working. and 111 graduates (28 females) •• A formal arrangement with participated in the quantitative survey. employers through a contract or •• The average and median age of graduates written agreement was reported by was 26 (ranging from 24 to 35 years); 32.0% of current employees, and 90.1% of respondents were Muslim, 89.3% of employees were hired to fill 9.0% were Hindu, and 0.9% did not permanent or long-term positions. answer; 81.1% of graduates were single •• Employees were entitled to some while 18.9% were married or partnered. mandatory benefits in their present jobs such as sick leave (76.0%), B. key Findings maternity leave (52.0%), and health insurance (49.3%). However, only (i) employment Outcomes 33.3% received overtime pay, although •• East West University had a job employees work for an average of placement rate at 83.8%, while its 44.2 hours a week. Furthermore, less employment rate was 92.1%. By than half of employees (45.3%) had gender, job placement rate among male employee provident fund, and a limited graduates is higher at 89.2% compared number of employers offer gratuity to 67.9% among female graduates. pay (29.3%) and pension (26.7%). •• Among the 16.2% not employed, •• The average starting gross monthly 44.4% looked for work. Among the salary was Tk39,213 (median 55.6% who did not look for work, Tk35,000). 60.0% indicated that they moved •• In the gender wage gap, starting gross on to further education or training, monthly salary of male employees is 30.0% cited family commitment, 5.8% higher than female employees. and 10.0% did not want to work. APPENDIX 10 53

(iii) Access to Employment and Education (iv) Quality and Relevance of Education •• The majority of graduates chose •• Graduates were satisfied with East courses related to computer West University's reputation, and science and engineering and/or the knowledge and practical and soft institute of information technology skills they gained. However, some (CSE/ IIT) because of their interest in graduates were not satisfied with career computer science and engineering or guidance (10.8% highly dissatisfied and information technology (91.9%) and 13.5% moderately dissatisfied) and to further their career (61.3%). internship (38.9% highly dissatisfied •• Only 8.1% of graduates received and 3.7% moderately dissatisfied). financial support, which on average •• Furthermore, graduates pointed amounted to Tk419 per month. Of out that it was highly necessary for those who did not receive any stipend East West University to improve its or scholarship, 63.7% noted that no education program to ensure up-to- date stipends or scholarships were available, theoretical knowledge (19.8%) and and 15.7% indicated that they did practical skills (45.1%), enhance not qualify to receive the support. training on soft skills (17.1%), develop •• Job search through the internet was its internship (35.1%) and career the most popular among graduates as guidance programs (46.0%), design 36.6% of employed graduates looked education relevant to labor market for work through online job matching or industry needs (18.0%), improve sites, and 5.4% used social media. its facilities (37.8%), and ascertain Nevertheless, traditional strategies were that the teachers were qualified still useful such as informal network of to teach in their area (26.1%). family, friends, or others (31.2%); and •• In general, 55.9% of East West University traditional media advertisement (11.8%). graduates noted that their CSE skills were •• Most graduates who did not participate appropriate to their jobs after graduation. in the labor force hoped to obtain skills required for job (30.8%) or to change their career (30.8%) by continuing further education. The majority of them took courses highly related to their course (61.5%). More specifically, more than half of them (53.9%) took a postgraduate course at a university. REFERENCES

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This tracer study tracks the employability of 1,216 computer and software engineering graduates from 9 universities in Bangladesh. It also assesses the accessibility, quality, and relevance of computer and software engineering university programs and identifies possible areas for improvement. The study provides useful evidence for policy interventions to enhance the country’s information technology and information technology-enabled services industry, a key priority for the government under its Digital Bangladesh initiative.

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