An Assessment on Skills Needs and Skills Gaps in Information and Communication

Technology Sector

July, 2017

File: ICT Sect.Sk.Gap.Final

ii

Executive Summary

The ICT industry has expanded rapidly, employing around 42,800 full-time employees in

2009, 82,800 in 2013 and 119,200 in 2017, but the employee pool is still insufficient. The

growing ICT industry needs a more robust talent supply, both in quality and quantity. The

graduate output of the ICT sector is around 27,000 per annum representing higher education

institutes & the universities (1,400) and TVET institutes (25,600).

In terms of skill requirements, the ICT sector job market could be divided into two main

segments: a) main stream jobs which require high skilled workers with degree level training

and b) medium and low skilled jobs mainly concentrated in non-ICT, BPO, government and

NGO sector organizations. The second, accounts for about 50 percent of ICT job market and

the employers expect workers to be equipped with soft skills and industry specific technical

skills. TVET sector training institutes cater to skill requirements of the latter while

universities and higher education institutes train graduates for the main stream high-skilled

job market of the ICT sector. Student enrolment in TVET-ICT programs could also be

grouped in to two main categories: a) students aspire to seek employment in industry after

graduation and b) students who follow ICT courses as a part of their academic progression.

The problem of skills shortages in the ICT sector is four fold: a) low external efficiency of

TVET-ICT graduates, b) low quality of new entrants to the ICT sector, c) inadequate supply

and low quality of graduates with degree level qualifications and d) low skill levels of

existing workforce. The first, lower external efficiency refers to involuntary unemployment

and it accounts for about 54 percent of unemployed TVET-ICT graduates. TVET-ICT

graduates also report the lowest salaries (Rs. 18,000 p.m.) as against their counterparts

employed in other industry sectors (Rs. 24,000 p.m.). The second, low quality of new

entrants to the ICT sector refers to low learning achievements in numerical skills and

literacy in English language by school leavers. The third refers to low quality and

inadequate supply of graduate output from the universities & higher education institutes.

The fourth, low skill levels of existing workforce are a major issue particularly among

medium and high-skilled works in the ICT industry.

The estimated employment of the ICT sector in 2018 is 149,000 and expected to increase up

to 208,000 in 2022. It has passed the initial stage of growth and moving towards a new

phase of development with product differentiation and integration with different user groups

in domestic and foreign markets. It requires individuals with higher order cognitive skills,

job specific technical skills and soft skills. Instead of performing routine cognitive tasks, the

industry requires expert thinking and complex communication skills. Thus, quality

improvement of the TVET-ICT courses at NVQ L4 and above is essential to minimize skill

gaps and enhance employability of TVET-ICT graduates. Quality improvement of NVQ L3

and below courses is also needed to fulfil skill requirements of students who follow TVET

courses as a part of their academic progress.

iii

Key findings of the study

a) Social demand for TVET-ICT courses are high (about 35,000 enrolments per year)

and account for 20 percent of student enrolment and 22 percent of graduate output of

the TVET sector.

b) Involuntary unemployment among TVET-ICT graduates is high and estimated to be

around 7,800 TVET-ICT graduates per year.

c) The estimated voluntary unemployment among TVET-ICT graduates is around

6,600 per annum

d) The estimated skill gaps in the main stream occupation groups are around 7,500 per

annum..

e) Skill gaps in terms of technical and non-cognitive skill are high in main stream,

medium and low-skilled occupations.

f) Inadequate practical training is a major reason for low quality of TVET-ICT

graduates.

g) Nearly 50 percent of TVET-ICT courses are non-NVQ level certificate programs

with 4-6 months duration.

h) Of the employed workers in the ICT sector, only 46 percent of workers have

undergone some training e.g. 22% with general training and 24% with other TVET

The study proposes the following new programs as a strategy to derive maximum benefits

from the high social demand for TVET-ICT courses from new entrants to the labour market.

a) Development of new course programs on ICT applications in Public Management/

Administration targeted at public sector ICT jobs. This is targeted at AL Commerce

and Arts stream students.

b) Development of new course programs on high demand ICT occupations e.g. Web

Development, Mobile Application Development, Embedded Software Engineering,

Internet of Things developer etc. This is targeted at AL Science and Technology

stream students.

c) New product development with a special focus on potential high growth sectors of

the labour market e.g. ICT applications in Banking, Finance, Insurance, Health Care

services, Export-Import Trade, etc. This is targeted at AL Commerce and Arts stream

students.

The major recommendations based on ICTISC validations are listed below, and total

estimated cost for these activities is around Rs. 760 million.

1. New product development

1.1 ICT applications in Banking, Finance, Insurance, Health Care services,

Export-Import Trade, etc. structured at NVQ L4 level

1.2 Web Development, Mobile Application Development, Graphic Designing

for Creative Work, Security Skills, etc. structured at NVQ L4. Embedded

Software Engineering, Internet of Things Developer, UX and UI

Designing skills and Mobile Application Designing skills structured at

NVQ L5. Robotic Developer structured at NVQ L6.

1.3 ICT applications in Public Management/ Administration targeted at

public sector ICT jobs structured at NVQ L4 level

iv

2. Provide internships for TVET-ICT students enrolled in programs targeted at NVQ

L4, L5 and L6 programs.

3. Increase practical training opportunities for students enrolled in medium and low-

skilled ICT occupations e.g. NVQ L3.

4. Improve quality of TVET-ICT programs targeted at students interested in continuing

their studies.

5. Upgrading existing training institutes e.g. Matrix Institute of InfoTech (Pvt) Ltd.,

Openarc School of Business and Technology and Public TVET institutes.

6. Set up an industry led new training institute mainly to perform four major functions:

a) to provide internships for NVQ L4, L5 and L6 students, b) to conduct trainers

training programs for TVET-ICT Lecturers, c) to provide industry inputs for

curriculum development of TVET ICT programs, and d) offer demand driven

programs for emerging ICT occupations.

7. Mapping non NVQ courses to the NVQ framework.

8. Revise existing programs on Networking, Web design etc. with new course units .

9. Promote career guidance through national e-learning platform.

10. Improve information coverage of ICT course programs particularly by private and

NGO sector service providers.

v

Acknowledgement

This study is part of the Skills Sector Development Program 2014-2020 (SSDP) that has

been developed to improve the quality and relevance of skills training provision in Sri

Lanka. The following individuals contributed to it in various ways and their input is

acknowledged. Mr. Ranepura, Secretary, Ministry of Skills Development and Vocational

Training (MSDVT), who took the lead to undertake the study and provided administrative

support throughout the study. Members of the ICTISC, Mr. Purna Bandara, Chairman; Engr.

Arjuna Manamperi, General Secretary; Dr. Viraj Pinto Jayawardena, Vice Chairman; Mr.

Sherry Glain Wawwage, Manager, and other members for their committed interest and

active support in preparing the skills gap assessment for the ICT sector. Dr. Viraj Pinto

Jayawardena deserves a special word of thanks for his efforts to enhance the sample

coverage of the study and sharing industry views jointly with Mr. Wawwage.

Mr. J.A.D.J Jayalath (Director IS- TVEC) and his team provided latest information on

TVET graduate output. Dr. Gi Soon Song, Principal Social Sector Specialist, South Asia

Department, ADB played a key role in guiding the study and solving administrative and

procedural problems encountered at various stages of the study. Mr. Ryotaro Hayashi, Social

Sector Specialist, ADB, shared reference material and provided critical comments on earlier

drafts. Finally, we thank all the executives of sample firms for sharing information on

employment and skill gaps at firm level, without their support this study would not have

been possible.

Prof. Sunil Chandrasiri

vi

Contents

Executive summary ii-iii

Chapter 1: Introduction

1.1 Methodology 1-1

1.2 Relative significance of ICT in the national economy 1-2

1.3 Growth potential and strengths 2-4

Chapter 2: Current Developments and Training Gap

2.1 Skills in ICT sector 4-5

2.2 Existing Training infrastructure and recent developments 5-6

2.3 Human resource gap 6-12

2.4 Gaps in training content 12-15

2.5 Gaps in training Institutions 15-17

Chapter 3 Conclusions

3.1How best to respond to identified gaps? 18-20

3.2 What training needs to be provided in the future? 20-20

3.3 What activities and instruments need to be done? 20-22

vii

List of Tables

Table 1.1 Structure of employment in ICT sector by major sub-sectors 2

Table 2.1 Structure of employment in ICT by major job categories 4

Table 2.2 Student enrolment and graduate output in ICT sector 5

Table 2.3 Skill gaps in ICT -2017 9

Table 2.4 Learning achievements in mathematics by competency level 10

Table 2.5 Learning achievements in science by competency level 10

Table 2.6 Particularly important skills for the ICT sector 14

Table 2.7 Proposed new programs & specializations for the ICT 16

Table 2.8 Upgrading of existing training institutes 17

Table 3.1 Priority items for skills development of ICT 21

LIST OF FIGURES

Figure 1.1 The Networked Readiness Index 3

Figure 2.1 Program mix of the TVET-ICT courses 6

Figure 2.2 Deficits in cognitive skills – ICT 7

Figure 2.3 Deficits in non-cognitive skills – ICT 8

Figure 2.4 Deficits in technical skills – ICT 8

Figure 2.5 Skill gaps in ICT by major occupation groups 12

1

CHAPTER ONE: INTRODUCTION

1.0 Introduction

The primary objective of this study is to identify skill needs and gaps in Information

and Communication Technology Sector (ICT) in consultation with ICT Industry

Skills Council (ICTISC), Ministry of Skills Development and Vocational Training

(MSDVT), Tertiary and Vocational Education Commission (TVEC) and other

stakeholder groups. The findings of the study will provide inputs for training and

skills development of the TVET-ICT sector for the next 5-years.

1.1 Methodology

Estimating skills gaps in the ICT sector requires information on expected demand

for labour both in qualitative and quantitatuve terms. Since Sri Lanka lacks the

necessary longitudinal data that would enable a rigorous projection of demand and

supply trends, the current assessment uses available data and suitable proxies to

estimate the shortfall in the present supply of skills in the ICT sector and forecast

numbers needed to be trained in the next five years.

More specifically, the folowing methodologies were adopted in carrying out this

study.

a) A comprehensive review of primary and secondary data collected from

various sources (e.g. Information and Communication Technology Agency

(ICTA), TVEC, National Planning Department (NPD), Central Bank of Sri

Lanka (CBSL) etc.,) on current status of the ICT sector and its relative

position in the national economy

b) A comprehensive review of supply side information on number of service

providers, program mix, student enrolment and graduate output, new

programs to be added to the service mix and short-term and medium-term

development programs.

c) Consultations with the ICTISC, MSDVT, TVEC and other stakeholder

groups using structured validation instruments (Appendix 1.1 and 1.2).1 In

addition, the MSDVT and TVEC were also requested to furnish information

on short and medium term development targets and action programs for skill

development of the ICT sector.

d) Use of Skills Towards Employment and Productivity (STEP by the World

Bank) data to estimate skill gaps in terms of cognitive, non-cognitive and

technical skills in the ICT sector.

1 Appendix 1.1 is the validation instrument used for Workshop No.2 and it dealt with occupation

specific employment of the ICT sector and expected growth rates. Appendix 1.2 is the validation

instrument used for Workshop No.3 and it covered six major supply side issues: a) skills not imparted

in existing training programs, b) skills that are particularly important in the coming years (2018-22),

c) the need for new service providers and specializations, d) the need to upgrade existing institutions

to fit the identified requirements, e) specific interventions needed, and f) proposed action plans.

2

More specific details on methodological applications on demand for and suply of

skills are given in relevant sections of the study. It should be noted, however, the

main focus of the present analysis would be on TVET-ICT sector as it functions

directly under supervison of the MSDVT.

1.2 Relative significance of the ICT sector in the national economy of Sri Lanka

The ICT sector itself is made up of four major sub-sectors: a) ICT or the production

of ICT related output as primary output, b) non-ICT sector which includes business

entities which use ICT for supplying non-ICT goods and services to their customers

or clients, c) the Government and NGO sector and d) the BPO sector (Table 1.1).

Among them, ICT and non-ICT sub-sectors account for over 85 percent of

employment and annual growth of around 17 percent between 2009 and 2014. The

relative employment share of other two sectors is around 13 percent and records

over 30 percent growth between 2009 and 2014.

Table 1.1: Structure of Employment in ICT by major sub-sectors, 2003-2014

ICT Sub-category 2003 2009 2014 Share of employment

in 2014 (%) Growth p.a. %

(2009-2014)

ICT 7,625 17,827 33,,918 41 18.1

Non-ICT 6,449 20,912 37,921 46 16.3

Government 1,512 2,405 6,990 8 38.1

BPO NA 1,677 4,024 5 28.0

Total 15,586 42,821 82853 100 18.7

Source: ICTA (2014).

Note: ICT = persons engaged in producing ICT related output as primary output; Non-ICT = business entities.

The foreign exchange earnings of the ICT sector in 2016 was US$ 724 million or 7

percent of total foreign exchange earnings. According to Sri Lanka Foreign

Employment Bureau (SLFEB), total number of migrant workers in the ICT sector

has reduced from 208 in 2015 to 68 in 2016. The SLFEB data set however does not

capture migrant workers departing for foreign employment through other sources

e.g. foreign recruitment agencies, self-basis etc. ICT sector contribution to total

employment3 and GDP in 2016 was around 0.78 and 0.16 percent respectively.

Although the ICT industry is heavily concentrated in urban areas and in the Western

Province, the industry has the potential to disperse regionally and absorb educated

labour in the rural sector with the use of improved infrastructure facilities (e.g.

access to electricity, and telecommunication networks). Thus it has capacity to

promote inclusive growth.

1.3 Growth potential and strengths

The ICT sector is well integrated with all sub-sectors of the economy and plays a

vital role in enhancing productive efficiency and economic growth at national level.

3 The Quarterly Labour Force estimates for Information and Communication sector in 2015 is

49,686.

3

It’s value added, has grown at an annual rate of 9 percent between 2010 and 2015

while employment and foreign exchange earnings grew at an annual rate of 18 and

13 percent respectively during the same period. The high growth of ICT sector is

mainly driven by the rapid expansion of Software and Information Technology

Enabled Services (ITES) that includes Business Process Outsourcing (BPO) and

Knowledge Process Outsourcing (KPO) (CBSL, 2016).The SLASSCOM’s Vision

2022 foresees the Sri Lankan IT Sector becoming a $ 5 billion industry, creating

200,000 direct jobs and enabling the launch of 1,000 startups.” (SLASSCOM, 2016,

p.3). Sri Lanka has improved its international rank in “Networked Readiness Index”

from 65th

to 63rd

between 2015 and 2016 and performs better than low-middle

income group countries (Figure 1.1). In the AT Kearney Global Services Location

Index (GSLI, 2016) however, ICT sector workers of Sri Lanka scored only 1.03 for

people skills and availability as against 2.55 by their counterparts in India. In the

overall GSLI index India ranked at No. 1 while Sri Lanka ranked at No 14 out of 28

countries.

Source: WEF (2016)

Some of the key strengths of the ICT sector include the capacity to absorb educated

labour, ability to develop partnerships with global players, participation of public

and private sector training institutes, government policy support and investment

provisions at national level. The government has also identified ICT as one of the

thrust industries and funding support has already been committed at national level. 4

The Budget Speech 2017 proposed to revise existing labour laws to promote

flexible working hours, contract employment and performance-based wages to

4 The Public Investment Program up to 2020 stands at Rs. 99,543 million representing both local and

foreign funding (NPD, 2016).

0

2

4

6

Political and

regulatory

environmentBusiness and

innovation

environment

Infrastructure

Affordability

Skills

Individual

Usage

Business

Usage

Government

Usage

Economic

Impacts

Social

Impacts

Figure 1.1: The Netwroked Readiness Index, 2016

Sri Lanka

Lower middle

income group

average

4

exploit full growth potential of the ICT sector (Budget Speech, 2017, Sections 159

and 194).

1.4 Summary

The ICT sector is one of the priority sectors of the national economy in promoting

growth, employment and foreign exchange earnings. Investments in human capital

development of the ICT sector would therefore yield high economic and social

returns to the national economy. It would also help the economy to have access to

modern technology and promote inclusive growth.

5

CHAPTER TWO: CURRENT DEVELOPMENTS AND TRAINING GAP

2.0 Introduction

This chapter presents employment structure, institutional infrastructure and demand

and supply conditions of the ICT sector. The assessment is based on secondary data,

estimates on quality of skill based on STEP data, body of literature on ICT sector

employment and information generated through ICT ISC consultations.

2.1 Skills in the ICT Sector

Total employment in the ICT sector includes both providers of ICT products and

services and ICT users representing a large number of private, public and non-

government organizations. There are twelve major job categories in ICT sector and

over 80 percent of ICT workers are employed in nine major occupation categories:

a) Programming and Software Engineering, b) Technical support, c) Systems and

Network Administration, d) Database Administration and Development, e) Sales

and Marketing, f) Software and Quality Assurance, g) Business Analysis and

System Integration, h) Project Management and i) Web development. In terms of

structural changes, Programming & Software Engineering, Technical support,

Systems and Network Administration, Database Administration & Development,

Software & Quality Assurance and Business analysis & System Integration have

maintained its dominance in total ICT workforce between 2009 and 2017 (Table

2.1).

Table 2.1: Structure of employment in ICT by major job categories

Job category % of Workforce

2009 2013 2017

a) Programming and software engineering 29 21 27

b) Technical support 13 12 7

c) Systems and network administration 4 12 8

d) Database Administration and Development 5 10 6

e) Sales and Marketing 2 8 7

f) Software and quality assurance 21 8 7

g) Business analysis system integration 6 7 8

h) Project /Program management 5 5 6

i) Management information systems/ IT Management 2 5 4

j) Web development 3 3 8

k) Technical writing 1 1 1

l) Digital media and animation 1 2 2

m) Other 8 6 9

100 100 100

Source: TVET (2010), ICTA (2013) and consultations with ICTISC

6

University graduates account for about 22 percent of the employed in ICT while

workers with GCE AL and OL qualifications account for 36 percent and 21 percent

of the ICT work force respectively (QLF, 2014). The female workforce in ICT is

around 30 percent, and government and BPO sub-sectors have contributed

significantly towards improving the gender balance in the industry.

The job categories in the ICT workforce also vary in terms of products and services

offered by different sub-sectors: a) ICT companies, b) suppliers of IT enabled

services (ITES and BPOs), c) users of ICT in business management and public

administration and d) ICT training providers. The first, suppliers of ICT products

and services, offer a variety of hardware, software and networking solutions and

other supportive services while the second, ITES, involves contracting of specific

business operations (e.g. human resource management, finance and accounting,

customer related services etc.,). The third, users of ICT in business management

and public administration sectors employ ICT workers equipped with medium and

low technical skills.

2.2 Existing training infrastructure and recent development

Service providers of the ICT sector can be grouped in to two main categories: a)

universities and higher education institutes and b) TVET sector ICT training

institutes. The service mix of the first includes degree and postgraduate level courses

while the latter is dominated by diploma and certificate level course programs.

There are about 497 service providers engaged in skills development of TVET-ICT

sector and the public sector accounts for 54 percent of training institutions. The rest

is shared among private and Non-Government sector service providers. The TVET

sector accounts for about 77 percent of ICT student enrolment and 95 percent of

graduate output (Table 2.2). The public sector contribution to TVET-ICT student

enrolment and graduate output is 50 and 67 percent respectively.

The NVQ system5 is the main guide for quality assurance of TVET programs. It

starts at Level 2, which covers core and entry level skills. The Levels 2 to 4

corresponds to increasing levels of competence at the certificate level while Levels 5

to 6 and 7 correspond to Diploma, Higher Diploma and Degree level qualifications

respectively. In the case of TVET-ICT, over 50 percent of courses are below NVQ

L3 and other programs (Figure 2.1).

5 NVQ level 1 to 4 are awarded by public, private and NGO training providers. NVQ level 5 and 6

are awarded by the nine Colleges of Technology (CoTs) and 8 University Colleges and Level 7

qualifications are awarded by the University Of Vocational Technology (UNIVOTEC).

7

Table 2.2: Student enrolment and graduate output in ICT 2015

Service providers by Sector Study program Enrolment Output

TVET- Public Below NVQ L6 22,881 18,070

TVET – Private and NGO Below NVQ L6 11,841 7,570

Public Universities and Higher

education Institutes: Internal

Degree level 4,139 1,043

Public Universities and Higher

education Institutes: External

Degree level 5,574 200

Private Universities and Higher

education Institutes

Degree level 500 125

Both public and private sector

institutions

Postgraduate level 200 80

Total 45,135 27,088

Source: TVEC (2015), UGC (2016) and estimates by the author

Source: TVEC, 2015

2.3 Human Resource Gap

In this section we estimate human resource gap in the ICT sector both in qualitative

and quantitative terms. The first, skills deficits in qualitative terms is measured in

terms of cognitive, non-cognitive and technical skills using skills deficits weights of

Other

54%

NVQ3

14%

NVQ4

26%

NVQ5

3%

Degree

3%

Figure 2.1 Program Mix of the TVET-ICT Courses -

2017

8

the World Bank STEP data.6 Admittedly, this is a crude way of estimating skill gaps

at industry level but, provides some understanding on skill requirements of the ICT

sector by type of occupations e.g. high, medium and low skill workers.7 The results

indicate high level of cognitive skills (e.g. core literacy, reads overall, writes overall,

numeracy overall) among high skilled workers and poor writing skills among

medium-skilled workers (Figure 2.2). Moreover, overall numeracy, writing and

reading skills are relatively low among majority of medium-skilled workers. The

non-cognitive skills measured in terms of time preference, risk taking, hostile bias,

decision making, grit, stability, agreeableness, extraversion and openness suggests

skill deficits among medium and high skilled workers (Figure 2.3). More

specifically, high-skilled workers lack skills in decision making, agreeableness,

openness, grit and time preference. Lack of non-cognitive skills affects work

performance and efficiency of the workforce. Gaps in technical skills measured in

terms of physical demanding work, supervising others, making presentations and

interpersonal skills also indicate deficits among the medium skilled workers (Figure

2.4). Development of technical skills is vital in promoting productive efficiency and

long-term growth of the industry.

Source: Based on World Bank STEP data (2012) and employment projections for

2017 by the author

6 This was based on an island-wide sample application of multiple criteria to measure cognitive, non-

cognitive and technical skills. For more details see Dunder et al. 2014. 7 Measured in terms of High, Medium and Low-skilled employee categories. High skilled category

includes senior managers, professionals and technicians and associates. Medium skilled category

includes clerks and service workers. Low skilled category includes the occupations of craft workers,

plant and machine operators and assemblers, and elementary workers.

0 5000 10000 15000 20000

Core literacy

Reads overall

Writes overall

Numeracy overall

Figure 2.2: Deficits in Cognitve Skills- ICT Sector, 2017

Low

Medium

High

9

Source: Based on World Bank STEP data (2012) and employment projections for

2017 by the author

Source: Based on World Bank STEP data (2012) and employment projections for

2017 by the author

Skill gaps in ICT sector was also measured in consultations with the ICTISC and the

findings are summarized in Table 2.3. The evidence reveals lack of soft skills among

ICT workers employed in main stream ICT and non-ICT job markets. Among the

workers engaged in main-ICT sector, deficits in technical skills have been reported

in programming, testing, data base systems, technical support etc. Deficits in

0 10000 20000 30000 40000 50000 60000

Openness

Extraversion

Agreeableness

Stability

Grit

Decision making

Hostile bias

Risk taking

Time Preference

Figure 2.3 Deficits in Non-Cognitve Skills- ICT Sector, 2017

Low

Medium

High

0 10000 20000 30000 40000

Interpersonal skills

Make presentations at work

Supervise others at work

Autonomy and repetitiveness

Figure 2.4: Deficits in Technical Skills- ICT Sector, 2017

Low

Medium

High

10

technical skills could also be noticed with respect to ICT workers employed in non-

ICT and government sector organizations. As reported by sample responses, deficits

in soft skills are common to both main stream and non-ICT sector workers and

confirm evidence of Figure 2.3. Development of both non-cognitive and technical

skills are vital for the ICT workers employed in non-ICT and government sector

organizations as they need to ensure efficient functioning of public/ business administration

systems with the support of ICT applications.

Table 2.3 Skill Gaps in ICT, 2017

Sub-sector Technical skills Non-cognitive skills

Main stream

ICT jobs

Programming skills,

Technological skills including

device knowledge and process

knowledge, database skills, data

analytical skills, testing skills,

planning skills, estimation skills,

monitoring and controlling skills,

decision making skills, problem

solving skills, motivational skills

and other human relations skills,

time management skills, risk

management skills, creative skills

Non-ICT

sector jobs

Programming skills, technical

skills, testing skills tool skills,

estimation skills,

problem solving skills, product and

service skills, decision making

skills, problem solving skills,

human relations skills, time

management skills, risk

management skills, creative skills

Government

sector ICT

jobs

Programming skills, technical

skills, testing skills, office

application skills, tool skills,

estimation skills

decision making skills, problem

solving skills, human relations

skills, time management skills,

creative skills

Source: Appendix 2.1.

Of the employed workers in the ICT sector, only 46 percent of workers have

undergone some training. e.g. 22% with general training and 24% with other

TVET.8 Large scale (100+ employees) establishments have a higher proportion of

employees with formal professional/ technical training (18%) as against the median9

(13%) and small scale10

establishments (11%). However, about 47 percent of the

employed in the ICT sector does not feel the need for training and another 23 and 17

percent think that the current higher educational qualifications are sufficient for

having a job and do not feel such training is needed to find a job respectively.

8 Estimates based on Quarterly Labour Force Survey data, 2014.

9 Establishments with 16 to 99 employees

10 Establishments with 5 to 15 employees

11

Quality of school education has a direct relevance to skills development of the ICT

sector as it requires higher learning achievements in Mathematics and competencies

in communication, problem solving etc. Survey evidence of National Education

Research and Evaluation Centre (NEREC) indicate that school leavers enter the

labour market without achieving some of the most fundamental skills required in the

modern work environment e.g. problem solving, communication skills (Table 2.4).

Learning achievements and competencies in Science subjects are also not

satisfactory (Table 2.5). Learning achievements in English language skills are even

lower. Mean and median test scores in English language were 35 per cent and 30 per

cent in 2014 and had declined from the mean and median values of 40 per cent and

32 per cent in 2012. Across provinces, only Western Province reached the maximum

average score of 41 per cent for English language (NEREC, 2013 and 2015).

Table 2.4: Learning achievements in mathematics by competency

level, 2012 and 2014.

Criteria

Knowledge

and skills Communication Relationships

Problem

solving Reasoning

2012 2014 2012 2014 2012 2014 2012 2014 2012 2014

Average score

(%) 46.7 49.4 48.1 51.2 48.9 54.6 45.7 48.5 61.9 65.7

No. of

competency

levels assessed

24 24 10 10 2 2 2 2 2 2

No. of

competencies

scored more than

50%

10 11 6 6 1 2 1 1 2 2

Source: NEREC, 2013 and 2015.

Table 2.5: Learning achievements in science by competency levels,

2012 and 2014.

Criteria Biology Chemistry Earth Science Physics

2012 2014 2012 2014 2012 2014 2012 2014

Average score (%) 42.0 43 34.8 36 43.0 39 40.7 35

No. of competency

levels assessed

10 10 8 8 3 3 8 8

No. of competencies

scored more than 50%

1 3 1 2 1 0 1 2

Source: NEREC, 2013 and 2015.

Skill gaps in quantitative terms were measured using sample based estimates on

employment structure and occupation group specific growth rates, employment data

generated from Quarterly Labour Force Survey (QLF) by the Department of Census,

12

foreign employment data furnished by the SLFEB and overall attrition rate of 5

percent.11

In addition, employment estimates of ICT Workforce Survey, 2013 was

also used to estimate the relative magnitude of government and non-ICT sector

employment. Accordingly, total demand for ICT is estimated to be around 119,269

in 2017 and expected to increase up to 133,223 and 208,539 in 2018 and 2022

respectively (Appendix 2.3). As a result, the incremental demand for ICT in 2018

would be around 14,736 and expected to increase up to 23,416 in 2022 (Appendix

2.4).

.

The estimated skill gaps in ICT sector by major occupation groups are given in

Appendix 2.5. The estimated skill gaps in the main stream occupations are around

7,500 per year and skill shortages are relatively high in six major occupation groups:

Business software, embedded software, Data Base Systems, UX Engineering,

Creative Engineering and Web Development (Figure 2.5). Among these occupation

groups, Business software Engineering appears as the largest skill gap category

followed by UX Engineering and embedded software engineering. The ICT expert

groups predict that Mobile Application Development, Internet of Things, Big Data

and even jobs like data scientist will enter the main stream within the next 5 years.13

The analysis also reveal excess supply of low-skilled TVET-ICT graduates trained

as ICT Programer/Systems Analyst, ICT Assistant /Computer Assistant, IT

Operations & Technical Support and Data Entry/ Computer Operator. Majority of

them have followed short term (4 to 6 months) Diploma or Certificate level courses

and the excess is around 7,800 graduates per year after making an allowance of

6,600 being interested in continuing further studies rather than joining the labour

market. The excess supply of low-skilled graduates needs to be directed towards

high demand course programs structured at NVQ L4 and L5.

11

It should be noted that the accuracy of estimates on employment structure needs to be improved by

enhancing sample size with a cross-sectional coverage. 13

Consultations with ICTISC.

13

Source: Appendix 2.5

2.4 Gaps in Training Content

TVET-ICT courses can be grouped into two broad categories: a) job oriented

courses and b) skill development oriented courses. The first refers to TVET-ICT

courses which provide more structured and job specific technical skills (e.g. NVQ

L4 and above courses). Students enroll in these courses with the main objective of

finding a job in the labour market. The second, skill development courses refer to

basic course programs in ICT (e.g. Basic Computer, PC based Application, PC

Based Application Packages, Certificate in Computer Programing). Its target

beneficiaries include school leavers with GCE OL and AL qualifications. Their main

ambition is to strengthen the skill profile and continue further studies. Tracer study

evidence indicates that many students enroll in ICT courses immediately after AL

exams while waiting for results. This number is around 6,600 per year or 46 percent

of the unemployed (CEPA, 2017).

External efficiency is a key indicator of quality and relevance of study programs.

Most recent tracer study reports the lowest employability rate of (42%) as against

their counterparts employed in Construction (64%), Metal and Light Engineering

(70%) and Hotel and Tourism (79%) sectors14

(CEPA, 2017). It also reveals high

wage expectations of TVET-ICT graduates as against the current wages e.g. the

expected salary of those who earn less than Rs. 10,000 is Rs. 30,000 and those who

earn more than 20,000 is Rs. 50,000 per month (WUSC, 2016). Jayatilaka et al.

(2013) also reported low employability of TVET-ICT graduates passed out in

14

Definition for 𝐺𝑟𝑎𝑑𝑢𝑎𝑡𝑒 𝑒𝑚𝑝𝑙𝑜𝑦𝑚𝑒𝑛𝑡 =𝐸𝑚𝑝𝑙𝑜𝑦𝑒𝑑 𝑤𝑖𝑡ℎ𝑖𝑛 6 𝑚𝑜𝑛𝑡ℎ𝑠 𝑜𝑓 𝑔𝑟𝑎𝑑𝑢𝑎𝑡𝑖𝑜𝑛

𝐴𝑙𝑙 𝑠𝑎𝑚𝑝𝑙𝑒−𝑣𝑜𝑙𝑢𝑛𝑡𝑎𝑟𝑦 𝑢𝑛𝑒𝑚𝑝𝑙𝑜𝑦𝑒𝑑

0 500 1000 1500 2000 2500 3000 3500 4000

Business Software Engineering

Embedded Software Engineering

Database Systems

IT Security

UX Engineering

Creative Engineering

IT Support

IT Sales and Marketing

Web Development and Administration

Figure 2.5 Skill gaps in ICT by major occupation groups,

2018 (nos)

Gap Supply Demand

14

2011.16

For example, employment rate among TVET graduates working as

Computer Program Assistant, ICT Technician and Computer Graphic Designer were

36, 46 and 47 percent respectively. The employment rates of ICT graduates were

higher only among Hardware Technicians (61%) and Computer Network

Technicians (75%). Thus, low rate of employment among TVET-ICT graduates is

not a recent development in the labour market and requires urgent attention of

TVET institutes.

TVET-ICT graduates however, have offered two main reasons for being

unemployed after completing TVET-ICT course programs: a) job scarcity (38%)

and b) lack of relevant educational qualifications (15%). The first, lack of job

opportunities, suggests skills mismatch as the unsatisfied demand for medium-

skilled ICT workers are high in the non-ICT and BPM sector organizations. The

second, lack of educational qualifications suggests high demand for ICT graduates

with higher qualifications e.g. NVQ L4 and above. As noted in Section 2.3, excess

supply of TVET-ICT graduates trained as IT Operator, IT Technician, Data

Entry/Computer Operator etc., have followed short term (6 months) Diploma or

Certificate level courses in ICT.

Most recent developments in the labour market indicate a high demand for graduates

and except IT sales and marketing, Bachelor’s Degree has become the standard

entry qualification for main stream ICT jobs as well as non-ICT, government and

BPO sector jobs (ICTA, 2013). However, ICT has the highest demand in the TVET

sector accounting for 20 percent of total TVET enrolment and 22 percent of TVET

graduate output. About 48 percent of TVET-ICT students have passed AL and

another 19 percent have studied up to AL. Majority of TVET-ICT students follow

non-NVQ courses and there is a strong need to promote NVQ L4 and above courses

which are few steps below the degree level equivalent of Sri Lanka Qualifications

Framework (SLQF).17

It has also been reported that there is no uniformity and

standardization with respect to NVQ L4 courses offered by different institutes.

The non-ICT and government sector account for more than 50 percent of ICT sector

employment and has the capacity to employ TVET-ICT graduates equipped with

industry specific training e.g. ICT applications in Office Management, Insurance

services, Banking, Automobile Repair and Maintenance etc.18

Student feedback evidence on quality of ICT programs reveal 63 percent rating for

the skills they gained from the study program. However, the overall, rating for

16

The overall TVET graduate unemployment was estimated to be around 35 percent in the 1st quarter

of 2015. 17

NVQ L7 is treated as equivalent to a Degree in SLQF. 18

The industry sectors such as Financial and Insurance activities, Public Administration and Human

Health and Social Work record high employment growth rates relative to national average between

2013 and 2015.

15

theoretical knowledge, practical knowledge and OJT in terms of ‘very useful’ were

36, 42 and 44 percent respectively.19

With respect to relevance, 17 percent students

have stated that the course had no relevance to their current job. Maintaining

relevance and remaining up to date in subject matter is crucial in reducing the skills

mismatch and enhancing employability of graduates. The ICTISC has already

revised NVQ L3 programs20

and revised versions of NVQ L4 programs21

are

expected to be ready by the end of July 2017. Another important point worth

emphasis is mapping Non-NVQ courses with NVQ level descriptors and issue NVQ

equivalent certificates.

Consultations with the ICTISC and the analysis on skills gaps indicate the need for

improving cognitive, non-cognitive and technical skills of ICT workforce. These

requirements by major occupation categories are summarized in Table 2.6. A recent

study on ICT sector indicated ‘Innovative thinking’, as one of the key differentiating

skills among the people working in ICT sector (PWC, 2017). It further stated that

the technical skills required are diverse and would vary from cutting-edge to basic

and emphasized the need for strengthening the business skills22

of ICT graduates to

meet international standards.

The above evidence suggests deficits in job specific technical skills and soft skills

among high, medium and low skilled ICT workers. The deficits in technical skills

vary by type of occupation category and type of industry origin. With respect to soft

skills, proficiency in English seems to be a major requirement for the main stream,

median and low skilled ICT occupations. Tracer study evidence on the employers’

assessments also indicates deficits in literacy in English language, computer skills

and soft skills as key criteria affecting employability of TVET-ICT graduates.

Table 2.6 Particularly important skills for the ICT sector

Sub-sector Technical skills Non-cognitive skills

Main stream

ICT jobs

Mobile application

development skills, Big data

related development, Robotic

process automation skills,

Mobile UX skills, Minimalistic

skills for UI designing, New

project management

methodologies, High speed

network infrastructure skills,

Machine learning skills, neural

Decision making skills,

Problem solving skills,

Motivational skills, Human

relations skills, Time

management skills, Risk

management skills, Creative

skills

19

These ratings are lower than the overall average (CEPA, 2017). 20

NVQ L3 – Office User 21

NVQ L$ has three pillars: IT Support, Junior Software Developer and Junior Creative Designer. 22 This is defined to include analytical, problem solving, domain, language and communication,

cross-cultural training, process compliance, and project management.

16

network related skills,

Automated process

management, QA tool

manipulation skills, analytical

skills, Planning skills,

Estimation skills, Monitoring

and Controlling skills,

Non-ICT

sector jobs

Programming skills,

Technological skills including

device knowledge and process

knowledge, Database skills,

Data analytical skills, Testing

skills, planning skills,

Estimation skills, Monitoring

and controlling skills

Problem solving skills,

Motivational skills, Human

relations skills, Time

management skills, Risk

management skills, Creative

skills, Product and service

skills, Decision making skills,

Government

sector ICT

jobs

Programming skills, Technical

skills, Testing skills, Tool

skills, Estimation skills,

Database skills, Data analytical

skills

Decision making skills,

Problem solving skills, Human

relations skills, Time

management skills, Creative

skills

Source: Appendix 2.2.

2.5 Gaps in Training Institutions

ICT industry has already passed the initial stage of development. It is integrated with

global level clients operating in ICT and non-ICT sectors. It is also well integrated

with different economic sub-sectors of the economy. Hence, training providers of

the ICT sector needs to reorient themselves towards changes in the demand side of

the labour market.

TVET service providers are aware of low quality of ICT graduates and several

attempts have been made to reinvigorate their systems. But capacity of these

institutions to provide high quality graduates is constrained by inadequate human

and physical resources and poor coordination with the industry. About 40 percent of

TVET-ICT graduates request for improved facilities while another 20 percent

request for up-to-date practical skills (CEPA, 2017). Moreover, the course content

in NVQ L4 includes 11 course units but the practical training is limited to MS-Word

and XL packages only (CEPA, 2017). Existing body of evidence also indicate

extremely slow hiring process of teaching staff and the need for interning/ industry

interaction for lecturers to understand current technology being practiced in

industry. Long delay in NVQ assessments (e.g. 11 months) and payment for

Assessors have also been identified as problems affecting institutional efficiency.

17

The ICT Industry is one of the most dynamic emerging sectors of Sri Lankan

economy. However, the training providers have not been able to respond to skill

needs of the labour market. There is a strong need for introducing occupation

specific training programs to fulfil skill requirements of ICT jobs in different sub-

sectors of the labour market (Table 2.7). A recent study stated that Banking,

Financial Services and Insurance (BFSI), Retail and Healthcare are the key domains

that will see double-digit growth in the next 5 years. These are the verticals that the

Sri Lankan ICT firms have largest presence in and would have built the domain

knowledge. Due to the retail and customer focus in most of the Digital space,

domain knowledge would be a key asset for the human resources (PWC, 2017).

Implementation of many of the new programs proposed by the ICTISC however

requires upgrading of existing institutions to fit the identified requirements. Of the

new programs suggested by the ICTISC, courses on Cloud Management, Internet of

Things (IoT), Big Data Analysis, Creative Engineering, etc. requires upgrading of

existing training institutes (Table 2.7 and 2.8).

In addition to upgrading existing institutional infrastructure, there is a need for

promoting some new institutes to improve the skill mix of the ICT sector.

Establishing schools specializing in IT-BPO functions is necessary to close the skill

gap and to resolve employment mismatch. Similarly, training programs to increase

faculty trainers’ proficiency on the industry’s workings should be developed.

Table 2.7: Proposed new course programs and specializations for the ICT

Sector

Proposed specializations Target group

1. Web Development NVQ Level 04

2. Mobile application Development NVQ Level 04

3. Embedded Software Engineering NVQ Level 05 and above

4. Internet of Things Developer NVQ Level 05 and above

5. Robotic Developers NVQ Level 06 and above

6. Graphic Designing for Creative work, Web

designing

NVQ Level 04

7.UX and UI deigning skills NVQ Level 05 and above

8.Mobile application Designing Skills NVQ Level 05 and above

18

9.Security Skills – This would be based on hardware,

software, web, network and even internet

NVQ Level 04 and above

10. IT applications in Health Care services NVQ Level 04 and above

11.IT applications in Banking, Finance and

Insurance NVQ Level 04 and above

12. IT applications in Public Administration

/Management NVQ Level 04 and above

13. IT applications in Automobile Industry NVQ Level 04 and above

Source: ICTISC consultations

Table 2.8: Upgrading of existing training institutes

Proposed training institutes for

upgrading Expected new programs / inputs

1.MATRIX Institute of Information

Technology (Pvt) Ltd

Program on Internet of things (IoT)

Cloud Computing and cloud based solutions such as

salesforce

Programs in Big Data Analysis

Programs in creative engineering such as video

production, gaming

Programs in network administration

Conduct programs on Training of Trainers for

TVET-ICT staff using industry experts and industry

based applications

Provide practical training in industry for NVQ L3,

L4 and L5 students

2.OpenArc School of Business and

Technology Security Testing

3.Industry Campus Matrix IIT Project Proposal given in Annex 3.1

4. DTET, NAITA and VTA centers

Implement NVQ L3 and L4 courses restructured

by the ICTISC, IT applications in Health Care

services, IT applications in Banking, Finance

and Insurance,

IT applications in Public Administration

/Management, IT applications in Automobile

Industry

Source: ICTISC consultations

19

Chapter 3: Conclusion

3.0 Introduction

ICT is one of the fast growing sub-sectors of the national economy representing a

mix of large, medium and small scale establishments providing direct employment

for about 119,000 workers. It has the potential to increase employment up to

208,539 in 2022. ICT is knowledge based industry and requires workers equipped

with cognitive, non-cognitive and technical skills. It needs more innovative people

who could apply knowledge, take decisions and perform duties independently and

efficiently. With the emergence of technology intensive machines, the demand for

expert thinking, complex communication and high level soft skills has increased in

the ICT sector.

3.1 How best to respond to identified gaps?

The demand for skills in the ICT sector comprise of two main segments: a) high-

skilled mainstream ICT workers, b) medium and low-skilled ICT workers

concentrated in non-ICT, BPM, government and non-government sector

organizations. The latter is a direct target market of the TVET-ICT graduates while

the first is a target market for the higher education sector including universities.

As stated in Chapter 2, problem of skill shortages in ICT sector is four fold: a) low

external efficiency of TVET-ICT graduates, b) low quality of new entrants to the

ICT sector, c) inadequate supply and low quality of graduates with degree level

qualifications and d) low skill levels of existing workforce. The first is a major

problem as TVET-ICT graduates report the lowest employability (42%) as against

their counterparts employed in Construction (64%), Metal and Light Engineering

(70%) and Hotel and Tourism (79%) sectors. ). The salaries earned by TVET-ICT

graduates are also low relative to their counterparts employed in other industries.

The second, low quality of new entrants to the ICT sector needs to be addressed both

at school and tertiary level. As noted in Chapter 2, TVET-ICT graduates require

more training in numerical skills, literacy in English language and technical skills

with adequate practical training. The third has to be addressed by the universities

and other higher education institutes offering degree level study programs on ICT.

The fourth, low skill levels of existing workforce need to be taken up by the ICTISC

jointly with other key stakeholder groups. Of the existing ICT workforce, only 46

percent have received some training and they need to be upskilled in cognitive, non-

cognitive and latest applications in ICT.

One of the key findings of skills gap analysis is the excess supply of graduates

trained as Computer Assistant, IT Operator, Computer Operator and ICT Operator.

They account for about 20 of the TVET-ICT graduate output. Implementation of

proposed version of NVQ structure with adequate practical training would be an

20

immediate solution to this issue.23

Another proposal being discussed at ICTISC –

industry funded learn while you work model - would also be a good solution to

minimize graduate unemployment among TVET-ICT graduates.

The ICT industry is undergoing a major transformation in its skill requirements.

Instead of performing routine cognitive tasks, the industry requires expert thinking

and complex communication skills. Of the total program mix, over 50 percent are

non-NVQ courses and the ratio is much higher among private TVET institutes. In

view of industry demand for high quality programs and high social demand for ICT

programs, mapping non-NVQ courses to the NVQ framework seems to be a major

step towards overall quality improvement of TVET-ICT programs. Similarly, long

delays in certification particularly in public TVET institutes needs to be addressed

urgently as it affects employability of graduates and demand for course programs.

There is a need to restructure TVET-ICT programs focusing on two major segments

of supply side of the labour market: a) students aspire to seek employment in

industry after graduation and b) students who follow ICT courses as a part of their

academic progression. The job market for the first include medium and low-skilled

ICT workers employed in non-ICT, BPM and public, private and NGO sector

organizations. This sector accounts for about 50 percent of ICT job market and the

employers expect workers to be equipped with soft skills and industry specific

technical skills. The minimum qualification for employment in the non-ICT sector

entry level jobs seem to be NVQ L4 and graduates with NVQ L5 and above

qualifications may have better job prospects in the labour market. The second

category, students following ICT courses as a part of their academic progression

account for about 20 percent of enrolment and needs to be developed in cognitive,

non-cognitive and technical skills. Sri Lanka has already consumed major part of its

demographic dividend period without deriving full benefits. Thus, skills

development of school leavers in computer skills would be a good strategy to

optimize limited human resources of the economy.

23

The proposed NVQ structure for ICT by the ICTISC include the following;

a) NVQ L3 – Office User

b) NVQ L4 - NVQ Level 4

- Jr. Software Developer

- Jr. IT support personnel

- Jr. Creative designer

c) NVQ L5

- Business S/W Engineer (Career path for Jr. Software developer for NVQ Level 4)

- Embedded Software Engineer (Career path for Jr. Software developer for NVQ Level 4)

- System Engineer (Career path for Jr. IT Support Personnel for NVQ Level 4)

- Network Administrator (Career path for Jr. IT Support Personnel for NVQ Level 4)

- Database Administrator (Career path for Jr. IT Support Personnel for NVQ Level 4)

- Security Expert (Career path for Jr. IT Support Personnel for NVQ Level 4)

- UX Engineer (Career path for Jr. creative designer for NVQ Level 4)

- Creative Engineer (Career path for Jr. creative designer for NVQ Level 4)

21

New product development is also a feasible solution to enhance employability of

TVET-ICT graduates. Some of the fast growing sub-sectors (e.g. Health Care

Services, Insurance, Finance and Banking etc.) in the national economy are heavily

ICT oriented and has the capacity to absorb middle and low-skilled ICT graduates

with industry specific ICT application skills. This requires new product development

with expert advice and guidance form relevant industry sectors.

The data base system maintained by the TVEC on enrolment and graduate output is

incomplete due to poor coverage of information on private sector provision of

TVET-ICT courses. This needs to be addressed as complete information is vital in

implementing quality enhancement and new product development programs.

3.2 What training needs to be provided in the future?

The ICT sector in Sri Lanka has reached the growth stage and operating in a range

of new sub-sectors which require medium and high end technical skills. The service

providers of the TVET sector in Sri Lanka needs to recognize the dynamic character

of skill requirements of the ICT labour market especially in the context of fast

growing and rapidly changing technological developments. As stated in the

literature, the employers are demanding higher order cognitive skills and soft skills

(World Bank, 2011 and 2014).

A major portion of the ICT workforce lacks literacy and numeracy skills. As

discussed in Chapter 2, the medium and high skilled ICT workers lack writing and

reading skills. They also lack non-cognitive skills particularly in the areas of

decision making, agreeableness, openness, and time preference. Consultations with

ICTISC revealed that current ICT workforce lacks both technical and soft skills.

With regard to soft skills, time management, creativity, problem solving, decision

making, self-learning and communication skills seem to be key concerns of the

employers. Of these soft skill categories, self-learning skills in particular are very

important as the employers are not in a position to train employees on continuous

basis due to highly dynamic nature of the ICT industry. Employees need to be up to

date on most recent ICT technology and applications in their own filed of work

through self-learning. Employers in the ICT industry demand workers equipped with

expert thinking and self-learning. Deficits in technical skills cover wide range of

areas by type of sub-sector and by type of ICT occupation (e.g. user interface

designing skills among Program and Software Engineers, technology skills among

Systems Engineers, database designing and analytical skills among Data Base

Administrators).

The following could be identified as priority training needs of the TVET-ICT sector.

a) Quality enhancement of existing TVET-ICT programs targeted at middle and

low-skilled ICT jobs in the non-ICT sector

b) New product development targeted at medium-skilled and non-ICT sector

employment opportunities (Table 2.7)

c) Provide adequate practical training through internships especially for

students enrolled in job oriented courses e.g. NVQ L4 and L5 courses.

22

d) Mapping non NVQ courses to the NVQ framework.

e) Take initial steps to set up an industry based ICT campus.

f) Upgrading of existing training institutes (Table 2.8)

3.3 What activities, what investment need to be done to make sure training is

provided?

TVET-ICT sector should pursue the skills development and education of both

new entrants to the industry and current unskilled workforce with a view to

ensure optimum use of limited human resources. Skills development of new

entrants to the ICT industry should focus on basic literacy development, improving

productivity, basic technical skills and lower management skills.

Major partnerships across government, industry and institutions should be

developed to improve employability of TVET-ICT graduates. Practical training

and industry exposure is a key requirement in improving quality and relevance of

programs. TVET-ICT students, however, do not get sufficient practical training as a

part of their study programs. This has to be provided through internships and

allocating more time for practical training. Its implementation requires active

support from the MSDVT, TVEC and ICTISC.

Training of trainers is also vital in improving quality of graduate output of the

TVET sector. This is being practiced at present, but requires more formalized

arrangement to ensure its continuity and exposure to latest ICT applications in

industry. Appointing an industry based training provider to coordinate this function

would be a feasible solution to improve quality of trainers. The ICTISC proposes

three types of training to upgrade the quality of TVET-ICT output: a) General

training, b) Computer Based Training and c) Industrial training (Appendix 3.1 item

4). They also propose to set up a separate Industry Training Institute to Train

Trainers of IT Vocational Education Sector (Appendix 3.2).

Excess supply of low-skilled TVET-ICT graduates need to be directed towards

medium-skilled occupation sectors. While the social demand for TVET-ICT

courses is very high on one hand Sri Lanka has already missed the best era of the

demographic dividend and on the other (UNFPA, 2015). Hence, every possible

attempt should be made to get the optimum use of available human resources over

the next five years.

Development of soft skills is a key for career development and business growth.

Employers value both technical and soft skills in recruiting ICT workers. They claim

that there is lot of talent, but not structured and groomed well. As a result, it takes a

lot of time to improve new recruits to an acceptable level.

Career guidance: In spite of various efforts to promote career guidance within the

TVET sector, certain challenges and obstacles seem to obstruct its potential

23

benefits.24

Limited access and capacities, a practitioner bias and the prevailing of

old paradigms are some of the main reasons. Thus, ICTISC has proposed a

possible career guidance intervention model to increase market relevance and

employability of TVET-ICT graduates (Appendix 3.1 item1).

The ICTISC is also proposing to carry out a comprehensive ICT Skill Gap

Analysis with a view to capture the essence of industry needs considering both

current and future technological developments of the industry (Appendix 3.3).

This report recommends the following activities and investments to provide training

needs of the TVET-ICT sector. The estimated cost for the proposed interventions is

around Rs. 740 million (Table 3.1).

Table 3.1: The priority items for skills development of TVET-ICT sector

Intervention Specific activities Cost. Rs.

Million

1. Provide internships to

students enrolled in ICT

courses targeted at medium

and low-skilled jobs e.g.

NVQ L4, L5 and L6 students

Providing internship to students with

partial funding by TVEC and the rest

by the company. The ICTISC,

MSDVT and TVEC need to play a

lead role in providing this facility.

30.0

2. Divert excess supply of

TVET-ICT graduates to high

demand occupation sectors

trough new product

development

Develop new programs on ICT

applications in Banking, Finance,

Insurance, Health Care Services,

Export-Import Trade, etc.

10.0

Develop new programs on ICT

application in Public Management/

Administration targeted at public

sector ICT jobs.

10.0

3. Upgrading existing training

institutes

Matrix Institute of Infro Tech (Pvt)

Ltd. (Appendix 3.1), Openarc School

of Business and Technology and

Public TVET institutes.

30.0

4. Increase supply of high

quality graduates targeted at

medium skilled occupations

Revise existing programs on

Networking, Web Designing, etc. with

new course units and practical training

5.0

5. Knowledge sharing portal

for the organizations to

communicate and share

knowledge

Investment for a web portal 10.0

6.Training of trainers Improve quality of trainers by

improving quality of teaching,

teaching methods, teaching materials,

evaluation methods, exposure to latest

ICT applications in industry etc.

30.0

24

For details see TVEC (2012). ADB (2015).

24

7. Set up an ICT Campus Provide new study programs for main

stream ICT occupations jointly with

the industry.

500.0

8. Career guidance Prepare Student Handbook for TVET-

ICT sector, Career Guidance through

National e-learning Platform

(Appendix 3.1, item 1)

46.0

9.Training of Trainers Provide three types of training:

general, computer based and industrial

(item 4 of Appendix 3.1)

Set up a Trainers Training Institute

( Appendix 3.2)

25.0

30.0

10. Comprehensive ICT Skill

Gap Analysis for the overall

ICT sector

capture the essence of industry needs

considering both current and future skill

requirements ( Appendix 3.3)

33.8

Total 759.80

25

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of Education, Colombo.

16. National Education Research and Evaluation Centre (NEREC), 2007.National

Assessment of Students Completing Grade 8 in Year 2006 in Sri Lanka, Ministry

of Education, Colombo.

17. Pierre, Gaelle; Sanchez Puerta, Maria Laura; Valerio, Alexandria; Rajadel,

Tania. 2014.STEP Skills Measurement Surveys : Innovative Tools for Assessing

Skills. Social Protection and Labor Discussion Paper No. 1421.World Bank

Group, Washington, DC.

26

18. PWC, 2017. ICT/BPM in Sri Lanka, Value Chain Gap Analysis of the

ICT/BPM Industry. Unpublished Report submitted to the ADB, Manila.

19. SLASSCOM, 2014, Sri Lankan IT/BPM Industry 2014 Review, Colombo.

20. Sri Lanka Foreign Employment Bureau, 2017. Unpublished data.

21. TVEC, 2010, Vocational Education and Training Plan, Information and

Communication Technology Sector. Colombo.

22. TVEC, 2012. Explore the Mode, Extent and Effectiveness of Career Guidance

Programs for selected courses in Sri Lanka, TVET Research Cell, and Colombo.

23. TVEC, 2015, TVET Guide, 2015. Colombo.

24. TVEC, 2015, Labour Market Information Bulletin, December, Vol.2/14

December, 2014.

25. TVEC, 2016, Labour Market Information Bulletin, December, Vol.2/15

December, 2016.

26. UGC, University Statistics, 2016, Colombo.

27. UNFPA, 2015. Sri Lanka, 25 Million People and Implications, Population and

Housing Projections, 2012-2062. Colombo.

28. World Bank, 2011. Transforming School Education in Sri Lanka – From Cut

Stones to Polished Jewels, 2011. World Bank Colombo.

29. World Bank, 2010. Stepping up Skills for more Jobs and Higher Productivity,

The World Bank, Washington D.C.

30. WUSC, 2016.Youth Employment and Vocational Survey, WUSC, Colombo.

27

Appendix 1.1: Workshop 2: Validation instrument - ICT Sector

Please provide relevant occupation categories, relative employment share (%) of each

category and expected growth rates at least for major occupation categories.

Major occupational category Sub occupational category

(Please write down)

% of

Workers e.g.

2%, 1.2%

etc.

Expected growth

of employment

from 2017- 2020,

e.g. 5%; 4.5% etc.

1.Programming and software

engineering

2. Technical support

3. Systems and network

administration

4. Software and quality assurance

5. Database administration and

Development

6. Business analysis system

integration

7. Project Program management

8. Management information

systems/IT Management

9.Web development

10. Sales and Marketing

11. Programming and software

Engineering

12. Technical writing

13. Digital media and animation

14. IT research and development

15.Other

Total 100.0

28

Appendix 1.2: W3: ICT Sector -Supply side issues

The purpose of the 2nd validation workshop is to identify major supply side issues of skills

development in ICT sector paying special attention to six major aspects: a) skills not

imparted in existing training programs, b) skills that are particularly important in the coming

years (2018-22), c) the need for new service providers and specializations, d) the need to

upgrade existing institutions to fit the identified requirements, e) specific interventions

needed, and f) proposed action plans.

1. Please indicate skills not imparted by the existing service providers in the ICT

sector.

Occupational category Type of skills not imparted e.g. technical, soft

etc.

1.Programming and software engineering

2.Embeded Software Engineer

3.Systems Engineer

4. Network Administrator

5. Database Administrator

6. Security Expert

7. UX Engineer

8.Creative Engineer

9. Business Analyst

10. Data Scientist

11. Project Manager

12. QA Engineer

13. IT Manager

14. IT Support

15. Sales and Marketing

16. Technical Writer

17. IT Research and Development

18. Product Development /Implementation

19. Business Intelligence (BI)

20. Artificial Intelligence Modelers (AIM)

21. Big Data Programs (BDPs)

29

22. Programmable Logic Control (PLC)

23. IT applications in Automobile Industry

24. Machine Vision Technology

25. Network Technician- Optic Fiber

2. Please indicate skills that are particularly important for the ICT sector in the

coming years (2018-22) that are not imparted in existing programs

Occupational category Type of skills particularly important in

the coming years e.g. soft skills, technical

skills, specific technologies etc.

1.Programming and software engineering

2. Embedded Software Engineer

3.Systems Engineer

4. Network Administrator

5. Database Administrator

6. Security Expert

7. UX Engineer

8.Creative Engineer

9. Business Analyst

10.Data Scientist

11. Project Manager

12. QA Engineer

13. IT Manager

14. IT Support

15.Sales and Marketing

16. Technical Writer

17. IT Research and Development

18. Product Development /Implementation

19. Business Intelligence (BI)

20. Artificial Intelligence Modelers (AIM)

30

21. Big Data Programs (BDPs)

22. Programmable Logic Control (PLC)

23. IT applications in Automobile Industry

24. Machine Vision Technology

25. Network Technician- Optic Fiber

3. Please indicate the need for new service providers and specializations for the ICT

sector

Proposed new service

providers

Proposed specializations Target group

Business Intelligence (BI)

Artificial Intelligence Modelers (AIM)

Big Data Programer (BDPs)

Programmable Logic Control (PLC)

IT applications in Automobile Industry

Machine Vision Technology

Network Technician- Optic Fiber

4. Please indicate the need to upgrade existing training institutes to fit the identified

training requirements of the ICT sector

Proposed training institutes for upgrading Expected new programs/ inputs

31

5. Please indicate specific interventions needed for skills development of the ICT

sector

Proposed interventions e.g. set up a new training institute,

upgrade existing training institutes, set up a curriculum

development committee to develop new programs etc.,

Tentative Cost estimates

Rs. Million

6. Please indicate most urgent interventions for skills development of the ICT sector

Proposed action plans Tentative Cost

estimates Rs. Million

7. Any other suggestions for skills development of the ICT sector

……………………………………………………………………………………….

………………………………………………………………………………………..

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………………………………………………………………….

……………………………………………………………………………………….

32

Appendix 2.1 Type of Skill not imparted by the existing service providers in ICT,

2017

Occupational category Type of skills not imparted by training providers

1.Programming and software

engineering

Creative Skills, User Interface designing Skills, Technology

Skills, Programming Language Skills, Database Skills,

Different platform skills, Analytical skills, Design Skills

2.Embeded Software

Engineer

Technology Skills, Design Skills

3.Systems Engineer Technology Skills, Analytical skills

4. Network Administrator Technology Skills, Security Related Skills, Analytical skills,

Communication skills

5. Database Administrator Technology Skills, Security Related Skills, Database Skills

6. Security Expert Technology Skills, Security Related Skills

7. UX Engineer User Interface Deigning skills, People skills to understand the

users mental model, Creative skills, design skills

8.Creative Engineer User Interface Designing Skills, soft skills

9. Business Analyst People oriented Skills, Problem solving skills, Technical skills,

10. Data Scientist Analytical skills, Technology Skills

11. Project Manager Creative skills, Problem Solving Skills, Decision Making

Skills, Soft skills

12. QA Engineer Analytical skills, Problem Solving Skills

13. IT Manager Decision making Skills, Problem Solving skills, Technical

skills, Communication skills, Leadership skills, Business focus

skills

14. IT Support Technical skills, Technical skills, Communication skills

15. Sales and Marketing Technical skills, creative skills, communication skills

16. Technical Writer Technical skills, Communicational Skills

17. IT Research and

Development

Analytical Skills, Data Mining Skills, Problem Solving skills

18. Product Development

/Implementation

Technical skills

19. Business Intelligence Analytical Skills

33

(BI)

20. Artificial Intelligence

Modelers (AIM)

Technical skills

21. Big Data Programer

(BDPs)

Technology Skills, Programing Language Skills, Designing

Skills

22. Programmable Logic

Control (PLC)

System Programming Language Skills, Designing Skills

Source: Consultations with ICTISC

34

Appendix 2.2: Skills particularly important for the ICT sector in the coming

years

Occupational category Type of skills not imparted

1.Programming and software

engineering

Mobile Application Development skills and related

technology, Cloud Computing related developments and Big

Data related development skills and technologies, further

technologies like Hadoop, Programming skills, problem

solving skills, time management skills, Creative Skills

2.Embeded Software Engineer

Internet of Things(IoT) development , digital electronic skills,

Technology skills, hardware skills, problem solving skills,

time management skills

3.Systems Engineer

Robotic Process Automation Skills, Project Management

skills, security Management skills, Server side coding skills,

Technological skills, Time management skills, Creative Skills

4. Network Administrator

Technological skills including device knowledge and process

knowledge, Device connectivity skills, time management

skills, problem solving skills, Creative Skills

5. Database Administrator

Latest Technology Skills in Database connectivity and

Database Development and optimization, DB technologies

such as MongoDB, Latest Technology skills in Databases and

DB technologies, Database skills, data analytical skills, time

management skills

6. Security Expert

Cloud Security, Database Security, web security skills,

analytical skills, problem identification skills, risk

management skills, time management skills

7. UX Engineer

Mobile UX skills, Minimalistic Skills for UI designing,

Mobile UX skills, Minimalistic Skills for UI designing, Basic

UI/ UX designing skills, Creative skills, communication

skills, User Interface Design Principle skills, Psychological

skills, system domain skills

8.Creative Engineer Gaming skills, Advanced graphic skills, Creative skills,

communication skills, UI/UX designing skills

9. Business Analyst

Business domain knowledge skills, Interpersonal relationship

skills, Communication skills, documentation skills, Creative

skills, communication skills, time management skills

10. Data Scientist Machine learning and Deep learning skills, Statistical skills,

database skills, technological skills

11. Project Manager

New Project Management Methodologies, Robotic

Automation conceptualizing skills, New Project Management

Methodologies, Project Planning tools, Planning skills,

decision making skills, problem solving skills, motivational

skills and other human relations skills, time management

skills, estimation skills, monitoring and controlling skills, risk

management skills

12. QA Engineer QA tool manipulation skills, QA tool manipulation skills,

Testing skills, problem solving skills, tool skills

35

13. IT Manager

Process improvement skills, Process improvement skills,

Automated Process Management, Planning skills, decision

making skills, problem solving skills, motivational skills and

other human relations skills, time management skills,

estimation skills, monitoring and controlling skills, risk

management skills

14. IT Support Bug identification and rectification skills, Technical skills,

problem solving skills

15. Sales and Marketing

Product and Process Knowledge and dissemination skills,

Soft skills including communication skills, people related

skills, selling skills, technology idea skills, product and

service skills

16. Technical Writer Latest tools to documentation skills, Writing skills,

Communicational skills

17. IT Research and Development

Specific technologies, Neural Networks related skills,

Innovative skills, researching skills, documentation skills,

Creative Skills

18. Product Development

/Implementation

Technical skills, product skills, communicational skills,

Creative Skills

19. Business Intelligence (BI) Strategic business related skills, Technology skills, Problem

solving skills

20. Artificial Intelligence

Modelers (AIM)

This is a new job title and therefore it would be needed to

enhance digital electronic skills, Technology skills, hardware

skills, problem solving skills, time management skills

21. Big Data Programer (BDPs) This is a new job title and therefore it would be needed to

enhance Statistical skills, database skills, technological skills

22. Programmable Logic

Control (PLC) System Programming Language Skills, Designing Skills

23. IT applications in

Automobile Industry Sensor based automobile industry exposure skills, Machine

Learning Skills

24. Machine Vision Technology This is a new job title and therefore it would be needed to

enhance machine learning skills, creative skills and technical

skills

25. Network Technician- Optic

Fiber High speed Network infrastructure skills

26. IT applications in Public

Administration/Management

Subject knowledge in Public Administration/Management,

Technological skills, statistical skills, presentation skills,

literacy in English, problem solving skills, interpersonal

skills, communicational skills, team work, creative skills

27. IT applications in Business

Management

Subject knowledge in Business Administration/Management,

Economics, Commerce and Accounting, Technological skills,

statistical skills, customer service, presentation skills,

literacy in English, problem solving skills, interpersonal

skills, communicational skills, team work, creative skills

28. Devops The new trend in IT development companies to make the

implementation faster

Source: Consultations with ICTISC.

36

Appendix 2.3 Projected total demand for the ICT sector

Major

Occupation

Group Occupation category 2018 2019 2020 2021 2022

1.Business

Software

Engineering

1.1 Business Software

Engineer 10426 11856 13483 15333 17437

1.2 Software Product

Developer (Business

Process) 6068 6900 7847 8923 10148

1.3 Mobile Application

Developers 4239 4821 5482 6235 7090

1.4 Software Product

Developers (ERP) 6307 7172 8156 9275 10548

1.5 Software Product

Developer (Business

Process) 4197 4773 5427 6172 7019

31237 35522 40396 45938 52241

2. Embedded

Software

Engineering

2.1 Robotic Engineer 1629 1852 2107 2396 2724

2.2 Embedded Mobile

Engineer 1577 1793 2039 2319 2637

2.3 Embedded Software

Engineer 674 766 871 991 1127

2.4 PLC programmers 77 87 99 113 129

2.5 IoT Engineer 270 307 349 397 452

4226 4806 5466 6216 7068

3. System

Engineering 3.1 System Engineering 1350 1536 1746 1986 2258

1350 1536 1746 1986 2258

4. Networking

4.1 Network

Administrator 2160 2457 2794 3177 3613

4.2 Network Technician 2435 2769 3149 3581 4073

4.3 Network Architect 508 578 657 747 850

4.4 Fiber optic

Technician 68 77 87 99 113

4.5 Network Security

Analyst 473 537 611 695 790

5644 6418 7299 8300 9439

5. Database

systems

5.1 Database

Administrator 2270 2484 2720 2977 3258

5.2 Big Data

Programmer 86 95 104 113 124

5.3 Database Security

Expert 119 130 142 156 170

2475 2709 2965 3246 3553

6. IT Security

6.1 Software Security

Expert 1029 1171 1331 1514 1722

6.2 Infrastructure based

Security Expert 801 910 1035 1177 1339

6.3 Internet security

expert 1091 1241 1411 1605 1825

6.4 IT forensic Expert 362 411 468 532 605

3283 3734 4246 4828 5491

7. UX

Engineering

7.1 Application Interface

Designer 1531 1741 1980 2252 2560

37

7.2 System Interface

Designer 983 1117 1271 1445 1643

7.3 Web Interface

Designer 1533 1743 1982 2254 2563

7.4 Mobile Application

Designer 1591 1809 2057 2340 2661

5637 6410 7290 8290 9428

8. Creative

Engineering

8.1 Graphic Designer 886 1007 1145 1302 1481

8.2 Animation Artist 212 241 274 311 354

8.3 Gaming Developer 321 365 415 472 536

8.4 Video Production

Developer 473 537 611 695 790

8.5 Audio/Video

Engineer 923 1050 1194 1358 1544

2814 3200 3639 4138 4706

9. Systems/

Software

Analysis

9.1 Business Analyst 3110 3405 3727 4079 4465

9.2 Systems Analyst 1430 1565 1713 1875 2052

4540 4969 5440 5954 6517

10. Data

scientists 10. 1 Data scientists 780 854 934 1023 1119

780 854 934 1023 1119

11. Software

Designing

11.1 Software Architect 819 931 1059 1204 1369

11.2 Software Designer 922 1048 1192 1355 1541

11.2 Graphic Designer 918 1044 1187 1350 1536

2659 3023 3438 3910 4446

12. Software

QA

Engineering

12.1 Software Q/A

Engineer 675 768 873 993 1129

12.2 Tester 675 768 873 993 1129

1350 1536 1746 1986 2258

13. IT

Management

13.1 Chief Information

Officer 332 378 430 489 556

13.2 IT Director 418 476 541 615 699

13.3 IT Consultants 535 609 693 788 896

13.4 IT Manager 669 761 866 984 1120

13.5 IT Project Manager 621 706 803 913 1039

2577 2930 3332 3789 4309

14. IT Support

14.1 IT Support 1170 1280 1401 1534 1679

14.2 Technician/IT

Administrator 3899 4268 4672 5114 5597

14.3 Technical support 3899 4268 4672 5114 5597

8968 9816 10745 11761 12874

15. IT Sales

and Marketing

15.1 Social Media

Marketing specialist 615 673 737 807 883

15.2 IT Sales Engineer 3969 4344 4755 5205 5697

15.3 Business

Development Officer 3427 3751 4106 4494 4919

8011 8768 9598 10506 11500

16. Technical 16.1 Web content writer 675 768 873 993 1129

38

writing

16.2Technical document

writer 675 768 873 993 1129

1350 1536 1746 1986 2258

17. IT research

and

development

17.1 IT research and

development 625 711 809 919 1046

625 711 809 919 1046

18. E-business

18.1 E - business

Specialist 86 95 104 113 124

18.2 Electronic

Transaction Implementer 222 243 266 291 319

309 338 370 405 443

19. Product

Deployment/

implementatio

n

19. 1 Product

Deployment/

implementation 1697 1930 2195 2496 2838

1697 1930 2195 2496 2838

20. Web

Development

and

Administration

20.1 Web Admin 2105 2393 2722 3095 3520

20.2 Web Master 2160 2457 2794 3177 3613

20.3 Copy Writers 405 461 524 596 677

20.3 Web Designer 810 921 1048 1191 1355

5480 6232 7087 8059 9165

21. Business

Intelligence

(BI)

21.1 Business

Intelligence (BI) 71 85 103 123 148

71 85 103 123 148

22. Artificial

Intelligence

Modelers

(AIM)

22.1 Artificial

Intelligence Modelers

(AIM) 71 85 103 123 148

71 85 103 123 148

23.

Programmable

Logic Control

(PLC)

23. 1 Programmable

Logic Control (PLC) 71 85 103 123 148

71 85 103 123 148

24. Machine

Vision

Technology

24.1 Machine Vision

Technology 71 85 103 123 148

71 85 103 123 148

25. IT

Applications

in Industry e.g.

Automobile,

Transport,

Health etc.

25.1 IT Technician ( e.g.

Automobile, Transport,

Health etc.) 270 307 349 397 452

270 307 349 397 452

26. ICT

applications in

Public

Administration

/ Management

26.1 Assistant Director-

ICT 669 754 849 957 1078

26.2 ICT Officer 1070 1206 1359 1531 1725

26.3 ICT

Programer/Systems 3612 4070 4587 5168 5823

39

Analyst

26.4 ICT Assistant

/Computer Assistant 5352 6030 6795 7656 8627

10703 12061 13590 15313 17255

27. ICT

applications in

Business

Management/

Administration

27.1 ICT Manager/ MIS

Manager 910 996 1090 1193 1306

27.2 Systems

Administrator 1950 2134 2336 2557 2799

27.3 IT Operations &

Technical Support 10397 11381 12458 13636 14926

27.4 Data Entry/

Computer Operator 7278 7967 8720 9545 10448

20535 22478 24604 26932 29479

28. IT

Education

28.1 Lecturer 3117 3273 3436 3608 3789

28.2 Other- Instructor,

Coordinator, Content

Developer 1870 1964 2062 2165 2273

28.3 Technical Support 1060 1113 1168 1227 1288

6047 6349 6666 7000 7350

29. Other 29.1 Other 374 393 412 433 455

374 393 412 433 455

Total 133,2

23

148,9

07

166,5

18

186,3

03

208,5

39

Source: Estimates by the author

40

Appendix 2.4 Projected incremental demand for the ICT sector

Major

Occupation

Group Occupation category 2018 2019 2020 2021 2022

1.Business

Software

Engineering

1.1 Business Software Engineer 1321 1502 1708 1942 2209

1.2 Software Product Developer

(Business Process) 769 874 994 1130 1286

1.3 Mobile Application Developers 537 611 695 790 898

1.4 Software Product Developers

(ERP) 799 909 1033 1175 1336

1.5 Software Product Developer

(Business Process) 532 605 688 782 889

3957 4500 5117 5819 6618

2. Embedded

Software

Engineering

2.1 Robotic Engineer 206 235 267 303 345

2.2 Embedded Mobile Engineer 200 227 258 294 334

2.3 Embedded Software Engineer 85 97 110 126 143

2.4 PLC programmer 10 11 13 14 16

2.5 IoT Engineer 34 39 44 50 57

535 609 692 787 895

3. System

Engineering 3.1 System Engineering 171 195 221 252 286

171 195 221 252 286

4. Networking

4.1 Network Administrator 274 311 354 402 458

4.2 Network Technician 308 351 399 454 516

4.3 Network Architect 64 73 83 95 108

4.4 Fiber optic Technician 9 10 11 13 14

4.5 Network Security Analyst 60 68 77 88 100

715 813 925 1051 1196

5. Database

systems

5.1 Database Administrator 206 225 247 270 296

5.2 Big Data Programer 8 9 9 10 11

5.3 Database Security Expert 11 12 13 14 15

225 246 269 295 322

6. IT Security

6.1 Software Security Expert 130 148 169 192 218

6.2 Infrastructure based Security

Expert 101 115 131 149 170

6.3 Internet security expert 138 157 179 203 231

6.4 IT forensic Expert 46 52 59 67 77

416 473 538 612 696

7. UX

Engineering

7.1 Application Interface Designer 194 221 251 285 324

7.2 System Interface Designer 124 142 161 183 208

7.3 Web Interface Designer 194 221 251 286 325

7.4 Mobile Application Designer 202 229 261 296 337

714 812 923 1050 1194

8. Creative

Engineering

8.1 Graphic Designer 112 128 145 165 188

8.2 Animation Artist 27 31 35 39 45

8.3 Gaming Developer 41 46 53 60 68

41

8.4 Video Production Developer 60 68 77 88 100

8.5 Audio/Video Engineer 117 133 151 172 196

356 405 461 524 596

9. Systems/

Software

Analysis

9.1 Business Analyst 282 309 338 370 405

9.2 Systems Analyst 130 142 155 170 186

412 451 494 540 591

10. Data

scientists 10. 1 Data scientists 71 77 85 93 102

71 77 85 93 102

11. Software

Designing

11.1 Software Architect 104 118 134 153 173

11.2 Software Designer 117 133 151 172 195

11.2 Graphic Designer 116 132 150 171 195

337 383 436 495 563

12. Software

QA

Engineering

12.1 Software Q/A Engineer 86 97 111 126 143

12.2 Tester 86 97 111 126 143

171 195 221 252 286

13. IT

Management

13.1 Chief Information Officer 42 48 54 62 70

13.2 IT Director 53 60 69 78 89

13.3 IT Consultants 68 77 88 100 113

13.4 IT Manager 85 96 110 125 142

13.5 IT Project Manager 79 89 102 116 132

326 371 422 480 546

14. IT Support

14.1 IT Support- Managerial 106 116 127 139 152

14.2 Technical support 354 387 424 464 508

14.2 IT Technician/IT

Administrator 354 387 424 464 508

814 891 975 1067 1168

15. IT Sales

and Marketing

15.1 Social Media Marketing

specialist 56 61 67 73 80

15.2 IT Sales Engineer 360 394 431 472 517

15.3 Business Development Officer 311 340 373 408 446

727 796 871 953 1044

16. Technical

writing 16.1 Web content writer

86 97 111 126 143

16.2 Technical document writer 86 97 111 126 143

171 195 221 252 286

17. IT research

and

development 17.1 IT research and development 79 90 102 116 132

79 90 102 116 132

18. E-business

18.1 E - business Specialist 8 9 9 10 11

18.2 Electronic Transaction

Implementer 20 22 24 26 29

28 31 34 37 40

19. Product

Deployment/

implementation

19. 1 Product Deployment/

implementation 215 244 278 316 360

215 244 278 316 360

42

20. Web

Development

and

Administration

20.1 Web Admin 267 303 345 392 446

20.2 Web Master 274 311 354 402 458

20.3 Copy Writers 51 58 66 75 86

20.3 Web Designer 103 117 133 151 172

694 789 898 1021 1161

21. Business

Intelligence

(BI)

21.1 Business Intelligence (BI)

12 15 18 22 26

12 15 18 22 26

22. Artificial

Intelligence

Modelers

(AIM)

22.1 Artificial Intelligence

Modelers (AIM)

12 15 18 22 26

12 15 18 22 26

23.

Programmable

Logic Control

(PLC)

23. 1 Programmable Logic Control

(PLC)

12 15 18 22 26

12 15 18 22 26

24. Machine

Vision

Technology

24.1 Machine Vision Technology

12 15 18 22 26

12 15 18 22 26

25. IT

Applications

in Industry e.g.

Automobile,

Transport,

Health etc.

25.1 IT Technician ( e.g.

Automobile, Transport, Health etc.)

34 39 44 50 57

34 39 44 50 57

26. ICT

applications in

Public

Administration/

Management

26.1 Assistant Director- ICT 79 89 100 113 127

26.2 ICT Officer 126 143 161 181 204

26.3 ICT Programer/Systems

Analyst 427 481 542 611 688

26.4 ICT Assistant /Computer

Assistant 632 713 803 905 1019

1265 1425 1606 1809 2039

27. ICT

applications in

Business

Management/

Administration

27.1 ICT Manager/ MIS Manager 83 90 99 108 119

27.2 Systems Administrator 177 194 212 232 254

27.3 IT Operations & Technical

Support 944 1033 1130 1237 1354

27.4 Data Entry/ Computer

Operator 660 723 791 866 948

1863 2040 2233 2444 2675

28. IT

Education

28.1 Lecturer 156 164 172 180 189

28.2 Other- Instructor, Coordinator,

Content Developer 94 98 103 108 114

28.3 Technical Support 53 56 58 61 64

302 317 333 350 367

29. Other 19 20 21 22 23

43

Total 19 20 21 22 23

Sub-group totals- domestic 1468

8

1646

6

1894

2

2077

4

2334

8

Sub-group totals- Foreign 68 68 68 68 68

Total

147,

36

165,

34

185,

60

208,

42

234,

416

Source: Estimates by the author

44

Appendix 2.5 Estimated skill gaps in the ICT sector – 2018

Occupation

Group

Occupation Category

Incremental Demand

Supply

Gap Domestic Foreign

Tot al

(D+F)

1.Business

Software

Engineering

1.1 Business Software Engineer 1258 1 1259 250 1009

1.2 Software Product Developer

(Business Process) 732 732 250 482

1.3 Mobile Application Developers 511 511 93 418

1.4 Software Product Developers (ERP) 761 761 88 673

1.5 Software Product Developer

(Business Process) 506 506 104 402

0 3770 785 2985

2. Embedded

Software

Engineering

2.1 Robotic Engineer 197 197 0 197

2.2 Embedded Mobile Engineer 190 190 0 190

2.3 Embedded Software Engineer 81 81 66 15

2.4 PLC programmers 9 9 0 9

2.5 IoT Engineer 33 33 0 33

510 66 444

3. System

Engineering 3.1 System Engineering 163 163 145 18

0 0 0 0

4. Networking

4.1 Network Administrator 261 261 225 36

4.2 Network Technician 294 294 291 3

4.3 Network Architect 61 61 60 1

4.4 Fiber optic Technician 8 8 0 8

4.5 Network Security Analyst 57 57 54 3

0 681 630 51

5. Database

systems

5.1 Database Administrator 196 196 45 151

5.2 Big Data Programer 7 7 0 7

5.3 Database Security Expert 10 10 0 10

0 214 45 169

6. IT Security

6.1 Software Security Expert 124 124 0 124

6.2 Infrastructure based Security Expert 97 97 0 97

6.3 Internet security expert 132 132 60 72

6.4 IT forensic Expert 44 44 0 44

0 396 60 336

7. UX

Engineering

7.1 Application Interface Designer 185 185 0 185

7.2 System Interface Designer 119 119 0 119

7.3 Web Interface Designer 185 185 0 185

7.4 Mobile Application Designer 192 192 0 192

0 680 0 680

8. Creative

Engineering

8.1 Graphic Designer 107 107 0 107

8.2 Animation Artist 26 26 8 18

8.3 Gaming Developer 39 39 0 39

8.4 Video Production Developer 57 57 45 12

45

8.5 Audio/Video Engineer 111 111 80 31

0 339 133 206

9. Systems/

Software

Analysis

9.1 Business Analyst 269 269 185 84

9.2 Systems Analyst 124 124 119 5

0 392 304 88

10. Data

scientists 10. 1 Data Scientists 71 71 25 46

0 0 0 0

11. Software

Designing

11.1 Software Architect 99 99 90 9

11.2 Software Designer 111 111 80 31

11.2 Graphic Designer 111 111 85 26

0 321 255 66

12. Software QA

Engineering

12.1 Software Q/A Engineer 81 81 26 55

12.2 Tester 81 81 0 81

0 163 26 137

13. IT

Management

13.1 Chief Information Officer 40 40 0 40

13.2 IT Director 50 50 0 50

13.3 IT Consultants 65 65 0 65

13.4 IT Manager 81 81 0 81

13.5 IT Project Manager 75 75 0 75

2.6 0 311 0 311

14. IT Support

14.1 IT Support 101 101 99 2

14.2 Technician/IT Administrator 337 337 198 139

14.3 Technical support 337 8 345 185 160

783 482 301

15. IT Sales and

Marketing

15.1 Social Media Marketing specialist 53 53 0 53

15.2 IT Sales Engineer 343 343 248 95

15.3 Business Development Officer 296 296 130 166

0 692 378 314

16. Technical

writing

16.1 Web content writer 81 81 0 81

16.2Technical document writer 81 81 48 33

0 0 0 0

17. IT research

and development 17.1 IT research and development 75 75 0 75

0 0 0 0

18. E-business

18.1 E - business Specialist 7 7 0 7

18.2 Electronic Transaction

Implementer 19 19 0 19

0 0 0 0

19. Product

Deployment/

implementation

19. 1 Product Deployment/

implementation 205 205 30 175

0 0 0 0

20. Web

Development

and

Administration

20.1 Web Admin 254 254 240 14

20.2 Web Master 261 261 105 156

20.3 Copy Writers 49 49 20 29

20.3 Web Designer 98 98 94 4

46

0 661 459 202

21. Business

Intelligence (BI) 21.1 Business Intelligence (BI) 12 12 12 0

22. Artificial

Intelligence

Modelers (AIM)

22.1 Artificial Intelligence Modelers

(AIM) 12 12 12 0

0 0 0 0

23.

Programmable

Logic Control

(PLC)

23. 1 Programmable Logic Control

(PLC) 12 12 0 12

24. Machine

Vision

Technology 24.1 Machine Vision Technology 12 12 0 12

25. IT

Applications in

Industry e.g.

Automobile,

Transport,

Health etc.

25.1 IT Technician ( e.g. Automobile,

Transport, Health etc.)

0 0 0 0

26. ICT

applications in

Public

Administration/

Management

26.1 Assistant Director- ICT 75 75 0 75

26.2 ICT Officer 120 120 0 120

26.3 ICT Programer/Systems Analyst 407 15 422 5303 -4881

26.4 ICT Assistant /Computer Assistant 602 602 5438 -4836

1219 10741 -9522

27. ICT

applications in

Business

Management/

Administration

27.1 ICT Manager/ MIS Manager 79 79 0 79

27.2 Systems Administrator 168 168 0 168

27.3 IT Operations & Technical

Support 899 899 3022 -2123

27.4 Data Entry/ Computer Operator 629 44 673 1960 -1287

1819 4982 -3163

28. IT Education

28.1 Lecturer 148 148 0 148

28.2 Other- Instructor, Coordinator,

Content Developer 89 89 0 89

28.3 Technical Support 50 50 0 50

0 0 0 0

29. Other 19 0 19 35 -16

Total 13,974 68 26,994 38999 -

12025

Source: Estimates by the author

47

Appendix 2.6: Setting up an ICT Industrial Campus in Sri Lanka

Introduction

Matrix Institute of Information Technology (Pvt) Ltd, being in the industry for more than

ten years is drawing the concept for the setting up of a one off Industrial Campus for ICT in

Sri Lanka by Partnering Sri Lanka’s leading ICT industry organizations.

Purpose

In Sri Lanka there are no Industrial Universities which can cater the industrial requirements

when it comes to job placements in the field of ICT. Currently with our traditional education

system, provided through the local and foreign universities it produces a set of students with

pre-defined qualifications, who may lack real industrial exposure. Due to this situation in Sri

Lanka we may face an increase in the unemployment rates in the coming years. Especially

in the ICT sector with the ever changing technology these predefined qualifications hardly

makes a positive impact.

Even the Industrial Organizations in Sri Lanka is finding it difficult to manage their

businesses as they have to provide additional training to whoever they recruit. Due to this

situation the growth of the Sri Lankan ICT industry has its limitations when it comes to

developing sophisticated new technology products.

The purpose of this project is to join hands with leading ICT product development

Organizations in Sri Lanka and set up an Industrial Campus which can produce qualified

youth who can fit in to industrial requirements to take Sri Lankan ICT sector to its next

level.

Project Description

By setting up an Industrial Campus Matrix IIT is intending to provide on the job experience

to students while learning. The students will be learning in a real time industrial

environment as they’ll be working on real time projects of the leading ICT organizations.

At the end of the program the students will gain educational knowledge plus industrial

knowledge and most importantly the students will learn exactly what the industry requires to

start the career right after the program with no additional training.

With these projects, the Matrix IIT expects financial benefits through expansion of business

while partnering industries will be provided with project support for various ranges of

projects, a good employee base for the future expansions who knows what exactly the

industry expects from them.

The Government of Sri Lanka benefits out of this projects as the unemployment will be

reduced plus with a rapid growth of the ICT industry which can increase the money inflow

into the country.

Goals and Objectives of the Project

Goals of this Project Creating an internationally compatible ICT industry in Sri

Lanka which can cater most of the global requirement.

48

Objective of the Project Produce 10,000 students every year when the company

would reach its maturity in expected five years of operation. These students will be

starting their career directly into the Sri Lankan and international ICT Industries.

Methodology/Timeline

Construction of the campus: First Phase of the project is to construct a Campus complex

consisted with modern facilities in at least four acres of land and the estimated construction

time period is 24 months

Location: Suburb of Colombo – This is to provide a calmer environment for the

students to study and for them to easily get transport for any part of the country and

the location would be beneficial to work closely with partner organizations as well.

Facilities: The campus will be built in a way where students will mostly do well in

an experiential learning environment rather than in an academic learning

environment. The campus will be well equipped with state of the art classrooms,

‘real-life’ laboratories, IT rich web based environment, hostels, student support

facilities for sports, music and art and separate industrial zones for all partnering

ICT Organizations.

Curriculum Development: The new curriculums are to be developed using a mixture of

professionals from academic background as well as industry specialists to cater the concept

of ‘Industrial Campus’. Estimated period of for the curriculum development is 12 months.

Signing of MOUs with partnering ICT industry organizations: MOUs are to be signed

with leading ICT institutions in Sri Lanka on project basis.

Training the Trainers/Lecturers: By using industry experts and leading senior academics

the trainers are to be trained in line with the new curriculum which will be ready by the 13th

month.

According to the plan, 24 months after the commencement of the project Campus will start

to function with new curriculum, brand-new state of the art facilities and trained lecturers to

support the overall concept of experiential learning.

Benefits and Anticipated Outcomes

The Matrix IIT is anticipating the financial benefits through course fees while the partner

organizations will be given project support and further an opportunity to expand their

business as they’ll be given the opportunity recruit the students who have already gained

experience by working in their own projects. By recruiting these students the organizations

will have no need to provide additional training while the quality of the work also will be

high, thanks to new way of learning. Further lowering the operational cost (additional on the

job training and etc.) the partner organization can invest the money saved on the future

expansions as well.

The government of Sri Lanka will be benefitted with a skilled workforce produced every

year. The unemployment percentage will be less and further with the ICT sector’s

expansion, Sri Lanka will develop itself as to become the global ICT hub.

49

The global ICT industry will flourish due to low cost, yet very high quality products

introduced in a shorter time period to the global market place, this can be achieved by the

comparatively low living cost that a country like Sri Lanka would experience.

The Cost

Rs. 500,000,000

Contact Information

Matrix Institute of Information Technology (Pvt) Ltd

279/1, Galle Road, Colombo 04, Sri Lanka

www.matrix-edu.com

+94 11 2553 331

Contact Person

Dr. Viraj Pinto Jayawardena

Chairman/ Managing Director

Matrix Institute of Information Technology (Pvt) Ltd

Email: viraj@matrixtes.com

Mobile: +94 714317927

50

Appendix 2.7: Proposals for Career Guidance and Trainers training.

Projects Rs. Mns

1. Career Guidance

Career Guidance for School Education Sector (GCE-O/L, A/L)

Career Guidance for TVET sector

Marketing Campaign through media

Student Hand Book for TVET Sector (ICT)

This student handbook will provide details related to career guidance including

Details and trends of IT industry

Job categories

Career paths and Career development

Education and Training Opportunities

This hand book needs to be review annually.

Career Guidance through National E-learning Platform

Council has already taken initiatives and has signed an MOU with National E-

learning Center to enhance the computer literacy through an online platform.

Once career guidance is available in E-learning platform that will facilitate each

and every corner of the country. This program is not only for IT sector. ICT

council expect to work with other industry skills council to make available all

the relevant information regarding all the industry sectors of Sri Lanka

12

15

6

5

8

Subtotal 46

2. Training Trainers of TVET sector

A serious issue in Sri Lankan IT education sector including

vocational education system is that majority of trainers and

lecturers have a lack of exposure to the industry. Continuous

conversation between academia and industry does not occur. As a

result, the gap between the products of education system and the

demand in the industry is increasing rapidly.

Therefore upgrading skills of trainers is essential in enhancing

quality of vocational education. Following categories of trainings

are required to upgrade the education delivery.

General training

Computer Based Training

Industrial trainings

These training will be designed and conducted by industry experts

according to modern industry standards.

25

Subtotal 25

Total 71

51

Appendix 2.8

Industry Training Institute to Train Trainers of IT Vocational Education

Sector

Introduction

A serious issue in Sri Lankan IT education sector including university and

vocational education system is that the majority of trainers and lecturers have a lack

of exposure to the industry. Continuous conversation between academia and

industry does not occur. As a result, the gap between the products of education

system and the demand in the industry is increasing rapidly.

Therefore, the need of an Industry Training Center to train academic professionals in

building a conversation between the industry and education system has not been

there for decades.

Intention of forming this institute is to upgrade the knowledge of lecturers and

teachers in Sri Lankan IT vocation education in accordance with industry standards.

Objectives

To recognize latest industry practices, standards, tools & knowledge in

introducing them to Sri Lankan IT vocational education sector.

To provide short duration training for trainers regarding new industry

practices

To encourage instructors in vocational education system to join industry

To encourage industry experts to join vocational education system on part

time basis.

To main a platform to identify research requirements of the country

To align policies of vocational education sector and industry in the same

direction

To build a platform between industry and vocational education system

Significance

This program may reduce the skills gap of IT sector of the country while producing

skilled labor for local and global markets. Moreover, reduction unemployment of the

country may facilitate in enhancing the living standards of citizens.

Required Facilities

Infrastructure including

Computer labs - 100 machines

52

Conference hall with video conferencing facilities

Lecture hall

Premises for functions and exhibitions

Research center for 4th

Industrial revolution technologies

Dining Facilities for 125 heads

A building surrounded by an industrial zone (IT)

Information Centre (Cloud)

Office

Office for operations

Manager and supportive staff

Vehicles for transport

Funds

Government funds for first two years (operational costs).

Continuous support from industry and education sector

Cost

Rs. 30, 000,000.00 (without building) – 30 million Sri Lankan Rupees

Submitted by:

Sherry Glain Wawwage

Manager - ICT Industry Skills Council

No. 971, Sri Jayawardenapura Mw,

Welikada, Rajagiriya.

sherryas4@gmail.com

sherry@ictskillscouncil.com

+94 71 8686 920

+94 11 432 6070

53

Appendix 3.1 Project Proposal for Comprehensive ICT Skill Gap Analysis for Overall ICT

Landscape