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The coming back of career Guidance in Egypt : Why and How?

The coming back of career Guidance in Egypt : Why and How?. Aboubakr Abdeen Badawi. Social, Economic and CG Policies in Egypt: 1950s- Mid60s. 1950s: Social Equity Policy; 1950s: Industrialization policy, TVET and Apprenticeship Programmes;

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The coming back of career Guidance in Egypt : Why and How?

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  1. The coming back of career Guidance in Egypt:Why and How? Aboubakr Abdeen Badawi

  2. Social, Economic and CG Policies in Egypt: 1950s- Mid60s • 1950s: Social Equity Policy; • 1950s: Industrialization policy, TVET and Apprenticeship Programmes; • 1950s: Vocational Guidance units and programmes (PVTD, Ministry of Labour); • 1950s-Mid 60s: Sort of Vocational Guidance in technical Schools; • 1950s-Mid 60s: Government Guaranteed Employment for all graduates;

  3. Social, Economic and CG Policies in Egypt: the 21st Century • Free Market Economy: declared Social Equity Policy, BUT!; • Foreign Investment: Privatization, Agr.!, consumables and unemployment; • Educational Choices solely linked to Grades; • 6/10 of unemployed are Youth, 1/5 young male and 1/3 young female; • Some skill shortage; • Revival of the call for CG and PPP;

  4. Clients Demand • Students and trainees: info on the labour market and free choice; • Education and training staff:info on the labour market; • Job seekers:info on vacancies and competences needed; • Employers: relevance of education and training and labour productivity; • Experts: enhancing labour productivity and self-satisfaction + Employment; • Technical assistance providers: free choice and Democracy.

  5. Energizers • ETF study on CG in Egypt (2006); • Formulation of a Country Task Force (2007); • Enthusiasm by top-officials; • Involvement of Cabinet Ministers; • Interest by university professors; • Interest by Business community; • Readiness of technical cooperation providers; • Support by the ETF; • Commitment of self-motivated individuals.

  6. Evidence Documented • Minister of Education Letter to ETF, continued support to CG development; • Minister of Manpower and Migration to ETF, continued support to CG Development; • Ruling party policy committee members, the need for coherent CG system; • An Employers organization (EIU) establishing HRD centers with CG function; • Better rate of completion and employment of graduates that received CG services.

  7. Context • Huge numbers in education: 2 millions in secondary TVET alone, 16 million in pre-university education; • Scarcity of funds (>90% of Education Budget as salaries); • Burning issues in several fields: unemployment/poverty/informalsector etc.; • Observatory function with core data; • High-level officials convinced of the need; • New TVET Strategy is currently developed.

  8. Basics • Government role is crucial, but not the sole player; • A coherent system to be considered, but implementation in phases based on the anticipated Impact; • Cost effectiveness of the tools and methodologies; • Continuous assessment of the impact and redirection if needed.

  9. The Vision • A multi-stakeholderscoherent system providing qualitative and quantitative information on current and foreseen future needs of the labour market, individual’s capacity and continued support to students, trainees, job-seekers and other interested individuals using adequate media including ICT.

  10. Priorities • TVET schools and centres’ students/ trainees; • Job-seekers in the employment offices; • Networking with methodological guide; • Cost effective modalities; • Staff training; • Optimized impact; • Focusing on areas that do not require change of legislation.

  11. Towards a Stronger Policy • Partnership and coordination; • Leadership from all stakeholders; • Quality effective service, even if relatively limited; • Co-sharing the cost with stakeholders and optimizing international technical cooperation; • Working towards a comprehensive legislation, when time is appropriate.

  12. Looking Forward To Your Valuable Comments/ Remarks THANK YOU,,,

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