This document discusses building a future workforce in Bangladesh to achieve Vision 2041 through digital transformation and skills development. It outlines the government's initiatives to achieve Vision 2021 goals such as digitizing services, expanding broadband access, and skills training programs. However, disruptive technologies will impact jobs, requiring new competencies like knowledge, skills, abilities, and behaviors. The document recommends reforming education to focus on these competencies through competence-based and blended learning systems to align education and employment. This will help realize Visions 2021 and 2041 by developing a workforce ready for the digital future.

1. A Roadmap to build future workforce towards Vision 2041
Written by: MDMozammelHoque,EnterpriseConsultant,Infraoptimization
The initiative, ICTenable education system, Digitizing govt. services, and
broadband connection across thecountry etc., the currentgovt. has taken so far
making Vision 2021 a reality with the goal of ending poverty, inequality, and
human deprivation must be applauded. It, here, is not my intention to critic on
the adopted action, rather the intention is to sharemy thoughts with the govt. on
“ResourceDevelopment making vision 2021 and 2041” successful. Pointto be
noted here that vision 2041 will pass through the Fourth IndustrialRevolution.
Thus, our future workforce, a critical assetfor Individuals, Businesses, and
Country are the means of economic growth, should haveability to control over
digital technology.
Govt. initiatives making vision 2021 successful with the goal of developing
workforce(though it is the greatest challenges) can be fallen into 3 major areas as
follows:
 Digitization in all walks of life, i.e. Digitizing govt. services as drivers to ICT
destination
 Digital divide approach, i.e. govt. actively promotes equal opportunities as
drivers to ICTdestination
 Skills and Training Enhancement Project (STEP), i.e. drivers to prepare
workforce
But the pace of disruptivechanges, such as IoT(Internetof Things), big data,
ImmersiveCommunications, ArtificialIntelligence and Robotics, the way we think
and work havea reflective impact on Job Profile, Job Type, and Recruitment
Patterns, whereas till now for many students and families, Academic Education is
still considered as the path to a better future. Therefore, anticipation and
preparation for futurecompetency requirements has to be drawn now in order to

2. build a High Performing Workforce, i.e. Multilevel Competencies followed by the
below KEY words
 Knowledge - Factual, Conceptual, Contextual, Procedural, and Meta- cognitive
 Skills
 Abilities
 Behavioral capabilities
Towards the realization of the vision 2021 and 2041 a reformmovement across
the country fromfamily to society/community is imperative.
First, it is important to know the definitions of related terms to the topic
Digitization
 refers to “the action or process of digitizing; the conversion of analogue
data (esp. in later use images, video, and text) into digital form.
Digitalization
 refers to “the changes associated with the application of digital technology
in all aspects of human society”. [1]
 is known as the “ability to turn existing products or services into digital
variants, and thus offer advantages over tangible product.” [2]
 refers to “the adoption or increase in useof digital or computer technology
by an organization, industry, country, etc.” [3]
Digital Transformation
 refers to changes at severallevels: process, organizational, business
domain and societal.

3. Internetof Things (IoT)
 connected devices
 beyond machine-to-machine (M2M) communications and covers a
variety of protocols, domains, and applications.
IndustrialInternetof Things (IIoT)
 The application of the IoTto the manufacturing industry is called the
IIoT.
IndustrialInternet
 IndustrialInternetautomates and rationalizes operations as well as
enables new business in the industrialecosystemby connecting
intelligent machines, equipment, users and organizations together so
that decision making can be improved by using advanced data-analytics
methods. [4]
Big data is a term for data sets (both structured and unstructured).
5G is 5th generation mobile networks, i.e. lower battery consumption, for
better implementation of IoT.
Artificial intelligence (AI) means the power of a machine to copy intelligent
human behavior
IndustrialData Space (IDS) was launched in 2016, Germany aiming at creating
a securedata spacethat supports enterprises of differentindustries and
different sizes in the autonomous managementof data.

4. Impact of Digitalization
The impact of digitalization can be identified from three different viewpoints:
1. Internalefficiency: Itimproves business process efficiency, quality, and
consistency via eliminating manual steps and gaining better accuracy.
2. External opportunities: Itincludes improved responsetime and client
service, as well as possibilities for new ways of doing business.
3. DisruptiveChanges: Itinvolves changes in the operating environmentof
the company caused by digitalization
Fromthe aboveexplanation, our principles should be
- Supportdigital development
- Actively address structuralchange
- Create Networked transformation processes
As stated earlier that govt. has already introduces ICT. But, not raising
awareness on digital age and its continuous impact into our daily life this
endeavor will fail. Fromfamily to Society everybody should beincluded this
sortof awareness session. This awareness willlet them know which
competencies the labor market will need in the future. The preparation starts
fromthere.
What Matters toEmployer: Competence or Skills
Workforce’s exemplary performance on meeting rapidly changing business
environments due to economic uncertainty is the key to sustain business
growth. Hence, employer’s always look for multi talented or multi skilled
resources on ground. Talent Management is thus now well practiced by the
organization which is built on the basis of Competencies.

5. Skills: Skills define specific learned activities.
Competency = Knowledge+ Skills + Abilities + Attitudes + Behavior
Thus, multilevel competencies are required to face the challenges fromthe
economic uncertainty.
Example:
1. To define the problem  Skill
2. Identify potential solutions  Knowledge
3. Evaluate potential solutions  Skill
4. Try out different solutions  Behavior
Employer’s PerceptiononWorkforce:work smarter, notharder
Employer always wants to see his human resources as a valuable assetto the
business.
Employment is about getting a job.
Employability is about having an effective mix of skills, attributes and attitudes
to function successfully in required roles (e.g. in a job, as a student, as a
manager, etc) . Employability is taught and developed at module level.
Employability skills arethose skills necessary for getting, keeping andbeing
successful inajob.
 Hire quality employees
 Greater job knowledge and competence
 Quick learning and targeted development
 Greater employee retention and motivation
 Build a high performing workforce

6. Findings: Skills mismatch
Manpower Demand
Job applicants do not always possess relevantqualifications for specific jobs
resulting skillmismatch, a major concern, which brings higher unemployment
rate.
Skill shortage Demand for a particular type of skill exceeds the supply of
people with that skill at equilibrium rates of pay.
Qualification
mismatch
The level of qualification and/or the fled of qualification is
different fromthat required to performthe job adequately.
Over-(Under-)
qualification/
education
The level of qualification/education is higher (lower) than
required to performthe job adequately.
Skill gap The type or level of skills is different fromthat required to
performthe job adequately.
Over-(Under-)
skilling
The level of skill is higher (lower) than required to
adequately performthe job.
Pathway to Produce Economic Value
 Human Resource Development
 Human Capacity Development
 Human Capital Development
 Human Talent Management

7. Pathway to Connecting Education and Employment: learn to Become - to do well
in the lives
Life- and Career-Focusedlearning:
 Competency & Blended -Based Education & Learning
 A Future Orientation – Career Information, Guidance and Counseling
Align the
Education and Employment
• Education System
Employment-Oriented
Labor Market Oriented
Outcome-Based
Work-Based Learning
The needs of today’s workplace… and tomorrow’s
• Professional Qualifications
Employabilityskills
Certification/Accreditation
Recommendation:
Enable Dual Certification Program in parallel
 Course Completion Certificate
 Competence Achievement Certificate
Through Competence-Based to

8. Knowledge Triangle: Effective & Efficient Links among
 Education, Research, Innovation and Business
 Learning, Discovering and Innovating
 Universities, Laboratories and Companies
 Teachers, Scientists and Entrepreneurs
Conclusion
Making vision 2021 and 2041 reality needs to startreforming at the granular
level -from family to society, strengthening connection between education
and employment. Building a social consensus –Adopt and Adapt disruptive
changes and Ethical, Legal and Social Implications (ELSI) should bepromoted
by govt. and industry. In another word, DigitalBangladesh will come true when
our workforces willhave the competencies of Creativity, Innovative,
Improvisation, ICTexpert and Social Competence through Competence and
BlendedBasedEducationSystem.
References
[1] E. Stolterman and A. C. Fors. “Information Technology and the Good Life,”
in Information Systems Research:Relevant Theory and Informed Practice, B.
Kaplan et al. (eds), London, UK: Kluwer Academic Publishers, 2004.
[2] E. Henriette, F. Mondher and I. Boughzala, “The Shape of Digital
Transformation: A Systematic Literature Review,” in Ninth Mediterranean
Conference on Information Systems (MCIS), Samos, Greece, 2015.
[3] S. Brennen and D. Kreiss. (2014). Digitalization and Digitization [Online].
Available: http://culturedigitally.org/2014/09/digitalization-and-digitization/
[4] Tihinen, Maarit; Kääriäinen, Jukka (Eds.) 2016. TheIndustrialInternetin
Finland: on route to success ? VTT Technology: 278. VTT, Espoo, 84 p.