Upgrading Informal Apprenticeship in Egypt - a formalized approach with “Off-the-Job” Learning.

1. Upgrading Informal Apprenticeship in Egypt- a formalized approach with “Off-the-Job” Learning. Dr. Mohamed F. El Fateh MOUSSATVET Expert – ILO Project Advisor Johannesburg, 23 April 2013

2. Apprenticeship: Background • Apprenticeship is the oldest way for the transmission of skills and experiences in many crafts. • Despite changes in technology, apprenticeship is still being practiced as a method of work and learning of skills. Looking at this picture one can understand why there is a necessity for an intervention? The photo has been taken in a company for “Packing of Rice“ in Upper Egypt”

3. Apprenticeship System in Egypt Formal Informal • Organized by various Ministries: • Ministry of Education, • Ministry of Manpower & Migration. • Ministry of Social Insurance, • Plus other Line Ministries: • Industry - Housing – etc. Various Actors: • Formal & Informal Private Sector • NGOs & Community Organizations • Individuals & Families Government regulates: • Apprentices • Could be: • Permanent • Occasional • In Holidays • In Seasons Government Funding * Labour Law * Child law Endorsed Certificates “adhoc” in practice !!! Can continue education

4. The Project actions in brief Select 8-10 occupations in each governorate, which could be attractive to male and female youth and in sectors and activities that serve the governorate’s investment objectives. 1 Civil Society shall participate in the pilot project implementation through partner NGOs. A partner NGO is selected based on its expertise and eligibility for implementing community-based activities related to improving working environment. 2 A high-level Steering Committee to be established in each governorate with tripartite representation. The Committee will mange and facilitate the implementation of the program. 3 The Steering Committee will select one or more entities from among those enjoying high community status and good reputation in the governorate in order to collaborate in publicizing the program. 4 The partner NGO will persuade the enterprises to contract the young boys and girls aged 14 – 16 as an apprentice. The contract is endorsed by the Ministry of Manpower. 5 Once an apprentice joins the program, he/she starts a gradient program of 3 phases to acquire the professional skills by working alongside a master craftsperson in the enterprise. 6 The apprentice shall enjoy social protection ensured by the law and benefits from health care and other benefits agreed upon with all contractual parties and shall benefit from the technical support to be provided by the project. 7

5. The apprentice will attend a one-day per week training to be held outside the workplace in order to gain the additional soft skills and competences that are not necessarily linked to a specific profession. 8 Field visits to large enterprises will be arranged for the apprentices and their employers to explore potential business relationships. The project will help the illiterate apprentice and mentor with opportunities to attend special illiteracy classes in liaison with the Agency for Illiteracy Eradication & Adult Learning. Engaged enterprises will receive “Occupational Safety and Health” equipment depending on the nature of activity. Workers and apprentices will receive necessary training to raise safety and security level minimizing potential risks and hazards. Employers and mentors overseeing apprentices can receive a free training course as needed for developing practical and technical skills. Upon completion of the training course, they will be awarded a certificate of completion. The Steering Committee will award the top performing enterprises a certificate of appreciation and a token to be displayed in the workplace . By the end of the apprenticeship program, a public ceremony will be organized and awards granted. Graduates will receive certificates endorsed and stamped by MOMM and carry logos of partner organizations. This certificate shall have a high-marketing value allowing the youth a better future in the world of work. 9 10 11 12 13 14

6. Progress made in Main Activities of the Implementation Plan Partner Organizations Steering Committee Start the Apprenticeship Program in 5 Governorates Mobilize Donors support • . • . Mobilization of Stakeholders Choice of Partners • . • . Concept Note • . Select Occupations • . Choice of Training Providers • . Implementation plan • . Analysis Skills for occupations • . Register Enterprises Launch the Initiative Skills Scorecard • . Apprenticeship Contract • . Select Enterprises • . OSH Tools • . Off-Job-Training Program Training of Owners & Mentors • . Train Trainers of Trainers • . done • . ongoing Updated: March 2013

7. “Off-the-Job” Learning Program • A team of Experts worked on designing a special learning & training package suitable for the target apprentices. • The program will be delivered during two years of total 300 hours, including 60 hours for extra curricula activities such as sports and cultural activities. • Program Modules: • Life Skills & Career Guidance. • Numeracy • Occupational Safety & Health. • Green Skills. • Information & Communication Skills. • Labour Rights. • Entrepreneurial Skills. Sample for a power point presentation slide taken from “Labour Rights” Module. . “Question & Answer” Style.

8. Target Group: • Apprentices aged between 14 &18, with restricted literacy and numeracy due to lack of formal education; • Most of them do not have significant work background. • Methodology: • Adopt a variety of teaching and learning methods; • Attract learners’ interest and concentration by alternating between discussions, team work, games, audio-visuals, role play and interactive participation. • Assessment: • Continuous assessment of apprentice throughout the learning module. • Summative evaluation at the end of each module to record the overall performance of the apprentice. Assigned trainer provides a qualitative assessment against each completed module to determine apprentice’s off-the-job learning competences. A Learner’s portfolio will contain evidences of all assessments and evaluations.

9. Proposed Design of the Skills Score card

10. Main Challenges • The implications of the current political situation on decision making in Egypt and due to the continued unsettled it has been difficult to launch the pilot project in the engaged governorates. • Many enterprises have incomplete legality and lack the required licensing documents but having potential for providing training. • Lack of awareness of the importance of vocational training and the reluctance of youth to avail training opportunities. • Changing community culture and perception to vocational craft work. • Lack of mechanisms for disseminating good experiences in apprenticeship and vocational training. • Apprentices have no social and health protection. • Businesses do not comply with health and safety regulations. • Possible discrimination in recruitment of women and people with special needs or disabilities, etc.