Final nqa report employment decisions fdc project

A project funded by the:

EMPLOYMENT DECISIONS

Empowering students and employers to make employment decisions

that help to drive a competitive and sustainable workforce in the UAE

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The National Qualifications Authority (NQA) was established in 2010 to coordinate with related

entities the establishment and implementation of an internationally-recognised education

and training system for the UAE, which includes a national qualifications framework. This

framework (known as the QFEmirates) is a singular integrated structure covering qualifications

for general education (G12), vocational education, higher education, work-based training,

and professional education and training. The Authority is also leading the development of

quality assurance processes for higher, general and vocational training. These roles aim to

deliver outcomes that assist the UAE to keep pace with scientific and technological progress

and meet the country’s economic and social development needs. For further information

about the NQA, go to www.nqa.gov.ae.

The National Qualifications Authority (NQA) acknowledges the important contribution of

students, employers and industry representatives who participated in this project and the

funding support from the Federal Demographic Council.

No part of this report may be adapted or modified, in any form or medium, whether by

electronic transmission or otherwise, without the prior written consent of the National

Qualifications Authority. While all care has been taken in preparing this report, the Authority

disclaims any liability for any damage from the use of the material contained in this

publication and will not be responsible for any loss, howsoever arising from use, of or reliance

on this material.

Refer all correspondence to:

Research and Development Department

National Qualifications Authority

Email: [email protected]

Phone: +971 (0)2 815 6622

Address: P.O. Box 63003, Abu Dhabi, UAE

Web: www.nqa.gov.ae

© National Qualifications Authority (NQA)

March 2013

Front cover photo by iTami http://www.flickr.com/photos/tamyo0/6779439014/sizes/l/in/photostream/

http://www.nqa.gov.ae/

mailto:[email protected]

http://www.nqa.gov.ae/

http://www.flickr.com/photos/tamyo0/6779439014/sizes/l/in/photostream/

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Table of contents

1. Extended executive summary 5

1.1 Project purpose 5

1.2 Project approach 6

1.3 Key findings from literature review 7

1.4 Key findings from employer data 8

1.5 Key findings from secondary school data 9

1.6 Key findings from higher education data 11

1.7 Main implications 12

1.8 Further research 16

1.9 Chapter summary 20

2. Project background 21

2.1 A world-class education and training system for the UAE 21

2.2 Challenges to building a highly skilled workforce 22

2.3 A national qualifications framework for the UAE 23

2.4 Qualifications Framework for the Emirates Handbook 25

2.5 Project purpose 25


3. Project approach 27

3.1 Phases and activities 27

3.2 Literature review 28

3.3 Analytical framework 28

3.4 Data collection 28

3.5 Sampling 29

3.6 Ethics requirements 31

3.7 Data analysis 31

3.8 Limitations 32

3.9 Employer guide 32


4. Literature review 35

4.1 Employment indicators and trends 35

4.2 Education pathways and challenges 40

4.3 Qualifications frameworks worldwide 46


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5. Perspectives of employers 51

5.1 Survey participants 51

5.2 Jobs and employability indicators of the QFEmirates 53

5.3 CoreLife Skills 59

5.4 Recruitment of graduates 62

5.5 Hiring intentions of employers 70

5.6 Organisational factors 73

5.7 General comments 75


6. Perspectives of secondary school students 79


6.2 Study decisions and intentions 80

6.3 Careers advice 92

6.4 Preferred job and industry sector of employment 98


7. Perspectives of higher education students 107


7.2 Study decisions and intentions 109

7.3 Preparation for study 113

7.4 Careers advice 117

7.5 Preferred job and industry sector of employment 123


7.7 Chapter messages 132

8. Implications and further research 135

8.1 Introduction 135

8.2 Qualifications and jobs 136

8.3 Importance of vocational education and training 139

8.4 Career aspirations of students 143


8.6 Employer recruitment practices and hiring intentions 152

8.7 Occupational information guide for employers 157

8.8 Further research 160


9. Appendices 165

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Chapter 1: Extended executive summary

To build a highly skilled workforce, the UAE

must have a world-class education and

training system that understands the needs

of the labour market.

1. Extended executive summary

This chapter summarises the project’s background, approach,

key findings, implications and ideas for further research

presented in different chapters of this report.

1.1 PROJECT PURPOSE

The UAE increasingly requires a highly skilled, qualified and adaptable workforce to secure the

international and regional competitiveness of the UAE economy. To build such a workforce

the UAE needs a world-class responsive education and training system and a supporting

national qualifications framework that

improves the quality of qualifications

awarded in the country. The system should

create harmony between itself and the

requirements of the labour market.

The origin of this project arose from the work underway from 2007 to 2011 to develop a unique

national qualifications framework for the UAE based on the knowledge of a strong

international trend towards the development and use of qualifications frameworks. The

culmination of this work came when the Board of the National Qualifications Authority (NQA)

approved the Qualifications Framework for the Emirates Handbook on 20 February 2012. This

Handbook sets out a 10-level national qualifications framework for the UAE, known as the

QFEmirates. The Framework is a singular, coherent and integrated qualifications framework

covering the higher education, vocational education and training (VET) and general

education sectors. It signifies a new order in the way qualifications are developed, approved

and aligned to employment.

The Qualifications Framework for the Emirates Handbook provides “detailed information

about the architecture of qualifications in the UAE and also defines the requirements that will

enable UAE qualifications to be compared with and valued alongside foreign qualifications”

(NQA, 2012)1. This public national document formally articulates the relationship between a

qualification and an occupational requirement. Due to the highly technical nature of the

Handbook and to give credence to the QFEmirates, the Federal Demographic Council (FDC)

commissioned the National Qualifications Authority to undertake a research project that

would:

1 National Qualifications Authority (2012). Qualifications Framework for the Emirates Handbook. Retrieved

November 20, 2012, from http://www.nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf, p. 3

http://www.nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf

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When recruiting employees, the QFEmirates

Handbook will help employers match their

workplace needs to the qualifications,

knowledge, skills and experience of an

applicant.

provide employers with real tangible and

concrete information that can help them to

use the Handbook as a resource to recruit

employees with the qualifications,

knowledge, skills and experience that match

their workplace needs and align with the

QFEmirates

provide students with real tangible and concrete information that can help them to better

prepare for entry into the workforce.

Therefore, this research project has endeavoured to identify:

the extent to which employers understand the link between qualifications and

occupational requirements of jobs

the level of awareness among employers and students of the importance of vocational

education and training

employer and student views on generic (CoreLife) skills i.e. skills that underpin work and the

ability of learners to learn throughout their lives (i.e. lifelong learning)

employer recruitment practices as well as their hiring intentions over the next two years

career aspirations of students and the support they need to help them achieve these

aspirations, which includes gaining a good understanding of the UAE labour market in

order to make well-informed study and career decisions

appropriate content for an occupational information guide for employers in the UAE, which

is a QFEmirates reference document that aims to help employers to match qualifications

with occupational requirements when recruiting employees.

The rest of this chapter summarises the project’s approach (Chapter 3), key findings from the

literature review and employer and student surveys (Chapters 4, 5, 6 and 7), and implications

and ideas for further research (Chapter 8).

1.2 PROJECT APPROACH

The research project involved three phases undertaken over a 17-month period:

Phase 1: Project planning, literature review and survey planning

Phase 2: Sampling strategy, survey design and survey administration

Phase 3: Final reporting and employer guide

The literature review focussed on employment indicators and trends in the UAE, education

pathways and challenges, and qualifications frameworks worldwide.

The analytical framework consists of three integrated elements – research questions and

hypotheses, data collection methods, and data analysis procedures.

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Expected job growth and salary rises may

attract more UAE Nationals to the private

sector and thereby improve the country’s

nationalisation rate.

A series of research questions sought to find out:

from employers – their knowledge of job requirements related to the QFEmirates,

recruitment practices, hiring intentions over the next two years, and views about

generic (CoreLife) skills

from students – their intentions after finishing school (secondary school students only),

study decisions, preparation for study, access to careers advice, career intentions,

knowledge of their preferred job and industry sector of employment, and views about

generic (CoreLife) skills (higher education students only).

Data collection involved four online surveys – employer survey, secondary school survey,

higher education survey, and industry validation survey. Researchers followed ethics

procedures to collect the data.

The sampling strategy involved a mix of stratified sampling and convenience sampling.

Data analysis involved descriptive analysis – frequencies, cross tabulations and the Chi-

square test for independence.

The main project limitation related to survey returns – insufficient returns from employers

(only 83 returns), insufficient returns from some Emirates (all surveys), and gender

imbalance of returns from secondary school students (males accounted for 86% of returns).

1.3 KEY FINDINGS FROM LITERATURE REVIEW

Key findings emerging from the literature review are as follows:

The UAE continues to face the employment challenges of a heavy reliance on non-

nationals to meet workforce needs, a large proportion of UAE Nationals working in the

public sector, high rates of unemployment among recent graduates, and low

nationalisation levels in the private

sector. According to GulfTalent.com

(2012), UAE Nationals accounted for 7%

of total private sector employment in

2011 – the second lowest nationalisation

rate in the Gulf region.

Recruitment and salary data from GulfTalent.com (2012) indicates that the UAE is

continuing to experience increases in job creation and salary rises, GulfTalent.com

predicts that 51% of employers will create new jobs and salaries will rise by 4.9% in 2012.

Dubai’s share of regional recruitment activity is increasing after two years of slowdown.

Data on hiring expectations of employers who responded to the 2012 Middle East Jobs

Index Survey (JI) was positive, with 72% indicating they would be ‘definitely hiring/probably

hiring’ over the next three (3) months. Employers indicated a preference for:

Engineering, Business Management and Commerce graduates

candidates with team skills, communication skills and leadership skills

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UAE’s national qualifications framework, the

QFEmirates, will enhance the international

attractiveness of the skills in the country.

managers who are able to manage a team as opposed to candidates with very senior

level experience.

Employers regarded Banking/Finance, Oil, Gas and Petrochemicals and Telecommunications

as the most attractive industries to top talent, and Medical/Health Sciences as the least

attractive industry to top talent.

There are ongoing concerns about UAE’s education system, in particular the quality of

primary and second education systems not matching international standards; a large

number of students failing to complete high school and make a successful transition to

postsecondary education; and graduates not meeting employers’ standards in a variety

of academic areas. Low performance of students is also evident at the university level.

Although many of the private schools and most universities offer career guidance to their

students, young people in public schools rely heavily on their families or an interested

teacher. It is not known to what extent the establishment of the National Human Resources

Development and Employment Authority (Tanmia) in 1999 has addressed the lack and/or

quality of career guidance in public schools.

Many countries have introduced or are

developing national qualifications

frameworks as a lead mechanism to reform

their education and training systems and

enhance international attractiveness of available skills in their country. The UAE has

established a 10-level national qualifications framework known as the QFEmirates - a

singular, coherent and integrated qualifications framework covering the higher education,

vocational education and training (VET) and general education sectors.

1.4 KEY FINDINGS FROM EMPLOYER DATA

Key findings emerging from the analysis of employer data are as follows:

There were variations in participants’ level of understanding of qualification, knowledge,

skills and experience (KSE) requirements associated with particular jobs, which have

affected their level of understanding of the employability indicators in the QFEmirates.

Most participants had a good level of understanding of function verbs associated with

particular jobs.

In terms of qualifications, participants generally had a good understanding of occupations

at the para-professional level and above that require a qualification at Diploma/Associate

degree level and above. They had a lower level of understanding of occupations that

require a qualification at Certificate 4 level or below.

Participants indicated all CoreLife Skills were important to their organisation, particularly

teamwork skills, communication skills, and initiating and organising skills. They were

generally satisfied with graduates’ level of CoreLife Skills, particularly graduates’ ICT skills

and teamwork skills. However, participants were least satisfied with graduates’ initiating

and organising skills.

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When recruiting graduates, employers

overwhelming want graduates with a

Bachelor degree or higher.

When recruiting graduates, participants placed particular importance on graduates

having formal qualifications (72% of all participants), work experience (59%) and CoreLife

Skills (57%).

Participants preferred graduates with

Bachelor degree qualifications (81%),

perhaps as a way to filter applicants.

Participants were more likely to indicate

that post-graduate qualifications (Masters degree and Graduate Diploma) were more

relevant than qualifications at the Diploma/Associate degree level or lower, particularly

Certificate qualifications.

Participants indicated their organisations use a range of methods to recruit graduates, in

particular advertising positions on their website (67% of all participants), word of mouth

(57%) and through educational institutions (53%).

There is a need for greater promotional and brand awareness of Tanmia given that 40% of

participants indicated they were not aware of Tanmia or unsure of the Authority’s

existence.

Growth prospects of employment numbers over the next two years are highly positive, with

82% of participants indicating their organisation is likely to have more employees in two

years time. Participants identified engineering and industrial occupations as occupations in

highest demand followed by account executives, business development, administration,

analysts and accounting professions.

Larger organisations and in particular, public sector and government related entities

(GREs), are better equipped to effect significant changes and implement initiatives than

small to medium sized organisations. As frontline bodies, they can help smaller players to

adopt changes and initiatives progressively. The roll-out and take up of the QFEmirates

could be hastened and best achieved via these bodies.

As part of the survey, employers were able to express additional thoughts. Common

themes were the importance of improving graduate motivation, work ethic, proactiveness

and ‘here to learn’ character, and strengthening ties between institutions and employers.

Overall, members of the industry expert group validated findings and observations presented

in this section, although one member was rightly concerned about sample size (83 returns

from employers).

1.5 KEY FINDINGS FROM SECONDARY SCHOOL DATA

Key findings emerging from the analysis of secondary school data are as follows:

Almost three-quarters (73%) of students intend to study at a university or college

immediately after completing school, indicating that the higher education sector is facing

increasing pressure to absorb increasing numbers of both male and female students.

However, only 4% of students intend to study at a vocational institute and 12% intend to

find a job after they finish school.

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Many secondary school students have

unrealistic salary expectations – 60% would

only take a job if they were paid a monthly

salary of AED 20,000 or over.

Survey results indicate a strong interest in pursuing education in Engineering and

Engineering Trades due largely to the significant number of responses from male students.

To a lesser extent, students were interested in the fields of Business and Administration,

Computing/IT, Social Services, Architecture and Health. The survey found a lack of interest

in the important fields of Education and Manufacturing.

Gender remains a significant factor in determining Emirati intentions for fields for study. For

example, males prefer the field of Engineering and Engineering Trades and females prefer

the field of Health.

As well as the industry sector of Energy Resources, students indicated a preference to work

in the sectors of Government Services and Public Administration, Business, Administration

and Financial Services, and Building and Construction. There was significantly less interest in

the important growth sectors of Manufacturing, Logistics and Transport, Utilities and

Infrastructure, and Tourism.

Students are heavily output focussed when selecting a course, identifying the most important

factors as the ‘availability of a good job’ followed by ‘salary and conditions’. There were

differences in the importance of other factors by nationality and gender. For example, an

‘opportunity to study overseas later’ was also important to Emirati secondary school students.

When asked about the likelihood of undertaking a foundation program as part of their

future studies, almost 90% of students indicated ‘yes/unsure’. Many of the students who

expect to undertake a foundation course felt confident in undertaking independent study

and research.

Non-Emirati students were more confident in undertaking independent study and research

than Emirati students. Surprisingly, many students who indicated Science was important to

their future were more confident than those who did not find this subject important.

Almost two-thirds of students (64%) have already accessed careers advice and over 70%

indicated they would access careers advice in the future. Students who have already

accessed careers advice were more likely than students who have not accessed careers

advice to access careers advice in the future.

Many students prefer to access careers advice at careers events/fairs, direct from employers,

by being mentored by someone who is working in a job of interest to them, from careers

advisors at school and through websites. They were less interested in printed materials.

Although the majority of students indicated their level of knowledge of their preferred job

and industry sector employment was ‘average’, ‘good’ or ‘very good’, other indicators

suggest their knowledge is lower than they

perceive it is:

Over 30% of students indicated the

(unrealistic) minimum monthly starting salary

of graduates in their preferred field is AED

40,000 and over.

60% of students were unsure if finding work in their preferred job would be easy or

difficult and a further 28% indicated it would be ‘difficult’ or ‘very difficult’; yet almost

half of the students believe there will be more jobs of interest to them in the future.

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Like secondary school students, the

availability of a good job after graduation

was very important to higher education

students when selecting a course.

Almost half of the students prefer to work in the public sector and believe the number of

jobs in the public sector would increase; a sector that is unlikely to emerge as a priority

industry sector.

Governments at the Federal and Emirate level have introduced initiatives designed to

increase students’ awareness and understanding of study and career options in the UAE

labour market. The scope of this project meant it was not able to identify and evaluate

careers services available to secondary students. However, it did find that only 41% of

students had heard of Tanmia.

The findings about the ineffectiveness of existing careers services in informing students

about the UAE labour market confirms other sources that indicate the urgent need to

improve the availability and quality of career advice/services in UAE schools.

1.6 KEY FINDINGS FROM HIGHER EDUCATION DATA

Key findings emerging from the analysis of higher education data are as follows:

Three quarters (76%) of students indicated they started their course straight after finishing

school. The factor of the ‘availability of a good job after a graduation’ was the main factor

that influenced students when selecting their course, although there were some variations

in the importance of factors by gender and nationality:

Male students were more influenced

than female students by the factors of

‘graduate salary and conditions’ and

the ‘opportunity to study overseas

later’.

Non-Emirati students were more influenced than Emirati students by the factors of

‘family wishes’ and ‘reputation of a particular institution’.

Emirati students were more influenced than non-Emirati students by the factor of the

‘opportunity to study overseas later’.

Almost two-thirds of students (66%) indicated they have undertaken a foundation

program, with female students and Emirati students more likely than male students and

non-Emirati students respectively to have undertaken a foundation program. In terms of

the effectiveness of these programs:

53% of students indicated they ‘agree/highly agree’ with the statement “The

foundation course has prepared me well for the course I am currently studying”.

15% of students were dissatisfied with the foundation program they had undertaken,

when they indicated they ‘disagree/highly disagree’ with the above statement

32% of students indicated the foundation program was ‘neither effective or ineffective’

– a proxy for ‘unsure’

Emirati students were more satisfied than non-Emiratis students with foundation programs.

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31% of higher education students have

never accessed careers advice, 21% of

students were unsure if they would access

advice in the future, and a further 10%

indicated they would not access advice.

Many students indicated they have already accessed careers advice (60% of higher

education students) and found this advice to be ‘effective/very effective’ in helping them

to select their course (64%) and decide on their preferred future job (60%). Therefore, many

students intend to access careers advice in the future (65%). However:

31% of higher education students have

never accessed careers advice

21% of students were ‘unsure’ if they

would access careers advice in the future

and a further 10% indicated they were

‘unlikely/very unlikely’ to do so

students who have not accessed careers advice were less likely than those who have

accessed careers advice to do so in the future

51% of students who have accessed careers advice and were dissatisfied with this advice

indicated they were ‘unlikely/highly unlikely’ to access careers advice in the future.

Higher education students are mainly accessing careers advice from family and friends

and careers advisors at educational institutions. They prefer to access advice from careers

advisors and careers events/fairs and direct from employers/mentors. Similar to secondary

school students, higher education students prefer text-based career materials to be

available online rather than in printed/hard copy format.

Higher education students are more likely than employers and secondary school students

to have not heard of Tanmia. Only 27% of higher education students have heard of this

important government body that helps Emirati job seekers to find work.

Similar to the secondary school survey, the higher education survey included questions to

gauge students’ understanding of the UAE labour market, with some responses related to

the effectiveness of careers advice. The analysis found that although 56% of students

indicated their knowledge of their preferred job and industry sector of employment was

‘good/very good’, the findings suggest their level of knowledge is much lower.

Students perceived their level of CoreLife Skills much higher than employers perceived the

level of CoreLife Skills of graduates.

1.7 MAIN IMPLICATIONS

As already stated, the Federal Demographic Council funded this project largely due to the

highly technical nature of the Qualifications Framework for the Emirates Handbook. The

Handbook should not only benefit individuals and organisations involved in qualifications

development and delivery but it should also empower students and employers to make

employment decisions that help to drive a competitive and sustainable workforce in the UAE.

The implications from this research are summarised in this section of the chapter and

discussed in more detail in Chapter 8.

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The National Qualifications Authority will

facilitate the development of industry-led

national vocational qualifications based on

needs of UAE’s labour market.

1.7.1 Employers’ understanding of the link between qualifications and occupations

The first project purpose was to identify the extent to which employers understand the link

between qualifications and occupational requirements of jobs.

Dedicated infrastructure in the form of respected providers of vocational programs and

government bodies responsible for quality assurance, licensure and program accreditation

are significant steps in building a world-class VET sector for the UAE. The National Qualifications

Authority will lead national efforts by establishing and maintaining standards and regulations

for technical, vocational and professional

education and training. These standards

and regulations must keep pace with

scientific and technological progress and

meet the requirements of economic and

social development.2 The Authority will

facilitate the development of industry-led national vocational qualifications based on labour

market requirements. It will also implement a national qualifications framework that is a

national frame of reference for all qualifications in the UAE, including vocational

qualifications. In time, these efforts will raise employers’ understanding of the nature and

benefits or vocational qualifications.

1.7.2 Employers and students awareness of the importance of VET

The second project purpose was to identify the extent to which employers and students are

aware of the importance of vocational education and training.

The country’s visions for its education and training system, which encompass vocational

education, raise the bar as to the actions and reforms envisaged to improve the quality of

outcomes of technical, vocational and professional education in the UAE. However, findings

presented in this section indicate much work is needed to build the confidence among

employers and individuals of the benefits of vocational programs and occupations. Overtime,

infrastructure developments and awareness raising strategies will help address this issue. What

is missing at this stage is a way to measure the progress of the development of UAE’s VET

sector. Some of the indicators presented in this section are out of date, do not focus

sufficiently on vocational enrolments and outcomes, and do not allow for rigorous

international comparison and rankings. One of the roles of the National Qualifications

Authority is to collect, analyse and provide qualifications-relevant data. The timely collection

of this data will require data-sharing agreements with providers of vocational programs,

licensing and program accreditation bodies, different ministries (such as the Ministry of Higher

Education and Scientific Research) and statistical bodies (such as UAE’s National Bureau of

Statistics and Statistics Centre - Abu Dhabi). It will take some time before the UAE has a

centralised data collection system for VET statistics. What is possible in the near future is the

development of a ‘Pocket Guide’ or similar that consists of existing vocational and related

statistics that are available from the above bodies.

2 National Qualifications Authority (2012). Qualifications Framework Emirates Handbook. Retrieved February 6,

2013, from http://www.nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf, p. 13.


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A national careers strategy for the country

would educate UAE Nationals about critical,

sustainable and attractive jobs in the private

sector.

1.7.3 Career aspirations of students

The third project purpose was to identify the career aspirations of students and the support they

need to help them achieve these aspirations, which includes gaining a good understanding of

the UAE labour market in order to make well-informed study and career decisions.

There is a need to educate and encourage

students (particularly UAE Nationals) about

critical, sustainable and attractive jobs in the

private sector. This must occur as early as

possible in secondary schools so that students

can select a) the right subjects before starting their secondary school certificate; b) select the

right course if they decide to pursue further study; and c) look for the right job after finishing

school or graduating from further study. Therefore, there is a pressing need for a national

careers strategy that links careers services and initiatives together to ensure they are ‘singing

the same song’ when it comes to promoting critical, sustainable and attractive career

opportunities in the UAE. This strategy must consider the challenges facing Emiratisation in the

UAE, in particular how to address young Emiratis’ unrealistic expectations and how to convince

foreign businesses that they have a responsibility to provide Emiratis with proper training and

on-the-job experience. The public sector is also responsible for creating a work culture that

instills in Emirati graduates a work ethic similar to that required in the private sector.

1.7.4 CoreLife Skills

The fourth project purpose was to identify employer and student views on generic (CoreLife)

skills i.e. skills that underpin work and the ability of learners to learn throughout their lives

(lifelong learning).

One way for educational institutions to address the challenge of improving the CoreLife Skills

of students is through their teaching methods and content. The Commission for Academic

Accreditation (CAA) in the UAE has recognised the importance of CoreLife Skills by adopting

the QFEmirates as part of its licensure and accreditation standards. However, improvements

to an individual’s level of CoreLife Skills can take some time as many institutional qualifications

and programs have accreditation periods of four to five years before review. There is a range

of approaches to develop an individual’s CoreLife Skills in vocational programs and

workplaces that do not revolve around accreditation periods. Educational institutions,

employers, individuals and other relevant stakeholders must work together to provide

graduates entering the labour market with the necessary skills to gain and remain in

sustainable employment. Employers should not set their expectations too high by expecting

graduates to be ‘work competent’ rather than ‘work ready’. Individuals must understand the

importance of CoreLife Skills to their current and future employability.

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We must provide students with authentic

workplace learning experiences as well as

recognise the extensive workplace

experience of individuals who have no

formal qualifications.

1.7.5 Employer recruitment practices and hiring intentions

The fifth project purpose was to identify employer recruitment practices as well as their hiring

intentions over the next two years.

It is vital to the future employability of students that they have access to authentic workplace

learning experiences during their study period. Many employers who participated in this

project indicated work experience is a key factor influencing their recruitment decisions.

Participating students expressed a strong desire to interact directly with industry. If designed,

organised, resourced and delivered properly, all parties involved in a work placement benefit:

students by learning new skills, employers by

having a chance to try out potential

employees, and providers by learning about

the latest developments in workplaces.

Many employers also rely on qualifications

when recruiting graduates, confirming the

importance of strong relationships between

educational institutions and employers. Existing employees with extensive work experience but

no formal qualifications will benefit from the country’s decision to establish a national policy

and procedures for the recognition of prior learning. The National Qualifications Authority in

collaboration with stakeholders will facilitate this policy initiative and oversee the

establishment of industry advisory committees. These committees will gather industry

intelligence on future workforce needs and manage the development of national

occupational standards. These efforts will contribute significantly to building the skills of new

and existing workers based on labour market needs.

1.7.6 Occupational information guide for employers

The sixth and final purpose was to identify the appropriate content for an occupational

information guide for employers in the UAE.

The Occupational Information Guide for Employers in the UAE: Mechanisms to aid reliability

and consistency in occupational descriptions in the UAE should help employers to match

qualifications with their occupational requirements when recruiting employees. They can also

use the guide to inform their reskilling and retention practices and increase their awareness of

the importance of supporting infrastructure. Education and training providers and students

can use the guide to educate themselves about the link between qualifications and

occupations. The guide consists of five sections supported by a number of appendices. This

guide is presented as a separate document to this report.

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As part of a national careers strategy, we

need initiatives to increase students’

knowledge of the UAE labour market to help

them make informed study and career

decisions.

1.8 FURTHER RESEARCH

This project identified several opportunities for further research that would explore in more

depth some of the findings generated from this project.

1.8.1 A national careers strategy for the UAE

This project identified a need to improve the matching of employer demand with the supply

of graduates at an educational and training system level. There is also a need for initiatives

that increase students’ knowledge of the UAE labour market in order to help them make

informed study and career decisions.

This project recommends further research in the form of a feasibility study for a UAE national

careers strategy that aligns to the economic visions of the country (e.g. UAE Vision 2021) for

consideration by policy makers. In order to identify the features of a national careers strategy,

the feasibility study would build on findings from this project to find out:

community awareness of the UAE labour market, importance of careers advice and the

availability of careers services (note: community includes students, parents, educators,

industry, government)

how to best deliver publicly available and up-to date information about sustainable

careers in the UAE labour market

the ability of careers advisors in educational institutions to effectively communicate labour

market needs to students

features of initiatives that would enable students to interact effectively with industry during

their study period e.g. work placements, mentoring programs, industry visits, etc.

the currency of study programs in light of changing industry needs and trends

the nature and effectiveness of current employer-to-institution relationships that aim to

enhance the employability outcomes of graduates

the types of collaborative stakeholder mechanisms that bring together industry,

government, education and training providers, individuals and community stakeholders to

collectively develop and maintain the most current labour market and education and

training system information.

17


To track the progress and performance of

UAE’s VET sector, we must collect, analyse

and publish vocational statistics.

1.8.2 Pocket Guide for vocational statistics

Existing indicators that relate to the progress and performance of UAE’s VET sector are out of

date, do not focus sufficiently on vocational enrolments and outcomes, and do not allow for

rigorous international comparison and rankings. The National Qualifications Authority will assist

in addressing these issues by collecting, analysing and providing qualifications-relevant data

and making this data available to the public.

One approach to presenting this data is

through a Pocket Guide of vocational

information and statistics3 consisting of:

the nature of vocational qualifications and careers

the number of vocational qualifications by type, location and industry sector

the names of education and training providers of vocational qualifications, including

qualifications offered, number of students and location

student participation as indicated by enrolments and completions by age, gender,

nationality, location and field of study.

Data collected on employers’ use of the VET system to meet their skills needs and views about

their engagement and satisfaction with the VET system4 could form part of the Pocket Guide

and/or be presented in a separate publication. Similar to the Australian approach, collecting this

data would involve surveying a sample of employers randomly selected and stratified by

location (Emirate), industry sector (12 sectors in the UAE) and employer size (small, medium and

large).5

Collecting the above data would involve data-sharing agreements with providers of vocational

programs, licensing and program accreditation bodies, different ministries (such as the Ministry of

Higher Education and Scientific Research) and statistical bodies (such as UAE’s National Bureau

of Statistics and Statistics Centre - Abu Dhabi). Underpinning these data-sharing agreements

could be a national VET Data Management Strategy that covers the areas of:

data collection, validation and reporting

data quality, timeliness, transparency and warehousing

a centralised data system for providers and government bodies, including training users of

the system and minimising the burden on these organisations

linking reporting to payments/contracts with providers who receive government funding.

3 National Centre for Vocational Education and Training Resource (2011). Pocket guide: issued 2011. Retrieved

10 February, 2013, from http://www.ncver.edu.au/publications/2415.html 4 National Centre for Vocational Education and Training Resource (2011). Employers’ use and views of the VET

syste2011.. Retrieved 10 February, 2013, from http://www.ncver.edu.au/publications/2409.html 5 National Centre for Vocational Education and Training Resource (2013). Employers’ use and views of the VET

system: technical notes. Retrieved 10 February, 2013, from http://www.ncver.edu.au/publications/2409.html

http://www.ncver.edu.au/publications/2415.html



18


Given that 60% of employers considered

work experience important when recruiting

graduates, students must gain exposure to

the workplace during their studies.

1.8.3 Exposure of students to the workplace

Almost 60% of the employers who participated in this study considered work experience an

important factor when recruiting graduates. This project did not investigate the extent to

which most students gain exposure to the workplace during their studies, the range of

programs currently available to students in the

UAE (e.g. internships, apprenticeships,

cadetships) and the effectiveness of these

programs in providing students with authentic

workplace learning experiences that increase

their employability.

A project (linked to the feasibility study just discussed) would explore these areas of inquiry

and recommend fit-for-purpose work placement models for the UAE that enhance learning,

practice and exposure to the workplace during the study period. The study by Smith and

Harris (2000)6 identified specific areas of future research about work placements that this

project could undertake:

A mapping exercise of work placements

Experiences of students and workplace mentors during placements – what is it like to be a

student on placement, and what is it like being a workplace mentor for placement

students?

Power relationships in the workplace and their effects on student learning during work

placements roles and identities in what is labelled in the literature as the ‘tripod’

arrangement (Le-Clercq, 1992) – the student, the provider mentor and the workplace

mentor

In-depth analysis of the actual learning undertaken by students

The skills employed by practitioners who arrange and monitor placements

Relative strengths of alternative models and approaches, such that empirical research can

begin to inform the development of robust theoretical models that can be used cross-

sectorally

Access and equity issues, such as the availability of placements in particular locations and

industries, and for particular types of students

The processes involved in managing placements and maintaining host employers

Assessment during placements, and the issue of recognition of prior learning (RPL)

A follow-up study of students who have completed placements.

6 Smith, E. & Harris, R. (2000). Review of research: work placements in vocational education and training

courses: evidence from the cross-sectoral literature. Retrieved February 7, 2013, from

http://www.ncver.edu.au/publications/567.html p. 4


19


Two-thirds of higher education students

have undertaken a foundation program.

However, 15% indicated the program was

not effective and another 32% were unsure

if it had prepared them for their studies.

1.8.4 Study decisions of students

This project identified several factors that influence the study decisions of students and found

that these factors vary by gender and nationality. There were also differences between

factors important to secondary students and those important to higher education students.

Further research could explore:

the actual factors that influence secondary school students at the time of making their

decision about further study (target group: students who have just applied to undertake

further study)

changes to these factors over the further study period (target group: students in their final

year of study)

impact of these factors i.e. did students achieve the outcomes they expected such as a

good job after graduation, a job that met their salary expectations, they continued their

studies overseas (target group: graduates)

The research would identify those factors that are more or less likely to lead to an informed

study decision and recommend strategies to enhance students’ ability to make an informed

decision. Before making a study decision, it is critical that students are aware of the fields of

study that are likely to lead to sustainable jobs in the UAE labour market.

1.8.5 Effectiveness of foundation programs

Nearly half (44%) of the secondary school

students indicated they expect to

undertake a foundation program and two-

thirds (66%) of higher education students

indicated they have undertaken a

foundation program as part of their current

studies. In the case of higher education

students, many students were ‘unsure’ if the programs had prepared them well for tertiary

study and some students were dissatisfied with the programs. Many secondary school students

who indicated they are confident in undertaking and research still expect to undertake a

foundation program as part of their further studies.

This project identified several sources that discussed concerns related to foundation

programs, such as the high number of students entering programs because they are ill-

prepared for tertiary study, the financial burden of programs on institutions and students not

getting a second chance if they faced difficult circumstances during their final exams.

This project did not locate any existing research on the effectiveness of foundation programs

from the student perspective. Further research at a national level (rather than at an

institutional level where outcomes of foundation programs are probably measured) would

identify the factors that influence student satisfaction with foundation programs and develop

success indicators for these programs.

20


Many employers and students have not

heard of Tanmia, an important body that

helps Emirati job seekers find work.

1.8.6 Tanmia

This project found that 42% of employers, 57% of secondary school students and 69% of higher

education students who participated in this project were not aware or unsure of the existence

of UAE’s National Human Resource Development and Employment Authority (Tanmia). This is

concerning given that Tanmia commenced operations in November 2000. Tanmia has an

important role in providing:

Emirati job seekers with access to training,

career guidance and employment

vacancies

employers with a national website to advertise their vacancies and access CVs of UAE

Nationals. Employers that achieve the employment quota of UAE Nationals are upgraded

to class A status in the Ministry of Labour, which means they are excluded from the need

for a bank guarantee.

One of the functions of Tanmia is “following up and evaluating employment of nationals in the

public and private sectors” (Tanmia, 2003).7 This project recommends further research, in

partnership with Tanmia, that supports this function by:

assessing employment outcomes of Emiratis

gauging satisfaction levels of employers and Emiratis who have used Tanmia’s services

exploring brand awareness of Tanmia

identifying success indicators for each service

recommending a strategy to raise awareness of Tanmia and its services.

1.9 CHAPTER SUMMARY

The chapter represents an extended executive summary of the report. It consists of:

content from the chapter summaries at the end of Chapters 2, 3, 4, 5, 6 and 7

main points from the five implications sub-sections in Chapter 8

all content from Section 8.8 Further Research in Chapter 8.

7 Tanmia (2013). About Us. Retrieved January 25, 2013, from http://www.tanmia.ae/Content/aboutUss.aspx

http://www.tanmia.ae/Content/aboutUss.aspx

21

Chapter 2: Project background

2. Project background

This chapter describes the background and purpose of this

project.

2.1 A WORLD-CLASS EDUCATION AND TRAINING SYSTEM FOR THE UAE

Over the past 20 years, economies and the organisation of work have witnessed a

fundamental change in which occupations have become more complex and employees'

responsibilities are increasingly linked with competencies than with routine. This change has

necessitated flexibility in labour mobility and productivity. It has also enhanced innovative

capacity of companies to assimilate new production technologies rapidly and adapt

themselves timely to new demands of the market. In response to such a shift, new methods for

occupational analysis and recognition are being deployed to help build a highly skilled,

qualified and adaptable workforce that can operate in a more globally competitive and

constantly changing environment.

To build such a workforce the UAE is working to develop a world-class responsive education

and training system that is:

both nationally and internationally recognised, and

supported by a national qualifications framework that improves the quality of qualifications

awarded in the UAE.

To achieve this vision, the UAE along with other countries in the Arab World, must address the

clear gap and disharmony between the requirements of the labour market and the

education and training system. Over some five or so decades, most Arab countries have tried

to incorporate or adapt/adopt different education systems from Europe, the United States,

Australia and New Zealand. However, as the Arab Knowledge Report (2009)8 states, the

education sector in the Arab World still suffers from serious shortcomings. Despite huge

investments to build an education sector for the knowledge economy, this sector continues to

struggle to compete with those of other nations. This is a serious issue given that economic

and social developments of a nation are influenced primarily by its education and training

system. Discussing the inextricable link between economic prosperity of nations and

education, William Becker (1999)9 rightly argues that for education to bear fruits, nations need

to see it as a long term investment for the purpose of development and progress.

8 Mohammed bin Rashid Al Maktoum Foundation (2009). Arab Knowledge Report 2009. Towards Productive

Intercommunication for Knowledge. Retrieved December 24, 2012, from

http://www.mbrfoundation.ae/English/Documents/AKR-2009-En/AKR-English.pdf 9 Becker, W. E. (1999). The Role of Education and Training in Economic Development. In D. Davies (Ed.),

Education and the Arab World (pp. 23-50). Abu Dhabi (Reading, UK): ECSSR

http://www.mbrfoundation.ae/English/Documents/AKR-2009-En/AKR-English.pdf

22


The United Arab Emirates has placed education and training at the nucleus of all its strategic

planning. It recognises the close relationship that exists between education, vocational

training and socio-economic development. The country is investing heavily in the initial and

continuing education and training of its citizens. Targets have been set to increase

participation rates in education, training and work, particularly for UAE Nationals. In time,

these efforts will inspire learners (the ingredients of a nation’s human capital) to make

informed education, training and career decisions within the context of the economy and

market forces of their country.

2.2 CHALLENGES TO BUILDING A HIGHLY SKILLED WORKFORCE

For the UAE and other countries in a similar situation (Gulf States, for example), there are a

number of challenges to developing an internationally competitive workforce. The country’s

citizens and residents must have the skills and qualifications necessary to work in occupations

typified by new and emerging technologies, materials, systems and workplace environments.

The UAE faces a number of challenges to building a highly skilled workforce.

Current and future UAE workforce needs: With one of the highest GDP per capita in the world,

the UAE has recently focused on growing and diversifying its economy. A foundational lever

for economic growth is the education and training institutions established in the country to

meet the growing demand for a skilled workforce. The UAE is showing some progress in

realising projected occupational demand and Emirati labour supply, occupations and

industry trends, and skills shortages and gaps. Such intelligence provides benchmark

information to build a better understanding of the workforce situation in the different regions

of the country and the key factors involved in renewing and sustaining regional communities.

Participation in education, training and work: Developing and harnessing human capital for

resource productivity and sustainability is a critical determinant for economic growth and

social development. The country needs to understand the practical ways employers and

individuals (particularly UAE Nationals given the Emiratisation agenda) can identify suitable

employment and future career prospects, develop new pathways to transition from the

education setting into the workplace, and build new opportunities to participate in

continuous education and training i.e. lifelong learning.

Workplace learning: Workplace learning has become a prominent issue for employers and

policy makers concerned with the recognition of formal and informal learning taking place

within the organisation structure. The country needs to understand the impact on the

employees’ occupational positioning and status within the organisation; the way

organisations dismantle obstacles to participate in learning; and the opportunities created to

encourage engagement in work place learning in order to further knowledge, skills and

competencies in the workforce.

UAE education and training system: The Federal Cabinet established the National

Qualifications Authority (NQA) in 2010 to coordinate the quality of outcomes of the education

and training system and enhance their relationship with economic development and the

labour market. This critical role involves setting policy requirements that facilitate linkages

between qualifications, occupations, education and training, and careers pathways. The

23


Authority will collaborate with stakeholders to assure the quality, consistency and rigour of

national qualifications. These qualifications must be internationally recognised qualifications

and assist the mobility of learners and workers. The Authority will also introduce measures for

assessing the previously unrecognised skills and knowledge an individual has achieved outside

the formal education and training system. Central to these roles is developing and

implementing an effective national qualifications framework for the UAE.

2.3 A NATIONAL QUALIFICATIONS FRAMEWORK FOR THE UAE

The national qualifications framework for the UAE, known as the QFEmirates, aims to

contribute to higher levels of post-compulsory education by integrating and streamlining the

requirements of individuals, education and training providers and employers. The introduction

of a 10-level framework for the UAE (‎Figure 1) signifies a new order in the way qualifications

are developed, approved, aligned to employment, and nationally and internationally

recognised.

Figure 1 Qualifications Framework for the Emirates (QFEmirates)10


November 20, 2012 from http://www.nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf


24


The QFEmirates is a unified, singular, coherent and integrated qualifications framework. It

encompasses higher education, vocational education and training and schools, identifying

learning outcomes for each level and qualification type. As a reference point for all national

qualifications, the Framework aims to:

enable mechanisms for UAE’s decision makers to develop relevant strategic educational

and training policies and directions (including prioritising targeted areas) to improve the

country’s economic, social and personal competitiveness as well as standing in the world

bring ‘national’ order (using common nomenclature and outcomes based criteria) to the

many and varied qualifications on offer being issued across the country by licensed or

unlicensed providers

aid in developing new recognisable and government endorsed national qualifications

provide a framework of common language that could be used as a ready guide for both

employers and learners/employees in terms of identifying the level of education required

when advertising for jobs

serve as a guidance tool to individuals to identify what type of jobs they may be eligible for

and what qualifications they need to apply for these jobs

lead to more transparent mechanisms that facilitate formal recognition of ‘lifelong’

learning (including formal, non-formal and informal learning) to ensure that all

qualifications support and recognise lifelong learning

enhance linkages and alignments with other countries to affect international comparisons

leading to improved information for assisting in learner mobility.

The QFEmirates draws on strong international trends towards the development and use of

qualifications frameworks as a mechanism to reform their education and training system and

enhance their international attractiveness and competiveness of available skills. Over 250

countries have in place or are developing a national qualifications framework, including all of

the UK countries, Australia, New Zealand, South Africa and Ireland. Most of the EU countries

have developed national frameworks (or are in the process of doing so) to ensure alignment

with ‘meta-frameworks’ that would link national systems of qualifications.

The two meta-frameworks are:

the European Qualifications Framework (EQF) that provides an ‘interchange’ enabling the

alignment of national qualifications frameworks in Europe

European Higher Education Area’s Bologna Framework that now forms the basis of a

common understanding of the ‘cycles’ in Higher Education and the qualifications

associated with the cycles.

The establishment of a national qualifications framework for the UAE ensures the country is

well placed to align and compare its qualifications with other national qualifications

frameworks and meta-frameworks.

25


2.4 QUALIFICATIONS FRAMEWORK FOR THE EMIRATES HANDBOOK

The NQA Board approved the QFEmirates in the form of the Qualifications Framework for the

Emirates Handbook on 20 February 2012. For the first time in the UAE, this public national

document formally articulates the relationship between a qualification and an occupational

requirement. It is a national technical document for:

referencing, developing and evaluating all future recognised and approved qualifications

in the country, including foreign qualifications

specifying how qualifications are to be integrated and quality assured in the UAE

qualifications framework

establishing common, stable and unified national definitions and terminologies that can

serve as a guide for both employers and learners/employees in terms of identifying the level

of education required for jobs as well as recognise formally lifelong learning.

However, whilst necessary in its current form, the Handbook is too technocratic and detailed

for some stakeholders to interpret and understand. This was particularly so in relation to the

relationship between qualifications and employment. To some extent, the employability

indicators are too abstract and conceptual and do not provide sufficient concrete

characterisations and examples of occupations or jobs commonly known in the community.

For more information about the employability indicators, go to:

Appendix 1: QFEmirates employability indicators (p. 166)

2.5 PROJECT PURPOSE

Due to the highly technical nature of the Handbook and to give credence to the QFEmirates,

the Federal Demographic Council (FDC) commissioned the National Qualifications Authority to

undertake a research project that would:

provide employers with real tangible and concrete information that can help them to use

the Handbook as a resource to recruit employees with the qualifications, knowledge, skills

and experience that match their workplace needs and align with the QFEmirates

provide students with real tangible and concrete information that can help them to better

prepare for entry into the workforce.

Therefore, this research project explores a number of important areas related to the QFEmirates:

The extent to which employers understand the link between qualifications and

occupational requirements of jobs.

The level of awareness among employers and students of the importance of vocational

education and training.

Employer and student views on generic (CoreLife) skills i.e. skills that underpin work and the

ability of learners to learn throughout their lives (lifelong learning).

Employer recruitment practices as well as their hiring intentions over the next two years.

26


Career aspirations of students and the support they need to help them achieve these


order to make well-informed study and career decisions.

Appropriate content for an occupational information guide for employers in the UAE,

which is a QFEmirates reference document that aims to help employers to match

qualifications with occupational requirements when recruiting employees.

To this end, this report presents:

an extended executive summary (Chapter 1) that draws together key findings from

Chapters 2 to 8

the background and purpose of this project reported here (Chapter 2)

the approach used to collect and analyse data from employers, secondary school

students and higher education students (Chapter 3)

findings from the literature review (Chapter 4), surveys of employers (Chapter 5), secondary

school students (Chapter 6) and higher education students (Chapter 7)

implications identified by the research together with ideas for further research (Chapter 8).

Through an effective dissemination strategy of the results and discussions presented in this

report, the project ultimately aims to empower students and employers to make employment

decisions that help to drive a competitive and sustainable workforce in the UAE.

The findings from this project as well as from projects that the NQA may undertake in the

future, also aim to inform policy makers responsible for establishing a streamlined,

comprehensive and harmonised education and training system. Such a system will particularly

assist students, employers, and education and training providers to make appropriate choices

that will benefit the nation as a whole.

2.6 CHAPTER SUMMARY

The purpose of this chapter was to discuss the background of this project in terms of the need

to build a world-class education and training system for the UAE and the challenges the

country’s faces in doing so. One significant step the country has taken is the development of

a national qualifications framework, known as the QFEmirates, laid out in the Qualifications

Framework for the Emirates Handbook. Due to the highly technical nature of the Handbook,

the Federal Demographic Council funded the National Quality Authority to explore areas of

research that could help address this issue.

27

Chapter 3: Project approach

3. Project approach

This chapter describes the project’s phases and activities,

including its analytical framework, sampling strategy, and

approach to data collection and analysis, and limitations.

3.1 PHASES AND ACTIVITIES

The project involved three phases undertaken over a 17-month period (‎Table 1):



Phase 3: Data analysis, final reporting and employer guide

Table 1 Project phases


Prepare project plan

Undertake a literature review

Design draft higher education, secondary school and employer surveys

Submit Phase 1 Progress Report to the FDC

October 2011 to

March 2012


Design sampling strategy

Finalise surveys and transform into online format

Administer surveys and follow up as required

Update literature review

Submit Phase 2 Progress Report to the FDC

April to

August 2012


Analyse survey data

Validate findings with industry expert group

Prepare an employer guide

Submit the final report and employer guide to FDC

Present findings to the FDC

August 2012 to

March 2013

Post project

Disseminate findings to stakeholders

Distribute the occupational guide to employers 3 months

28


3.2 LITERATURE REVIEW

The literature review presented in Chapter 4 addressed three dominant themes:

Employment indicators and trends in the UAE

Education pathways and challenges

Qualifications frameworks worldwide

3.3 ANALYTICAL FRAMEWORK

The project used an analytical framework consisting of three integrated elements:

Research questions and, in the case of higher education and secondary school data,

hypotheses and variables for selected research questions. Research questions were

grouped into the following categories:

Employers’ knowledge of job requirements related to the QFEmirates

Employers’ recruitment practices and hiring intentions over the next two years

CoreLife Skills

Students’ study decisions

Students’ preparation for study

Students’ access to careers advice

Students’ career intentions

Secondary school students’ intentions after finishing school

Data collection – higher education survey, secondary school survey, employer survey and

industry validation survey

Data analysis – descriptive analysis using frequencies, cross tabulations and the chi-square

test of independence.

3.4 DATA COLLECTION

Researchers used Key Survey software to develop four online surveys:

A 23-question survey for employers designed to find out their views of the relationship

between jobs and qualifications; CoreLife Skills of graduates; their recruitment practices

when employing graduates; and employment intentions over the next two years.

A 33-question survey for secondary school students (in Arabic and English) also designed to

identify their career aspirations, the support they need to help them achieve these

aspirations, and their knowledge of the UAE labour market.

29


A 44-question survey for higher education students designed to identify their career

aspirations, the support they need to help them achieve these aspirations, and their

knowledge of the UAE labour market.

A 12-question industry validation survey for industry representatives designed to find out

the extent to which they ‘agree’ or ‘disagree’ with findings and observations from the

employer survey that were presented in an employer validation report. The aim of this

exercise was to determine if the analysis of the employer survey data was fair, reasonable

and realistic to industry.

Five secondary school students and three employers piloted the secondary school survey and

employer survey respectively. Two university staff members provided feedback about the

higher education survey. As a result, researchers adjusted the design of these surveys. To view

the surveys, go to:

Appendix 2: Employer survey (p. 168)

Appendix 3: Secondary school survey (p. 175)

Appendix 4: Higher education survey (p. 184)

Appendix 5: Industry validation survey (p. 193)

3.5 SAMPLING

The sampling approach set targets of 220 returns for the higher education survey, 960 returns for

the secondary school survey, 343 returns for the employer survey, and at least five (5) returns for

the industry validation survey. Researchers used stratified sampling for the secondary school

survey; a mix of stratified and convenience sampling for the higher education survey; and

convenience sampling for the employer survey and industry validation survey.

3.5.1 Employer survey

For the employer survey, the convenience sampling approach involved using an NQA

employer database and a university employer database to attract employers. Researchers

sought to attract participants from different Emirates and from 12 industry sectors identified by

the National Qualifications Authority. Despite sending follow up emails, only 83 responses were

received – significantly below the number of responses needed for significance testing.

Reasons for this outcome were:

NQA sending emails to employers in batches rather than as personalised, individual emails

due to the large number of employers in the database (4,000)

the large number of inactive emails in the NQA employer database, with around 20% of

emails bouncing back.

As most employers in the university’s database were from Dubai and Abu Dhabi, many

participants were from these two Emirates. Despite these limitations, the project attracted

participants from organisations that varied in terms of industry sector, size, sector and type. For

returns by industry sector, go to:

Appendix 6: Survey returns (p. 197)

30


3.5.2 Secondary school survey

The stratified sampling approach was based on type of school (public vs. private), location

(Emirate), gender and grade (10, 11 or 12). Despite the difference in secondary school

enrolments (e.g. 1,460 enrolments in public schools in Umm Al Quwain and 31,731 enrolments

in public schools in Abu Dhabi11), the preferred sample size for each cell for significance

testing was the same at 16 returns.

Researchers set up a database to generate mail merge letters posted to principals at

selected secondary schools. Where possible, follow up emails were sent to principals who did

not respond to the survey. An NQA Arabic-speaking staff member also followed up by calling

several public schools. Although the survey attracted 803 returns instead of the target of 960

returns, the number of returns was sufficient for significance testing.

3.5.3 Higher education survey

The stratified sampling approach was based on size (number of student enrolments), location

(Emirate), gender, program level (Diploma, Higher Diploma, Bachelor and/or above) and field

of study. Despite the difference in higher education enrolments at different institutions (e.g.

ranging from 146 students at Fujairah College to 10,833 students at the University of Sharjah),

the preferred sample size for each cell for significance testing was the same at 20 returns.

For field of study, researchers selected programs that align to different industry sectors. For

example, the Bachelor of Applied Science in Business Administration at Fujairah College (HCT)

aligns to the Business, Administration and Financial Services industry sector and the Aircraft

Maintenance Diploma at Al Ain International Aviation Academy aligns to the Logistics and

Transport industry sector.

To obtain a balance of male respondents and female respondents, researchers selected

programs with a higher proportion of male enrolments (e.g. Higher Diploma in Mechanical

Engineering at Sharjah Institute of Technology) and programs with a higher proportion of

female students (e.g. Bachelor of Science in Nursing at Ras Al Khaimah Medical and Health

Sciences University).

The number of returns (915 students from 19 institutions) was significantly above the target

sample size of 220 students. One reason for this outcome was the American University in Dubai

employs a member of the research team. She was able to access students’ email addresses

at this university and its sister university, the American University of Sharjah. Responses from

these two universities accounted for 40% of all responses. Therefore, researchers also used

convenience sampling to attract students.

11 ADEC Statistical Handbook March 2010; Ministry of Education

31


3.5.4 Industry validation

For the industry validation exercise, researchers used a convenience sampling approach to

attract members to the industry expert group. They invited industry representatives who

indicated in the employer survey an interest in participating further in the project. They also

invited several NQA existing industry contacts to join the group. Five (5) of the 14 members of

the industry expert group completed the industry validation survey. In appreciation for their

significant contribution, four of the five experts agreed to be named in the final report:

Ms Lisa MacLeod, Transformational Synergies International FZ-LLC

Dr Marko Savic, ALHOSN University

Mr Darren McClements, Yahsat

Dr Leslie Thurogood, Mubadala Development Corporation

3.6 ETHICS REQUIREMENTS

To meet NQA ethics requirements, the letters/emails sent to schools, universities, employers

and members of the industry expert group represented plain language statements.

The higher education survey and secondary school survey did not include questions that

asked students to provide their name or contact details. As a result, their identities were not

disclosed. Given that most of the secondary school students were under 18 years of age,

schools also received an opt-out form to send to parents to complete if they did not want

their child to complete the survey. Researchers had to obtain clearance from the Abu Dhabi

Education Council and the Ajman Education Zone to administer the secondary school survey

in public schools in Abu Dhabi and Ajman respectively.

Only those participants who indicated in the employer survey an interest in participating

further in the project (32 participants) and/or receiving a summary of project findings (60

participants) disclosed their names and contact details. Similarly, it was optional for members

of the industry expert group to provide their names and contact details when completing the

industry validation survey.

3.7 DATA ANALYSIS

The analysis of higher education data and secondary school data involved:

initial diagnostic screening of items to transform variables to form dichotomous or

trichotomous variables as required for significance testing

descriptive analysis using frequencies, cross tabulations, and the chi-square test for

independence for significance testing.

Given the number of responses to the employer survey was insufficient for significance testing,

researchers were restricted to descriptive analysis using frequencies to analyse the employer

data.

32


3.8 LIMITATIONS

The main project limitation related to survey returns:

Higher education survey: The analysis of data by location (Emirate) proved difficult

because of the low returns from Ajman, Fujairah and Umm Al Quwain.

Secondary school survey: The significantly higher than expected number of returns from

males (86% of returns) due to strong participation by male students from Applied

Technology High Schools, affected the analysis of data by gender to some extent. Only

one student from Umm Al Quwain completed the survey despite researchers eventually

contacting all schools in this Emirate.

Employer survey: Despite using two large employer databases (NQA database and a

university database) and sending employers a follow up email, employer returns (83

compared to a target of 343) were well below the threshold for significance testing.

3.9 EMPLOYER GUIDE

Findings from employer survey and industry validation survey informed the development of an

occupational information guide for employers in the UAE. The guide is a QFEmirates reference

document that provides employers with validated information that can help them to match

qualifications with occupational requirements when recruiting employees. The employer

guide is a separate document that accompanies this final report.

3.10 CHAPTER SUMMARY

The research project involved three phases undertaken over a 17-month period:




The literature review focussed on employment indicators and trends in the UAE, education

pathways and challenges, and qualifications frameworks worldwide.

The analytical framework consists of three integrated elements – research questions and

hypotheses, data collection methods, and data analysis procedures.

A series of research questions sought to find out:

from employers – their knowledge of job requirements related to the QFEmirates,

recruitment practices, hiring intentions over the next two years, and views about

generic (CoreLife) skills

from students – their intentions after finishing school (secondary school students only),

study decisions, preparation for study, access to careers advice, career intentions,

knowledge of their preferred job and industry sector of employment, and views about

CoreLife Skills (higher education students only).

33


Data collection involved four online surveys – employer survey, secondary school survey,

higher education survey, and industry validation survey. Researchers followed ethics

procedures to collect the data.

The sampling strategy involved a mix of stratified sampling and convenience sampling.

Data analysis involved descriptive analysis – frequencies, cross tabulations and the Chi-

square test for independence.

The main project limitation related to survey returns – insufficient returns from employers

(only 83 returns), insufficient returns from some Emirates (all surveys), and gender

imbalance of returns from secondary school students (males accounted for 86% of returns).

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35

Chapter 4: Literature review

4. Literature review

The chapter presents findings from a literature review that

explored three dominant themes: employment indicators and

trends in the UAE, education pathways and challenges, and

qualifications frameworks worldwide.

4.1 EMPLOYMENT INDICATORS AND TRENDS

Despite clear consensus in national agendas about the importance of employability for

graduates, there remain sizable variances in both outlook and approach to developing

students’ skills.

4.1.1 National human resource challenges

National human resource challenges can be characterised as follows:

1. Heavy reliance on non-nationals to meet workforce needs for skilled and unskilled labour.

2. A large proportion of nationals working in the public sector; indicating the preferential

treatment received in the public sector in comparison to what they receive in the private

sector, such as compensation, working conditions and job security.

3. High rates of unemployment among recent graduates, which may indicate a mismatch

between the skills needed in the labour market and those acquired by young university

graduates. This mismatch has always been attributed to the existing education and

training systems being unable to appropriately prepare students/learners for the changing

needs of the 21st century global economy (International Labour Organization (2009)12;

Keevey, Chakroun and Deij (2011)13; OECD (2007)14.

4.1.2 Recruitment and salary trends

Drawing on a survey of 35,000 professionals and 1,300 companies, a survey of 2,100

executives and HR Managers, interviews with 60 senior executives from the Gulf as well as

relevant reports and other sources, GulfTalent.com produced a report about employment

and salary trends in the Gulf in 2012.15

12 International Labour Organization. Global Employment Trend (2009). Retrieved December 6, 2011, from

http://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/documents/publication/wcms_101461.pdf

13 Keevey, J., B. Chakroun, B. & Deij, A. (2011). Transnational Qualifications Frameworks. The European Training

Foundation. Retrieved December 4, 2011, from

http://www.etf.europa.eu/webatt.nsf/0/720E67F5F1CC3E1DC125791A0038E688/$file/Transnational%20qualificat

ions%20frameworks.pdf

14 Organisation for Economic Co-operation and Development (2007). Qualifications Systems: Bridges to Lifelong

Learning. Retrieved October 21, 2013, from

http://www.oecd.org/edu/highereducationandadultlearning/qualificationssystemsbridgestolifelonglearning.htm

15 GulfTalent.com (2012). Employment and Salary Trends in the Gulf. Retrieved December 23,, 2012, from

http://www.gulftalent.com/home/Employment-and-Salary-Trends-in-the-Gulf-2012-Report-33.html


http://www.etf.europa.eu/webatt.nsf/0/720E67F5F1CC3E1DC125791A0038E688/$file/Transnational%20qualifications%20frameworks.pdf




36


The report states that the UAE continues to experience increases in job creation and salary

rises. As shown in ‎Figure 2, GulfTalent.com predicts that 51% of employers in the UAE will

create new jobs and salaries will rise by 5.1% in 2012. Dubai’s share of regional recruitment

activity is also expected to increase after two years of slowdown.

In the Gulf region, healthcare and retail continued to experience the largest growth in

employment while real estate experienced the lowest growth.

Figure 2 Gulf job creation and salary rises, actual (2011) and expected (2012)

Job creation (number of employers creating new jobs)

2012 (expected) 2011 (actual)

62%

56%

51%

51%

37%

8%

Salary rises

2012 (expected) 2011 (actual)

5.6%

6.0%

6.5%

4.9%

5.1%

4.5%

Source: GulfTalent.com (2012, pp. 33-34)

42%

51%

65%

68%

73%

77%

Bahrain

UAE

Qatar

Kuwait

Oman

Saudi

Arabia

4.5%

4.9%

5.1%

5.6%

6.2%

6.4%

Bahrain

Kuwait

UAE

Oman

Saudi Arabia

Qatar

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4.1.3 Policy trends in the UAE

Given the young population and large numbers of graduates entering the job market

annually, creating opportunities for nationals continues to be a top priority across the Gulf

region. In addition to setting minimum levels of Emiratisation, the Federal Government is

rewarding companies in the UAE that achieve higher nationalisation levels by charging them

lower fees to process visas for their expatriate employees (GulfTalent.com, 2010). Additionally,

employers across the Gulf are coming under increasing pressure, not only to limit the number

of expatriates, but also to diversity them in terms of nationality (Al-Ali, 2007)16.

Despite initiatives to encourage Emiratisation in the private sector, data from GulfTalent.com

(2012) indicates the proportion of UAE Nationals employed in the private sector in 2011 is low

at 7% of total private sector employment – the second lowest in the Gulf region (‎Figure 3). To

some extent, this result could be due to the lower proportion of UAE employers indicating

Emiratisation is a key HR challenge (28%) compared to 82% of employers in Oman. However,

17% of companies in the UAE did report an increase in their nationalisation rate during 2011.

Figure 3 Nationalisation rates, 201117

Pressure on employers (1) Average Nationalisation

rate (2)

Increase in

Nationalisation (3)

14%

10%

20%

5%

7%

1%

36%

59%

17%

27%

17%

15%

(1) Pressure on employers - percentage (%) of employers reporting nationalisation as a key human resource

challenge

(2) Average Nationalisation rate - Nationals employed in the private sector as a percentage (%) of total

private sector employment

(3) Increase in Nationalisation – percentage (%) of companies reporting an increase in their nationalisation

rate during 2011

16 Al-Ali, J. (2008). Emiratisation: Drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. 28(9/10), 365-379.

17 GulfTalent.com (2012). Employment and Salary Trends in the Gulf. Retrieved December 23,, 2012, from

http://www.gulftalent.com/home/Employment-and-Salary-Trends-in-the-Gulf-2012-Report-33.html, p. 12.

17%

28%

38%

54%

78%

82%

Qatar

UAE

Kuwait

Bahrain

Saudi

Arabia

Oman


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4.1.4 Employers preferences for qualifications and skills

The Middle East Jobs Index Survey (JI)18 gauges perceptions of job availability and hiring,

identifies job trends, and provides an understanding of the key skill sets and qualifications

required in the Middle East job market. Data for the August 2012 Jobs Index was collected

online between the 26th July to the 26th August 2012, attracting 5,999 participants from the

UAE, KSA, Kuwait, Oman, Qatar, Bahrain, Lebanon, Syria, Jordan, Egypt, Morocco, Algeria,

Tunisia and Pakistan (Bayt, JI, 2012). UAE accounted for 10% of all participants.

‎Table 2 presents the following hiring preferences of UAE participants:

28% of participants indicated their organisation would be ‘definitely hiring’ and 25%

indicated their organisation would be ‘probably hiring’ in the next three (3) months.

Organisations are on the lookout for Engineering graduates (27% of respondents), Business

Management graduates (22% of respondents) and Commerce graduates (20%).

Participants were least interested in graduates with Law qualifications (3%).

Key skill sets most sought for in candidates were ‘Team player - Cooperative/helpful/

flexible’ (49%), ‘Good communication skills - Arabic & English’ (48% of respondents) and

‘Good leadership skills’ (47%).

In terms of experience, respondents were most interested in those with ‘Managerial - ability

to manage a team’ (35%) and least interested in those with ‘Very senior level experience’

(7%).

Banking/Finance was regarded as the most attractive industry to top talent (34%), followed

by Oil, Gas and Petrochemicals (32%) and Telecommunications (27%). Participants

regarded Medical/Health Sciences as the least attractive industry to top talent (14%).

Table 2 Hiring preferences of UAE employers

Will you be hiring in the next 3 months either for your organisation or for your clients if you are in

the recruitment field or an HR consultant

Definitely hiring 28%

Probably hiring 25%

Probably not hiring 11%

Definitely not hiring 7%

Don’t know/can’t say 29%

What are the educational and academic qualifications you emphasize on nowadays when

looking for suitable candidates?

Engineering graduation/post graduation (highest in the Middle East) 27%

Business Management graduation/post graduation 22%

Commerce graduation/post graduation 20%

Administrative qualifications 16%

Computer Science qualifications 14%

Information Technology graduation/post graduation 13%

18 Bayt, JI, 2012. Middle East Job Index. August 2012. Retrieved December 23, 2012, from

http://www.slideshare.net/bayt_com/middle-east-job-index-survey-august-2012


39


Science graduation/post graduation 12%

Electronics/Electrical qualifications 9%

Arts graduation/post graduation 7%

Hospitality qualifications 6%

Teaching qualifications 5%

Law qualifications 3%

Which of the follow requirements/factors do you most look for in a candidate?

Team player - Cooperative/helpful/flexible 49%

Good communication skills – Arabic & English 48%

Good leadership skills 47%

Ability to work under pressure 44%

Trustworthy/Honest 40%

Good negotiation skills 39%

Effective/productive 36%

Overall personality and demeanour 34%

Good personal grooming 32%

Passionate/desire to make a difference 32%

What experience are you ideally looking for?

Managerial – ability to manage a team 35%

Mid-level experience (3 to 7 years) 27%

Engineering 27%

Computer skills 26%

Sales and Marketing 25%

Administrative 22%

Senior level experience (7 to 10 years) 18%

Junior level experience (less than 3 years) 17%

Public speaking/giving presentations 9%

Very senior level experience, Department Head or Director (more than 10 years) 7%

Which industries are attracting/retaining the top talent in your country of residence today?

Banking/Finance 34%

Oil, Gas and Petrochemicals 32%

Telecommunications 27%

Construction 26%

Tourism/Hospitality 24%

Consumer goods 18%

Advertising 18%

Electronics 17%

Medical/Health Services 14%

Source: Bayt, JI (2012)

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4.1.5 Qualifications and employability issues

The situation in the UAE can be compared to issues faced in other parts of the world. A key

issue at the forefront of European projects concerning higher education and employability is

to learn about the relative impact of higher education programs on acquired competencies

and professional success (Pavlin, 2010)19.

In examining the UAE, a similar approach of examination may be applied that Pavlin (2010)

describes for the European market. As such, the concept of employability and the need for a

national framework might be presented in the UAE as a holistic structure for the integration of

different issues in a specific context. These relate to the levels of competencies, job

requirements, labour market segmentation, or determinants of graduates’ careers, and the

function of education systems providing skills for the labour market. In this perspective, for the

UAE and other nations, definitions of employability frequently relate to paradoxes and

connections of the following:

1. Employability as individual capabilities vs. actual registered employment (Pavlin, 2010)

2. Employability as a skill-supply phenomenon versus a skill demand phenomenon as

measured in skill shortages versus skill surpluses (Allen and Van der Velden, 2005)20

3. Employability as individual factors (i.e. skills, socio-biographic characteristics,

qualifications) versus personal circumstances (i.e. access to resources, work culture,

national policy) (McQuaid and Lindsay, 2005)21

4. Employability as the justification of the professional orientation of jobs in which

predominant characteristics are distinguished among managerial-organisational

characteristics of jobs versus professional characteristics (Pavlin, 2010).

4.2 EDUCATION PATHWAYS AND CHALLENGES

4.2.1 Secondary and primary education

The UAE has successfully expanded primary and secondary education; however, there is

general acknowledgment that the quality of the primary and secondary education systems

have room for growth to match and exceed international standards. For example, secondary

school graduates can neither directly enter the labour market with the required skills and

many are unable to pursue undergraduate education without foundation or bridge

programs. According to PA Consulting (2009)22, these concerns are validated by:

… different forms of evidence: low levels of performance on internationally benchmarked

student assessments; low shares of students whose studies at the secondary and post-

secondary level concentrate in the critical fields of science, mathematics, engineering,

and technology; and low rates of obtaining postsecondary degrees.

19 Pavlin, S. (2010). Higher Education and Employability Issue 1. DECOWE Working Paper Series. Retrieved

December 5, 2011, from:

http://www.decowe.org/static/uploaded/htmlarea/decowe/reports/DECOWEWorkingpaper_201012Pavlin.pdf 20 Allen, J. & Velden, R. V. (Eds.). (2009). Report on the large-scale graduate surveys: Competencies and early

labor market careers of higher education graduates. Retrieved December 4, 2011, from

http://www.decowe.org/static/uploaded/htmlarea/finalreportshegesco/Competencies_and_Early_Labour_M

arket_Careers_of_HE_Graduates.pdf 21 McQuaid, R.W.& Lindsay, C. (2005). The Concept of Employability. Urban Studies February, 42, pp. 197-219.

22 PA Consulting (2009). Curriculum Reform Program - A case for change.

http://www.decowe.org/static/uploaded/htmlarea/decowe/reports/DECOWEWorkingpaper_201012Pavlin.pdf

http://www.decowe.org/static/uploaded/htmlarea/finalreportshegesco/Competencies_and_Early_Labour_Market_Careers_of_HE_Graduates.pdf


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In this context, it is of great importance to identify the vital role secondary education plays in

the development process the UAE is undergoing at all levels. However, it is well recognised

that in the current information and technology-based economy, secondary education is no

longer sufficient as a terminal degree. Most of the fastest-growing jobs require at least some

postsecondary education; yet, a large number of students fail to complete high school and

make a successful transition to postsecondary. Further, studies consistently show that many

high school graduates do not meet employers’ standards in a variety of academic areas as

well as in employability skills such as attendance, teamwork, collaboration and work habits,

whereas many others enter postsecondary education needing remedial coursework.

4.2.2 Identified needs for change

The study by PA Consulting (2009) engaged 330 stakeholders about their opinions on the UAE

education system. These stakeholder groups included principals, teachers, parents and

students. There was consistent feedback on the following points:

There is a desire to improve current curricula structures and to make study more relevant to

individual and societal needs as the current rigid structures are de-motivating for many

students, parents and teachers.

Students need to understand better the relevance of school to their future work and study

through improved career counselling.

Students need to be prepared better to undertake successfully tertiary studies and

training. This requires that schools improve the teaching of basic skills and life skills such as

decision-making, problem solving, and critical thinking.

Change takes time and requires resources to succeed, and limited success associated

with past initiative needs to be addressed through improved communication, involvement

of stakeholders and strategic planning.

There is insufficient time to learn all that is in the curriculum: either the time at school needs

to be expanded or the breadth of the curriculum reduced.

There is a need to improve the total system and it is not enough to change what happens in

secondary schools alone, since the system needs to be aligned from Years 1 to 12.

The study explored the following aspects of the system that most need change in order to

achieve high standards of education for UAE youth:

The mix of subjects was a concern as some students and teachers felt that insufficient

opportunity is provided for students to undertake vocational programs. There was

considerable support for greater flexibility and choice and the provision of a combined

core and elective program.

Concern was expressed that current facilities are not designed to accommodate subjects

where there are practical elements – a disincentive for some, more practically oriented

students to remain in school.

If there is to be change then sufficient time is needed for teachers, educational managers,

students and parents to understand the changes and develop new programs and

approaches to teaching.

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Career counselling and the development of ‘student learning pathways’ was a concern

as a considerable number of students do not have a sufficient understanding of post-

school options and the link between what is studied at school and future work.

Generally, countries are offering additions beyond traditional academic subjects. These

may be in the form of vocational education programs or through elective programs where

students have the opportunity to choose subjects beyond the core curriculum, or a

combination of the two. Core programs include the home language, another language,

mathematics, science and personal development.

4.2.3 International comparisons

The structure of senior secondary school curricula varies from country to country with a

common trend towards the provision of several pathways for students to cater for the various

abilities, attributes and aspirations of students (‎Table 3). The research was restricted to looking

at the curricula structures associated with those students who continue with more formal and

academic education rather than into vocational programs. Further work may be needed to

understand better the full range of education and training programs that are available

outside the more academic programs that are the focus of this report.

Table 3 Key features of education systems in selected countries

Australia

Academic and vocational curriculum established throughout secondary schools

Concept of students choice supported by counselling is embedded within the system

Highly qualified teachers with access to continuous development opportunities

Teaching and learning supported by high class IT and technology facilities

Secondary school qualifications internationally recognised and benchmarked

Finland

Strong core curriculum, with electives having to be extensions of core subjects

Parents, pupils and employers integral to the design of new national curriculum

Concept of student choice supported by counselling is embedded within the system

Teachers need Masters degrees to teach and have access to continuous development

Over 99% of pupils complete basic education to end of Grade 9

Korea

Strong core curriculum, with elective in the last 2 years of high school

Curriculum content is aimed at progression to university

Drop-out rate from Middle to High School is only 0.5%

220 teaching days in the school year, which is one if the highest in the world (6 day week)

National network of teacher training institutions for initial and continuous training

43


Singapore

Strong curriculum with success based on clear direction, choice and flexibility

Extra-curricular activities seen as essential and built into the core school curriculum

Career guidance/student counselling an integral part of a school’s role

Highly respected and internationally recognised national assessment system

World leading National Institute of Education for teacher training/development

England

Wide ranging curriculum offering core and electives from Grade 10 (age 14)

Well established academic and vocational curricula

Internationally recognised national assessment system at Grade 11 (age 16) and Grade 13

(age 18)

Teachers in the public sector must hold a nationality-recognised qualification

Widespread use of technology to support both learning and teaching pedagogies

United States

No national curriculum – States and local districts decide on local curriculum and standards

Regional education laboratories advise and influence curriculum design

Concept of core and electives is embedded within each State system

Each State has a standardised testing policy

Secondary school teachers certified in one or more academic or vocational subjects

Source: PA Consulting (2009)

4.2.4 Relevance of the overall findings to the UAE

Several key findings are relevant to future curriculum provision within the UAE. These findings

include:

the need to move from a two-track system to a one-track system

exploring how the curriculum could be made more relevant to students through the

development of a core plus elective program

the need to explore how the school day and school year can be extended to provide

more learning time for students

the need to ensure that any change is supported by a thorough and well-resourced

professional development program, especially one that focuses on teacher effectiveness

a reduction in the time spent on assessment and the development of more reliable and

valid assessment tools that assess student progress and assist teachers with their planning.

It was identified that exposure to the world of work can be important because high school

students often lack information on the educational requirements for particular jobs. Relevant

activities include, for example, paid and unpaid internships, guest lecturers from the business

community, career days, youth apprenticeships and job shadowing.

44


The major international findings from the PA Consulting (2009) study are as follows:

Teaching practice: Teaching standards are being developed in and across countries that

describe what it is teachers need to know and be able to do. These standards are central

to a better understanding of what comprises effective teaching and they are being used

for registration, training and appraisal purposes. There is a common recognition that the

quality of teaching is central to success and all systems are concentrating on improving

teacher quality.

Assessing student progress: Increasingly assessment is being used to inform teachers about

the effectiveness of their practice as well as determining student progress. Initiatives such

as the Program for International Student Assessment (PISA) are being increasingly used to

measure effectiveness. There is a growing perception that if assessment does not inform

practice then it is of limited value.

Information technology: With universities and training institutes increasingly requiring

students to use IT as an integral part of learning and assessment, schooling systems too are

starting to require that senior secondary students use IT as an integral part of their learning,

both in locating and analysing information and in submitting reports.

Curriculum support materials: As systems have developed and as the quality of teachers

has improved, there is less reliance on central texts and a greater use of commercial texts,

including online material. As teaching becomes more professional, systems are outlining

clear outcome expectations and standards but are giving greater flexibility in how

teachers teach. The focus is on effectiveness as measured by results rather than the means

of achieving those results.

4.2.5 Higher education sector in the UAE

Most licensed institutions are in Dubai and Abu Dhabi; 30 in Dubai and 28 in Abu Dhabi. Next

on the list are Sharjah and Ras Al Khaimah with four (4), both Ajman and Fujairah have three

(3), while Umm Al-Quwain currently has one (1) licensed institution. Data from the Commission

for Academic Accreditation23 in ‎Table 4 shows the number of students and accredited

programs according to discipline of study in 2010/2011.

Table 4 Student numbers and accredited programs by subject, 2010/2011

Subject Student numbers Accredited programs

Arabic/Islamic Studies 3,912 24

Art & Design 1,616 25

Business/Management 20,199 135

Communication/Media 3,647 16

Computer Science/IT 4,921 48

Education 2,688 22

Engineering 9,547 105

English Language/Literature 675 10

Health Sciences 6,104 63

Law & Jurisprudence 7,295 23

Mathematics & Science 401 8

Social/Behavioural 667 22

Other 168 12

23 Commission for Academic Accreditation. https://www.caa.ae/caaweb/DesktopDefault.aspx

https://www.caa.ae/caaweb/DesktopDefault.aspx

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However, some believe that despite all the efforts invested in the field of education in the UAE

and reforms costing about AED 400 million, the performance of pupils at national curriculum is

still below international standards. Dr Abdulla Al Amiri, an adviser to the MOE since 2007,

explained that this low performance of students is also evident at university level. He believes

that “the absence of a clear vision for the national curriculum, a lack of accountability and

constantly changing school strategies” are some of the reasons behind this low performance.

He further calls for enhancing the quality of education “by laying down criteria and

standards, increasing the number of hours at school and tackling dropouts" (Ahmad, 2011).24

Finally, higher education within the UAE and the region, is a changing landscape and it is one

in which the introduction of a national qualifications framework is likely to play a leading role.

4.2.6 Career counselling practices and trends

In her article, Brattel (2011)25 discusses the importance of career guidance, particularly for

Emirati nationals, as a tool that can help in shaping Dubai’s future. She explains that experts

think that a child should start thinking about their career path between the ages of eight (8)

and 11 years, even if they change their minds later. Many of the private schools, and most

universities, offer career guidance to their students. However, young people in public schools

tend to rely on their families or an interested teacher to help them as best as they can.

Essa Al Mulla, Director of the Emirates Nationals Development Program (ENDP), chaired a

panel on the subject in Dubai from April 24 to 27, 201126. He believes that:

Career guidance is missing from the UAE education system and if this is not resolved

as soon as possible, UAE nationals will face a major issue as they will not be equipped

to plan a career path, thus hindering their growth.

The National Human Resource Development and Employment Authority (Tanmia) was

established by Federal Law No. 27 in November 1999 and assumed its functions in November

2000. It undertakes, in accordance with local authorities and concerned parties, the

implementation of the following objectives:

Achieve full employment of the national human resources

Reduce the foreign component of the UAE labour force

Increase the supply of qualified and skilled national labour force to meet labour market

needs

Develop and enhance the work skills and potentials of the national labour force.

Tanmia’s mission is to provide quality services in areas related to training, career guidance

and employment of national human resources to create a productive workforce capable of

contributing to a competitive and skill-based national economy.

24 Ahmad, A. (2011, October 4). Poor quality education 'failing our children'. The National. Retrieved October 5,

2011, from http://www.thenational.ae/news/uae-news/education/poor-quality-education-failing-our-children 25 Brattle, S. (2011, April 14). Career guidance can shape Dubai’s future. gulfnews.com. Retrieved November

30, 2011, from http://gulfnews.com/gn-focus/getex/career-guidance-can-shape-dubai-s-future-1.790851.

26 Gulf New (April 14, 2011). Career guidance can shape Dubai’s future. Retrieved November 20, from

http://m.gulfnews.com/gn-focus/getex/career-guidance-can-shape-dubai-s-future-1.790851

http://www.thenational.ae/news/uae-news/education/poor-quality-education-failing-our-children

http://gulfnews.com/gn-focus/getex/career-guidance-can-shape-dubai-s-future-1.790851

http://m.gulfnews.com/gn-focus/getex/career-guidance-can-shape-dubai-s-future-1.790851

46


Tanmia has continued its strong commitment to provide the best employment opportunities

to UAE Nationals with its Center for Career Guidance and Planning (CCGP). The Center seeks

to direct national human resources to educational, training and career options that match

their capabilities by adopting a clear vision for planning and development of career routes at

the national level, in coordination with other relevant institutions. The CCGP supports career

guidance activities undertaken by Tanmia local offices. In 2005, Tanmia launched the

'Education Business Link' project; a major initiative in the UAE to bridge the gap between the

education and business sectors in the country.

4.3 QUALIFICATIONS FRAMEWORKS WORLDWIDE

With the emerging knowledge economy and increased speed of implementation of

technology in to workplaces, learning and training is becoming more advanced in the

workplace. Workplaces are becoming more sophisticated and incubators of new learning

and innovation. In many instances old economy institutions of education and training are not

able to keep up with the fast changing technologies and moving knowledge, skills and

aspects of competence that are happening in the modern world of work.

Thus a new paradigm has been developing to try to connect education and training systems

and institutions closer to the needs of the workplace. An increasing approach is to invite

industry stakeholder (e.g. employers, employees, regulators and other associated technical

experts practitioners) to codify their workplace requirements. Most commonly occupational

skills standards have been used as the mechanism for bridging the growing gap between

workplace learning, technology and innovation with old economy institutions of education

and training. These standards are becoming the preferred medium for formally recognising

competent performance of individuals and in tooling up human capital.

The gap between existing formally recognised skills individuals have and desired or required

skills in the workplace is the basic impetus for reforming the relationship between education

and training and industry. A good example to state here is that in the early 1970s, automobile

manufacturers in the United States were finding that graduates of automotive technology

courses were lacking the skills necessary to work on cars with advanced technology systems.

The public, losing faith in the quality of new car repairs, were either not buying new cars or not

buying cars made in the United States. To improve worker competence, the National Institute

for Automotive Service Excellence (an industry led body) began to require auto mechanics

be qualified/certified.

In light of these extraordinary global changes underway many countries have or are looking

to improve, or in some cases reform, their education and training systems. Where needed,

they look to improve and introduce policies, processes and systems that aim to increase the

interrelationship and relevance of education and training with the world of work. Most recent

developments have been the introduction of national and international qualifications

frameworks as a central comparative tool for organising and managing qualifications, with

many interrelating qualification outcomes linked with occupational requirements.

The result is a strong international trend towards the use of qualifications frameworks. Many

countries have already introduced national qualifications frameworks, including all of the UK

countries, Australia, New Zealand, South Africa and Ireland as a lead mechanism to reform

their education and training system and enhance international attractiveness and

47


competiveness of available skills in their country. In all, more than 250 countries have now in

place or proceeded to work towards implementing their QF. Most of the EU countries have

developed national frameworks, or are in the process of doing so to ensure alignment with

the emerging trend to develop ‘meta-frameworks’ that link national systems of qualifications.

Two of these international referencing systems are emerging in Europe. The first is the

European Qualifications Framework (EQF) that will provide an ‘interchange’ enabling the

alignment of national qualifications frameworks in Europe. The second is the key initiative in

the development of a European Higher Education Area, which has been the adoption of the

‘Bologna Framework’. This framework forms the basis of a common understanding of the

‘cycles’ in higher education and the qualifications associated with the cycles.

The UAE recognised the imperative of establishing a national qualifications framework,

proposed and subsequently has established a ten (10) level qualifications framework. It is a

singular, coherent and integrated qualifications framework covering higher education (HE),

vocational education and training (VET) and general education (GE) sectors with an agreed

classification system of new qualifications, which will be nationally and internationally

recognised. The establishment of a national qualifications framework for the UAE, the

QFEmirates, ensures the country is well placed to align and compare its qualifications with

that of other national qualifications frameworks and meta-frameworks.

A common feature of all qualifications frameworks are structures of levels based on ‘learning

outcomes’. There is emerging a new general understanding of the meaning of a

qualification, certifying that an individual has achieved certain learning outcomes to

standards set by a relevant and authoritative body. This understanding differs from the

previous common approach that a qualification is based on participation and time spent on

a course or program.

The key drivers behind introducing a national qualifications framework are shown in ‎Table 5

on the following page. For the driver of lifelong learning, the QFEmirates is an enabling tool

that can assist in the recognition of prior learning (RPL). RPL involves the formal assessment of

previously unrecognised knowledge, skills and aspects of competency an individual has

achieved outside the formal education and training system. It assesses this unrecognised

learning against the requirements of a qualification. RPL can reduce the need for duplication

of learning. It encourages an individual to continue upgrading their skills and knowledge and

pursue lifelong learning through structured and informal learning and training towards formal

qualifications. More importantly, it can improve employment outcomes in terms of career

progression and rewards, and act as a catalyst for lifelong learning.

48


Table 5 Key drivers of a national qualifications framework27

Single framework The need for an enabling mechanism (a unified and singular system and

reference point for all national qualifications) that could be used by a

country’s decision makers to develop relevant strategic educational and

training policies and directions (including prioritising targeted areas) to

improve the country’s economic, social and personal competitiveness, and

standing in the world community.

Common

benchmark

The need to bring ‘national’ order (using common nomenclature and

outcomes based criteria) to the many and varied qualifications on offer

being issued across the country by licensed or unlicensed providers, and

aid in the development of new recognisable and government endorsed

national qualifications.

Qualifications

flexibility

The need to facilitate adequate flexibility within qualifications’ structures to

accommodate changing technologies, changing work organisation,

learner mobility, and learner career paths, and which include improved

opportunities for access and transferability between different educational

and training providers.

A framework

of common

language

The need to provide a framework of common language that can be used

as a ready guide for both employers and learners/employees in terms of

identifying the level of education as well as knowledge sills and aspects of

competence required when advertising for jobs. It also serves as guide to

individuals to identify the type of jobs they may be eligible for and what

qualifications are needed in order to apply for them.

Labour market The need to address skills shortages/deficits in the economy and increase

labour market opportunities for individuals through education and training,

and labour mobility.

Quality and

consistency

The need for improved and transparent mechanisms for assuring the

quality, consistency and rigour of national qualifications for the country,

community, employers and learners/employees.

International

alignments

The need to establish linkages and alignments with other countries to affect

international comparisons leading to improved information for assisting in

learner mobility.

Lifelong learning The need for more transparent mechanisms that facilitate formal

recognition of ‘lifelong’ learning including formal, non-formal and informal

learning and the need to ensure, for the long term that all qualifications at

least support and recognise lifelong learning and be aligned to other

international frameworks for mobility.


November, 20, 2012, from http://www.nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf, p. 21


49


The United States is currently piloting qualifications framework programs. Adelman (2009)28

called for the establishment of a national qualifications framework in the United States. He

asked the U.S. Higher Education community to benefit from the European experience that

aimed at establishing common reference points and operating procedures by creating a

European Higher Education Area (known as the ‘Bologna Process’). Adelman (2009) criticised

the country’s higher education system, calling for a reform to obtain better students’ learning

outcomes the way European countries did. He explains:

The point is not that other countries produce more degrees; it is that they just might

be producing better degrees, certainly degrees whose reference points in student

learning outcomes and meaning is transparent – something that cannot be said for

the degrees we award.

Recently, the United States started to pay more attention to the core messages of the

European process. Dozens of conferences have included panels, presentations, and intense

discussions of Bologna approaches to accountability, access, quality assurance, credits and

transfer, and, most notably, learning outcomes in the context of the disciplines.

In order to ensure students have high quality degrees that reflect credible learning on the

part of students, a qualifications framework called the Degree Qualifications Profile (DQP)

was developed in 2011. The DQP focuses on the issues, strengths and potential that are

distinctive to the higher education in the United States. It is not a finished product, but rather a

draft document that is being tested by front-line faculty members at more than 100 colleges

and universities all over the nation (Lumina Foundation, 2012)29.

4.4 CHAPTER SUMMARY

Key findings emerging from the literature review are as follows:

The UAE continues to face the employment challenges of a heavy reliance on non-

nationals to meet workforce needs, a large proportion of UAE Nationals working in the

public sector, high rates of unemployment among recent graduates, and low

nationalisation levels in the private sector. According to GulfTalent.com (2012), UAE

Nationals accounted for 7% of total private sector employment in 2011 – the second

lowest nationalisation rate in the Gulf region.

Recruitment and salary data from GulfTalent.com (2012) indicates that the UAE is

continuing to experience increases in job creation and salary rises, GulfTalent.com predicts

that 51% of employers will create new jobs and salaries will rise by 4.9% in 2012. Dubai’s

share of regional recruitment activity is increasing after two years of slowdown.

28 Adelman, C. (2009). The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of

Convergence. Retrieved January 2, 2012, from http://www.ihep.org/assets/files/EYESFINAL.pdf, p. 2

29 Lumina Foundation (2011). The Degree Qualifications Profile. Retrieved January 30, 2012, from

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

http://www.ihep.org/assets/files/EYESFINAL.pdf


50


Data on hiring expectations of employers who responded to the 2012 Middle East Jobs

Index Survey (JI) was positive, with 72% indicating they would be ‘definitely hiring/

probably hiring’ over the next three (3) months. Employers indicated a preference for:

Engineering, Business Management and Commerce graduates

candidates with team skills, communication skills and leadership skills

managers who are able to manage a team as opposed to candidates with very senior

level experience.

Employers regarded Banking/Finance, Oil, Gas and Petrochemicals and

Telecommunications as the most attractive industries to top talent, and Medical/Health

Sciences as the least attractive industry to top talent.

There are ongoing concerns about UAE’s education system, in particular the quality of

primary and second education systems not matching international standards; a large

number of students failing to complete high school and make a successful transition to

postsecondary education; and graduates not meeting employers’ standards in a variety

of academic areas. Low performance of students is also evident at the university level.

Although many of the private schools and most universities offer career guidance to their

students, young people in public schools rely heavily on their families or an interested

teacher. It is not known to what extent the establishment of the National Human Resources

Development and Employment Authority (Tanmia) in 1999 has addressed the lack and/or

quality of career guidance in public schools.

Many countries have introduced or are developing national qualifications frameworks as a

lead mechanism to reform their education and training system and enhance international

attractiveness of available skills in their country. The UAE has established a 10-level national

qualifications framework known as the QFEmirates - a singular, coherent and integrated

qualifications framework covering the higher education, vocational education and training

(VET) and general education sectors.

51

Chapter 5: Perspectives of employers

5. Perspectives of employers

This chapter presents findings from a 23-question survey that

discovered employers’ knowledge of the relationship between jobs

and qualifications; views on CoreLife Skills of graduates; recruitment

of graduates; and hiring intentions over the next two years.

5.1 SURVEY PARTICIPANTS

Despite only receiving 83 survey returns from employers, the project attracted participants

from organisations that varied in terms of industry sector, size, sector and type. ‎Figure 4 on the

next page illustrates the following key characteristics of participants:

Most participants were located in either Dubai (64% of returns) or Abu Dhabi (34% of returns).

Almost half (48%) of the participants were from multi-national organisations, 26% from

national organisations and 18% from local/Emirate organisations.

Although 24% of the participants indicated their organisation employed over 1,000

employees, half of the participants were from small to medium sized organisations (SMEs),

having between 11 and 250 employees.

Participants from the private sector accounted for 72% of returns, which explains why UAE

Nationals accounted for a low proportion of employees in these organisations.

Many organisations employed either no Emiratis (31%) or employed a small number of

Emiratis i.e. Emiratis in 41% of organisations accounted for 1% and 10% of all employees,

In terms of industry sector:

the Business, Administration and Financial Services sector accounted for 29% of returns

the low number of returns from sectors like Government Services and Public Administration

(5 organisations) and Utilities and infrastructure (1) is due to some extent to the smaller

number of organisations in these sectors compared to other sectors

the survey attracted returns from the key growth sectors identified in the Occupations and

Careers Handbook for UAE Nationals – Energy Resources (4 organisations), Logistics and

Transport (5), Utilities and Infrastructure (1), Building and Construction (9), and

Manufacturing (7).30

For the full table of returns by industry sector, go to:


30 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers

Handbook for UAE Nationals.

52


Dubai

64%

Abu Dhabi

34%

Sharjah

1%

Ras Al Khaimah

1%

Location

Multi-national

48%

National

(across UAE)

26%

Local (Emirate)

only

18%

Other

5%

No response

3%

Type of

organisation

Private

72%

Public

(government)

12%

Semi-public

11%

Not-for-

community

5%

Sector

1-10

11%

11-20

11%

21-50

12%

51-100

10% 101-200

14%

201-500

10%

501-1000

8%

Over 1000

24%

Number of

employees

No Emiratis

31%

1-10%

41%

11-20%

9%

21-40%

5%

41-60%

11%

Over 60%

4%

% of employers

who are Emirati

Figure 4 Key characteristics of participating employers

Location

53


5.2 JOBS AND EMPLOYABILITY INDICATORS OF THE QFEMIRATES

5.2.1 Jobs and level of qualifications

Research question 1:

To what extent do employers know the level of qualifications typically associated with

particular jobs as proposed in the employability indicators of the QFEmirates?

Participants selected three (3) jobs in their organisation and indicated the qualification (if

any) they expect employees to have to perform these jobs effectively. The survey included

the example of a ‘nurse’ as an occupation that typically requires a Bachelor degree.

Finding: Some participants indicated a good level of understanding of occupations at the

para-professional level and above that require a qualification at Diploma/Associate degree

level and above (‎Table 6). For example:

the occupation of architect typically requires a Bachelor degree

the occupation of technician typically requires a Diploma.

Finding: Some participants indicated a lower level of understanding of occupations that

require a qualification at Certificate 4 level or below (‎Table 6). They indicated qualification

requirements for their selected jobs that were either too low or too high. For example:

the occupation of documentation assistant typically requires a qualification lower than

Certificate 4 (a qualification typically required for skilled trades occupations e.g. carpenter)

the occupation of operator typically requires a qualification above Certificate 1 (a

qualification that typically applies to lower level occupations e.g. cleaner and labourer).

Table 6 Qualification requirements for selected jobs

Qualification requirements Selected jobs

Doctoral degree Head of Research and Development, Chief Executive Officer,

Director of Psychology, University Professor

Masters degree Head of Department, Program Director, Principal Partner

Graduate Diploma Finance Manager, Recruitment Manager, Consultant

Bachelor degree Accountant, Engineer, Marketing Manager, Architect, Administrator

Diploma (Advanced) IT Support Specialist, Senior Technician, HR Coordinator, Draftsman

Diploma/Associate degree Inspector, Supervisor, Chef, Technician

Certificate 4

(10 jobs identified)

Documentation Assistant, entry level jobs

Qualification requirements too high

Certificate 3

(8 jobs identified)

Tradesman, Technician

Qualification requirements too low

Certificate 2

(7 jobs identified)

Administrator, Technician


Certificate 1

(6 jobs identified)

Operator, Administrator


54


Participants identified fewer occupations that require qualifications at Certificate 4 level or

lower. For example, participants only identified seven (7) occupations against Certificate 2. This

finding may be due to their organisations not employing many people with these qualifications

and/or employing people without the necessary qualifications to work in these jobs.

There were some variations in participants’ responses to qualification requirements for the

same occupation. For example:

responses to requirements for entry level jobs ranged from Certificate 1 to 4

responses to requirements for administrators ranged from Certificate 1 to Bachelor degree

responses to requirements for technicians ranged from Certificate 2 to Diploma (Advanced).

For all employer responses, go to:

Appendix 7: Employer responses to qualifications, knowledge, skills and experience

requirements (p. 199)

5.2.2 Knowledge, skills and experience requirements for selected jobs


To what extent do employers know the level of knowledge, skills and experience typically

required for particular jobs as proposed in the employability indicators of the QFEmirates?

Participants selected three (3) jobs in their organisation and indicated the level of knowledge,

skills and experience they expect employees to have to perform these jobs effectively. The

survey included the example of a ‘teacher’ as an occupation that typically requires

knowledge, skills and experience at the ‘professional’ level.

Finding: Some participants indicated a good level of understanding of the knowledge, skills

and experience (KSE) requirements (from basic to leading specialist/expert) for selected jobs

in their organisation (‎Table 7). For example:

a chief executive officer typically requires knowledge, skills and experience at the ‘leading

specialist/expert’ level

a cook typically requires knowledge, skills and experience at the ‘semi-skilled’ level.

Finding: Some participants indicated a lower level of understanding of the knowledge, skills

and experience (KSE) requirements for selected jobs in their organisation. Participants’ KSE

requirements for selected jobs were either too high or too low (‎Table 8). For example:

an Oil and Gas Engineer typically requires knowledge, skills and experience at the

‘professional’ level (as opposed to the lower ‘supervisory/higher technical’ level)

a data entry clerk with strong computer skills typically requires knowledge, skills and

experience at the ‘semi-skilled’ level (as opposed to the higher ‘highly skilled’ level).



requirements (p. 199)

55


Table 7 Good level of understanding of the KSE requirements for selected jobs

Knowledge, skills and

experience requirements Selected jobs

Leading specialist/expert Head of Research, Practice Lead, Partner/Director, Chief

Executive Officer

Higher professional Senior Engineer, Executive Producer, Managing Consultant, Art

Director

Professional Consultant, HR Manager, Accountant, Network Engineer

Para-professional/higher

technical Senior Technician, Designer

Supervisory/higher technical Sales Team Leader, Project Manager, Foreman

Highly skilled Senior Technician

Skilled Carpenter, Welder, Sales Consultant

Semi-skilled Security Guard, Cook

General Driver, Cashier

Basic Cleaner, Helper

Table 8 Lower level of understanding of the KSE requirements for selected jobs



Leading specialist/expert Senior Officer, Sales Manager, Engineer, Shift Manager, Engineer

KSE requirements too high

Higher professional

Assistant Manager, Marketing, Technical Surveyor, Finance

Manager


Professional Administration Officer



technical

Spacecraft Engineer, Auditor, Automation Engineer

KSE requirements too low

Supervisory/higher

technical

Oil and Gas Engineer, Auditor


Highly skilled

Flight Operations Engineer


Data Entry Clerk with strong computer skills


Skilled Architect, Spacecraft Controller


Semi-skilled Senior Operator


General Administrator, Clerk


Basic Receptionist, Operator


56


5.2.3 Jobs and job functions


To what extent do employers know the job functions typically required for particular jobs as

proposed in the employability indicators of the QFEmirates?

Participants selected three (3) jobs in their organisation and identified ‘function verbs’ related

to these jobs. The survey included the example of an ‘electrician’ and the function verbs of

‘Diagnose’, ‘Repair’ and ‘Install’ that typically apply to this job.

Finding: Some participants indicated a good level of understanding of the function verbs

associated with jobs as well as a good level of understanding of the knowledge, skills and

experience (KSE) requirements for selected jobs (‎Table 9). For example:

the function verbs of ‘troubleshoot’, ‘plan’, ‘repair’ and ‘reporting’ apply to senior

technician, an occupation that typically requires knowledge, skills and experience at the

‘para-professional/higher technical’ level

the function verbs of ‘undertake’, ‘utilise’ and ‘prepare’ apply to helper, an occupation

that typically requires knowledge, skills and experience at the ‘basic’ level.

Table 9 Good level of understanding of the function verbs for selected jobs and good

level of understanding of the KSE requirements for selected jobs


experience requirements Function verbs for selected jobs

Leading specialist/expert Director/Principal Partner (direct, lead, manage)

Vice President Logistics (lead, inspire, monitor, drive)

Higher professional Senior Accountant (research, evaluation and develop)

Executive Manager (plan, review, hire, terminate, sell, evaluate)

Professional Consultant (deliver, facilitate, implement, perform, respond)

Architect (design, prepare, perform)


technical

Designer (design, coordinate, follow up)

Senior Technician (troubleshoot, plan, repair, report)

Supervisory/higher

technical

Electrical technician (assemble, build, calibrate, carry out,

fabricate)

Facility Manager (organise, undertake, maintain, administer)

Highly skilled Instructor (deliver, perform. produce)

Skilled Plumber (repair)

Technician (overhaul, rectify, perform)

Semi-skilled

Executive Assistant (conduct, perform, administer, organise,

prepare)

Assistant Technician (contribute, provide)

General Driver (schedule, undertake, maintain)

Administrative Assistant (carry out, document, implement, operate)

Basic Helper (undertake, utilise, prepare)

57


Finding: Although some participants indicated a good level of understanding of the function

verbs associated with selected jobs, they have a lower level of understanding of the

knowledge, skills and experience (KSE) requirements for selected jobs (‎Table 10). For example:

the function verbs of ‘diagnose’, ‘lead’, ‘report’, ‘monitor’ and ‘plan’ apply to clinical

specialist. However, this occupation typically requires knowledge, skills and experience at

the ‘professional’ or ‘higher professional’ level (as opposed to the ‘para-

professional/higher technical’ level)

the function verbs of ‘test’, ‘coordinate’, ‘document’ and ‘administer’ apply to

coordinator. However, this occupation typically requires knowledge, skills and experience

at least at the ‘skilled’ level (as opposed to the ‘general’ level).

Table 10 Good level of understanding of the function verbs for selected jobs and lower

level of understanding KSE requirements to selected jobs



Leading specialist/expert

Analyst (diagnose, evaluate and sell)

Trade/Sales/Research (analyse and carry out)


Higher professional

Designer (design and develop)

Administrative Unit Manager (organise, supervise, mobile and

monitor)


Professional

Administration Officer (audit, coordinate, document, report and

service)

Media Administrator (administer, monitor, configure and research)



technical

Clinical Specialist (diagnose, lead, report, monitor and plan)


Supervisory/higher

technical

Auditor (audit and lead) and QA Manager (evaluate, identify and

troubleshoot)


Highly skilled

Receptionist (service, sell and respond)

Marketing Executive (develop, design and monitor)


Skilled

Engineer (test, troubleshoot and repair)

Spacecraft Controller (monitor, conduct, perform, document and

contribute)


Semi-skilled Senior Operator (fabricate, make and test)


General

Quality Analyst (check, document and evaluate)

Coordinator (test, coordinate, document and administer)


Basic Operator (carry out, operate and store)



Appendix 9: Employer responses to function verbs relating to specific occupations (p. 204)

58


5.2.4 Observations: Jobs and employability indicators of the QFEmirates

Research question 1, 2 and 3 sought to find out to what extent employers’ level of

understanding of qualification requirements, knowledge/skills/experience requirements and

function verbs of particular jobs align to the employability indicators in the QFEmirates. The

analysis of the data found:

some participants have a good level of understanding of jobs requiring a qualification at

Diploma/Associate degree level or above i.e. qualifications required for para-professional

jobs and above

many participants have a lower level of understanding of jobs requiring a qualification at

Certificate 4 level or lower

some participants indicated knowledge, skills and experience (KSE) requirements for

particular jobs that were either too high or too low

variations in participants’ responses to qualification requirements for similar positions

many participants were able to identify function verbs associated with selected jobs.

The existence of education and training system infrastructure in the form of the Commission

for Academic Accreditation (CAA) for Diploma/Associate degree level qualifications and

above is one factor explaining employers’ good level of understanding of the jobs that

require these qualifications. The CAA is a Federal regulatory quality assurance body of the

UAE Ministry of Higher Education and Scientific Research (MOHESR). This body provides the

official and public benchmarks that facilitate bridging the relationships between

qualifications and occupational outcomes in a way that employers, institutes and individuals

can relate to easily.

With the exception of the UAE Ministry of Education (MOE) which regulates school outcomes

(i.e. Secondary School Certificate and some generalist short-course training activities), there

has been no body until the establishment of the NQA that performs a regulatory function

below Diploma/Associate degree or more specifically in the vocational education and

training (VET) qualifications and occupations landscape. The establishment of the National

Qualifications Authority with specific reference in its objectives to oversee vocational

education and training qualifications aims to:

overcome the lack of Federal regulation in this regard

increase the awareness and use of vocational qualifications

improve consistency of terminology and nomenclature usage in the labour market

promote the QFEmirates and its employability indicators among employers and individuals,

in particular the qualifications requirements, knowledge/skills/experience requirements,

and job functions for particular jobs in the labour market

help employers to make informed recruitment decisions

help individuals to make informed study and career decisions.

59


5.2.5 Industry validation: Jobs and employability indicators of the QFEmirates

Most members of the industry advisory group agreed with the following findings and

observations about jobs and employability indicators of the QFEmirates:

Employers’ level of understanding of qualification requirements and knowledge, skills and

experience (KSE) requirements varies from a good level of understanding to a lower level

of understanding.

Employers had higher level of understanding of jobs requiring Diploma/Associate degree

qualifications or above and a lower level of understanding of jobs that require a

Certificate 4 qualification or lower.

There is a need for infrastructure that performs a regulatory function for vocational

education and training (VET) qualifications at below Diploma/Associate degree; a need

that has led to the establishment of the National Qualifications Authority.

Member comments:

“Most of these reflect on the banking system and not necessarily on the other aspects

and industries that participate in the economic development of the country. When

aligning the QF to industries, they should be equally represented”.

“The employability indicators at level 6 and below seem to be set too high when

compared to existing employees”.

“I believe that recruitment agencies may recruit from overseas on a primarily numeric

basis i.e. do not match the required skills with the vacancy they are filling, hence often

the recruited individual cannot competently perform the tasks of the job. Making the

recruiter pay for the training of these individuals they have provided would remedy

inappropriate recruiting practices”.

One member rightly stated that the “sample size of inquired employers (83 responses)

decreases the reliability of conclusions”.

5.3 CORELIFE SKILLS

5.3.1 Importance of CoreLife Skills


What generic (CoreLife) skills are important to employers?

Participants indicated the importance of the following CoreLife Skills to their organisation:

Collecting, analysing, organising and applying information in a given context

Communicating information, concepts and ideas

Initiating and organising self and activities, including motivation, exploration and creativity

Working with others in teams including leadership

Solving problems including using mathematical ideas and techniques

60


Applying information and communication technology (ICT)

Participating in social and civic life including ethical practice

Finding: Participants were most likely to indicate all the CoreLife Skills were ‘important’ or ‘very

important’ (as opposed to ‘not important’ or ‘somewhat important’) to their organisation. ‎Figure

5 shows that ‘teamwork skills’, ‘communication skills’ and ‘initiating and organising skills’ were of

most importance to their organisation.

Figure 5 Ranking of CoreLife Skills by level of importance to participants

5.3.2 Satisfaction with graduates’ CoreLife Skills


How satisfied are employers with the CoreLife Skills of graduates? i.e. graduates who have less

than two years work experience after finishing university, college and/or school.

Finding: Employers were most likely to indicate they were ‘satisfied’ with graduates’ level of

CoreLife Skills.

Finding: Employers indicated they were ‘most’ satisfied with graduates’ ICT skills and

teamwork skills and ‘least’ satisfied with graduates’ initiating and organising skills (‎Figure 6).

Participating in social and civic life including ethical

practice

Applying information and communication technology

(ICT)

Solving problems including using mathematical ideas

and techniques

Collecting, analysing and applying information in a

given context

Initiating and organising self and activities, including

motivation, exploration and creativity


Working with others in teams including leadership Most important

Least important

61


Figure 6 Participant satisfaction with graduates’ CoreLife Skills (ranked)

5.3.3 Observations: CoreLife Skills

The quality of CoreLife Skills of graduates seeking employment is an ongoing concern

expressed by industry and in many related studies. Participants indicated teamwork,

communication and initiating and organising skills were the most important skills to their

organisation. These results are similar to those of CEOs who participated in a survey as part of

the Arab Human Capital Challenge report, 2007: Voice of CEOs31. They indicated

communication and teamwork were the most important skills to business leaders. It is

important to note that employer expectations of graduates may be too high, expecting

graduates to be ‘work competent’ rather than ‘work ready’.

Educational institutions are progressively addressing the challenge of improving graduates’

generic (CoreLife) skills through their teaching methods and program/course content. In

relation to higher education in the UAE, the Commission for Academic Accreditation (CAA) in

late 2011 adopted the emerging QFEmirates as part of its licensure and accreditation

standards and now requires institutes to align their programs to it. However, improvements to

the level of graduates’ CoreLife Skills are likely to be incremental given many institutional

qualifications/programs have accreditation periods of four (4) to five (5) years before review.

General education outcomes of the Secondary School Certificate are aligned to level four

(4) of the QFEmirates. At this stage, the UAE Ministry of Education has not adopted any policy

related to embedding CoreLife Skills in the Secondary School Certificate.

Given no infrastructure in relation to the vocational education and training sector has existed

until recently (with the establishment of the National Qualifications Authority), it will be some

time before CoreLife Skills are embedded in vocational qualifications.

31 Mohammed bin Rashid Al Maktoum Foundation (2007). Arab Human Capital Challenge: The Voice of CEOs.

Retrieved November 19, 2012, from http://www.mbrfoundation.ae/English/Documents/AHCC-

%20English.pdf.

Initiating and organising self and activities, including

motivation, exploration and creativity

Participating in social and civic life including ethical

practice

Solving problems including using mathematical ideas

and techniques


Collecting, analysing and applying information in a

given context

Working with others in teams including leadership

Applying information and communication technology

(ICT)

Least satisfied

Most satisfied

http://www.mbrfoundation.ae/English/Documents/AHCC-%20English.pdf


62


5.3.4 Industry validation: CoreLife Skills

Most members agreed with the following findings and observations about CoreLife Skills:

Employers surveyed were ‘satisfied’ with the graduates’ level of CoreLife Skills, most

satisfied with graduates’ ICT skills and teamwork skills, and least satisfied with graduates’

initiating and organising skills

The higher education sector will increasingly embed CoreLife Skills in their teaching

methods and program content due to CAA’s adoption of the QFEmirates and resulting

changes to its licensure and accreditation standards. As the Ministry of Education has not

adopted the QFEmirates and the Federal Government only established the National

Qualifications Authority in 2010, embedding of CoreLife Skills in the Secondary School

Certificate and vocational qualifications will take some time.

Member comment:

“CoreLife Skills are also related to cultural background and that is one reason why in most

private organisations, certain cultural groups are preferred above others. Issues need to be

addressed in educational institutions however, it may be too late for those who have already

completed their formal education and are not entering the workforce. Also, there are some

who are in the workforce and do not have the skills that may be having a ripple effect on the

economic development of the country. A skilled workforce enhances the economic

development of a country for example, the Scandinavian countries, Singapore, Canada, etc.”

5.4 RECRUITMENT OF GRADUATES

5.4.1 Factors influencing recruitment decisions


What factors influence employers when employing graduates?

Finding: As shown in ‎Figure 7, participants preferred graduates with formal qualifications (72% of

all participants) followed by work experience (59%) and CoreLife Skills (57%).

Figure 7 Factors influencing employers when employing graduates (% of participants)

72%

59% 57% 51% 51%

44% 38%

9%

Most

influential

factor

Least influential

factor

63


5.4.2 Observations: Factors influencing employers’ recruitment decisions

Almost 60% of the participants considered work experience an important factor influencing

graduate employment, which for para-professional qualifications and above typically occurs

after achievement of a qualification. Employers are increasingly looking for graduates who

have acquired work placement experience:

during their study or holiday periods and/or

through some type of related and concurrent part/full time employment prior to

graduating.

Many higher education students who participated in this project indicated an interest in

building closer relationships with employers. Internships are one way for students “to build their

resume and professional network and [they] are likely to seek out these same organisations for

full-time employment after graduation”.32 Some examples of internship programs available in

the UAE are as follows:

The Mawaheb internship program (a partnership between Imagenation Abu Dhabi and

the Abu Dhabi Film Commission) provides Emirati students with an interest in filmmaking to

gain hands-on experience abroad.33

The Dubai School of Government internship program for undergraduate and graduate

students provides “students the opportunity to work with faculty on a variety of cutting-

edge topics and gain valuable research experience necessary for pursing graduate

studies or a career in public policy”.34

Masdar Institute of Science and Technology offers summer internships for university students

(who are UAE Nationals majoring in science, engineering or computer science) to

undertake a specific project over a six-week period. Students live in on-campus housing at

the Masdar Institute and receive a monthly stipend.35

Students at the College of Science at UAE University are required to undertake an

internship for each of their majors. The university has a dedicated internship unit that

arranges internships. One aim of the internships is to provide “students with the required

applied skills by training them how to operate the highly advanced technical instruments

available in the different areas of the country”. 36

32 Khaleej Times (2011, January 4). Internships offer great opportunities. Retrieved from

http://www.khaleejtimes.com/displayarticle.asp?xfile=data/theuae/2011/January/theuae_January70.xml&se

ction=theuae&col= 33 UAE Interact (2010, October 27). Imagenation Abu Dhabi and Abu Dhabi Film Commission Place Candidates

on “Mawaheb” Internship Program. Retrieved from

http://www.uaeinteract.com/docs/Imagenation_Abu_Dhabi_and_Abu_Dhabi_Film_Commission_place_cand

idates_on_Mawaheb_Internship_Program/43100.htm 34 Dubai School of Government (2013). Internships. Retrieved January 25, 2013, from

http://www.dsg.ae/en/Menu/index.aspx?PriMenuID=1&CatID=58&SubCatID=31&RefID=0&mnu=SubCat&Asp

xAutoDetectCookieSupport=1 35 Masdar Institute (2013). Summer internships. Retrieved January 25, 2013, from

http://www.masdar.ac.ae/Summerinternships.html 36 UAE College of Science (2013). Internship Unit. Retrieved January 25, 2013, from

http://www.fsc.uaeu.ac.ae/fos_units_internship_unit.asp

http://www.khaleejtimes.com/displayarticle.asp?xfile=data/theuae/2011/January/theuae_January70.xml&section=theuae&col


http://www.uaeinteract.com/docs/Imagenation_Abu_Dhabi_and_Abu_Dhabi_Film_Commission_place_candidates_on_Mawaheb_Internship_Program/43100.htm


http://www.dsg.ae/en/Menu/index.aspx?PriMenuID=1&CatID=58&SubCatID=31&RefID=0&mnu=SubCat&AspxAutoDetectCookieSupport=1


http://www.masdar.ac.ae/Summerinternships.html


64


In the VET sector, the learning and practice-based qualifications recognised worldwide are

apprenticeships or cadetships. However, these qualifications have not made significant

inroads in becoming mainstream, credible and recognised programs in the community as a

viable career path option for students, particularly UAE Nationals. Fortunately, heavy industry

sectors in the UAE (such as oil, energy, aluminium and shipbuilding) use and recognise

apprenticeships and cadetships.

There is considerable scope here for new opportunities. However, currently there are few

national VET providers with adequate infrastructure mechanisms to support the promotion,

delivery and management of apprenticeships and/or cadetships. Companies largely

manage existing programs themselves (such as ADNOC, Dubal and Emal) and may use

narrow specialist training providers. Given that specialist providers are usually unable to

provide a national qualification, they may instead provide a recognised qualification from

another country.

This project did not investigate the extent to which students gain exposure to the workplace

during their studies, the range of programs currently available to students in the UAE (e.g.

internships, apprenticeships, cadetships) and the effectiveness of these programs in providing

students with genuine workplace experience that increases their employability. There is a

need for further research that addresses these areas of inquiry and recommends the type of

programs that would benefit students undertaking courses where learning, practice and

exposure to the workplace during the study period is critical. These programs should develop

higher recognition and acceptance among employers and help meet their need for

graduates with some world of work experience.

5.4.3 Qualification requirements of employers


What level of qualifications are employers typically seeking when recruiting graduates?

Finding: When employing graduates, 81% of participants indicated a Bachelor degree was

the most relevant qualification to their organisation’s needs (‎Figure 8). Participants were more

likely to indicate that post-graduate qualifications (Masters degree and Graduate Diploma)

were more relevant to their organisation than qualifications at the Diploma/Associate degree

level or lower, particularly Certificate qualifications.

65


Figure 8 Qualification of most relevance when employing graduates (% of participants)

5.4.4 Observations: Qualification requirements of employers

The increasing incident of employers seeking formal educational qualifications for para-

professionals and above may be due to other intrinsic issues at play. Employers may use

qualifications as a mechanism and recruitment tool to:

filter potential applicants

simplify selection processes

determine the future potential of a candidate for current and prospective higher level

jobs

restrict entry into employment.

This approach of employers preferring to recruit individuals with higher education

qualifications disadvantages individuals who may have acquired over time competence and

expert skills in a field of work but do not hold a formal educational qualification. The higher

education system has had little experience or appetite in recognising prior learning in its

programs. This particular issue was a key factor in the establishment of the National

Qualifications Authority. Many personnel from the UAE military and police for instance, with

many years of experience at high levels, have been unable to have their experiences

recognised in the form of an educational qualification.

Further to the above observation, recognising non-formal and informal learning has become

an important issue across most developed and developing countries and used to engage

and encourage individuals to pursue lifelong learning. Respective governments have noted

that individuals with highly developed skills with no formal qualifications are a key resource for

the economy and worthy of recognition and continued development.

6%

41%

36%

81%

29%

16%

4% 0% 0% 0% 1%

Most relevant

qualification

66


In addition, much new learning is occurring in modern workplaces with education and

training providers unable to keep pace with changes in technology, processes and systems to

provide contemporary learning experiences. This particular issue is most evident in

qualifications below para-professional where workplace learning, experience and practice

dominate. Few national qualifications exist in the UAE that can be awarded to individuals with

considerable workplace expertise and competence. This in turn affects the engagement of

these individuals in lifelong learning.

The over reliance on higher education qualifications as an entry point to employment in the

UAE means some qualified graduates work in occupations below their real level of

qualification outcome. The resultant effect may be a higher ‘churn’ rate than normal of

employees over time. Overqualified employees may become despondent, anxious and

attempt to move on as they may feel their qualification is undervalued and underutilised.

There has been some experience in this regard in the Banking sector where the ‘churn’ rate

among qualified UAE Nationals is quite high. Employees working in lower level occupations

despite their considerable workplace experience and competence also affect efficiency

and productivity of the labour market as well as economic gains that could be realised for

the country.

Consequently, overqualified individuals in occupations below their qualification outcome and

highly experienced individuals working in lower level occupations represent wasted resources

by government, employers and/or individuals who have invested in the learning process.

5.4.5 Recruitment methods of employers


What methods do employers typically use to recruit graduates?

Finding: Two-thirds (67%) of participants indicated that they advertise their graduate positions

on their organisation’s website. Just over one half (53%) go through educational institutions to

recruit graduates (‎Figure 9).

Figure 9 Methods used by employers to recruit graduates (% of employers)

67%

57% 53% 53%

35% 32%

15%

Advertising on

own website

Word of mouth

(colleagues,

friends, family,

networks)

Graduates

approach your

organisation

directly

Through

educational

institutions

Recruitment

agencies

Advertising in

newspapers

Other

Most used

recruitment

method

Least used

recruitment

method

67


5.4.6 Observations: Recruitment methods of employers

There is significant scope for developing more formal links and relationships with educational

institutions in terms of recruitment processes for graduates. Arrangements in the form of

internships, cadetships and apprenticeships as previously discussed should build a stronger

relationship between educational institutions and employers. Closer industry bonds can also

help institutions to provide careers advice based on current and future employer needs.

It is interesting to note the findings from the both the higher education survey and secondary

school survey correlate with this observation – 31% of higher education students and 27% of

secondary school students who responded to the respective survey have not received

careers advice. These findings indicate the need for greater efforts to provide such advice,

particularly advice in the form of high quality information about the UAE labour market.

Based on the above observation, it is fair to suggest there is a need for greater effort to

improve matching employer demand with the supply of graduates at an educational and

training system level. This effort should include providing graduates with improved publicly

available information about where the future jobs will be in the economy. This information

should align to the economic vision of the country (e.g. UAE Vision 2021) and help students to:

correctly select the field of study best suited to them

understand future labour market demand for their preferred future occupation i.e. will

there be jobs available in their preferred occupation when they graduate?

evaluate the currency of study programs in light of changing industry needs and trends.

Timely and industry-focussed careers information should also improve employer to institution

relationships, thereby enhancing the employability outcomes of graduates. Another proven

and effective approach to developing this information bridge is through formal collaborative

stakeholder mechanisms. These mechanisms encourage industry, government, education

and training providers, individuals and community stakeholders to work together to develop

and maintain the most current labour and education and training market information.

5.4.7 Employers’ awareness of Tanmia


Are employers aware of Tanmia, the UAE government body that helps them to recruit Emirati

job seekers?

Finding: 58% of the participants were aware of the National Human Resource Development

and Employment Authority, better known as Tanmia. Combined, over 40% of participants

were not aware or unsure of the existence of Tanmia (‎Figure 10).

68


Figure 10 Employers’ awareness of Tanmia

5.4.8 Observations: Employers’ awareness of Tanmia

Tanmia’s mission is “to become a pioneer and leading country in the development and

empowerment of national human resources (HR) towards a qualified and competitive

workforce”.37 The Authority provides Emirati job seekers with access to training, career

guidance and employment vacancies, and employers with a national website to advertise

their vacancies and access CVs of UAE Nationals. In addition, employers that achieve the

employment quota of UAE Nationals are upgraded to class A status in the Ministry of Labour,

which means they are excluded from the need for a bank guarantee.

This project found that many employers who participated in this project were not aware or

unsure of Tanmia’s existence, which is concerning given it commenced operations in

November 2000. Further research that explores the issue of brand awareness could be

worthwhile. This research undertaken in partnership with Tanmia could also:

assess employment outcomes of Emiratis – this component of the research would align

with the Tanmia function of “following up and evaluating employment of nationals in the

public and private sectors”.38

gauge satisfaction levels of employers and Emiratis who have used Tanmia’s services

develop success indicators for each service

recommend a strategy to raise awareness of Tanmia’s existence and its services.

37 Tanmia (2013). Vision, Mission and Values. Retrieved January 25, 2013, from

http://www.tanmia.ae/Content/mission.aspx 38 Tanmia (2013). About Us. Retrieved January 25, 2013, from http://www.tanmia.ae/Content/aboutUss.aspx

Yes

58%

No

33%

Unsure

9%

http://www.tanmia.ae/Content/mission.aspx


69


5.4.9 Industry validation: Recruitment of graduates

All members agreed with the findings and observations about the recruitment of graduates.

A higher education qualification (particularly a Bachelor degree) is the most influential

factor for employers when recruiting graduates, followed by the factor of relevant work

experience. To gain work experience during the study period, members supported

internships, apprenticeships and cadetships that provide students with learning, practice

and exposure to the workplace. Therefore, there is a need for educational institutions to

strengthen formal links and relationships with employers.

Employers are less interested in individuals who have competence and skills in a field of

work but do not hold a formal qualification, confirming the recognition of prior learning is a

key challenge for the UAE.

Employing graduates with higher education qualifications as an entry point to

employment may lead to overqualified employees working in lower level occupations and

higher ‘churn’ rates of these employees.

There is a need for mechanisms that enable industry, government education and training

providers, individuals and community stakeholders to work together to develop the most

current labour and education and training market information for students.

There is a need for awareness raising activities to inform employers of the existence of Tanmia.

Member comments:

“Often the starting salary, particularly for UAE nationals, is determined by the highest

qualification held by the employee; this provides motivation for students to remain in

education beyond the level needed to secure a suitable position. Institutes that allow a

student onto a Masters program with less than 5 years real-world experience are cheating

the students of the opportunity to link their learning with real problems and

developments”.

“I personally recruited a graduate from Middlesex University who copied and pasted

everything and now have a lady from the Philippines who does twice as much work, in less

time, creatively and can solve problems with less education. I hired her through word of

mouth. If you know someone who can refer you to quality, do it. Quality embeds quality

and referrals are 100% guaranteed”.

“Over qualification when accepting lower range job could be just a 'ticket' for a next,

better opportunity”.

70


5.5 HIRING INTENTIONS OF EMPLOYERS

5.5.1 Hiring intentions over the next 2 years


Do employers intend to employ more people or less people over the next two years or will

their staff levels remain the same?

Finding: The majority of participants (82%) indicated their organisation is likely to have more

employees in two years time. Only 5% of participants indicated their organisation would have

fewer employees than they have now (‎Figure 11).

Figure 11 Employers’ staff levels in two years time

5.5.2 Observations: Employers’ hiring intentions over the next two years

These findings about hiring intentions over the next two years support the UAE Central Bank’s

positive outlook of the UAE economy, forecasting a 4% growth over the next year.39 Although

this expected growth is likely to improve graduates’ future employment prospects, there is

uncertainty about which industry sectors will generate more opportunities for graduates.

The UAE Vision 2021 and specific Abu Dhabi and Dubai Emirate Vision statements 2030 and

2015 respectively are instructive instruments in this regard. The major priorities of the Federal

Government are the expansion of the private sector and engineering the UAE towards a

modern 21st century internationally competitive economy. As the Government recognises

that the private sector is the engine room of modern economies, entrepreneurship and

innovation, it is committed to making every effort to nurture, stimulate and expand this sector

of the economy.

39 UAE Central Bank (2012). Growth: Financial Stability Review, September 2012. Central Bank of the UAE.

Retrieved October 19, 2012, from

http://www.centralbank.ae/en/pdf/reports/FinancialStabilityReportSept2012.pdf

More

employees

82%

Less employees

5%

No change

10%

Unsure

3%


71


Proportionally therefore, the majority of new jobs are most likely to emerge in the private

sector. The public sector in contrast will most likely reduce relative to the private sector

although remain on a growth trajectory. Many new jobs in the public sector will be associated

with regulatory and compliance functions as well as policy formulation and advice to support

the expanding private sector. As a result, general administrative functions sector in the public

sector are likely to experience the most impact.

Younger UAE Nationals and residents may not fully understand UAE’s vision to expand the

private sector relative to the public sector. Data from the higher education survey and

secondary school survey indicate that many students believe there will be more jobs in the

public sector in the future. In addition, their salary expectations (at least AED 20,000 a month

for many students) are unrealistic.

Take the professional occupation of a mechanical engineer as an example. The Ministry of

Labour’s labour management information system (LMIS) indicated the median salary for a

mechanical engineer working in the private sector was AED 12,000 a month in April 2012.

Hayes’ 2012 salary guide states that for a mechanical engineer, the minimum monthly salary

is AED 15,000 and the maximum monthly salary is AED 25,000.40

It should also be noted that employers can readily recruit comparable expatriate labour for a

lower cost and potentially with much more experience and who, by and large, would be

willing to accept what the private sector pays.

As at September 2012, the Abu Dhabi Emiratisation Council (Tawteen) is reported to have

around 17,000 UAE Nationals on their unemployment list in search of employment, with most

expressing a preference for public sector employment. Therefore, the current experience of

proportionally higher unemployment among UAE Nationals compared to expatriates is likely

to continue for some time.

A suggestion to address this issue is establishing a social benefit (wage) paid directly to the

individual (UAE National) rather than a supplement to the employer to pay the employee. This

social benefit (wage) could be provided extraneously (separately) and deployed to

augment the direct salary received in employment in the private sector. This should also

include an additional amount being set aside related to assuring each receives a pension

comparable and in line with the public sector. Providing this social support wage and pension

top-up separate from the employer ensures it does not impact on the employer’s operational

and salary costs or duplicate administration processes for employers. It should lead to

enhanced interest and attractiveness of occupations and careers in the private sector.

40 Hayes (2012). Hays UAE 2012 Salary Guide, Retrieved December 12, 2012, from http://www.hays.ae/general-

content/HAYS_161041

http://www.hays.ae/general-content/HAYS_161041


72


5.5.3 Occupations expected to change or decline


If employers expect their staff numbers to change over the next two years:

which occupations will they require if they expect their staff numbers to rise?

which occupations will they require less of if they expect their staff numbers to decline?

Finding: As shown in ‎Figure 12, the analysis of responses from participants found that the

occupations expected to grow most over the next two years were led by engineering and

industrial occupations. Other occupations expected to be in demand were account executives

and business development personnel followed by administration, analysts and accounting

professions in general. Demand for lower level administration jobs is expected to decline.

Figure 12 Growth sectors over the next two years

Engineering - Industrial,

Construction, Energy,

Utilities and

Manufacturing, 47

Business Administraion

and Financial Services -

Business Development,

16

Business Administration


Management and

Administration, 14

Arts, Culture and

Entertainment -

Multimedia, 14



Marketing and Sales, 12



Accounting and

Financial, 11



Analysts and Research,

10

Tourism, Hospitality and

Leisure Services, 9



HR, 6

Other: Banking, Legal,

Community Health and

Social Services, Logistics

and Transport,

Education Learning and

Social Development, 10

1

2

3 4

5

6

7

8

9

10

Ranking

73


5.5.4 Observations: Occupations expected to change or decline

The findings in relation to the most likely occupations to grow over the next two years (i.e.

engineering and industrial occupations) are consistent with published data from

GulfTalent.com (2012), Bayt (2012) and HireMena. GulfTalent.com is forecasting oil and gas,

retail and healthcare will continue to dominate jobs growth, while the banking and

construction sectors will continue to experience the lowest growth rates in the Gulf region.

An interesting outcome from the employer survey was in relation to the responses received for

administration occupations. Most participants reported growth in related administrative

occupations whilst several participants were negative. This may be due to continued

changes in work organisation and technology that create greater demand for higher level

jobs to analyse and manage the new information, processes and efficiencies. It is unlikely that

higher level jobs will replace lower level jobs on a one-to-one basis in real terms.

5.5.5 Industry validation: Hiring intentions of employers

Members agreed with the following findings and observations about the hiring intentions of

employers.

Employers are likely to have more employees in two years time, which is likely to improve

graduates’ growth prospects particularly in the private sector. This growth is expected to

be led by engineering and industrial occupations.

Two members supported and two members did not support a social benefit (wage) paid

directly to the individual (rather than a supplement to the employer to pay the employee) as

a way to enhance graduates’ interest in occupations and careers in the private sector.

Member comment:

“To build a work ethic the rewards MUST be linked to performance in the workplace.

Providing a Social Wage without linking it to workplace attendance and performance

does nothing to establish a build a future proof work ethic. The Social Wage should be a

Workplace Supplement, which would top-up the salary level of an equivalent expatriate

worker to the minimum agreed salary for a UAE National, paid by the government”.

5.6 ORGANISATIONAL FACTORS

Researchers were interested in how organisational type (multi-national, national and

local/Emirate), sector (public and private) and size (number of employees) may affect the

findings presented in this chapter. Given the small sample size (83 employer survey returns),

reliable analysis using these variables was not possible. Therefore, the following observations

about organisational factors do not respond to a particular research question.

74


5.6.1 Observations: Organisational factors

Given larger organisations and in particular, public sector and government related entities

(GREs), are better placed to effect policy changes, the development and implementation of

major policy initiatives is best managed through these bodies. They become the vanguard of

change that medium to small private sector establishments (which often interconnect and

interface with these larger organisations) can progressively adopt.

For instance, the roll-out and take up of the QFEmirates with related infrastructure and

regulation (quality assurance) for the VET sector can be accelerated by promoting and

pioneering such through multi-national and large national organisations both private and

public respectively. The benefits from improved understanding and use of national VET

qualifications and a common platform for national occupational descriptions are:

a more productive, educated, informed and highly skilled workforce

improved knowledge and use of national workforce data for international and national

alignments

improvements in a country’s economic competitiveness, standing of living and social

development.

Furthermore, the QFEmirates would best be rolled-out as part of a larger scale education and

training system-wide reform strategy. Greater emphasis would need to be given to holistic

improvements in underpinning infrastructure and regulation (quality assurance mechanism),

supported by quality research, coordinated nationally across all education and training

sectors in concert with industry, and guided by a nationally approved specific human capital

strategy. This strategy would aim to improve the quality of educational outcomes and its

relationship with the needs of the labour market. The National Qualifications Authority is

responsible for the development and implementation of this strategy.

5.6.2 Industry validation: Organisational factors

Members agreed with the following observations about the role of larger organisations:

Given that larger organisations, particularly in the public sector and government related

entities (GMEs), are better placed to effect policy changes, these organisations are more

able to lead the roll-out and take up of the QFEmirates and promote the understanding

and use of VET qualifications.

75


5.7 GENERAL COMMENTS

5.7.1 Research Question 12

Participants were asked to contribute open comments on related matters.

Finding: Notable responses to this question listed below generally reflect similar views and

perceptions reported in related research literature. For example, the distance or mismatch

between the quality and/or relevance of the qualification (a graduate’s achievements); the

aptitude and abilities (a graduate’s predisposition for and in employment); and the

expectations with the needs of labour market (employers):

“Motivation and life skills are the key, everything else we can train, but if someone is not

motivated and engaged there is little we can do for them”.

“My general impression of graduates in the UAE and abroad is that their academic

qualifications are good, but that in too many cases their work ethic is not. Some also have

problems taking responsibility for their work and solving problems”.

“The best employees are proactive, interested and have a work ethic”.

“Many graduates enter the workforce with no basic overall knowledge of culture, history,

geography, literature and/or philosophy or even language. Colleges should not only

teach skills but also develop their analytical skills, which is most of the time missing”.

“I will never look to hire students from the university again - they have been the biggest

disappointment on all fronts. The Careers Office could not even respond to me when I

mentioned their students completely left the project without saying a word or answering

their phones. If these graduates aren't getting anywhere, it's their own fault and not for

lack of opportunities”.

“Universities need to work with employers hand in hand”.

“An open, driven, proactive here to learn character is what we would seek from

graduates. Broadcasting documentary videos on TV with different industries and jobs will

help students understand how different jobs look like and they will have an idea about

what is available in the market to decide on the qualification they would like to acquire”.

“Many years of relevant verifiable experience plus intelligence and enthusiasm are much

more valuable than qualifications”.

“This survey focuses very much on educational qualifications. Therefore, most of the

choices are not applicable to the retail industry. In the retail industry, a typical career path

starts from the shop floor, followed by becoming a store manager and moving on as a

category/product manager or department manager and ultimately becoming an area

manager. So, work experience on the sales floor is essential, more important than formal

qualification. As far as other roles are concerned such as Accounts, Administration,

Marketing etc., a Bachelor's degree is our minimum requirement”.

76


5.7.2 Observations: General comments

Common themes identified from the responses by participants were:

the issues of graduate motivation, work ethic, proactiveness and ‘here to learn’ character

the importance of strong institutional and industry ties.

There are many challenges in attending to the issue of graduate attributes. In many cases,

these challenges are behavioural and may stem from an array of structural issues in early

cycle education systems maturity and direction, culture and cultural perceptions, and

individual preferences in the community, education sector, government and employers.

Nonetheless, a suggested way forward as indicated by several comments is for employers

and institutions to work closer together and where necessary, extended to include

government and the wider community.

The UAE Government is leading the sea change in education and training reform, with a

vision for the nation in terms of human capital development whilst expanding and integrating

the UAE economy into the emerging globalisation and knowledge economy. These reforms

include:

the much heralded and widely publicised reform of the school education system across

the UAE

establishing the National Qualifications Authority (NQA) as the national leadership body to

oversee education and training (particularly vocational education and training) and its

relationship with the labour market

new licensure and accreditation standards introduced by the CAA to require institutions to

develop closer links with employers in the market as part of its licensure and/or re-licensure

requirements.

These changes will take some time to flow through and be realised (perhaps in another 12 to

20 years) as cycles of the education system are of a long duration. Much more needs to be

done to transform the UAE into a 21st century internationally competitive economy. Reforms

need to invigorate future graduates’ desire to be part of, and if possible, influence the sea

change underway. Graduates need to be able to face challenges, understand the

importance of being innovative, develop an entrepreneurial spirit, and pursue lifelong

learning and workplace careers.

The suggestion in the comments of the importance of developing closer ties between

institutions and employers is an essential way forward. Steps should be supported to establish

and strengthen such relationships. Those that develop relationships should be applauded

publicly, wherever and whenever it occurs. Relationship building should become part of any

new initiative and/or requirement where reform of the education and training system and

labour market interface is critical.

77


5.7.3 Industry validation: General comments

Members agreed with the general comments by employers. One member suggested “the

old Industry Training Boards model of the UK and Scotland are a good starting point”.

Member comment:

A final comment made by a member of the expert group is also relevant here:

“A major comment is that the views expressed in my response to the survey are my personal

views and may not be those of [my employer]. Vocational Education has taken a long time

to be accepted in the UAE, particularly for UAE Nationals, although the range of

employment opportunities are predominantly skills based. Aligning the future education and

career advice with the potential opportunities for employment would be a great step

forward in ensuring that the right UAE National is recruited into the right job at the right time.

Encouraging ongoing lifelong learning for career development and life enhancement

would then be the next step in building the nation into a 21st Century leader”.

5.8 CHAPTER SUMMARY

Key findings emerging from the analysis of the employer data are as follows:

There were variations in participants’ level of understanding of qualification, knowledge, skills

and experience (KSE) requirements associated with particular jobs, which have affected their

level of understanding of the employability indicators in the QFEmirates. Most participants had

a good level of understanding of function verbs associated with particular jobs.

In terms of qualifications, participants generally had a good understanding of occupations at

the para-professional level and above that require a qualification at Diploma/Associate

degree level and above. They had a lower level of understanding of occupations that require

a qualification at Certificate 4 level or below.

Participants indicated all CoreLife Skills were important to their organisation, particularly

teamwork skills, communication skills, and initiating and organising skills. They were generally

satisfied with graduates’ level of CoreLife Skills, particularly graduates’ ICT skills and teamwork

skills. However, participants were least satisfied with graduates’ initiating and organising skills.

When recruiting graduates, participants placed particular importance on graduates having

formal qualifications (72% of all participants), work experience (59%) and CoreLife Skills (57%).

Participants preferred graduates with Bachelor degree qualifications (81%), perhaps as a way

to filter applicants. Participants were more likely to indicate that post-graduate qualifications

(Masters degree and Graduate Diploma) were more relevant than qualifications at the

Diploma/Associate degree level or lower, particularly Certificate qualifications.

Participants indicated their organisations use a range of methods to recruit graduates, in

particular advertising positions on their website (67% of all participants), word of mouth (57%)

and through educational institutions (53%).

There is a need for greater promotional and brand awareness of Tanmia given that 40% of

participants indicated they were not aware of Tanmia or unsure of the Authority’s existence.

78


Growth prospects of employment numbers over the next two years are highly positive, with

82% of participants indicating their organisation is likely to have more employees in two years

time. Participants identified engineering and industrial occupations as occupations in highest

demand followed by account executives, business development, administration, analysts

and accounting professions.

Larger organisations and in particular, public sector and government related entities (GREs),

are better equipped to effect significant changes and implement initiatives than small to

medium sized organisations. As frontline bodies, they can help smaller players to adopt

changes and initiatives progressively. The roll-out and take up of the QFEmirates could be

hastened and best achieved via these bodies.

As part of the survey, employers were able to express additional thoughts. Common themes

were the importance of improving graduate motivation, work ethic, proactiveness and ‘here

to learn’ character, and strengthening ties between institutions and employers.

Overall, members of the industry expert group validated findings and observations

presented in this section, although one member was rightly concerned about sample size

(83 returns from employers).

79

Chapter 6: Perspectives of secondary school students

14 years

9%

15 years

27%

16 years

27%

17 years

25%

18 years

11%

Other

1%

No response

0%

6. Perspectives of secondary

school students

This chapter presents and discusses findings from a 33-question

survey that discovered career aspirations of 803 secondary

school students, the support they need to help them achieve

these aspirations, and their knowledge of the UAE labour market.


Responses from Applied Technology High Schools/Institutes of Applied Technology in Abu

Dhabi, Fujairah and Sharjah accounted for 70% of all survey returns. Of the 18 participating

schools, 10 were public schools. For the number of secondary school participants by school

name and type (public or private), go to:


‎Figure 13 illustrates the following key characteristics of participants:

Returns from Abu Dhabi and Fujairah combined accounted for 72% of all returns.

There was a mix of students by age, ranging from 13 years to 21 years of age.

Males (86%) and UAE Nationals (78%) accounted for the majority of returns.

Students in Grade 10 accounted for almost half of all returns (49%).

Figure 13 Demographic characteristics of secondary school students

Abu Dhabi

45%

Dubai

2%

Fujairah

27%

Sharjah

11%

Ras Al

Khaimah

13%

Ajman

2%

Umm Al

Quwain

0.1%

No response

0.2%

Location Age

80


Emirati

78%

Non-Emirati

20%

No response

2%

Grade 12

19%

Grade 11

29%

Grade 10

49%

No response

3%

Male

86%

Female

13%

No response

1%

Gender

6.2 STUDY DECISIONS AND INTENTIONS

6.2.1 Intentions after finishing school


Are secondary school students more likely to continue their studies or find a job after finishing

school?

Finding: The majority of students intend to continue their studies after finishing school, mainly

at a university of college (73%) rather than at a vocational institute (4%) (‎Figure 14).

Combined, only 12% intend to ‘get a job’ or ‘get a job and be trained at the same time’.

Nationality

Grade

81


Figure 14 Intentions of secondary school students after finishing their studies

6.2.2 Preferred fields of study


For those secondary school students intending to continue their studies, what are their

preferred fields of study in the future?

Finding: Due to the high number of returns from male students from Applied Technology High

Schools, Engineering and Engineering Trades was the field of most interest to students (‎Figure

15).

Finding: By gender, Engineering and Engineering Trades was the field of study of most interest

to male students (36% of male students). Health was the field of most interest to female

students (22% of female students) (‎Table 11).

Finding: By nationality, Engineering and Engineering Trades was the field of study of most

interest to Emiratis (37% of Emirati students). Business and Administration (18% of non-Emiratis),

Engineering and Engineering Trades (18%) and Health (17%) were the fields of study of most

interest to non-Emiratis (‎Table 11).

Study

university or

college

73%

Study at

vocational

institute

4%

Get a job

4%

Get a job

and be

trained at

same time

8%

Have a break

for a year or

more

1%

Unsure

5% Other

4.5%

82


Figure 15 Preferred future fields of study

Table 11 Preferred future fields of study by gender and nationality

Field of study Male Female Emirati Non-

Emirati Total

Education 20 (2.9%) 1 (1%) 17 (2.8%) 3 (1.9%) 21 (2.6%)

Humanities 3 (0.4%) 1 (1%) 1 (0.2%) 3 (1.9%) 4 (0.5%)

Arts 9 (1.3%) 6 (5.8%) 7 (1.1%) 8 (5.2%) 15 (1.9%)

Social & behavioural science 3 (0.4%) 5 (4.9%) 3 (0.5%) 5 (3.2%) 8 (1%)

Journalism & information 2 (0.3%) 3 (2.9%) 3 (0.5%) 2 (1.3%) 5 (0.6%)

Business & administration 41 (6%) 13 (12.6%) 23 (3.7%) 28 (18.1%) 54 (6.7%)

Law 14 (2%) 4 (3.9%) 11 (1.8%) 3 (1.9%) 19 (2.4%)

Life & physical sciences 15 (2.2%) 4 (3.9%) 12 (1.9%) 7 (4.5%) 19 (2.4%)

Mathematics & statistics 19 (2.8%) 3 (2.9%) 17 (2.8%) 5 (3.2%) 23 (2.9%)

Computing & IT 40 (5.8%) 4 (3.9%) 39 (6.3%) 5 (3.2%) 46 (5.7%)

Engineering & engineering trades 246 (35.9%) 11 (10.7%) 226 (36.6%) 28 (18.1%) 258 (32.2%)

Manufacturing & processing 9 (1.3%) 0 (0%) 9 (1.5%) 0 (0%) 10 (1.2%)

Architecture 42 (6.1%) 3 (2.9%) 38 (6.2%) 6 (3.9%) 46 (5.7%)

Health 16 (2.3%) 22 (21.4%) 12 (1.9%) 26 (16.8%) 41 (5.1%)

Social work & social care 0 (0%) 2 (1.9%) 1 (0.2%) 1 (0.6%) 2 (0.2%)

Personal services 2 (0.3%) 2 (1.9%) 2 (0.3%) 2 (1.3%) 4 (0.5%)

Transport 32 (4.7%) 3 (2.9%) 26 (4.2%) 7 (4.5%) 35 (4.4%)

Environmental protection 2 (0.3%) 0 (0%) 2 (0.3%) 0 (0%) 2 (0.2%)

Security services 53 (7.7%) 2 (1.9%) 54 (8.8%) 1 (0.6%) 56 (7.0%)

Unsure 49 (7.1%) 5 (4.9%) 49 (7.9%) 3 (1.9%) 54 (6.7%)

Other 36 (5.2%) 7 (6.8%) 35 (5.7%) 7 (4.5%) 43 (5.4%)

Total (n) 686 103 617 155 801

0%

10%

20%

30%

40%

50%

Pro

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f st

ud

ne

ts

83


6.2.3 Observations: Study decisions and intentions

The majority of secondary school students (77%) indicated an intention to study after finishing

school. Most of these students preferred to study at a university or college, with only 4%

intending to study at a vocational institution and 12% intending to find a job after finishing

school.

This project did not explore why secondary school students in the UAE were significantly less

likely to enter a vocational program – although the Mohammed Bin Rashid Al Maktoum

Foundation’s Arab Knowledge Report 200941 has explained this reluctance:

There are many reasons why the young people are reluctant to enter the vocational

stream. Prime among them is the low regard that society has for this branch of

learning. Students, therefore, flock to university programs, with the aim of obtaining

the prestige of a degree and title, even if they end up in jobs that do not require a

university education and have very little to do with the specialisation engraved on

their certificates. This is a clear manifestation of the squandering and misuse of

resources, a phenomenon that runs counter the requirements for creating a diverse

human resource capital capable of meeting the needs of comprehensive,

integrated, and sustained development.

Barriers to participation of young people in vocational programs identified by Walstab and

Lamb (2008) are also relevant to the UAE. These barriers include students not having access to

a vocational institution close to where they live, poor attainment at school, economic barriers

(low wage dividends, unemployment rates, and differences in labour markets and industry

structure in the Emirates), and cultural barriers linked to attitudes associated with social and

ethnic values and lifestyles.42

The study by Batterham and Levesley (2011)43 on behalf of the City & Guilds Centre for Skills

Development explored the awareness and understanding of vocational education of 3,313

parents and young people as well as their attitudes to, and take-up of vocational

qualifications (see key findings in ‎Table 12). Despite a good level of awareness of vocational

education, young people and parents did not fully understand its purpose, and in the case of

parents, this resulted in a lack of confidence in advising their children about vocational

qualifications. The study also found that young people questioned the value of vocational

qualifications and there was a lack of support from teachers and parents to help young

people to consider vocational options. The study recommended a campaign to address

these issues. These findings also apply to vocational education and training in the UAE.



http://www.mbrfoundation.ae/English/Documents/AKR-2009-En/AKR-English.pdf, p. 113. 42 Walstab, A. & Lamb S. (2008). Participation in vocational education and training across Australia: A regional

analysis. National Centre for Vocational Education and Training, Adelaide, Australia. Retrieved January 30,

from, http://www.ncver.edu.au/publications/1998.html, p. 10. 43 Batterham, J. & Levesley, T. (2011). New directions: Young people’s and parents’ views of vocational

education and careers guidance, City & Guilds Centre for Skills Development, Retrieved December 12, 2013,

from http://www.skillsdevelopment.org/pdf/New%20Directions.pdf



http://www.skillsdevelopment.org/pdf/New%20Directions.pdf

84


Table 12 Awareness and attitudes of young people and parents to vocational education

Awareness and understanding of vocational education

High levels of awareness of the term ‘vocational education’ did not reflect a good

understanding of what it involved.

Vocational education was seen as a skills-based and practical approach to learning.

Qualifications were felt to be designed to provide a way into generally manual trades. Young

people felt that taking vocational courses would narrow the employment and education

options open to them.

On the whole, parents lacked the confidence to advise their children on vocational

qualifications, despite high levels of confidence advising on education and employment. This

suggests that parents are not able to support their children taking vocational options as

effectively as for other routes.

Low levels of parental confidence make it particularly important that timely information and

advice are provided for young people considering vocational options

Attitudes to, and take up of, vocational qualifications

Links to employment, skills and practical working were seen as real strengths of vocational

qualifications. Young people on general qualifications routes and their parents questioned the

value of vocational qualifications in enabling access to university and higher skilled jobs.

Vocational qualifications were associated with particular industry sectors and skill sets. Young

people saw them as being for people who have already decided on a particular career path.

Low levels of involvement of teachers and parents in young people’s choice of vocational

qualification meant that young people relied instead on their own judgement of the course’s

suitability.

The quantitative and qualitative findings suggest that parents and teachers did not challenge

young people’s perceptions of vocational qualifications. As a result, relatively few young people

on general qualifications routes had actively considered vocational options.

A campaign challenging young people’s and parents’ perceptions of vocational qualifications

is needed to encourage young people to access their suitability more objectively.

Source: Batterham, J. & Levesley, T. (2011)44

6.2.4 Factors influencing study decisions and intentions


What factors are important to secondary school students when selecting a course?

Finding: The ‘availability of a good job after graduation’ (64% of all students) was the main

factor that will influence students when selecting a course in the future (‎Figure 16).

Finding: By gender, the factor of ‘availability of a good job after graduation’ was more

important to female students than to male students and the factor of ‘graduate salary and

conditions’ was more important to male students than to female students (‎Table 13).

Finding: By nationality, the factor of ‘availability of a good job after graduation’ was of most

importance to both Emirati and non-Emirati students. The factors of ‘status’, ‘reputation of a

particular institution’ and ‘opportunity to study overseas later’ were more important to Emirati

students than to non-Emirati students (‎Table 13).

44 Batterham, J. & Levesley, T. (2011). New directions: Young people’s and parents’ views of vocational




85


Figure 16 Factors influencing students when selecting a course in the future

Table 13 Factors influencing students when selecting a course by gender and nationality

Factor Male Female Emirati Non-Emirati Total

Close to home 148 (21.6%) 19 (18.4%) 141 (22.9%) 24 (15.5%) 171 (21.3%)

Family wishes 145 (21.1%) 22 (21.4%) 137 (22.2%) 25 (16.1%) 169 (21.1%)

Course offered at a

particular institution 49 (7.1%) 10 (9.7%) 46 (7.5%) 14 (9%) 61 (7.6%)

Reputation of a particular

institution 277 (40.4%) 34 (33%) 260 (42.1%) 45 (29%) 314 (39.2%)

Entry requirements or

standards 167 (24.3%) 25 (24.3%) 155 (25.1%) 36 (23.2%) 194 (24.2%)

Opportunity to study

overseas later 264 (38.5%) 29 (28.2%) 254 (41.2%) 38 (24.5%) 299 (37.3%)

Availability of a good job

after graduation 431 (62.8%) 79 (76.7%) 398 (64.5%) 104 (67.1%) 516 (64.4%)

Graduate salary and

conditions 320 (46.6%) 37 (35.9%) 287 (46.5%) 66 (42.6%) 362 (45.2%)

Status 239 (34.8%) 23 (22.3%) 236 (38.2%) 26 (16.8%) 266 (33.2%)

Total (n) 686 103 617 155 801

0%

20%

40%

60%

80%

100%

Pro

po

rtio

n o

f st

ud

ne

ts

86


6.2.5 Observations: Factors influencing study decisions

The top factor influencing students when selecting a course (regardless of gender, age and

nationality) was the ‘availability of a good job after graduation’. The factor of ‘graduate

salary and conditions’ was also important to students, which explains why 38% of students

indicated they require a monthly salary of AED 40,000 and over before taking a job (see

Section 6.4 in this chapter).

Monthly salaries data for selected occupations from Morgan McKinley’s Salary Guide United

Arab Emirates 201245 and Hays UAE 2012 Salary Guide46 indicate students’ salary expectations

are unrealistic (‎Table 14). Almost one-third of students who participated in the survey want to

work in engineer/engineering trade occupations. However, Hayes (2012) estimated a

mechanical/electrical engineer earns, on average, a monthly basic salary of AED 20,000.

Table 14 Monthly salaries for selected occupations

Occupation Monthly basic salary (AED ) Level of job

Morgan McKinley (2012)

Business Analyst 20,000 Newly qualified

Process Engineer 12,000 Junior

Architect 18,000 Junior

Logistics Coordinator 8,000 Junior

Advertising Sales 10,000-12000 Coordinator

Marketing 15,000 Entry

Hayes (2012)

Accountant 15,000 Average salary

Mechanical/electrical engineer 20,000 Average salary

HR Officer 14,000 Average salary

Starting GP/Doctor 25-30,000 Average salary

IT programmer 15,000 Average salary

Legal secretary 17,000 Average salary

Source: Morgan McKinley (2012) and Hayes (2012)

45 Morgan McKinley (2012). Salary Guide United Arab Emirates 2012, Retrieved December 12, 2012, from

http://www.morganmckinley.ae/news/uae-salary-guide-2012 46 Hayes (2012). Hays UAE 2012 Salary Guide, Retrieved December 12, 2012, from http://www.hays.ae/general-

content/HAYS_161041

http://www.morganmckinley.ae/news/uae-salary-guide-2012



87


Further evidence of students’ unrealistic salary expectations are salaries scales from the

Federal Authority of Government Human Resources. A UAE National graduate with no work

experience would typically be appointed at Level 6 and be paid a salary of AED 13,145 a

month47. In addition, the UAE Ministry of Labour had already assessed the salary scales of

graduates when it announced a minimum monthly salary of AED 12,000 for UAE Nationals with

degrees working in companies seeking to be regarded as an ‘A’ ranking company under the

Ministry’s new classification system.48

A study on the employment habits and aspirations of 60 UAE Nationals aged 18-23 years funded

by the Emirates Foundation also found that students have unrealistic salary expectations. The

study found that 30% of participants expect a monthly salary of AED 25,000 or more and a

further 10% expect a monthly salary of AED 34,000-50,000.49

6.2.6 Secondary school students’ preparation for study


How well do secondary school students think they are prepared for further study in terms of:

their level of confidence in undertaking independent study and research?

their expectations of undertaking a foundation program as part of their future studies?

Finding: Students were most likely to indicate that they are ‘confident’ (39% of students) or

‘somewhat confident’ (32% of students) in undertaking independent study and research

(‎Figure 17).

Figure 17 Level of confidence in undertaking independent study and research

47 The Federal Authority for Government Human Resources (2012). Cabinet Resolution #(23) for the Year 2012

Endorsing Salary Scales in Federal Government, Retrieved December 12, 2012, from

http://www.fahr.gov.ae/portal/assets/3bef41da/cabinet-resolution-23-for-the-year-2012-endorsing-salary-

scales-in-federal-government.aspx. 48 Emirates 24 I 7 (2011). Dh12,000 minimum salary for degree holders part of new company classification policy,

Retrieved December 12, 2012, from http://www.emirates247.com/news/dh12-000-minimum-salary-for-

degree-holders-part-of-new-company-classification-policy-2011-01-11-1.340750. 49 7days Abu Dhabi (2012, May 27). Youth eye big pay packet in their first job, Retrieved from

http://www.7daysinabudhabi.com/Youth-eye-big-pay-packet-job/story-16193779-detail/story.html

Not

confident

3%

Somewhat

confident

32%

Confident

39%

Very

confident

20%

Unsure

6%

http://www.fahr.gov.ae/portal/assets/3bef41da/cabinet-resolution-23-for-the-year-2012-endorsing-salary-scales-in-federal-government.aspx


http://www.emirates247.com/news/dh12-000-minimum-salary-for-degree-holders-part-of-new-company-classification-policy-2011-01-11-1.340750



88


Finding: By gender, 64% of female students indicated they were ‘confident/very confident’ in

undertaking independent study and research compared to 59% of male students (‎Table 15).

Finding: By nationality, 70% of non-Emirati students indicated they were ‘confident/very

confident’ in undertaking independent study and research compared to 57% of Emirati

students) (‎Table 15).

Table 15 Level of confidence in undertaking independent study and research by gender

and nationality

Confidence in undertaking independent

study and research

Gender/

nationality

Not or somewhat

confident

Confident and

very confident Unsure Total (n)

Male 225 (34.6%) 381 (58.5%) 45 (6.9%) 651

Female 33 (32.7%) 65 (64.4%) 3 (3%) 101

Emirati 213 (36.3%) 332 (56.6%) 42 (7.2%) 587

Non-Emirati 41 (27.3%) 105 (70%) 4 (2.7%) 150

Hypothesis 1:

(H0): Secondary school students with a high level of confidence in undertaking independent

study and research do not expect to undertake a foundation program.

Finding: Rejected – There is no association between level of confidence in undertaking

independent study and research and students’ expectation of undertaking a foundation

program as part of their future studies. A student who has a high level of confidence may still

expect to undertake a foundation program:

77% of students who are confident/very confident in undertaking independent study

and research still expect to undertake a foundation course (‎Table 16)

Finding: Further analysis by gender, age, nationality and grade also found no association

between level of confidence in undertaking independent study and research and students’

expectation of undertaking a foundation program. For example, female students with a high

level of confidence and male students with a low level of confidence are just as likely to

expect to undertake a foundation program.

Table 16 Likelihood of undertaking a foundation course by level of confidence in

undertaking independent study and research


study and research

Expect to undertake a

foundation course

Not or somewhat

confident

Confident and very

confident Total (n)

Yes 105 (80.2%) 212 (77.1%) 317

No 26 (19.8%) 63 (22.9%) 89

Total (n) 131 (100%) 275 (100%) 406

89


Hypothesis 2:

(H0): Non-Emirati secondary school students are more confident than Emirati secondary

school students in undertaking independent study and research.

Finding: Not rejected – There is an association between nationality and confidence in

undertaking independent study and research, X2 (1, n = 691) = 5.994, p = .014. Non-Emirati

secondary school students are more confident than Emirati secondary school students in

undertaking independent study and research:

72% of non-Emirati secondary school students indicated they are confident/very confident

in undertaking independent study and research compared to 61% of Emirati secondary

school students (‎Table 17).

Finding: Further analysis found no association between level of confidence in undertaking

independent study and research and the variables of gender, age and grade.

Table 17 Level of confidence in undertaking independent study and research


study and research

Nationality Not or somewhat

confident

Confident and very

confident Total (n)

Emirati 213 (39.1%) 332 (60.9%) 545 (100%)

Non-Emirati 41 (28.1%) 105 (71.9%) 146 (100%)

Total (n) 254 (36.8%) 437 (63.2%) 691 (36.8%)

Hypothesis 3:

(H0): Secondary school students who perceive the subjects of Arabic, English, Maths and

Science as important to their future career are more confident in undertaking independent

study and research.

Finding: Rejected for Arabic, English and Maths but not rejected for Science: There is an

association between the students’ perceptions of the importance of Science to their future

career and their confidence in undertaking independent study and research, X2 (3,

n = 665) = 12.459, p = .006. Students who perceive Science as important to their future career

are more confident in undertaking independent study and research:

Of those students who indicated they are ‘confident/very confident’ in undertaking

independent study and research, 57% of students indicated that Science is ‘very

important’ to their future career compared to 13.2% of students who indicated Science is

‘not important’ to their future career (‎Table 18).

90


Table 18 Importance of Science to future career and level of confidence in undertaking

independent study and research


study and research

Importance of Science

to future career

Not or somewhat

confident

Confident and very

confident Total (n)

Not important 31 (12.8%) 56 (13.2%) 87

Somewhat important 34 (14%) 54 (12.8%) 88

Important 67 (27.7%) 72 (17%) 139

Very important 110 (45.5%) 241 (57%) 351

Total (n) 242 (100%) 423 (100%) 665

Finding: Fourty-four per cent (44%) of students indicated they expect to undertake a

foundation program as part of their future studies. Unfortunately, the survey did not ask the

large number of students who indicated they were ‘unsure’ to clarify their answer (‎Figure 18).

Figure 18 Likelihood of secondary school students to undertake a foundation program

Finding: By gender, 45% of male students expected to undertake a foundation program as

part of their future studies compared to 41% of female students (‎Table 19).

Finding: By nationality, 46% of Emiratis students expected to undertake a foundation program

as part of their future studies compared to 40% non-Emirati students (‎Table 19).

Table 19 Students’ expectations of undertaking a foundation program

Expectation of undertaking a foundation program

Gender/

nationality Yes No Unsure Total (n)

Male 293 (45%) 87 (13.4%) 271 (41.6%) 651 (100%)

Female 41 (41%) 10 (10%) 49 (49%) 100 (100%)

Emirati 269 (45.8%) 68(11.6%) 250 (42.6%) 587 (100%)

Non-Emirati 60 (40%) 25 (16.7%) 65 (43.3%) 150 (100%)

Total (n) 329 93 315 737

Yes

44%

No

13%

Unsure

43%

91


Hypothesis 4:

(H0): Emirati secondary school students are more likely than non-Emirati secondary school

students to undertake a foundation program.

Finding: Rejected – There is no association between nationality and students’ expectation of

undertaking a foundation program. That is, non-Emirati students and Emirati students are just

as likely to expect to undertake a foundation program as part of their future studies.

Finding: Further analysis found no association between students’ expectations of undertaking

a foundation program and the variables of gender, age, grade and the importance of

selected subjects (i.e. Arabic, English, Maths and Science) to their future careers. For

example, students in Year 12 and students in Year 10 are just as likely to expect to undertake

a foundation program.

6.2.7 Observations: Students’ preparation for study

The first year of tertiary education in the UAE typically involves a foundation program, which

aims to prepare students for university level study. Subjects normally undertaken are English,

Mathematics, Arabic, IT and General Studies Skills. When asked about the likelihood of

undertaking a foundation program, 44% of students indicated ‘yes’, 13% indicated ‘no’ and

43% were ‘unsure’.

Researchers were also interested to find out if those participants already confident in

undertaking independent study and research believe they still need to undertake a

foundation program. The majority of students indicated ‘yes’ – 77% of students who indicated

they are ‘confident/very confident’ in undertaking independent study and research expect

to undertake a foundation program. Other important findings related to confidence were:

Emirati participants were found to be less confident than non-Emirati students in

undertaking independent study and research

students who perceive ‘Science’ as important to their future career indicated a higher

level of confidence in undertaking independent study and research.

See Section 7.3 Preparation for study in the Higher Education chapter for further discussion on

foundation programs.

92


6.3 CAREERS ADVICE


Are students accessing or intending to access careers advice?

Almost two-thirds (64%) of students have received careers advice (‎Figure 19) and many are

likely (53%) or very likely (18%) to access careers advice in the future (‎Figure 20).

Figure 19 Access to careers advice

Figure 20 Likelihood of accessing careers advice in

the future


How effective is careers advice in helping students decide on their study and career intentions?

Finding: Of those students who have accessed careers advice, the majority indicated the

advice was effective (53%) or highly effective (25%) in helping them decide on their future

study and career intentions (‎Figure 21).

Figure 21 Effectiveness of careers advice

Yes

64%

No

22%

Unsure

7%

School

doesn't

offer

careers

advice

5%

No

response

2%

Highly

unlikely

4% Unlikely

6%

Neither

likely or

unlikely

19%

Likely

53%

Highly

likely

18%

Highly

ineffective

5% Ineffective

4% Neither

effective or

ineffective

13%

Effective

53%

Highly

effective

25%

93



What age should students be able to access careers advice?

Finding: Three-quarters (65%) of students indicated they should be able to access careers

advice when they are over 14 years of age and/or in Grade 10 (‎Figure 22).

Figure 22 Age students should be able to access careers advice


How are secondary students accessing careers advice compared to how they would like to

access careers advice?

Finding: Students are mainly accessing careers advice from family and friends, from careers

advisors at school and/or at careers events/fairs (‎Figure 23).

Figure 23 How students have accessed careers advice

Before age

10/Grade 5

4%

Age 11-14/

Grades 7 -

10

11%

Age

14+/After

Grade 10

65%

Unsure

8%

No

response

12%

0

100

200

300

400

Careers advisor

at school

Careers

event/fair

Printed

information

(e.g. booklets)

Visits to/by

employers

From family

and friends

Nu

mb

er o

f st

ud

en

ts

94


Finding: Students prefer to access careers advice at careers events/fairs, direct from employers,

being mentored by someone who is working in a job of interest to them, from careers advisors

at school, and from websites. They are less interested in printed materials (‎Figure 24).

Figure 24 How students prefer to access careers advice

Hypothesis 5:

(H0): Secondary school students who have already accessed careers advice will access

careers advice in the future.

Finding: Not rejected – There is an association between having already accessed careers

advice and accessing careers advice in the near future, X2 (4, n = 657) = 15.343, p = .004.

Those students who have already accessed careers advice are most likely to access careers

advice in the future:

Of those students who have already accessed careers advice, 55% are ‘likely’ and 20%

are ‘highly likely’ to access careers advice in the future (‎Table 20).

0

100

200

300

400

Nu

mb

er o

f st

ud

en

ts

95


Table 20 Likelihood of secondary school students accessing careers advice in future if

they have already accessed careers advice

Likelihood of accessing

careers advice in the future

Accessed careers advice Total (n)

Yes No

Highly unlikely 23 (4.6%) 7 (4.4%) 30

Unlikely 23 (4.6%) 13 (8.1%) 36

Neither likely or unlikely 78 (15.7%) 42 (26.3%) 120

Likely 273 (54.9%) 79 (49.4%) 352

Highly likely 100 (20.1%) 19 (11.9%) 119

Total (n) 497 (100%) 160 (100%) 657


What is the students’ level of knowledge of their preferred future job and industry sector of

employment?

Finding: Students were most likely to indicate that they have ‘good’ (34% of students) or

‘average’ (36% of students) knowledge of their preferred future job and industry sector of

employment (‎Figure 25).

Figure 25 Level of knowledge of preferred future job and industry sector of employment

Hypothesis 6:

(H0): Students who have received careers advice have ‘Good’ or ‘Very good’ knowledge of

their preferred future job and industry sector of employment e.g. salaries, conditions,

knowledge/skills/qualifications requirements.

Finding: Not rejected – There is an association between students having accessed careers

advice and their knowledge of their preferred future job and industry sector of employment,

X2 (2, n = 624) = 9.46, p = .009. Students who have accessed careers advice perceive

themselves as having ‘good’ or ‘very good’ knowledge of their preferred job and industry

sector of employment:

Very low

3% Low

7%

Average

36%

Good

34%

Very good

15%

No

response

5%

96


53% of students who have accessed careers advice indicated ‘good/very good’

knowledge of their preferred future job and industry sector of employment compared to

44% of students who have not accessed careers advice (‎Table 21).

Table 21 Access to careers advice and knowledge of preferred future job and industry

sector

Level of knowledge of preferred job and industry sector

of employment

Accessed careers

advice Low/very low Average Good/very good Total (n)

Yes 38 (8.1%) 181 (38.7%) 249 (53.2%) 468

No 25 (16%) 63 (40.4%) 68 (43.6%) 156

Emiratis (yes) 33 (8%) 157 (38.3%) 220 (53.7%) 410

Emiratis (no) 22 (18%) 51 (41.8%) 49 (40.2%) 122

Further analysis found an association by nationality (Emiratis only).

Finding: Emirati students who have accessed careers advice indicated a higher level of

knowledge of their preferred future job and industry sector of employment than Emiratis who

have not accessed careers advice, X2 (2, n = 532) = 12.748, p = .002:

54% of Emirati students who have accessed careers advice indicated good/very good


40% of Emirati students who have not accessed careers advice (‎Table 21).


Are secondary school students aware of Tanmia, the government body that helps Emirati job

seekers and provides career guidance services?

Finding: 41% of students indicated they were not aware of Tanmia (41%) and a further 16% of

students indicated they were ‘unsure’ (‎Figure 26).

Figure 26 Awareness of Tanmia

Yes

37%

No

41%

Unsure

16%

No

response

6%

97


6.3.1 Observations: Careers advice

The survey asked students to indicate whether they have accessed careers advice, and if

they have, how effective was this advice in terms of helping them to decide on their study

and career intentions. Two-thirds (64%) of students had accessed careers advice and 78%

indicated it was ‘effective/very effective’. However, one-third of students had not accessed

careers advice - 22% indicated ‘no’, 7% were ‘unsure’ and 5% indicated their ‘school doesn’t

offer careers advice’.

The survey also included questions to determine future demand by students for careers

advice. The analysis confirmed the importance that students place on being able to access

ongoing careers advice - 71% indicated they are ‘likely/very likely’ to access careers advice

in the future. However, the analysis found that students who have already accessed careers

advice were more likely than those students who have not to access careers advice in the

future – indicating the importance of providing students with high quality careers advice as

early as possible. Nearly three-quarters of students (65%) indicated that students should be

able to access careers advice when they are over 14 years of age and/or are in Grade 10.

Many students indicated they rely on their friends and family, a careers advisor at school, and

career events/fairs to obtain careers information. In addition to accessing careers advice at

careers events/fairs and schools, students prefer to access careers advice directly from

employers (42%) and being mentored by someone working in a job of interest to them (37%).

Students were least interested in printed materials (20%).

Unfortunately, it was outside the scope of this project to explore the extent of careers advice

available to school students across the UAE; the forms of available advice (e.g. industry visits,

printed materials, careers advisors); and the effectiveness of different forms of advice that

can be measured by indicators like students’ knowledge of the UAE labour market. Findings

from this project did support the consensus that there is a need to improve careers guidance

services in the UAE education system. As a result, Governments in the UAE have introduced

initiatives that aim to help address this issue.

For example, UAE’s vocational education and guidance project announced in October 2012

will create the position of ‘academic counsellor’ in public schools “to advise students on the

correct specialisations and careers in high demand in the labour market”50. Another recent

initiative for public schools is Dubai’s Ministry of Education partnering with private sector

companies (e.g. Emirate Airlines, Telecommunications Regulatory Authority) to deliver

information sessions about professions and careers paths in their respective industries51.

50 Gulfnews.com (2012, October 2). UAE launches vocational education guidance project. Retrieved from

http://gulfnews.com/news/gulf/uae/education/uae-launches-vocational-education-guidance-project-

1.1084804 51 The National (2011, May 5). Careers counselling to lower school dropout rate. Retrieved from

http://www.thenational.ae/news/uae-news/careers-counselling-to-lower-school-dropout-rate

http://gulfnews.com/news/gulf/uae/education/uae-launches-vocational-education-guidance-project-1.1084804



98


The annual Najah Education and Training Exhibition and Career Fair is the largest education,

training and careers fair in the UAE, offering job profiling, careers advice and seminars. The

2012 fair attracted students from 40 UAE high schools and more than 120 international and

local higher education institutions. Khurram Saeed, Exhibition Director, stated “Najah has

become a vital link between high-school leavers looking to explore education and training

opportunities with educational institutions and universities”.52

The Ministry of Presidential Affairs has coordinated the production of the Occupations and

Careers Handbook for UAE Nationals53 (available in Arabic and English) that it will launch and

distribute to public schools in 2013.

6.4 PREFERRED JOB AND INDUSTRY SECTOR OF EMPLOYMENT


What industry sectors would students like to work in compared to the industry sectors they

believe have good employment opportunities?

Finding: Due to the high number of returns from male students, the Energy Resources sector

was of most interest to students with 29% of students indicating they would like to work in this

sector in the future (‎Figure 27).

Finding: By gender, the Energy Resources sector was of most interest to male students (39% of

male students). The Business, Administration and Financial Administration sector (27% of

female students) and the Community, Health and Social Services sector (21% of female

students) were of most interest to female students.

Finding: By nationality, the Energy Resources sector was of most interest to Emirati students

(38% of Emirati students). The Business, Administration and Financial Services sector was of

most interest to non-Emirati students (21% of non-Emirati students).

Finding: There were slight variations between students’ preferred industry sectors of

employment and their views about which industry sectors provide good employment

opportunities. For example:

the proportion of students who indicated good employment opportunities in the Energy

Resources sector (27%) was slightly higher than the proportion of student who prefer to

work in this sector (29% students)

the proportion of students who indicated good employment opportunities in the Tourism,

Hospitality, Retail and Leisure Services sector (4.9%) was higher than the proportion of

students who prefer to work in this sector (1.5%)

52 AMEinfo.com (2012, October 15). Najah Education, Training and Careers Fair opens tomorrow in Abu Dhabi.

Retrieved from http://www.ameinfo.com/najah-education-training-careers-fair-tomorrow-315276 53 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers


http://www.ameinfo.com/najah-education-training-careers-fair-tomorrow-315276

99


the proportion of students who indicated good employment opportunities in the

Building/Construction, Estates and Assets Development and Management sector (6.4%) was

lower than the proportion of students who preferred to work in this sector (8%).

Figure 27 Students’ preferred industry sectors of employment and their views about industry

sectors with good employment opportunities


What are students’ salary expectations compared to their knowledge of the minimum starting

salary levels of graduates?

Finding: 32% of students indicated the minimum starting salary of graduates in their preferred

job is AED 40,000 and over (‎Figure 28).

Finding: 38% of students indicated they require a salary of AED 40,000 and over before taking

a job (‎Figure 28).

0%

10%

20%

30%

40%

Pro

po

rtio

n o

f st

ud

ne

ts

Preferred industry sector of employment

Industry sector with good employment opportunities

100


Figure 28 Students’ knowledge of graduate monthly salaries and their salary expectations


To what extent do secondary school students believe it will be easy or difficult to find

employment in their preferred job and industry sector?

Finding: Students were most likely to indicate that finding employment in their preferred job

and industry sector was ‘not easy or difficult’ (60% of students). More students indicated it

would be difficult/very difficult (29% of students combined) than those who indicated it would

be easy/very easy (10% of students combined) (‎Figure 29).

Figure 29 Ease/difficulty in finding work in preferred job and industry sector


Do students believe there will be more or less jobs in the job of most interest to them in the

future?

Finding: Half of all students (50%) indicated that there would be more jobs in the job of interest to

them in future. Only 12% of students indicated there would be fewer jobs (‎Figure 30).

0%

10%

20%

30%

40%

50%

10,000 or less 10,000-19,999 20,000-39,999 40,000 and over Unsure Salary not

important

Pro

po

rtio

n o

f st

ud

ne

ts

Minimum starting salary of graduates Required salary before taking a job

Very difficult

7%

Difficult

21%

Not easy or

difficult

60%

Easy

8%

Very easy

2%

No response

2%

101


Figure 30 Growth in the number of jobs of interest to students


Do students prefer to work in the public or private sector?

Finding: 48% of students indicated that they prefer to work in the public sector and 20% of

students indicated they prefer to work in the private sector (‎Figure 31).

Figure 31 Students’ preferences to work in the public or private sector

More jobs

50%

Less jobs

12%

No change

10%

Unsure

23%

No

response

5%

Public

48%

Private

20%

Unsure

30%

No

response

2%

102



Do students believe there will be more or less jobs in the public sector in the future?

Finding: 48% of students indicated that there would be more jobs in public sector in future and

22% indicated there would be fewer jobs (‎Figure 32).

Figure 32 Growth in the number of jobs in the public sector

6.4.1 Observations: Preferred job and industry sector of employment

The survey included questions to gauge students’ understanding of the UAE labour market,

with responses indicating to some extent, the effectiveness of careers advice. These questions

relate to:

students’ knowledge of their preferred future job and industry sector of employment e.g.

salaries, conditions, knowledge/skills/qualifications requirements

ease/difficulty in finding work in their preferred job and industry sector of employment

awareness of Tanmia, the Government body that helps Emirati job seekers to find work

and provides them with career guidance services

minimum starting salaries of graduates in their preferred job

industry sectors with good employment opportunities

views about the growth in the number of jobs of interest to them

views about growth in the number of jobs in the public sector.

The analysis found that students who have already accessed careers advice indicated a

higher level of knowledge about their preferred job and industry sector of employment than

those students who have not accessed careers advice.

More jobs

48%

Less jobs

22%

No change

7%

Unsure

19%

No

response

4%

103


Almost 28% of students indicated that finding work in their preferred job and industry sector of

employment would be ‘difficult/very difficult’, and 60% of students indicated it would be ‘not

easy or difficult’ (a proxy for ‘unsure’). Over 40% of students were not aware of Tanmia and

another 16% were ‘unsure’ of its existence.

As stated earlier in Section 6.4, students’ salary expectations are too high. They lack

awareness of market rates for graduate positions – 22% of students indicated the minimum

starting salary of graduates in their preferred job was between AED 20,000-39,999 and 32% of

students indicated a monthly starting salary of AED 40,000 and over. When asked about the

source of this information, many students indicated family and friends, the internet or from

someone they know who works in the job of interest to them.

Around half of the students were optimistic about growth in the number of jobs of interest to

them, with 50% indicating there would be more jobs in the future. Students’ preferred industry

sector of employment generally aligned with their views about the sectors with good

employment opportunities. For example, 29% of students preferred to work in the Energy

Services and 27% of students indicated this sector would provide good employment

opportunities in the future.

The soon to be released Occupations and Careers Handbook for UAE Nationals54 identified

the following sectors with the most potential:

Energy Resources, which includes oil, natural gas, petrochemicals, chemical and

mining/quarrying as well as renewable and sustainable energy – identified by many

students as a growth sector

Logistics and Transport, which includes aviation, aerospace, air transport, maritime, supply

chain services, passenger conveyance, and storage and warehousing

Utilities and Infrastructure, which includes communications (including

telecommunications), electricity, including renewable energy sources, engineering

services, gas, science and mathematics, utilities support and water

Building and Construction, which includes estates and assets development and

management

Manufacturing, which includes design and innovation manufacturing, process and

assembly manufacturing, pharmaceuticals, and biotechnology

and to a lesser extent:

Tourism, which includes hospitality, retail and leisure services

Business, Administration and Financial Services

Community, Health Services and Social Services.

54 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers Handbook

for UAE Nationals. pp. 27-28

104


Students indicated little interest in the important sectors of Logistics and Transport, Utilities and

Infrastructure, Manufacturing, Tourism, and Community, Health and Social Services.

Almost half of the students (48%) indicated a preference to work in the public sector. Al-Ali

(2007) identified several reasons why many Emiratis prefer to work in the public sector:

The public sector … offers Emiratis superior employment conditions: remuneration, job

security, hours of work, work content and generous vacations. The public sector’s

attractions include lower knowledge and experience requirements for recruits, a

traditionalist’s environment, Arabic as the preferred language and an opportunity to

practise ‘wasta’ (using connections) to get a job. 55

Al-Ali (2007) also identified barriers to UAE nationals working in the private sector:

… a wider group of UAE underemployed [have] a negative attitude to physically

demanding work, which precludes trades such as building, roads and maintenance

for men; or domestic, nursing or other demanding roles for women. As well, in the rural

and remote parts of UAE, women’s role in the economy are traditionally restricted to

occupations were genders do not mix, such as teaching, but not nursing. Urban

Emirati women overwhelming prefer public sector employment, and generally remain

unemployed if this is not forthcoming.56

Almost half (48%) of the students indicated there would be more jobs in the public sector in

the future, and 15% of students selected the Government Services and Public Administration

sector as an industry sector with good employment opportunities. The Occupations and

Careers Handbook for UAE Nationals57 states that this sector is unlikely to emerge as a priority

industry sector:

Relative to the expansion of the other industry sectors, this sector is likely to experience

lower levels of employment growth. That is, the number of UAE Nationals in the public

sector proportionate to output (productivity performance) may decline from past

practices, however in real terms, overall public sector job numbers should rise. It is most

likely that the demand in jobs in this sector will relate to policy, regulation and quality

services. Hence, good job prospects in the public sector are most likely to emerge

across:

policy formulation, administration and advice

regulation and licensing, inspection and compliance

in quality and e-related client services.

55 Al-Ali, J. (2007). Emiratisation: drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. Vol 28, No. 9/10. Emerald Publishing Limited, p.367-368. 56 Al-Ali, J. (2007). Emiratisation: drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. Vol 28, No. 9/10. Emerald Publishing Limited, p. 367 57 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers Handbook

for UAE Nationals. pp. 27-28

105


6.5 CHAPTER SUMMARY

Key findings emerging from the analysis of secondary school data are as follows:

Almost three-quarters (73%) of students intend to study at a university or college

immediately after completing school, indicating that the higher education sector is facing

increasing pressure to absorb increasing numbers of both male and female students.

However, only 4% of students intend to study at a vocational institute and 12% intend to

find a job after they finish school.

Survey results indicate a strong interest in pursuing education in Engineering and

Engineering Trades due largely to the significant number of responses from male students.

To a lesser extent, students were interested in the fields of Business and Administration,

Computing/IT, Social Services, Architecture and Health. The survey found a lack of interest

in the important fields of Education and Manufacturing.

Gender remains a significant factor in determining Emirati intentions for fields for study. For

example, males prefer the field of Engineering and Engineering Trades and females prefer

the field of Health.

As well as the industry sector of Energy Resources, students indicated a preference to work

in the sectors of Government Services and Public Administration, Business, Administration

and Financial Services, and Building and Construction. There was significantly less interest

in the important growth sectors of Manufacturing, Logistics and Transport, Utilities and

Infrastructure, and Tourism.

Students are heavily output focussed when selecting a course, identifying the most

important factors as the ‘availability of a good job’ followed by ‘salary and conditions’.

There were differences in the importance of other factors by nationality and gender. For

example, an ‘opportunity to study overseas later’ was also important to Emirati secondary

school students.

When asked about the likelihood of undertaking a foundation program as part of their

future studies, almost 90% of students indicated ‘yes/unsure’. Many of the students who

expect to undertake a foundation course felt confident in undertaking independent study

and research.

Non-Emirati students were more confident in undertaking independent study and research

than Emirati students. Surprisingly, many students who indicated Science was important to

their future were more confident than those who did not find this subject important.

Almost two-thirds of students (64%) have already accessed careers advice and over 70%

indicated they would access careers advice in the future. Students who have already

accessed careers advice were more likely than students who have not accessed careers

advice to access careers advice in the future.

Many students prefer to access careers advice at careers events/fairs, direct from

employers, by being mentored by someone who is working in a job of interest to them,

from careers advisors at school and through websites. They were less interested in printed

materials.

106


Although the majority of students indicated their level of knowledge of their preferred job

and industry sector employment was ‘average’, ‘good’ or ‘very good’, other indicators

suggest their knowledge is lower than they perceive it is:

Over 30% of students indicated the (unrealistic) minimum monthly starting salary of

graduates in their preferred field is AED 40,000 and over.

60% of students were unsure if finding work in their preferred job would be easy or

difficult and a further 28% indicated it would be ‘difficult’ or ‘very difficult’; yet almost

half of the students believe there will be more jobs of interest to them in the future.

Almost half of the students prefer to work in the public sector and believe the number of

jobs in the public sector would increase; a sector that is unlikely to emerge as a priority

industry sector.

Governments at the Federal and Emirate level have introduced initiatives designed to

increase students’ awareness and understanding of study and career options in the UAE

labour market. The scope of this project meant it was not able to identify and evaluate

careers services available to secondary students. However, it did find that only 41% of

students had heard of Tanmia.

The findings about the ineffectiveness of existing careers services in informing students

about the UAE labour market confirms other sources that indicate the urgent need to

improve the availability and quality of career advice/services in UAE schools.

107

Chapter 7: Perspectives of higher education students

7. Perspectives of higher

education students

This chapter presents and discusses findings from a 44-question

survey that discovered career aspirations of 915 higher education

students, the support they need to help them achieve these

aspirations, and their knowledge of the UAE labour market.


Students from 19 higher education institutions completed the higher education survey, of

which 644 students were from universities and 264 students were from vocational colleges and

institutes. For the number of higher education by institution name, go to:


‎Figure 33 illustrates the following key characteristics of participants:

There was a good spread of responses across four Emirates (Sharjah, Ras Al Khaimah, Abu

Dhabi and Dubai). However, there were only 10 responses from Fujairah and no responses

from Ajman and Umm Al Quwain.

Many higher education students (72%) were enrolled in Bachelor degree programs (72%),

particularly programs in the fields of Health, Business and Administration, and Engineering

and Engineering Trades.

There was a good spread of students by year of study and year of course

commencement.

Females accounted for two-thirds of returns, explaining why a significant number of

students were studying programs in the fields of Health or Business and Administration.

Just over 60% of students were non-Emirati and the average age of students was 20 years.

For the number of higher education students by field of study, go to:


108


Ras Al

Khaimah

28%

Abu Dhabi

21% Dubai

15%

Fujairah

1%

Sharjah

31%

No response

4% Diploma

16%

Higher

Diploma

3%

Associate

Degree

0.3%

Bachelor

72%

Post

graduate

7%

No

response

2%

Male

32%

Female

66%

No

response

2%

Non-Emirati

61%

Emirati

38%

No response

1%

1st year

29%

2nd year

19% 3rd year

25%

4th year

19%

5th year

8% 2007

8%

2008

16%

2009

23%

2010

18%

2011

27%

2012

7%

Other

1%

Figure 33 Demographics of higher education students

Location Program

Gender Nationality

Grade Year started

course

109


7.2 STUDY DECISIONS AND INTENTIONS

7.2.1 Study decisions


Did higher education students typically start their course straight after finishing school?

Finding: Three quarters (76%) of students indicated they started their course straight after finishing

school (‎Figure 34). Some of the key reasons given by students who did not start their course after

finishing school were that they have been working, undertaking another course (which they may

or may not have completed), studying at another university or having a break from their studies.

Figure 34 Started course before or after finishing school

7.2.2 Factors influencing study decisions


What factors were important to higher education students when selecting a course?

Finding: The ‘availability of a good job after a graduation’ was the main factor that

influenced students when selecting their course (63% of all students) (Figure 35).

Hypothesis 7:

(H0): Factors influencing students’ study decisions vary by gender.

Finding: Not rejected – There is an association between:

gender and the factor of the ‘opportunity to study overseas later’, X2 (1, n = 902) = 4.394,

p = .036. Males were more likely than females to be influenced by this factor when they

selected their course:

28% of male students indicated the factor of ‘opportunity to study overseas later’

influenced their course selection compared to 21% of female students (‎Table 22).

Yes

76%

No

22%

Unsure

2%

110


Figure 35 Factors influencing students when selecting a course

gender and the factor of ‘graduate salary and conditions, X2 (1, n = 902) = 15.424, p = .000.

Males were more likely than females to be influenced by this factor when they selected

their course:

39% of male students indicated the factor of ‘graduate salary and conditions’

influenced their course selection compared to 26% of female students (‎Table 22).

Hypothesis 8:

(H0): Factors influencing higher education students’ study decisions vary by nationality.


nationality and the factor of ‘family wishes’ X2 (1, n = 908) = 12.466, p = .000. Non-Emirati

students were more likely than Emirati students to be influenced by this factor when they

selected their course:

33% of non-Emirati students indicated the factor of ‘family wishes’ influenced their

course selection compared to 22% of Emirati students (‎Table 22).

nationality and the factor of ‘reputation of a particular institution’, X2 (1, n = 908) = 15.526,

p = .000. Non-Emirati students were more likely than Emirati students to be influenced by

this factor when they selected their course:

34% of non-Emirati students indicated the factor of ‘reputation of a particular institution’

influenced their course selection compared to 21% of Emirati students (‎Table 22).

0%

10%

20%

30%

40%

50%

60%

70%

Pro

po

rtio

n o

f st

ud

en

ts

111


nationality and the factor of ‘opportunity to study overseas later’, X2 (1, n = 908) = 9.452, p

= .002. Non-Emirati students were more likely than Emirati students to be influenced by this

factor when they selected their course:

27% of non-Emirati students indicated the factor of ‘opportunity to study overseas later’

influenced their course decision compared to 18% of Emirati students (‎Table 22).

Table 22 Factors influencing students when select a course

Factor Male Female Emirati Non-Emirati Total

Close to home 87 (29.3%) 153 (25.3%) 80 (22.7%) 162 (29.1%) 244 (26.7%)

Family wishes 87 (29.3%) 170 (28.1%) 77 (21.9%) 182 (32.7%) 260 (28.4%)

Course offered at a

particular institution 48 (16.2%) 110 (18.2%) 62 (17.6%) 96 (17.3%) 160 (17.5%)

Reputation of a particular

institution 96 (32.2%) 170 (28.1%) 75 (21.3%) 186 (33.5%) 268 (29.3%)

Entry requirements or

standards 51 (17.2%) 103 (17.0%) 60 (17.0%) 95 (17.1%) 157 (17.2%)

Opportunity to study

overseas later 82 (27.6%) 129 (21.3%) 63 (17.9%) 149 (26.8%) 215 (23.5%)

Availability of a good job

after graduation 182 (61.3%) 379 (62.6%) 229 (65.1%) 337 (60.6%) 570 (62.3%)

Graduate salary and

conditions 115 (38.7%) 157 (26.0%) 98 (27.8%) 175 (31.5%) 277 (30.3%)

Status 55 (18.5%) 84 (13.9%) 44 (12.5%) 93 (16.7%) 139 (15.2%)

Total (n) 297 605 352 556 915


Do higher education students intend to find a job straight after finishing their course?

Finding: Over 60% of students indicated that they intend to find a job after finishing their

course, although another 16% intend to enrol in another course (‎Figure 36).

Figure 36 Intentions of higher education students after finishing their course

Find a job

62%

Enrol in

another

course

16%

Have a break

for a year or

more

5%

Unsure

7%

Other

10%

112


7.2.3 Observations: Study decisions and intentions

Similar to secondary school students, higher education students indicated the most important

factors when selecting a course was the ‘availability of a good job after graduation’ and to a

lesser extent, ‘graduate salary and conditions’ and ‘reputation of a particular institution’.

There were differences between some factors important to secondary school students and

those important to higher education students as indicated by the rankings of factors in ‎Table

23:

45% of secondary school schools indicated ‘graduate salary and conditions’ influenced

their study decisions compared to 30% of higher education students (30%).

The factors of ‘opportunity to study overseas later’, ‘status’ and ‘entry requirements or

standards’ were more important to secondary school students than to higher education

students.

The factors of ‘family wishes’ ‘close to home’, and ‘course offered at a particular

institution’ were more important to higher education students than to secondary school

students.

Table 23 Ranking of factors of most importance to students when selecting their course

(from 1 most important to 9 least important)

Factor Secondary school Higher education

Close to home 7 (21%) 5 (27%)

Family wishes 8 (21%) 4 (28%)

Course offered at a particular institution 9 (8%) 7 (18%)

Reputation of a particular institution 3 (39%) 3 (29%)

Entry requirements or standards 6 (24%) 8 (17%)

Opportunity to study overseas later 4 (37%) 6 (24%)

Availability of a good job after graduation 1 (64%) 1 (62%)

Graduate salary and conditions 2 (45%) 2 (30%)

Status 5 (33%) 9 (15%)

Total (n) 801 915

The variation in these factors could be due, to some extent, to the demographic

characteristics of survey respondents. For example, male Emiratis accounted for 74% of

secondary school survey returns and female non-Emiratis accounted for 39% of higher

education survey returns. At the time of the survey, secondary school students had identified

factors likely to influence their study decision but they have not yet made a study decision

unlike higher education students.

Before making a study decision, it is critical that students are aware of the fields of study that

are likely to lead to sustainable jobs in the UAE labour market. Further research would identify:

the actual factors that influenced secondary school students at the time of making a

decision about further study

113


explain why factors may change over the further study period

find out if graduates achieved the desired outcomes of their further study (e.g. found a

good job after graduation, found a job that met their salary expectations, continued their

studies abroad).

The research would identify those factors that are more or less likely to lead to informed study

and career decisions and recommend strategies to enhance students’ ability to make

informed decisions.

7.3 PREPARATION FOR STUDY


Did higher education students complete a foundation program as part of their current studies?

Finding: 66% of students indicated they completed a foundation program (‎Figure 37).

Figure 37 Proportion of students who completed a foundation course

Hypothesis 9:

(H0): The likelihood of undertaking a foundation program varies by gender.

Finding: Not rejected – There is an association between gender and the likelihood of

undertaking a foundation program, X2 (1, n = 891) = 6.872, p = .009. Female students are more

likely than male students to undertake a foundation program:

70% of female students have undertaken a foundation program compared to 61% of male

students (‎Table 24).

Hypothesis 10:

(H0): The likelihood of undertaking a foundation program varies by nationality.

Finding: Not rejected – There is an association between nationality and the likelihood of

undertaking a foundation program, X2 (1, n = 897) = 32.687, p = .000. Emirati students are more

likely than non-Emirati students to undertake a foundation program:

78% of Emirati students to have undertaken a foundation program compared to 60% non-

Emirati students (Table 24).

Yes

66%

No

33%

No

response

1%

114


Table 24 Participation by higher education students in foundation programs

Undertaken a

foundation program Male Female Emirati Non-Emirati Total

Yes 179 (60.9%) 416 (69.7%) 271 (78.1%) 328 (59.6%) 602 (33%)

No 115 (39.1%) 181 (30.3%) 76 (21.9%) 222 (40.4%) 302 (65.8%)

Total (n) 294 597 347 550 915


For those higher education students who have undertaken a foundation program, how

effective was this program in preparing them for their studies?

Finding: Students indicated the extent to which they ‘agree’ or ‘disagree’ with the statement:

“The foundation course has prepared me well for the course I am currently studying”.

Students were most likely to indicate they ‘agree’ (38% of students) or ‘neither agree or

disagree’ (32% of students) with the statement (‎Figure 38).

Figure 38 Effectiveness of foundation programs in preparing students for their studies

Hypothesis 11:

(H0): Satisfaction with foundation programs varies by nationality.


nationality and students’ views on the effectiveness of foundation programs, X2 (1, n = 897)

= 32.687, p = .000. Emirati students were more satisfied than non-Emirati students with the

foundation program they had undertaken:

61% of Emirati students indicated that they ‘agree/highly agree’ that the foundation

program prepared them well for their studies compared to 47% of non-Emirati students

(‎Table 25).

Finding: Further analysis found no association between students’ views on the effectiveness of

foundation programs and the variable of gender.

Highly agree

15%

Agree

38%

Neither

agree or

disagree

32%

Disagree

8%

Highly

disagree

7%

115


Table 25 Effectiveness of foundation programs by nationality

Effectiveness of foundation programs in

preparing students for their studies Emirati Non-Emirati Total

Disagree/highly disagree 60 (17.9%) 73 (14.3%) 133 (15.8%)

Neither agree or disagree 72 (21.5%) 197 (38.7%) 269 (31.9%)

Agree/highly agree 203 (60.6%) 239 (47.0%) 442 (52.4%)

Total (n) 335 509 884

7.3.1 Observations: Preparation for study

The Commission for Academic Accreditation (CAA) defines a foundation program as “a

developmental or remedial program specifically intended to enable UAE secondary school

graduates to qualify for admission to higher education”.58 CAA has approved 18 institutions in

the UAE to deliver foundation programs59 and UAE’s public universities (UAE University, Zayed

University and Higher Colleges of Technology) also offer foundation programs.

Emirati and non-Emirati students who scored below 60% on their national (UAE) Secondary

School Certificate are required to undertake a foundation course if they wish to progress to

higher education. As stated in the Secondary School chapter of this report, subjects

undertaken are English, Mathematics, Arabic, IT and General Studies – subjects that aim to

provide students with the necessary skills for academic study.

Almost two-thirds of the higher education students (66%) surveyed had undertaken a

foundation program. This result was not surprising given the 2010 news article titled, Majority

not prepared for university,60 states “around 90 per cent of public and private secondary

school graduates in the UAE who apply to Federal universities are not qualified to

immediately engage in undergraduate studies”. The article goes on to explain possible

reasons for why many students are “ill-prepared for tertiary education; or why admissions to

these programs are on the rise”:

Some students who “faced difficult circumstances during the final exams and simply did

not perform well” were not given a second chance

Diverse schooling systems across the UAE

Secondary school curricula that needs improving.

58 Commission for Academic Accreditation (CAA). Standards for Licensure and Accreditation 2011. Retrieved

January 14, 2013, from http://www.caa.ae/caaweb/images/Standards2011.pdf, p. 56. 59 Commission for Academic Accreditation (CAA). Foundation Program Approved Institutions. Retrieved

January 14, 2013, from https://www.caa.ae/caa/DesktopModules/FoundationInstitutes.aspx 60 Gulfnew.com (2010, October 3). Majority not prepared for university. Retrieved from

http://gulfnews.com/news/gulf/uae/education/majority-not-prepared-for-university-1.690616

http://www.caa.ae/caaweb/images/Standards2011.pdf

https://www.caa.ae/caa/DesktopModules/FoundationInstitutes.aspx


116


Another article, Students entering university still stuck on remedial treadmill,61 also attributes

the high rates of students having to enrol in a foundation course before starting their degree

(83% at Zayed University in 2009) to curriculum and teaching. The article quoted Dr Annie

Brown, the Associate Director for Assessment and Professional Development at the Ministry of

Higher Education and Scientific Research:

What we need now is a radical change to curriculum and to teaching methodology.

If something like that doesn't happen then the universities are going to have this

continuing problem of students not being ready to start their academic programs.

The article also raises the issue of the significant financial burden of foundation programs on

institutions. For Zayed University, foundation programs account for about 20% of the

university’s instructional budget.

The Chancellor of United Arab Emiratis University in his 2011 Annual Address to the University

Community62 talked about the need to remove foundation programs entirely by improving

the English language competence of students graduating from secondary school:

One imperative strategic goal is to improve the English language competence of

students who graduate from the nation’s school system and eventually to remove the

need for remedial programs in our colleges and universities entirely. Higher education

institutions and the Ministry of Education are in the process of drafting a long-term

plan for public school reform. I expect the UAE University to be a major participant in

that important national endeavour.

This project did not locate existing research on the effectiveness of foundation programs in

terms of preparing students for their studies from the student perspective, although it is likely

that universities collect data on student satisfaction with these programs.

Further research on the factors that influence student satisfaction with foundation programs

and the success indicators of these programs would be worthwhile. This research would build

on key findings from this project in relation to foundation programs:

15% of students were dissatisfied with the foundation program they had undertaken

32% were unable to state if the program was ‘effective or ineffective’ (a proxy for ‘unsure’)

61% of Emirati students were satisfied with foundation programs compared to 47% of non-

Emirati students.

61 The National (2010, May 25). Students entering university still stuck on remedial treadmill. Retrieved from

http://www.thenational.ae/news/uae-news/education/students-entering-university-still-stuck-on-remedial-

treadmill#page2 62 United Arab Emirates University (2011). Annual Address to the University Community. Retrieved January 14,

2013, from http://www.uaeu.ac.ae/about/2011_convocation/20110919_chancellors_speech-english.pdf

http://www.thenational.ae/news/uae-news/education/students-entering-university-still-stuck-on-remedial-treadmill#page2


http://www.uaeu.ac.ae/about/2011_convocation/20110919_chancellors_speech-english.pdf

117


7.4 CAREERS ADVICE


Have higher education students accessed or intending to access careers advice?

Finding: 60% of higher education students had accessed advice (‎Figure 39).

Finding: Combined, 65% of students indicated they were ‘likely/very likely’ to access careers

advice in the future (‎Figure 40), although 21% were ‘neither likely or unlikely’ (a proxy for

‘unsure’) and a further 10% were ‘unlikely/highly unlikely’ to access careers advice.

Figure 39 Access to careers advice Figure 40 Likelihood of accessing careers

advice in the future

Hypothesis 12:

(H0): Higher education students who have already accessed careers advice are more likely

than students who have not accessed careers to do so in the future.

Finding: Not rejected – There is an association between having already accessed careers

advice and accessing careers advice in the near future, X2 (4, n = 811) = 35.351, p = .000:

Of those students who have already accessed careers advice, 75% are ‘likely/highly likely’

to access careers advice in the future compared to 55% of students who have not yet

accessed careers advice (‎Table 26).

Table 26 Likelihood of higher education students accessing careers advice in future if

they have already accessed careers advice

Likelihood of accessing

careers advice in the future

Accessed careers advice Total (n)

Yes No

Highly unlikely 23 (4.3%) 17 (6.2%) 40 (4.9%)

Unlikely 27 (5.0%) 28 (10.2%) 55 (6.8%)

Neither likely or unlikely 84 (15.7%) 79 (28.7%) 163 (20.1%)

Likely 282 (52.6%) 112 (40.7%) 394 (48.6%)

Highly likely 120 (22.4%) 39 (14.2%) 159 (19.6%)

Total (n) 536 275 811

Yes

60%

No

31%

Unsure

7%

No

response

2%

Highly

likely

18%

Likely

47%

Neither

likely or

unlikely

21%

Unlikely

6%

Highly

unlikely

4%

No

response

4%

75%

combined 55%

combined

118



How effective was careers advice in helping higher education students to select their course

and decide on their preferred future job?

Finding: Of those students who have already accessed careers advice, 49% of students

indicated the advice was ‘effective’ and 15% of students indicated it was ‘highly effective’ in

helping them to select their course (‎Figure 41).

Finding: Of those students who have already accessed careers advice, 45% of students

indicated the advice was ‘effective’ and 15% of students indicated it was ‘highly effective’ in

helping them to decide on their preferred future job (‎Figure 42).

Finding: Combined, around 40% of students found careers advice to be ‘neither effective or

ineffective’, ‘ineffective’ and ‘highly ineffective’ in helping them to select a course and

decide on their preferred future job (‎Figure 42).

Figure 41 Effectiveness of careers advice in

helping students to select course

Figure 42 Effectiveness of careers advice in helping

students to decide on preferred future job

Hypothesis 13:

(H0): Higher education students who indicated careers advice was ‘effective/highly effective’

in helping them to select their course will access careers advice in the future.

Finding: Not rejected – There is an association between the effectiveness of careers advice in

helping students to select a course and the likelihood of students accessing careers advice in

the near future, X2 (4, n =649) = 155.366, p = .000:

Of those students who indicated careers advice was ‘effective/highly effective’ in helping

them to select their course, 76% indicated they were ‘likely/highly likely’ to access careers

advice in the future (‎Table 27).

Of those students who indicated careers advice was ‘ineffective/highly effective’ in

helping them to select their course, only 7.6% indicated they were ‘likely/highly likely’ to

access careers advice in the future (‎Table 27).

Highly

effective

15%

Effective

49%

Neither

effective or

ineffective

22%

Ineffective

6%

Highly

ineffective

8%

Highly

effective

15%

Effective

45%

Neither

effective or

ineffective

26%

Ineffective

6%

Highly

ineffective

8%

119


Table 27 Likelihood of accessing careers advice in the future based on the effectiveness

of careers advice in helping students to select their course

Effectiveness of

careers advice in

helping students to

select course

Likelihood of accessing careers advice in the future

Total (n) Unlikely/highly

unlikely

Neither likely or

unlikely

Likely/highly

likely

Ineffective/highly

ineffective 34 (50.7%) 21 (16.9%) 35 (7.6%) 90 (13.9%)

Neither effective or

ineffective 11 (16.4%) 58 (46.8%) 76 (16.6%) 145 (22.3%)

Effective/highly

effective 22 (32.8%) 45 (36.3%) 347 (75.8%) 414 (63.8%)

Total (n) 67 124 458 649

Hypothesis 14:

(H0): Higher education students who indicated careers advice was ‘effective/highly effective’

in helping them to decide on their future job will access careers advice in the future.

Finding: Not rejected – There is an association between the effectiveness of careers advice in

helping students to decide on their future job and the likelihood of students accessing careers

advice in the near future, X2 (4, n =643) = 149.077, p = .000:

Of those students who indicated careers advice was ‘effective/highly effective’ in helping

them to decide on their future job, 72% indicated they were ‘likely/highly likely’ to access

careers advice in the future (‎Table 28).

Of those students who indicated careers advice was ‘ineffective/highly effective’ in

helping them to decide on their future job, only 7.9% indicated they were ‘likely/highly

likely’ to access careers advice in the future (‎Table 28).

Table 28 Likelihood of accessing careers advice in the future based on the effectiveness

of careers advice in helping students to select their preferred future job

Effectiveness of

careers advice in

helping students

decide on future job

Likelihood of accessing careers advice in the future

Total (n) Unlikely/highly

unlikely

Neither likely or

unlikely

Likely/highly

likely

Ineffective/highly

ineffective 35 (53.8%) 20 (16.1%) 36 (7.9%) 91 (14.2%)

Neither effective or

ineffective 16 (24.6%) 58 (46.8%) 92 (20.3%) 166 (25.8%)

Effective/highly

effective 14 (21.5%) 46 (37.1%) 326 (71.8%) 386 (60.0%)

Total (n) 65 124 454 643

120



How have higher education students accessing careers advice compared to how they

would like to access careers advice?

Finding: Students are mainly accessing careers advice from family and friends and their

careers advisors (‎Figure 43).

Finding: Students prefer to access careers advice in a number of way: from careers advisors,

direct from employers, careers events/fairs, websites, and from someone (a mentor) who is

working in a job of interest to them. They were less interested in receiving advice through

television/radio, a dedicated careers centre and printed materials (‎Figure 44).

Figure 43 How students have accessed careers advice

Figure 44 How students prefer to access careers advice

0

100

200

300

400

500

Careers advisor

at school

Careers

event/fair

Printed

information

(e.g. booklets)

Visits to/by

employers

From family and

friends

Other

Nu

mb

er o

f st

ud

en

ts

0

100

200

300

400

500

Nu

mb

er o

f st

ud

en

ts

121



What is higher education students’ level of knowledge of their preferred future job and

industry sector of employment?

Finding: Students were most likely to indicate they have ‘good’ (43% of students) or ‘average’

(31% of students) knowledge of their preferred future job and industry sector of employment

e.g. salaries, conditions, knowledge/skills/qualifications requirements (‎Figure 45).

Figure 45 Level of knowledge of preferred future job and industry sector of employment

Hypothesis 15:

(H0): Higher education students who have received careers advice have ‘good’ or ‘very

good’ knowledge of their preferred future job and industry sector of employment.

Finding: Not rejected – There is an association between students having accessed careers

advice and their knowledge of their preferred future job and industry sector of employment,

X2 (2, n = 803) = 7.796, p = .020. Students who have accessed careers advice are more likely to

indicate they have a higher level of knowledge of their preferred job and industry sector of

employment than those students who have not accessed careers advice:

67% of students who have accessed careers advice indicated ‘good/very good’


33% who have not accessed careers advice (‎Table 29).

Finding: Further analysis found no association between level of knowledge and the variables

of gender and nationality.

Table 29 Access to careers advice and knowledge of preferred future job and industry sector

Accessed careers

advice

Level of knowledge

Total (n) Low/very low Average Good/very good

Yes 44 (52.4%) 175 (68.4%) 317 (66.9%) 278 (34.2%)

No 40 (47.6%) 81 (31.8%) 157 (33.1%) 536 (65.8%)

Total (n) 84 256 474 814

Very good

13%

Good

43%

Average

31%

Low

7%

Very low

3%

No response

3%

122



Are higher education students aware of Tanmia, the government body that helps Emirati job

seekers to find work and provides career guidance services?

Finding: Despite many higher education students having accessed careers advice, only 27%

of students indicated they have heard of Tanmia – compared to 58% of employers and 37%

of secondary school students who have heard of Tanmia (‎Figure 46).

Figure 46 Awareness of Tanmia

7.4.1 Observations: Careers advice

Similar to secondary school students, many higher education students have not yet accessed

careers advice (31%) – although many intend to do so in the future (65%). The analysis found

a need for awareness raising activities that target students who have never accessed careers

advice as well as those students who were dissatisfied with the advice that they have

received.

Many students prefer to receive advice from careers advisors in educational institutions.

Therefore, it is vital that advisors are well trained and equipped with the necessary skills and

knowledge to provide effective advice. Given students’ interest in interacting directly with

employers, educational institutions are obvious coordinating bodies for arranging industry

visits, mentors and other forms of interactions with industry. Just like secondary school students,

higher education students prefer text-based careers materials to be available online rather

than in printed/hard copy format.

Apart from asking students who have already accessed careers about the effectiveness of

this advice, the survey included other questions related to effectiveness of this advice. These

questions were based on the assumption that effective careers advice provides students with

a sound knowledge of the UAE labour market and key services that could help them to find

work when they graduate, such as Tanmia – a service that only 27% of higher education

students have heard of.

Yes

27%

No

57%

Unsure

12%

No response

4%

123


The analysis found that 56% of students indicated they have ‘good/very good’ knowledge

about their preferred job and industry sector of employment. However, one quarter of

students were ‘unsure’ of the minimum starting salary of graduates in their preferred job and a

further 23% had unrealistic expectations when they indicated a starting salary of 20,000 and

above for graduates in their preferred job (see Research Question 40). When asked about the

ease/difficulty in finding work in their preferred job and industry sector (see Research Question

41), 44% indicated it would be ‘neither easy or difficult’ – a proxy for ‘unsure’.

The above findings confirm the need for:

awareness raising activities that promote the importance of careers advice and available

services to students, particularly to students who have never accessed careers advice and

students who were dissatisfied with the advice they have received

up-to-date and appropriately delivered resources about sustainable careers in the UAE

labour market

careers advisors in educational institutions who can provide solid industry advice to

students

more opportunities for students to interact directly with industry.

7.5 PREFERRED JOB AND INDUSTRY SECTOR OF EMPLOYMENT


What industry sectors would higher education students like to work in compared to the

industry sectors they believe have good employment opportunities?

Finding: Given 29% of students who completed the higher education survey were enrolled in

courses at Ras Al Khaimah Medical and Health Sciences University, it is not surprising that 22%

of students indicated the industry sector of Community, Health and Social Services was their

preferred industry sector of employment (‎Figure 47). However, students identified the sector of

Government Services and Public Administration as the sector with the greatest employment

opportunities (44% of students).

Finding: By gender, the sectors of Government Services and Public Administration (18% of

male students) and Business Administration and Financial Services (17% of male students)

were of most interest to male students. The sectors of Community, Health and Social Services

(25% of female students) and Business Administration and Financial Services (17% of female

students) were of most interest to female students.

Finding: By nationality, there were significant differences between the preferred industry

sector of employment for Emirati students and non-Emirati students:

30% of Emirati students prefer to work in the Government Services and Public Administration

sector compared to only 7.4% of non-Emirati students.

124


43% of non-Emirati students prefer to work in the Community, Health and Social Services

sector compared to 9.1% of Emirati students. This is largely due to non-Emirati students

accounting for the majority of students enrolled in courses in the health field.

Finding: As highlighted in ‎Figure 47 (*), there were six (6) industry sectors that over 30% of

students indicated offered good employment opportunities.

Finding: Despite students indicating three of these sectors (Education, Learning and Social

Development, Energy Resources, and Tourism, Hospitality, Retail and Leisure Services) offered

good employment opportunities, not many were interested in working in these sectors.

Figure 47 Students’ preferred industry sectors of employment and their views about industry

sectors with good employment opportunities

0%

10%

20%

30%

40%

50%

Preferred industry sector of employment

Industry sector with good employment opportunities

Pe

rce

nta

ge

of

stu

de

nts

*

*

*

125



To what extent do higher education students believe their course is relevant to their preferred

future job and industry sector of employment?

Finding: Almost 70% of students indicated their course was ‘relevant/highly relevant’ to their

preferred future job and industry sector of employment (‎Figure 48).

Figure 48 Relevance of course to students’ preferred future job and industry sector of employment

Hypothesis 16:

(H0): Relevance of course to student’s preferred future job and industry sector of employment

varies by nationality.

Finding: Not rejected – There is an association between students’ views of the relevance of

their course to their preferred future job and industry sector of employment and nationality, X2

(2, n = 880) = 22.853, p = .000. Non-Emirati students were more likely than non-Emirati students

to indicate their course was relevant to their preferred job and industry sector of employment:

75% of non-Emirati students indicated their course was ‘relevant/highly relevant’ to their

preferred future job and industry sector of employment compared to 66% of non-Emirati

students (‎Table 30).

Finding: Further analysis found no association between relevance of course and the variable

of gender.

Table 30 Relevance of course to students’ preferred future job and industry sector of

employment by nationality

Nationality

Level of knowledge

Highly

irrelevant/irrelevant

Neither relevant or

irrelevant

Relevant/highly

relevant Total (n)

Emirati 67 (20.1%) 48 (14.4%) 219 (65.6%) 334

Non-Emirati 111 (20.3%) 28 (5.1%) 407 (74.5%) 546

Total (n) 178 (20.2%) 76 (8.6%) 626 (71.1%) 880 (100%)

Highly

relevant

37%

Relevant

32%

Neither

relevant or

irrelevant

8%

Irrelevant

6%

Highly

irrelevant

14%

No response

3%

126



What are higher education students’ salary expectations compared to their knowledge of

the minimum starting salary levels of graduates?

Finding: Two-thirds of students indicated they require a monthly starting salary before taking a

job that was above their expectation of what a graduate actually earns in their preferred job.

For example, 26% of students indicated that graduates in their preferred job earn between

AED 10,000 and 19,999 a month; however, more students (35% of students) require this salary

range before taking a job. A further 23% indicated they would only take a job with a monthly

starting salary of AED 20,000 and above (‎Figure 49).

Finding: One quarter (25%) of the students indicated they were ‘unsure’ of minimum monthly

salaries for graduates (‎Figure 49).

Figure 49 Students’ knowledge of graduate monthly salaries vs. their salary expectations


To what extent do higher education students believe it will be easy or difficult to find

employment in their preferred job and industry sector?

Finding: Over 40% of students indicated that it would be ‘difficult/very difficult’ to find work in

their preferred job and industry sector of employment, and a further 44% indicated it would

be ‘neither easy or difficult’ – a proxy for unsure (‎Figure 50).

0%

10%

20%

30%

40%

50%

10,000 or less 10,000-19,999 20,000-39,999 40,000 and over Unsure Salary not

important

Minimum starting salary of graduate Required salary before taking a job

Pe

rce

nta

ge

of

stu

de

nts

127


Figure 50 Ease/difficulty in finding work in preferred job and industry sector


Do higher education students prefer to work in the public or private sector?

Finding: 47% of students indicated that they prefer to work in the public sector and 24% of

students indicated they prefer to work in the private sector (‎Figure 51).

Figure 51 Students’ preferences to work in the public or private sector

Very easy

2%

Easy

11%

Neither easy

or difficult

44%

Difficult

28%

Very difficult

13%

No response

2%

Public

47%

Private

24%

Unsure

27%

No response

2%

128



Do higher education students believe there will be more or less jobs in the job of most interest

to them in the future?

Finding: 42% of students indicated that there would be more jobs of interest to them in future

and 26% of students indicated there would be fewer jobs (‎Figure 52).

Figure 52 Growth in the number of jobs of interest to students


Do higher education students believe there will be more or less jobs in the public sector in the

future?

Finding: 37% of students indicated that there would be more jobs in public sector in future

and 27% indicated there would be fewer jobs (‎Figure 53).

Figure 53 Growth in the number of jobs in the public sector

More jobs

42%

Less jobs

21%

No change

17%

Unsure

16%

No response

4%

More jobs

37%

Less jobs

27%

No change

13%

Unsure

19%

No response

4%

129


7.5.1 Observations: Preferred job and industry sector of employment


gauge students’ understanding of the UAE labour market, with some responses related to the

effectiveness of careers advice. The analysis found that although 56% of students indicated

their knowledge of their preferred job and industry sector of employment was ‘good/very

good’, the findings suggest their level of knowledge is much lower.

Students identified the Government Services and Public Administration sector as the industry

sector offering the greatest employment opportunities in the UAE; 47% of students indicated

they prefer to work in the public sector; and 37% of students indicated there would be more

jobs in the public sector in the future. As stated in the soon to be released Occupations and

Careers Handbook for UAE Nationals, the public sector is expected to experience low levels

of employment growth.

Out of the five industry sectors expected to offer good job opportunities in the future (i.e.

Energy Resources, Logistics and Transport, Utilities and Infrastructure, Building and

construction, and Manufacturing – as stated in the Occupations and Careers Handbook for

UAE Nationals), students only identified Energy Resources and Building and Construction as

sectors offering good employment opportunities.

One quarter (25%) of students indicated they were ‘unsure’ of graduate monthly salaries and

23% of students have unrealistic salary expectations when they indicated they would only

take a job with a monthly salary of AED 20,000 and above.

Almost 70% of students indicated their course was ‘relevant/highly relevant’ to their preferred

future job and industry sector of employment. However, 41% of students indicated that it

would be ‘difficult/very difficult’ to find work in their preferred job and industry sector of

employment. A further 44% indicated it would be ‘neither easy or difficult’ to find work – a

proxy for ‘unsure’.

Students’ views about growth in the number of jobs of interest to them varied quite

significantly from more jobs (42% of students), less jobs (21%), no change (17%) and unsure

(16%) as did their views on the growth in jobs in the public sector, varying from more jobs

(37%), less jobs (27%), no change (13%) and unsure (19%).

These findings strongly support the urgent need for students to improve their understanding of

the UAE labour market when making study and career decisions.

130


7.6 CORELIFE SKILLS


How do higher education students view their level of generic (CoreLife) skills compared to

how employers view CoreLife Skills?

Finding: Students were most likely to indicate they have a ‘good/very good’ CoreLife Skills,

with an average of 79% of students indicating they have skills at this level (‎Table 31).

Finding: Students were most to likely to indicate their top three CoreLife Skills were:

collecting, analysing, organising and applying information in a given context

communicating information, concepts and ideas (very important to employers)

working with others in teams including leadership (very important to employers)

Table 31 Students’ views of their CoreLife Skills vs. importance of CoreLife Skills to employers

CoreLife Skills Very

low/low Average

Good/very

good

Rank by

students

Rank by

employers

Collecting, analysing,

organising and applying

information in a given context

3.4% 12.0% 83.4% 1 4

Communicating information,

concepts and ideas 3.3% 11.9% 83.2% 2 2

Initiating and organising self

and activities, including

motivation, exploration and

creativity

3.9% 14.6% 79.8% 4 3

Working with others in teams

including leadership 3.9% 11.3% 82.3% 3 1

Solving problems including

using mathematical ideas and

techniques

6.6% 17.2% 73.4% 7 5

Applying information and

communication technology

(ICT)

4.5% 17.0% 74.9% 6 6

Participating in social and civic

life including ethical practice 6.3% 14.6% 75.1% 5 7

Average 4.6% 14.1% 78.9%

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Finding: There was a significant gap (21% percentage point difference) between employers’

perceptions of the level of CoreLife Skills of graduates and students’ perceptions about their

own level (‎Table 32):

Employers indicated an overall average of 58% of graduates having ‘good/very good’

CoreLife Skills compared to an average of 79% of students who indicated their CoreLife

Skills were ‘good/very good’.

Finding: Employers were most satisfied with graduates’ level of the CoreLife Skills of:

applying information and communication technology (ICT)

working with others in teams including leadership.

Finding: Employers were least satisfied with graduates’ level of the CoreLife Skill of:

initiating and organising self and activities, including motivation, exploration and creativity,

with a 33 percentage point difference between employers’ perceptions and students’

perceptions.

Table 32 Students’ perceptions of their CoreLife Skills vs. employers’ perceptions of the

CoreLife Skills of graduates

CoreLife Skills Employers:

Good/very good

Students:

Good/very good

Percentage point

difference

Collecting, analysing,

organising and applying


60.8% 83.4% -22.5


concepts and ideas 60.8% 83.2% -22.4

Initiating and organising self

and activities, including

motivation, exploration and

creativity

47.3% 79.8% -32.5

Working with others in teams

including leadership 68.5% 82.3% -13.8

Solving problems including

using mathematical ideas and

techniques

52.7% 73.4% -20.7


communication technology

(ICT)

68.9% 74.9% -6.0

Participating in social and civic

life including ethical practice 50.0% 75.1% -25.1

Average 58.4% 78.9% -20.5%

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7.6.1 Observations: CoreLife Skills

Similar to findings presented in Bayt’s 2012 Middle East Job Index63 and the Arab Human

Capital Challenges: The Voices of CEOs report64, employers who participated in this project

also indicated teamwork skills and communication skills were the most important generic

(Corelife) skills to their organisations. Employers who participated in this project were generally

satisfied with the CoreLife Skills of graduates and were particularly pleased by the level of

their teamwork skills and communication skills:

69% of employers indicated that graduates have ‘good/very good’ teamwork skills (i.e.

the ability to work with others in teams including leadership)

61% of employers indicated that graduates have ‘good/very good’ communication skills

(i.e. the ability to communicate information, concepts and ideas).

The analysis of employer and student responses to questions about CoreLife Skills identified

two issues:

Employers were least satisfied with graduates’ their initiating and organising skills (i.e. the

ability to initiate and organise self, including motivation, exploration and creativity)

Students’ perceived their level of their CoreLife Skills much higher than employers

perceived the level of CoreLife Skills of graduates.

As stated in the Chapter 5: Employer perspectives, the Commission for Academic

Accreditation has adopted the QFEmirates. Through their teaching methods and program/

core content, higher education institutions will increasingly build the CoreLife Skills of their

students. This will be an incremental process given that institutional qualifications/programs

have accreditation periods of four to five years before review. In the case of students

undertaking vocational education and training, no such infrastructure exists that requires

institutions to embed CoreLife Skills in their curriculum.

7.7 CHAPTER MESSAGES

Key findings emerging from the analysis of higher education data are as follows:

Three quarters (76%) of students indicated they started their course straight after finishing

school. The factor of the ‘availability of a good job after a graduation’ was the main

factor that influenced students when selecting their course, although there were some

variations in the importance of factors by gender and nationality:

Male students were more influenced than female students by the factors of ‘graduate

salary and conditions’ and the ‘opportunity to study overseas later’.

Non-Emirati students were more influenced than Emirati students by the factors of

‘family wishes’ and ‘reputation of a particular institution’.

Emirati students were more influenced than non-Emirati students by the factor of the

‘opportunity to study overseas later’.




Retrieved November 19, 2012, from http://www.mbrfoundation.ae/English/Documents/AHCC-%20English.pdf



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Almost two-thirds of students (66%) indicated they have undertaken a foundation

program, with female students and Emirati students more likely than male students and

non-Emirati students respectively to have undertaken a foundation program. In terms of

the effectiveness of these programs:

53% of students indicated they ‘agree/highly agree’ with the statement “The

foundation course has prepared me well for the course I am currently studying”.

15% of students were dissatisfied with the foundation program they had undertaken,

when they indicated they ‘disagree/highly disagree’ with the above statement

32% of students indicated the foundation program was ‘neither effective or ineffective’

– a proxy for ‘unsure’

Emirati students were more satisfied than non-Emiratis students with foundation programs.

Many students indicated they have already accessed careers advice (60% of higher

education students) and found this advice to be ‘effective/very effective’ in helping them

to select their course (64%) and decide on their preferred future job (60%). Therefore,

many students intend to access careers advice in the future (65%). However:

31% of higher education students have never accessed careers advice

21% of students were ‘unsure’ if they would access careers advice in the future and a

further 10% indicated they were ‘unlikely/very unlikely’ to do so

students who have not accessed careers advice were less likely than those who have

accessed careers advice to do so in the future

51% of students who have accessed careers advice and were dissatisfied with this advice

indicated they were ‘unlikely/highly unlikely’ to access careers advice in the future.

Higher education students are mainly accessing careers advice from family and friends

and careers advisors at educational institutions. They prefer to access advice from careers

advisors and careers events/fairs and direct from employers/mentors. Similar to secondary

school students, higher education students prefer text-based career materials to be

available online rather than in printed/hard copy format.

Higher education students are more likely than employers and secondary school students

to have not heard of Tanmia. Only 27% of higher education students have heard of this

important government body that helps Emirati job seekers to find work.


gauge students’ understanding of the UAE labour market, with some responses related to

the effectiveness of careers advice. The analysis found that although 56% of students

indicated their knowledge of their preferred job and industry sector of employment was

‘good/very good’, the findings suggest their level of knowledge is much lower.

Students perceived their level of CoreLife Skills much higher than employers perceived the

level of CoreLife Skills of graduates.

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135

Chapter 8: Implications and further research

One very important area of research this

project explored was the level of awareness

of the importance of vocational education

and training (VET).

8. Implications and further

research

This chapter discusses implications for each project purpose and

proposes ideas for further research.

8.1 INTRODUCTION

Similar to many countries, the UAE has introduced a national qualifications framework to reform

their education and training system and enhance the international attractiveness and

competitiveness of available skills in their country. The Qualifications Framework for the Emirates

Handbook details the country’s 10-level national qualifications system, known as the

QFEmirates. In response to concerns about the highly technical nature of the Handbook, the

Federal Demographic Council funded the National Qualifications Authority to undertake a

project to explore the following important

areas related to QFEmirates:

1. The extent to which employers

understand the link between

qualifications and occupational

requirements of jobs.

2. The level of awareness among employers and students of the importance of vocational

education and training.

3. Career aspirations of students and the support they need to help them achieve these


order to make well-informed study and career decisions.

4. Employer and student views on generic (CoreLife) skills i.e. skills that underpin work and the

ability of learners to learn throughout their lives i.e. lifelong learning.

5. Employer recruitment practices as well as their hiring intentions over the next two years.

6. Appropriate content for an occupational information guide for employers in the UAE. This

guide is a QFEmirates reference document that aims to help employers match qualifications

with occupational requirements when recruiting and/or training employees. This guide

accompanies the final report for the project.

The rest of this chapter presents the implications for the six areas listed above. Some of these

implications generated ideas for further research discussed at the end of this chapter.

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The existence of a range of training

providers offering vocational programs and

government bodies responsible for quality

assurance and licensure and programs

accreditation are signs of a developing VET

sector in the UAE.

8.2 QUALIFICATIONS AND JOBS

The first project purpose was to identify the extent to which employers understand the link

between qualifications and occupational requirements of jobs.

This project found that participating employers have a good understanding of the

‘academic’ qualifications, knowledge, skills and experience requirements of jobs at the para-

professional level and above as proposed in the employability indicators in the QFEmirates.

One of the key reasons for this finding is the existence of underpinning infrastructure in the

form of the Commission for Academic Accreditation (CAA), which is a regulatory body of the

Ministry of Higher Education and Scientific Research. This body is responsible for quality

assuring and regulating institutions and academic qualifications content and nomenclature.

The CAA’s area of regulation though only extends to qualifications from Diploma to

Doctorate (para-professional and above) and not the full array of the new ten (10) level

QFEmirates.

The lack of national underpinning infrastructure for vocational qualifications in the UAE for

employers to reference and draw on is the likely reason for participating employers having a

lower level of understanding of the qualifications, knowledge, skills and experience

requirements below the para-professional level (i.e. Certificate level).

Much work is underway to develop UAE’s VET

sector in terms of quality structures and

processes needed to create a world-class

responsive education and training system. Signs

of an expanding VET sector in terms of

infrastructure include:

the existence of a range of training providers offering vocational programs, including

dedicated public institutions

government bodies responsible for quality assurance, licensure and program

accreditation at the national and Emirate level.

‎Table 33 shows large providers offering vocational programs and relevant government bodies

in the UAE. For further details about these providers and bodies, go to:

Appendix 10: VET providers and relevant Government bodies (p. 211)

Recognising the need for national infrastructure for vocational qualifications, the UAE Federal

Government established the National Qualifications Authority in 2010 to:

develop and implement a national qualifications framework, which is a singular integrated

structure covering qualifications for general education (G12), vocational education, higher

education, work-based training, and professional education and training

introduce national vocational qualifications that encompass national occupational skills

standards i.e. what an employee is expected to know and do in work

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establish quality assurance regulatory arrangements for those approved institutions who

wish to develop curricula and provide training and assessment to prospective learners for

the respective national vocational qualifications

involve industry as a major stakeholder in the development and approval of vocational

qualifications, which will lead to a closer relevance of qualifications with employment

requirements.

Table 33 Providers of vocational programs and key government bodies

Providers of vocational programs

Latest data from the Commission for Academic Accreditation indicates there are 10 licensed

institutions offering vocational programs in the UAE. The British Council identified three providers in

the non-federal sector (licensed by CAA) that offer both higher education programs and programs

in “truly vocational areas directed at particular fields of employment”.65 They are the Emirates

Academy of Hospitality Management, Al Khawarizmi International College and American University

of Sharjah. For a list of CAA-licensed higher education institutions, including those that offer

vocational programs, go to:

Appendix 11: CAA-licensed higher education institutions in the UAE (p. 216)

Large providers of vocational programs include the Abu Dhabi Vocational Education & Training

Institute (ADVETI), Institute of Applied Technology (IAT), Applied Technology Higher Schools (ATHS),

Secondary Technical Schools (STS), Sharjah Institute of Technology, Vocational Education

Development Centre (VEDC) and National Institute for Vocational Education (NIVE).

There are many colleges, institutes, schools, training centres and academies in the UAE that are not

licensed by CAA and not offering programs accredited by the CAA. For example:

the Knowledge and Human Development Authority (KHDA) currently has around 250 training

institutes on its database66

Dubai Knowledge Village is home to around 80 training institutes67

the Abu Dhabi Centre for Technical and Vocational Education and Training currently licenses 66

training providers.68

For a list of some of these providers, go to:

Appendix 12: Selected colleges, institutes, training centres and academies in the UAE (p. 218)

Key government bodies

The National Qualifications Authority (NQA) is undertaking a range of activities to enhance the

quality of technical, vocational and professional education in the UAE.

The Commission for Academic Accreditation (CAA) licenses universities and colleges and

accredits individual programs, including colleges offering vocational programs.

The Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) regulates

technical and vocational institutes in Abu Dhabi.

The Knowledge and Human Development Authority (KHDA) oversees the direction and quality

of private education and learning in Dubai.

65 British Council (2013). Other Vocational Providers. Retrieved January 30, 2013, from

http://www.britishcouncil.org/learning-skills-for-employability-uae-country-vocational-training-vt-providers 66 Knowledge and Human Development Authority (2013). Private Education Institution Directory. Retrieved

February 4, 2013, from, http://www.khda.gov.ae/En/Directory/directory.aspx 67 UAEfreezones.com (2013). UAE Freezone Directory for Training Institutes. Retrieved February 4, 2013, from,

http://www.uaefreezones.com/UFZOnlineDirectory.aspx 68 Abu Dhabi Centre for Technical and Vocational Education and Training, Licensed Training Centres, Retrieved

January 30, 2013, from http://www.actvet.ac.ae/en/licensing/LicensingTrainingCentre.aspx

http://www.jumeirah.com/en/Jumeirah-Group/The-Emirates-Academy/The-Academy/


http://www.khawarizmi.com/

http://www.aus.edu/

http://www.aus.edu/

http://www.sit.ac.ae/

http://www.britishcouncil.org/learning-skills-for-employability-uae-country-vocational-training-vt-providers

http://www.khda.gov.ae/En/Directory/directory.aspx

http://www.uaefreezones.com/UFZOnlineDirectory.aspx

http://www.actvet.ac.ae/en/licensing/LicensingTrainingCentre.aspx

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Infrastructure for vocational qualifications

will encourage international mobility by

enabling qualifications achieved abroad to

be recognised as equivalent to UAE

qualifications.

Apart from ensuring employers and other key stakeholders have a better understanding of the

link between vocational qualifications and occupational requirements of jobs, implementing

underpinning infrastructure for vocational qualifications will:

create new learning pathways and progression routes

help individuals to make decisions about what they want to do next and to continue

learning while working or in their community

improve opportunities for individuals to work

abroad without having to repeat

qualifications

enable people to be recognised for the work

they do in the workplace and communities

as part of their development

enable qualifications achieved abroad to be recognised as equivalent to UAE

qualifications, encouraging international mobility

develop a language to describe national and international qualifications that employers

and learners can understand. Employers will be able to state clearly the education or

training required when advertising jobs. Candidates will be able to check whether they

have the skills required to apply.

In summary, dedicated infrastructure in the form of respected providers of vocational

programs and government bodies responsible for quality assurance, licensure and program

accreditation are significant steps in building a world-class VET sector for the UAE. The

National Qualifications Authority will lead national efforts by establishing and maintaining

standards and regulations for technical, vocational and professional education and training.

These standards and regulations must keep pace with scientific and technological progress

and meet the requirements of economic and social development.69 The Authority will

facilitate the development of industry-led national vocational qualifications based on labour

market requirements. It will also implement a national qualifications framework that is a

national frame of reference for all qualifications in the UAE, including vocational

qualifications. In time, these efforts will raise employers’ understanding of the nature and

benefits of vocational qualifications.

69 National Qualifications Authority (2012). Qualifications Framework Emirates Handbook. Retrieved February 6,

2013, from http://www.nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf, p. 13.


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Similar to many other countries, UAE faces

the challenge of making vocational

qualifications and careers attractive to

employers and students.

8.3 IMPORTANCE OF VOCATIONAL EDUCATION AND TRAINING

The second project purpose was to identify the extent to which employers and students are

aware of the importance of vocational education and training.

Vocational education and training (VET) appears regularly in literature about national welfare

and prosperity. Coupled with technological advances, vocational education and training

influences and is influenced by social, political and even cultural considerations. The

development of a strong VET sector within an education and training system remains vital in

debates on the economic and social wellbeing as well as global standing of a nation.

The World Economic Forum in its Global Competitiveness Report for 2012-2013 has recognised

the importance of vocational and continuous on-the-job training by including it in the fifth

pillar of competitiveness called Higher Education and Training:

Quality higher education and training is particularly crucial for economies that want to

move up the value chain beyond simple production processes and products. In particular,

today’s globalizing economy requires countries to nurture pools of well-educated workers

who are able to perform complex tasks and adapt rapidly to their changing environment

and the evolving needs of the economy. This pillar measures secondary and tertiary

enrollment rates as well as the quality of education as evaluated by the business

community. The extent of staff training is also taken into consideration because of the

importance of vocational and continuous on-the-job training – which is neglected in many

economies – for ensuring a constant upgrading of workers’ skills.70

Findings from this project confirm what is experienced in many countries – a low level of

interest in and/or awareness and understanding among some employers and students of

vocational qualifications:

Some employers indicated a low level of

understanding of occupations that

require a Certificate 4 (e.g. typically held

by skilled trade workers) or lower. Overall,

employers identified fewer occupations

that require qualifications at these levels

most likely because they are not employing many people with these qualifications and/or

are employing people without the vocational qualifications normally required for their jobs.

Although employers indicated that work experience is an important factor influencing

their recruitment decisions, they placed greater importance on the qualifications of a

candidate. They prefer candidates with a Bachelor degree, followed by post-graduate

qualifications (i.e. Masters degree and Graduate Diploma). Although there was some

interest in candidates holding a Diploma or Associate degree, there was little interest in

candidates holding Certificates.

Only 4% of all secondary students who participated in this project intend to study at a

vocational institute after finishing school.

70 World Economic Forum (2012). The Global Competitiveness Report 2012-2013. Retrieved January 29, 2013,

from http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2012-13.pdf, p. 5

http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2012-13.pdf

140


Efforts should focus on steering students into

disciplines that meet a country’s labour

market needs rather than into universities to

obtain a degree that they may never use.

The Mohammed Bin Rashid Al Maktoum Foundation’s Arab Knowledge Report 2009.

Towards Productive Intercommunication for Knowledge explains that students are

reluctant to enter vocational programs as they ‘flock’ to university programs to obtain a

prestigious degree that may not lead to

relevant employment.

The 2012 Middle East Job Index71 found that

UAE employers are looking for candidates

holding Bachelor degrees or higher,

particularly in Engineering, Business

Management and Commerce, although some expressed an interest in Administrative

occupations (occupations that typically require vocational qualifications).

A 2009 study by PA Consulting72 of the opinions of 330 stakeholders on UAE’s education

system found that some students and teachers indicated insufficient opportunities for

students to undertake vocational programs as well as school facilities that do not

accommodate subjects with practical elements.

Walstab and Lamb (2008) and Batterham and Levesley (2011) identified several reasons

hindering engagement in the VET that are relevant to the UAE. Barriers include a lack of

VET facilities (in some parts of the UAE); low awareness of the VET sector; negative attitudes

about vocational qualifications; cultural barriers; and teachers and parents not

encouraging young people to consider vocational options.

Al-Ali (2007) argued that UAE Nationals have a negative attitude to physically demanding

work (such as building and nursing) and in some rural and remote parts of the UAE, woman

are traditionally restricted to occupations were genders do not mix (such as teaching).73

The Arab Knowledge Report 2009. Towards Productive Intercommunication for Knowledge

argues that Arab countries continue to focus on expanding their higher education sector

rather than steering students into disciplines that meet a country’s labour market needs:

In general, there are no specific plans in Arab universities for steering students and

setting intake guidelines for the various disciplines in terms of their relationship with the

domestic and foreign labor markets. Many Arab countries have expanded their

university systems, opening new branches and universities in many of their cities, but

not in accordance with any comprehensive ordering of the actual needs of these

countries. If anything, this has compounded the problems of higher education.

Moreover, many countries have merely cloned their universities, with little thought for

the relationship between the university and its immediate environment. This begs the

question as to the limitations inherent in the type of expansion that fails to embrace

the quality of the complex relationship between the university and its designated

functions within a particular community from the standpoints of internal coherence,

openness to the immediate environment, and escape from the “ivory tower”. 74


http://www.slideshare.net/bayt_com/middle-east-job-index-survey-august-2012 72 PA Consulting (2009). Curriculum Reform Program – A case for change. 73 Al-Ali, J. (2007). Emiratisation: drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. Vol 28, No. 9/10. Emerald Publishing Limited, p. 367 74 Mohammed bin Rashid Al Maktoum Foundation (2009). Arab Knowledge Report 2009. Towards Productive


http://www.mbrfoundation.ae/English/Documents/AKR-2009-En/AKR-English.pdf. 9. 11, p.114.



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The UAE is investing heavily to improve

education and training outcomes. In the

longer-term, these efforts should address

international concerns about the insufficient

supply of skilled Nationals.

This project identified some concerning indicators of the performance of UAE’s education

and training system that impact on the development of the country’s VET sector.

Mohammed Bin Rashid Al Maktoum Foundation’s Arab Knowledge Report 2009. Towards

Productive Intercommunication for Knowledge75 states that UAE’s enrolment rate in

vocational and technical education at 1.3% in 2003 was the lowest of all Arab countries

The World Economic Forum’s Global Competitiveness Report 2012-2013 ranks the UAE 86

out of 144 economies for Gross Tertiary Education Enrolment (a rate of 22.5% for 2003) and

56 out of 144 economies for Secondary Education Enrollment76 (a rate of 92.3% for 2006).

This report also indicates that an

inadequately educated workforce was

the third most problematic factor for

businesses seeking to do business in the

UAE.

The Mohammed Bin Rashid Al Maktoum

Foundation, Arab Human Capital Challenge report, 2007: Voice of CEOs found that “only

half of the CEOs surveyed believe that there are sufficient numbers of qualified students

coming out of the education system, with 54% citing that new graduates carry the right

skills set”.77 Only 14% of CEOs from the UAE expressed satisfaction with the sufficient supply

of skilled Nationals.

The same report includes the Education Capability Index, which “represents CEO

satisfaction levels related to the education system based on the current quality, the

adequate skills acquired by students upon graduating and the ability of the education

system to meet future market requirements. Overall it is particularly low in the Arab region

at a mere 42.6 points”72 – the UAE scored 41.3 points.

Note: this report acknowledges that some of the above data is out of date.

UAE leaders through government vision statements (such as UAE Vision 2021 and specific Abu

Dhabi and Dubai Emirate Vision statements 2030 and 2015) have recognised the urgent need

to reform the country’s education and training system to address these issues and meet the

needs of the new knowledge economy. The UAE Government has included vocational

training in one of the strategic directions in its UAE Government Strategy 2011-2013:

Encouraging participation and enhance capabilities of the Emirati workforce by

matching the education system with labor market requirements, increasing

participation of Emiratis in the work force, improving the capability and productivity of

the Emirati work force, developing vocational training, enhancing and enforcing

Emiratization programs, and encouraging the creation of job opportunities in the

Northern Emirates.78




76 Secondary Education Enrollment: The reported value corresponds to the ratio of total secondary enrollment,

regardless of age, to the population of the age group that officially corresponds to the secondary education level.


Retrieved November 19, 2012, from http://www.mbrfoundation.ae/English/Documents/AHCC-%20English.pdf, p. 5 78 UAE Federal Government (2011). Highlights of the UAE Government Strategy 2011-2013. Retrieved January 29, 2013,

from http://www.uaecabinet.ae/English/Documents/PMO%20StrategyDocEngFinV2.pdf, p. 12.



http://www.uaecabinet.ae/English/Documents/PMO%20StrategyDocEngFinV2.pdf

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The UAE lacks a way to measure the

development and progress of UAE’s VET

sector. It needs to collect, track and report

data to enable rigorous international

comparisons and rankings.

Strong investment in the education and training system together with reforms like Abu Dhabi’s

New School Model (introduced in 2010) will undoubtedly benefit the VET sector. Other data

from the Global Competitiveness Report 2012-2013 indicate signs of a positive impact of this

investment in the country’s education and training system. The UAE ranked 17th out of 144

countries for:

the quality of its educational system, in terms of meeting the needs of a competitive economy

the quality of its maths and science education

company investment in training and employee development.

In summary, the country’s visions for its education and training system, which encompass

vocational education, raise the bar as to the actions and reforms envisaged to improve the

quality of outcomes of technical, vocational and professional education in the UAE.

However, findings presented in this section indicate much work is needed to build the

confidence among employers and individuals of the benefits of vocational programs and

occupations.

Overtime, infrastructure developments (discussed in the previous section) and awareness

raising strategies (discussed in the next section) will help address this issue. What is missing at

this stage is a way to measure the progress of

the development of UAE’s VET sector. Some of

the indicators presented in this section are out

of date, do not focus sufficiently on vocational

enrolments and outcomes, and do not allow for

rigorous international comparison and rankings.

In summary, one of the roles of the National Qualifications Authority is to collect, analyse and

provide qualifications-relevant data. The timely collection of this data will require data-sharing

agreements with providers of vocational programs, licensing and program accreditation

bodies, different ministries (such as the Ministry of Higher Education and Scientific Research)

and statistical bodies (such as UAE’s National Bureau of Statistics and Statistics Centre - Abu

Dhabi). It will take some time before the UAE has a centralised data collection system for VET

statistics. What is possible in the near future is the development of a ‘Pocket Guide’ or similar

that consists of vocational information and statistics that are available from the above

bodies. The ‘Pocket Guide’ is discussed in more detail in the section on ideas for further

research in this chapter.

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Given the public sector is expected to

experience lower levels of growth in the

future, young people must prepare

themselves for careers in the private sector.

8.4 CAREER ASPIRATIONS OF STUDENTS

The third project purpose was to identify the career aspirations of students and the support they

need to help them achieve these aspirations, which includes gaining a good understanding of

the UAE labour market in order to make well-informed study and career decisions.

Two main themes arose from the analysis of data related to the career aspirations of students.

First, there is a need to improve participation by Emiratis in vocational programs that lead to

sustainable careers in the private sector.

Many students who participated in this study prefer to work in the public sector and believe

this sector offers good employment opportunities:

Nearly half of all secondary students and higher education students prefer to work in the

public sector, due likely to perceptions that remuneration, job security, hours of work, work

content and longer vacations are better in the public sector than in the private sector.79

Forty-eight percent (48%) of secondary school students and 37% of higher education

students indicated there would be more jobs in the public sector in the future.

According to the soon to be released,

Occupations and Careers Handbook for

UAE Nationals80, the public sector is likely to

experience lower levels of employment

growth compared to the industry (growth)

sectors of Energy Resources, Logistics and Transport, Utilities and Infrastructure, Building and

Construction, and Manufacturing. Increases in public sector jobs in the areas policy,

regulation and quality services are expected.

The Handbook includes profiles for 155 occupations regarded as critical, sustainable and

attractive jobs for UAE Nationals. Many of these occupations are in the private sector and

require a vocational qualification. For a list of these profiles, go to:

Appendix 13: Critical, sustainable and attractive jobs for UAE Nationals (p. 220)

Regardless of how attractive these occupations may be to UAE Nationals, increasing their

participation in the private sector will remain a challenge for some time. Data from

GulfTalent.com (2012) shows UAE Nationals accounted for 7% of total private sector

employment in 2011 – this is the second lowest nationalisation rate in the Gulf region. The 2011

article, Emiratisation: The Way Forward?81, identified two key challenges to Emiratisation in the

private sector:

79 Al-Ali, J. (2007). Emiratisation: drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. Vol 28, No. 9/10. Emerald Publishing Limited, pp. 367-368. 80 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers Handbook

for UAE Nationals. pp. 27-28 81 Instead Knowledge (2011, July 25). Emiratisation: The way forward?

http://knowledge.insead.edu/economics-politics/emiratisation-the-way-forward-1346


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Companies have a responsibility to provide

young Emiratis with proper training and on-

the-job experience to enable them to run

their country in the future.

How to meet young Emiratis’ high, often unrealistic, expectations (confirmed by this project)

How to convince expatriates on generous salary packages that they have a responsibility

to assist in a programme of which the success will most likely leave them redundant.

HSBC’s regional head of corporate sustainability, Ammar Shams, points out the dilemma that

companies face when employing Emiratis:

[On one hand], The Emirati community is a tight-knit network of families and allegiances

and until recently who you were or knew was reflected in your position within the public

service. Gaining access to this tight circle of contacts and inside knowledge of how the

government works, whom to turn to and how to get things done, are some of the

advantages of hiring Emiratis, according to HSBC’s regional head of corporate

sustainability, Ammar Shams.

[On the other hand], “Emiratisation for any company is a business decision, not a

corporate social responsibility”, Shams told INSEAD Knowledge. “If you want to enter a

market you have to invest in that market”. That is not an inexpensive commitment. Fresh

out of university, inexperienced Emiratis can command a starting salary of more than

AED 20,000 (US$5,450) a month, with the expectation of rapid promotion.

The article acknowledges the efforts of UAE

Governments in investing in self-reliance through

education, leadership training and

entrepreneurial programmes. It discusses the

importance of motivating young Emiratis to want

to learn the job; companies providing Emiratis with proper training and on-the-job experience

(rather than just filling quotas); and multinational companies empowering Nationals to run

their country:

“We need to find work for young Emiratis to keep them motivated and to create a

strong nation,” says one Emirati director of an Abu Dhabi government health services

agency, declining to be named given the sensitivity of the issue. “But we need to have

the best people working in the jobs. Before they take on the roles, we need to train our

young people to educate them and ensure they want to be trained and are prepared

to learn the job”.

Young Emiratis, too, say that while companies can be forced to take on extra nationals

they can’t be forced to accept them. Amnah bin Bahar, a trainee commercial

manager, says there is already a feeling among Emiratis that private-sector companies

are going through the motions, filling quotas rather than offering Emiratis proper training

and on-the-job-experience. “While it’s good to have an advantage on getting a job,

there is a downside in how you are treated once you’re in the position,” she says.

Stephan Schubert, Affiliated Professor of Strategy at INSEAD’s Abu Dhabi campus, says it

is time foreign businesses reassessed their attitude to Emiratisation and realised their

positions within the country were always going to be temporary. “The definition of

Emiratisation depends on where you’re sitting,” he notes. “Multinational companies

tend to look at it as a tax you have to pay for working in the region. [But] if you are in

the public sector you will view it as a priority, something that must be done to build the

nation. It is empowering nationals to run the country”.

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Students’ level of understanding of the UAE

labour market is lower than they perceive it

to be, which hinders their ability to make

well-informed study and careers decisions.

For further extracts from this informative article, go to:

Appendix 14: Extracts from article, Emiratisation: The way forward? (p. 224)

The article, Salaries for Emiratis can be a national road block82, also discusses the difficulty in

attracting Emirati graduates to the private sector due to higher salaries in the public sector.

Eisa Ali Za-abi, deputy general manager of the Emirates Institute for Banking and Finance

argued that although UAE Nationals may have high expectations joining the public sector, the

reality is different:

He [Eisa Ali Za-abi ] said fresh graduates face limited teamwork, irregular follow up on

discipline and punctuality, no culture of long working hours, a lack of mentors, unclear

career progression and competition with expatriates.

The same article included comments from Hanan Al Fardan from the Knowledge and Human

Development Authority's Higher Education Department that high entry level salaries were not

applicable to all entry level positions for Emirati graduates.

Second, there is a need to improve students’ access to careers advice and deliver this advice

in a way that improves their knowledge of the UAE labour market.

In terms of access to careers advice, it is concerning that around 30% of secondary school

students and almost 40% of higher education students who participated in this project have

never accessed careers advice. On the positive side, many students who have accessed

careers advice felt this advice was effective and that they would access it again in the

future. Some students who were dissatisfied with the careers advice indicated they would not

or were unsure if they would access careers advice again.

This project has a particular interest in finding out students’ level of understanding about the

UAE labour market because of its importance in helping them to make well-informed study

and career decisions. Effective careers advice should increase students’ awareness of the

occupations and industry sectors that provide good employment opportunities. Students must

also know about careers services offered outside educational institutions.

Over half of the students indicated they

have ‘good/very good’ knowledge about

their preferred job and industry sector of

employment (i.e. 49% of secondary school

students and 56% of higher education

students). This project also found that students who have accessed careers advice indicated

a higher level of understanding of their preferred future job and industry sector of

employment than those students who have not accessed careers advice.

However, students’ responses to related survey questions indicate their level of knowledge of

their preferred job and industry sector of employment is lower than they perceive it to be:

Many students have unrealistic salary expectations in terms of the salary of graduates in their

preferred jobs and the minimum salary they expect to receive before accepting a job.

82 Gulf News.com (2011, April 27). Salaries for Emiratis can be a career road block. Retrieved from

http://gulfnews.com/news/gulf/uae/employment/salaries-for-emiratis-can-be-a-career-road-block-1.799599


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Obtaining a good job after graduation was

very important to most students. However,

many students were unsure how easy or

difficult it would be to find a job and others

indicated it would be difficult.

Some students even want a salary that is above what they believe a graduate in their

preferred job would earn. Notable findings from salary expectation questions are as follows:

23% of higher education students expect a minimum monthly salary of between AED

20,000 and over a month before taking a job, and a further 25% of students were

‘unsure’ about the starting salary of graduates in their preferred job.

24% of secondary school students (mostly males) expect a minimum monthly salary of

between AED 20,000 and AED 39,999 a month before taking a job, and a further 38%

expect a minimum monthly salary of AED 40,000 and over before taking a job.

Both secondary students and higher

education students indicated the

‘availability of a good job after graduation’

was the main factor influencing their

decision to select a course. Yet their

responses to questions about a) the

‘ease/difficulty’ in finding work in their preferred job; b) changes to the number of jobs of

interest to them; and c) industry sectors that offer good employment opportunities suggest

many students do not know if their selected course would actually provide a ‘good job

after graduation’:

29% of secondary school students and 41% of higher education students indicated it

would be ‘difficult/very difficult’ to find work in their preferred job. A further 60% of

secondary school students and 44% of higher education students were unsure given

they responded ‘not easy or difficult’ to this question.

50% of secondary school students and 42% of higher education students indicated the

number of jobs of interest to them would increase in the future. The remaining students

indicated ‘less jobs’, ‘no change’ or ‘unsure’.

Generally, students were not able to identify growth sectors with good employment

opportunities and/or narrow down their response to a couple of sectors. Many students

were not interested in pursuing jobs in the growth sectors of Logistics and Transport,

Utilities and Infrastructure, and Manufacturing (probably due to a lack of awareness of

opportunities in these sectors).

Addressing the disparity in salary and conditions between the public and private sectors was

beyond the scope of this study suffice to suggest unless this matter is addressed the number of

UAE Nationals seeking employment will continue to rise whilst expatriates at lower salary costs

will dominate the private sector. The dichotomy is that there will always be more jobs than

there are UAE Nationals. However, engaging their interest in the productive, innovative and

entrepreneurship (private) sector of the economy requires innovative initiatives and support

systems.

Many students indicated they have received careers advice from sources outside of

educational institutions. For both secondary school students and higher education students,

family/friends and careers events/fairs are key sources of advice. This project did not

investigate the effectiveness of each source in providing students with timely information

about the UAE labour market. In the case of parents as a source of advice, a study by

Batterham and Levesley (2011) found that:

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For careers advice and initiatives to be

successful, they must be packaged and

delivered in a way that meets students’

preferences.

Parents lack the confidence to advise their children on vocational qualifications,

despite high levels of confidence advising on education and employment. This suggests

that parents are not able to support their children taking vocational options as

effectively as for other routes.83

Their study also found that parents who are ‘confident’ about giving their children information

and advice about education and employment a) held a Bachelor degree or higher;

b) already had children in employment, education or training; and c) were not from minority

groups.

The scope of this project did also not cover identifying the range of careers services available in

the UAE. It did find though that the majority of secondary school students could access careers

advice at school and that there are initiatives in place that promote vocational occupations.

For example, Dubai’s vocational education and guidance (academic counsellors) project for

public schools, the annual Najah Education and Training Exhibition and Careers Fair, and the

soon to be released Occupations and Careers Handbook for UAE Nationals. Unfortunately,

student awareness of Tanmia is low, with 57% of secondary school students and 69% of higher

education students not aware or unsure of the Authority’s existence.

This project has identified a need for careers

services and initiatives that inform students

about the UAE labour market. These services

and initiatives must also be packaged and

delivered in a way that meets student

preferences:

49% of secondary students and 48% of higher education students want to receive careers

advice directly from employers.

43% of secondary students and 41% of higher education students want to be mentored by

someone who is working in a job of interest to them.

Only 24% of secondary students and 23% of higher education students prefer printed

materials, with a greater proportion of students preferring text-based materials to be

available online.

This project confirms the need to raise both students’ and parents’ awareness of the

importance of careers advice and the availability of careers advice inside and outside

educational institutions. Careers advice must include timely information about the UAE labour

market and be packaged and delivered according to student preferences. Educational

institutions must have careers advisors who can equip students with knowledge about

sustainable careers. Institutions also need resources to broker opportunities for students to

interact directly with employers. Employers need to take a more active role in creating

authentic work experience opportunities for students.

83 Batterham, J. & Levesley, T. (2011). New directions: Young people’s and parents’ views of vocational




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It is the joint responsibility of individuals,

teaching institutions, workplaces and other

relevant groups to foster the development

of CoreLife Skills.

In summary, there is a need to educate and encourage students (particularly UAE Nationals)

about critical, sustainable and attractive jobs in the private sector. This must occur as early as

possible in secondary schools so that students can select a) the right subjects before starting

their secondary school certificate; b) select the right course if they decide to pursue further

study; and c) look for the right job after finishing school or graduating from further study.

Therefore, there is a pressing need for a national careers strategy that links careers services

and initiatives together to ensure they are “singing the same song” when it comes to

promoting critical, sustainable and attractive career opportunities in the UAE. This strategy

must consider the challenges facing Emiratisation in the UAE, in particular how to address

young Emiratis’ unrealistic expectations and how to convince foreign businesses that they

have a responsibility to provide Emiratis with proper training and on-the-job experience. The

public sector is also responsible for creating a work culture that instills in Emirati graduates a

work ethic similar to that required in the private sector.

8.5 CORELIFE SKILLS

The fourth project purpose was to identify employer and student views on generic (CoreLife)

skills i.e. skills that underpin work and the ability of learners to learn throughout their lives

(lifelong learning).

Many countries have introduced ways to acknowledge the role particular ‘generic’ skills play

in underpinning work, learning and life. Although countries may define ‘generic’ skills

differently (for example, transferable skills in France, employability skills in Australia, critical

enabling skills in Singapore), their purpose is largely the same:

Employers seek to ensure business success by recruiting and retaining employees who

have a variety of skills and personal attributes, as well as technical skills. Individuals also

need a range of generic skills to form and maintain family and community relationships.

Put simply, generic skills are those that apply across a variety of jobs and life contexts.84

The title for generic skills or key competencies in the UAE is CoreLife Skills. As stated in the

QFEmirates Handbook, “this title endeavours to cover and promote as a brand, the general

intent and nature of the key competencies or generic skills. That is, that they are considered

core; essential skills that underpin and support performance and functionality in work, learning

and everyday life”.85

84 National Centre for Vocational Education Research (2003). Defining generic skills: At a glance. Retrieved

February 5, 2013, from

http://www.ncver.edu.au/google_search.html?cx=005466847542416725873%3Aerakacnadz0&cof=FORID%3

A11&ie=UTF-8&q=generic+skills 85 National Qualification Authority (2012). Qualifications Framework for the Emirates Handbook. Retrieved

February 5, 2013, from http://www.nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf

http://www.ncver.edu.au/google_search.html?cx=005466847542416725873%3Aerakacnadz0&cof=FORID%3A11&ie=UTF-8&q=generic+skills



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According to Australia’s National Centre for Vocational Education Research in its report, Fostering

generic skills in VET programs and workplaces86, it is the joint responsibility of individuals, teaching

institutions, workplaces and other relevant groups to foster the development of generic skills in VET

programs and workplaces. This report includes specific approaches to developing generic skills

that training organisations and workplaces in the UAE could apply (‎Table 34).

Table 34 Approaches to develop generic skills in VET programs and workplaces87

In general

Promote their importance

Develop mechanisms for communicating the scope of generic skills

Use authentic experiences

Use team-based and integrated approaches to foster generic skills

In training organisations

Use learning strategies such as workplace projects, community projects, mini-companies or practice

firms, critical incidents to focus discussion and problem-solving, investigation or enquiry-based

learning, problem-solving learning, project learning, and reflective learning and workplace practice

Identify teachers who have high levels of experience in fostering generic skills

Develop networks to discuss and enhance practice and/or use team-based approaches to their

teaching, learning and assessment

Share appropriate support resources

In the workplace

Make generic skills a key feature in job descriptions and recruitment process

Use a range of ways to help familiarise staff (including induction programs) so that they learn what

the organisation expects in terms of key employability skills, standards of work and the key attributes

it expects of its employees

Model the behaviours sought (which can be made more formal by discussing the approaches

being modelled at an appropriate occasion)

Use buddy or mentoring approaches, or working alongside another employee (a less formal version

of the buddy or mentor approach)

Use rotation of tasks or working at higher duties where relevant

Use relevant targeted training for workplace supervisors to help them develop employability skills in

their staff

Use staff or teams to role play or discuss particular procedures or issues, such as dealing with difficult

customers within workplace requirements

Use quality circles and improvement teams to examine processes and other issues in the company

or work unit

Use work-based projects to assist the development of employability skills

Use staff assessment and the performance management system to reflect on these skills

Use critical incidents, including dealing with mistakes, conflict resolution or performance problems

Involve staff in appropriate community projects

86 National Centre for Vocational Education Research (2003). Fostering generic skills in VET programs and

workplaces. Retrieved February 5, 2013, from


A11&ie=UTF-8&q=generic+skills 87 National Centre for Vocational Education Research (2003). Fostering generic skills in VET programs and



A11&ie=UTF-8&q=generic+skills, p. 4.





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There are a number of barriers to improving

the generic skills of individuals that must be

addressed to improve their employability.

Efforts by relevant stakeholders to improve the

generic skills of individuals (and therefore, their

employability) must consider the barriers88 that

they face. The UK Commission for Employment

and Skills (2010) identified barriers related to engaging employers, addressing the skills

mismatch, engaging ‘hard to reach’ individuals, focusing on sustainable employment, and

raising the profile of employability skills for providers and individuals. Those barriers that seem

most relevant to the UAE are as follows:

Employers may not support individuals to develop their employability; engage in the

development and delivery of employability initiatives; and/or adequately identify and

articulate their skills, made particularly difficult when:

… many employers have not formally thought about their skills and workforce needs

and how these relate to business needs for the medium to longer term which is likely

to impact on their ability to identify their future skills requirements and thus shape

future provision. (p. 38)

Employers are not aware of the range of available employability initiatives that would help

them further develop the skills of employees.

Education and training provision may not respond to new skills requirements of employers

causing a mismatch between the skills needed and the skills held by people looking for work:

There is a need for the policy-making community and training and education providers

to better understand the new skills that are regarded as fundamental to being

employable by businesses. Employability skills, particularly person-to-person and

aesthetic skills are not easy to define and accredit with formal qualifications, and this

can be problematic for education and training providers and funders. (p. 42)

Employers preferring in-house training due to their negative perceptions of the ability of

schools and colleges to provide young people with the skills they need.

Individuals may not have adequate access to opportunities to engage them in activities

to improve their employability and basic skills due to a lack of employment-related

information that provides them with:

Although the situation has been improved, there is a need for better labour market

and careers information and advice at the point of exit from school and higher

education and through organisations such as Jobcentre Plus. In addition, related to

this, there is evidence that those who have been out of the labour market for some

time tend to aspire to jobs in which they have had previous experience or have some

knowledge. In some local areas, these jobs can be in declining industries, and there is

a lack of understanding amongst this group about where the new opportunities are

and what sorts of skills (including employability skills) are required (article cited Nickson

et al., 2003). (p. 42)

88 UK Commission for Employment and Skills (2010). Employability Skills: A Research and Policy Briefing. Retrieved

February, 5, 2013, from http://www.ukces.org.uk/assets/ukces/docs/publications/briefing-paper-

employability-skills.pdf

http://www.ukces.org.uk/assets/ukces/docs/publications/briefing-paper-employability-skills.pdf


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Young people may recognise that

qualifications and work experience are

important to their employability – but do

they realise their personal qualities and

character might also influence their career?

Employers not fulfilling their responsibility to provide training and development in key

employability skills that helps employees build on their initial skill sets and/or keep their skills

up to date.

Limited action to address a wide range of individual problems and barriers to work such as

the perceived financial disincentives to accessing training, lack of confidence and the

intimidating image of formal training – all negatively affect motivation for some individuals.

People equipped with the skills to get a job but not to stay in work because they do not

have up-to-date skills needed to provide them with sustainable employment.

Education and training providers not

prioritising and embedding employability

skills into their provision, which requires

leadership support within the institution or

provider, adequate resources, skilled

teachers and measures of success.

Lack of profile and low awareness of the importance of employability skills for individuals:

The Industry in Education report (1996) found that young people did not consider how

their personal qualities and character might influence their career, believing that

employers were only interested in qualifications. A recent investigation into young

people’s views about employability (Edge, 2010) found that young people did

recognise that experience was important (alongside qualifications) but often only as

they got older, either at university or when trying to enter the job market. Until learners

fully appreciate the role that employability skills can play in supporting their career

development it is unlikely that they will fully engage in gaining them. (p. 44)

In summary, one way for educational institutions to address the challenge of improving the

CoreLife Skills of students is through their teaching methods and content. The Commission for

Academic Accreditation (CAA) in the UAE has recognised the importance of CoreLife Skills

by adopting the QFEmirates as part of its licensure and accreditation standards. However,

improvements to an individual’s level of CoreLife Skills can take some time as many

institutional qualifications and programs have accreditation periods of four to five years

before review. This section of the report identified a range of approaches to develop an

individual’s CoreLife Skills in vocational programs and workplaces that do not revolve around

accreditation periods. Educational institutions, employers, individuals and other relevant

stakeholders must work together to provide graduates entering the labour market with the

necessary skills to gain and remain in sustainable employment. Employers should not set their

expectations too high by expecting graduates to be ‘work competent’ rather than ‘work

ready’. Individuals must understand the importance of CoreLife Skills to their current and

future employability.

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Institutions should provide students with

opportunities to gain workplace knowledge,

skills and experience during their studies.

8.6 EMPLOYER RECRUITMENT PRACTICES AND HIRING INTENTIONS

The fifth project purpose was to identify employer recruitment practices as well as their hiring

intentions over the next two years.

May employers who participated in this project highly value work experience. However,

graduates typically develop their work experience post the qualification rather than during

their studies. Many students who participated in this project indicated a desire to interact

directly from employers, including being mentored by someone who is working in a job of

interest to them.

It is well known that employers are best placed to provide the most conducive environment for

learners to develop workplace knowledge, skills and experiences and to better understand

workplace culture. Workplace experiences significantly improve individuals’ awareness of

potential career pathways and ladders that they can pursue within their field of work/study.

Smith and Harris (2001)89 identified benefits,

challenges and effective practices of work

placements in VET courses that also apply to

courses in other education sectors:

Benefits for students: Learning new skills and applying existing ones, learning how to behave

at work, experiencing a variety of workplaces, a chance to practise on more modern or

different equipment, learning from other students’ experiences, becoming empowered by

success and wider knowledge, and an increase in skills and in finding a job. (p. 22)

Benefits for employers: An extra pair of hands, staff development opportunity for supervisors

and mentors, a chance to try out potential employees, philanthropic and advertising

function, finding out about other available courses from the educational provider, an

increase in the skills pool in local and national labour markets, and a better understanding of

the national VET system. (p. 22)

Benefits for VET providers and teachers: Learning about latest developments in workplaces,

networking, chance to enrol employees or sell consultancy services, potential for involving

employers in other activities, for example, employer groups, increased repertoire of

workplace anecdotes for classroom teaching, and increased appreciation by students of

classroom learning. (p. 23)

Challenges of work placements:

.. resourcing, professional development, tensions between workplace and provider

cultures, variations in quality of workplace learning environments and equity in access.

The issue of quality in particular has been underlined; work placements are very

dependent on the calibre and orientation of the workplace mentor(s) and on the

breadth and depth of experience possible in any particular workplace. (p. 2)





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‎Table 35 presents work placement practices for practitioners, providers and in policy terms

proposed by Smith and Harris (2000, p. 4) for Australia that could also considered in the UAE.

Table 35 Workplace practices for practitioners, providers and in policy terms

For practitioners

Careful consideration in recruiting and keeping host employers

Close monitoring of workplaces for quality in the learning environments which they provide for

placement students

A need for clarification of mutual expectations and responsibilities

Attention to the preparation of students before, support during, and debriefing after

undertaking work placements

Recognition of the student as the ‘meat in the sandwich’

Maintaining a constant dialogue with host employers

Access to information and literature about good practice in work placement policies,

arrangements and practices

Access to professional development about the work placement process

For providers

Professional development for (both provider and workplace) coordinators involved in work

placement arrangements a more co-ordinated approach to placements as an important and

cross-discipline part of the curriculum

Clarification for all parties of the purpose of each placement and an evaluation of placements

against those purposes

Adequate resourcing of placements rather than viewing them as a cheap alternative to on-

campus delivery

In policy terms

Gather and disseminate information about work placement policies, arrangements and

practices

A recognition of problems inherent in work placements to adequately addressed them

Official encouragement (and perhaps including incentives) for employers to participate, given

that benefits for them beyond their philanthropic contribution to the ‘social good’ are often

not evident

Greater, and critical, attention to what happens to students on placements and what they

learn

Partnership and dialogue with providers of VET teacher training to ensure inclusion of

placement issues in the curriculum for VET teachers

Provision of professional development for work placement co-ordinators

Adequate resourcing of work placements, particularly time to carefully prepare and debrief

students, and for providers to visit and support students during placement, activities not always

funded within current formulae

Funding of further research in the ‘gap areas’

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There are two key barriers to successful

institutional and employer relationships are

clash of cultures and student attitudes.

In terms of recruitment, employers used an array of well-tried formal and informal methods to

promote graduate positions. They were more likely to use of the methods of ‘advertising on

their own website’ and through ‘word of mouth’ than through educational institutions. There is

room for educational institutions to improve their relationship with employers leading to an

enhancement in the services they offer to employers. In his article on academic-industry

collaboration for games research and education, Swain (2009)90 argues there are two key

barriers to successful education collaborations

with industry, which are applicable to

education and training in other fields:

Universities put student needs first and

typically take a long-term view towards curriculum. University culture sometimes clashes

with industry culture e.g. when a university program is unable to immediately insert a new

class or tool into the curriculum.

Students who go to industry, either as interns or full-time hires, need to be humble and

enthusiastic about tasks assigned, given they are stereotyped as acting ‘entitled’ and this

can cause tension in the workplace.

To improve academic and industry collaboration, Swain (2009) recommended:

student showcases, sponsored contents and salons (presentations delivered to industry)

that are structured as class assignments

mentoring by industry representatives who are generous with their time when it comes to

helping students, have a natural calling for mentoring, and natural teaching personalities.

guest speakers and speaker series, delivered in classes or via video-over-IP programs.

Students can read about the guest speaker online the week before and submit questions

to him or her.

offering adjunct professorships for people from industry; and pairing adjuncts together or

pairing one with a full-time professor to jointly teach a class to deal with travel obligations

and unexpected deadlines.

collaborative classes taught in partnership with a company from industry, with students

learning about industry problems and doing assignments that are similar to what industry

teams do. These classes should provide regular access to at least one person at the

company, and use online wikis for efficient communication between the students, faculty

and industry mentors.

internships programs and other solutions like Faculty members learning about the

character and abilities of individual students, beyond resumes and portfolios, in order for

industry to recruit and screen students.

90 Swain, C 2009, ‘Improving academic-industry collaboration for game research and education’, 4th

International Conference on Foundations of Digital Games, April 26-30, 2009, Orlando, Florida, ACM, New

York. http://portal.acm.org/citation.cfm?id=1536550&CFID=5531807&CFTOKEN=73002037

http://portal.acm.org/citation.cfm?id=1536550&CFID=5531807&CFTOKEN=73002037

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Recognising prior learning promotes lifelong

learning by encouraging individuals to

continually improve their skills and

knowledge.

Recognising non-formal and informal learning has become an important issue across most

developed and developing countries. However, the UAE is still to establish mechanisms that

recognise the prior learning of individuals in the UAE (particularly UAE Nationals in the military

or police service with extensive levels of experience and few formal qualifications to show).

The National Qualifications Authority states that the recognition of prior learning:

... may be defined in a number of ways. However, all definitions emphasise that RPL

involves the assessment of previously unrecognised skills and knowledge an individual

has achieved outside the formal education and training system. RPL assesses this

unrecognised learning against the requirements of a qualification or award, in respect

of both entry requirements and outcomes to be achieved. By removing the need for

duplication of learning, RPL encourages an individual to continue upgrading their skills

and knowledge through structured education and training towards formal

qualifications and improved employment outcomes.91

Recognising prior learning is essential if the

UAE wants to engage individuals in lifelong

learning. The introduction of formal VET

infrastructure and regulatory systems with the

recognition of prior learning as one of its

priority objectives would go some way to

advancing and managing this matter. The National Qualifications Authority is responsible for

developing a national policy and procedures for the implementation of RPL across all sectors of

education and training in the UAE. The Authority will work with the relevant commissions in the

UAE to address the barriers associated with the implementation of recognition of prior learning.

According to Bowman et al. (2003)92, the main barriers to RPL are:

low awareness and negative perceptions of providers and individuals

complex processes, such as RPL takes too much time and information provided is too

complex

inadequate support for individuals (to collect evidence), assessors (who need professional

development) and providers (who need improved funding models)

confusing language, with the authors referring to feedback from one provider:

As one informant from an assessment-only registered training organisation noted, the

VET terminology and that attached to RPL is simply confusing and misleading. Terms

such as ‘advanced standing’, ‘skills recognition’, ‘units of competency’, ‘mandatory

evidence’ requirements may be influential in turning inexperienced applicants away

from accessing the process. (p. 20)

91 National Qualifications Authority (2013). Qualifications Framework for the Emirates Handbook. Retrieved January

8, 2013, from http://nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf, p. 101 92 Bowman, K., Clayton, B., Bateman, A., Knight, B., Thomson, P., Hargreaves, J., Blom, K. & Enders, M. (2003).

Recognition of prior learning in the vocational education and training sector. Retrieved February 7, 2013, from,

http://www.ncver.edu.au/google_search.html?cx=005466847542416725873%3Aerakacnadz0&cof=FORID%3A11

&ie=UTF-8&q=Recognition+of+prior+learning+in+the, p.16.

http://nqa.gov.ae/pdf/QF%20Handbook_v1b_28_Feb_2012.pdf

http://www.ncver.edu.au/google_search.html?cx=005466847542416725873%3Aerakacnadz0&cof=FORID%3A11&ie=UTF-8&q=Recognition+of+prior+learning+in+the


156


A collaborative stakeholder approach will

improve congruence between labour

market needs and graduate qualifications

and skills.

The majority of participants forecasted growth in their hiring intentions over the next two

years. This was consistent with the UAE Central Bank’s yearly projection of the UAE economy

and augured well for prospective graduates in the future. Participants identified engineering

and industrial occupations as occupations in highest demand followed by account

executives, business development, administration, analysts and accounting professions.

The currency and relevance of qualifications to

the labour market is a continuing issue of

interest. The real or perceived shortfall in

congruence between what the labour market

requirements (demand) in terms of graduate

qualifications and skills supplied by the education and training market (supply side -

institutions and schools) requires a collaborative formal stakeholder approach. That is, where

respective key stakeholders work together (through for example, industry-led advisory bodies)

to better understand the current and future labour market and develop approved publicly

information that articulates market requirements. This information can be in two forms:

Future workforce development plans researched and endorsed by respective industry

based key stakeholders such as employers.

Qualifications based on occupational skills standards that formally express what an

individual is required to do to meet a standard of performance in the workplace for a

given occupational outcome.

In summary, it is vital to the future employability of students that they have access to

authentic workplace learning experiences during their study period. Many employers who

participated in this project indicated work experience is a key factor influencing their

recruitment decisions. Participating students expressed a strong desire to interact directly with

industry. If designed, organised, resourced and delivered properly, all parties involved in a

work placement benefit: students by learning new skills, employers by having a chance to try

out potential employees, and providers by learning about latest developments in workplaces.

Many employers also rely on qualifications when recruiting graduates, confirming the

importance of strong relationships between educational institutions and employers. Existing

employees with extensive work experience but no formal qualifications will benefit from the

country’s decision to establish a national policy and procedures for the recognition of prior

learning. The National Qualifications Authority in collaboration with stakeholders will facilitate

this policy initiative and oversee the establishment of industry advisory committees. These

committees will gather industry intelligence on future workforce needs and manage the

development of national occupational standards. These efforts will contribute significantly to

building the skills of new and existing workers based on labour market needs.

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The guide should help employers with their

recruitment, reskilling and retention

practices by improving their understanding

of the link between occupational

requirements and qualifications.

8.7 OCCUPATIONAL INFORMATION GUIDE FOR EMPLOYERS

The sixth and final purpose was identifying the appropriate content for the Occupational

Information Guide for Employers in the UAE: Mechanisms to aid reliability and consistency in

occupational descriptions in the UAE.

The guide represents a QFEmirates reference document that aims to help employers match

qualifications with occupational requirements when recruiting employees. For example:

what supporting infrastructure is currently available and/or under development

how to navigate and use the infrastructure core reference platform (base) developed to

improve consistency and build confidence in the use of qualifications and occupations

terminologies and descriptions in their recruitment, reskilling and retention activities.

The guide consists of the following sections:

Introduction

International context, including key

drivers of a national qualifications

framework

A national qualifications framework for the UAE (known as the QFEmirates), including benefits,

architecture, qualifications titling, CoreLife Skills and Recognition of Prior Learning (RPL)

ISCO system of occupations, including occupational profiles and occupational standards

Linking qualifications and occupations, including employability indicators of QFEmirates

levels, functions hierarchy, and example approaches to developing occupational profiles

Supporting appendices include the ISCO and ISCI classification systems, an expanded

notional function and taxonomy framework, and example approaches for developing

occupational profiles (Electrician and Sales and Marketing Manager).

According to the guide:

Employers may use the guide as a starting reference point for recruitment, reskilling and

retention practices as a means of communicating with the wider world for same

occupation or qualification requirements. Institutions too, use the same to demonstrate to

their prospective students the occupations that lead from the qualifications they achieve.93

It also states that it is important that users understand the:

… infrastructure that underpins and improves consistency and recognition in the use of

approved qualifications and occupational data, terminologies and descriptions.

Respective stakeholders such as employers, education and training providers,

practitioners, individuals, government bodies and the community can tap into this

infrastructure as a benchmark resource or reference tools to refer to, build,

contexualise, adapt, or modify as they see fit, to meet their needs.94

93 National Qualifications Authority (2013). An Occupational Information Guide for Employers in the UAE:

Mechanisms to aid reliability and consistency in occupational descriptions in the UAE, p. 10. 94 National Qualifications Authority (2013). An Occupational Information Guide for Employers in the UAE:

Mechanisms to aid reliability and consistency in occupational descriptions in the UAE, p. 10.

158


Therefore to assist users understand this infrastructure, the guide includes two conceptual

diagrams that illustrate the infrastructure at international, UAE and local level tools and

resources typically established in modern competitive economies:

The first diagram, Infrastructure – tools and resources (‎Figure 54), shows the relationships

between ISCO groups and titles, European Qualifications Framework (EQF) levels, QFEmirates

(QFE) levels, QFEmirates employment indicators (QFEI), functional taxonomy, occupational

profiles and occupational standards. For example:

The ISCO group/title of ‘managers and professionals’ aligns to levels 7 and 8 of the EQF,

levels 8 to 10 of the QFEmirates, the employability indicators related to ‘professional/higher

professional’ and ‘leading specialist/expert’, and the functional taxonomy of both

‘manage’ and ‘policy and strategy’. The occupational profiles for managers and

professionals (as well as other occupations) represent a broad description of the outcome

of this occupation. The occupational standards for managers and professionals define the

knowledge and skills and their application to the standards and performance in the

workplace for these occupations.

Figure 54 Conceptual illustration of qualifications and occupational infrastructure at

international and UAE level

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159


The second diagram, Operational – tools and resources (Figure 55), shows the relationship

between infrastructure, institutes, employers and quality assurance. For example:

Regulators are responsible for quality assurance, employers manage employee relations

(e.g. recruitment, learning and development, careers paths), institutes design and deliver

education and training against occupational standards, and infrastructure is available in

the form of tools of resources to assist these bodies undertake these tasks.

Figure 55 Conceptual illustration of qualifications and occupational infrastructure at local level

In summary, the Occupational Information Guide for Employers in the UAE: Mechanisms to

aid reliability and consistency in occupational descriptions in the UAE should help employers

to match qualifications with their occupational requirements when recruiting employees.

They can also use the guide to inform their reskilling and retention practices and increase

their awareness of the importance of supporting infrastructure. Education and training

providers and students can use the guide to educate themselves about the link between

qualifications and occupations. The guide consists of five sections supported by a number of

appendices. This guide is presented as a separate document to this report.

160


A national careers strategy informed by the

economic visions of the country would

identify effective channels to enhance

students’ knowledge of critical, sustainable

and attractive jobs in the UAE.

8.8 FURTHER RESEARCH

This project identified several opportunities for further research that would explore in more

depth some of the findings generated from this project.

8.8.1 A national careers strategy for the UAE

There is a need to improve the matching of

employer demand with the supply of graduates

at an educational and training system level in

the UAE. There must be effective channels in

place that communicate employer demand

and needs to students in a way that enhances

their knowledge of the UAE labour market.

This project recommends further research in the form of a feasibility study for a UAE national

careers strategy that aligns to the economic visions of the country (e.g. UAE Vision 2021) for

consideration by policy makers. In order to identify the features of a national careers strategy,

the feasibility study would build on findings from this project to find out:

community awareness of the UAE labour market, importance of careers advice and the

availability of careers services (note: community includes students, parents, educators,

industry, government)

how to best deliver publicly available and up-to date information about sustainable

careers in the UAE labour market

the ability of careers advisors in educational institutions to effectively communicate labour

market needs to students

features of initiatives that would enable students to interact effectively with industry during

their study period e.g. work placements, mentoring programs, industry visits, etc.

the currency of study programs in light of changing industry needs and trends

the nature and effectiveness of current employer-to-institution relationships that aim to

enhance the employability outcomes of graduates

the types of collaborative stakeholder mechanisms that bring together industry,

government, education and training providers, individuals and community stakeholders to

collectively develop and maintain the most current labour market and education and

training system information.

8.8.2 Pocket Guide of VET information and statistics

As already stated in this chapter, existing indicators that relate to the progress and

performance of UAE’s VET sector are out of date, do not focus sufficiently on vocational

enrolments and outcomes, and do not allow for rigorous international comparison and

rankings. The National Qualifications Authority will assist in addressing these issues by

collecting, analysing and providing qualifications-relevant data and making this data

available to the public.

161


NQA is responsible for gathering

qualifications-relevant data. This activity

requires data-sharing agreements that

could form part of a national VET Data

Management Strategy.

One approach to presenting this data is through a Pocket Guide of vocational information

and statistics95 consisting of:

the nature of vocational qualifications and careers

the number of vocational qualifications by type, location and industry sector

the names of education and training providers of vocational qualifications, including

qualifications offered, number of students and location

student participation as indicated by enrolments and completions by age, gender,

nationality, location and field of study.

Data collected on employers’ use of the VET system to meet their skills needs and views about

their engagement and satisfaction with the VET system96 could form part of the Pocket Guide

and/or be presented in a separate publication. Similar to the Australian approach, collecting

this data would involve surveying a sample of employers who are randomly selected and

stratified by location (Emirate), industry

sector (12 sectors in the UAE) and employer

size (small, medium and large).97

Collecting the above data would involve

data-sharing agreements with providers of

vocational programs, licensing and

program accreditation bodies, different ministries (such as the Ministry of Higher Education and

Scientific Research) and statistical bodies (such as UAE’s National Bureau of Statistics and

Statistics Centre - Abu Dhabi). Underpinning these data-sharing agreements could be a

national VET Data Management Strategy that covers the areas of:

data collection, validation and reporting

data quality, timeliness, transparency and warehousing

a centralised data system for providers and government bodies, including training users of

the system and minimising the burden on these organisations

linking reporting to payments/contracts with providers who receive government funding.

8.8.3 Exposure of students to the workplace

Almost 60% of the employers who participated in this study considered work experience an

important factor when recruiting graduates. This project did not investigate the extent to

which students gain exposure to the workplace during their studies, the range of programs

currently available to students in the UAE (e.g. internships, apprenticeships, cadetships) and

the effectiveness of these programs in providing students with authentic workplace learning

experiences that increase their employability. A project (linked to the feasibility study just

discussed) would explore these areas of inquiry and recommend fit-for-purpose work

placement models for the UAE that enhance learning, practice and exposure to the

workplace during the study period.

95 National Centre for Vocational Education and Training Resource (2011). Pocket guide: issued 2011. Retrieved

10 February, 2013, from http://www.ncver.edu.au/publications/2415.html 96 National Centre for Vocational Education and Training Resource (2011). Employers’ use and views of the VET

syste2011.. Retrieved 10 February, 2013, from http://www.ncver.edu.au/publications/2409.html 97 National Centre for Vocational Education and Training Resource (2013). Employers’ use and views of the VET

system: technical notes. Retrieved 10 February, 2013, from http://www.ncver.edu.au/publications/2409.html




162


Research on specific areas of work

placements would recommend fit-for-

purpose models for the UAE.

The study by Smith and Harris (2000)98 identified specific areas of future research about work

placements that this project could undertake:

A mapping exercise of work placements

Experiences of students and workplace mentors during placements – what is it like to be a

student on placement, and what is it like being a workplace mentor for placement students?

Power relationships in the workplace and their effects on student learning during work

placements roles and identities in what is labelled in the literature as the ‘tripod’ arrangement

(Le-Clercq, 1992) – the student, the provider mentor and the workplace mentor

A project (linked to the feasibility study just discussed) would explore these areas of inquiry and

recommend fit-for-purpose work placement models for the UAE that enhance learning,

practice and exposure to the workplace during the study period.

In-depth analysis of the actual learning undertaken by students

The skills employed by practitioners who arrange and monitor placements

Relative strengths of alternative models and approaches, such that empirical research

can begin to inform the development of robust theoretical models that can be used cross-

sectorally

Access and equity issues, such as the availability of placements in particular locations and

industries, and for particular types of students

The processes involved in managing placements and maintaining host employers

Assessment during placements, and the

issue of recognition of prior learning (RPL)

A follow-up study of students who have

completed placements.

8.8.4 Study decisions of students

This project identified several factors that influence the study decisions of students and found

that these factors vary by gender and nationality. There were also differences between

factors important to secondary students and those important to higher education students.

Further research could explore:

the actual factors that influence secondary school students at the time of making their

decision about further study (target group: students who have just applied to undertake

further study)

changes to these factors over the further study period (target group: students in their final

year of study)



http://www.ncver.edu.au/publications/567.html p. 4


163


Many students who have completed a

foundation program were unsure if it had

prepared them well for further study and

some were dissatisfied.

impact of these factors i.e. did students achieve the outcomes they expected such as a

good job after graduation, a job that met their salary expectations, they continued their

studies abroad (target group: graduates)

The research would identify those factors that are more or less likely to lead to an informed

study decision and recommend strategies to enhance students’ ability to make an informed

study decision. Before making a study decision, it is critical that students are aware of the

fields of study that are likely to lead to sustainable jobs in the UAE labour market.

8.8.5 Effectiveness of foundation programs

Nearly half (44%) of the secondary school students indicated they expect to undertake a

foundation program and two-thirds (66%) of higher education students indicated they have

undertaken a foundation program as part of their current studies. In the case of higher

education students, many students were ‘unsure’ if the programs had prepared them well for

tertiary study and some students were dissatisfied with the programs. Many secondary school

students who indicated they are confident

in undertaking and research still expect to

undertake a foundation program as part of

their further studies.

This project identified several sources that

discussed concerns related to foundation programs, such as the high number of students

entering programs because they are ill-prepared for tertiary study, the financial burden of

programs on institutions and students not getting a second chance if they faced difficult

circumstances during their final exams. This project did not locate any existing research on the

effectiveness of foundation programs from the student perspective. Further research at a

national level (rather than at an institutional level where outcomes of foundation programs

are probably measured) would identify the factors that influence student satisfaction with

foundation programs and develop success indicators for these programs.

8.8.6 Tanmia

This project found that 42% of employers, 57% of secondary school students and 69% of higher

education students who participated in this project were not aware or unsure of the existence

of UAE’s National Human Resource Development and Employment Authority (Tanmia). This is

concerning given that Tanmia commenced operations in November 2000. Tanmia has an

important role in providing:

Emirati job seekers with access to training, career guidance and employment vacancies

employers with a national website to advertise their vacancies and access CVs of UAE

Nationals. Employers that achieve the employment quota of UAE Nationals are upgraded

to class A status in the Ministry of Labour, which means they are excluded from the need

for a bank guarantee.

164


Tanmia offers important services to Emirati

job seekers and employers. However, low

awareness of its existence means those that

need its help are missing out.

One of the functions of Tanmia is “following up and evaluating employment of nationals in

the public and private sectors”.99 This project recommends further research, in partnership

with Tanmia, that supports this function by:

assessing employment outcomes of Emiratis

gauging satisfaction levels of employers and Emiratis who have used Tanmia’s services

exploring brand awareness of Tanmia

identifying success indicators for each

service

recommending a strategy to raise

awareness of Tanmia and its services.

8.9 CHAPTER SUMMARY

The purpose of this chapter was to present the implications of this study based on six project

purposes:

employers’ understanding of the link between qualifications and jobs

the importance of vocational education and training

careers aspirations of students

CoreLife Skills

employer recruitment practices and hiring intentions

the contents of an occupational information guide for employers.

This discussion led to the recommendation for six new research activities that build on findings

from this project – a national careers strategy for the UAE, a Pocket Guide of VET statistics,

exposure of students to the workplace, study decisions of students, effectiveness of foundation

programs from the student perspective, and raising awareness of Tanmia.

99 Tanmia (2013). About Us. Retrieved January 25, 2013, from http://www.tanmia.ae/Content/aboutUss.aspx


165

Appendices

9. Appendices

Appendix 1: QFEmirates employability indicators 166

Appendix 2: Employer survey 168

Appendix 3: Secondary school survey 175

Appendix 4: Higher education survey 184

Appendix 5: Industry validation survey 193

Appendix 6: Survey returns 197


requirements 199

Appendix 8: Employer responses to function verbs related to specific occupations 204

Appendix 9: VET providers and relevant Government bodies 211

Appendix 10: CAA-licensed higher education institutions in the UAE 216

Appendix 11: Selected colleges, institutes, training centres and academies in the UAE 218

Appendix 12: Critical, sustainable and attractive jobs for UAE Nationals 220

Appendix 13: Extracts from article, Emiratisation: The way forward? 224

Appendix 14: References 226

166

Appendices

Appendix 1: QFEmirates employability indicators

QF

level

Indicative

employability range Employment relevance indicated in QFEmirates level descriptors

10 Leading specialist/expert

Employability in the leadership

of research and critical

change activity

A leading expert in their field of work, profession or discipline, with

expertise in the critique and development of social and organisational

structures and in the initiation of change, that includes mastery in

producing new and original knowledge or extending and redefining

existing knowledge or professional practice and can deploy

substantial authority, creativity, autonomy, independence, fair and

valid ethical judgements, scholarly and professional integrity, and

account for overall governance of processes and systems in

identifying unique solutions or conclusions. Can apply innovative and

advanced approaches to managing, leading and developing

technical or professional teams. Typically, they display highly

developed expert communication and information technology skills.

9 Higher professional

Employability as senior

professionals or leaders in

specialised fields

Highly specialised professionals with requisite knowledge and expertise

allied to competence in management and strategic leadership and

who can lead and function autonomously and ethically, and deploy

a range of advanced skills in planning, evaluating, producing and

executing creative solutions to highly complex, unpredictable and

unfamiliar issues in a range of contexts. Typically, they display highly

developed specialist communication and information technology

skills.

8 Professional

Employability as autonomous

professionals and as managers

In some fields, advanced and specialised knowledge-based

professionals and, in others, generalists with high level research,

analysis and problem-solving skills who are able to work independently

and ethically and/or apply management expertise in the supervision

and/or mentoring of others or in a combination of both. Typically, they

have highly developed advanced communication and information

technology skills.

7 Para-professional and higher

technical

Employability at the upper end

of many technical

occupations, or in para-

professional and management

roles

Specialist command of the theoretical knowledge and analytical skills

of an occupational field and the ability to design, evaluate and/or

plan solutions and apply ethical values to complex and unpredictable

problems, and/or apply high level specialist

administrative/management responsibilities including leading multiple,

complex groups. Typically, they display highly developed advanced

communication and information technology skills.

6 Supervisory and technical

Employability as a highly

developed and specialist craft-

worker, technician or

administrative operative

and/or supervisor roles

Specialist command of the knowledge and skills of an occupational

field and the ability to develop, specify and/or implement solutions to

complex problems, and/or apply specialist administrative/supervisory

responsibilities including leading multiple groups. Typically, they display

advanced communication and information technology skills.

167

Appendices

QF

level

Indicative

employability range Employment relevance indicated in QFEmirates level descriptors

5 Highly skilled

Employability as an advanced

craft-worker, technician or

administrative operative,

and/or in limited supervisory

roles

Entry to many higher level

supervisory and para-

professional careers with strong

general employability

Comprehensive command of the knowledge and skills of an

occupational field and the ability to identify, diagnose and implement

solutions to abstract, familiar and non-routine problems covering

complex type work, and assume control, coordination or

administrative implementation responsibilities that include leading

teams and multiple groups. Typically, they display comprehensive

communication and information technology skills.

4 Skilled

Employability as a generalist



and/or lead teams

Entry to many careers with

strong general employability

Command of a broad range of specialised knowledge and skills of an

occupational field and the ability to work independently, identify and

deploy known solutions to defined problems, assume control or

administrative responsibilities for specified outcomes covering skilled

type work, and lead technical/peer teams and/or others in a specific

work activity. Typically, they display effective communication and

information technology skills.

3 Semi-skilled

Entry to many occupational

sectors and employment in

semi-skilled vocational

occupations

The capacity to draw on a broad range of mainly factual and

procedural knowledge and apply a limited range of skills to carry out

tasks and deploy routine solutions to predictable and occasional

unpredictable problems using simple rules, instruments, tools and

techniques relating to a whole job, whilst working under indirect

supervision with some autonomy and which may include leading small

teams within a technical or group activity.

2 General



roles requiring routine general

skills

The capacity to draw on general, factual knowledge of a defined

field of work or discipline and carry out simple, routine tasks under

guidance and in accordance with procedures within a defined

context to respond to, and/or solve, defined problems whilst working

independently and/or in small structured teams under direct

supervision and in a managed and/or routine environment.

1 Basic

Employability in occupations

requiring limited well-defined

and procedural skills or

programs to enable

occupational entry

The capacity to carry out work in well-defined, familiar and

predictable contexts under direct supervision or to perform simple

repetitive and predictable tasks to solve well-defined problems in a

controlled environment.

168

Appendices

Appendix 2: Employer survey

Survey results will provide the National Qualifications Authority (NQA), Federal Demographic

Council and other interested bodies with information about a) employer views of the relationship

between jobs and qualifications; b) general skills (or CoreLife Skills) employers expect their

employees (particularly recent graduates) to have; and c) employer recruitment preferences and

methods when employing recent graduates. NQA will then suggest ways to improve the

matching of knowledge, skills and qualifications of current and prospective employees to

employer needs. If you have any questions about the survey, contact Malik Althuwaini

([email protected] or 971 (0)2 815 6633) or send a letter to the Research and Development

Unit, National Qualifications Authority, P.O. Box 63003, Abu Dhabi.

SECTION 1: ABOUT YOUR BUSINESS/ORGANISATION

1. City

2. Emirate

Abu Dhabi

Ajman

Dubai

Fujairah

Ras Al Khaimah

Sharjah

Umm Al Quwain

3. Type of organisation

Multi-national

National (across UAE)

Local (Emirate only)

Other

4. Sector

Public (government) sector

Private sector

Semi-public

Not-for-profit/community

Other


169

Appendices

5. Number of employees

1-10 employees

11-20

21-50

51-100

101-200

201-500

501-1000

Over 1000 employees

Currently no employees

Unsure

6. What percentage of your workers are Emirati?

0% (employ no Emiratis)

1-10%

11-20%

21-40%

41-60%

61-80%

81-99%

100% (all workers are Emirati)

Unsure

7. What main industry does your business/organisation operate in?

Government services and public administration (includes Defence and Policing)

Community, health and social services

Business, administration and financial services

Tourism, hospitality, retail and leisure services, including personal care services

Arts, culture and entertainment

Education, learning and social development

Building and construction, estates and assets development and management

Utilities and infrastructure

Energy resources – oil, natural gas, petrochemical, chemical, and mining/quarrying

Manufacturing

Logistics and transport

Agriculture, livestock and fishery

Unsure

Other

170

Appendices

8. What is the core activity of your business/organisation e.g. catering, banking, higher education, etc.

9. In two years time, do you expect to have more or less employees than you do now?

More employees

Less employees

Same number of employees as now (no change)

Unsure

10. If you intend to employ MORE people in the next two years, which occupations will you require? e.g.

administrator, engineer, bank officer

11. If you intend to employ LESS people in the next two years, which occupations are likely to be

affected? e.g. architects, public servants, pilots.

SECTION 2: GENERIC SKILLS

Generic skills are essential skills that underpin and support the performance and functionality in every

day work and learning. They are generic in that they apply to work generally rather than being specific

to work in a particular occupation or industry. These skills are known as CoreLife Skills in the UAE.

12. How important are the following generic (CoreLife) skills to your business/organisation? Please tick for

each generic skill.

Not

important

Somewhat

important Important

Very

important Unsure

Collecting, analysing and applying



concepts and ideas

Initiating and organising self and

activities, including motivation,

exploration and creativity

Working with others in teams including

leadership

Solving problems including using

mathematical ideas and techniques


communication technology (ICT)

Participating in social and civic life

including ethical practice

171

Appendices

13. If you employ graduates (i.e. who have less than 2 years work experience after finishing university, college

and/or school), how satisfied are you with their generic (CoreLife) skills? Please tick for each generic skill.

Highly

dissatisfied Dissatisfied

Neither

satisfied or

dissatisfied

Satisfied Very

satisfied



Communicating information, concepts

and ideas





leadership







SECTION 3: RECRUITMENT OF GRADUATES

(only complete this section if you employ or intend to employ graduates)

14. How does your business/organisation normally recruit graduates (i.e. who have less than 2 years work

experience after finishing university, college and/or school)?

Advertising on own website

Advertising in newspapers

Recruitment agencies

Graduates approach your business/organisation directly

Word of mouth (colleagues, friends, family, networks)

Through educational institutions

Other

172

Appendices

15. What factors influence your business/organisation most when employing graduates?

Academic record

Generic skills (NQA refers to these as CoreLife Skills)

Personal attributes (e.g. nationality, attitude, where a graduate lives)

Qualifications

Recommendations by others (colleagues, family, friends, networks)

Relevant work experience

Specialist subject knowledge

Other

16. If you selected 'qualifications' as one of the main factors when employing graduates, what type of

qualifications are most relevant to the needs of your business/organisation?

Doctoral degree (leading specialist/expert)

Masters degree (higher professional)

Graduate Diploma (professional)

Bachelor degree (para-professional/higher technical)

Diploma (supervisory/technical)

Associate degree/Diploma (highly skilled)

Certificate 4 (skilled)

Certificate 3 (semi-skilled)

Certificate 2 (general)

Certificate 1 (basic)

Other

17. Are you aware of Tanmia, the government body that helps employers to recruit Emirati job seekers?

Yes

No

Unsure

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Appendices

SECTION 4: YOUR VIEWS ABOUT JOB TITLES, OCCUPATIONS AND RELATED QUALIFICATIONS

18. Pick three (3) jobs in your business/organisation and indicate the qualification (if any) your

business/organisation requires employees to have to perform these jobs effectively. For example, if your

business/organisation employs a nurse, this person is likely to hold a 'Bachelor degree'.

Job titles

DOCTORAL DEGREE (mastery of a highly specialised field of

knowledge)

MASTERS DEGREE (comprehensive, highly specialised

knowledge in a field of work, discipline or professional practice)

GRADUATE DIPLOMA (advanced specialist knowledge in a field

of work or discipline and/or high level research, analysis and

problem-solving skills)

BACHELOR DEGREE (specialised factual and theoretical

knowledge in a field of work or study) (e.g. NURSE)

DIPLOMA (specialist body of knowledge of an occupational

field)

ASSOCIATE DEGREE/DIPLOMA (comprehensive body of

knowledge of an occupational field)

CERTIFICATE 4 (broad specialised knowledge and skills of an

occupational field)

CERTIFICATE 3 (broad range of factual and procedural

knowledge of a field of work or discipline)

CERTIFICATE 2 (general, factual knowledge of a defined field of

work or discipline)

CERTIFICATE 1 (elementary knowledge and skills in limited

contexts and under direct supervision)

19. Pick three (3) jobs in your business/organisation and indicate the level of knowledge, skills and

experience your business/organisation requires employees to have to perform these jobs effectively. For

example, if your business/organisation employs a teacher, this person is likely to have knowledge, skills

and experience at the 'professional' level.

Job titles


Higher professional

Professional (e.g. TEACHER)

Para-professional/higher technical

Supervisory/technical

Highly skilled

Skilled

Semi-skilled

General

Basic

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Appendices

20. Below is a list of verbs that relate to specific occupations. For example, if your business/organisation

employs an electrician you might select the verbs 'Diagnose', 'Repair' and 'Install’. Pick three (3) jobs

in your business/organisation and select key verbs for these jobs.

VERBS: Administer, Align, Analyse, Apply, Assemble, Assess, Attend, Audit, Build, Calibrate, Carry out, Check,

Commission, Compile, Comply, Conduct, Configure, Construct, Contribute, Control, Coordinate, Deliver,

Design, Develop, Diagnose, Direct, Document, Erect, Estimate, Evaluate, Fabricate, Facilitate, Fault-find,

Forecast, Identify, Implement, Inspect, Install, Institute, Investigate, Lead, Maintain, Make, Manage, Modify,

Mobilise, Monitor, Plan, Perform, Position, Prepare, Procure, Produce, Provide, Operate, Organise, Overhaul,

Rectify, Regulate, Repair, Report, Research, Respond, Schedule, Select, Sell, Service, Specify, Store, Supervise,

Test, Troubleshoot, Undertake, Use, Utilise, and Verify.

Pick 3 jobs in your

business/organisation

Select key verbs that describe what

employees in these jobs would do


Higher professional

Professional


technical

Supervisory/technical

Highly skilled

Skilled (e.g. ELECTRICIAN)

Semi-skilled

General

Basic

SECTION 5: FINAL COMMENTS

21. Do you have any final comments?

SECTION 6: FURTHER PARTICIPATION IN THIS PROJECT

22. Would you like to participate in a focus group and/or find out about survey results?

YES NO

I would like to participate in a focus group

I would like to find out about survey results

23. If yes to one of the above, please provide your contact details.

Your contact details

Name

Address (PO Box)

Email address

175

Appendices

Appendix 3: Secondary school survey

Data collected from this survey will provide the National Qualifications Authority (NQA), Federal

Demographic Council and other interested bodies with information about the careers aspirations

of secondary school students in the UAE as well as the support they need to help them achieve their

aspirations. The NQA will then suggest ways to help students learn more about the range of real-world

occupations with excellent employment prospects. As the survey does not ask for your name, your

identity is anonymous. If you have any questions about the survey, contact NQA's Research and

Development Unit ([email protected] or 9712 815 6622) or send a letter to the Research and

Development Unit, National Qualifications Authority, P.O. Box 63003, Abu Dhabi.

لجهات المعنية على ن اتهدف البيانات التي سيتم جمعها من هذا االستبيان الى مساعدة الهيئة الوطنية للمؤهالت والمجلس االتحادي للتركيبة السكانية وغيرها م

الطموحات. اذ ستقوم اإلطالع من كثب على طبيعة وحجم الطموحات الوظيفية لطلبة الثانوية العامة في الدولة وبالتالي توفير الدعم لهؤالء الطلبة لتحقيق تلك

ء الطلبة مستقبالً الهيئة بتحليل تلك البيانات ومن ثم اقتراح طيف واسع من المهن التي تشكل فرصاً وظيفية رائعة لهؤال

كما نود التنويه هنا أن هذا اإلستبيان لن يطلب من الطلبة اإلفصاح عن أسمائهم أو أي بيانات أخرى.

في حال وجود أي استفسار خاص باالستبيان ،يرجى التواصل مع الدكتورة ساندرا هوكا في الهيئة الوطنية للمؤهالت على :

[email protected]: البريد االلكتروني

رقم الهاتف :97128156622

والذي سيقدم لجميع المعنيين وال يسعنا في النهاية ، سوى تقديم الشكر الجزيل لكم بالنيابة عن الهيئة الوطنية للمؤهالت على وقتكم الثمين الستكمال هذا االستطالع

تصب في صالح التعليم في دولة اإلمارات العربية المتحدةالفائدة الكبيرة التي

SECTION 1: ABOUT YOU/ معلومات عامة عنك

1. School name / اسم المدرسة

2. Emirate

Abu Dhabi

Ajman

Dubai

Fujairah

Ras Al Khaimah

Sharjah

Umm Al Quwain

3. City / املدينة



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Appendices

4. Gender / الجنس

Male / ذكر

Female / أنثى

5. Age (years) / العمر

14 years / 14 سنة



17 years / 17 عاما


Other / أخرى

6. Grade / الصف

Grade 10 / العاشر

Grade 11 / الحادي عشر

Grade 12 / الثاني عشر

7. Nationality / الجنسية

Emirati / إماراتي

Non-Emirati / جنسية أخرى

SECTION 2: YOUR STUDY AND CAREER INTENTIONS / الوضع ادلرايس والطموحات الوظيفية

8. Straight after finishing school do you intend to / أن إنني أرغب وبعد اإلنتهاء من المدرسة مباشرة:

Study at a university or college / ألتحق بالجامعة أو الكلية

Study at a vocational institute / ألتحق بمعهد مهني

Get a job / الحصول على وظيفة

Get a job and be trained while working / الحصول على وظيفة مع التدريب أثناء العمل

Have a break for a year or more (e.g. travel, family reasons) / الحصول على فترة راحة لمدة عام أوأكثر ألسباب

(مثل )السفر أو لظروف عائلية ، أو غيرها

Unsure / غير متأكد

Other / أخرى

177

Appendices

IF YOU INTEND ON UNDERTAKING FURTHER STUDIES after completing school or in the near future (next

one to two years), answer Questions 9, 10, 11 and 12. If you do NOT intend to undertake further studies,

go to Question 13.

. 12و 11و 10و 9ة اذا كنت تنوي استكمال دراستك بعد االنتهاء من المدرسة مباشرة أو في المستقبل القريب )بعد سنة إلى سنتين(، يرجى اإلجابة على األسئل

13أما إذا كنت ال تنوي استكمال دراستك، انتقل مباشرة إلى السؤال

9. What is your preferred subject area/field of study? / ما هو التخصص الدراسي المفضل لديك؟

Education / التعليم

Humanities / العلوم اإلنسانية

Arts (e.g. fine arts, performing arts, visual arts) / Arts e.g. fine arts, performing arts, visual arts / الفنون الفنونالفنون البصريةالجميلة مثل: الفنون المسرحية،

Social and behavioural science e.g. psychology / العلوم االجتماعية والسلوكية مثل علم النفس

Journalism and information e.g. library studies / الصحافة واإلعالم مثل علم المكتبات

Business and administration e.g. banking, HR, marketing / إدارة األعمال مثل األعمال المصرفية، والموارد البشرية والتسويق

Law / القانون

Life/physical sciences / العلوم الفيزيائية والحياتية

Mathematics and statistics / الرياضيات واإلحصاء

Computing and IT / علوم الحاسوب ونظم المعلومات

Engineering and engineering trades / الهندسة والمهن الهندسية

Manufacturing and processing / التصنيع

Architecture /الهندسة المعمارية

Agriculture, forestry and fishery / الزراعة وصيد األسماك

Health e.g. medicine, dentistry and nursing / في ذلك الطب،طب األسنان والتمريضالصحة بما

Social work and social care e.g. disabled, youth / العمل االجتماعي والرعاية االجتماعية مثل رعاية الشباب وذوي اإلحتياجات الخاصة

Personal services e.g. hospitality, tourism, beauty / والتجميلالخدمات الشخصية مثل الضيافة، السياحة

Transport e.g. shipping, airlines, roads / النقل والمواصالت مثل الشحن ، الطيران ، الطرق

Environmental protection / حماية البيئة

Security services e.g. armed forces, fire fighting, police / ق، الشرطةالخدمات األمنية مثل القوات المسلحة، مكافحة الحرائ


Other / أخرى

10. How confident do you feel about undertaking independent study and research? ما هو مدى ثقتك بقدرتك الذاتية على إجراء البحوث والدرسات بشكل مستقل؟

Not confident at all / ،أعتد أن أكون مسؤوالً عن اختيار برنامجي الدراسي بمفردي لم لست واثقاً على االطالق

Somewhat confident / ًواثق إلى حد ما، عادًة ما أكون قادراً على الدراسة دون دعم لكني أحتاج إلى اإلرشاد أحيانا

Confident / واثق

Very confident / واثق تماما ً: اعتدت على الدراسة المستقلة


178

Appendices

11. What is important to you when selecting a course? You may select more than one (1).

ماهي األبعاد الرئيسة التي تحدد اختيارك لبرنامج الدراسة الخاصة بك؟ من الممكن تحديد أكثر من خيار واحد

Close to home / القرب من المنزل

Family wishes / أن يكون مطابقاً لرغبات العائلة

A course offered at a particular institution / أن يتم طرح البرنامج الدراسي في مؤسسة خاصة

Reputation of a particular institution / السمعة الجيدة للمؤسسة التعليمية

Entry requirements or standards / متطلبات ومعايير القبول

Opportunity to study overseas later / ًتوفر فرصة الدراسة بالخارج الحقا

Availability of a good job when you graduate / توفر الوظيفة المناسبة بعد التخرج

Graduate salary and conditions / الراتب المقترح بعد التخرج

Status / المكانة اإلجتماعية المترتبة على هذا التخصص


Other / أخرى

12. Will you undertake a foundation course as part of your further studies? هل ستقوم بااللتحاق في أي من البرامج التأسيسية كجزء من دراستك المستقبلية؟

Yes / نعم

No / ال


SECTION 3: PREFERRED FUTURE INDUSTRY OF EMPLOYMENT AND JOB / القطاعات الصناعية املفضةل مس تقبالً للتوظيف

13. In the future, what industry would you most like to work in? / ماهو القطاع الصناعي الذي ترغب العمل به مستقبالً؟

Government services and public administration (includes Defence & Policing) / الخدمات الحكومية واالدرة العامة

Community, health and social services / المجتمع والصحة والخدمات االجتماعية

Business, administration and financial services / إدارة األعمال والخدمات المالية

Tourism, hospitality, retail and leisure services / السياحة والضيافة وبيع التجزئة والترفيه والخدمات المنزلية

Arts, culture and entertainment / الثقافة والفنون والترفيه

Education, learning, and social development / التربية والتعليم والتنمية االجتماعية

Building/construction, estates & assets development/management / البناء والتعمير وتطوير ابنية التحتية وإدارة المرافق والممتلكات

Utilities and infrastructure / البنية التحتيةمرافق

Energy resources – oil, natural gas, petrochemical, chemical, and mining/quarrying / مصادر الطاقة– النفط والغاز الطبيعي والبتروكيماويات والمعادن

Manufacturing / التصنيع

Logistics and transport / اإلمداد والنقل

Agriculture, livestock and fishery / الزراعة والثروة الحيوانية والسمكية


Other / أخرى

179

Appendices

14. In the future, what job would you most like to do? / ما هو نوع العمل الذي تحب القيام به مستقبالً؟

15. How difficult/easy will it be to find employment in your preferred job and industry? ما هو مدى صعوبة أو سهولة الحصول على وظيفة ضمن قطاع العمل المفضل لديك ؟

Very difficult / ًصعب جدا

Difficult / صعب

Not easy or difficult / ليس من السهل أو الصعب

Easy / سهل

Very easy / جداً سهل

16. Would you prefer to work in the public or private sector? / هل تفضل العمل في القطاع العام أم القطاع الخاص؟

Public sector / القطاع العام

Private sector / القطاع الخاص


17. Please explain your answer to the above question / يرجى توضيح إجابتك على السؤال السابق

18. What is the minimum starting (monthly) salary you would accept before taking a job? / ما هو الحد األدنى للراتب الذي يمكن أن تقبل به قبل قبولك للوظيفة؟

Less than 5,000 AED per month / درهم شهرياً 5000أقل من

5,000-9,999 AED per month / 9,999إلى 5000من ً درهم شهريا

10,000-19,999 AED per month / درهم شهرياً 19,000إلى 10,000من


40,000 AED and over per month / 40,000 ً درهم وأكثر شهريا

Starting salary is not important to me / لست مهتماً كثيراُ بالراتب المبدئي لي


19. How important are the following subjects to your future career? / الدراسية التالية على مستقبلك المهني؟ ما مدى أهمية المواد

Not

important / غير مهم

Somewhat

important / مهم إلى حد ما

Important / مهم

Very

important / مهم جداً


Arabic / اللغة العربية

English / اللغة اإلنجليزية

Maths / الرياضيات

Science / العلوم

20. Are there other subjects that are important to your future career?

تؤثر على مستقبلك الوظيفي؟ هل هناك اي مواد دراسية أخرى تعتقد أنها

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Appendices

SECTION 4: CAREERS ADVICE / الإرشاد الوظيفي

21. Have you received careers advice at your school? / هل حصلت على أي إرشاد وظيفي خالل فترة دراستك؟

Yes / نعم

No / ال


My school doesn’t offer careers advice / اليوجد أي نوع من اإلرشاد الوظيفي في مدرستي

IF YOU HAVE RECEIVED CAREERS ADVICE AT SCHOOL, answer Questions 22, 23 and 24. If you have NOT

received careers advice at school, go to Question 25.

22، أما اذا لم تكن قد حصلت عليه ، فالرجاء التوجه مباشرة إلى السؤال 22و 22و 22إذا كنت قد تلقيت إرشاداً وظيفياً في المدرسة، يرجى اإلجابة على األسئلة

22. How did you receive this careers advice? You may select more than one (1).

كيف تلقيت اإلرشاد الوظيفي؟ من الممكن تحديد أكثر من خيار واحد

Careers advisor at schools / من خالل المرشد الوظيفي في المدرسة

Careers event/fair / من خالل معارض التوظيف

Printed information (e.g. booklets) / من خالل المطبوعات مثل الكتيبات

Visits to/by employers / الزيارات إلى أو من قبل أصحاب العمل

From family and friends / من العائلة أو األصدقاء

Other / أخرى

23. How effective was this advice in help you to select your subjects at school?

ما مدى فعالية مثل هذه النصيحة في مساعدتك الختيار المواضيع الخاصة بك في المدرسة؟

Highly ineffective / غير فعالة للغاية

Ineffective / غير فعال

Not effective or ineffective / ليست فعالة أو غير فعالة

Effective / فعال

Highly effective / فعالة للغاية

24. How effective was this advice in helping you to decide on your future studies and/or your

preferred future job?

وتقديم المشورة المهنية في مساعدتك التخاذ القرار الخاص عن دراستك أو عملك في المستقبل؟ما مدى فعالية

Highly ineffective / غير فعالة للغاية

Ineffective / غير فعال

Not effective or ineffective / ليست فعالة أو غير فعالة

Effective / فعال

Highly effective / للغاية فعالة

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Appendices

25. What is the likelihood that you will receive careers advice in the near future? ما هي احتمالية حصولك على استشارة مهنية في المستقبل القريب؟

Highly unlikely / من المستبعد جدا

Unlikely / من غير المحتمل

Not likely or unlikely / من المرجح أو من المرجح ليس

Likely / على األرجح

Highly likely / من المرجح جدا

IF YOU ARE INTERESTED IN RECEIVING CAREERS ADVICE AT SCHOOL, answer Questions 25 and 26. If you

are NOT interested in receiving careers advice, go to Question 27.

كنت مهتماً للحصول على اإلرشاد الوظيفي في المدرسة، يرجى االجابة علىذا إ 27 . أما إذا كنت ال ترغب بذلك ، انتقل إلى السؤال22و 22األسئلة و

26. At what age/grade would careers advice be most helpful to you? رشاد الوظيفي مفيداً لك؟ماهي المرحلة العمرية/ الدراسية التي تتوقع ان يكون اإل

Before age 10/Grade 5 / قبل سن العاشرة / الصف الخامس

Age 11-14/Grades 7-10 / ما بين سن الحادي عشر والرابعة عشر / الصفوف السابع إلى العاشر

Age 14+/After Grade 10 / فوق سن الرابعة عشر / بعد الصف العاشر


27. How would you like to receive careers advice? You may select more than one (1). ما هي الطريقة التي تفضلها للحصول على اإلرشاد الوظيفي؟

Websites / المواقع االلكترونية

Social networking sites (e.g. Facebook, Twitter) / :التويتر والفيس بوكالمواقع اإلجتماعية مثل )

Television/radio / التلفاز / الراديو

Printed materials (e.g. booklets) / المطبوعات

Careers advisors in educational institutions / مستشاري الوظائف في المؤسسات التعليمية

Dedicated careers centres in each Emirate / الوظائف المخصصة في كل إمارةمراكز

Careers events/fairs / معارض التوظيف

Direct from employers / مباشرة من اصحاب العمل مثل تلقي الخبرة العملية ، الزيارة إلى أو من قبل أصحاب العمل وحضور المعارض الصناعية

Being mentored by someone who is working in a job of interest to you اإلرشاد من قبل شخص يعمل في وظيفة مفضلة لدي

Other / أخرى

28. How would you rate your level of knowledge about the future job you want to do and industry you want

to work in? e.g. number of employers and jobs, working conditions, knowledge, skills and qualifications

needed for the job, etc.

عدد الوظائف وأصحاب العمل ما هو مستوى معرفتك بمتطلبات الوظيفة أو القطاع الصناعي الذي تود العمل فيه مستقبالً ؟ على سبيل المثال الخاصة الظروف /

للحصول على الوظيفة، الخبالعمل /المعارف والمهارات والمؤهالت المطلوبة

Very low / منخفض جدا

Low / منخفض

Average / متوسط

Good / جيد

Very good / جيد جدا

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Appendices

29. What is the minimum starting (monthly) salary for a graduate in your preferred job?

كخريج،وفي الوظيفة المفضلة لديك؟ما هو الحد األدنى للراتب الشهري المتوقع لك

Less than 5,000 AED per month / درهم شهرياً 5000أقل من

5,000-9,999 AED per month / 9,999إلى 5000من ً درهم شهريا



40,000 AED and over per month / 40,000 ً درهم وأكثر شهريا


30. If you know the minimum starting (monthly) salary for your preferred job, how did you find it out? لوظيفتك المفضلة )يرجى االجابة في حال كنت تعرف قيمة الراتب(؟كيف تجد الراتب الشهري والمبدئي

31. Are you aware of Tanmia, the government body that helps Emirati job seekers and provides

careers guidance services?

وتقديم خدمات اإلرشاد الوظيفي لهم؟ المواطنين الباحثين عن العمل الهيئة الحكومية التي تعمل على مساعدة -"هل سبق لك ان سمعت عن هيئة "تنمية

Yes / نعم

No / ال


SECTION 5: FUTURE DEMAND FOR JOBS / الرغبة املس تقبلية يف احلصول عىل الوظائف

32. In the future, which of the following industries do you think will provide good employment opportunities in

the UAE? You may pick more than one (1).

يمكنك تحديد أكثر من خيار واحد من برأيك من القطاعات الصناعية التالية سيقوم مستقبالً بتوفير فرص العمل المناسبة في الدولة ؟

Government services and public administration (includes Defence & Policing) / الخدمات الحكومية واالدرة العامة

Community, health and social services / المجتمع والصحة والخدمات االجتماعية

Business, administration and financial services / والخدمات الماليةإدارة األعمال

Tourism, hospitality, retail and leisure services / السياحة والضيافة وبيع التجزئة والترفيه والخدمات المنزلية

Arts, culture and entertainment / الثقافة والفنون والترفيه

Education, learning, and social development / والتنمية االجتماعية التربية والتعليم

Building/construction, estates & assets development/management / البناء والتعمير وتطوير ابنية التحتية وإدارة المرافق والممتلكات

Utilities and infrastructure / مرافق البنية التحتية

Energy resources – oil, natural gas, petrochemical, chemical, and mining/quarrying / مصادر الطاقة– النفط والغاز الطبيعي والبتروكيماويات والمعادن

Manufacturing / التصنيع

Logistics and transport / اإلمداد والنقل

Agriculture, livestock and fishery / الزراعة والثروة الحيوانية والسمكية


Other / أخرى/ الرجاء تحديدها

183

Appendices

33. In the future, how many jobs do you think will be available in the job of most interest to you?

See Question 14 for your preferred job.

التي تفضل العمل بها برأيك سيكون متوفراً مستقبالً؟كم من الوظائف والخاص بالعمل المفضل لك 42الرجاء الرجوع للسؤال

More jobs / وظائف أكثر

Less jobs / وظائف أقل

No change - same number of jobs as now / ًال تغيير نفس عدد فرص العمل الموجودة حاليا

Unsure / متأكدلست

34. In the future, do you think there will be more or less jobs in the public (government) sector?

هل تتوقع مستقبالً، توفر عدد أقل أم أكثر من الوظائف في القطاع الحكومي؟

More jobs / وظائف أكثر

Less jobs / وظائف أقل

No change - same number of jobs as now / ًال تغيير نفس عدد فرص العمل الموجودة حاليا

Unsure / لست متأكد

35. Do you have any final comments? / ؟هل لديك أي تعليقات أخرى

184

Appendices

Appendix 4: Higher education survey

Data collected from this survey will provide the National Qualifications Authority (NQA), Federal

Demographic Council and other interested bodies with information about the careers aspirations

of students studying in universities, colleges and institutes in the UAE as well as the support they

need to help them achieve their aspirations. The NQA will then suggest ways to help students

learn more about the range of real-world occupations with excellent employment prospects. As

the survey does not ask for your name, your identity is anonymous. If you have any questions

about the survey, contact Malik Althuwaini ([email protected] or 971 (0)2 815 6633) or send

a letter to the Research and Development Unit, National Qualifications Authority, P.O. Box 63003,

Abu Dhabi.

SECTION 1: ABOUT YOU

1. University/college/institute name

2. Emirate

Abu Dhabi

Ajman

Dubai

Fujairah

Ras Al Khaimah

Sharjah

Umm Al Quwain

3. City / املدينة

4. Gender / الجنس

Male / ذكر

Female / أنثى

5. Age in years

6. Nationality / الجنسية

Emirati / إماراتي

Non-Emirati / جنسية أخرى


185

Appendices

SECTION 2: YOUR STUDY AND CAREER INTENTIONS

7. What are you studying? Please state your course.

8. What year of study are your currently in?

1st year

2nd year

3rd year

4th year

Other

9. What year did you start your course?

2007

2008

2009

2010

2011

2012

Other

10. What is your main subject area/field of study?

Education

Humanities

Arts (e.g. fine arts, performing arts, visual arts)

Social and behavioural science (e.g. psychology)

Journalism and information (e.g. library studies)

Business and administration (e.g. banking, HR, marketing, sales, retailing, office work)

Law

Life/physical sciences

Mathematics and statistics

Computing/IT

Engineering/engineering trades

Manufacturing and processing

Architecture

Agriculture, forestry and fishery

186

Appendices

Health (including medicine, dentistry and nursing)

Social work and social care (e.g. disabled, youth)

Personal services (e.g. hospitality, tourism, beauty)

Transport (e.g. shipping, airlines, roads)

Environment protection

Security services (e.g. armed forces, fire fighting, police)

Other

11. What level is your program?

Diploma

Higher Diploma

Associate degree

Bachelor

Graduate Certificate

Graduate Diploma/Post-graduate Diploma

Masters

Doctorate

Other

12. Did you start your course after finishing school?

Yes

No

Unsure

13. If you did NOT start your course straight after finishing school, what were you doing before that?

(e.g. working, having a break, travelling, etc.)

14. What was important to you when selecting your course. You may select more than one (1).

Close to home

Family wishes

A course offered at a particular institution

Reputation of a particular institution

Entry requirements/standards

Opportunity to study overseas later later

Availability of a good job when you graduate

187

Appendices

Graduate salary and conditions

Status

Unsure

Other

15. Have you completed a foundation course?

Yes

No

16. Do you agree or disagree with this statement? The foundation course prepared me well for the

course I am currently studying.

Highly disagree

Disagree

Neither agree or disagree

Agree

Highly agree

17. After finishing university or college do you intend to:

Find a job

Enrol in another course

Have a break for a year or more (e.g. travel, family

reasons) before returning to study or finding a job

Unsure

Other

188

Appendices

18. Generic skills are essential skills that underpin and support the performance and functionality in every

day work and learning. They are generic in that they apply to work generally rather than being

specific to work in a particular occupation or industry. These skills are known as CoreLife Skills in the

UAE. How would you rate your level of generic (CoreLife) skills? Please tick for each generic skill.

Very

low Low Average Good

Very

good Unsure



Communicating information, concepts

and ideas





leadership







SECTION 3: PREFERRED INDUSTRY AND JOB

19. In the future, what industry would you most like to work in?






Education, learning, and social development



Energy resources – oil, natural gas, petrochemical, chemical, and mining/quarrying

Manufacturing



I don’t know

Other

189

Appendices

20. In the future, what job would you most like to do?

21. How relevant is your course to your preferred future job and industry of employment?

Highly irrelevant

Irrelevant

Neither relevant or irrelevant

Relevant

Highly relevant

22. How difficult/easy will it be to find employment in your preferred job and industry?

Very difficult

Difficult

Neither easy or difficult

Easy

Very easy

23. Would you prefer to work in the public (government) or private sector?

Public (government) sector

Private sector

Unsure

24. Please explain your response to the above question.

25. What is the minimum starting (monthly) salary you would accept before taking your preferred job?

Less than 5,000 AED per month

5,000-9,999 AED per month



40,000 AED and over per month

Starting salary is not important to me

Unsure

190

Appendices

SECTION 4: CAREERS ADVICE

26. Have you ever received careers advice?

Yes

No

Unsure

If you have received careers advice, answer Questions 27, 28 and 29. If you have NOT received careers

advice, go the Question 30.

27. How did you receive this careers advice? You may select more than one (1).

Careers advisor at schools

Careers event/fair

Printed information (e.g. booklets)

Visits to/by employers

From family and friends

Other

28. How effective was this advice in helping you to select your current course?

Highly ineffective

Ineffective

Neither effective or ineffective

Effective

Highly effective

29. How effective was this advice in helping you to decide on your preferred future job?

Highly ineffective

Ineffective

Neither effective or ineffective

Effective

Highly effective

191

Appendices

30. What is the likelihood that you will receive careers advice in the near future?

Highly Unikely

Unikely

Neither likely or unlikely

Likely

Highly likely

31. If you are likely to receive careers advice in the near future, how would you like to receive this advice?

You may select more than one (1).

Websites

Social networking sites (e.g. Facebook, Twitter)

Television/radio

Printed materials (e.g. booklets)

Careers advisors in educational institutions

Dedicated careers centres in each Emirate

Careers events/fairs

Direct from employers (e.g. work experience, visits to/by employers, attendance at industry events)

Being mentored by someone who is working in a job of interest to you

I am not interested in receiving careers advice

Other

32. How would you rate your level of knowledge about the future job you want to do? e.g. number of

employers and jobs, working conditions, knowledge, skills and qualifications needed for the job, etc.

Very low

Low

Average

Good

Very good

33. What is the minimum starting (monthly) salary for a graduate in your preferred job?

Less than 5,000 AED per month




40,000 AED and over per month

Unsure

34. If you know the minimum starting (monthly) salary for your preferred job, how did you find it out?

192

Appendices

35. Are you aware of Tanmia, the government body that helps Emirati job seekers and provides careers

guidance services?

Yes

No

Unsure

SECTION 5: FUTURE DEMAND FOR JOBS

36. In the future, which of the following industries do you think will provide good employment opportunities in

the UAE? You may pick more than one (1).






Education, learning, and social development



Energy resources – oil, natural gas, petrochemical, chemical + mining/ quarrying

Manufacturing



Unsure

Other

37. In the future, do you think there will be more or less jobs in the job of most interest to you? See

Question 20 for your preferred job.

More jobs

Less jobs

Same number of jobs as now (no change)

Unsure

38. In the future, do you think there will be more or less jobs in the public (government) sector?

More jobs

Less jobs

Same number of jobs as now (no change)

Unsure

39. Do you have any final comments?

193

Appendices

Appendix 5: Industry validation survey

Dear Industry Expert Group member

Thank you for accepting our invitation to be a member of the industry expert group to review the

Employer Validation Report using this survey. See Chapter 2 of the report for information about the

project's background, approach and industry validation exercise.

This survey asks you to indicate to what extent you 'agree' or 'disagree' with the findings and

observations presented in the Employer Validation Report and to add any comments you may have

about them. The final questions ask for your feedback about the readability, structure and presentation

of the report and any general comments you have about the project.

You will need the hard copy of the report in front of you to complete the survey. We have numbered and

highlighted all findings and observations in the report to make this validation exercise easier for you.

We would like to show our appreciation for your contribution to the project by naming you in the final

report. You can provide your details by completing the optional question at the end of the

survey. Regardless of whether you provide your details or not, your views are kept strictly confidential.

If you have any questions about this project, contact Dr Sandra Haukka, National Qualifications

Authority, Abu Dhabi, [email protected], 02 815 6677.

Thank you for your time, effort and interest in this important project that aims to benefit a range of

stakeholders in the UAE.

SECTION 3.2: JOBS AND EMPLOYABILITY INDICATORS OF THE QFEMIRATES

To what extent do you 'agree' or 'disagree' with each of the findings and observations presented in Section 3.2

of the report?

Highly disagree Disagree Neither

agree/disagree

Agree Highly agree

Finding 1

Finding 2

Finding 3

Finding 4

Finding 5

Finding 6

Observation 1

Observation 2

Observation 3

Do you have any comments about the findings and observations in Section 3.2 Jobs and employability

indicators of the QFEmirates?

194

Appendices

SECTION 3.3 GENERIC (CORELIFE) SKILLS

To what extent do you 'agree' or 'disagree' with each of the findings and observations presented in Section 3.3 of

the report?

Highly disagree Disagree

Neither

agree/disagree Agree Highly agree

Finding 7

Finding 8

Finding 9

Finding 10

Observation 4

Observation 5

Observation 6

Observation 7

Do you have any comments about the findings and observations in Section 3.3 Generic (CoreLife) skills

of graduates?

SECTION 3.4 RECRUITMENT OF GRADUATES


the report?


Neither


Finding 11

Observation 8

Observation 9

Finding 12

Observation 10

Observation 11

Observation 12

Observation 13

Observation 14

Finding 13

Observation 15

Observation 16

Finding 14

Observation 17

195

Appendices

Do you have any comments about the findings and observations in Section 3.4 Recruitment of graduates?

SECTION 3.5 HIRING INTENTIONS OF EMPLOYERS


the report?


Neither


Finding 15

Observation 18

Observation 19

Observation 20

Finding 16

Observation 21

Observation 22

Do you have any comments about the findings and observations in Section 3.5 Hiring intentions of

employers?

SECTION 3.6 ORGANISATIONAL FACTORS

To what extent do you 'agree' or 'disagree' with the observation presented in Section 3.6 Organisational factors?


Neither


Observation 23 (p. 29)

Do you have any comments about the observation in Section 3.6 Organisational factors?

196

Appendices

SECTION 3.7 GENERAL COMMENTS

To what extent do you 'agree' or 'disagree' with the finding and observations in Section 3.7 General Comments


Neither


Finding 17

Observation 24

Observation 25

Observation 26

Do you have any comments about the observation in Section 3.7 General comments (made by survey

participants)?

QUALITY OF REPORT

How would you rate the quality of the report in terms of readibility, structure and presentation?

Very low Low Average Good Very good Unsure

Readability of report

Structure of report

Presentation of report

INCLUSION IN FINAL REPORT

Would you like to the named in the final report?

Yes

No

If yes, please enter your details below:

Title

Name

Organisation

Email address

FINAL COMMENTS

Do you have any final comments about findings, observations, the report's readability/structure/

presentation and/or the project in general?

197

Appendices

Appendix 6: Survey returns

Employer survey returns by industry sector

Industry sector No. of participants % of participants

Government Services and Public Administration 5 6%

Community, Health and Social Services 1 1.2%

Business, Administration and Financial Services 24 28.9%

Tourism, Hospitality, Retail and Leisure Services 6 7.2%

Arts, Culture and Entertainment 7 8.4%

Education, Learning and Social Development 11 13.3%

Building and Construction, Estates and Assets

Development and Management 9 10.8%

Utilities and infrastructure 1 1.2%

Energy Resources 4 4.8%

Manufacturing 7 8.4%

Logistics and Transport 5 6%

Agriculture, Livestock and Fishery 1 1.2%

No response 2 2.4%

Total 83 100%

Secondary school returns by institution

School Name School type Number of

participants

Applied Technology High School/Institute of Applied

Technology (IAT), Abu Dhabi Public 307

Applied Technology High School/IAT, Fujairah Public 201

Applied Technology High School/IAT, Sharjah Public 61

Scholars Indian School Private 51

Ras Al Khaimah Academy Private 50

Raha International School Private 35

Al Salam Girls Cycle 2 & High School Public 29

Australian International School Private 23

Al Ameer English School Private 19

Anas Bin Al Nadhar Basic & Secondary Education School Public 8

Liwa International School Private 5

Palestine Girls School Abu Dhabi Public 3

Applied Technology High School, Ras Al Public 2

Haneen Girls for Secondary Education Public 1

Al Noman Bin Basheer Public 1

British International School Abu Dhabi Private 1

Rashid Bin Saeed School Boys Cycle 2 and High School Public 1

Fujairah Private Academy Private 1

No response 4

Total returns 803

198

Appendices

Higher education survey returns by institution

Institution name Number of participants

Ras Al Khaimah Medical and Health Sciences University 261

American University of Sharjah 209

American University in Dubai 99

Al Ain Women's College HCT 83

University of Sharjah 51

Al Ain Men's College HCT 29

Zayed University 24

Al Jaheli Institute of Science and Technology (ADVETI) 22

Abu Dhabi Vocational Education and Training Institute (ADVETI) 21

Sharjah Institute of Technology 18

National Institute for Vocational Education (NIVE) 18

Baynunah Institute of Science and Technology (ADVETI) 17

Ruwais Women’s College HCT 17

Al Ain International Aviation Academy 11

Ruwais Men's College HCT 10

Fujairah Women’s College HCT 9

Al Reef Institute of Logistics and Applied Technology (ADVETI) 5

Fatima College of Health Sciences 3

Masdar Institute of Science and Technology 1

No response 7

Total HE students 915

Appendix 7: Employer responses to qualifications, knowledge, skills and experience requirements for jobs

Qualification Occupational and Qualification Link Required Knowledge, Skills and Experience

Doctoral degree (mastery of a highly specialized field of knowledge)

QFEmirates level 10

Leading

specialist/expert

Employability in the

leadership of research

and critical change

activity

CEO

CFO

Chief Officers

Chief Operating

Officer

Consultant

Department head

Director

Director of Psychology

Engineering

Manager

General Manager

Head of Instructor

Head of Research

and Development

Manager

MD

Meteorologist

PhD in Mechanical

Engineering

Practice Lead

President

Researcher

Senior Manager

Trader/Sales

University Professor

Analyst

Business

Development

Manager

Business Product

Manager/Specialist

CEO

Consultant

Contracts Manager

Copywriter

Creative Director

Creative Strategist

Department

Manager

Design Manager

Designer - 3D

Director

Director of

Operations

Director of

Psychology

Engineer

Engineer -

Biomedical

Environmental

Manager

ERP Specialist

Executive Chef

Executive Manager

Field Editor

Finance

Manager/Specialist

Head Instructor

Head Of Accounts

Head of Department

Head of R and D

Head of Research

HR Recruitment

Specialist

Human Resource

Manager/Specialist

IT Finance

Logistical Systems

Engineer

Manager

Marketing

Master degree with

lots of experience

Organisational

Psychologist

Partner

Practice Lead

Project Director

Revenue

Sales Director

Sales Executive

Sales Manager

Section Manager

Senior Executive

Senior Manager

Senior Officer

Shift managers

Team Leader

Technical Director

Technology

Specialist

Underwriting

Manager

University professor

Masters degree (comprehensive highly specialized knowledge in a field of work, discipline or professional practice)

QFEmirates level 9

Higher Professional


professionals or leaders

in specialised fields

Administrative unit

manager

Analysts

Architect

Area Manager

Business Development

Manager

CEO

CFO

Chief Officer

General Manager

Head of Department

Head of English

Language and

Training

Head of Marketing

HR Manager

Human Resources

Leadership Program

Director

Planner

Principal Partner

Project Manager

Researcher

Sales/Marketing

Director

Senior Administration

Staff

Senior Architect

Senior Accountants

Administrative Unit

Manager

Architect

Art Director

Assistant Manager

Auditor

CEO

Consultant

Country

Director/Manager

Executive Producer

Finance

Finance Manager

Hr Trainee

It

It Manager

Manager

Managing

Consultant

Marketing

Post Production

Manager

Revenue

Sales Manager

Senior Accountant

Senior Engineer

Senior Fellow

Senior Instructor

Senior Manager

Senior Reactor

199


Commercial Director

Consultant

Counselor

Designer

Director

Director of

Development

Department

Division and

Department Manager

Engineer

Engineering

Experienced

Commercial

Leadership Program

Director

Insights Manager

Management and

Technology

Consultant

Manager

Manager,

Supervision

Managing

Consultant

Managing Director

Marketing Manager

MD

Organisational

Psychologist

Organization

Development and

Associate

Researcher

Research and

Development

Senior Engineer

Senior Instructors

Senior Legal

Researcher

Senior Manager

Senior Officer

Strategist Roles

Trader/Sales

Vice President (VP)

Design Engineer

Designer

Director

Director Contract

Logistics

Engineer

Marketing Personnel

Medical Doctor

Modeler

Nurse

Operator

Senior System

Developer

Service Operation

Leader

Technical Surveyor

Graduate Diploma (advanced specialist knowledge in a field of work or discipline and/or high level research, analysis and problem-solving skills)

QFEmirates level 8

Professional

Employability as

autonomous

professionals and as

managers

Administration Officer

Engineer

Associate Researcher

Auditor

Client Servicing

Account

Consultant

Customer Service

Supervisor

Designer

Engineer

Executive

Finance Manager

Financial Reporting

Manager

General Supervisor (T)

HR/Admin position

Instructors

IT Engineer/

Administrator

IT Manager

Manager

Manager - Marketing

Networking Engineer

PR Director

Recruitment Manager

Research Analyst

Senior Manager

Senior Supervisor

Specialty eg CIPD for

HR staff

Supervisor

Sustainable

Development

Engineer/Manager

Technical Apprentice

Transmission operator

Underwriter

Accountant

Administration

Officer

Analyst

Associate

Researcher

Auditor

Assurance Services

staff

Client Servicing

Executive

Construction

Manager

Consultant

Control Room

Operator

Editor

Engineer

Finance Director

Finance Manager

Graphics Supervisor

HR Manager

Instructor

Lab Analyst

Manager

Manager -

Accounting

Manager - Marketing

Marketing Manager

Media Administrator

Networking Engineer

Quantity Surveyor

Recruitment

Manager

Research Officer

Researcher

Safety

Sales Manager

Senior Administration

Professional

SRO Instructor

Teacher/has a

certificate in

teaching, and

experience too

Trader/Sales

Trainer

Training Director

200


Bachelor degree (specialized factual and theoretical knowledge in a field of work or study)

QFEmirates level 7

Para-Professional and

Higher Technical

Employability at the

upper end of many

technical occupations,

or in para-professional

and management roles

Accountant

Administration Staff

Administrator

All professional services

staff

Analyst

Analyst in Workforce

Solutions

Architect

Assistant Auditor

Assistant HR Manager

Assistant Secretaries

Assistant Training

Manager

Associate

Associate Consultant

Auditor

Automation Engineer

Basic requirement for

all hires except

specialised retail roles

Business Development

Executive

Chemist

Client Servicing

Account Manager

Commercial

Leadership Program

Consultant

Consultant in

Workforce Solutions

Customer Service

Agent

Design Engineer

Designer

Edison Engineering

Program

Editor

Engineer

Engineer Biomedical

Engineer IT

Engineer -

Mechanical

Engineer - Network

Engineering

Technical

Apprentice

Engineer -

Spacecraft

ERP Administration

Estimating Engineer

Finance Assistant

Finance Executive

Finance

Management

Program

Financial Analyst

General Supervisor

(IT)

Graduate Trainee

Program

HR Consultants

Human Resources

Human Resources

Officer

Instructors

Instrumentation

Engineer

Interactive Manager

IT specialist

Manager

Marketing

Marketing & Business

Development

Marketing Executive

Marketing Manager

Media Administrator

Network Admin

Officer

Planning Engineer

PR Manager

Managers – project,

quality, safety,

operations,

production

Quantity Surveyor

Recruitment

Consultant

Marketing Officer

Researcher

Resourcer

Sales Executive

Sales, Accounts

Secretary

Security Systems

Engineer

Semi Senior Auditor

Semi Senior

Secretaries

Senior Auditor

Senior reactor

operator

Senior Secretaries

Site Superintendent

Specialist/Controller

Supervisor

Teacher Arabic

Teacher English

Teacher French

Team Leader

Trader/Sales

Writer

Administration

Professional

Auditor

Automation Engineer

Clinical Specialist

Designer

Engineer

Factory Manager

Instructor

Instrumentation

Engineer

IT

Networking

Project Manager

Senior Technician

Spacecraft Engineer

System Analyst

Technical Team

Technical Trainee

Technician

(chemistry, I&C,

radiation protection)

Test Proctor

Writer

201


Diploma (Advanced) (specialist body of knowledge of an occupational field)

QFEmirates level 6

Supervisory and

Technical


developed and

specialist craft-worker,

technician or



Admin Assistant

Administrator

Agent/Assistant/

Cashier

Clerical staff

Convention Services

Executive

Customer Service

Agents

Designer

Draftsman

Electrical Technician

Engineer

Engineering Technical

Apprentice

Finance

HR

Human Resources

Coordinator

Inspectors

Instructor Junior

IT

IT Support Specialist

Maintenance

technicians

Manager -

Accounting

Media Librarian

Nurse

Receptionist

Security Systems

Technician

Senior Technician

Supervisor (T)

Teacher English

Language

Technical support

officer

Technician

Teller/associate

Auditor

Engineer

Engineer - Oil & Gas

Engineer -Power &

Water

E-services Section

Manager

Facility manager

Foreman

Foreman - General

General Supervisor

(T)

Instructor

Lead Aircraft

Mechanic

Project Manager

QA Manager

Sales Team Leader

Technical Team

Technician

(Mechanical,

Electrical,

Instrumentation)

Warehouse

Supervisor

Web Developer

Associate degree/diploma (comprehensive body of knowledge of an occupational field)

QFEmirates level 5

Highly Skilled

Employability as an

advanced craft-worker,

technician or


and/or in limited

supervisory roles



professional careers with

strong general

employability

Administrator

Chefs

Coordinator

Customer Service

Representative

Customer Services

Executive

Designer

Executive

Finance

HR

Inspector

Instructor Junior

IT Support Specialist

Senior Tours

Consultant

Supervisor

Technical

Technician

(Mechanical,

Electrical,

Instrumentation)

Chef

Data Entry Clerk with

great Computer

Knowledge

Engineer

Engineer -

Healthcare Field

Flight Operations

Engineer

Graduate

Inspector

Instructor

IT

Laboratory Technical

Marketing Executive

Officer

Production

Coordinator

Senior Consultant

Senior Technician

Supervisor

Technical Team

202


Certificate 4 (broad specialised knowledge and skills of an occupational field)

QFEmirates level 4

Skilled

Employability as a

generalist craft-worker,

technician or


and/or lead teams


strong general

employability

Administrator

CAD Technician

Customer service role

Documentation

Assistant

Electrician

Entry Level

Finance role

Foreman

Instrument Mechanic

Mechanic

Spacecraft

Controller

Technician

Administrative

Administrator

Architect

Carpenter

Consultant

Electricians

Engineer - Electrical

& Mechanical

Finance Team

Graduate

Inspector

Junior Instructor

Marketing Executive

Office Manager

Operator

Sales Consultant

Spacecraft

Controller

Technical Team

Technician

Waiter

Welder

Worker

Certificate 3 (broad range of factual and procedural knowledge of a field of work or discipline)

QFEmirates level 3

Semi-skilled

Entry to many

occupational sectors and

employment in semi-

skilled vocational

occupations

Administrator

Artisan

Craftsman

Driver

Entry Level

Executive Assistant

Office Assistant

Technician

Tradesmen

Waiter

Certificate 2 (general, factual knowledge of a defined field of work or discipline)

QFEmirates level 2

General

Entry to many

occupational sectors and

employment in roles

requiring routine general

skills

Administrator

Assistant Technician

Cashier

Driver

Entry Level

Office Clerks

Senior Operator

Technician

Typist

Administration

Assistant

Cashier

Clerk

Driver

Guest Services

Executive

Helper

Operator

Service Team

Certificate 1 (elementary knowledge and skills in limited contexts and under direct supervision)

QFEmirates level 1

Basic

Employability in

occupations requiring

limited well-defined and

procedural skills or

programs to enable

occupational entry

Administrator

Assistant Operator

Assistant Technician

Entry Level

Entry level operator

Operator

Abra Captain

Administrator

Cleaning Team

Driver

Helper

Office and

Administration

Office Support

Operator

Receptionist

203

Appendix 8: Employer responses to function verbs relating to specific occupations

Functions and Verbs Question Occupational functions - 3 jobs in organisation Key verbs of what employees do in these jobs

Doctoral degree (mastery of a highly specialized field of knowledge)

QFEmirates level 10


Employability in the

leadership of research and

critical change activity

Analyst Diagnose, Evaluate, Sell

Consultant Analyse, Investigate, Monitor

Counsellor Knows The Key Potential Of Students

Department Managers Direct, Manage, Plan

Design Manager Lead, Manage, Plan

Digital Solutions Director Diagnose, Rectify Coordinate, Facilitate, Direct, Evaluate

Director Of Engineering, IT Manager Not provided

Director, Principal Partner Direct, Lead, Manage

Director Manage, Lead

Engineer Analyse -Configure -Evaluate -Schedule

Engineer Administer

Executive Chef Administer, Forecast, Produce

Field Editor Assess, Analyse, Research, Evaluate, Direct

Head Of Department Direct, Lead, Develop

Head Of Finance Manage Three Core Functions Includes, Financial Control, Business

Control and the Commercial Finance Units.

Head Of Research Research, Analyse, Plan

HR Recruitment Specialist Identify, Conduct, Assess, Select

Human Resources/Finance/Business Product Managers/Specialists Design, Develop, Manage, Evaluate, Assess

Management Analyse, Assess, Commission, Control, Coordinate, Develop, Direct,

Document, Facilitate, Forecast, Identify, Investigate, Lead, Manage,

Plan, Supervise, Troubleshoot

Manager Audit

Manager, Senior Manager Manage, Control, Coordinate, Deliver, Plan

Manager, Head Of Instructor, Head Of Accounts Manage, Implement, Facilitate

Partner Sell, Sign Reports, Evaluate, Coach

Partner Report, Lead, Design

Project Leader Lead, Manage, Undertake

Sales Director Deliver, Sell, Service

Sales Manager Closing Targets, Building Relationships, Leading The Entire Team

Section Manager Control, Direct, Report

Senior Economic Researcher Lead, Research, Produce, Analyse, Forecast, Identify

Senior Executive Monitor, Calibrate, Contribute, Direct

204


Supervise, Analyse, Implement, Service, Manage, Perform, Develop General Manager, Client Servicing & Public Relations Director

Trader/Sales/Research Analyse, Carry Out

University Professor Manage, Analyse, Evaluate, Plan

Vice President Logistic Lead, Inspire, Monitor, Drive,

Not provided Biomedical Engineer, Medical Sales Executive, Manager

Masters degree (comprehensive highly specialized knowledge in a field of work, discipline or professional practice)

QFEmirates level 9

Higher Professional


professionals or leaders in

specialised fields

Administrative Unit Manager Organize, Supervise, Mobilise, Monitor

Architect Design, Implement, Inspect, Research, Plan, Supervise

Assistant Manager Deliver

CEO Control, Deliver, Direct, Manage, Organise

CEO Communicate, Deliver, Drive

Designer Design, Develop

Director Deliver, Implement, Facilitate

Director Contract Logistics Lead, Deliver, Design

Editor Deliver, Manage, Monitor

Engineering Manager Design

ERP Specialist Expert Oracle Knowledge

Executive Manager Plan, Review, Hire, Terminate, Sell, Evaluate

Finance Manager Troubleshoot, Plan, Fault-Find,

HR Manager Select, Plan, Lead

HR Manager Assess, Analyse, Coordinate, Facilitate, Prepare, Organise

Management Lead

Manager, Senior Managers, Design, Develop, Supervise

Medical Doctor, Modeller, Design Engineers Lead, Research, Plan, Organise, Schedule

Producer Estimate, Deliver, Supervise

Sales Managers/Service Operation Leaders Manage, Lead, Forecast, Build, Sell

Senior Engineer Design, Coordinate, Undertake

Senior Fellow Research, Analyse, Direct, Supervise, Lead

Senior Accountant, Marketing Personnel, Senior Instructor Research, Evaluate, Develop


205


Graduate Diploma (advanced specialist knowledge in a field of work or discipline and/or high level research, analysis and problem-solving skills)

QFEmirates level 8

Professional

Employability as autonomous

professionals and as

managers

Accountant Managing And Handling Accounts

Administration Officer Audit -Coordinate -Document -Manage - Report -Service

Analyst & Consultant Analyse, Assess, Diagnose, Evaluate, Conduct, Research, Test

Architect Design, Prepare, Perform

Client Facing Consultant Evaluate, Prepare, Produce

Consultant Deliver, Facilitate, Implement, Perform, Respond

Consultant Implement, Lead, Research

Consultants Direct, Assess, Evaluate

Engineer, Quantity Surveyor Analyse Attend Direct Estimate Implement Inspect

Finance Not provided

Finance Manage, Audit, Accounting

Head Of Department Analyse, Manage, Mobilize

HR Manager Identify, Specify, Monitor

Human Resources Calibrate, Report, Lead

Instructors, Administration Professional, Accountant Contribute, Administer, Regulate

Lab Analyst, Trainer, Control Room Operator Calibrate, Control, Analyse, Plan

Manager - Marketing; Manager Accounting Audit Compile, Control, Forecast, Investigate

Marketing Coordinator Organizing Events, Public Relations Skills

Marketing Manager Analyse, Develop, Plan

Media Administrator Administer, Monitor, Configure, Research

Mechanical Design

Networking Engineer Audit, Build, Carryout, Check, Configure, Assemble, Modify, Monitor,

Report, Schedule, Service, Supervise, Test, Troubleshoot, Verify

Project Manager Administer, Lead, Manage

Quality Control Engineer Control

Recruitment Manager Identify, Deliver, Forecast

Rectify, Report, Verify, Specify, Organise, Provide, Facilitate Admin & Finance Manager

Research Officer Research, Report

Researcher Research, Analyse, Investigate

Senior Accounts Manager Customer Oriented

Senior Manager Plan, Review, Coach, Sell, Evaluate, Schedule

SRO Analyse, Apply, Assemble, Assess, Attend, Carry Out, Check, Comply,

Control, Coordinate, Diagnose, Direct, Document, Estimate, Evaluate,

Forecast, Identify, Implement, Lead, Manage, Monitor, Perform,

Position, Operate, Report, Respond, Supervise, Undertake

Supervisors, Senior, Semi Senior, Assistant Auditor, Secretary, HR, IT Carry Out, Report, Administer, Evaluate

Teacher Administer, Analyse, Apply, Assess, Attend, Check, Compile, Conduct,

Deliver, Develop, Document, Evaluate, Facilitate, Lead, Manage,

Monitor, Plan, Prepare, Provide, Organise, Supervise

Teacher Teach

206


Technology Specialist Diagnose, Rectify, Coordinate, Facilitate


Training Director Analyse, Lead, Schedule

Not provided Manage, Counsel, Motivate

Bachelor degree (specialized factual and theoretical knowledge in a field of work or study)

QFEmirates level 7

Para-Professional and Higher

Technical

Employability at the upper

end of many technical

occupations, or in para-

professional and

management roles

Admin Administer, Report

Automation Engineer, Instrumentation Engineer Analyse, Commission, Control, Design, Diagnose, Fault-Fine, Identify,

Implement, Plan, Perform, Research, Supervise, Test, Troubleshoot,

Verify

Clinical Specialists Diagnose, Lead, Report, Monitor, Plan,

Design, Operate, Research, Install, Maintain Graphic Designer, Interactive Designer, Branding Designer

Designer Designing, Coordinating And Following Up

Engineer Design, Estimate, Undertake

Factory Manager Manager, Facilitate, Control

Finance Director Analyse, Verify, Lead

Instructors, Administration Professionals Deliver, Maintain, Document

IT Superior Coding Skills, Solving Technical Issues, Developing Applications

IT, Engineering Not provided

Maintenance Technicians Align, Assemble, Calibrate, Carry Out, Check, Commission, Comply,

Configure, Coordinate, Diagnose, Document, Evaluate, Fault-find,

Identify, Implement, Inspect, Install, Lead, Maintain, Mobilise, Monitor,

Plan, Perform, Position, Rectify, Repair, Report, Schedule, Service, Store,

Establish, Troubleshoot, Undertake, Use, Utilize, Verify

Manager Plan, Review, Coach, Manage, Schedule

Research And Development Analyst Analyse, Design, Develop, Regulate

Senior Technician Troubleshoot, Plan, Repair, Report

Spacecraft Engineer Supervise, Diagnose, Evaluate, Troubleshoot

Test Procter Control, Check, Compile

Writer, Designer Apply, Carry Out, Comply

207


Diploma (Advanced) (specialist body of knowledge of an occupational field)

QFEmirates level 6

Supervisory and Technical


developed and specialist




Auditor Audit, Lead,

Electrical Technician Assemble, Build, Calibrate, Carry Out, Commission, Construct,

Fabricate, Make, Mobilise, Perform, Produce, Report, Schedule, Store,

Supervise, Test, Troubleshoot, Utilise

Engineer Carry Out, Maintain, Test

Engineers Maintain - Perform - Supervise

Event Coordinator Coordinate, Deliver, Schedule

Facility Management Executive Supervise, Service, Overhaul, Fault-Find

Facility Manager Organize, Undertake, Maintain, Administer

Foreman Managing, Cooperating And Involving

Instructors Deliver, Perform, Produce

IT Not provided

Maintenance Technician (Mechanical, Electrical, Instrumentation) Assemble, Install, Inspect

Mechanical Supervise

Oil & Gas Engineers, Power & Water Engineers Lead, Manage, Organise, Plan, Operate

Project Manager Build, Carry Out, Manage, Plan, Perform, Supervise

QA Manager Evaluate, Identify, Troubleshoot

Talent & Development Manager Oversee Three Core Function In The HR, Recruitment & Selection,

Learning & Development And Performance Management

Not provided Execute, Sell, Prepare

Associate degree/diploma (comprehensive body of knowledge of an occupational field)

QFEmirates level 5

Highly Skilled

Employability as an

advanced craft-worker,

technician or administrative

operative, and/or in limited

supervisory roles



professional careers with


Chef Cook, Quality Control, Portion Size

Engineer Manage, Design, Program, Commission

Finance Not provided

Flight Operations Engineer Schedule, Troubleshoot, Analyse

Healthcare Field Engineer Diagnose, Repair, Operate, Service

Instructor Deliver, Perform, Produce

IT Configure, Investigate, Rectify

Laboratory Technical Research, Research

Marketing Executive Develop, Design, Monitor

Office Manager Administer, Check, Compile

Officers Analyse

Receptionist Service, Sell, Respond

Senior Consultant Report

Senior Technician Document, Diagnose, Perform, Regulate

Supervisor Cooperating, Supervision And Involving

Tradesman Build Construct Erect Fabricate Maintain Attend

Warehouse Supervisor Manage, Service, Coordinate

208


Certificate 4 (broad specialised knowledge and skills of an occupational field)

QFEmirates level 4

Skilled

Employability as a generalist



and/or lead teams



Administrative Maintain

Administrator Administer, Coordinate, Document

Electrician, AC Technician, Plumber, Carpenter Not provided

Electrical & Mechanical Engineer Trouble Shoot, Report,

Electrician Repair, Report, Fault-Find

Engineer Test, Troubleshoot, Repair

Graduate Prepare, Check, Compile, Conduct, Contribute,

Information Technology Evaluate, Regulates, Troubleshoot

IT Troubleshoot, Assemble, Configure

Junior Instructor, Technician Apply, Service, Regulate

Office Assistant Not provided

Plumber Repair

Spacecraft Controller Monitor, Conduct, Perform, Document, Contribute

Technician Install

Technician Overhaul, Rectify, Perform

Technicians And Inspectors Operate - Inspect - Repair

Waiter Service, Prepare, Sell

Worker Not provided

Certificate 3 (broad range of factual and procedural knowledge of a field of work or discipline)

QFEmirates level 3

Semi-skilled



semi-skilled vocational

occupations

Assistant Technician Contribute, Prepare, Provide

Cook Not provided

Examinations Service Administer, Attend, Carry Out, Check, Compile, Conduct, Control,

Coordinate, Deliver, Document, Implement, Inspect, Investigate,

Maintain, Manage, Monitor, Prepare, Organise, Regulate, Report,

Schedule, Supervise

Executive Assistant Conduct, Perform, Administer, Organise, Prepare

Guard Protect

HR Officer Manage The Day To Day Activities Of The Employee Relation & Payroll

Function

Senior Operator Fabricate, Make, Test

209


Certificate 2 (general, factual knowledge of a defined field of work or discipline)

QFEmirates level 2

General



roles requiring routine general

skills

Admin Assistant Carry Out, Document, Implement, Operate

Administrator Administer, Organise, Document, Operate

Co-Coordinator Test, Coordinate, Document, Administer

Document Controller Compile, Coordinate, Document

Drivers, Helpers Schedule, Undertake, Maintain

Guest Services Executive Smile, Greet, Show Around

Operator Produce, Use, Utilise

Quality Analyst Check, Document, Evaluates

Service Crew Not provided

Certificate 1 (elementary knowledge and skills in limited contexts and under direct supervision)

QFEmirates level 1

Basic

Employability in occupations

requiring limited well-defined

and procedural skills or

programs to enable

occupational entry

Abra Captain Drive, Sales, Serve Cold Towels

Administrator Administration Office Work

Cleaner, Steward Not provided

Helper Undertake, Utilize, Prepare

Operator Carry Out, Operate, Store

210

211

Appendices

Appendix 9: VET providers and key Government bodies

VET providers

The Commission for Academic Accreditation provides a list of licensed higher education

institutions that includes accredited tertiary programs offered by these institutions, including

those offering higher level VET programs. In the UAE, there are currently:

73 licensed higher education institutions

589 accredited tertiary programs

10 licensed higher education institutions offering degree and vocational programs i.e.

Associate Degree, Higher Diploma, Diploma and Professional Certificate.

For a list of licensed higher education institutions, including those that offer vocational

programs, go to:

Appendix 10: CAA-licensed higher education institutions in the UAE (p. 216)

Although obtaining a comprehensive list of vocational, technical and professional education

providers in the UAE proved difficult, the search for large providers of VET programs in the UAE

located the following providers:

Abu Dhabi Vocational Education & Training Institute (ADVETI) is responsible for the Al Jazirah

Institute of Science and Technology in Abu Dhabi, Al Jaheli Institute of Science and

Technology in Al Ain, Baynounah Institute of Science and Technology in Al Gharbia, and

Al Reef Institute of Logistics and Applied Technology in Al Shahama.

Institute of Applied Technology (IAT)is responsible for Al Ain International Aviation

Academy, Abu Dhabi Polytechnic, Applied Technology High Schools (see below), and

Fatima College of Health Sciences

Four (4) Applied Technology Higher Schools (ATHS) with campuses in Abu Dhabi (male and

female campuses), Al Ain (male and female campuses), Dubai, Fujairah and Ras Al

Khaimah.

Four (4) Secondary Technical Schools (STS) in Abu Dhabi, Al Ain, Fujairah and Ras Al

Khaimah, some of which are located in the ATHS campuses. Five new campuses are

planned to be built in Abu Dhabi, Al Mafraa and Ajman.100

Sharjah Institute of Technology offers foundation courses, BTEC Higher National Diplomas

and National Diploma programmes certified by the UK’s Edexcel and other vocational

awards certified by the London City and Guilds body.101 In August 2012, ownership and

management of the institute was transferred from the Sharjah Chamber of Commerce

and Industry to Abu Dhabi Centre for Technical and Vocational Training (ACTVET).102

100 The National (2012, July 2012). Technical schools seek a third of Emirati pupils. Retrieved from

http://www.thenational.ae/news/uae-news/education/technical-schools-seek-a-third-of-emirati-pupils 101 British Council (2013). Other Vocational Providers. Retrieved January 30, 2013 from

http://www.britishcouncil.org/learning-skills-for-employability-uae-country-vocational-training-vt-providers 102 Sharjah Institute of Technology (2012, August 16). Sharjah Institute of Technology merges with Abu Dhabi’s

ACTVET. Retrieved from

http://www.sit.ac.ae/english/News.aspx?Menu=aboutsit&NewsSelect=981IndexAug%202012_1

http://www.sit.ac.ae/

http://www.thenational.ae/news/uae-news/education/technical-schools-seek-a-third-of-emirati-pupils


http://www.sit.ac.ae/english/News.aspx?Menu=aboutsit&NewsSelect=981IndexAug%202012_1

212

Appendices

The National Institute for Vocational Education also offers BTEC National Diplomas and

Higher National Diplomas in several fields that are certified by UK’s Edexcel103 as well as

preparation for work programmes.

The Vocational Education Development Centre (VEDC) provides young Emiratis (aged

between 14 and 23 years) who do not graduate from high school an opportunity to gain

higher school equivalency through trade and work experience. 104 The Centre is located

near Al Shamka in Abu Dhabi and is made up of three schools – Foundation School,

Vocational Training School and Leadership and Military Training School.

The British Council identified three providers in the non-Federal sector (licensed by CAA) that

not only offer both higher education programs and programs in “truly vocational areas

directed at particular fields of employment”.105:

Emirates Academy of Hospitality Management offers Associate, Bachelor and Masters

degrees in Hospitality Management to produce graduates for the expanding tourism

industry in Dubai and the region.

Al Khawarizmi International College offers Associate Degrees in computer studies, business

administration and banking, as well as a number of professional certificate programmes in

computing

American University of Sharjah offers academic and vocational programmes across Arts

and Sciences, Engineering, Architecture and Design and Business and Management.

The search also found many colleges, institutes, schools, training centres and academies in

the UAE that are not licensed by CAA or offering programmes accredited by the CAA. The

Director General of Knowledge and Human Development Authority (KHDA) informed the

NQA that there are 846 private providers in Dubai and 450 of these providers are located in

the Dubai Freezone. There are currently 66 training providers in Abu Dhabi that are licensed

by the Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET).106

For a list containing some of these providers, go to:

Appendix 11: Selected colleges, institutes, training centres and academies in the UAE (p. 218)

103 National Institute for Vocational Education (NIVE). Programmes. Retrieved February 3, 2013, from,

http://www.nive.gov.ae/CMS/Pages/En/programsen.aspx 104 Vocational Education Development Centre (2013). About VEDC. Retrieved February 3, 2013, from

http://www.vedc.ac.ae/about-us/ 105 British Council (2013). Other Vocational Providers. Retrieved January 30, 2013 from

http://www.britishcouncil.org/learning-skills-for-employability-uae-country-vocational-training-vt-providers 106 Abu Dhabi Centre for Technical and Vocational Education and Training, Licensed Training Centres,

Retrieved January 30, 2013 from http://www.actvet.ac.ae/en/licensing/LicensingTrainingCentre.aspx


http://www.khawarizmi.com/

http://www.aus.edu/

http://www.nive.gov.ae/CMS/Pages/En/programsen.aspx

http://www.vedc.ac.ae/about-us/



213

Appendices

Key Government bodies

The following key Government bodies are driving the development of UAE’s VET sector.

National Qualifications Authority

On the 23 August 2010, President His Highness Sheikh Khalifa Bin Zayed Al Nahyan issued

Federal Decree No. 1 ‘Establish and Maintain the National Qualifications Authority’. The

Federal decree gives effect to:

the establishment of a National Qualifications Authority (NQA) to build UAE’s education

and training system (including vocational, technical and professional education and

training) in a way that improves the system’s relationship with the economy and labour

market

NQA working with related entities to develop a national qualifications framework for the

UAE, which is an instrument for the classification of qualifications as well as a unifying and

singular system and reference point for all national qualifications

the development of quality assurance processes for higher, general and vocational

training to deliver outcomes that assist the UAE to keep pace with scientific and

technological progress and meet its economic and social development needs.

Commission for Academic Accreditation (CAA)

The Commission for Academic Accreditation (CAA) is a Federal Government body

established in 1999 that is responsible for licensing private universities and accrediting their

programmes for the UAE. It is a Federal regulatory quality assurance body of the UAE Ministry

of Higher Education and Scientific Research (MOHESR). The Commission’s mission is as follows:

The Commission for Academic Accreditation is the Federal Government's Quality

Assurance Agency charged with promoting educational excellence across diverse

institutions of higher learning in the UAE. Through licensure of post-secondary

educational institutions, and accreditation of individual programs, the Commission

strives to assure high quality education, consistent with international standards.107

CAA’s Standards for License and Accreditation 2011 indicate that colleges (as one type of

institution) are the main providers of vocational programmes. CAA defines colleges as:

A smaller institution of higher education typically focused on undergraduate or

vocational education, although some colleges offer a limited range of graduate

programs. College is also a term for a unit within a university, synonymous with a

Faculty, such as the College of Business Administration or the Faculty of Business

Administration.108

107 107 Commission for Academic Accreditation. CAA mission. Retrieved February 3, from,

https://www.caa.ae/caa/DesktopDefault.aspx?tabindex=1&tabid=60 108 Commission for Academic Accreditation. Standards of Licensure and Accreditation 2011. Retrieved

February 3, from, https://www.caa.ae/caa/DesktopDefault.aspx?tabindex=5&tabid=12, p. 15

https://www.caa.ae/caa/DesktopDefault.aspx?tabindex=1&tabid=60


214

Appendices

The Standards also state that institutions are expected to design, deliver and review their

programmes in accordance with the QFEmirates:

In its activity of program accreditation the Commission has always worked to ensure

that academic programs are appropriate to the level of the qualification, be it

certificate, associate, bachelors, graduate certificate/diploma, masters or doctorate.

This is currently judged by international experts in the fields of study. This approach is to

be further enhanced by the introduction of the UAE Qualifications Framework (UAE-QF)

which is to be published and disseminated to the educational community. The UAE-QF

will give more transparency to the possible pathways for students to progress from one

award to the next across the spectrum of qualifications in post-secondary education

and vocational training. Institutions will be expected to design, deliver and review their

programs of study in accordance with the UAE-QF’s descriptive criteria associated with

each level of the qualifications framework.109

Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET)

In August 2010, H.H General Sheikh Mohammed bin Zayed Al Nahyan, Crown Prince of Abu

Dhabi, Deputy Supreme Commander of the UAE Armed Forces and Chairman of the

Executive Council, under Resolution No. 49/2010 initiated the establishment of ACTVET. As

stated on ACTVET’s website:110

ACTVET is committed to establishing policies and standards that effectively regulate

technical and vocational educational institutions in the emirate of Abu Dhabi. Our goal

is to increase the number of skilled young Emiratis employed in rewarding positions, with

opportunities for life-long learning and personal development.

In addition to regulating technical and vocational educational institutions, ACTVET is

also responsible for the licensing of trainers and tutors that meet the demands of the

UAE’s local market. It does this by: providing guidance and assistance to the Abu Dhabi

government and private institutions on technical and vocational education and

training; undertaking original educational research in coordination with Abu Dhabi

Education Council; and developing strategies and mutually beneficial partnerships with

public and private education companies and bodies, as well as with training institutes.

Knowledge and Human Development Authority (KHDA)

The Knowledge and Human Development Authority (KHDA) is a regulatory authority of the

Government of Dubai overseeing the direction and quality of private education and learning

in Dubai. As stated on the Authority’s website:

Dubai offers a variety of training institutions and continuing education programmes,

making it a regional destination for professional development. There are over 250

approved providers offering programmes in different fields of expertise.

109 Commission for Academic Accreditation. Standards of Licensure and Accreditation 2011. Retrieved

February 3, from, https://www.caa.ae/caa/DesktopDefault.aspx?tabindex=5&tabid=12, p. 3 110 Abu Dhabi Centre for Technical and Vocational Education and Training (2013). Overview. Retrieved January

29, 2013, from http://www.actvet.ac.ae/en/About/default.aspx


http://www.actvet.ac.ae/en/About/default.aspx

215

Appendices

KHDA’s role is to oversee the continuing education sector and its growth in Dubai. In

addition, KHDA entities such as the National Institute for Vocational Education (NIVE)

and Tamkeen – which supports the visually-impaired – both actively participate in

providing high quality training for UAE nationals. NIVE uses its close links with industry to

make sure its students’ skills match the needs of Dubai.

In the same way, the Emiratisation National Development Programme (ENDP) nurtures

contacts in the private and public sectors to help nationals find the starting point they

need for their career path.

In addition to these, Dubai offers a wide range of other training institutes – from foreign

languages and computer training to engineering, banking and finance training.

216

Appendices

Appendix 10: CAA-licensed higher education institutes in the UAE111

Institution Offers HE + VET programs

ABU DHABI POLYTECHNIC

ABU DHABI SCHOOL OF MANAGEMENT

ABU DHABI UNIVERSITY

ABUDHABI VOCATIONAL EDUCATION AND TRAINING INSTITUTE

AJMAN UNIVERSITY OF SCIENCE AND TECHNOLOGY

AL AIN INTERNATIONAL AVIATION ACADEMY

AL AIN UNIVERSITY OF SCIENCE & TECHNOLOGY

AL GHURAIR UNIVERSITY

AL HOSN UNIVERSITY

AL KHAWARIZMI INTERNATIONAL COLLEGE

AMERICAN COLLEGE OF DUBAI

AMERICAN UNIVERSITY IN DUBAI

AMERICAN UNIVERSITY IN THE EMIRATES

AMERICAN UNIVERSITY OF SHARJAH

BOSTON UNIVERSITY INSTITUTE FOR DENTAL RESEARCH & EDUCATION

BRITISH UNIVERSITY IN DUBAI

CANADIAN UNIVERSITY OF DUBAI

CITY UNIVERSITY COLLEGE OF AJMAN

COMPUTER COLLEGE

DUBAI MEDICAL COLLEGE FOR GIRLS

DUBAI PHARMACY COLLEGE

DUBAI POLICE ACADEMY

DUBAI SCHOOL OF GOVERNMENT

DUKE UNIVERSITY, THE FUQUA SCHOOL OF BUSINESS

EMIRATES ACADEMY OF HOSPITALITY MANAGEMENT

EMIRATES AVIATION COLLEGE

EMIRATES CANADIAN UNIVERSITY COLLEGE

EMIRATES COLLEGE FOR ADVANCED EDUCATION

EMIRATES COLLEGE FOR MANAGEMENT AND INFORMATION TECHNOLOGY

EMIRATES COLLEGE OF TECHNOLOGY

EMIRATES INSTITUTE FOR BANKING AND FINANCIAL STUDIES

EUROPEAN INTERNATIONAL COLLEGE

EUROPEAN UNIVERSITY COLLEGE (Previously Nicolas & Asp University

College)

FATIMA COLLEGE OF HEALTH SCIENCES

FUJAIRAH COLLEGE

GULF MEDICAL UNIVERSITY

HAMDAN BIN MOHAMMED E-UNIVERSITY

HIGHER COLLEGES OF TECHNOLOGY

HORIZON INTERNATIONAL FLIGHT ACADEMY, AL AIN

IMAM MALIK COLLEGE FOR ISLAMIC SHARIA AND LAW

INSEAD - THE BUSINESS SCHOOL FOR THE WORLD, ABU DHABI

111 Commission for Academic Accreditation (2011). Standards for Licensure and Accreditation,

https://www.caa.ae/caa/images/Standards2011.pdf

https://www.caa.ae/caa/images/Standards2011.pdf

217

Appendices

Institution Offers HE + VET programs

INSTITUTE OF MANAGEMENT TECHNOLOGY-DUBAI

ISLAMIC AND ARABIC STUDIES COLLEGE-DUBAI

ITTIHAD UNIVERSITY (ON PROBATION, WITH NO NEW ADMISSIONS)

JUMEIRA UNIVERSITY

KHALIFA BIN ZAYED AIR COLLEGE

KHALIFA UNIVERSITY OF SCIENCE, TECHNOLOGY AND RESEARCH

MASDAR INSTITUTE OF SCIENCE AND TECHNOLOGY

MICHIGAN STATE UNIVERSITY

NAVAL COLLEGE

NEW YORK INSTITUTE OF TECHNOLOGY

NEW YORK UNIVERSITY

PARIS SORBONNE UNIVERSITY, ABU DHABI

PETROLEUM INSTITUTE

POLICE COLLEGE, ABU DHABI

POLICE SCIENCES ACADEMY- SHARJAH

RAS AL KHAIMAH MEDICAL AND HEALTH SCIENCES UNIVERSITY

ROCHESTER INSTITUTE OF TECHNOLOGY- DUBAI

ROYAL COLLEGE OF SURGEONS IN IRELAND- DUBAI

SHARJAH INSTITUTE OF TECHNOLOGY

SKYLINE UNIVERSITY COLLEGE

SYSCOMS COLLEGE

THE LOGISTICS ACADEMY

TUFTS UNIVERSITY FRIEDMAN SCHOOL- RAK

UNITED ARAB EMIRATES UNIVERSITY

UNIVERSITY COLLEGE OF MOTHER AND FAMILY SCIENCES

UNIVERSITY OF DUBAI

UNIVERSITY OF JAZEERA

UNIVERSITY OF MODERN SCIENCES

UNIVERSITY OF SAINT JOSEPH

UNIVERSITY OF SHARJAH

UNIVERSITY OF STRATHCLYDE BUSINESS SCHOOL- UAE

UNIVERSITY OF WOLLONGONG IN DUBAI

VOCATIONAL EDUCATION DEVELOPMENT CENTER

ZAYED UNIVERSITY

218

Appendices

Appendix 11: Selected colleges, institutes, training centres and

academies in the UAE112

Name Location

ABU DHABI CIVIL SERVICE COLLEGE ABU DHABI

ABU DHABI FILM ACADEMY ABU DHABI

ACADEMIC CENTER INSTITUTE RAK RAS AL KHAIMAH

ACADEMY OF FINANCIAL AND BANKING STUDIES SHARJAH

AJMAN EDUCATION INSTITUTE AJMAN

AJMAN EDUCATIONAL INSTITUTE AJMAN

AL HILAL EDUCATION CENTRE SHARJAH

ARAB WATER ACADEMY ABU DHABI

ARABIAN CHILD DUBAI

ASHRIDGE BUSINESS SCHOOL ABU DHABI ABU DHABI

ATIKA LANGUAGE SCHOOL DUBAI

ATLAS EDUCATIONAL INSTITUTE DUBAI DUBAI

AYURVEDA MEDICAL COLLEGE ABU DHABI ABU DHABI

BAHERA LANGUAGE SCHOOL DUBAI

BICE COOKING SCHOOL DUBAI DUBAI

BOLTON COLLEGE ABU DHABI ABU DHABI

CAMBRIDGE COLLEGE INTERNATIONAL DUBAI DUBAI

CAMPUS EDUCATIONAL INSTITUTE DUBAI

CBL INTERNATIONAL DUBAI LAW SCHOOL DUBAI

CONFUCIUS INSTITUTE ABU DHABI ABU DHABI

CONFUCIUS INSTITUTE DUBAI DUBAI

COSMOS EDUCATIONAL INSTITUTE DUBAI DUBAI

COSMOS EDUCATIONAL INSTITUTE SHARJAH SHARJAH

DUBAI PETROLEUM TRAINING CENTER DUBAI

DUBAI REAL ESTATE INSTITUTE DUBAI

DUBAI SCHOOL OF GOVERNMENT DUBAI

ECOLE POLYTECHNIQUE FEDERALE DE LAUSANNE RAK RAS AL KHAIMAH

EMIRATES AVIATION COLLEGE LEADERSHIP DEVELOPMENT DUBAI

EMIRATES FLYING SCHOOL DUBAI

EMIRATES SIMULATION ACADEMY ABU DHABI

ESNAAD ABU DHABI MARITIME COLLEGE ABU DHABI

EXPERTS INTERNATIONAL DUBAI DUBAI

FALCON COLLEGE OF HOTEL MANAGEMENT AND TOURISM ABU DHABI

FUJAIRAH AVIATION ACADEMY FUJAIRAH

FUTURE LEADERSHIP ACADEMY DUBAI

GLOBAL EDUCATION MISSION RAK RAS AL KHAIMAH

112 UAE College list (2012), http://www.dubaifaqs.com/colleges-list-uae.php

http://www.dubaifaqs.com/colleges-list-uae.php

219

Appendices

Name Location

GULF INSTITUTE FOR INTERNATIONAL LAW DUBAI

GULF MEDICAL COLLEGE AJMAN

HUMAN RELATIONS INSTITUTE DUBAI DUBAI

IBN MAJID INTERNATIONAL CENTER RAS AL KHAIMAH

IMPERIAL COLLEGE DUBAI DUBAI

INDIAN AVIATION ACADEMY UAE RAS AL KHAIMAH

INDIAN INSTITUTE OF MANAGEMENT AHMEDABAD DUBAI DUBAI

INJAZAT INSTITUTE ABU DHABI

INSTITUTE FOR INTERNATIONAL LAW DUBAI DUBAI

INSTITUTE FOR SAFETY AND SECURITY DUBAI DUBAI

INTERNATIONAL CENTRE FOR CULINARY ARTS DUBAI DUBAI

KHAIMAH LANGUAGE SCHOOL DUBAI

LONDON COLLEGE OF FASHION DUBAI DUBAI

MANHATTAN FILM ACADEMY DUBAI DUBAI

MANIPAL UNIVERSITY MEDICAL COLLEGE ABU DHABI ABU DHABI

MAYO COLLEGE ABU DHABI ABU DHABI

MY CAMPUS EDUCATIONAL CENTER ABU DHABI ABU DHABI

MY CAMPUS EDUCATIONAL CENTER AL AIN AL AIN

MY CAMPUS EDUCATIONAL CENTER DUBAI DUBAI

MY CAMPUS EDUCATIONAL GROUP DUBAI

MY CAMPUS PROFESSIONAL TRAINING ACADEMY DUBAI

NASDAQ DUBAI ACADEMY DUBAI

NATIONAL INSTITUTE OF FASHION TECHNOLOGY UAE DUBAI

NBAD ACADEMY ABU DHABI

NBAD ACADEMY DUBAI DUBAI

PEARL ACADEMY OF FASHION DUBAI DUBAI

SAE INSTITUTE ABU DHABI ABU DHABI

SEJONG INSTITUTE DUBAI DUBAI

TRANSGUARD EDUCATION ACADEMY DUBAI

UN PPP SCHOOL ABU DHABI ABU DHABI

VOCATIONAL EDUCATION DEVELOPMENT CENTRE ABU DHABI

WISAM LANGUAGE SCHOOL DUBAI

ZAFIRAH LANGUAGE SCHOOL DUBAI

ZINA LANGUAGE SCHOOL DUBAI

220

Appendices

Appendix 12: Critical, sustainable and attractive jobs for UAE Nationals113

No. Occupation Vocational

qualifications

1 Accountants

2 Accounting and bookkeeping clerks

3 Accounting associate professionals

4 Administrative and executive secretaries

5 Advertising and marketing professionals

6 Advertising and public relations managers

7 Aged care services managers

8 Air conditioning and refrigeration mechanics

9 Air traffic controllers

10 Air traffic safety electronics technicians

11 Aircraft engine mechanics and repairers

12 Aircraft pilots and related associate professionals

13 Announcers on radio, television and other media

14 Aquaculture and fisheries production managers

15 Archivists and curators

16 Authors and related writers

17 Bank tellers and related clerks

18 Biologists, botanists, zoologists and related professionals

19 Building architects

20 Business services agents not elsewhere classified

21 Business services and administration managers not elsewhere classified

22 Buyers/Purchasing Specialists

23 Carpenters and joiners

24 Cartographers and surveyors

25 Chemical engineering technicians

26 Chemical engineers

27 Chemical processing plant controllers

28 Child care services managers

29 Civil engineering technicians

30 Civil engineers

31 Commercial sales representatives

32 Computer network and systems technicians

33 Conference and event planners

34 Construction managers

35 Construction supervisors

36 Crane, hoist and related plant operators

37 Creative and performing artists not elsewhere classified

38 Credit and loans officers

39 Dieticians and nutritionists

113 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers


221

Appendices


qualifications

40 Draughtspersons

41 Economists

42 Education managers (e.g. Principals)

43 Education methods specialists

44 Electrical engineering technicians

45 Electrical engineers

46 Electronics engineering technicians

47 Electronics engineers

48 Engineering professionals not elsewhere classified

49 Environmental and occupational health and hygiene professionals

50 Environmental and occupational health inspectors and associates

51 Environmental engineers

52 Environmental protection professionals

53 Film, stage and related directors and producers

54 Finance managers

55 Financial analysts

56 Financial and insurance services branch managers

57 Financial and investment advisers

58 Fitness and recreation instructors and program leaders

59 Freight handlers

60 Gallery, museum and library technicians

61 Generalist medical practitioners

62 Geologists and geophysicists

63 Government licensing officials

64 Graphic and multimedia designers

65 Health associate professionals not elsewhere classified

66 Health care assistants

67 Health professionals not elsewhere classified

68 Health services managers

69 Hotel managers

70 Human resource managers

71 Industrial and production engineers

72 Information and communications technology operations technicians

73 Information and communications technology sales professionals

74 Information and communications technology service managers

75 Interior designers and decorators

76 Journalists

77 Lawyers

78 Legal and related associate professionals

79 Legal professionals not elsewhere classified

80 Legal secretaries

81 Librarians and related information professionals

82 Library clerks

222

Appendices


qualifications

83 Locomotive engine drivers

84 Management and organization analysts

85 Managing directors and chief executives

86 Manufacturing supervisors

87 Mathematicians, actuaries and statisticians

88 Mechanical engineering technicians

89 Mechanical engineers

90 Medical and pathology laboratory technicians

91 Medical secretaries

92 Metal production process controllers

93 Mining engineers, metallurgists and related professionals

94 Nursing associate professionals

95 Nursing professionals

96 Office supervisors

97 Other artistic and cultural associate professionals

98 Other language teachers

99 Paramedical practitioners

100 Personnel and careers professionals

101 Petroleum and natural gas refining plant operators

102 Pharmacists

103 Photographers

104 Physical and engineering science technicians not elsewhere classified

105 Plasterers

106 Plumbers and pipe fitters

107 Policy administration professionals

108 Policy and planning managers

109 Power production plant operators

110 Primary school teachers

111 Print finishing and binding workers

112 Product and garment designers

113 Professional services managers not elsewhere classified

114 Psychologists

115 Public relations professionals

116 Railway brake, signal and switch operators

117 Real estate agents and property managers

118 Regulatory government associate professionals not elsewhere classified

119 Research and development managers

120 Retail and wholesale trade managers

121 Sales and marketing managers

122 Secondary education teachers

123 Senior government officials

124 Senior officials of special-interest organizations

125 Services managers not elsewhere classified

223

Appendices


qualifications

126 Ships’ deck officers and pilots

127 Social welfare managers

128 Social work and counselling professionals

129 Social work associate professionals

130 Sociologists, anthropologists and related professionals

131 Software and applications developers and analysts not elsewhere classified

132 Special needs teachers

133 Specialist medical practitioners

134 Sports coaches, instructors and officials

135 Statistical, finance and insurance clerks

136 Statistical, mathematical and related associate professionals

137 Stock clerks

138 Supply, distribution and related managers

139 Survey and market research interviewers

140 Systems administrators

141 Systems analysts

142 Teachers’ aides

143 Teaching professionals not elsewhere classified

144 Telecommunications engineering technicians

145 Telecommunications engineers

146 Town and traffic planners

147 Training and staff development professionals

148 Travel guides

149 University and higher education teachers

150 Veterinarians

151 Veterinary technicians and assistants

152 Visual artists

153 Vocational education teachers

154 Web and multimedia developers

155 Welders and flamecutters

224

Appendices

Appendix 13: Extracts from article - Emiratisation: The way forward?114

Two challenges

There are challenges on two fronts: how to meet young Emiratis’ high, often unrealistic,

expectations; and how to convince expatriates on generous salary packages that they have a

responsibility to assist in a programme of which the success will most likely leave them redundant.

The Emirati community is a tight-knit network of families and allegiances and until recently who you

were or knew was reflected in your position within the public service. Gaining access to this tight

circle of contacts and inside knowledge of how the government works, whom to turn to and how

to get things done, are some of the advantages of hiring Emiratis, according to HSBC’s regional

head of corporate sustainability, Ammar Shams.

“Emiratisation for any company is a business decision, not a corporate social responsibility,” Shams

told INSEAD Knowledge. “If you want to enter a market you have to invest in that market”. That is

not an inexpensive commitment. Fresh out of university, inexperienced Emiratis can command a

starting salary of more than AED 20,000 (US$5,450) a month, with the expectation of rapid

promotion.

Investing in self-reliance

Yet the image of the rich Arab with no need for a proper job no longer holds water as the

government looks to its youth to create a strong self-reliant nation. Instead of continuing to hand

out payments and subsidies to meet the developing needs of its expanding population, the

government today is investing money on education, leadership training and entrepreneurial

programmes.

Island of stability

Moves are also underway to fast-track the country’s Emiratisation process, initiated a decade ago.

In early June the Crown Prince, Mohammed bin Zayed bin Sultan al Nahyan, issued a decree

giving the public service three months to find employment for 6,000 Emiratis who have recently

completed vocational training with the Abu Dhabi Tatween Council (ADTC), a government body

set up six years ago to ensure every Emirati job seeker finds a job.

Its success to date has been largely confined to the public sector, where UAE nationals now

account for 60-70 percent of the workforce compared to just 4-5 percent of the private sector, a

figure the government is also determined to increase.

In May, the nation’s Minister of Labour, Saqr Ghobash, told a government forum that with double-

digit unemployment and another 100,000-200,000 people entering the labour market in the next 10

years, there was “a need to create an additional 10,000-20,000 jobs a year for nationals in the

private sector”.

Top-up scheme

In preparation, the government has set aside AED 440 million to help train and “top up” the salaries

of Emiratis hired in non-government positions.

Increasing salaries may be a start, but there are other challenges that come from forcing

businesses to take on Emiratis who may not be educated or experienced enough for the job,

prompting both Emiratis and expatriate managers to ponder whether the fast-tracking of the

programme could lead to its undoing.

114 New Knowledge (2011, July 25). Emiratisation: The way forward? http://knowledge.insead.edu/economics-

politics/emiratisation-the-way-forward-1346



225

Appendices

“We need to find work for young Emiratis to keep them motivated and to create a strong nation,”

says one Emirati director of an Abu Dhabi government health services agency, declining to be

named given the sensitivity of the issue. “But we need to have the best people working in the jobs.

Before they take on the roles, we need to train our young people to educate them and ensure

they want to be trained and are prepared to learn the job”.

Young Emiratis, too, say that while companies can be forced to take on extra nationals they can’t

be forced to accept them. Amnah bin Bahar, a trainee commercial manager, says there is

already a feeling among Emiratis that private-sector companies are going through the motions,

filling quotas rather than offering Emiratis proper training and on-the-job-experience. “While it’s

good to have an advantage on getting a job, there is a downside in how you are treated once

you’re in the position,” she says.

Positions temporary

Stephan Schubert, Affiliated Professor of Strategy at INSEAD’s Abu Dhabi campus, says it is time

foreign businesses reassessed their attitude to Emiratisation and realised their positions within the

country were always going to be temporary. “The definition of Emiratisation depends on where

you’re sitting,” he notes. “Multinational companies tend to look at it as a tax you have to pay for

working in the region. [But] if you are in the public sector you will view it as a priority, something that

must be done to build the nation. It is empowering nationals to run the country”.

In the past, Emiratis were promoted largely on their name and family network, but this is changing.

“By promoting nationals based on merit Abu Dhabi is becoming a benchmark for civil service in

the region and beyond”.

In the private sector, however, a low retention rate is hindering the Emiratisation process. A 2010

research paper by the United Arab Emirates University found many private-sector companies

complained they went through the expense of training Emirati staff and sending them on

secondments only to have them leave for better-paid jobs in the public sector.

A lack of career progression, insensitivity to religious customs and dress codes, and the absence of

a mentoring culture were the most frequently cited reasons for nationals resigning their posts, while

a reluctance to work long hours and unrealistic expectations of quick promotions were also factors

in the high percentage of Emiratis who left their jobs.

Multinational companies, according to the research, often preferred to take on candidates who

have strong dependency links with the employer through visa sponsorship or the need to make a

living.

Expat managers complained that Emiratis had problems with work ethics and did not show they

were serious about work. Managers also failed to understand the intervention of family members

on behalf of employees relating to petty issues like workspace or reasons to shorten work hours.

On the other hand, Emiratis said many organisations had not seriously tried to integrate nationals

into their workforces.

Banking sector success

One exception is the banking industry, which has achieved 29 percent Emiratisation largely driven

by laws requiring specific quotas and growth rates for national employment. But outside the sector,

companies complain that rules and regulations regarding Emiratisation quotas are changing and

not uniformly enforced. “The problem with quotas is that the private sector is forced to take on

Emiratis who are not ready but are expecting to take on positions they are not qualified and

experienced for,” Schubert says. With the cream of the crop preferring to take on better paid and

more prestigious positions in the public sector, the private sector is left with the less qualified, less

motivated workers.

226

Appendices

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