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Nakata, Shiro

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Last updated: February 21, 2024
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Shiro Nakata is a senior economist in the South Asia Region of the World Bank Education Global Practice. He specializes in education economics, technical education, and higher education. He has led lending projects and analytical work in the Europe and Central Asia Region and the South Asia Region. He has published reports focusing on skills for the future of work, green jobs and skills, recognition of prior learning, and graduate employability. He holds an MA in economics and a PhD from Kobe University, and a master of research from the Institute of Education at the University of London.

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    Engendering Access to STEM Education and Careers in South Asia
    (Washington, DC: World Bank, 2023-06-20) Sosale, Shobhana; Harrison, Graham Mark; Tognatta, Namrata; Nakata, Shiro; Gala, Priyal Mukesh; Brown, Sherrie; Holtz, Paul
    Building a skilled and diverse science, technology, engineering, and mathematics (STEM) workforce is crucial for economic development, cross-border trade, and social inclusion in South Asia. However, underrepresentation of girls and women in STEM education and careers remains a persistent issue. What kinds of macro and micro socioeconomic interventions are needed to increase girls’ and women’s access to and participation in STEM education and careers in South Asia?
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    Effects of Recognition of Prior Learning on Job Market Outcomes: Impact Evaluation in Bangladesh
    (World Bank, Washington, DC, 2021-04) Nakata, Shiro; Sharma, Uttam; Rahman, Tashmina; Rahman, Mokhlesur; Aziz, Mustahsin-Ul; Nakata, Shiro
    The recognition of prior learning provides opportunities for workers to have their skills assessed and certified. In many countries, recognition of prior learning is expected to broaden individuals’ empowerment and economic opportunities. Using a randomized control trial method, this impact evaluation study aims to assess whether and to what extent assessment and certification of prior learning effectively improve economic and other job outcomes among assessment participants in Bangladesh. Five hundred applicants were randomly assigned to the treatment group and 500 applicants to the control group. The baseline survey took place in June 2018 and the end-line survey in January 2019. The findings indicate that assessment prior learning positively impacts workers’ employment outcomes and quality of employment, including the chance of getting employed, wage levels, formality of employment, and workers’ confidence in their skills and jobs. The findings also suggest that women may benefit more than men from certificates of recognition of prior learning in Bangladesh. The transition analysis further supports the finding that recognition of prior learning facilitates the transition of unemployed or not-working workers into employment. Recognition of prior learning also increases the chances of finding work through formal job search channels and at formal and larger private companies. These findings align with the assumption and expectation behind the recognition of prior learning programs in the context of economic development. The participants in assessments and certification of prior learning had overwhelmingly positive opinions about them. The study has some limitations and suggestions for future research.
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    Bangladesh Tertiary Education Sector Review: Skills and Innovation for Growth
    (World Bank, Washington, DC, 2019-03) Rahman, Tashmina; Nakata, Shiro; Nagashima, Yoko; Rahman, Mokhlesur; Sharma, Uttam; Rahman, Muhammad Asahabur; Nakata, Shiro
    Bangladesh is recognized globally for its remarkable track record of socioeconomic development and potential for becoming an economic powerhouse in the region. The economy has sustained impressive economic growth over the past three decades despite incidences of political conflict, natural calamities, and financial shocks. The country met the Millennium Development Goals ahead of time and reduced the poverty level substantially over the past decades. Progress in human development, education, and health has been equally impressive and produced a healthier and better-educated working population. More women are joining the workforce while gender gaps in pay are gradually narrowing. Moving forward, the country aspires to reach the stage of a developed economy in the next two decades. Bangladesh needs to prepare its workforce for the emerging challenges for a dynamic economy in an increasingly globalized world. The economy is undergoing structural changes on several fronts. First, Bangladesh has transitioned from a largely traditional, agriculture-based economy to an industry and service-driven economy. Industry sector has been the main driving force for economic growth. Second, more recently, technological progress is rapidly changing the production and service modality. Firms need to not only constantly adjust their business and production modality with these technological changes but also have highly skilled manpower who can enable such change processes. Third, a growing and youthful workforce in Bangladesh provides a window of opportunity to improve productivity and accelerate economic growth. Equipping the young generation with the skills needed for jobs remains crucial. On one hand, employers are demanding higher-skilled professionals for technical and managerial positions to support the growing industry and service sectors. On the other hand, tertiary education institutes (TEIs) are struggling to produce employable graduates for the job market. Unemployment rates are consistently high among tertiary graduates, causing prolonged and frustrating joblessness for many. At the same time, the culture and practice of collaborative research to promote industry competitiveness and innovation has been largely missing in the country’s tertiary education landscape, undermining Bangladesh’s competitiveness ranking in the global knowledge economy. There is urgent need to identify and address the challenges in the sector and orient tertiary education toward the demands of the economy and labor market to help realize Bangladesh’s full economic development potential. On one hand, employers are demanding higher-skilled professionals for technical and managerial positions to support the growing industry and service sectors. On the other hand, tertiary education institutes (TEIs) are struggling to produce employable graduates for the job market. Unemployment rates are consistently high among tertiary graduates, causing prolonged and frustrating joblessness for many. At the same time, the culture and practice of collaborative research to promote industry competitiveness and innovation has been largely missing in the country’s tertiary education landscape, undermining Bangladesh’s competitiveness ranking in the global knowledge economy. There is urgent need to identify and address the challenges in the sector and orient tertiary education toward the demands of the economy and labor market to help realize Bangladesh’s full economic development potential.