Ahmad Atwan

ILO Tripartite Meeting of Experts on ILO Tripartite Meeting of Experts on “Youth Employment in the Arab States“Youth Employment in the Arab States

Amman (Jordan), 6-8 April 2004Amman (Jordan), 6-8 April 2004

Increasing the Employability of Youth

in The Arab Countries

Human resources are the goal Human resources are the goal and tool for economic and tool for economic

development. Development of development. Development of these resources is verified these resources is verified

through education and training to through education and training to prepare them for employment.prepare them for employment.

Table (1)Human Development of the Arab Countries compared

to other groups of countries at 2001

Arab Countries

High income countries

Middle income countries

Low income countries

World

Life Expectancy(years)

66 78 70 59 67

Adult literacy rate(%)

61 - 87 63 -

Enrollment ratio(%) call levels

60 92 70 51 64

GDP/Capita PPP($)

5038 26989 5519 2230 7376

Education index(EI)

0.63 0.96 0.82 0.59 0.75

Human Development index(HDI)

0.66 0.93 0.74 0.56 0.72

Table (2)Demographic Trends of the Arab Countries compared

to other groups of countries at 2001

Arab Countries

High income countrie

s

Middle income countrie

s

Low income countrie

sWorld

Total Population (millions)

290 936 2695 2515 6148

Annual Population Growth Rate(%)

2.1 0.5 0.8 1.7 1.1

(%) Population under 15

37.5 18.5 27.1 36.8 29.8

A- The Main Characteristics of Educational and

Vocational Training systems.

Table (4)Education Stage inthe Arab Countries

StageBahrai

nJorda

nLebanon

Palestine

Syria Tunisia YemenWB Gaza

Pre school2 2 2 2 2 - 2

Basic 10 10

Primary6 6 6 6 6 6

Preparatory3 3 3 3 3 3

Secondary 3 2 3 2 3 3 4 3

Tertiary 1-7 2-7 2-7 2-7 2-7 2-7 2-7 2-7

Vocational Ed. & Training 2-3 2 1-3 2 2-3 2-3 1-4 1-3

Technical Education 1-3 2 3-4 2 2 3 2-3 2

Table (5)Education Indicators for the Arab Countries in 1999/2000.

Education Stages

Enrollment Enrollment (%) ratio Teaching Staff

Total(1000)

Female%

Total(1000)

Female%

Total(1000)

Female%

Pre School 2430 43% 16% 14% 127 76%

Primary 36073 46% 91% 85% 1636 52%

Secondary 22580 47% 60% 58% 1404 43%

Post-Secondary

206 5% - - - -

University 5500 40% 19% - - -

Total

66789

Technical Vocational Education and TrainingTechnical vocational education and training is one of the major concerns of the government in all of the Arab countries.

The main Characteristics of the TVET system are:The main Characteristics of the TVET system are:1- two major levels

a- vocational education and training VET for 2-3 years within the secondary levelb- technical education for 2-3 years at post secondary level

2- governments are the main provider of TVET.3- TEVT is a dead end track for graduates in most countries. 4- VET generally is not the first priority for students (trainees) and society.5- it is school based system with some exceptions 6- no occupational standards are applied 7- social partners have little influence on development of curriculum 8- training facilities are not well furnished with modern equipment.9- budget constraints is a major obstacle to develop TVET.10-employers do not participate enough in the financial burden of TVET.11-teachers and instructors have little experience in the world of work.12-the system in vocational guidance, counseling of students, placement and follow up of graduates is very weak.13-absence of competency based instruction and training.

Table (6)Post Secondary Education Enrollment, and (%) of Technical Programs in Some Arab

Countries 1999/2000.

CountryStudents

Technical VS General

Technical (Nos.)General % Technical %

Bahrain 5734 8 92 5183

Egypt 45667 - - -

Iraq 11284 100 - -

Kuwait 16751 35 65 10888

Lebanon 392 100 - -

Mauritania 350 100 - -

Morocco 64063 - 100 64063

Oman 16198 56 44 7127

Palestine (WB + Gaza) 6928 - 100 6928

Saudi Arabia 36905 48 52 19191

Tunisia 1308 10 - -

Total 204580 45% 55% 113380

Table ( 9 )

Enrollment Ratio (%)of Vocational Secondary Education to Total Secondary Education in the Arab Countries (1980/81-1994/95)

Country 1980/81 1994/95

Algeria 1.41 5.52

Bahrain 10.59 12.69

Djibouti - -

Egypt 21.64 32.34

Iraq 5.51 11.38(1992/93)

Jordan 5.26 24.27(1993/94)

Kuwait 0.23 0.69

Lebanon 10.86 24.2(2000)

Libya 5.40 38.18(1992/93)

Mauritania 4.64 2.46(1993/94)

Morocco 1.27 1.44

Oman 6.04 1.41(1993/94)

Palestine - -

Qatar 2.77 1.78

Saudi Arabia 1.46 2.34(1993/94)

Somalia 27.57 -

Sudan 4.05 4.04(1993/94)

Syria 4.33 9.36

Tunisia 27.34 2.16

UAE 1.30 1.41

Yemen 7.45 -

Korea 20.56 18.64

Financing Education & Training-the state budget.-UNRWA (for the Palestinian refugees)-no training levy collected from majority of employers.

Table (8)Public Expenditure on Education as % of total government expenditure and as % of GDP for

Arab Countries (1998-2000)

Country % Gov. Exp. % GDP

Algeria 21.1(1990) 5.3(1990)

Bahrain 11.4 3.0

Djibouti 10.5(1990) 3.5

Egypt 12.8 3.7(1990)

Jordan 5.0 5.0

Kuwait 17.9 4.8(1990)

Lebanon 11.1 3.0

Mauritania 18.9 3.0

Morocco 26.1 5.5

Oman 14.6 3.9

Qatar 9.3 3.6

Saudi Arabia 20.3 9.5

Sudan 15.7 0.9(1990)

Syria 11.1 4.1

Tunisia 17.4 6.8

UAE 14.6(1990) 1.9

Yemen 32.8 10.0

ISSUES- ISSUES-

Issues, Strategies, and Policies Issues, Strategies, and Policies in TVETin TVET

Bahraina – Councils and committees1 – Higher Council for Vocational Training (including social partner) (1978).2 – Council for Training in Hotel and Financing Services.3 – Council for Training in Banks Sector.4 – Vocational Education and Training – Skills for Work- Task Force in Bahrain (2003).5 – Committee of Basic Tendencies to Renovate Education in Bahrain (1995).6 – Technical Secondary Education Development Committee (1996).b – Legislations :1 – Training Participation Levy to support training and upskilling in participant companies (1997 – 1974).2 – Vocational Training in the Labor Low of Bahrain.3 – Apprenticeship Training in the Labor Low of Bahrain.C – Innovative Measures .1 – Introducing two main streams in TSE: The first is for high achievers whose graduates can join work or continue engineering education at the university. The second is for lower achievers whose graduates can join work or continue for technician education level.2 – Introduction Quality Assurance in technical secondary schools.3 – Developed a system of vocational guidance and counseling for new entrants which resulted in free and democratic choice of TSE and turned TSE to be the first target for students in the third basic education class.4 – External efficiency of TSE is high in some manufacturing companies. TSE graduates form the backbone of company workers .TSE built good cooperation with labor market which enabled TSE students to get field practical training regularly for 5 weeks in the third level.

I- Lebanon

1- There are projects to re-organize the Ministry of Labour and Employment.2- The reform of the Vocational Training System is under consideration.

1- Reform of TVET system1-1 Reform of industrial specialties at Technical Baccalaureate (BT) level in 1992.1-2 Reform of all constructional specialties at BT and TS (Higher Technician) level1-3 Launching LT (Technical B.S.) & LET (B.S. in technical education) during (1990-1993)2- Reform of the educational system2-1. Unifying the following ministries in the field of education: the Ministry of National Education, the Ministry of Young & Sports, the Ministry of TVET, and the Ministry of Higher Education & Culture into the Ministry of Education & Higher Education.2-2 Grouping of all faculties and institutes of the Lebanese University in one campus at a cost of 150 M. US dollars.2-3 Education system restructuring project in 1995.

II- JordanAs a result of the Vision Forum for the Future of Education in Jordan and following conference in 2002, the following strategies and policies were adopted:1- Adapting education to the information age2- TVET should meet the needs for trained workforce3- Developing the teaching & training facilities to fulfill the requirements of training programs and technological development in the labor market4- Developing technical/vocational programs curricula to meet the labor market needs.5- Developing the capabilities of TVET staff.6- Establishing an effective partnership with the private sector.7- Integrating the efforts of the national organizations concerned with HRD.8- Enhancing consolidating international cooperation9- Upgrading legislation related to TVET10- Regulating and organizing Jordanian vocational labor market 11-Upgrading vocational guidance, counseling of students (trainers), placement and follow up of TVET graduates.12- Providing training to those with special needs 13- Extending support services to SMEs.14- Expanding women participation in the labour market.15- Establishing fund to support vocational training.

II- JordanII- Jordan 1-Vocational training corporation:1-1 Training a-running an apprenticeship training b-providing further training for skilled workers c-training workers to the limited skills worker level d-skills upgrading for employed workerse-instruction supervisory training f-training in health and safety matters 1-2 Development of national standards of occupational and classification 1-3 (SMEs) development 2-Ministry of education 2-1 A new educational law of 1994 was issued2-2 curricula, study plan, and textbooks for the six vocational education branches of industrial, agricultural, commercial, nursing, hotel catering and woman craft were updated 2-3 Vocational education institutions were expanded through the new comprehension school setting. 2-4 University education is more open for vocational education graduates in addition to community colleges.2-5 Planning to transform classical commercial education to information technology base education.

III- Syria1. TVET is considered an important tool for economic prosperity2. MOE took a number of steps to develop a comprehensive strategy to increase the relevance of TVET system for the labour market needs2.1 development of apprenticeship scheme 2.2 creation of new specialization areas2.3 upgrading skills of teachers and trainers2.4 improving training facilities including computers

III- Syria

1- A pilot apprenticeship scheme started in Sept. 2000 with EU assistance 2- Formation of social partners /ministry of education secretariat to administer the apprenticeship scheme 3- Publishing a new policy document outlining the general objectives for education:3-1- improving the relevance of VET to the labour market 3-2- encouraging the privet sector to participate in education 3-3- improving competencies of the teaching staff 3-4- giving special attention to computer skills, foreign languages and scientific subjects.4- The government adopted a 1 billion US dollars to create 440 000 new jobs through small scale investment projects mainly in rural areas.

IV- Palestinian TerritoriesA national strategy for Palestine was adopted for TVET system having the following characteristics:1-a unified system to administer all facilities2-a system based on social partnership 3-a system focusing on the practical aspects. 4-a system allows access to higher education5-a system can serve basic education graduates as well as the school dropouts, the adult workers, and the unemployed. 6-a system concentrates on Palestinian and other labour markets 7-a flexible system.

IV- Palestinian Territories

The Palestinian Authority took the following measures in the field of TVET.1- Adopting TVET strategy by the main actors: MOE, MOHE, and MOL.2- Forming A TVET council included the three ministries MOE, MOHE, MOL and other social partners and stakeholders headed periodically by one of the ministers.3- Planning to establish new training facilities, expanding and updating existing facilities.4- Upgrading TVET staff skills.5- Preparing practical training modules for VET students.6- Preparing vocational guidance modules for general education students.

VI- TunisiaTVET in Tunisia is the state responsibility . In the last 10 Year the following development have

evolved : - a – Educational Reform started at 1989/ 1990 .b – Establishing the following TVET structures: 1-The Ministry of Vocational Formation & Employment ( 1990 ) .2-Vocational Formation & Employ men Bureau (1997) .C – Forming the following managerial structures (1993 ) 1 - Tunisian Employment Agency . 2- Tunisian formation ( Training ) Agency .3- National Center for Vocational Formation & Upskilling .4- National Center for Vocational Trainers & formation Design . d – Forming Consultation Bodies 1- National Council for Vocational Formation & Employment ( Includes Social Partners ) .2- Vocational Formation Coordination Perminant Committee 3- Regional Council for Vocational Formation & Employment 4- Youth Employment National Committee .e – The Following Measures have been taken 1-Legislating Training Levy to support Vocational Formation 2- Performing cooperative (apprenticeship ) training through training contract .3- Performing continuing Formation by Reskilling and upskilling. 4- Building up vocational formation map. 5-Vocational formation of women in rural areas.

VII YemenThe government is the main provider of institutional TVET programmers in Yemen . In the last

10 years the following evolutions took place .a-Establishing of TVET institutions 1 – Ministry of Labor and Vocational Training and the General Corporation of Vocational

Training (1990).2 – General Authority for Vocational and Technical Training (GAVTT) (1992).3 - Reorganizing GAVTT (1995).4 - Ministry of Technical Education and Vocational Training (MTEVT) (2001) to replace

GAVTT.b-Establishing the national council for vocational and technical training

(NCVTT) (1995).c- Establishing the Skill Development Fund – SDF to support upgrading workers skills at the

participating employers in SDF.d- Annexing all public training institutions under METV.e- Overhauling the TEVT system in Yemen through a technical assistance with ILO .f- Expanding training institution capacity by up-grading 41 existing institution through the

agreement with the world bank (1997), and building 19 new institutions through an agreement with the Islamic bank in Saudi Arabia (2003).

g- Overhauling the TEVT system in Yemen through a Technical Assistance Agreement with the international training center ( Turin) of the ILO (1997) including mainly:

1 - Institutional strengthening of GAVTT (MTEVT).2 – Developing Management Information system.3 – Establishing skill development Fund.4 – Strengthening institutional capacity for Curriculum Development.5 – In service training of teachers and instructors

F- Conclusions:F- Conclusions:The Main Current IssuesThe Main Current Issues

I- Findings:.Governments are trying to renovate their economic systems to a more liberal type..Governments are formulating national strategies in education and TVET..Public and private organizations are looking for more partnership in education and TVET..Involvement of employers and other civil organizations in society in all processes of education and TVET: policies, implementation, evaluation, and development.

B-Employability and TVET To enhance employability of youth in the Arab Countries, the following recommendations to renovate TVET may help in achieving this purpose.

1-Quality of TVET: Improving the quality of TVET by improving the outputs of programs through better inputs(trainees\students, training programs, training facilities, and instructors\trainers), improving training processes, and better assessment of graduates.2-Relevance (External Efficiency): Increase graduates skills to suit job requirements in the labor market.3-Flexibility (Adjustment): Increasing training institutions flexibility to adjust training programs and their outputs to meet work requirements.4-Effectiveness: Developing modes and patterns of training which are less expensive.5-Responsiveness: Enhancing the ability of TVET systems to cope with technological developments in the age of knowledge economy though continuing education and training.6-Supply and Demand: Orient TVET systems to be demand driven instead of supply driven systems.7-Financing: State budgets financing TVET systems should be supported by “Training Funds” productive work, and trainees participation. Employers training centers under the supervision of social partners can share bearing this financial burden.

C. CooperationBi-lateral and regional co-operation in the TVET field can bridge gabs of development in different Arab Countries, and economize in TVET spending.1-Exchange of experiences in fields of expertise, instructional material, and use of training facilities.2-Adopting a unified occupational standards by using “The Arab 2-3-Directory of Occupational Classification” developed by ALO………3-Establishing regional TVET institutions for policies and staff development.4-Establishing vocational guidance and counseling in the education and TVET systems including development measuring instruments and techniques.5-Adopting assessment and certification common policies and procedures.6-Building up labor information system concerning demand and supply side.7-Adopting free manpower movement policy of certified well trained workers.