enhancing institutionalized partnerships between tvet

Enhancing Institutionalized Partnerships between TVET

Institutions and the World of Work in the Arab Region

Enhancing Institutionalised Partnerships between TVET


Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab Region

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This report, a UNESCO initiative, examines Partnerships between Technical and Vocational Education and Training (TVET)Institutions and the World of Work in the Arab Region. The information collected and research conducted follows themethodologyandguidelinesofUNESCOforthenationalreportsonenhancinginstitutionalizedpartnershipsbetweenTVETinstitutionsandtheworldofworkintheArabregion.ThisreportaimstosupportpartnersinthedesignandimplementationofrelevantTechnicalandVocationalEducationandTraining(TVET)policiesthatcancontributetoemployment.

Publishedin2020bytheUNESCORegionalBureauforEducationintheArabStates–Beirut©UNESCO2020

ThedesignationsemployedandthepresentationofmaterialthroughoutthispublicationdonotimplytheexpressionofanyopinionwhatsoeveronthepartofUNESCOconcerningthelegalstatusofanycountry,territory,cityorareaorofitsauthorities,orconcerningthedelimitationofitsfrontiersorboundaries.Theideasandopinionsexpressedinthispublicationarethoseoftheauthors;theyarenotnecessarilythoseofUNESCOanddonotcommittheOrganization.Author:DavidChang&SalimShehadehCoverPhoto:freepik.comDesignedbyUNESCO


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Foreword InlinewithitsTVETStrategy,UNESCOpromotesTVETasanintegralpartofeducation.TheOrganizationstrivestosupporttheeffortsofMemberStatestoenhancetherelevanceoftheirTVETsystemsandequipyouthandadultswithskillsrequiredforemployment,decentwork,entrepreneurship,andlifelonglearning.IntheArabregion,thelandscapeofTVETischangingfastinresponsetosocial,politicalandeconomicfactors, demographic developments and labour market trends driven by technological and workprocessesdevelopments.ToprovideaccesstoqualityTVET,MemberStatesmustdefineandstrengthenregulatory frameworks for TVET todefine roles, rights, obligations, andaccountabilityof public andprivate actors, encourage stakeholder participation, and foster partnerships. Effective governancemodelsforTVETinvolverelevantlocalstakeholdersandbusinessassociationsandinparticular,closepartnershipbetweenTVETinstitutionsandtheworldofwork-public-privatepartnerships(PPP).TheadoptionofPPPwithintheTVETsectorinArabcountrieshasreceivedvaryinglevelsofattentionandprioritisation. Insomecases,PPPsareembracednationally,andinothercases,theyaread-hoc,scatter-gunanddealtwithatthemunicipallevel.Itishoweverincreasinglyclear,theprivatesector(PS)hasdemonstratedakeeninterestinthismodalityandthatsomecountriesarehavingmoresuccessatharnessingPSdynamism,commercialknow-how,andresourcestotheiradvantagethanothers.Thereisaneedtounderstand:

Ø HowPPPinTVETcanbetterservethenationalinterestsofArabcountries;Ø Whichmodelsbestresultinquality,affordable,inclusiveandsustainabletraining.

This study on theArab States Region covers investigating PPP in five countries: Egypt, Iraq, Jordan,PalestineandLebanon.ThisstudyaimstosupportArabregionTVETstakeholderstoexplorepracticaloptionstostrengthenandimprovepartnershipbetweenTVETinstitutionsandtheprivatesectorintheArabStatesRegion.AnewkindofindustrialrevolutionishappeningallovertheworldandArabSatesRegionisbecomingamiddle-incomeregion.TVETneedstosupportthecountry’smediumandlong-termtargetsforhumancapitaldevelopment,crucialforachievingnotonlytheSustainableDevelopmentGoals(SDGs)butalsoeconomicgrowth.Asbothhavecommoninterests,itmakessensethatthepublicandprivatesectorscollaboratetomodernisethetechnicalinstitutionsanddevelopaskilledworkforce.


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Acknowledgment TheworkforthisstudywascoordinatedbySalimShehadeh,ProgrammeSpecialistforTechnicalandVocationalEducationandTraining(TVET)atUNESCOBeirut,andDavidChang,TVETExpert,withintheframeworkofUNESCOStrategyforTechnicalandVocationaleducationandTraining(TVET)2016-2021.TheOfficewouldliketoacknowledgeallthosewhocontributedtotheaccomplishmentofthisstudy,bothfromwithinandoutsideofUNESCO,whosharedtheirinsightandexperience,reviewedthedraftandprovidedtheirvaluablecommentsandfeedback.


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Table of Contents Foreword……………………………………………………………………………………………………………………………………….…..2Acknowledgment........................................................................................................................................3ListofAbbreviations...................................................................................................................................51.Background……………………………………………………………………………………………………………………………………..72.TVETandnationaldevelopment............................................................................................................8

2.1KeychallengesinTVET.....................................................................................................................92.2Contributions&Benefits................................................................................................................102.3ContentandrangeofPPPsinTVET................................................................................................122.4TVETinstitutionsandtheprivatesector........................................................................................17

3.Egypt.....................................................................................................................................................193.1TVETsysteminEgypt......................................................................................................................193.2KeychallengesintheTVETsector..................................................................................................253.3EvidenceofPPPinitiativesintheTVETsector...............................................................................263.4EvidenceofPPPsattheTVETinstitutationallevel........................................................................273.5KeychallengesofPPPsintheTVETsector.....................................................................................36

4.Iraq........................................................................................................................................................384.1TVETsysteminIraq........................................................................................................................384.2KeychallengesintheTVETsector..................................................................................................404.3EvidenceofPPPinitiativesintheTVETsector...............................................................................424.4EvidenceofPPPsattheTVETinstitutionallevel............................................................................424.5KeychallengesofPPPsintheTVETsector.....................................................................................43

5.Jordan....................................................................................................................................................445.1TVETsysteminJordan....................................................................................................................445.2KeychallengesintheTVETsector..................................................................................................465.3EvidenceofPPPinitiativesintheTVETsector...............................................................................475.4EvidenceofPPPsattheTVETinstitutionallevel............................................................................475.5KeychallengesofPPPsintheTVETsector.....................................................................................51

6.Palestine................................................................................................................................................536.1TVETsysteminPalestine................................................................................................................536.2KeychallengesintheTVETsector..................................................................................................556.3EvidenceofPPPinitiativesintheTVETsector...............................................................................566.4EvidenceofPPPsattheTVETinstitutionallevel............................................................................576.5KeychallengesofPPPsintheTVETsector.....................................................................................57

7.Lebanon................................................................................................................................................597.1TVETsysteminLebanon.................................................................................................................597.2KeychallengesintheTVETsector..................................................................................................627.3EvidenceofPPPinitiativesintheTVETsector...............................................................................647.4EvidenceofPPPsattheTVETinstitutionallevel............................................................................657.5KeychallengesofPPPsintheTVETsector.....................................................................................68

8.Someinternationalexamplesofgoodpracticesoftrainingcentersmanaged/co-managedbyprivatesector........................................................................................................................................................699.Recommendations................................................................................................................................71References................................................................................................................................................78


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List of Abbreviations AHUC AlHusonUniversityCollegeATS AppliedTechnologySchool

BAT BasraAcademyforTrainingCAQA CenterofAccreditationandQualityAssurance

CC CommunityCollegeCCC ConsolidatedContractorsCompanyCDC CareerDevelopmentCenter

CSB CivilServiceBureauDGTVE DirectorateGeneralforTechnicalandVocationalEducation

DOS DepartmentofStatisticsEBRD EuropeanBankforReconstructionandDevelopmen

EDF EducationDevelopmentFundEFQM EuropeanFrameworkforQualityManagement

EGAC EgyptianAccreditationCouncilENABEL BelgianDevelopmentAgency

ETF EuropeanTrainingFoundationETVET EmploymentandTechnicalandVocationalEducationandTrainingEU EuropeanUnion

FAO FoodandAgricultureOrganizationoftheUnitedNationsGDP GrossDomesticProduct

GIZ GermanInternationalCooperation/GesellschaftfürInternationaleZusammenarbeitICT InformationandCommunicationTechnology

IEC IndustrialEducationCollegeIECD InstitutEuropéendeCoopérationetdeDéveloppement

ILO InternationalLabourOrganizationIMF InternationalMonetaryFundJAPM TheJordanianAssociationofPharmaceuticalManufacturers

JIEC JordanIndustrialEstatesCompanyLETCouncil LocalEmployment&TrainingCouncil

LMIS LabourMarketInformationSystemMEHE MinistryofEducation&HigherEducation(Lebanon)

MoA MinistryofAgricultureMoETE MinistryofEducationandTechnicalEducation

MOEHE MinistryofEducationandHigherEducation(Palestine)MOF MinistryofFinance

MoHE MinistryofHigherEducationMOHESR MinistryofHigherEducationandScientificResearch


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MoL MinistryofLabour

MoLSA MinistryofLabourandSocialAffairsMoSA MinistryofSocialAffairs

MSCoE ModelSkillCenterofExcellenceNAQAAE NationalAuthorityofQualityAssuranceandAccredetationinEducation

NCHRD NationalCenterforHumanResourcesDevelopmentNCVT NationalCenterforVocationalTraining

NEO NationalEmploymentOfficeNET NationalCompanyforEmploymentandTrainingNGO Non-GovernmentalOrganization

NQF NationalQualificationFrameworkNTEP NationalTrainingandEmploymentProject

NTF NationalTrainingFundOECD OrganisationforEconomicCo-operationandDevelopment

PPP PublicPrivatePartnershipPS PrivateSector

PVTD ProductivityandVocationalTrainingDepartementQAA QualityAssuranceandAccredetationSACS SectorSkillsAdvisoryCoordinationServices

SAT SwedishAcademyforTrainingSCHRD SupremeCouncilforHumanRessourceDevelopment

SMEs SmallandmediumenterprisesSSC Sectorskillscouncil

TVET TechnicalandVocationalEducationTrainingUNDP UnitedNationsDevelopmentProgramme

UNESCO UnitedNationsEducational,ScientificandCulturalOrganizationUNHCR UnitedNationsHighCommissionerforRefugeesUNRWA UnitedNationsReliefandWorksAgency

USAID UnitedStatesAgencyforInternationalDevelopmentVET VocationaleducationandTraining

VTC VocationalTrainingCorporationWARD WelfareAssociationforResearchandDevelopment

WBL WorkBasedLearningWFD Workforcedevelopment


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1. Background According toUNESCO’s Strategy for Technical and Vocational Education and Training (TVET) (2016-2021)1atleast475millionnewjobsneedtobecreatedoverthenextdecadetoabsorbthe73millionyouthcurrentlyunemployedandthe40millionnewannualentrantstothelabourmarket.Thereisaneedforastrategytobedevelopedandactivitiesdesignedtocreatenotonlydecentworkbutalsotofoster an equitable, inclusive and sustainable society of active citizens, in line with SustainableDevelopmentGoals4and8,addressinglifelonglearning,lifeskillsand21stcenturyskills.Thechallengesintransitioningintothelabourforceisoneofthemostimportantissuesthatconcernyoungpeople.Unemploymentisacomplexissueforwhichthereisnosinglereliableindicatortoexplain.ThishasledmanystudiestolinkunemploymenttothequalityandrelevanceofoutputsoftheTVETsystemanditscompatibilitywiththeneedsofthelabourmarket.In the Arab region, the labour market demands and critically needs a skilled labour force for itsdevelopment;however,“theskillsthatindividualsareenteringthejobindustrywith,donotmeetthedemandedcriteriaofcompanieswhoarebeinginfluencedbysocio-economictrendswhichincludetheadaption of technologies.” 2 The demand for potential workers is relatively high, nevertheless,opportunitiesarelimitedduetothelackofrequiredskillsofindividualsandthemismatchbetweentheskillsdemandedinthejobmarketandthesupplyofprovision.Thismismatchiswidenedbythelackofmarketinvolvementintheeducationalprocess,evidencedbyalackoffirmregulationsonwork-basedlearning,relevantinternshiporapprenticeshipopportunitiesalignedtotrainingprogrammes–makingthemeitherobsoleteorrequiringmuchimprovementbeforetheycanservethedemandsofthelabourmarket.As youth unemployment is amajor challenge in the Arab region, resolving this in a timelymannerrequiresTVETinstitutionstocontinuouslyalignthelevelofrelevanceofprogrammestomarketneeds,provideup-to-date jobmarket informationandexpandtheprovisionofqualitycareerguidanceandcounselling services – all of which can be supported by the private sector. As part of itsrecommendationsinitsTVETStrategy,UNESCOemphasisesthatgovernancemodelsforTVETshouldinvolve relevant local stakeholdersandbusinessassociations inparticularbetweenTVET institutionsandtheworldofwork,hence,Public-PrivatePartnerships(PPPs)inordertoenhancetherelevanceofTVETsystemsandequipyouthandadultswithskillsneededinthelabourmarketandhenceimprovelevelsofemployment,decentwork,entrepreneurship,andlifelonglearning.

1http://unesdoc.unesco.org/images/0024/002452/245239e.pdf2TheFutureofJobs2018”WorldEconomicForum


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2. TVET and National Development TVETcomprisesalltheoreticalandpracticalactivitiesaimingtoqualifyindividualsforconductingspecificworkoperationsorenteringadefinedprofession/occupation. Inorder to findworkTVETgraduatesmustpossess relevantqualifications, i.e. the right knowledge, skills and competencies tomatch theneedsanddemandsofthelabourmarket.UNESCOdefinesTVETas“thoseaspectsoftheeducationalprocessinvolving,inadditiontogeneraleducation,thestudyoftechnologiesandrelatedsciencesandthe acquisition of practical skills, attitudes, understanding and knowledge relating to occupation invarioussectorsofeconomiclife.”Inmanycountries, theStateplaysapredominantrole inthefinancingand intheprovisionofTVET.Current efforts to adapt TVET to the requirements of the labour market, and more broadly tosustainable development imperatives, include broadening the participation of private sector in thegovernanceandmanagementofTVETsystems.ItisbecomingincreasinglydifficultforaState-operatedTVETsystemtodeliverknowledgeandskillsthatareupdatedatalltimesinthedynamic,globaleconomywith continuous changes in technologies and markets. The private sector has access to relevantinformationaboutdevelopmentandskillsneeds,andtoupdatedequipmentandspecialisedstaffwithupdatedqualifications.Asaresult,Statesarelookingtodevelopeffectivepartnershipsbetweenthepublicandprivatesectorindifferentsectorsandservicessuchashealth,transportationandeducation.ThepurposeoforganisingPPPsinTVETistoimprovetherelevanceandqualityoftrainingprovidedbythenationalTVETsystemsandthusenablethemtodelivergraduateswithknowledgeandskillsthatmeettherequirementsofthelabourmarket.According toUNESCO (2013), aPPP is perceivedas amechanism to shift froma supply-driven to ademand- and supply-driven approach that is needed to address youth unemployment facingmanyStates today. While supply-driven means producing skilled manpower needed for economicdevelopment without necessarily referring to employers needs, demand-driven is customised torespondtorequirementsofemployersinthelabourmarket.InitiativestoincludebusinessrepresentativesarealsoaccompaniedbyanincreaseofTVETinstitutionsautonomy from central ministries and agencies. Over the last decade, many TVET systems havedevolvedmanagementresponsibilitiestothelocallevelbyprovidinginstitutionswithgreaterautonomy.Autonomy of TVET institutions has often included shifting responsibility for management fromcentralisedsystemstolocalinstitutionstherebyplacingmoreresponsibilityonmanagementoftheseinstitutions.LocalmanagementofTVETbringsthe institutioncloserto its labourmarketandprivatesectorandisexpectedtherebytoimprovetheeffectivenessofTVETinstitutions.Thisreportwillthereforeaimtoprovideanoverviewandanalysisonthestatus-quoofthepartnershipsandcollaborationatthelocalinstitutionallevelbetweenTVETinstitutionsandtheprivatesector,andinordertoprovidecontext,discussionsonpartnershipsatthenationalandregionallevelwillalsobepresented. This will be supported by case studies on institutional level PPPs in Egypt, Iraq,Jordan,PalestineandLebanon.


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2.1 Key challenges in TVET Intoday’sglobaleconomywithcontinuouschangesintechnologiesandmarketstherearesignificantchallengesrelatedtodesigningandoperatinganationalTVETsysteminwhichatalltimeswilldeliverrelevanttechnicalandvocationaleducationandtrainingofhighquality.

Ø AccesstoupdatedinformationaboutskillsneedsinthevariouseconomicsectorsStateministriesingeneralarewellinformedaboutthesituation,needsandchallengesin“theirown”policyarea.ButministriesresponsibleforTVETprovideeducationandtrainingformanydifferentproductionsectors.Thedynamicsintheindustryishigh,anditisnotpossibleforcivilservantsandothersoutsidethesectorstobecontinuouslyupdatedonthelatesttechnologicalandmarketdevelopments,andthusthetrainingneedsinallsectors.

Ø Higheconomiccosts

ThecostofTVETistypically2-3timesthecostofgeneraleducationperstudent.Thisisduetoneedsforrelativehighinvestmentsinmachines,toolsandworkshops,aswellasrecurrentcostsforconsumabletrainingmaterialsinmanytechnicalskillsareas.Furthermore,intechnicalskillareasthenumberofstudentsperteachermustbelowprimarilyduetosecurityreasonsasmanymachinesrepresentpotentialdanger ifoperated incorrectly.A limitednumberofstudents isoftennecessaryalsoforpedagogicandlearningpurposes,sinceone-to-oneteachingisoftenrequiredforthoroughexplanationofcorrecthandlingofmachinesandtoolsandoptimaluseoftrainingmaterials,andsupervisionofstudentsintheinitialphaseofnewworkoperations.

Ø Societalobstacles

In some societies traditional gender roles and norms forwomen’s potential participation inworkinglifeaffectandlimitfemaleparticipationinTVET.AndinalltypesofsocietiesthereisatendencytovaluetheoreticalandgeneralacademiceducationhigherthanTVET.Thelow(er)esteemofTVETinmanyStateshascreatedasignificantandseriousgapandmismatchbetweenqualificationneedsofthelabourmarket,andtheoutputfromtheeducationandtrainingsystem.

Ø AccesstoqualifiedTVETteachersandtrainers

AnationalTVETsystemfinancedandoperatedbytheState,eveninthewealthiestnationswillfall short of keeping up with the pace of technological development and ensure frequentinvestmentsinworkshopswiththemostrecentequipmentinalltrainingareas.Technicalandvocationaleducationwithoutpracticaltrainingisingeneralnotgoodenoughtodeliver graduateswith the requiredprofessional skills. Practical trainingmusthavea centralplace inallTVETcoursesunlesswewantgraduateswhoareable toexplainhowtoperformspecifictasksbutunabletoperformthem.TVETteachersandinstructorsmusthavepracticalexperiencefromthetradetheyareteaching.TeachertraininginstitutionscannotbeexpectedtobefullyupdatedatalltimesontheskillsneedsinallrelevantindustriesortobeequippedwiththemostrecentproductionequipmentforpreparationofTVETteachers.Infact,revisionofcurricula,trainingofteachersandtrainersonkeycompetenciesshouldbeprovidedregularlyoncethecurriculahavebeenintroduced,revisedorupdated.


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2.2 Contributions & Benefits It is not unusual that large and wealthy companies make unilateral contributions in the form ofprofessionaladvice,servicesorgifts,withintheframeworkofwhatisoftenreferredtoas“CorporateSocialResponsibility(CSR)”.Butmostprivatecompaniesexpectsomesortofbenefitsorgainsinreturnfor theirdirectand indirect costs incurred in thecooperation. “What’s in it forme?” isa legitimatequestionforallpartiesinPPP.Thusallpartnershiparrangementsshouldalwaysensurethatpartners’costsarebalancedbyspecifiedorsubstantiatedgains.

Ø PrivatesectorpartnersContributions:§ Professionalexpertiseinmajordecision-makingprocessesatvariousadministrativelevels,

supervisionof TVET learnersduringworkplacebased training, and formal assessmentoflearners

§ Updatedinformationaboutlabourmarkettrainingneeds§ Directcosts including travelandaccommodationcostsandsalaries to individual staff for

timespentonthecooperation§ ContributiontojointfinancingarrangementforTVET,e.g.intheformofalevy(ear-marked

tax),e.g.basedonthecompanypayroll/salaries§ Forcommercialenterprisesindirectcostsincludeopportunitycosts,i.e.thelossofpotential

incomeandprofitthatcouldhavebeengeneratediftimespentonthecooperationinsteadhadbeenspentonincome-generatingactivities

§ Indirect costs may also include additional maintenance and replacement of companyequipment used for in-company training of TVET learners, and additional purchase ofconsumablesusedfortrainingpurposes,e.g.weldinggas,shampooorstationaries

§ PotentialsalariesorallowancestoTVETlearnersonlong-termplacementinthecompanywhoparticipateactivelyintheproductionaspartof“learning-by-doing”.

Benefits:Dependingontheorganisationandcontentofthepartnershiparrangements:§ BetterqualifiedTVETgraduateswithrelevantskillsandcompetencesarefoundinthelocal

labourmarket,and thus recruitmentofnewemployeeswillbe less timeconsumingandcostly:lessimportofforeignworkersandinternaladditionaltraining

§ Access to decision-making processes on policy, programs and training content that willimproverelevanceandqualityofTVETgraduates

§ Travel, accommodation and meeting allowances for members of decision-makingcommittees,advisoryboardsetc.

§ Economic compensation for own contributions in work-place based training of TVETstudents,e.g.intermsofdirectfinancialsupportortaxexemption

§ Additional income/profit generated for the company by TVET learners in long-termplacementsandapprenticeships

§ EnterprisesacceptingTVETlearnersforplacementswillgettoknowtheindividuals’skillsandworkattitudes,whichcanbenefittheminrecruitmentofnewstaffandreduceinternaltrainingandcosts

§ Acceptanceoflearnersforwork-basedtrainingandgeneralinvolvementinPPPinTVETaddspositivelytotheCSRreportingofcompanies,whichisbecomingacommonrequirement

§ Active involvement in PPP gives direct influence on important decisions in TVET andcontributestoexpansionofprofessionalnetworks.


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Inmanycountries,TVETinstitutionsownedandoperatedbynon-government,non-profitorganisationsand private commercial companies can obtain government authorisation for delivering trainingaccording to national TVET policy and programmes. Also these TVET institutions will benefit frompartneringwithprivateenterprises,e.g.onworkplacements.Butnegotiationsofthecooperationtermswill be different from thepublic-private partnership cases, andnot all the considerations regardingcontributionsandgainssuggestedabovewillberelevant.

Ø PublicsectorpartnersPublicauthoritiesingeneralhavearoleinTVETatseveraladministrativelevelsandPPPsmayinprinciplebeorganisedatalladministrativelevels,including:§ National level: formulation of policy and strategies, financing and development of legal

instruments, decisions on qualifications, qualifications framework and TVET programs,issuingofguidelinesforassessment/examinationofstudentsandapprovalofassessmentteams, development of training curricula, overall coordination of the national TVETprovisionandnationalqualityassuranceofTVET

§ Regional level: decisions on geographic distribution, types and volumeof available TVETprogrammeswithintheregion

§ Local level: decisions on local budget distribution, investments in training facilities andequipment,andrecruitmentofTVETteachersandinstructors

§ Institutional level, ifpublicTVETinstitution:managementandimplementationoftrainingaccordingtonationalpolicyandregulations,adjustmentofcurriculaaccordingtotheneedsoflocalenterprises,ordevelopmentanddeliveryofnewcoursesandcurricula,accordingtonationalpolicyandregisteredqualifications.

Whatmaybethepotentialcontributionsandgainsof thevariouspublicsectorpartners?Tosomedegreethepublicsectorcontributionswillcorrespondwiththegainsoftheprivatesectorpartners–andviceversa.However,somecontributionsofthepublicsectoringeneraldonotimplyothercoststhanreducedpublic influence. Insteadtheendresultofan improvedTVETsystemandbetterqualifiedTVETgraduateswillbeagainalsoforthepublicsectorpartnersintermsofoverallgoalachievement.Contributions:§ Giving private sector partners access to major decision-making processes, including on

nationalTVETpolicyandplans,TVETprogrammestructure,andtrainingcurricula§ Allowancesorcoveringofdirectcostsforprivatesectorpartners,includingfortravelsand

accommodationwhenattendingmeetingsincommittees,advisoryboardsetc.§ Economiccompensation/directfinancialsupporttocompaniesthatacceptresponsibility

forworkplace-basedtrainingofTVETlearners§ Taxexemptionforcompaniesforcostsrelatedtotheirinvestmentsintrainingofemployees,

andtotheirprovisionofworkplace-basedTVETforlearners§ Statetrainingfundsaremadeavailabletoemployers.PublicemployeesinadministrationorTVETinstitutionshaveingeneralfixedsalaries,andtheopportunity cost issue is in general not relevant. But time spent by TVET teachers in jointplanningandevaluationmeetingsmaynecessitatebudgetreallocationsforTVET institutions,e.g.relatedtoremunerationforteachersubstitutes.


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Benefits:§ Accesstoupdatedinformationaboutskillsneedsinthelabourmarket,andtomodernwork

operations,technologiesandskills§ Accesstohighlyneededprofessionalexpertisethatisnotavailableorscarceinthepublic

sector,inmajordecision-makingprocessesatalladministrativelevels§ TVETlearnersgetaccesstotrainingonmodernequipmentnotfoundintheTVETinstitutions,

andareintroducedtomodernworkoperations§ Reducedneedsforpublicinvestmentsinnew,expensiveequipment,forrecurrentpurchase

of certain training materials, and for renting or recruitment of new professionals, orupgradingofexistingTVETinstructors

§ ImprovedrelevanceandbetterqualityinTVET,andbetterqualifiedTVETgraduates§ Improved financing of TVET if a joint financing arrangement for TVET is agreed by the

partners,e.g.intheformofanear-markedtaxbasedonthepayrollofcompanies.

2.3 Content and range of PPPs in TVET ThecontentandrangeofPPPinTVETcanvarygreatly.Whataretheoptions?Thefigurebelowismeanttoillustratethe“ideal”TVETimplementationprocessinanationaleducationandtrainingsystem.Onecouldaskwhere,i.e. inwhichofthestepsintheindicatedprocesswouldPPPsandinvolvementandinfluenceof labormarket stakeholdersmost likely contribute to improving relevance andquality ofnationalTVETprovision?Figure1.TVETimplementationprocess

Ø Identificationofskillsandtrainingneeds

Oneofthechallengesdiscussedaboveisaboutaccesstoupdatedinformationabouttheskillsneedsinthevariousproductionsectors.Obviously,commercialcompaniesarebetterinformedabouttechnologicalandmarketdevelopments,andthusaboutchangingtrainingneedsthancivil servants responsible for the planning and implementation of TVET. Provided theinvolvement of relevant private sector partners and effective communication arrangements,PPPallowsforrapididentificationofnewtrainingneeds.


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Ø Developmentofgoals,policyandimplementationstrategyOpinions and contributions from the private sector through PPP may be useful also forformulating specific objectives and TVET policies to meet the identified training needs andoverall goal of relevance and quality. Whereas government representatives are the bestqualified to ensure the formal aspects of formulating training objectives and policy andgovernance,theprivatesectorrepresentativeswillseethingsfromadifferentperspectiveandmaybringtothetablenewideasandsuggestionsregardingpracticalapproachestothedailyoperation.Thus, thereare strongarguments in favourof involving theprivate sectoralso indecisionsandformulationofTVETpolicyandimplementationstrategy.

Ø Developmentofcurriculumandmodifications

Modern and effective TVET systems deliver and operate their courses and programmesaccordingtooccupationalstandards(OS).Occupationalstandardsspecifywhatapersonshouldknowandbeabletodoinordertoeffectivelycarryoutthefunctionsofaparticularjobattheworkplace. They are in general defined by private sector stakeholders, who know the skillsrequirementsandconditionsintheindustry.Curriculaspecifyingthelearningoutcomesshouldideallyreflectthecontentoftheoccupationalstandards.ThustheprivatesectorpartnerswouldbelogicalpartnersforTVETinstitutionsinthedevelopmentofOSandcurricula.ThisalsoappliesinthecaseofdefiningthecontentofqualificationsandTVETcourses,whereaspublicofficialsingeneralwillhavetheexperienceinformulatingandformalisingthemaccordingtothegeneralofficialdemandsandtraditions.Developmentofqualificationsandqualificationunits,anddevelopmentofcomprehensiveorsector-specificqualificationframeworksareareaswherePPPscontributetoimprovedrelevanceinTVET.

Ø Supportmanagementandadministration

Many States have organised their TVET systemswith several administrative levels: national,regional,district/local,andinstitutional.Dependingonthenationalpolicyondecentralisationofdecision-making,thereisingeneralsomeflexibilityregardinghowtoorganiseandadministerTVETdelegatedtomost levels.PPPswill ingeneralbe importantforensuringanappropriatestructure of the TVET provision at regional, local and institutional levels. The productionstructure often varies between geographical areas. This means that the provision of TVETprogrammesandcoursesnecessarilyshouldvaryaccordingly.Private sector representatives fromeachareawill ingeneral knowthecurrent situationandlocalskillsneeds.Their inputmaybe importantforensuringarelevantprovisionandcorrectdimensioning of courses to avoid serious mismatch between demand and supply of TVETgraduates. In Turkey, “Provincial Employment and Vocational Education Boards” with bothpublicauthoritiesandprivatesectorrepresentativeshavebeenestablishedfordiscussionandensuring“localsolutionsforlocalproblems”inTVET.3

Ø Supportdeliveryoftrainingandassessment

MostcountriesinEurope,NorthAmericaandLatinAmerica,aswellasAustralia,NewZealand,and industrialised countries inAsiahavepublic TVET systems that involve theprivate sectoractively in thedeliveryof training.4This also applies tomanySub-SaharanAfrican countries,includingTheRepublicofSouthAfrica,Kenya,andRwanda.

3SeeTurkeycountryreport:http://www.unevoc.unesco.org/go.php?q=World+TVET+Database4Seereferencesinnotes12,15and16


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Amongthe19Arabcountries,EgyptandQatarintroducedPPPsineducationalreadyin2003,withageneralaimtoimprovequalityingeneraleducation.Qatar’svoucherprogramtargetedparentsofchildren,enablingthemtoenroll theirchildren inprivateschools.From2006,theEgyptian government also worked to establish PPPswith Sectorial Training Councils in theindustrialandconstructionsectorswiththeobjectiveofintroducingreformsineducationandtraining. Enterprise Training Partnerships (ETPs) were also established for the TVET ReformProgramin2005throughPPPs.Atotalof12sectorETPsand19localETPswereestablished.Each of the ETPs was managed by a management board, two-thirds of whom representedprivatebusinesses andone-thirdofwhich came fromeducationand trainingproviders.5ButaccordingtotheEgypt2012countryreportintheUNEVOCdatabase:“TVETtrainingcoursesarestilllargelyinstitution-basedandbearlittlerelationtotheneedsofthelabormarket.”6Public-privatecooperationinTVETdelivery inmostcases impliesthatTVETinstitutionsshareresponsibilitiesforpracticaltrainingwithindividualorgroupsofcompanies.Thisisdonebyshortorlongplacementsattheworkplace,wherebythestudentsgettheopportunitytotrainonandworkwithcompanyequipmentundersupervision.7If the primary objectives of TVET are to qualify students for work and provide qualifiedindividuals for the labour market, there are apparent reasons for involving private sectorstakeholdersalsointheassessmentofstudents.Itisusualtoassessthestudentsmoreorlesscontinuously throughout the training program to ascertain that learning progression issatisfactory. The daily assessment during training in TVET institutions must obviously beconductedinternallybytheTVETteachers/instructors.Butinmostcasesthereisalsoafinalgraduationassessment/examination,which includesalsooneormoreexternalassessors. IfprofessionalsfromtheprivatesectorknowbesttherequirementstoTVETgraduates,andtheobjectiveistoensurerelevanceoftrainingitwillbelogicaltoincludesuchprofessionalsinthefinalassessmentteam.SevenoutofthetenASEANcountriesincludethebusinesscommunityinAssessments(2015).8ThisalsoappliestocountriessuchastheUK,GermanyandNorway.9PPPscanalsobeusedindevelopmentandimplementationofthetestsandgradingofresults.Butthepublicauthoritiesatnationalorlocallevelsareingeneralresponsiblefordevelopmentofimplementationcriteria,andforselectionandformalcertificationoftheassessors.Employersthatappointcompanystaff forparticipation intheassessment ingeneral findthearrangementbeneficial.Theywillbeabletoinfluencethequalificationlevelofgraduates,givefeedbackandinputtothestudent’sTVETinstitutiononpotentialimprovements,andpreventunqualifiedcandidatestoenterthelabourmarket.Furthermore,theygetfirst-handinformationaboutindividualgraduates,whichcanbeusefulforrecruitmentofnewstaff.

5http://arabdevelopmentportal.com/?q=blog/public-private-partnerships-education-arab-world-egypt-and-qatar-%E2%80%93-part-ii6Seehttp://www.unevoc.unesco.org/wtdb/worldtvetdatabase_egy_en.pdf7Thisisthepurposeofplacementsandidealsituation,butstudentssometimescomplainthattheyaregivengeneraltaskswithno

relevancetotheTVETprogrammetheyaresupposedtobetrainedin8Seehttp://www.regional-tvet-conference-laos.org/kontext/controllers/document.php/59.8/5/5ba3e5.pdf9SeeindividualcountryreportsintheUNESCO-UNEVOCTVETdatabase,andCEDEFOPnationalreports

http://www.unevoc.unesco.org/wtdb/worldtvetdatabase_egy_en.pdf;http://www.cedefop.europa.eu/en/publications-and-resources/country-reports


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Ø SupporttransitionandplacementIn addition to the learning of skills, placements let the students experience the culture ofworkinglife,whichinmanyrespectsisverydifferentfromthecultureofeducationandtraininginstitutions.Thisisavaluable“bonus”ofplacementsthatshouldnotbeunder-estimated.Theexperiencetendstomaturethestudentsandinfluencetheirworkattitudes.Apprenticeship is long-term placement, often 1–3 years, which combines learning andproductiveworkforthecompany.IncountriesliketheUK,CanadaandNorwayapprenticeshipis an integrated part of all TVET programmes. Learning takes place according to a specifiedsyllabus and is formalised in awritten agreement between the public TVET authorities, thecompanyorgroupsofcompanies,andthelearner.Thestudenttakespartinthedailyworkintheenterpriseundersupervisionofaprofessionalandisgraduallysocialisedintothedefinedprofession throughout theapprenticeshipperiod,which is finalisedwith apractical test andassessment.If students make a good impression during placements, and particularly during theapprenticeshipperioditmayleadtoformalemploymentaftergraduation.Thus,PPPindeliveryoftrainingcancontributepositivelytotheschooltoworktransfer.For the TVET institutions, work placements for students give opportunities for limitinginvestmentsinnewequipment,ifthestudentsaretrainedonthelatestproductionequipmentofthecompany,andfornewproducts.ForthecompanythebenefitsareobviousiftheTVETstudents – in addition to developing the required professional knowledge and skills – havedevelopedimprovedworkattitudesandarealisticinsightinworkinglifeandenterpriseculturewhentheygraduate.Andtheemployersgettheopportunitytolearntoknowthestudentsandgetabetterfoundationforselectionofthebestcandidateswhenrecruitingnewstaff.Incaseswherecommercialcompanieshaveinvestedinnewmachinesorintroducednewworkprocedures,theremayalsobeopportunitiesfortheTVETinstitutionstoagreewiththecompanyon placements of TVET teachers and instructors for updating training. Better qualified TVETteacherswillingeneralcontributetobetterskilledgraduates,andthusbetothebenefitalsoforthecompanies.Similarly,aspartofPPPlocalcompaniescancontributetobetterqualifiedstudentsbysendingsomeoftheirownprofessionalstaffforteachingclassesinselectedsubjectsorlimitedworkoperations.

Ø MonitoringandevaluationoftheoverallTVETsystemOverallmonitoringandevaluation(M&E)oftheeducationandtrainingsystemisinmostStatesagovernmentresponsibility.Itusuallycomprisesofsystematiccollectionandanalysesofdataonmanydifferentsystemelements,includingadministrationatdifferentlevels,trainingentities,teachers,studentprogression,andoutputsintermsofstudentresults.ForTVET,itwillalsoberelevanttocollectdataonstudentsaftergraduationinparticularemploymentstatus.Whenanalysingsuchdataovertimeitmaybepossibletodetectandidentifyweaknessesinthesystemandchangingtrendsinemployment.Providedcommunicationchannelsarefacilitatingthe feedingof resultsof theanalysesback to the relevantdecision-makers, the findingswillnormally lead todiscussionsonhowtomeet thesechallenges,andpotentialadjustmentsofpolicyandpractice.Collectionofstatisticaldataisnormallyconductedbyagovernmentagency(NationalBureauofStatisticsorAgencyresponsibleforimplementationofeducationandtraining)oracontractedresearchinstitutionoruniversity.EmployersandprivateTVETinstitutionswillcontributedata


16

fromtheirownparticipationintraining.Privatesectorstakeholdersaresometimesinvolvedindiscussionsofcriteriaandindicatorsforthedatacollectionandanalyses,butsystematicPPPinM&E isnot frequentlyused.However,oncepotentialadjustmentsofpolicyandpracticeareconsidered necessary based on theM&E findings, PPPswill be highly relevant, as discussedabove.StateswithamodernTVETsystemhaveanarrangementfornationalQualityAssurance(QualityControl) performed by an independent government agency (Quality Assurance Agency). 10QualityAssuranceisdifferentfromM&E.Itimpliesamorequalitativeapproach,andfocusesondifferent aspects of implementation, including the content and delivery of TVET courses,qualifications of TVET teachers and managers of institutions, decision-making andadministrationinthevariouspartsofthesystem,andtrainingresults.Implementationofqualityassuranceisusuallybasedoncriteriaandproceduresprovidedbytherelevantpublicauthorities,inmostcasesthenationalpolicy-settinginstitutionortheinstitutionresponsiblefortheQualificationFramework.StateswithamodernTVETsystemusuallyincludeprivate sector stakeholders in these national decision-making bodies and will receive theirprofessionalinputsalsoduringpotentialdiscussionsrelatedtoQualityAssurance.Involvementof private partners directly in the activities of theQuality Assurance agency is not commonexceptforsporadicconsultancies.

Ø StrategicresourcesAccess to relevant and sufficient resources, such as updated training technologies, TVETteachers/instructorswith updatedqualifications, and funding is a prerequisite for successfulTVET. PPPs that include work placements for TVET students can give access to training onmodern equipment and reduce investment needs for the TVET institutions. Professionalcompany staff with updated qualifications will supervise and train the students duringplacement.Theremayalsobeopportunitiesforhavingprofessionalcompanystafftakingclassesin theTVET institution, and in-companyupdating trainingonnewproductionequipment forTVETteachers.FinancingofTVETcanbeachallenge,notleastforgovernmentsinlowandmiddleincomeStates.Even if PPPs can reduce investment and operational costs for the TVET institutions, smallerclassesandpracticaltrainingatschoollevelstillimplyhighercostsperstudentthaningeneraleducation.GovernmentbudgetsforTVETareoftentoolimitedtomeetfundingneeds.Toovercomethisproblem many countries have introduced combined funding schemes. In addition to thegovernmentfunds,othersourcescanincludestudentfees,levies-often0.5–2percent-oncompanies’ payrolls, and income-generation at institutional level. The organisation andmanagementofleviesandthedistributionoffundsvarygreatlybetweencountries.Asystemofpayroll leviesorotherformsofprivatesectoreconomiccontributionstoTVETiscost-sharingbasedonPPP.11

10Thenationalqualityassuranceisadditionaltothequalitycontrolalreadyperformedbytheministries,TVETinstitutionsand

individualteachersandinstructors11Seee.g.:ADBreportfromknowledge-sharingeventinChina,October2014

https://www.adb.org/sites/default/files/publication/82793/sustainable-vocational-training.pdf;orreportfromtheOECDSoutheastAsiaRegionalPolicyNetworkonEducationandSkills,8thAnnualExpertMeeting,October2016http://www.oecd.org/employment/leed/Summary-Report-2016-SouthEast-Asia-%20FINAL.pdf,orreportfromtheAfrica-AmericaInstitute.http://www.aaionline.org/money-counts-financing-technical-and-vocational-education-and-training-in-the-post-2015-education-for-all-agenda/


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2.4 TVET institutions and the private sector PPPs are found at all administrative levels of TVET, and the content is adapted to the level andgovernance arrangement. At the national level, PPPs in general focus on issues and questions ofnationwide relevance, decided and handled at the ministry level or above. Examples are thedevelopmentofnationalpolicies,curriculaandfinancialarrangements.ButPPPagreementsmadeatthe national level often also include issues and activities relevant to lower levels, e.g. partnerrepresentationindecision-makingprocessesandjointeffortstorecruitcompaniesforapprenticeships.Suchagreementscanbeconsideredframeworkagreementsandareingeneralvalidalloverthecountryifnototherwisespecified.Attheregionalandlocallevels,thecontentofPPPswilldependontheoverallgovernancesystemoftheTVETsector.Forexample,whichtasksandresponsibilitieshavebeendelegatedtolowerlevels,andhowmuchflexibilityhasbeengrantedtothelocalpublicauthoritiesandinstitutionssetsthelimitsforwhatcanbeagreed.InTVETPPPsatregionalandlocallevelscanbeorganisedwiththepurposetoreducingthemismatchofprovisionanddemand forcandidateswithdefinedqualifications.Through regularmeetings inanappropriateforum,establishedbyformaldecisionsatthenationalleveloraspartofthePPPagreement,public-private cooperation with exchange of updated information can influence the distribution ofspecifictypesandvolumesofTVETprogrammesandensureabettercompliancebetweenprovisionandlocaldemandofdefinedskills.Attheinstitutionallevel,eachindividualTVETinstitutionisresponsiblefordeliveringprogrammesandcoursesthatarerelevantandofhighquality.Involvinglocalcompaniesactivelyintheimplementationof training in general strengthens the relevance and quality of the provision and thus benefits thestudents,thecompaniesandthelabourmarketingeneral,aswellastheTVETinstitutions.

Ø Co-ManagementofTVETinstitutionsbytheprivatesectorTVETinstitutionsneedtohaveoperationalpowerstoengageinpartnershipswiththeprivatesector,becomingregulatedandaccountableserviceproviders.TheStatesetsthe‘rulesofthegame’ (how), TVET institutions are the players and management decision makers (what).Strategic considerations should include: the capacity for responsiveness to local needs;provision coverage; autonomy; multiple funding resources including co-financing from thelabourmarket.AutonomyattheTVETinstitutionlevelincludes:§ contributingtocurriculumdevelopmentandthedesignofshortcourses§ localandregionalpartnershipswithindustry§ selectionofteachingmethodsandteachingmaterialsdevelopment,Includingqualification

andminimumstandardsofsuccess.§ organisationalstructures§ recruiting teachers (and support personnel) and contributing to their professional

development§ themarketingofcoursesandenrolmentofstudents§ additionalresources,includingequipment,materialsandpart-funding§ developmentplanningandinternalbudgetallocations§ reportingandaccountability.


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The autonomy of TVET institutions to partner with industry will in most cases includeagreements on work placements of varying duration for learners, but can also include, forinstance:§ In-companyupdatingtrainingofTVETteachersonnewproductionmethodsandequipment§ Minoradjustmentsofthetrainingcontentaccordingtothecompany’sparticularneeds§ Studyvisitstoenterprisesforgroupsofstudents§ Companyrepresentativesgivinglecturesatschoolonselectedthemesandissues§ Provisionofconsumabletrainingmaterialsbyenterprisestosupportpracticaltraininginthe

schoolworkshops§ TVET institutions organising tailor-made courses for company employees on e.g. ICT or

English.§ Provisionofcareerguidance,councelingandorientationforstudents.

ForindividualTVETinstitutionsitcanproveusefultoestablishanAdvisoryBoardorsimilar,withlocal private sector representation. Inmeetings at the Boardwith administrative personnel,TVETteachersandstudentstheexchangeofupdatedinformationanddiscussionofideasmayleadtoadjustmentsofcurriculathatwillmakethecoursesmorerelevant.Suchforumshaveprovedusefulalsofororganisingshortorlongworkplacementsforstudents.


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3. Egypt 3.1 TVET system in Egypt TVETiswidelyrecognisedasamajorchallengeinthecountry’seffortstoreduceunemployment,createsocialequalityandenhancetheit'sglobalcompetitiveness.Tounderstandthelowqualityandrelevanceof theTVET system,onemust first look at the systemas awhole, andunderstand its complex andmalfunctioninggovernancestructure.

Ø GovernanceAt present, the most important feature that characterises the Egyptian TVET system is itsextreme complexity. The lackof clear leadership andhigh fragmentationof the institutionalframeworkforeducationandtraining,withmorethan30ministriesandentitiesinvolvedinthegovernance and provision of TVET, leads to a high degree of mis-coordination andineffectivenessoftheallocationandmanagementof limitedresources.This includesthetwoEducationMinistries(MoETEandMoHE),aswellasaround17Ministriesactive invocationaltraining.Inaddition,thereareseveralotheragenciesoperatinginthissector,liketherecentlycancelledSupremeCouncilforHumanResourceDevelopment(SCHRD)12,theNationalAuthorityforQualityAssuranceandAccreditationinEducation(NAQAAE),thesectoralTrainingCouncils(Industrial, Building andConstruction), theEducationDevelopment Fund (EDF), theNationalTrainingFund(NTF),justtomentionafew.InadditiontothefactthatthereisnoclearleadershipforTVETinEgypt,thereisalsonoformalroleoccupiedbyemployersfromtheprivatesector,althoughtheyareoccasionallyinvolvedinboardsorcommitteesatalllevels.Thesystemlooksasifithasalltheelementsandcomponentsof an effective TVET landscape, yet at the implementation level there is little coordination,almostnoevidence-basedimpactassessment,andmostpilots(includingthoserelatedtoWBLandapprenticeships)remainassuch,withnoattempttomainstreamsuccesses.By absorbingmore than52per cent13of youngpeopleat the secondary level, the technicalsecondaryeducationpathwayanditsagricultural, industrial,commercial,hospitalityanddualsystemstreams(three-andfive-yearprogrammes)representsthelargerpartoftheEgyptianeducationsystematthislevel.TheMinistryofEducationandTechnicalEducation(MoETE)isbyfarthelargestTVETproviderinthesystem,administeringaround1,30014industrial,commercial,agricultural and dual system Technical Secondary Schools (TSSs)withmore than 1.8millionstudents enrolled in three-year technical diploma or five-year advanced technical diplomatracks.15MostTVETgraduatesaredirectlyobliged toenter the labourmarketandhaveverylimited(around5%)opportunitytoaccesshighereducation.

12OnpaperandbasedonaprimeministerialdecreeandcurrentlyinthedraftLabourlaw,ithasbeenreplacedbytheNationalCouncil

forHumanResourceDevelopment13EEDSPlanningWorkshop(GiZ),201914Thisnumbersometimesisquotedat2000schoolswhenoneconsiderstheadjacenttechnicalclassesinnon-technicalschools.15MoETE,TechnicalEducationStrategyReport,September2011


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Since the 1950s, although not under theMoETE, but under the Productivity andVocationalTrainingDepartment(PVTD)oftheMinistryofTradeandIndustry(MoTI)16thereexistsaformalapprenticeshipscheme.Attheendofthisthree-year-longscheme,studentsreceiveadiploma,recognisedbytheMoETEandequivalenttotheTSSdiploma.Therearearound22,000studentsenrolled in around 45 VTCs across the country. In addition to this long term programme,consideredasatypeofvocationaleducation,thePVTDalsooffersshortcoursesforpublicandprivatesectoremployeesand jobseekers.Furthermore, it recognisestheneedtoexpand itsmarketingdepartment,inordertocreatemoreawarenessregardingitsservices,traditionallyprovidedtothedecliningpublicsector.Atthehighereducation level,therewere45middletechnical institutesthatwere integratedinto8regional technicalcolleges,administeredbytheMinistryofHigherEducation (MOHE).TheTVETsystemalsoincludesfourIndustrialEducationColleges(IECs),supervisedbytheMOHE,offeringfour-year-longprogrammestotraintechnicalteachersfortechnicalsecondaryschools,leading to a Bachelor of Technology. The IECs accept graduates from technical secondaryschools(boththreeandfive-yearsystems)andgraduatesfromtheindustrialtechnicalinstitutes.InstitutesofpostsecondaryvocationaleducationinEgyptcanbeclassifiedintoeightdifferentcategories.Allof thePVE instituteshave two-yearprogrammessanctionedbyadiploma-anexception is the facultiesof IECs,with four-yearprograms sanctionedbyaBachelordegree.Currently, the MoHE is finalising the approval of a draft law to establish TechnologicalUniversitieswhichwillopentheeducationalpathwayfortechnicaleducationsecondaryschoolgraduatestohighereducation.TheinitialplanistoestablisheightsuchuniversitieswiththreeinCairo,QuesnaandBaniSuef.Itshouldbenotedthatgraduatesfromthe5-yearprogramme(undertheMoETE)ofthetechnicalsecondaryeducationhavethesamedegreeandlevelasthegraduatesfromthetechnicalcolleges(undertheMoHE).YetthecurriculaandrequirementsarenotsynergisedorcoordinatedbybothMinistries.ThefigurebelowillustratestheeducationandtrainingstructureinEgypt.

Figure2:Formalandnon-formaleducationandtrainingsystembyresponsibleministry

Source:WorldBankSABER(2014)Workforcedevelopmentreport(Egypt)

16InMay 2015, the affiliation of the PVTDwas transferred to the newMinistry of Technical Education and Training and then in

September2015transferredbacktotheMinistryofIndustry


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WhiletechnicaleducationprovidedbytheMinistryofEducationandTechnicalEducationcanbeconsideredthemostprominent,intermsofnumberofstudentsandschools,itisatthesametimethemostinefficientintermsofoutputs.Itmainly(withsomeexceptions)focusesonthesocialinclusionfunctionofTVETratherthanitsquality.Ontheotherhand,TVETencompassesother middle-level technical institutions, affiliated to other ministries, providing technicaleducationandtrainingspecific to theirsector.Other forms includetrainingthrough industryattachmentsorcooperativeeducation(e.g.dualsystemandapprenticeshipsschemesunderthePVTD), in-service training and re-trainingof both employed andunemployedworkers in thelabour force.Entry-levelvocational training isprovided toaround480,000 traineesayear inabout823(600publicand223privateorsemi-private,ownedbyNGOsandregulatedbytheMinistry of Social Solidarity) vocational training centres (VTCs),managed by several sectoralministries.17The600public sectorVTCsand institutes aredivided into317 formalor systematic trainingcentresofferinglongtrainingprogrammes(minimumoneyear)issuingtechnicaldiplomas,and283non-formal training centres offering short technical courses (less thanone year). Thesecentresservedaround69,500traineesinformaltrainingand359,500innon-formalvocationaltrainingduringtheacademicyear2009/10.18The so-called223private sectorVTCs include219non-formal trainingcentresandaround5formaltrainingcentresandschools.In2010,theyprovidedtrainingtoaround700traineesinformal programs and 51,500 in non-formal courses. 19 Most of these short courses targetdisadvantagedgroups,particularlywomen,disabledandunemployedyouthandareconductedwithincommunity-basedcentres,designedtomeetcommunitydevelopmentneeds.

Ø FinancingTheTVETsystemisfinancedthrough20:§ Studentfees:secondaryTVETeducationisgenerallyfreeofcharge.Someinstitutionsmay

chargefeesbuttheserevertintheirentiretytotheMinistryofFinance.Institutionsmayalsosupportstudentsprovidingmonthlyallowances.Inmostcases,moreisinvestedinastudentratherthancollectedthroughtuitionfees.

§ Budgetallocations:eventhoughTVETfundingisstillcomparativelylow,ithasincreasedinthe recent years. “In 2003, for example, the Ministry of Industry and TechnologicalDevelopmentsecuredalmosta25%increaseinfundingforitstrainingcentres.However,mostof the increasewasforcapital investment, therecurrentbudget increasingbyonly13%,moreorlessinlinewithgeneralcostincreases.”

§ Donorsandinternationalpartners:despitegovernmentinvolvement,thereislittleoversightandcoordinationofinternationalfundingforTVET.Fundingisprovidedthroughgrantsandloans to government ministries and through internationally-funded TVETprogrammes.Internationaldonorsincludethe:1. EuropeanUnion;2. WorldBank;3. NationalGovernments(Canada,France,Germany,UnitedStates,etc.).

17El-Ashmawi,A.,TVETProfile–BackgroundPaperonAssessingResponsivenessofEducationandTrainingSystemstotheDemandfor

Skills,WorldBank,201118 PVETinEgyptCountryBackgroundReport,201119 PVETinEgyptCountryBackgroundReport,201120 UNESCO-UNEVOC.WorldTVETDatabase:Egypt,2012


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Given that the majority of TVET providers are from the (large) public sector, considerableinvestmentsneedtobedonetoachievetherequiredreform.Giventhelargeexpendituresonwages21, the key challenge is related to the few resources available to coverdevelopmentalexpensesandinvestmentsinreforminitiatives(teachingandlearningmaterials,equipmentandinfrastructurestatus).Withoutsustainedadditionalmid-termfunding,therewillbenooptionbuttoputinmostoftheavailablebudgetintorecurrentexpenditures(wages)withalmostnobudgetleftfordevelopmentofprogrammestoofferqualitymainstreameducation.Asaresult,schoolswillcontinuetobeunder-financed,whichhasasevereeffectsonqualityandequity.AnotherchallengefortheEgyptiansystemistousefundsinacost-efficientway.Thereisreasonto say that the runningof theeducation systemasawhole costsmore thannecessary. Theavailablecapacityisfarfrombeingfullyuseddue,amongothersthings,tothemanagementandpedagogical organisation structure, the officialworking hours of school, etc.22TheMoETE iscurrently embarking on an ambitious reform initiative called Technical Education 2.0Transformationandamainpillarsofthereformincludepartnershipwiththeprivatesectortolookintothisissueofinvestmentandfunding.

Ø QualityAssurance§ Althoughthefiguresabovemayindicateapositivetrendintermsofdiversityandnumber

ofTVETprovision,thefactisthatthequalityandrelevanceoftheTVETsystematlargeisverylow.InthissectionwesummarisethemainfeaturesofthequalityassurancesysteminTVET.

§ TVEThastraditionallymadeanimplicitchoiceforaccessratherthanquality.TVET,beingconsideredasasecondchoiceoption(inrelationtogeneraleducationwhichpavesthewayforuniversity),fellinaviciouscircleoflowesteem,lowquality,lowresults,whichhasyettobecompletelyovercome.Inadditiontoworkingonitsimageandstatus,thesystemneedstohave:

§ AunifiedNationalQualificationsFramework§ A well-developed well communicated standardisation, accreditation and certification

framework§ Standardised methods of updating and reforming curricula into competency based

education§ Differentandeffectiveteachingmethods,morepracticallearning§ Rationalisingofthenumberandtypeofspecialities§ Investmentsinupgradingthecapacityofteachers,trainersandmanagersaswellastheir

careerconditions§ Upgradedinfrastructureandequipment.The establishment of the National Authority for Quality Assurance and Accreditation inEducation (NAQAAE) as an independent quality assurance and accreditation body withadministrativeandfinancialautonomylinkedtothePrimeMinister,isseenaspartofagreateremphasis on accreditation mechanisms and processes aiming at improving the delivery ofeducation.NAQAAEfocusedonqualityassuranceineducationcoveringtechnicalschoolsaswellasgeneraleducationones.Currentlyitdoesnotcovervocationaltrainingcentresaffiliatedtootherministries,includingthePVTD.

21Theshareofwagesandsalariesintotalsectorexpenditurehassteadilyincreased,from71%in2000/01to83%in2006/07.Atthe

sametimetheshareofotherrecurrentexpenditure(mainlystudent-relatedandschooloperation-relatedexpenditure)hasdeclinedto12%in2006/07

22ETF,TorinoProcessReport,Egypt,2010


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NAQAAEstarteditsoperationsin2005andbytheendof2009accredited200schools(mostlygeneral education schools) from270whichapplied. Thismeans that around30%of schoolsdidn’tmeettherequirements.Intheacademicyear2009/2010about800schoolsappliedforaccreditation.23Theworkofthisbodyhasthepotentialforcontributingtotheoverallqualityassurance and accountability framework within which schools could be granted increasedsubstantiveandproceduralautonomy.TheaccreditationframeworkdevelopedandadoptedbyNAQAAE is in linewith international benchmarks. There are 9 areas covered by theQualityAssuranceFramework:1. visionandmissionoftheinstitution;2. leadershipandgovernance;3. humanandfinancialresources;4. civilsocietyparticipation;5. qualityimprovementandaccountability;6. learner;7. teacher;8. curriculum;9. educationenvironment.Every area is then supplemented by specific criteria and described through specific set ofindicators.24Thisindicatesthatthereisapoliticalcommitmenttosupportthequalityassurancesystemandtheinstitutionleadingthisprocess.Aclearevidenceisthedecisiontakenin2010bythePrimeMinistertoentrustNAQAAEin leadingtheworkonthedevelopmentofanationalqualifications framework (NQF), although some stakeholders have expressed concernsregardingtheabsenceofaparticipatoryapproachandthelimiteddisseminationofinformationadoptedbyNAQAAEregardingNQF.Takingintoaccountthetimeandpolicypressures,thelackofresourcesandexpertise,thereisa risk that NAQAAEwill not be able to conductmore than a cursory investigation onmostinstitutions,giventhenumberofeducationandtraininginstitutionsinthecountry.Forexample,in its reportoneducation inEgypt,NAQAAEmentionsasmainchallenges for itsoperations:legislative constraints, resistance of academic staff to change and the adoption of qualityassuranceconceptsandregulations,shortageoffinancialresourcesandlackofengagementofNGOs and civil society organisations on education outcomes. Another major weakness ofNAQAAE’s institutional role concerns the organisational setup of NAQAAE and the lack oftransparency of its reporting systems: reports on the accreditation of institutions are notpublished,norsharedwiththeMoETEandtheschools.Inthisway,accesstolessonslearntonprovenprocesses,bestpracticesandoverallprogressesarenotsharedandmadeavailabletoothereducationinstitutionsandstakeholders.Furthermore,with regards to theassessmentandawardingofqualifications, there is anon-going lack of clarity about roles and responsibilities. Inmost cases accreditation andqualityassurance mechanisms are not based on outcomes-based qualifications or competencystandards,andhavea fargreater focusonmoretraditionalaspects,whichhavecometobeknownas‘inputs’,suchascurriculaandduration,qualificationofstaff,etc.ThisisthecaseforhighereducationandsecondaryeducationincludingTVET.Developmentofqualityassuranceisnotlinkedtochangesinqualificationsdevelopmentandvalidation,certificationandassessmentsystems.Infact,certificationcurrentlyhappensthroughministries,withseparatesystemsforeachawardingministry,andthisislikelytocontinue.Thereisonlyaunifiedcertificationsystem

23NAQAAE,EducationinEgypt.Downloadedfromwww.naqaae.org201024ETF,ReviewofSecondaryEducationinEgypt,July2010


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forsecondaryvocationaleducationissuedandorganisedbytheMinistryofEducation,whichalsoapprovesthethree-yeardiplomasissuedbyDonBoscoandPVTD.InEgypt,thenumber,diversityandcomplexityofthequalificationsofferediswide.Thisarisesfromhistoricalattemptsofministriesandotherinstitutionalbodiestorespondtotheneedsofabroadrangeoflearners(forexampleschooldrop-outs,lowachievers,jobseekers,adults,etc.).Thisdiversityinqualificationsleadstoinconsistenciesthatreducequality,confidenceandtrust.The bodies offering the qualifications are also diverse and this leads toweaker cooperationbetweenthem.ThefollowingtableliststhekeyplayerswithintheEgyptianqualificationssystemdealingwithtechnicaleducation,vocationaltrainingorboth:

Table1.KeyinstitutionsandfunctionsintheEgyptianqualityassurancelandscapeNameofOrganization/Initiative

Function(s) Remarks

NationalQualificationsFramework(NQF)underNAQAAE

Describesallqualificationsandotherlearningachievementsanddefinestherelationshipsbetweentheseinacoherentway

Stillnotextensivelyimplemented,onlyinafewsectorsandnotveryparticipatory.

NationalAuthorityforQualityAssuranceandAccreditationinEducation(NAQAAE)underthePrimeMinister

Providesqualityassuranceandaccreditationforallelementsoftheformaleducationalprocess(TSS,etc.)

Importantinstitutionhoweverlacksresourcestocoveritsmandateandittransparencyissometimesquestioned.Doesn'textenditsfunctiontovocationaltraininginstitutions,justtechnicaleducation.

NationalSkillsStandardsProject(NSSP)UnderITCuntil2017andnowIMC(MoTI)

Developstandardscateringforworkerscertificationreferringtotheirabilitiesandcompetencies;transferablecreditsthatcarrystudentsacrosseducation/trainingroutes;andobjectiveindependentassessmentmechanismsandaccreditationprocedures

DespitethegreateffortexertedinthisprojectandthecurrentinitiativesininvolvingchambersandexpandingthesestandardsintoPVTDandMoMM,therearestilldifferencesintermsofachievementsinthedifferentsectors.Somesectorsarenotaddressedaswellastheyhavenotbeen"officially"recognisedastheoneandonlynationalstandardsalthoughtheyhavebeenbenchmarkedwiththeSQA.

NationalCouncilforVocationalAccreditation(NCVA)underestablishmentunderMoMM

o ApprovesandissuesNationalSkillStandards

o Approvesandissuesstandardsforjobs,occupations,trainers,exams,aswellaslicensesfortestingregulations

Notadequatelyfunctioning.

SectoralChambers(undertheFederationofEgyptianIndustries)

Identifiestheneedsofindustryintermsofjobsand

OnlyinvolvediftheyarepaidbyITC,otherwisetheyarenoteffectiveoractive.


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NameofOrganization/Initiative

Function(s) Remarks

occupations,aswellastherequisiteskilllevelsforeach.

Enterprise-TVETPartnership(ETPs)underMoTI

o ProvidesworkanalysesanddevelopsJob&OccupationalProfiles

o Currentlyestablishingcertificationunitstocertifypersonnelworkingincertainoccupationsinspecificsectorsofindustry.ETPsarepreparingtobeaccreditedbyEGACascertifyingbodies.

TheETPconceptasalinkbetweenindustryandTVETproviderslinkedwiththechambersisasoundandneededfunctioninthesystem;howevertheimplementationofsomeoftheseETPsneedsreviewandtherolesmustbewelldefined.Thecertificationunits,althoughneeded,havestilltobeagreeduponbymoststakeholdersespeciallythetrainingcouncils.

EgyptianAccreditationCouncil(EGAC)underMoTI

Providesaccreditation(basedonISOstandards)forbodiesthatcertifytrainingworkshopsandpersonnel.

EGACistheonlyEgyptianbodymandatedtoaccreditanynationalcertificationbody.Althoughithasagoodtrackrecordintheseactivities,it’sstillintheprocessofreceivinginternationalrecognitioninordertoextendthemtoHR-relatedfields.

TechnicalSecondarySchool&VTCsunderMoETEandmanyotherministries.

Implementsalltheeducationandtrainingprocess(formal,non-formalandinformal)

Theseareministry-specificawards,notsubjecttoaccurateorexternalvalidationprocesses(withtheexceptionofMoETE).

Source:AdoptedfromthetableonEgyptianInstitutionsinvolvedinStandardization,AccreditationandCertificationfromtheTVETReformProgramme'sstudyonNationalOccupationalStandardization,AccreditationandCertificationSystem,2011Thetableaboveoutlines thenumberof institutionsaffiliatedto thedifferentstakeholders.Onecanconclude that the TVET system has all the components, yet it lacks coordination and clarity indeterminingtheresponsibilitiesandmandatesofallitsplayers.Toaddressthisissueoffragmentationin the TVET system, President El Sisi announced in July 2018 the intention to establish a qualityassuranceandaccreditationauthorityforTVET.Thenewauthorityis intendedtotakeoverall issuesrelatedtoqualityfromalltheaboveinitiatives.Thedraftlawforthisnewauthorityiscurrentlyunderreview.3.2 Key challenges in the TVET sector

§ Egyptisrepresentednotonlybythelownumberofjobs,butalsobytheirspecificcharacteristics.Especiallyintheformalsector,despiteexpectations,onlyalimitednumberofjobopportunitieshavebeencreated.ThisisprimarilytheconsequenceofthecurrentstructureoftheEgyptianeconomy.Itisestimatedthatonly10%ofthelabourforceisemployedinthemodernsectors,vis-à-vis90%intraditionalandgovernmentsectors,thisalsopresentsevenfurtherchallengesfor the education and training sector to introduce and expand work-based training andapprenticeship initiatives as these companies are less motivated to do so than the largercompanies


26

§ ThereisaverystrongandnegativeattitudewithintheEgyptiansocietytowardsmanualblue-collarworkandtechnicaleducation(includingWBLandapprenticeship).Thistypeofworkandeducation is considered a last resort option for students and parents, preferring academicstreams,universitydegreesandgovernmentordeskjobsevenifthedemandforsomeofthesedisciplinesinthelabourmarketislimited.Despitetheincreasingneedformoretechnicalandvocational skills, TVET careers are not considered attractive for both social and economicreasons,andstudentswithhighgradesopt forgeneralandacademiceducationrather thanvocational or technical streams. The unattractiveness of TVET is due to the poor image oftechnicalandvocationalcareers,thewagesandworkingconditions,andtheexpectationsthatyoungandunemployedpeoplehaveregardingwagelevelsandprofessionalcareers

§ TheTVETlandscapeinEgyptiscomplexandhighlyfragmentedwithmanyplayers.TheMinistryof Education and Technical Education has the responsibility for the largest number of TVETschools, 1.8 million students, while vocational training is divided between a multitude ofministriesandauthorities

§ TheTVETqualityassurancesystem inEgypt is fragmentedandthusweak,withmanyof thefeatures like accreditation, standard setting, and certification still underdeveloped anduncoordinated

§ TheLabourMarketInformationSystem(LMIS)isweakandunderdevelopeddespiteon-goinginitiativesatthelocalorsectorlevel,thereisnoactivenationalbodyresponsibleforthis.

3.3 Evidence of PPP initiatives in the TVET sector

Ø SectoralEnterpriseTVETPartnerships(ETPs)

TheEU-fundedTVETReformProgramme (TVET1)which started in2006andcurrently in itssecond phase, established 12 ETPs as independent sectoral bodies to link employers andeducationproviderswiththemainobjectivesofbridgingthegapbetweenthesupplyofanddemandforskilledworkersinthedifferentprioritysectors.TheETPsweredirectlylinkedbytherelevantchambersandcoveredindustryengineering,RMG,furniture,foodprocessing,buildingmaterials, leather, printing, chemicals, tourism (2 ETPs) and construction (2 ETPs). The ETPsweremodeledaftertheBritishSectorSkillsCouncilsandtheirboardswerecomposedoftwothirdsfromtheprivatesectorincludingtheChairpersonallnominatedbytherelevantchamberandonethirdfromthepublicTVETprovidersappointedbytherelevantMinister.TheirmainroleincludedsupportingthedevelopmentofTVETproviderstomeettheneedsofemployers in the sectors through providing labourmarket information, training of trainers,participationinsettingoccupationalstandards,qualificationsandcurriculadevelopment.PartoftheirfunctionsalsoincludedsupportinmanagingtheapprenticeshipprogrammeknownattheAlternanceProgramme.Unfortunatelysince2017,theETPsceasedtoexist(excepttheready-madegarmentETPscalledTraintex)duetoseveralreasonswiththemostimportantreasonbeingtheirlegalstatuswhichwasnotclearandtherewasnospecificlegislationtoguaranteetheirsustainabilityevenamongtheministriesthatsupportedtheirestablishmentandthusoncetheTVET1projectended,theyalsoendedshortlyafter.

TheroleoftheETPsisstillimportantandrelevanttheTVETlandscapeandinparticularwhenitcomesto setting skills standards, market intelligence for the sector and validation of TVET programmeprovisionandassessments.Therefore,theTVET2projectiscurrentlytryingtoreestablishthemwiththeneededlegislationincooperationwiththeFederationofEgyptianIndustriesandtorebrandthemunderSectorSkillsCouncils.IfestablishedtheirrolewillalsoenhancetheimplementationofPPPand


27

WBLinTVETastheywouldbethevoiceoftheemployersinthesectorwhenitcomestoTVET.WhiletheTVET2projectandFederationofEgyptianIndustries(FEI)aretakingato-downapproachtryingtolookatthenationalgovernanceandfundingstructureofthenewsectorskillscouncils,theEuropeanBankforReconstructionandDevelopment(EBRD)iscurrentlyinvestingintheelectricaltoolsandcablessectorandissupportingtheChamberofEngineeringIndustrieswithinFEItoestablishandoperateapilot Sector Skills Platform for this sub-sector as a bottom-up approach to test the concept. Somecollaborationisunderwaybetweenbothparties.

3.4 Evidence of PPPs at the TVET institutational level Egypthasalonghistoryofprovidingapprenticeshipandwork-basedlearningschemesbothinformalandformalandiscurrentlyprovidingavarietyofmodelsmostlyforyounglearnerswithlimitedpilotsforadultapprentices.InthefollowingsubsectionswehighlightsomeoftheseschemesthatcouldbeconsideredcloseexamplesofpublicprivatecooperationorpartnershipsinTVET.

Ø DualsystemundertheMinistryofEducationandTechnicalEducationFormallyknownastheMubarakKohlInitiative(MKI-DS)25,theDualSystem(DS)wasintroducedto Egyptian technical secondary schools in 1994, with the support of the German FederalMinistry for Economic Cooperation and Development, through a bilateral Egyptian-Germantechnicalcooperationprogramme26whichkeptprovidingtechnicalassistanceuntil2007. It ishighlyinfluencedbytheGermanmodelofdualsystemanditisthelargestformalWBLschemeinEgyptintermsofnumberofstudentsandschools.TheDualSysteminEgyptcombinestwodaysofformalschoolingattheschoolwithfourdaysofin-companytraining,givingthestudentsthe necessary theoretical understanding 27 and the hands-on experience demanded in themarket.28Today,theDSisafullyintegratedschemewithintheEgyptianeducationsystem,withbothcorporateandpublicsectorinstitutionsresponsibleforitsgovernanceandoutcomes.Thethree-year apprenticeship scheme is offered in 24 out of 27 governorates in Egypt,with 21dedicated DS schools and 198 DS classes within traditional technical secondary schools. 29Around4,000companies(outof25,000registeredcompanies)accommodateandtrainstudentseveryyear.In2017,almost42,000studentswereenrolledin47differentoccupations(coveringthefourmainsectors:industrial,commercial,tourismandagriculture).The programme encourages collaboration between education and world of work. Privatecompanies (mainlymedium and large) join an investors’ association that participates in theimplementationofa technicaleducationprogrammethrough theRegionalUnitsof theDualSystem(RUDS).Participatingcompaniesareresponsible for thepractical trainingcomponentduringwhichstudentsspendfourdaysaweekinfactories/enterprisesandtwodaysatschool.Apprentices receive amonthly allowance of around EGP300 (USD 17) during the first year,EGP400(USD22)duringthesecondyearandEGP500(USD28)duringthethirdyearofstudy.CompaniespayadministrativefeestotheRUDS(uptoEGP40-USD2.27)perstudentpermonth,andmany also cover apprentices’ transportation. Tuition is free, students only payminimalregistrationfeesasinotherpublicschools.Althoughthereisnodirectprofit,theprivatesectormakesoutofthispartnership,manyconsiderthetraineesontheproductionlineascheaplaboursincetheyarepaidmuchlessthantheminimumwageespeciallyinsmallsizeenterprises.

25ThenamewaschangedaftertheJanuary2011revolutionthatwasconsideredanuprisingagainstPresidentMubarakandwhathe

represented26AminG.,LegalReviewofApprenticeshipinEgypt,ILO,201327InadditiontocompulsoryculturalsubjectslikeArabicandsomeEnglishlanguages,religionandsocialstudies28AminG.,LegalReviewofApprenticeshipinEgypt,ILO,201329InterviewswithDeputyMinistryofEducationforTechnicalEducationandtheHeadoftheDualSystemattheMinistryofEducation


28

Attheendofthethreeyears,graduatesreceiveacertificatefromtheNationalCentreforHumanResourceDevelopment(NCHRD)affiliatedtotheEgyptianFederationofInvestorsAssociations(EFIA)andadiplomafromtheMinistryofEducation.30Ithasbeenreportedthatover56%ofthetraineeshavebeenofferedjobsinthecompaniesinvolvedintheirtraining,howeverbecausethe DS students are generally better performers than their counterparts in the traditionaltechnical secondary school system, themajority (around 80%)31opt to transition tomiddletechnicalcollegesanduniversitiesthusexitingtheblue-collarlabourmarketforawhiteorevenpursuing university degrees outside their original specialisations. According to a 2009 tracersurveyconductedbyCIDconsultingforGiZ,56.8%ofthesamplewerepursuingfurtherstudieswith a high percentage of those doing thiswhileworking. The discrepancy between figuresindicatethelackofsystematicdatacollectionandanalysis.Accordingtoanumberoffocusgroupsessionsconductedbytheauthorofthiscurrentreportfor theWorld Bank in 2011 between students and graduates of the DS and the traditionaltechnicalsecondaryschoolsystemwithnoWBLcomponents,itwasclearthattheDSyieldedbetterresults.Thisincluded:1. betterlinkswithlabourmarketneeds,2. bettercharacterbuildingforstudentswhoweremoreconfidentandhadabetterideaof

whattheywantedfortheircareersandaddressingtheirneedsevenwithintheworkplace,3. companiesweremorecontentwiththeskillsofDSstudents,4. DSgraduateshadbetterworkopportunitiesaswellasfurtherlearningoptions,5. betterunderstandingbyDSstudentsandgraduatesofworkingethicsandconditions(El-

Ashmawi,2011).However,thesystemisnotperfectandhas its limitationsoftensightedbyexperts.First,thenumberofparticipantsremainsquitesmallcomparedtothetotalnumberofpotentialstudents(representingonly1.9%ofallsecondarytechnicaleducationstudents),whichraisesquestionsaboutthecriticalmassoftheprogrammeandthefeasibilityofextendingittotherestofthesystem.Anassessmentin201032projectedthatanincreasetocover60,000studentsshouldbepossibleuntil2020,howevertherearenoindicationsthatthiswillhappendespitetheMoETE’splans toexpandthis systemby10%(around200,000studentsby2030).33Second, therearehistoricandon-goingtensionsbetweentheMoETEandtheRUDSinmanagingthesystem,notenoughsharingofinformationforplanningandinmostcasesMoETEassessorsandsupervisorsarenotwelcomedattheenterprises.Third,therearealotofquestionmarksaboutthequalityassurance process, especially those related to assessments taking place at the enterprises.Fourth,therearenoestablishedqualificationsandtrainingforin-companytutorsandmentorsdespitetheagreementonstandardcurricula.Finally,somecompaniesdonotcomplywiththeagreedstudyplansanddurations sometimesasking students toundertake tasksoutside theagreedcurricula.AlthoughtheDualSystemisnotatypicalPPPexamplewhencomparedwiththePPPlawasthereisnoformalcontractwiththegovernmentandtheprivatesectorissupervisedbythePPPCUintheMinistryofFinance, there isa tri-partitecontract that is signedbetweentheschool, thecompanythattrainsthestudentandthelegalguardianofthestudent.

30Successfulcompletionisassessedonthebasisofanationalexaminationthatincludesboththeoreticalandpracticalwork31BasedontheinterviewwiththeDeputyMinisterofEducationforTechnicalEducation,October201732Adams.2010.TheMubarakKohlInitiative-DualSysteminEgypt.Anassessmentofitsimpactontheschooltoworktransition,GIZ33MinistryofEducation,TechnicalEducationTransformationPillars(2019)


29

Ø Productivity and Vocational Training Department (PVTD) administered by the Ministry ofIndustryOne of themain Egyptian apprenticeship schemes, the Productivity and Vocational TrainingDepartment(PVTD)wascreatedbytheMinistryofIndustry,throughenterprise-basedworkandtrainingwithintheindustrialsector.TheoperationofthePVTDiscoveredbythepresidentialdecreesof1956and1964.34AccordingtoAmin(2013),inArabicitstitleis“TalmazaSina’eyah”(closesttranslationtoapprenticeship)“but it iscommonlyreferredtobytheacronymoftheorganising department PVTD.” These 45 centres, geographically distributed among 17governoratesacross thecountry,wereoriginallydesigned tomeet theneedsof largepublicenterprises,fromtheindustrialsector.However,sincetheprivatesectorstartedtogaingroundasanimportantemployer,ithasalsobeenabletoparticipateintheseschemes.35Studentsentertheprogramme,typicallyattheageof15.36Theprogrammelastsforthreeyears,ofwhichthefirst twoarespent inavocational trainingcentreandduringthethirdyear themajorityofthetimeisspentinanenterprisewithoneormoredaysaweekspentinatrainingcentre(thenumberofdaysvaryaccordingtovocation).Thecontentoftheprogrammeisheavilyvocational andpractical,with roughlyone-thirdof the total time representedbyenterprise-based work and training, one-third by practical work in the training centre, one-fifth byvocational theory, and slightly less than 10% being general education.37 Apprentices sign atrainingcontractdevisedbythePVTD38,towhichtheemployerandthetrainingcentrearealsosignatories.AccordingtoAmin(2013),“apprenticesarepaidasmallallowance,around15%to25%ofthewageofanadultworker(negotiatedbetweenthePVTDandtheemployer),tohelpthemwithtransportandfoodcosts”.Off-the-jobcostsarecoveredbythePVTD.The in-company training lasts for 44weeks, each for 5 days during the third year. TrainingcurriculaisdesignedandmonitoredincooperationbetweenPVTDandthetrainingcompany.Curriculum covers general subjects, general technology and occupation-specific technology(Badawi,2012).PVTDorganisesitsownannualexaminationforallthirdyearapprenticesoverits45centres.AlthoughtheprogrammeisnotadministeredbytheMinistryofEducation,itstillleadstoacertificateissuedbythePVTDthathasequivalentlegalstatustoatechnicalsecondaryschoolcertificate.Thusitcanqualifyasmallpercentageofbestperformersinthefinalexamforhighereducation,and itcanshortenthedurationofmilitaryserviceand leadtodefinedpaygrades in the civil service. Successful completion is assessed on the basis of a nationalexaminationthatincludesboththeoreticalandpracticalwork.ThecapacityofthePVTDisslightlyover22,000participants(10%female39),representingaround1%ofallstudentsinsecondaryvocationaleducation,whichremainsaverysmallprogrammeinthe Egyptian context. PVTD offers 40 occupations in the industrial sector (engineeringoccupations,ready-madegarments,automotive,printing,leatherjusttomentionafew)andithasitsownStaffTrainingInstitute(STI). Inthepast(untilthemid1980s)all instructorswereformallyrequiredtohaveaminimumofthreeyearspracticalexperienceinindustry,althoughstillbeingarticulatedinregulation,thisisnolongerappliedattherecruitmentphase.Thereisa

34AminG.,LegalReviewofApprenticeshipinEgypt,ILO,201335Ibid36AccordingtoChildlawNo.126,theminimumageforworkis1537AminG.,LegalReviewofApprenticeshipinEgypt,ILO,201338Althoughtrainingcontractsaresignedbetweentheapprenticeandthetrainingcompanyinthe3rdyearofstudy,theroleofPVTD

in organizing this process makes it more of a placement than a contract as classified by Smith ‘in training-provider-basedapprenticeships,on-the-jobtrainingtakesplaceinworkplacementratherthanasaformalemploymentcontract’(Smith,2010)

39Badawi,2012


30

generalshortageofqualifiedtrainersasthemostqualifiedareonlong-termleaveworkingintheprivatesectororabroadandgovernmentrecruitmentisverylimited(El-Ashmawi,2016).AnothermodelwithinthePVTDrelevanttoPPPisknownasthe“TrainingStation.”Themodelwas introduced to the PVTD in 1982, via a ministerial decree, allowing the PVTD to formcollaborationswithbothpublicandprivateenterprisesforthedeliveryofa3-yearprogramme.Thisprogramme,similartothatofferedbythePVTDVTCs;targetsyouth,typicallyattheageof15,whohavejustacquiredthepreparatorydegree.However,inthismodel,thestudentsspend100% of the programme within the enterprises, who are taking the responsibility for theprovisionofboththeoreticalandpracticalcurriculum,whilealsoadoptingthePVTD’ssystemoftheoreticalvspracticalskills.SimilartotheprogrammeofferedbytheVTCs,itleadstoacertificateissuedbythePVTDandisacknowledgedbytheMoETEasequivalenttoatechnicalsecondaryschoolcertificate.Successfulcompletion is also assessed on the basis of the national examination that includes boththeoreticalandpracticalwork,administeredandmonitoredbythePVTD.Since1982,themodelhasbeenexpanding,however,inthefirst20years(from1982to2002),thePVTDwasveryconservative inpursuing theestablishmentofmore training stationsandthereforeby2002therewere6trainingstationsintotal,mostlyestablishedwithinpublicsectorenterprises.Between2003to2017,thenumberoftrainingstationsincreasedto46,where50%ofwhichwereintroducedintheacademicyear2016/2017.

Figure3.NumberofPVTDtrainingstations,1982-2017

Source:Amin(2018)

ThemaincharacteristicsoftheTrainingStationsModel(Amin,2018):§ PrivateorpublicsectorcompaniesmayapplytothePVTDexpressinginterestinestablishing

and operating a training station within their premises. The request is assessed by aspecialisedcommittee,operatingatthecentrallevel,composedofPVTDstaff40

§ AprotocolagreementissignedbetweenthePVTDDirectorandthecompany’smanagement.Thisprotocolsetstheoperatingproceduresforthetrainingstations

§ Students are admitted according to PVTD’s admission procedures and regulations, afterreviewing students’ documents and conducting standard physiological assessment forstudents

§ The company is responsible for hiring and paying for teachers and trainers capable ofdeliveringtheprogrammesdevelopedbythePVTDforeachspecialisation,includingboth

40NotethatthisisdifferentfromthegeneralPPPlegalframeworkwhichrequiredaformalbiddingprocessadministratedbythePPPCU


31

theoreticalandpracticalcurricula.SomeSMEsarecollaboratingwithNGOstoadministertheteacherswherethecostissharedamonganumberofSMEs

§ ThePVTD,throughitsregionaloffices(supportedbythecentrallevel),playsasupervisoryroleforadministrativeandtechnicalissues

§ PVTD is responsible for conducting and administering examinations at the companypremises,correctingexamsandproducingcertificates

§ Students are tested/assessed in compliance with the general PVTD testing/examinationsystems (examsaresealedandPVTDexamobserversarepresentduring theoreticalandpracticalexams/assessments)

§ CertificationisproducedbythePVTD§ Depending on the programme/specialisation, students either pay tuition fees that are

considerablyhigherthanPVTD’s,orarepaidamonthlyallowanceduringtheirthree-yearenrolment in the training station. This depends on the objectives of the private sectorpartners,whethertomakeaprofit(oratleastcoverthecostoftraininginmostcasesanddependingontheinitialinvestmentmadebythecompanyandthespecificityofthesector)ortoensureasupplyoftrainedworkersfortheirbusiness.

ThefollowingarethemainconcernsandobservationsfromthefieldvisitsconductedbyAminetal.in2018duringthestudyfortheInstitutionalStrategyandOrganizationalRestructuringofPVTD:§ Theprotocols41betweenthecompaniesandthePVTDdonotsetstandardsfortheteachers

andtrainersqualifications,nordoes it require theteachersandtrainers tobetrainedorassessedbythePVTDStaffTrainingInstitutenoranysimilarinstituteasaprerequisiteforworkinginthetrainingstations

§ Programmes offered within the training stations are not necessarily related to thecompanies’mainindustrialactivities,raisingconcernsregardingthesecompanies’abilitytoequipstudentswiththerelevanttechnicalcompetencies(exampleofaweavingcompanyofferingdiplomaincarmaintenance)

§ Sometrainingstationshavedevelopedintopurelyacademicinstitutionsdeliveringservicesagainstrelativelyhightuitionfees,howeverthismayraiseaconcernregardinggraduates’accessibilitytolabourmarketandthelegalityofsuchinstitutionswhoarederivingtheirlegalstatusfromthePVTD’sprotocol

§ Thereisinconsistentqualityamongtrainingstations,offeringthesamevocationaldiplomawithvaryingquality.Thevariation inqualityofservicescouldsurelybeattributedto thequalificationsandlevelofinvolvementofthecompany’smanagement.

Ontheotherhand,therewereanumberofpositiveobservations:§ Companies operating training stations are not obliged to apply the PVTD staff grading

systemsnor their salary scales, thereforeare capableof attracting and recruitinghighercaliber of teachers and trainers.Monthly salaries in training stations were found to bedoublethatoftheVTCs:LE8000($444)fortrainingstationmanagementcomparedtoLE4500 ($250) in VTCs and LE 6000 ($333) for teachers and trainers in training stationscomparedtoLE3000($166)withinthePVTD

§ Throughthetrainingstationssomecompanies,triggeredbytheirskillsneeds,haveinitiatedand supported the development of new specialisations, examples of such newspecialisations are: computer programming accredited by Oracle, optical technicianoperatingfishinggear,metallurgicallaboratoryassistant,andprintingmachinesrepair

§ Thefactthatsomeofthesestationsarereceivingcomparablyhightuitionfeesforvocationaleducation(betweenLE2500andLE5000annually)tocoverthecostofwhatisperceivedas

41CopyofthestandardprotocolfortrainingstationsprovidedbythePVTD


32

higherqualityeducation. ThismayserveasanexampletothereformtheEgyptianTVETsystem and encourage the concept of PPP in TVETwhere profits are one of the drivingfactorstomotivatemoreprivatesectorpartnerstobeinvolved.

Integrated TVET scheme under the Ministry of Education and Technical Education incollaborationwithpublicandprivatecompanies(JointSchoolInitiative)TheIntegratedTVETScheme,alsonowknownasthe“SchoolwithinFactory”isusuallyregulatedthroughprotocolsandcollaborationagreementsdraftedbetweenMoETEandindividualprivateorpublic companies,where joint schoolsareestablishedwithin thepremisesof thepartnercompanyorasapartofthecompanytrainingcentre.AlthoughthistypeofWBLmodelsstartedin1972,withalimitednumberofpublicsector42companiesandthenin2008theprivatesectorwas introduced throughoneof the largest ready-madegarments companies.By2012 therewere12privatesectoragreementsandin2017therewerearound50schoolswithinfactoriesteachingaround8,000learners(6%female43).Thenumberoftraineesismatchedtotheneedsoftheparticipatingcompanies,whichlimitstheenrolmentcapacityof the initiativecomparedtothatofTSSs. Jointschoolsareusually threeyearsleadingtoaTSSdiploma,level3orfiveyearsforlevel4.Thetrainingis, inmostcases,organisedfollowingthedualsystemmodel(4daysinthecompanyandtwodaysinschool),yetthe company-based training is not governedby theRUDS, but by ETPs (when they existed),constructionandbuildingauthority,powerstations,waterstations,ortheindividualemployer.As all other secondary school programmes, admission is limited to students who havesuccessfully completed the9-yearbasic education. Specialisations and curriculumare jointlydesigned and implemented between MoETE and the company. Students gain practicalexperience through training in various company workshops and sites, as part of theireducational offer, and, according to their programme, sit for national diploma examinationbefore graduation with a 3-year diploma. When graduating students receive a diplomacertificatefromMoETEandapracticalexperiencecertificatefromthecompany.Studentssigncontractswiththecompanyforthefulldurationoftheprogrammeand,inmanycases,almostallgraduatesareofferedcontractsinthesamecompany.Financing arrangements are also similar to those of the dual system. The training companycoversthecostoftheiron-the-jobtrainingandthatofthetrainee,whileMoETE(theschool)covers other costs. In some cases where the training company does host the school on itspremises,theyalsocoveritscosts,notincludingsalariesofstaffthatmustbeprovidedbytheMoETElikegeneralsubjectteachersandtheschoolprincipal,howeversomecompaniestop-upthesesalaries.Contractsaresignedforthetotaldurationoftheprogramme(3or5years),yetlearnersareconsideredstudentsratherthanapprentices,andreceiveatminimumthesameasdualsystemstudentsbutsomecompaniespaymorepermonth.Whenthismodelwasintroducedtotheprivatesectorin2008itwasanaturaltransitionfromthedualsystemasmostofthecompaniesinvolvedwereinvolvedintheDSbutwerenotableto get the number of students needed so they decided to establish their own schools incooperationwiththeMoETE.Thishasbenefitedthecompaniesa lot insourcingtheneededworkerswiththerequiredskills,howevertherearesomechallengesmentionedbystakeholders.Thesearelistedbelow:

42The firstwas theMinistryofTransportation (railwaysandriver transportationoccupations)andextendedtoanumberofpublic

sectorcompaniesandgovernmentalbodies43Badawi,2012


33

§ Theneedtoreducethetimebetweenany initial theory inputandstarting toundertakepracticalworkforstudents

§ The fact that inEgypt you cannotdelaygoing tohighereducation for secondary schoolstudents.Iftheydonottakeuptheirplaceatthetimeitisoffered,whichisagerelated,theylosethechanceandhavetoapply/qualifyagain.Itwouldbebettertoallowasystemwherehighereducationcouldbedelayedtoallowtraineestogainmorepracticalworkingexperience

§ There is no culture of acquiring a range of skills in Egypt. Examples in Germany showtraineesexperiencinganumberoftechnicaldisciplinesbutstudentsinEgyptresistthissocurrentlytheyaremovedonlyonayearlybasis toanewdisciplinee.g. fromweldingtoelsewhere.Thereluctanceofstudentstomove ispartlybasedonnotwantingtoswitchsupervisors/trainersandpartlybecauseoncetheyareskilledinonetradetheycangetajobinthatareaoutsideofthecompany

§ Thereisaneedforaqualityassurededucationcertificate§ On-the-jobtrainingisnotafamiliarconcepttoEgyptiansandin-companytrainersarenot

skilledinthisarea;thereisaneedtoprovidetrainingtothetrainerssotheycanofferastepbysteplearningprocessforthetasksrequired.

Companiesinthisschemedonotchargefees,theypaystudentsduringtheon-the-jobtrainingwhich means the scheme is not a typical PPP model which puts a question mark on thesustainability especially if the company meets its needs of skilled workers they may stopoperations.

Ø Applied Technology Schools (ATS) - The New Flagship Brand of Schools by the Ministry ofEducationandTechnicalEducationTheMinistry of Education and Technical Education is currently establishing a new brand ofschools called Applied Technology Schools (ATS) in partnership with large private sectorcompanies.ThreeATSs44startedoperationsduringtheacademicyear2018/19,afurthersevenareinthepipelinetooperateinthenearfutureandtheplanistoestablish100suchschoolsby2030.45Themainfeaturesorguidingprinciplesonwhichthismodelwasbuiltincludethefollowing:§ Quality.Thesystemisbuiltonanuncompromisedfocusonqualitythroughpartnershipwith

internationalawardingbodieswhichtheprivatesectorpartnercontracts§ WBL. Thenew systemmaintains abalancedequationbetweenwork-based learningand

classroom learning to produce a competitive human being with a balanced personalcharacterandskillsfoundation

§ Demand-driven.Employersbecomearealandcommittedpartnerinthesystemtoensureitcontinuestobedrivenbyfirsthandlocalandglobalindustrydemandstrendsandpriorities

§ Learner-centered.Thenewsystemwillproduceaproductiveworker, competitive locallyandinternationally,aswellasa goodleaderinhis/hercommunity

§ Realchange.Industryenhancesthemanagementofthe schooltopromoteaculturechangeinthe systemwhereworkethicsofproductivity, efficiencyandqualityarethenorm

§ Partnershipwithindustry.Thisnewcompetency basedpartnershipmodelwillplayamajorrole inenhancing thebusinessenvironment itself withanewdevelopedworkforce thattargets transformingEgyptintoaglobalmanufacturing destination.

44ThefirstisAlArabyAppliedTechnologySchoolinQuesna,thesecondisMetwalyShaarawyAppliedTechnologySchoolinNewCairo

inpartnershipwithTalaatMoustafaCo.andthethirdisBadrAppliedTechnologySchoolinBadrCitywithElmacoandEgytrafcowhoformedaconsortiumtomanagetheschool

45MinistryofEducation,TechnicalEducationTransformationPillars(2019)


34

Thepartnership isbasedonaprotocolagreementsignedbetweentheMinisterofEducationandTechnicalEducationandtheprivatesectorcompanyforadurationofbetween6and10years(withpossibilityofextensionsforthesameperiodastheinitialcontractduration).Basedonthisagreement,theresponsibilitiesofeachpartnerareasfollows:u ResponsibilitiesoftheMinistryofEducationandTechnicalEducation:

§ Provideexistingornewschoolstrainingequipmentandlabsingoodcondition§ Continuetocoverbasicutilitycostsfortheschool§ Providepoolofteachersandadministratorsforselectionbyajointcommitteefromthe

MoETEandthepartnercompany.Includinganacademicmanagerfortheschool§ CovercurrentsalariesforselectedMoETEteachersandadministrators§ Facilitate all bureaucratic processes and permits, issue relevant laws and decrees to

empowerthenewsystem§ Partner with international accreditation bodies to provide international level

accreditationandcertificationsforthenewschoolsandtheirgraduates§ Partners to set up qualification units to help qualify the teachers and staff to the

requiredstandards§ Create new branding and communication identity for the new brand of Applied

Technology Schools to improve the image of technical education to attract the beststudents.

u ResponsibilitiesofthePrivateSectorPartner:

§ Recruit an executive to manage the operation with the school manager which isprovidedbytheMoETE

§ Develop a business plan in collaboration with the school management council thatensures the financial sustainability of the schoolwhile maintaining its not-for profitnature

§ Coverrunningcostsofoperationsaccordingtothe businessplan(includingbonusesandincentives for theMoETE teachers, salaries fornewteaching personnelaccording toperformance)

§ Facilitate the work-based learning and on-the-job training portion of the studyprogrammeforallstudents,whetherattheirown establishmentsoratotherswithinschool’s geographicvicinity

§ Support andpromote theemploymentopportunities andnetworking for the school graduates

§ Upgradetheschoolfacilities,educational resourcesandequipmentifneededtomeettheappropriate standardsofoperation

§ Promotetheschoolamongstthebusiness communityandotherstakeholderstosecureon-the-job trainingplacementsandscholarshipsforthestudents

§ Support HR development and capacity building of school teams (e.g. teachers and administrativepersonnelcertifications,periodic trainingandprofessionaldevelopment,etc.)

§ Coverthecostofinternationalaccreditation.

Theprivatesectorpartnersmayemployprofessionalstaff(e.g.executiveschoolmanager)orprofessional educational entity (another experienced school, NGOs, educational funds,educationassociationsorprivatesectorserviceproviders)toundertaketheoperationaland managementresponsibilitieswhichinclude: § Instituteamanagementandoperationalstructurefortheschoolthatfollowsthebusiness

planand therequiredqualitystandards§ Qualifytheteachersandmanagetheircontinuousdevelopment


35

§ Providethemanagementoversighttoensuretheschoolmaintainsitaccreditation§ Prepare and manage the evaluation of the students in cooperation with the MoETE

AssessmentUnit§ Manageandoperatetheschooltrainingfacilitiesaccordingtoapprovedbusiness§ plan§ Managetheemploymentunitoftheschooltolinkgraduateswithworkopportunities.

ThenewAppliedTechnologySchoolsmodelhasthreeimplementationoptionsdependingonthesizeofthepartner(s),alsothepartnerdoesnothavetobefromtheprivatesectorbutlargepublicsectororganisationswiththeneedfortechnicaleducationgraduatescanalsotakepartinthistypeofagreement.46Thethreeimplementationoptionsareasfollows:§ Full Partnership Agreement: The private sector partner undertakes the full scope of

responsibilities stated above including those of the school management. The industrypartnerhastheoptionbetweenutilising oneoftheirqualifiedemployeesastheexecutivesupervisor/manager of the school or select and hire a professional schoolmanagemententity to undertake this responsibility in cooperation with the school principal who isaffiliatedtotheMinistryofEducation.The appointmentoftheexecutivesupervisorinbothcaseswillbeapprovedbytheMinistryofEducation.Thisoption issuitable for largeandlabor-intensivecompaniesaswellaswith meganationalprojects

§ Consortium Partnership: This option works well formedium size enterprises that couldcooperatetogetherasaconsortiumfromsamethesector.Theconsortiumof enterprisesenterintoanagreementtodistributeresponsibilitiesofthe industrypartner(s),costsharingrules, and leadership roles. The consortium of enterprises can choose to appoint anexecutivesupervisororaprofessionalserviceprovider toundertakethe operationalandmanagementresponsibilitiesonbehalfoftheconsortiuminpartnershipwiththeschoolandMoETE

§ AssociatePartnership:Thisoptionallowssmallandmicroenterprisesthatareinterestedtoparticipate and take advantage of the apprenticeship programmes but do not have theresourcesorcapacitytotakeontheresponsibilityofmanagingaschool.TheythusbecomeassociatepartnersinoneoftheAppliedTechnologySchoolsintheirgeographicvicinitybyprovidingon-the-jobtrainingforthestudentsandpayingforthestudentsduringthetrainingthussharinginthecost.

Studentsinthemodeldonotpayfeesandreceiveanallowanceduringtheon-the-jobtraining(thevaluedependsonthecompanybutaminimumissetintheagreement).ThefollowingaresomeofthephotosfromthethreecurrentATSsthatillustratethebrandingandtransformationoftheschools:

46Negotiationsare inprocesswith theNationalRailwayauthority topartnerwith their technical schoolandanotheronewith the

MinistryofMilitaryProduction


36

TheAppliedTechnologySchoolsmodelistheclosestmodeltothegeneralPPPmodelintermsof scope and procedures. However, there are some missing elements in terms of thesustainabilityandbusinessmodelfortheprivatesector.

3.5 Key challenges of PPPs in the TVET sector

§ NoTVETlawisinplaceandexistinglegislationisfragmentedandsometimescontradicting.Thelack of regulations for a national system leaves current PPP andWBL schemes as isolatedinitiatives

§ Somelegislation,regulationandpoliciesofPPPsinTVETarenotalignedandthereisnounifiedlawforapprenticeship(aspartoftheTVETlaw)inEgypt

§ DespitetheavailabilityofaPPPlaw,thishasnotbeenimplementedintheTVETsystemduetotherelativelysmallscaleofthecurrentprojectsinPPPinTVET

§ ThecomplexityandfragmentationoftheTVETsystemasawholedoesnotallowforunifiedstrategies for implementing PPP andWBL which is characterised by low coordination, lowqualityassurancemechanismsandweakinformationandanalysisforadequateplanning

§ ThestructureoftheEgyptianeconomywithalargeproportionofemployerseitherverysmallscaleorinformalmakesitverydifficulttoconvincetheseemployerseithertoinvestinTVETortobenefitfromWBL

§ PPPinTVETisstilllimitedinnumberscomparedtothepotentialintermsofthesizeofacountrylikeEgypt

§ ThemainchallengefacingPPPinTVETisthesustainabilityandtheformulatingtherightbusinessmodelforbothpartners

§ The quality assurance system especially during on-the-job training is weak and very fewapprenticeshipmodelsinvolvethetrainingofin-companytutorsandmentors


37

§ TherewillbechallengesinEgyptregardinghowthegovernmentwillachievethescaling-upofWBLandPPPinTVETformthecurrent3%to10%ofthesystem

§ Lackofrelationshipsandcooperationbetweengovernmentbodiesresponsiblefordeliveringoff-the-jobandemployerorganisationsresponsibleformonitoringon-the-jobtrainingisweak

§ Monitoring learnersduringon-the-jobtraining isweakandinconsistentandrequiresa lotofself-disciplineonpartoftheemployerespeciallyincomplyingwiththeagreedstudyplans

§ Trainingandqualificationsofin-companytrainersisstillunderdevelopedandoftenoverlookedinthecurrentsystem

§ Employerspaystipendsforapprenticeshoweverthereisnosetlevelofstipendsduringon-the-jobtrainingalthoughtheMoETEandothergovernmentbodiestrytosettheselevelsdifferentlyanditisusuallymuchlessthantheminimumwageforstartingemployees.


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4. Iraq 4.1 TVET system in Iraq

Ø GovernanceThe Iraqi TVET system comprises both formal and non-formal components administered bydifferentgovernmentministries.ThefigurebelowprovidestheoverviewofprovisionofTVETbytheMinistryofEducation(MoE),MinistryofLabourandSocialAffairs(MoLSA),MinistryofHigherEducationandScientificResearch(MoHESR)andotherministries.

Figure4.StructureofTVETsysteminIraq

Vocational preparatoryeducation is provided to secondary studentsby theMoE in IraqandKurdistanRegion-Iraq(KR-I).Vocationaleducationisofferedin3-yearprogrammes(equivalenttoyears10,11and12)invocationalschoolsandinstitutes.Duetocappednumbers,averysmallpercentage of vocational education graduates are eligible for entry to tertiary technicaleducation in the polytechnic universities and technical universities. In Iraq, there were 315vocational education institutions. The total number of all vocational students enrolled inspecialistvocationalprogrammeswasjustover50,000in2016-2017.IntheKurdistanRegion-Iraq(KR-I),therewere33vocationalschoolsand28institutes(foratotalof61institutions).Thetotalnumberofstudentsenrolledinallthreeyearsoftheprogrammein2015-2016wasnearly8,000.TheMoEisresponsibleforestablishingandmanagingvocationalschoolsandhasresponsibilityfor elaboration of the educational policy; planning and monitoring of implementation;curriculum development; management of teachers and other educational personnel;educational researchand innovation;developmentof standards for vocational guidanceand


39

counselling;developmentofstandardsforassessmentandexaminations;andcoordinationandcooperationwithlocal,nationalandinternationalpartnersandstakeholders.TheGeneralDirectoratesofEducationinthe18governoratesareinchargeofthedeliveryofeducational services, teacher training and employment, rehabilitation and maintenance ofschools,andcoordinationwiththeProvincialEducationCommittees.TherearealsoEducationOfficesatthedistrictlevel.TheMinistryofLabourandSocialAffairs (MoLSA) runsa largenumberof trainingcentres inspecialisedcentresalloverthecountry.InIraq,thereare38MoLSAtrainingcentreswithanaverageannualMoLSAcohortsizeof16,659.InKR-I,thereare7MoLSAtrainingcentreswithannual enrolmentof approximately 1,500 learners. It is responsible for all aspects of labourmarkettrainingdeliveryandmanagementinalargenumberoftrainingcentresworkshopsinspecialisedcentresalloverthecountry.Technical Education is provided by Ministry of Higher Education and Scientific Research(MoHESR) through the Technical Institutes which offer two-year programmes leading to atechnicaldiplomaandthePolytechnicUniversitieswhichoffer4-yearprogrammeleadingtoatechnicalBachelor (BA,B.Sc.andB.Eng.) In Iraq, therearefourtechnicaluniversitieswith29institutes and 16 colleges (for a total of 45 institutions) with an annual admission ofapproximately30,000students.InKR-I,therearethreepolytechnicuniversitieswithatotalof36 institutes and colleges, and a total estimated annual enrolment of approximately 12,000students.TheMoHESRsetshighereducationpolicyandsupervisestheadministrationandorganisationofthehighereducationsystem.InKR-I,theMoHESRalsoadministersPolytechnicUniversitiesandTechnicalInstitutes.AnumberofotherministriesandinstitutionssuchastheMinistryofIndustry,theMinistryofDefence,theMinistryofHealth,theMinistryofTransportandCommunications,theMinistryofAgriculture and Irrigation, and theMinistry ofOil eitheroperate institutesor run vocationalcoursesdedicatedtodifferentpurposesandtargetgroups.

Ø Financing

Interviewsheld in IraqandKR-I suggested that specificbudgetallocations foreducationandtrainingaresubsumedwithintheoverallbudgetforministries’runningcosts.Eachministrynegotiatesitsannualbudgetbasedonitsownperceivedshorttermoperatingandcapitaldevelopmentneeds,withinparameterswhicharebasedonpreviousbudgetusage.TheMoHESR, for example, will negotiate for a budget slightly larger than the previous budget,irrespectiveofthedevelopmentplansofotherministries,whichmayhaveimplicationsforHRD.Ministries (such asMoE,MoHESR andMoLSA) have a budget for the delivery of their corebusinessservices, irrespectiveof thenumberofstudents trained. Interviews in IraqandKR-Isuggested that the allocation of funding from theministries to their education and traininginstitutionsisbasedonhistoricaloperatingcosts,withnomechanismswhichenablesbudgetaryconsiderationtobegiventochangesinthenumberofstudents,orrunningcostimplicationsofdelivering new or amended programmes. There is no per full-time-equivalent student costformulawhichprovidesabaselinefordifferenttypesandspecialisationsandlevelsofeducationandtraining.ThereisnoTVETlevyfundinIraqorKR-I.Inmanycountrieseducationandtrainingispartiallyfunded by a levy on private sector business. Different countries have developed different


40

approaches, and the levy can be based on a percentage of taxable income, payroll orworkpermits.Contributorstothelevyfundalsohaveaccesstoeducationandtrainingfortheirlocalstaff.Educationandtrainingatalllevelsisfullysubsidisedbythestateforthosestudentswhomeettherequiredacademicentrycriteria.Studentsreceivelivingallowancesandothersubsidies.MoHESR is able (by decision of the Council of Ministers) to supplement the state budgetallocation through the ‘parallel system’ of fee-paying students who did not quitemeet thecriteria for state sponsorship. This provides another source of income for polytechnic andtechnicaluniversities.Separatestreamsofgovernmentfundedstudents(whogotgoodgradesatschool)andprivatelyfundedstudents(whodidnotgetgoodenoughgradestomeettheentryrequirement)arecommoninsomepost-Sovietcountries.Thispracticeisassociatedwithsomeriskssuchascompromisingthequalityofthequalificationbyloweringtheentryrequirement,and institutionsmay be tempted to raise the official entry requirement for the purpose ofgeneratingmoreincome.Theremaybeotherwaysforinstitutionstogenerateincome(suchaseducationwithproduction)whicharelessdiscriminatoryandlesscompromising.The mandate of MoLSA is to provide training to people who are registered umemployed.Nevertheless, there is some evidence of private sector companies requesting professionaldevelopment training for their employees on a per-student fee basis fromMoLSA trainingcentres,suchastheSwedishAcademyinErbil.Engagementoftheprivatesectorinrequestingandpayingfortrainingseemstobeuncommon.Ingeneral,socialdemand,ratherthanlabourmarketdemand,isthedriverofenrolment.Numbersofstudentsenrolledareonlyconstrainedbyspaceintheclassrooms.

Ø QualityAssurance

AQualityAssuranceandAccreditation(QAA)unithasbeendevelopedandendorsedwithintherefomedgovernancemodelundertheUNESCOTVETReformProject.AQAAmanualforIraqwasdeveloped by leading QAA international experts which includes information on the QAAapproach, evaluationquestions, anda setofquality standardsandmethods thathavebeendevelopedbasedontheEuropeanFrameworkforQualityManagement(EFQM)tosupportamodelofinstitutionalaccreditationwithdevelopmentalfeatures.During2018capacitybuildingworkshopsweredeliveredto20TVETinstitutionsacrossIraqtoprepareforpilotexternalaccreditationthroughself-evaluations.

4.2 Key challenges in the TVET sector TheGovernmentIraqhasstronglyestablishedtraditionsandinstitutionalarrangementsthatdefinehowthedifferentstrandsoftheTVETsystemaremanaged.Governmentrulesandregulationstendtoberigidandbasedonhighlycentralisedapproachestomanagementwithlittleautonomydevolvedtomorelocallevels.Furthermore,managementproceduresoftenlacktransparencyandarenotsufficientlywelldeveloped to serve the TVET planning and decision-making process. There is lack of coordinationbetweenthedifferentministriesoperatingintheTVETsectorwithregardtopolicysettingandstrategydevelopment.Theprivatesector,socialpartnersandcivilsocietyarelargelyabsentfromtheTVETsectorandtherearenotappropriatemechanismstofacilitatetheirparticipation.Besides a dysfunctional governance structure, the TVET system in Iraq suffers frommany years ofinsufficientpolicydevelopmentandlimitedbudgetallocation.Somesymptomsofthecurrentsituationarepoorandobsoleteeducationalinfrastructureandequipment,irrelevanceofcurriculainrelationto


41

labourmarketrequirements,lackofsubstantialpracticaltraining,fragmentationofresponsibilitiesintodifferent ministries, very low quality of teachers/trainers with no updated knowledge and skills,decreasing number of students, weak or inexistent vocational career guidance orientation andcounselling, inadequate opportunities for youth and adults in life-long professional education andtraining, weak organizational structures and partnerships, and inefficient resource mobilisation,distributionandutilisation.In order to address these issues, over the past few years theGovernment of Iraq (GoI) has shownrenewedinterestinimprovingtheTVETsystemandadoptedseveralnationalpoliciesthatsupporttheexpansionandimprovementofTVETopportunities.In2010,theCabinetestablishedtheTVETPermanentAdvisoryHigherCommitteeheadedbytheDeputyHead of the Prime Minister’s Advisory Commission. This committee includes high rankingrepresentativesofthelineministries(MoE,MoHESR,MoLSA,andMoP)andtheprivatesectorbut itplaysonlyanadvisoryrolewithnodecision-makingpowerorauthorityandnoallocatedbudget.TosupporttheGoIontheseon-goingefforts,UNESCOwithfundsoftheEuropeanUnionhadimplentedtheproject ´ReformingTVET in Iraq´whichaimedat increasingaccess toand improving thequality,relevanceandresponsivenessoftheTVETsystemtotheneedsofthelabourmarketandtransformTVETinakeydriverforIraq’seconomicgrowth,increasedemploymentandimprovedsocialcohesion.TVETisacomplexpolicyarea,situatedattheintersectionofeducation,training,social,economicandlabourmarketpolicies.Itisexpectedtoaddressarangeofissuessuchasthepresentandfutureskilldemands of the economy; individual citizens’ needs for short- and long-term training and lifelonglearningopportunities,employabilityandpersonaldevelopment;andsociety’srequirementforactivecitizens amongothers. As such, successful TVET systems and their reforms should bebasedon theimplementationofawholeseriesofinterconnectedpolicies,ratherthanasingle-policysolution.Accordingly,UNESCOhasdevelopedamulti-dimensionalReformProjectwithfourspecificobjectives:Figure5.ObjectivesofTVETReformProjectinIraq


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4.3 Evidence of PPP initiatives in the TVET sector MostoftheTVETsector’sinstituationsdonothaveanykindofpartnershipwiththeprivatesectorsuchas sector councilswhich advise on occupational standards as seen in other countries of the regionhoweversmallPPPSexistattheinstitutionallevelandarelimitedtotrainingandprovidingmaterial.

Ø SectorSkillsAdvisoryCoordinationServices’(SACS)Under the UNESCO-EU TVET Reform Project, pilot sector councils (‘Sector Skills AdvisoryCoordinationServices’(SACS))wereestablishedforthepurposesofcollectinginformationaboutemployerdemand for thedevelopmentofeight sector labourmarket survey reports for thecountryandtocreateamodelforemployerparticipationinTVET.EightpilotSectorCouncilswereestablishedtorepresentthepublicandprivateleadershipofeach of the selected seven economic sectors and the informal sector. Private sectorrepresentatives included the Chamber of Commerce and Industry and relevant professionalfederations,unionsandassociations.FormalestablishmentofpermanentSectorCouncilswilltaketimeastheconceptneedstobewidelydiscussedandagreedupon,andpolicyandlegislativeimplicationsneedtobeconsidered.Thus,forthepurposesofthisproject,‘pilot’SectorCouncilswereconstitutedtoactas‘thinktanks’ for the sector; to provide a forum for strategic discussion about sector growth anddevelopment; to identify challenges and opportunities; and to develop goals to addresschallengesandexploittheopportunitiesandachieveitsgoals.

4.4 Evidence of PPPs at the TVET institutional level Unlikemostothercountries,theinvolvementofprivatesectoremployersorunionsinthegovernance,content, or management of TVET programs is not established in Iraq. Nevertheless, informalinteractionswiththeprivatesectorexist.Forexample,theCouncilofMinistersinKR-IhadtakentheinitiativetotheinvolveregionalKR-IFarmersUnion,withthecollaborationofToyotaandNissanandthesupportofthegovernment,distributedover100,000pickupsforfarmerswithverycompetitivepriceandfreeregistrationsfrom2008through2013.DuetotheeconomicsituationinKR-Ithiskindofinitiativehasbeenputonhold.

Ø MobilecompaniesandpolytechinicuniversitiesinKR-IIraq isheavilydependentonmobilephones,andvery fewpeoplehave landlines. TherearethreeprimarymobilephoneprovidersinIraq:Zain,Korek,andAsiacell.Ofthethree,twoareknown to have apprenticeship programmes with local TVET institutions in the respectivegovernoratesofbusiness.TheseprogrammeshavebeenfoundintheKurdistanRegion-Iraq(KR-I)andhaveanintakeofabout30-50studentsperyear.

Table2.ExamplesofPPPswithmobilecompanies

Companyname Partnershipkind Province #ofstudents/year

Startdate

AsiaCell Training Sulaymaniyah 30-50 2014AsiaCell Training Erbil 25 2012

Korek Training Erbil 30 Korek Training Sulaymaniyah 40 2016


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Ø BasraAcademyforTraining(BAT)Thisinitiativewaslaunchedbytwointernationaltrainingcompanies,PigierandTrema&TechmasupportedbytheBasraGovernorateandbytheSouthernTechnicalUniversity.Itisbackedbyreputable Iiternational awarding Bodies (NFPA, JOIFF, NEBOSH an IOSH) and internationaltraining partners (TECHMA, PIGIER, MBWay, MyDigitalSchool). The Academy offersinternational-level accredited and non-accredited training courses conducted in facilitieslocated at theBasra Technical College. Thepopulation and the employers of the region areoffered international quality programmes which, until the creation of the Academy, wereavailableonlyoutsideIraq.ByofferingtheminBasra,theAcademymakestheseinternationalprogramsaccessibletomanymoreIraqis.47

Ø SwedishAcademyforTraining(SAT)

SATisownedandoperatedbytheKurdistanRegionalGovernment’sMinistryofLaborandSocialAffairs (MoLSA). It is located in Erbil. SAT specialises in Mechanics for Heavy AutomotiveEquipment and English Language.The training center provides up-to-date technology andequipmentforthestudentstopracticeon.ThroughSATMoLSAsupportsstudentstobepartofthemodernworkforce.SATwasestablishedandissupportedbytheUnitedNationsIndustrialDevelopment Organization (UNIDO), the producer of heavy vehicles Scania, the SwedishInternational Development Cooperation Agency (Sida), and international initiative EducationFirst(EF).48

4.5 Key challenges of PPPs in the TVET sector ThechallengesrelatedtoPPPsare:

§ Nopolicyencouragingtheprivateand/orthepublicsectorstoengageinsuchpartnerships§ Privatesector is inapoorconditionduetotheunstablestateofthecountryfora longtime

whichaffectsitscapacityinsupportingthepublicsector§ MismatchbetweenthelabormarketandTVETprograms(supplyside).TheTVETsectorisnot

providingskillsthatareusefulfortheindustry§ Noparticipationofindustriesorprivatesectorinthepolicyformulation/reviewprocess§ AsignificantlackofcoordinationbetweentheTVETandprivatesectors§ Bureaucracy discourages the private sector from doing business with the government thus

decisionsmaytakelongtime§ There’sno comprehensive framework forPPP toencourageprivate investors to collaborate

with thepublicsector (tonoteUNIDO’sdevelopeddraftPPP law(2011) is still indraft formtherefore cannnot be implemented or considered until it is endorsed officially by thegovernmentofIraq)

§ Thereisnocurrentandreliablelabormarketdataonwhichtobasedecisionsonskillsneededandstrategiestoattainthem

§ There’slackoftrustbetweentheprivateandpublicsectorsbasedonunsuccessfulexperiencesfrombothparties

§ Public sector providers do not have the appropriate capacity such as teacher quality andexperience,theequipment,resources,todeliverthetrainingthattheprivatesectorrequires.

47http://www.basra-academy.training/48http://www.swedishacademy.info/


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5. Jordan 5.1 TVET system in Jordan

Ø Governance

TVETinJordanremainsafragmentedresponsibility.Currently,TVETremainsacommonsubjectofthreedifferentMinistries–Labour,Education,andHigherEducationandScientificResearch,withtheE-TVETCouncilactingasacoordinationentity.ThedivisionofTVETmandatebetweentheseministriesalso includesadivisionoftheirrespectiveresponsibilities indesign,delivery,financing,accreditation,certificationandqualityassurance.TheVocationalTrainingCorporation(VTC)isresponsibleforformalandnon-formalvocationaltraining, Ministry of Education (MoE) for secondary vocational education and the Al-BalqaApplied University (BAU) for post-secondary technical education in addition to non-formaltechnical/vocational education/training. The Ministry of Higher Education and ScientificResearch (MoHESR) oversees the BAU technical colleges and the tertiary education system,includingTVET.TheE-TVETStrategyputtheE-TVETCouncilastheapexsteeringbodyforTVETinJordan.TheE-TVETCouncilisagovernancebodychairedbytheMinisterofLabour(MoL).Asatripartiteentity,theCouncilhasrepresentativesfromallimportantstakeholdersincludingtraininginstitutions,chambersofcommerceandindustry,army,tradeunionsandemployers.TheE-TVETCouncil is aimedatpromoting cohesionbetween the threeministriesby settingpoliciesandplansforthedevelopmentandcoordinationofprogrammes,activitiesandefforts.TheCouncilalsosupervisestheCentreforAccreditationandQualityAssurance(CAQA),whichhasbeenestablishedasthenationalauthorityfortheaccreditationandqualificationofTVETprovidersaswell as trainees in thevocational stream.TheaccreditationandqualificationofTVETprovidersinthetechnicalstreamisundertheAl-BalqaAppliedUniversityandregulatedbytheHigherEducationAccreditationCommission.However,themajorinfluenceoftheCouncilandCAQAisdirectedtowardsVTCinstitutesandtheprivateinstitutes,duetothefactthatMoEvocationalschoolsandBAUtechnicalcollegesaresubjecttothelaws,regulationsandstandardsappliedbytheirrelevantMinistries.49Vocational secondary education in the MoE is managed by the Vocational Education andProduction Department within the Ministry. Vocational education is provided through 23specialised vocational education schools aswell as in 187 general comprehensive educationschoolsthatprovidevocationaleducationtogetherwiththegeneraleducationstream(MoE,Education Strategic Plan 2018-2022). Vocational students looking to continue their highereducationatuniversitiesorcommunitycollegesarerequiredtofollowspecificstudyplanwhichincludeadditionaltopics(mathematicsandphysics).However,thiswillchangeasthestudyplanwill be the same for all vocational education students (no additional topics), and highereducation will be open for only a percentage of students in specific areas based on thevocationalstream(basedonmeetingwiththeDirectorGeneralofVocationalEducationatMoE).SecondaryvocationaleducationstreamsprovidedbyMoEschoolsinclude:§ IndustrialEducation§ AgricultureEducation

49UNESCO-UNEVOC.WorldTVETDatabase:Jordan,2019


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§ HotelandTourismEducation§ Home Economics Education (moved in 2016/2017 to the applied secondary vocational

educationstreamwhichdoesn’tendwiththegeneralsecondarycertificateexam(Tawjihi)inVTCbutreturnedbacktoMoEasasecondaryvocationaleducationstream).

All teaching, learning and training activities, includingboth theoretical andpractical partsofvocationaleducationprogrammesinMoE,areconductedwithinequippedvocationalschools.VocationaleducationstudentsinMoEschoolsarerequiredtopracticetheirspecialisationfor24daysineithertheworkplaceorintheirschools’workshopsduringthesummerholiday.TheVocational TrainingCorporation (VTC) is a governmental institution, semi-autonomouslygoverned by a Board of Directors comprised of representatives of government, civil sectororganisationsandprivatesector.TheBoard isheadedbytheMinisterofLabour. TheVTC ismandatedwith:§ Providingvocationaltrainingopportunitiestopreparethetechnicalworkforceandraising

its level of efficiency in the various non-academic vocational training levels andspecialisations,andworkingondiversifyingvocationaltraining,inclusiveof:1. Vocational apprenticeship that allows youth and adults to undertake long-term

organisedtraining2. Thetrainingofenterprises’employeesinspecialisedtrainingcentresandintheirwork

locationsinordertoraisetheirlevelofefficiency3. Extensiveandspeedytrainingforvariousprofessions4. Traininginthefieldsofoccupationalsafetyandhealth.

§ Providing supportingguidance services for theestablishmentanddevelopmentof small-andmedium-sizedenterprises

§ Regulatingthepracticeofoccupationsinthelabourmarketbyclassifyingworkingsitesandworkers.

OccupationalskilllevelscurrentlyadoptedinJordaniscomprisedof5categories/levels:semi-skilled, skilled, craftsman, technicianandprofessional levels. VTCsmain role is toprepareaworkforce in the three basic occupational levels (semi-skilled, skilled and craftsman levels)throughitsvocationaltrainingprogrammeswhichusuallyrangebetweenseveralhundredhourstotwoyears. Insomecases,VTCcooperateswithBAUtooffertechnicianlevelprogrammes.VTCimplementsitstrainingprogrammesthrough42vocationaltraininginstitutionsmainlyincooperationwiththecompaniesinthelabourmarketthroughapprenticeshipandotherwork-basedtrainingprogrammes.BAUisthemainprovideroftechnicaleducationthroughitscollegesindifferentareasofJordan.Ithas13collegesunderitsdirectauthority,whilesupervisingtechnicallyother28communitycollegesbelongingtotheprivatesector,UnitedNationsReliefandWorksAgencyforPalestineRefugees(UNRWA),militaryandothergovernmentalinstitutions/ministries.Inadditionits2-3year technical education programmes, BAU/CC provides short term training courses forindividualstodeveloptheirskills.In addition to themain TVET providersmentioned above, other institutions providing TVETprogrammes, but at lower scales in regard to numbers of trainees, include the NationalEmploymentandTrainingCompany(NET)andUNRWA.

Ø Financing

Theprimarysourceof financingvocationaleducation/training inMOEandVTC ispublic financeroutedthroughtheMinistryofFinance(MoF)wherethetwoinstitutionsdealdirectlywiththeMoF.


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Fortechnicaleducation,financingsourcescomemainlyfromBAU’sbudgetwithadditionalsupportfromMOHESR.Thereisnocentralbodythatallocatesthefundsbasedonneedsordecidesonthepriorityofcertainprojects.Thebudgetdecisionsarenotbasedonperformanceoftheprogrammesororganisationswhich reduces the incentive for theproviders tomake theirprogrammesmoreattractive. As of 2016, public financing to all TVET programmes and TVET institutions under allrelevantministriesamountsto3.6%ofthetotalpublicexpenditureoneducation.Furthermore,anE-TVETfundwascreatedtosupportthefundingforTVETbasedondemand-drivenskillstrainingapartfromthenationalbudget.Envisagedasa‘skillsdevelopment’fund,itcouldfosterthecollaborationbetweentheprivatesectorandtheTVETproviders.InJordan,thebudgetisallocatedfromapercentageonfeesofforeignworkers’workpermitsandthroughabudget by theMoF and yields annually about JOD 20million (US$ 28.2million). Under theongoingreforms,diversificationoffinancingofTVETthroughpublic-privatepartnershipsisalsobeingpursued.50

Ø QualityAssurance

TVET provision in Jordan is currently lacking the collaboration with the labour market andemployers. This results in graduates who do not necessarily have the right skills for theirprofession. Quality assurance processes in TVET in Jordan differ according to the type ofprogrammesandtheresponsibleministry.Eachhavetheirownmechanismsforthecollectionofdata,monitoring,andevaluation.TheCentreforAccreditationandQualityAssurance(CAQA)was established as the national authority for the accreditation and qualification of TVETprovidersaswellastrainees.Privateinstitutes,vocationalschoolsandBAUtechnicalcollegesremain subject to the different laws, regulations and standards applied by their respectiveMinistries(CAQA,theMoEandtheMoHESR).51

5.2 Key challenges in the TVET sector AccordingtotheNationalStrategyforHumanResourcesDevelopment(2018),someofthechallengesJordanisfacingtotheTVETsysteminclude:

§ Access.LimitedopportunitiesofpathwaysbetweenstreamsortohighereducationresultingindecreasingattractivenessofTVET

§ Quality.TheTVETsystemneedsregulated fundingtobeable toprovidequalitypre-and in-service teacher training in order to achieve good results. Involving theprivate sector in thedevelopment,qualityassessmentandcontrolofTVETcurriculacouldsupportthereversaloftheskillsmismatchthatmakesthispathwayunattractivetobothstudentsandemployers

§ Accountability. The threeministries responsible for TVET –MoL,MoE, andMoHESR – are,despiteongoingefforts,notcoordinatingonallmajoraspectsofTVETwhichcomplicatestheprovisionofsatisfactoryeducationinthesector

§ Databasedpolicymaking.DatacollectiononTVETandrelatedemploymentisfragmented.Thedatathatisavailableisoftenoutdatedorinaccurateanditisnotusedeffectively.Asitstands,labourmarketinformationisgatheredbyanumberofsources–theDepartmentofStatistics(DoS),MoL,SocialSecurityCorporation(SSC),CSB,MoHESR,andtheNationalAidFund(NAF).Theabsenceofacomprehensive,coordinatedandaccuratelabourmarketinformationsysteminhibitsdevelopmentoftheTVETsectoranditsresponsivenesstothelabourmarketdemands.Therearealsochallengesinobtainingandmaintainingreliableandconsistentdataonthesectorasawhole.52

50UNESCO-UNEVOC.WorldTVETDatabase:Jordan,201951Ibid52Ibid


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Ø SectorSkillsCouncils(SSCs)SSCs are advisory committees consisting of representatives from related public sectorinstitutions and private sector employers. The majority members of those councils arerepresentingprivatesectoremployersandarerequiredtohave longworkexperience in thetargeted sector. Councils aim mainly at proposing the main policy for TVET in the sector,identifyingskillsneedsanddevelopingoccupationalstandards.SSCsarecurrentlyformedbytheETVETcouncilwithsupportfrominternationalorganisationsincludingGIZ,ILOandEBRD.SSCsareinitsearlystage,andthenumberofestablishedorunderestablishmentcouncilsis7inthesectors of: water and energy, ICT, Logistics, tourism, garments, furniture and chemicals.Occupational standards developed by sector skills councils are provided to CAQA foraccreditation(InterviewswithSG/MOLandCAQAdirector).

5.4 Evidence of PPPs at the TVET institutional level

Ø VocationalTrainingCorporation(VTC)Forimplementingitsapprenticeshipandothertrainingprogrammes,VTCcooperateswithabout2,400 enterprises ranging betweenmicro-enterprises of less than 5 employees up to large-scaled ones with hundreds of employees (VTC Employers Guidebook 2017). In addition toprivate sector enterprises, VTC implements apprenticeship training programmeswith publicsector institutions such as the Amman Municipality and the Water Authority(Rawashdeh/UNESCO,2018).The private sector has to sign agreements with the VTC for implementing apprenticeshiptraining.However,suchagreementswithcompaniesareusuallylimitedtolarge-scaledonesonanindividualbasiswitheachindividualcompany.Agreementsspecifyresponsibilitiesforbothsidesincludingallowances/wagestobepaidbytheemployertotrainees.Traineeallowanceisusuallyverysmall(pocketmoney)andpaidduringthepracticaltrainingstage.Forthemajorityoftrainees,particularlythoseinSMEs,noofficialtrainingagreementsorcontractsaresignedwithemployersbutrathertherelevantpartieshaveverbal/undocumentedagreements.In addition to signing agreements for implementing apprenticeship trainingwith companies,VTCsignedseveralpartnershipagreementswithassociations/companiesintheprivatesector.Followingareexamplesoftheseagreements:§ Jordan Hotels Association for implementing apprenticeship training in hospitality fields

whereassociationmembersprovidework-basedtrainingforapprentices§ JordanianAssociationofPharmaceuticalManufacturing(JAPM)fortheestablishmentand

managementofaPharmaceuticalCenterofExcellence.Accordingtotheagreement,JAPM’sinvolvementincludesdevelopingrelatedtrainingcurricula,managementoftheCenter,andprovisionofwork-basedtrainingandemploymentopportunitiesfortraineesandgraduatesavailableinitsmemberscompanies

§ Zain Communication Company for training on cellular phones maintenance. Afterrenovatingandequippingoneof theworkshops in the Jordan-KoreaVocational TrainingInstitute,Zain isdelivering thecellularphonesmaintenancetrainingcourses forenrolledparticipants.

In 2017 aMemorandum of Understanding (MoU)was signed between VTC and the JordanChamberofIndustrythatenablestheChambertooperateandmanage4VTCvocationaltrainingworkshops/sites in the areas of printing, chemical industries, wood working/furniture and


48

leatherworks.ThesignedMoUisnotineffectasofyetduetofinancialconstraints.However,the Chamber, with support from a GIZ project in Jordan, is about to start operating woodworkingworkshopsasapilot.ThispilotwouldserveasamodeltoencourageChamberMembersinprovidingrequiredfinancialsupportifsuccessful(interviewswiththeADGforTrainingAffairs,VTCandProjectsCoordinator,JCI).

Ø Saltustraininghotel

The training hotel is located in Balqa governorate at the outskirt of Salt city. Cooperatingpartners in thehotel,whichwasopened in2014,areVTCandtheNationalHotelsCompanyownedbytheZARAHoldingCompany.Therolesofthepartnersareaccordingtothepartnershipgeneralframeworkapprovedbythecabinet.Theyare:VTC:§ Provision of the already existing buildings which consists of 23 guest rooms and other

service facilities. The provided building used to be part of the VTC training institute forhospitality.

ZARACo.:§ Renovation of the buildings/facilities and provision of required equipment necessary for

appropriateoperationofthehotel§ Marketing,operationandmanagementofthehoteltoreceiveguestsasathreestarshotel§ ProvidingonjobtrainingfortheVTCtourismtraininginstitutetraineesinfoodproduction,

serviceandhousekeepingfor6monthsatlevel1and2.

Thehotel ismanagedbyaboardofdirectorsconsistingof6members representing the twopartners.Theincomegeneratedisusedsolelytocovertheoperationcostsaswellasdevelopingitsinfrastructureasrequiredforimprovingthehotelservices.Intakecapacityofthehotelis120trainees.

Ø NationalEmploymentandTrainingCompany(NET)

In2008,theArmyestablishedtheNationalCompanyforEmploymentandTraining(NET),anditis currentlyownedbyboth theArmyandVTC.Whenestablished,NETwasaimingmainlyattrainingunemployedJordanianyouthinconstructionoccupationstorespondtolabourmarketneeds.However,itiscurrentlyprovidingtraininginotherareassuchasmechanicalmaintenance,furniture carpentry, solar energy and auto electrician in addition to hairdressing andbeatificationanddressmakingtrainingforfemale.TrainingprogrammesareconductedincooperationbetweenNETandprivatesectorenterprises.The training duration for all specialties (construction and other occupations) is 8months. Itconsistsof1month forall learners innationalmilitary training,plus4monthsof vocationaltraining for construction occupations (5 months for other occupations), and then finally 3monthsofOJTinconstruction(2monthsforotheroccupations).TraininginNETisopenforliterateyouth.Agesoftraineesrangefrom17to29yearsold.TheygetJOD75monthlyforpersonalexpensesandtransportationcostduringthetraining.Also,theygetaworkuniform,personalsafetyequipment,healthcare,andinsuranceforworkaccidents.Uponsuccessfulcompletionofthetraining,graduatesgetatrainingcertificatefromNETaswellasaworklicenseissuedbytheCenterforAccreditation&QualityAssurance(CAQA).


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Ø MinistryofLabour(MoL)ModelSkillCentersofExcellence(MSCoEs)In 2010, a conceptual framework for the Model Skill Centers of Excellence (MSCoE) wasdevelopedbytheMinistryofLabour.MSCoEsare“TVETTrainingInstitutesdevelopedthroughPublicPrivatePartnerships(PPPs)betweentheGovernmentofJordan,trainingInstitutionsandindustry.”Theyare“sector-specificandgearedtowardsidentifiedneedsforemploymentwithinthatsector.”ThegoalofMSCoEistoproducehighlyskilledgraduatesequippedwiththeskillsand qualifications demandedby today’s labourmarket both locally and internationally (ETF,2016).PartnershipinMSCoEsincludescooperationindevelopingthetrainingprogrammes,curricula,learningmaterialsandtextbooks,trainingequipment,trainingimplementation(offandon-job),stafftrainingandmanagementofcenter,inadditiontoprovisionofemploymentopportunitiesforgraduates.VTChadestablishedMSCoEsinthreeprioritysectorsoftheJordanianeconomyasdefinedbytheGovernmentofJordancoveringpharmaceuticals,waterandenvironmentandrenewableenergy.EUsupporteddevelopmentofcurriculaandlearningmaterialsaswellasoperationalplansforthethreeestablishedMSCoEs.Otherinternationaldevelopmentorganisationsalsoinvolvedinsupporting those centres were: GIZ through its TWEED project (supported the water andenvironmentCoE)andUSAIDthroughtheWFDproject(supportedrenewableenergyMCoE).Annex 1 highlights an example of a partnership between different stakeholders in theestablishmentandoperationofthepharmaceuticalMSCoE.

Ø Satellitefactoriesinitiative/project

The initiativewas launched in2008aspartoftheNationalTrainingandEmploymentProject(NTEP) in the Ministry of Labour in an effort to reduce unemployment particularly amongfemales in theruralareasof Jordan. Itaimsatencouragingcompanies/investors toestablishsub/new factories in the targeted areas to provide employment opportunities mainly forfemales.Main partners in this initiative are NTEP/MOL, ETVET Fund, Royal Court and companies/investors.Inaddition,otherpartnerscouldbeinvolvedaccordingtoeachindividualcase,suchasthemunicipalitywithinthetargetedareaandVTC.Publicsectorpartnersingeneralprovidedthebuildingforthefactoryforfreeduringthefirst5yearsandat75percentoftheprevailingrentpriceafterthatperiod.Inaddition,publicsectorpartnerscontributionincludeupto50%ofwages,transportation,onemealandsocialinsurancecostsofthenewhiredemployeesforthefirst12-18monthsoftheiremployment.On the other hand, the company/investor is responsible for provision of themachines andequipment,wages,incentivesandotheroperationalcostsforrunningthefactoryasrequired.WhiletheETVETFundisthemainresourceforfinancing,otherfundscamealsofromtheRoyalCourtandMOL,andinonecase(atleast)amunicipalitypaidforthecostofthefactoryland.ContributionofVTCwasinbasictrainingforthenewemployeesifrequestedbythecompany.TheMOL,withintheNTEPproject,wasresponsiblefortheplanning,organisationandfollowupoftheimplementationofthesatellitefactoriesinitiativeuntilabout6yearsagowhenNTEPwasstopped and the initiative become under the responsibility of the employment directorate


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withintheMOL.Atrainingandemploymentagreementwasusuallysignedbetweentheinvolvedpartnersthatmainlyidentifieseachpartnerrolesandresponsibilities,numberofemployeestobe trained and employed, wages and incentives provided for the trainees/employees anddurationofeachstageofthetrainingandemployment.The number of satellite factories established and operated until 2015 was 15 factoriesdistributedindifferentgovernoratesinJordaninwhichfromthe3,500employeesmostlywerefemale(91%).Alltheestablishedfactorieswereinthegarmentindustry(AlKhasawneh,2016).

Ø Al-BalqaAppliedUniversity(BAU)

BAU has about 25 agreements with the private sector. Most of these agreements aim atproviding job training opportunities for diploma-seeking community college students. OJT isrequired foronesemesterduringthesummer for2-yeardiplomastudents,and2semesters(one during the summer) for 3-year diploma students. Agreements cover training areas,paymentsforstudents(pocketmoney)andfollow-upandevaluationoftraining.Other agreements include developing study plans, provision of business incubators,participation of experts from the private sector in delivering training in specific topics andemploymentof graduates. Examples of agreementswith companies from theprivate sectorincludebut are not limited to:Orange JordanCommunicationCo., Al-EmlaqGiant IndustrialGroup(chemicalindustries),AssociationofEmployers(formechanicaloccupations)andAmmanChamberofIndustry(meetingwithBAUVice-President).

Ø Employer-specifictrainingprogramsinBAU/Al-HusonUniversityCollege

Theprogrammewaslaunchedin2009inAl-HusonUniversityCollegeinIrbid.Itisa6-monthtraining programme typically in production engineering, targeting participants having anassociate degree, or alternatively a two-year programme in piping technology targetingparticipantshavinggeneralsecondarycertificates.Theprogrammeaimsattrainingparticipantsaspipingsupervisors(Al-Wedyan,2009).Partnersintheimplementationoftheprogrammeinclude:Al-HusonUniversityCollegethroughitscenterofcareerdevelopment(Al-HusonCDC),ConsolidatedContractorsCompanyandtheMorgantiGroupInc.(CCC/MORGANTI)andtheUSAIDJordanEconomicDevelopmentProgram(SABEQ).Rolesandresponsibilitiesofpartners:AHUC/Al-HusonCDC:§ Providingclassroomandlaboratoryspaceandcoversthecostsassociatedwithrenovation,

rentandutilities§ Recruitingandenrollingprogrammeparticipants§ ProvidinginstructorstoparticipateinaTrain-the-TrainersprogrammeconductedbyCCC/

MORGANTIstafftobecomepermanentinstructorsintheprogrammeinthefuture§ Providingcomputerskills,workplacepreparation,andEnglishproficiencytraining.

CCC/MORGANTI:§ Providingtrainingequipment,curriculaandlearningmaterialsandinstructors§ TrainingforAHUCinstructorssotheywillbeabletotakeovertheprograminthefuture§ Conducting field trips to demonstrate the work of “piping supervisors” at actual

constructionsites.


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USAID/SABEQ:§ PreparationofMemorandumsofUnderstanding§ Conveninginregularpartners’meetingsforprogressreview§ Establishingbenchmarksforprogressandindicatorsofperformance§ Managing,monitoring,andevaluating.Theannualintakecapacityoftheprogrammeis(25),andthenumberofgraduatesduringtheperiodfrom2009uptonowisabout(250)(meetingwithBAUVice-President).

Ø InitiativeforworkbasedtraininginBAU/Al-SaltTechnicalCollege

ProgrammesofferedbytheCollegeincludewatertreatmentengineering,energyengineering,intelligent buildings engineering, intelligent systems engineering and artificial intelligenceengineeringandrobotics.Thedurationof theseprogrammes is threeyears fortheassociatedegreeandtwoyearsforthetechnicaldiplomawhichiscomprisedbytechnicaleducationfromtheCollegeandpracticaltraininginthelabourmarketworksitesthroughactivepartnershipswiththeprivatesector.Programmes currently run in the college are in two specialties: energy engineering andintelligentsystemsengineeringwithatotalnumberofstudentsof33inthetwoprogrammeswhojuststartedtheir2ndsemesterintheCollege(meetingwithBAUPresidentAssistant).

Ø MinstiryofEducation(MoE)

Cooperationwiththeprivatesectorislimitedinvocationaleducationsinceboththeoreticalandpracticaltrainingisimplementedwithinthepremisesoftheschools,withsummertrainingalsoimplementedmainlyinvocationalschools.However,inlinewithitsstrategicplan(2018–2022)concerningtheestablishmentofeffectivePPPsinvocationaleducation,inDecember2018MoEsignedanagreementwith theAmmanChamberof Industry.Thisagreement includesmainlycooperationand coordinationbetween the twopartners in regards to financing trades skillscompetitions, providing training and employment opportunities for students and graduates,conductingstudiesonneedsassessmentofgraduatesandestablishingpartnershipsbetweenvocational schools and industrial companies.Other twoagreements are currently still in thedevelopmentstageandisexpectedtobeformalisedinthenearfuture.ThefirstagreementwiththeJordanIndustrialEstatesCompany(JIEC)andthesecondonewiththeHotelsAssociation(meetingwiththeDirectorGeneraloftheVocationalEducationDepartment,MoE).

5.5 Key challenges of PPPs in the TVET sector PPPsinJordan’sTVETsectorwitnessedsomeprogressthroughtheinvolvementoftheprivatesectorinsomegoverningbodieswithinthesectoraswellasinsomepartnershipsinitiatives/projects.However,many challenges and constraints are still facing the sector and consequently hampering theachievementofaneffectiveandintegratedpartnershipinthesector.Suchchallengesandconstraintsinclude:

§ Insufficiencyoflawsandregulationsrequiredforprovidinganappropriatelegalenvironmentforbuildingeffectivepartnershipatdifferentlevels

§ WeakcapacityoftheprivatesectorandcivilsocietyinstitutionsrequiredforenablingthemtoplaykeyrolesinTVETinpartnershipwiththepublicsector,particularly,inidentifyingtrainingneeds,developingoccupationalstandardsandlearningmaterialsandevaluationoftraining

§ ShortageoffinancialresourcesforfundingPPPsinitiatives/projectsandforprovidingincentivestoencourageemployersinvolvementinTVETactivitiesincludingofferingworkbasedtrainingopportunities, development of training curricula and learning materials and evaluating of


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trainees/graduates.However,evenwithextraresourcesavailablefromtheETVETFundthereisa lackofa strategic framework fordistributing theavailable funding. Itmostly spenton thesupplysideofgovernmenttrainingprogrammesinsteadoffundingtrainingaccordingtoprivatesectorneeds

§ Structureoflabourmarketenterpriseswhereabout98%ofenterprisesinJordan(lessthan20workers)areofsmallscaleandhave37%ofallemploymentintheprivatesector(NHRDstrategy2016-2025).Accordingly,theirengagementcapacityindifferentlevelsofpartnershipinTVETislimited.Also,thesizeoftheinformalsectorwhichisestimatedbytheInternationalMonetaryFund(IMF)initslastreport“RegionalEconomicOutlook,MiddleEastandCentralAsia”at26%ofJordan’seconomyrepresentsanotherconstraintforPPPdevelopment(SocialandEconomicCouncil,2012)

§ TheprevailingweakeconomicsituationinJordanafter2009,wheretheannualGDPgrowthisrelatively low (about 2.5%) (Rawashdeh/UNESCO, 2018). This led to less development andexpansioninbusinessingeneralandconsequentlytheabilityofeconomicsectortogeneratenew jobs. Such economic circumstances affect negatively on the willingness of the privatesectortopartnerinTVET

§ PrivatesectoremployersperspectiveontheweakcapabilitiesofTVETproviderstocooperateandrespondtotheiractualtrainingneeds.Thisperspectivewasdevelopedthroughyearsofemployersexperienceinreceivinggraduatesnothavingtherightcompetenciesasrequiredbythelabourmarketnaturallyasaresultintheabsenceofcoordinationandcooperationbetweenthe two parties in regards to identifying training needs, developing curricula and learningmaterialsandimplementingoftrainingprogrammes

§ ThecentralisedmanagementstyleappliedinTVETinstitutionsinJordanwhichimpedestraininginstitutes at local levels of developing and implementing training initiatives / projects /programmesinpartnershipwiththeprivatesector

§ Insufficient interactivecapabilitiesoftheTVET institute/collegerequiredforestablishingandpromotingsoundpartnershiprelationswithprivatesectorcompaniesatthelocallevel.


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6. Palestine 6.1 TVET system in Palestine

Ø GovernanceCurrently,thereisnospecificlawgoverningtheTVETsystem.Althoughthereareanumberofpolicies for the various aspects of the TVET system including private sector partnership andinvolvement,nearlyallofthesehaveonlybeenendorsedbyrelevantgoverningbodiesbuthaveyettobeinstitutionalised.TheinstitutionalsettingfortheTVETsystemisrathercomplexduetothefragmentationofTVETprovidersandservicesinthecountry.TheactorsinTVETprovisionaretheMinistryofEducationandHigherEducation(MoEHE),theMinistryofLabour(MoL),MinistryofSocialDevelopment,UNWRA, NGOs and private providers. However, as of 2019, the Ministry of Education andHigherEducation, has split into two: Ministry of Education (MoE) and Ministry of HigherEducationandScientificResearch(MoHEandScientificResearch).ForthemainareasofTVETprovision,thethreekeyministries:MoHEandScientificResearch,MoEandMoL,aretheonestomaintainsystemsofproviders,formostofwhomtheymakethemaindecisions,andprovidecentraladministrationandfunding.53Atthelocallevel,andwiththeexceptionoftheprivatecommunitycollegesandtosomeextentthenot-for-profitpubliccolleges, providers have little if any autonomy to take initiatives, to make significant localmanagementdecisions,ortoraisesignificantadditionalfinance.TVET is set as one of the national priorities within the National Policy Agenda which theMinistriesaretranslatingtopromoteTVETaspartofitsprioritieswithintheirsectorstrategies(2017-2022).AspartoftheNationalTVETStrategy,agovernancestructurefortheTVETsystemhasbeensetup.Theestablishmentoftwomanagementbodiesmarkedaveryimportantstepin establishing cooperation and coordination in TVET. The Higher Council for TVET wasestablishedmadeupofrepresentativesfromtheprivateandpublicTVETbodies.InadditiontotheHigherCouncil,theExecutiveBoardconsistingoftechnicalanddecision-makingmembersof the Councilwere delegated to be in charge of implementing theNational TVET Strategy,coordination with the different training providers and relevant stakeholders, and proposingregulations,proceduresandstandards.After yearsof ineffectivenessand stagnation, in Septemberof2018, theHigherCouncilwasofficiallyreactivatedanddesignatedasthesoleresponsiblebodyforthedevelopmentoftheTVETsectorandtopursuecoordinationwithinternationalorganisations.TheExecutiveCounciland Development Centre (the technical arm of the Higher Council) are planned to be theimplementingbodieswithintheHigherCouncil.Subsequently,workshopstodiscussandprepareafirstdraftoftheTVETlawwereheldduring2019anditisexpectedtobeadoptedinlate2019or early 2020. The intention was to have the Development Centre as the only recognisednationalofficialbodyandbecomefullyoperationalwhenthenewTVETlawwastobeadopted.ItsoverarchingmissionispromotetheroleofTVETwithinPalestinianSocietyandtocontributetoachieving sustainabledevelopmentbymatchingsupplyanddemand in the labourmarket

53ItisworthmentioningherethatotherministriesandbodiesareinvolvedinthesupplyofTVETsector(e,gministryofsocial

development,UNRWA,CommissionoftheEx-detaineesandothers).


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locally,regionallyandinternationally. ItsresponsibilitiesincludemonitoringandevaluationoftheperformanceofthedifferentcomponentsoftheTVETsystem,suchaspreparationofstudiesandreportsandprojectsaswellasdevelopingthenecessaryproposalstoensurethesmoothfunctioningofthesystemwhileensuringitsquality,efficiencyandeffectiveness.However,whenthenewgovernmenttookoverrecentlyanewvisionisseenforthegovernancestructureofTVETwithinwhatisnowcalledTVETAgency-whichwillunifyallTVETpolicymakersandstakeholdersefforts.TheAgencyisforeseentohaverepresentativesfromtheMinistryofLabour, Ministry of Education, and Ministry of Higher Education and Scientific Research.However theAgencyhas yet to receive approval on anofficial orangisational structure. TheprocessandtimelineofestablishingthenewTVETAgencyanditsdivisionacrossthreeMinistriesremainsunclear.TVETProvision.Twenty-eightcommunitycolleges(somearetechnicalcolleges)areoperatingacrossPalestine.Mostofthecommunitycollegesarepublicornot-for-profit,beingestablishedbycivilsocietyorganisations.Theprivatecollegesareresponsibleforraisingtheirownfunding.ThefivegovernmentalcommunitycollegescomeunderthemanagementresponsibilityoftheTVETdirectorateofMoEHE.Theministryisresponsibleformanagement,funding,appointingthedeanandallstaffandequippingthecollegesundertheregulationsandnormsthatarelaiddown.Inpractice,significantfundingisalsoprovidedbyarangeofinternationaldonors,whomaybeinvolvedinparticularinitiatives.Vocational schools come directly under the management responsibility of a directorate inMoEHE.TheMinistrymanages,finances,staffsandprovidesfacilitiesandequipmentincludingtextbooksandcurriculum.TheymustfollowthequalitycontrolandauditingsystemssetdownbytheMinistryandhave,inpractice,verylittlelocalautonomy.The VTCs come under the direct management responsibility of the Directorate General forVocationalTrainingoftheMoL.Inmostrespectstheirmanagementmirrorsthesituationfoundin thevocational schools.54ManyVTCprogrammes target studentsat theageof16andareconsidered as an alternative to formal education. The VTCs that currently offer non-formaltraininghavealimitedabsorptioncapacityandneedtorefusestudents,whilemostvocationalschoolsarenotusedtotheirfullpotentialastherearenoclassesintheafternoons.Asaresultofgoodcooperationbetweenbothministries,ithasbeenagreedthatVTCprogrammescanbeofferedinthevocationalschoolclassroomsintheafternoons.55Fortherefugeepopulation,UNRWAistheUNorganisationthatmanagesandorganisesTVETprovision. Although somewhat separate, UNRWA co-operates on many occasions with theministriesandwiththeinternationaldonors.Ithasalsobeenabletoformquitestronglinkswithsomeoftheemployers’organisationsatthelocallevel,forexampleintherecentsigningofsixmemorandaofunderstandingwiththelocalchambers.56

Ø Financing

Apart from the private community colleges, which are self-financed through fees and thepatronageoftheownerstoaconsiderableextent,almostallthefundingforinitialTVETcomeseitherfromtheFinanceMinistrythroughthegeneralbudgetorfromdonoractivity.Thereareno levies or other requirements placed on employers to fund provision, and student

54ETF.MappingVocationalEducationandTrainingGovernanceinPalestine,201455ETF.Palestine:Education,TrainingandEmploymentDevleopments(2018),201956ETF.MappingVocationalEducationandTrainingGovernanceinPalestine,2014


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contributionsthroughfeesproduceonlylimitedincome.Thestudentsinthecollegespaysomefees, but theUNRWA students are not required to pay,while students in the not-for-profitinstitutionsonlypaysomeofthefees,withthedonorscontributetofacilities,equipment,etc.Somefeesarecollectedingovernmentestablishments,butmanystudentsareentitledtopayonlyasmallproportionofthefees.Usuallyitisgovernmentfundingthatcoversthefixedexpensesincludingpermanentsalaries,runningcostsandsomeofthedevelopmentalexpenses.Ontheotherhandmanyofthefundsusedforbothinitialandcontinuingtrainingareprovidedbydonors.Thesemaybeinternationalorganisations, other development agencies involved in technical cooperation and theinternationalco-operationagenciesofsomenationalgovernments.Withtheexceptionoftheprivatecommunitycolleges,TVETprovidershaveverylittleautonomyovertheirbudgets,andverylittleopportunitytoraiseincome.Becausebudgetsareallocatedona traditional inputbasisandbecause funding is scarce, funding isnotused to incentivisereform,exceptwherethereisspecificdonoractivity.57

Ø QualityAssurance

TheAccreditationandQualityAssuranceCommission(AQAC)undertheumbrellaoftheMinistryofEducationandHigherEducation is inchargeofensuringquality inTVETtertiaryeducationinstituitions (levels 4 and 5). The Strategy recognises that TVET accreditation and qualityassuranceresponsibilitiesmustbedefinedtoberealisedwithinAQAC.TheAQACisexpectedtoapprove and maintain the quality criteria, develop the quality standards, accredit TVETinstitutions and programs, monitor and evaluate TVET institutions and programs to ensureadherencetoqualitystandards.58

6.2 Key challenges in the TVET sector

§ Themain issues thatnegativelyaffect governanceof theTVET system,which remainsweak

despitethehighvolumeofreformsbeingimplementedinthesector,are:thefragmentationofthesystem,theabsenceofaunifiedleadership,andthelackoffinancialandhumanresources59

§ ThePalestinianeducationsystemissubjecttopolitical,financialandphysicalconstraintsandisvulnerabletomanyvariablesthatcannotbecontrolled.ThemostvulnerableplacesintheWestBankareAreaCandEastJerusalemwhereIsraelexercisesfullcontroloverthelandandthepeople.Intheseplaces,theMinistriesofTVETrelyontheinternationaldonorcommunitytoprovideeducationtothePalestinianstudentsandtosupporttheteachers60

§ The National TVET Strategy (2010) presents a detailed action plan, addressing legislation,financing,labourmarketrelevanceofskills,stakeholderengagement,qualificationframeworks,teachertraining,qualitydevelopmentandassuranceincludinginternalandexternalevaluation.IntermsofTVETreform,slowbutcontinuousprogressisbeingmadeinimportantprocesses(e.g. competence-based education, partnerships with the private sector, quality assurance,importanceofcontinuingvocationaltraining(CVT)).However,thecomplexityofthesituationin Palestine and the limited capacity to operate the revised TVET system have not led toimmediate and sustainable results. The national stakeholders still lack the capacity andresourcestoruntheprocessesautonomously61

57ETF.MappingVocationalEducationandTrainingGovernanceinPalestine,201458UNESCO-UNEVOC.WorldTVETDatabase:Palestine,201259ETF.MappingVocationalEducationandTrainingGovernanceinPalestine,201460ETF.Palestine:Education,TrainingandEmploymentDevleopments(2018),201961ETF.Palestine:Education,TrainingandEmploymentDevleopments(2018),2019


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§ Thereisasignificantcommitmentonthepartoftheinternationaldonors,buttheirallocationofresourcesisalmostalwaysoverthelifetimeofaprojectorprogramme,thusonatemporarybasisthatresultsinnon-permanentappointmentsinministriesandTVETestablishmentsandtime-limitedexpenditureonequipment,learningenvironments,etc.Thismethodologycanbehelpful in generating initiatives, but often results in challenges and problems that inhibitpermanent solutions and sustainability once the project and its financing draws to aconclusion62

§ Small number of Palestinian youth chooses the TVET track – TVET suffers from low appealamongPalestinianyouth63

§ ManyTVETprogrammesthatdonotreflectamodern,hands-onapproachbutarestillbasedontraditionalteachingmethods64


Ø LocalEducationandTraining(LET)CouncilsAsawayofimprovingthelinkagesbetweentrainingandtheneedsofthelabourmarket,LocalEducation and Training (LET) councils were established by the Ministry of Labour with thesupportofGIZ.Eachcouncilcomprisesofrepresentativesfromthegovernment,privatesectorandcivilsociety.Theobjectivesofthecouncilsaretoenhancesocialdialogueandfosterlocalemployment initiatives. Their main role is to maintain links and communications betweendifferent employment stakeholders and supporting partnerships. Eleven councils currentlyoperateintheWestBankandoneinGaza.Todate,theLETcouncilshavebeenveryactiveininternationalinitiatives(e.g.theEU-fundedTVETsupportprogramme),inwhichtheyhavebeengiven a specific role (e.g. skills needs analysis, assessment of proposals, advisory role forprojects).Beyondthesedonorinitiatives,however,thecouncilssufferfromalackofresources.65

Ø EmploymentOffices/Centres

The institutionresponsibleforemploymentpolicy is theMinistryofLabour. Itdealswiththeemploymentsectorandworksinclosepartnershipwithotherstakeholders,suchastheMinistryofEducationandHigherEducationandtheFederationofChambersofCommerce.TheMinistryof Labour has limited capacity. It provides a range of employment services through itsemploymentoffices.Thereare16employmentoffices intheWestBankand5 inGaza.WithsupportfromGIZ,eightoftheWestBankofficeshavebeentransformedinto‘one-stopshops’that offer a comprehensive career guidance package including vocational guidance andemployment counselling, in addition to guidance on self-employment and small enterprisecreation,jobsearchandjobapplicationsupportandinformationandworkpermitstoworkinIsrael.While significant capacity has beendevelopedwithin the network of one-stop shops,several challenges remain. These include a lack of qualified personnel, limited capacity fornetworking with employers due to a lack of transportation facilities, and a lack of clarityregardingrolesandresponsibilities.66

62ETF.Palestine:Education,TrainingandEmploymentDevleopments(2018),201963UNESCO-UNEVOC.WorldTVETDatabase:Palestine,201264UNESCO-UNEVOC.WorldTVETDatabase:Palestine,201265ETF.Palestine:Education,TrainingandEmploymentDevleopments(2018),201966ETF.Palestine:Education,TrainingandEmploymentDevleopments(2018),2019


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6.4 Evidence of PPPs at the TVET institutional level

Ø Work-basedlearning(WBL)Thework-based learning (WBL)model implementedatall levelsofTVET (vocationalschools,colleges,universities)withEnabel’ssupport67isconsideredtobesuccessful.In2017,83WBLinitiativesweresuccessfullylaunchedintheWestBankandGaza.Forty-fourTVETinstitutionssignedagreementswithover200 companies relating toawide rangeof technical vocationswhichare inhighdemand in the labourmarket.AccordingtotheMonitoringandEvaluationReport published by theMinistry of Education and Higher Education, 22.8% of students invocationalschoolsparticipatedininternshipsorpracticaltraininginthelabourmarketin2016(thetargetfor2019is31%).TheWBLmodelhasbeenpositivelyreceivedbybothprovidersandemployers. InAugust2018, theMinistryofLabourandtheMinistryofEducationandHigherEducationapprovedtheWBLstrategyfortheperiod2018to2022.68

Ø HishamHijjawiCollegeofTechnology

AnevaluationprojectaboutthedevelopmentoftheautomechatronicsdiplomaprogrammeatHishamHijjawiCollegeofTechnologywasconductedtoassesstheimpactoftheprivatesectorandthepartnershipwiththeworldofwork.69The project was designed to upgrade program curriculum and infrastructure and build thecapacityoftheacademicstaffinpartnershipwiththeprivatesectoremployers.Itaimedalsotoenhancethestudents’employabilityandstrengthencollaborationbetweenthecollegeandtheprivatesector’semployers.Thereviewthattargetedalsotheemployersrevealedthatthenewcurricula,beingdesignedanddevelopedincooperationandpartnershipwiththeworldofwork,didhavepositiveimpactonthestudentsaswellasthedeliveryprocess.70Insummary,itwasshownthattherelationswiththerepresentativesofthelabourmarketandindustrywereenhanced.

Ø Al-UmmahCollege

The College opened a two-year program in Electrical Engineering through full partnershipcooperationwiththeJerusalemDistrictElectricityCompany(JDECO).ThisprogramwasbuiltaspertherequirementsofJDECO,asitwasintendedtobethefutureemployerforthegraduates.In addition to assisting in the design of curricula for the specialisation, JDECO is helping inabsorbing the students in its facilities and department during the education stage (i.e.conductingfieldtraining)asacollegerequirementforgraduation.

6.5 Key challenges of PPPs in the TVET sector

§ Fortheprivatesectortotakealeadingroleindeliveringlabourmarketneedsanalysistosupport

thereformandcontinuousupdatingofTVETprovision.SocialpartnerssuchasthePalestinianFederationof Industries,theFederationofPalestinianChambersofCommerce, Industryand

67Seehttps://www.enabel.be/sites/default/files/private_sector_development_in_the_palestinian_territory.pdf68ETF.Palestine:Education,TrainingandEmploymentDevleopments(2018),201969 Final Comprehensive Report Formative Evaluation "Development of the AutoMechatronics Diploma Program" Hisham Hijjawi

CollegeofTechnology(HHCT)TheQuality ImprovementFund(QIF)EducationtoWorkTransition(WorldBank-FundedProject)-September2017

70Theitemsofthequestionnaireforthisgroupwereconsulted,withsomemodificationfrom:”IntroductiontoInternshipandCo-operativeEducationPreparedforE2WTPParticipatingInstitutionspreparedandeditedby:K.Nijim


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AgricultureandthePalestinianGeneralFederationofTradeUnionsarenotyetinapositiontoplaythisleadingrole71

§ MostPPPengagementsaread-hocandonaproject-by-projectbasis.Atthenationallevelthereis no single organisation that represents employers, and the Federation of Chambers ofCommerce and Industry, the Palestinian Federation of Industry and on occasion theirconstituent associations for particular branches of commerce and industry occupy, at leastpartly,theroleofsocialpartners.Whilsttheyareactivelyengaged,thisoccursonanoccasionalbasis and is not systematic. Employers’ organisations mostly have limited capacity and nospecificorganisationthatisdevotedtodevelopingandimplementingTVETpartnershipactivity

§ AmajorobstacletothepromotionofPPPsintheTVETsectoristhatTVETinstitutionsarelosingcredibilitywithindustry.FirmsareuncertainofthecurrentpurposeofTVETinstitutions,andtherelevanceandqualityofskillsproducedintheTVETsystem.Therefore,enterprisesarenotconsideringandpositioningtheTVETinstitutionasavalue-addingpartner

§ Thechallengesfacingcoordinatedpublic-privatepartnershipsinTVETeducationareduetoahigh fragmentation of organisations representing the private and academic sectors, mainlyfamily-ownedsmallandmediumbusinesses,awide rangeofoverlappingTVETprogrammesprovidedbyavarietyofTVETinstitutionsandalackoftracerstudiesfollowinggraduatesastheyseekemployment72

§ Alackofnationalresources,therelativelylownationalprioritythatisgiventosupportingtheTVET sector, the fragmented pattern of government and donor funding, a certain lack ofexperienceinmakingeffectivepublic/privatepartnershipswork,andareluctanceinmanycasesonthepartofemployersandcompaniestobecomeactivelyengagedareallbarriersthatrelatetofinanceandfundingwhichinturninhibitseffectivereforms.73

71ETF.MappingVocationalEducationandTrainingGovernanceinPalestine,201472UNESCO-UNEVOC.WorldTVETDatabase:Palestine,201273ETF.MappingVocationalEducationandTrainingGovernanceinPalestine,2014


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7. Lebanon 7.1 TVET system in Lebanon

Ø GovernanceTherearemultipleTVETprovidersandresponsibleorganisationsinLebanon.ThedevelopmentandmodernisationoftheTVETsectorisdividedintotwoforms:1. Formalform:TheformalformisundertheaegisoftheDirectorateGeneralofTechnicaland

Vocational Education (DGTVE) atMEHE for all specialisationsexcept agriculturewhich isunderthesupervisionoftheMinistryofAgriculture(MoA)

2. Non-formalform:Underthenon-formalformseveralstakeholdersareinvolvedsuchastheDGTVE,MinistryofAgriculture(MoA),theMinistryofSocialAffairs(MOSA),theMinistryofLabour(MoL);theNationalEmploymentOffice(NEO)andtheNationalCentreforVocationalTraining(NCVT).

TheMinistryofEducationandHigherEducation(MEHE)istheresponsibleorganisationforeducationfrompreschooltouniversity.TheDirectorateGeneraloftechnicalandvocationaleducation(DGTVE)operatesundertheMEHEandisresponsiblefortheadministrationofTVETprovision.ThisincludesthepublicprovisionofTVETaswellastheperformancemonitoringofprivateeducational institutionsand trainingproviderswhich includesNGOs. The issuanceofdiplomasandcertificates,organisationofpublicTVETexaminationsaswellasthecoordinationwithotherTVETprovidersareamongthecorefunctionsoftheDGTVE. InOctober2017,theDGTCVEwasresponsiblefor198privatetrainingprovidersand158publictraininginstituteswhicharesupervisedandadministeredbytheinstitute.TheDirectorateGeneralofHigherEducation(DGHE)facilitatesthetransitionofTVETstudentsintotertiaryeducation.TheDGTVEisresponsiblefortheorganisationandmanagementofthewhole sector,under the supervisionof theMinisterofEducationandHigherEducation.TheDGTVE is responsible for curricula, programs, specialties, administering unified nationalexaminations,andissuingtechnicaleducationdegreesfortheentirevocationalandtechnicalsectorinLebanon.TheDGTVEcurrentlysupervisesapproximately398privatetrainingprovidersand administers 158 public training institutes. The students can choose between general ortechnicaleducationatthetertiarylevel.TheentrancerequirementsaresetthroughDecreeNo8950buttheuniversitiescansettheirownrequirementsandthereforemakeitdifficultforTVETstudentstoenter.TheNationalEmploymentOffice(NEO),undertheMinistryofLabour(MoL),isresponsiblefortheprovisionofdemand-drivenworkforcemanagement. It supports NGOswhich providecertainTVETprogrammesthathavebeenidentifiedasimportantfortheeconomyandestablishes policies with regards to employment. This public institution supports NGOprogrammeswhichare3-9monthsandissuescertificatesforthegraduates,however,thesearenotofficiallyrecognisedbytheMEHE.Employersarerepresentedinthisorganisationbuttheengagementandresponsivenessofthesectorisstillchallenging.TheNationalCentreforVocationalTraining(NCVT)offersfast-trackedTVETprogrammesaswelltrainingatthecommunitylevelinvariousregionsthroughitsmobiletrucks.Theorganisationsuffers from insufficient funding,outdatedcurricula,and lackof teachersandtrainers.NCVTcooperateswithUNICEF,UNHCRandIECDtoincreasethenumbersoftrainersandtoimplementcompetency-basedshort-termprogrammes.


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TheMinistryofSocialAffairs(MOSA)offersinformalvocationaltrainingcoursesthroughNGOsorinthe220socialdevelopmentcentres.Localdevelopmentprojectsfacilitatetherevitalisationofthelocalcraftindustry.TheMinistryofAgriculture(MoA)overseestheTVETeducationintheagriculturalsectorsandanimalhusbandry.ItcomprisesofaGeneralDirectorateofAgriculturewhichisresponsiblefor31 agricultural centres and eight agricultural technical schools. The Food and AgricultureOrganisation(FAO),theInternationalLabourOrganization(ILO),theAssociationofVolunteersin the International Service (AVSI), the Welfare Association for Research and Development(WARD)andUNICEFaresupportingthesectorthroughvariousprogrammes.Inadditiontothese,thereareanumberofforprofitandnotforprofitprivateTVETproviders.Unlikepublicproviders,privateTVETprovidersareindependent,bothintermsoftheirfundingandmanagement.SomeprivateprovidersareoperatedbyNGOs,whereasothersoperateforprofit.Theymainlyoffercoursesinthebusiness,commercialandITsectorssincethesedonotnecessarilyrequirespecificequipmentorfacilitiesforthetraining.UNRWA, for example, is a provider of TVET for Palestinian refugees in two vocational andtechnicaltrainingcentresinSiblineandNahrAlBared.Italsoprovidescareercounsellingandemploymentplacementservices.

Ø Financing

TheGovernmentspentonly2.6%ofGDPoneducationin2013,allocatingapproximately8.6%of total government expenditure to education at all levels.74Public spending on educationincludesspendingonschools,universitiesandTVET.ThedirectorsofpublicTVETproviderssubmittheirbudgetneedstothefinancedepartmentattheDirectorateGeneral,which finalises thebudget for submission toMEHE.A consolidatedbudgetisthensubmittedtotheMinisterofFinance,theCouncilofMinistersandsubsequentlytoParliamentforapproval.75The funding for public TVET providers is through the budget allocated from theDGTVE andthroughtuitionfees.Thelionshareoftuitionfeesisusedtocoverrunningexpensesofschoolsthusleavinglittleroomforupgradingequipmentandinfrastructure,integratingdigitallearningand updating teaching methodologies. The DGTVE’s budget covers personnel salaries andbudgets,withlessthan7%ofthebudgetremainingforequipment,trainingandmaintenanceneeds.76TheDGTVEdoesnotprovide funding toanyprivatesector institution.TheNEOandMOSAprovideincentivestosomeNGOs.TheprovisionofqualityTVETcannotbeachievedwithoutsecuringadequatefundingfor theTVETsystem,whilerationalisingspendinganddevisingnewmechanismstoreducecostsandensure efficiency in spending. These mechanisms include expanding partnerships withemployers. Except for the dual system, no mechanism is currently in place for employers’financialcontributiontotheTVETsystem.AstrongerpartnershipwiththeprivatesectorcouldpotentiallyreducethedependenceofTVETprovidersonthepublicbudgetallowingeducationalinstitutionstosupportthemselves.

74http://uis.unesco.org/country/LB75Since2005,however,theMinisterofFinancehasinsteadappliedthe“TwelfthBudgetRule,”whichusesthebudgetfromthelast

year,whichisdividedinto12andeachmonththeyspend1/12thofthetotalamount76ETF2016


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Ø QualityAssuranceThenumberofpublicTVETprovidershasmorethandoubledfromtheunder60publicTVETproviders in 2001-2002 to over 162 public providers today. This proliferation has occurredwithoutareviewofthedemographicsandeconomyintheselectedareas,andwithnoqualityassurancemechanismsinplacetoensurethatTVETprovisionisof“aconsistentstandard.”77Asa result, there is an underutilisation of some schools 78 and the overall quality of trainingprovisionhasbeenaffectedbythisexpansion.The2011-2014ActionPlanforTVETcalledfortheestablishmentofaQualityAssuranceAgency.TheLebanonCrisisResponsePlan2017-2020alsoidentifiedtheenhancementofthequalityofeducationservicesasoneofitskeypriorities.Despitethiscontinuedemphasis,however,theDGTVEonlyhasafewQAmechanismsinplacetoensurequality.TheDGTVElacksthenecessarystaffandstructurestopromotequalityassurance.TheGeneralEducationalInspectorateoftheCentralInspectionattheDGTVEreviewstheefficiencyofpublictrainingproviders,curricula,studentattendanceandexaminations.HoweverthisDepartmentisunderstaffed,withonlyfiveinspectorsfor162publicTVETproviders.Inspectorsonlyconductabout one visit per school per year, depending on their workload. The work of educationinspectors,ontheotherhand,islimitedtoensuringtheregularityoftheadministrativeworkinthetechnicalinstitutesandschoolsandreviewingcomplaintssubmitted.79Technicalandvocationalschoolsprovideanannualreportpreparedbytheschoolprincipalandassistants. However, this self-assessment is not comprehensive and does not reflect therelevance of programmes to the labour market. Tracer studies and employer satisfactionsurveysarescant.The Department of Educational Monitoring and Guidance, part of the Monitoring andExaminationsUnitattheDGTVE,examinesapplicationsforlicensestoopennewprivateTVETschools.TheDepartmentofEducationalMonitoringandGuidancealsodispatcheseducationsupervisorswhomonitoreducationprovision.TheeducationsupervisorattheDGTVEconductsregularvisitstotheschoolsbasedonanannualwork plan and drafts individual school reports, which are then submitted to the centraladministration. Supervision entail of meetings with the principal, teachers and students toassess curriculum implementation, teaching methods, theoretical and practical lessons,examinationsandexaminationresults.However,duetotheshortageofeducationalsupervisors,withonlytwosupervisorsoverseeingallprivateTVETproviders,thisworkhasbeenlimitedtoensuring the regularity of administrativework in the technical institutes and schools and toresponding to complaints. The collection of statistics related to the number of students,teachers, trainers, specialties and divisions is limited in the absence of an educationmanagementinformationsystem(EMIS)withinDGTVE.WithoutanautomatedcentralformalsystemtomanageandmonitorTVETprovisionand informdecisionmaking, theanalysisandreportingofTVETdatahasbeenlimited.

77GIZ201178Over50publicTVETprovidershavelessthan200studentsenrolled(UNESCO2014)79ReportedinanILOinterviewwithDGTVEon3November2017


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7.2 Key challenges in the TVET sector AccordingtotheILONationalStrategicFrameworkforTVETinLebanon(2018-2022),LebanonisfacingthefollowingchallengestotheTVETsystem:I.Accessandservicedelivery

Reluctanceofstudentsandfamiliestoenrollintechnicaleducationandtraining§ ShortageofdecentjobopportunitiesforTVETgraduates§ Highcompetitionforlow-skilledTVET-leveljobsduetothemassinfluxofrefugeesandother

migrantswillingtoacceptlowerwages§ Mismatch between youth expectations in addition to salaries andworking conditions of

TVET-leveljobs§ AbsenceofclarityinthecompetenciesacquiredbygraduatesthroughTVETprogrammes,

accentuatingtheneedforimprovedtestingandcertificationmechanisms§ Failuretoadopthorizontalandverticalpathwaysandmodularcoursestoallowstudents

andworkerstoprogressintheireducationandcareersaspartofalifelonglearningprocess§ NonexistenceofcareerguidanceinmostVETschools.

Programmesarenotinclusive§ FailureofTVETproviderstochallengethegenderdivisioninlabourmarketspecialisations§ InaccessibilityofmostprogrammesbyPwDs.

Weakinfrastructure

§ WeakinfrastructureoftheTVETinstitutionsandtheirneedforrehabilitationandequipmentinthepurposeofkeepingupwiththerequirementsofemployersandthechangingneedsofthelabourmarket

§ Insufficientallocationofmaterialstoallowfortraineestolearnthroughtrialanderror.II.Qualityandrelevance

WeakrelevanceofTVETtrainingtolabourmarketdemand§ Outdatedcurriculaunfoundedoncompetencies§ Absence of unified qualification standards for the competencies, curricula and impact

assessmenttools§ Nonexistence of systematic participation of the social partners in the design,

implementationandevaluationofTVETprogrammes§ Inaccuracyandunreliabilityofinformationonthecurrentandfutureneedsofthemarket§ Absence of implementation of a National Qualification System or sector qualifications

systemstoallowformultiplepathways§ Inadequateaccreditationsystemandqualityassurancemechanisms§ LifeskillsnotadequatelyaddressedbyexistingTVETprogrammes.§ Absenceofgraduatesfollow-upsandtracerstudies.

Shortageofqualifiedtrainers§ Absenceoftrainerswhohave(a)theknowledgeandpedagogicalcompetenciestoadopt

moderntrainingmethods,(b)currentandrelevantstaffandsupervisorsindustry/technicalexperiencefortrainingoncompetenciesindemandinthelabourmarket

§ Shortage of meaningful supervision of TVET and insufficient number of educationsupervisorsandinspectorsforsufficientguidance.


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III.GovernanceandsystemsAbsenceofcommonprioritiesforTVET

§ Lackofinter-institutionalcoordinationmechanismstoharmonisepractises,definepriorities,andlearnfromprogress

Centralisedfinancingsystemunsupportedbyevidenceofcosteffectiveapproaches

§ CentralisationinthemanagementofTVETconstrainingthecapacitiesofTVETproviderstointroduceinnovativepracticesandmultiplefinancingmechanisms

§ Lack of cost efficiency due to a large network of under-utilised centres that have beenestablishedwithoutanystudyexaminingthenumberofproviderspergeographicareavis-à-visnumberofstudentsandlabourmarketdemand.

Insufficientpartnershipswiththeprivatesector

§ Low trust in the efficiency and relevance of public sector training providers and limitedinterestamongtheprivatesectortopartnerwithpublicinstitutionsonTVETprogrammes.Suchpartnershipswould ensure stronger andmore adequate provision of employabilityskillsforTVETgraduatesalongwiththeacquisitionofpracticalexperience

§ Absenceofspaceandforumsforthesystematicinclusionofprivatesectorrepresentativesin the shaping of policies and priorities, as well as for the design, implementation andevaluationoftrainingprogrammes.

However,inviewofunderstandingtheTVETlandscapeinLebanoningeneralandforthepurposeofassessing its importance and potential for improving the country’s competitiveness and economicdevelopment,theobservermustalsogetfamiliarwiththeoverallpolitical,socio-economicandlabourmarketcontext.Asamatteroffact,theSyriancrisishasledtothehighestlevelofrefugeepopulationdisplacementsinceWorldWarII.Lebanoncurrentlyhoststhehighestrefugeepopulationpercapitaintheworld(onerefugeetoeveryfourLebanese).80Consequently, results showthatoneof themanifoldperennial challenges is the increase inpovertyratesanddecrease inyouthpenetrationto jobmarket.Youthunemploymentrate is35%aspertheNational Youth Policy. The country is suffering from recurring and structural unemployment,whichhindereconomicgrowthandjobcreationespeciallyinvulnerableareassuchastheNorthofLebanon.UNHCR interagency 2019 statistics shows that the North of Lebanon and Akkar host over 355,000Syriansrefugees,whichinturnaggravatedthesituationnotablyintermsofyouthemployment.Thereisagrowinggapbetweenthelaboursupplyandlabourdemandinthemarket.Thismightbeassociatedtoseveralfactors;

1. rigidlabourregulationsmakeitdifficulttodevelopbusinessesandhiretalent,2. skillsmismatchwithlabourmarketdemands3. poorgovernancestructureswhichresultslackthatcouldfacilitatejobcreation.

Regardlessoftheremarkableinterventions,skillsmatchingandjobcreationremaintheimportanttoolstowardsachievingsustainablelivelihoods,stabilisation,reductionoftensions.ThisisduetotheabsenceofaninclusiveandcomprehensiveapproachthattakesintoconsiderationtherelevantsectorswhereSyriandonotcompetewithLebanese.AccordingtoTheVulnerabilityAssessmentofSyrianRefugeesinLebanon(VASyR2019),61%ofSyrianrefugeesaged15to24werenotemployed,notineducation,andnot attending any training (NEET). However, surveys show that 47% of Syrian youth are active inemploymentmainlyinconstruction(21%)andagriculture(17%)wherecompetitionwithLebaneseisless.ThisputstheactivityrateamongSyrianrefugeesataroughlyequalstancewithbothLebaneseandthePalestinianrefugeesbecauseofgenerallyhighunemployment.

80UNHCR,2015


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7.3 Evidence of PPP initiatives in the TVET sector WorkBasedLearning(WBL) isoneexampleofPPP inLebanon. It referstothe“learningthatoccurswhenpeopledorealwork.Thisworkcanbepaidorunpaid,butitmustberealworkthatleadstotheproduction of real goods and services.”81 WBL is often seen as a powerful vehicle for developingworkplaceskillsandpromotingproductivityofthelabourforce.Howeverthereisalongtraditionofskilldevelopmentthrough informalortraditionalapprenticeships.Althoughreliabledata isnotavailable,informal apprenticeships still represent the main training route for some sectors and occupationsincludingcrafts,construction,retail,garmentmakingandrepair,andautomobilemaintenance.Typically,informal apprenticeships take place entirely within the workplace and do not involve anycomplementary classroom-basededucationor training. In addition to these informal arrangements,therearethreetypesofformalprogrammes:

§ Well-establishedprogrammeshavealargenumberofparticipantsandrepresentalargeshareof theupper secondary initial vocational educationand training system.Theseprogrammeshaveasoundinstitutionalbase

§ Long-establishedprogrammesarean integralpartof thecountry’svocationaleducationandtraining system, but tend to remain small, specifically in comparison to institution-basedvocationaleducationandtraining

§ Smallpilotprogrammestendtodependonsupportfromdonoragenciesfortheircontinuedexistenceandviability.

WBLinLebanongoesundertheTVETsectorandcombinesclassroom-basedlearning.WBLimprovesthepracticalskillsofTVETstudentsandfacilitatesthetransitionfromschooltoworkforgraduates.TVETprovidersbenefitfromWBLbysavingonequipmentneededforthetrainingprocessintheircampuses.Theprivatesectorbenefits fromWBLbecauseemployerscansavemoneyandtimebyavoiding thecostsof re-trainingemployees.Employerscanhireyoungpeoplewhoarebetter trained,haveskillsrelevant for the needs of the labour market, and have prior work experience. However, Lebanon(excludingtheLPprogramdualsystem)lacksstructuredWBLschemesthatprovideaframeworkwithregulationsregardingduration,content,rolesandresponsibilitiesregardingfirmsandsupervisors,andmonitoringschemesetc.Thedualsystem’smainobjectiveistopromoteemployability inachangingworkplace.Thissystemunderstandsthattechnologicaladvancementsandemployeescanshapeandchange the workplace. Another objective is to create a willingness to learn and foster personaldevelopment.Inorderforpeopletoworkinaknowledgesocietyanddealwithitsfuturechallenges,theymustbeable to plan, carry out and check their own work independently. Vocational education throughapprenticeshiporientstowardthisgoal.Regulartrainingcomplementedwithadditionalqualificationscansupporttheseapprenticeshipsandleadtofurtherspecialisationsafterfinishingtheseprogrammes.Lebanon’sdualsystemconsistsof threeyearsofstudywiththefirstyearofpractical trainingtakingplaceinaschoolsetting.Inthefirstyear,theobjectiveistostrengthenstudents’theoreticalandbasicskills. In the second and third years, student acquire theoretical knowledge at school and developworkplaceskillsthroughpracticalexperienceatcompanies.TheLPLevel(alsoknownasthedualsystem/apprenticeshipsystem)offerstrainingforeightdifferenttradessuchasindustrialelectric,industrialmechanics,restaurantservice,carmechanics,heatingandsanitary/plumbing,woodworking,productioncook,metalconstruction,andmaintenance.TheMeisterLevel offers training for three different trades only. Training at the LP andMeister levels are onlyavailable in a limitednumberof schools and institutes in the country. The “majorityofdual system

81EuropeanTrainingFoundation,WorkBasedLearning:AHandbookforPolicyMakersandSocialPartnersinETFPartnerCountries,

2014,p.3


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students(69%)areemployed incompanies immediatelyaftercompletingtheirstudiesandhavetheoptiontopursuefurtherstudiesintheirfield.”82Similar to Lebanon’s broader TVET system, there are numerous challenges associated withapprenticeship.Itisdifficulttokeepteachersupdatedonnewtechnologicaldevelopmentsintheirfields.Althoughtrainingteachersisfundamentalforequippingthemwithadditionalskillstoprovidesettingsconducive to learning, this is largely absent. Companies lack qualified trainerswho can create linksbetweentheoreticaleducationofferedinTVETschoolsandpracticaltrainingprovidedbyfirms.Thesetwokeycomponentsoftheapprenticeshipsystemcreateseriousgapsinthetrainingprovided.Furthermore,LebanesesocietyhasanegativeviewassociatedwithTVETandthereisagenerallackofawareness of the apprenticeship system, resulting in low participation rates. It is also common forstudentstodropoutoftheirapprenticeshipprogram,especiallyduringtheirfirstyear.Limitedcareerguidanceforstudentsisoneoftheprimaryreasonsforhighdropoutrates.83Insomecases,studentsoptnottoreturntoschooloncetheyhavestartedearningwagesandemployersliketoretainstudentswhohavenotcompletedtheirstudiesbecausetheycanofferthemlowerwages.Anotherimportantchallenge is the relative lowcostofemploying foreignworkers in Lebanesecompanies,which leadsemployerstopreferandhireforeignersoverLebaneseworkers.Another initiative,takenbyUNESCO’sOfficeofBeiruttoenhancePPPs intheregion,wasatwo-dayworkshopthattookplaceinSeptember2019,andwhichwasattendedbyhigh-levelrepresentativesofthe public and private sectors from14Arab states. It aimed to examine the state of public privatepartnerships(PPP)betweenTVETinstitutionsandtheprivatesectorandthepotentialofexpandingtheprovisionofTVETandenhancingitsqualityandrelevance,aswellastoidentifycurrentnationalreformefforts,andexploreareasfordevelopmentofinstitutionalizedpartnershipsbetweenTVETinstitutionsandtheworldofworkthroughouttheArabregion.Representativesofinternationalorganisations,otherUNagencies,andpartnersalsotookpartintheevent,including:UNICEF,FAO,UNRWA,GIZ,EuropeanTraining Foundation(ETF), Swiss Business Council-Lebanon (SBC-Lebanon), Association of LebaneseIndustrialists,andFederationofEgyptianindustries.Theworkshopofferedparticipantsaplatformtoshareexperiences,bestpracticesandsuccessstories,and to reflect on the challenges of institutionalising PPP in the Arab region. Three national studiesconductedbyUNESCOforJordan,PalestineandEgyptwerepresentedanddiscussedandparticipantsultimatelyagreeduponasetofrecommendations(seep.62).7.4 Evidence of PPPs at the TVET institutional level

Ø TheDirectorateGeneralofVocationalandTechnicalEducation(DGTVE)TheMinistryofEducationandHigherEducation(MEHE)hastheroleofoverseeingtheTVETsysteminLebanon.Underit,theDirectorateGeneralofVocationalandTechnicalEducationisresponsibleoftheTVETsectorasawhole,itsdevelopmentandmodernization.InadditiontomanagingthepublicprovisionofTVET,theDGTVEalsosupervisestheperformanceofprivateeducationalinstitutesandtrainingprovidersincludingNGOs.TheDGTVEisalsoresponsibleoforganizing public TVET examinations, issuing diplomas and certificates to learners andcoordinatingwithlineministriesandotherbodiesthatprovidedifferenttypesofTVET.These

82GIZ-DSME-Lebanon(2010):ProjectMonitoringReport83BarendVlaardingerbroek,NeilTaylorandTomHaig.“StudentTransitiontoVocationalEducationfromMiddleSecondarySchoolin

AustraliaandLebanon:AnExploratoryStudy.”MediterraneanJournalofEducationalStudies,Vol.14(1)2009,pp.91-107.Seepage95:http://www.um.edu.mt/__data/assets/pdf_file/0009/77049/Med_Journal_09-_Vlaardinger.pdf


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include the Ministry of Agriculture, the National Employment Office, the Ministry of SocialAffairsandtheNationalCentreforVocationalTraining.

Ø TheDirectorateGeneralofHigherEducation(DGHE)

TheDGHEisinauthorityofadministeringhighereducationprovision,includingtechnicaltertiaryeducation,regulatingprivatehighereducationprovidersandsupervisingallhighereducationinstitutions.ThesingleexceptionistheLebaneseUniversity;itistheonlypublicuniversity,whichisautonomousandmaintainsitsownsystemofgovernance.TheDGHEalsoregulatesthetransitionofTVETstudentsintotertiaryeducationastheyhavetheoptionofenrollinginacademicprogramsorcontinuingwithtechnicaleducationattertiarylevel.Thedecreeno.8950stipulatesthatanyVETgraduatewithanaverageof12/20and13/20forthestudentsoftheagriculturaltechnicalschoolsareeligibletopursuehighereducationafterTS.Nevertheless,itleavesituptouniversitiestosettheirownentrancerequirements.

Ø TheNationalEmploymentOffice(NEO)undertheMinistryofLabour(MoL)

The National Employment Office is a public institution with financial and administrativeautonomyunderthetutorshipoftheMinisterofLabour.Mainly,itisinchargeofemploymentrelatedpolicy-making,jobmatchingandplacementthroughitsEmploymentBureau.TheNEOhassupportedover40NGOstoprovideacceleratedVTprogrammesacrossthecountry.Theshort-termcoursesareusuallycompletedinbetweenthree(120hours),six(240hours)andnine months (450 hours). After successfully completing these courses, graduates receivecertificatesstampedbytheNEO.MostcertificatesarenotofficiallyrecognizedbyMEHE.

Ø TheNationalCentreforVocationalTraining(NCVT)

TheNCVT is responsible foracceleratedVTprogrammes.Theshort-termcoursesareusuallycompleted in between three (120 hours), six (240 hours) and ninemonths (450 hours). Allstudents who enrol in NCVT-sponsored courses receive a certificate from the NCVT uponcompletionoftheprogramme.TheNCVT isworkingat less thanhalf its capacity and suffers from funding shortages, a lownumberofteachersandtrainers,out-datedcurriculaandpoorinfrastructureandequipment.

Ø TheMinistryofSocialAffairs(MoSA)

MoSA offers short informal vocational training courses throughNGOs or through the SocialDevelopment Centres affiliated to it which allows the Ministry to establish local presence,facilitatinglocaldevelopmentprojects.Since2011,MoSAhasbeenworkingonthetraditionalcraftsindustry,identifyingatotalof24craftsinLebanon.Someothertrainingsuchasonwood,glassandpotteryarenotofferedbyMoSAduetotherelativelyhighcostofequipment.Like the NCVT, MOSA also provides its own certification to graduates upon successfulcompletionofVTcourses.

Ø TheMinistryofAgriculture

TheMinistryofAgriculture is responsibleof themanagementofagricultural schoolsand fortrainingonagricultureandanimalhusbandry.TheExtensionandAgriculturalEducationdivisionwithin theGeneralDirectorateofAgriculture leadsat least28agricultural centres, includingEight(includingthenewschoolofJebjenine)agriculturaltechnicalschoolsandthreeagriculturalservicecentresacrossLebanon.Itsmissionistodeliveragriculturaleducationandtraining.


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StudentsspecializinginagriculturehavetheoptionofchoosingbetweenBTinAgricultureandacceleratedvocationaltrainingprogrammesintheMOA’scentresandschools.Nevertheless,several challenges are being faced in the public agricultural technical education such asdeclininginterestandlackoffunding.Asaresult,manyschoolsareunderstaffed,andcurriculaarenotupdatedtomeetemergingskillsdemandsuchasagribusiness,farmmanagementskills.Inaddition,accordingtothetheLebaneselabourlaw,Syriansareallowedtoworkinagriculture,thusmostofthevacancieswithinthissectorareoccupiedbySyriansworkerswithoutanysocialbenefits,whichresultsinlessjobopportunitiesforLebanese.

Ø TheUnitedNationsReliefandWorksAgency(UNRWA)

UNRWAprovidesTVETforPalestinianrefugeesintwovocationalandtechnicaltrainingcentres.Italsoprovidescareercounsellingandemploymentplacement through its fourEmploymentServiceCentres,firstestablishedinpartnershipwiththeILO.UNRWAtrainingsarenotofficiallyrecognizedbytheDGTVE.

Ø Privatetrainingproviders

Unlikepublicproviders,privateTVETprovidersareindependentbothintermsoftheirfundingandmanagement.SomeoftheseprovidersareoperatedbyNGOs,whereasothersoperateforprofit. Although they have a relative independence, they’re still obliged to obtain DGTVEaccreditation. Non-formal providers must be in a school certified by the government, andofficially registered with the DGTVE. Theymust also have their students sit for one officialexaminationorganizedbythecentraladministrationattheendofeachacademicyear.Uponsuccessfulcompletionofthecourse,studentsareprovidedwithacertificatefromtheinstitutionauthenticatedbytheDirectorateGeneral.Generally,privatetechnicalandvocationalschoolsfocusonnon-industrialdisciplinessuchasbusinessandcommerceandITthatdonotrequireheavyequipment,factoriesandlaboratories.The DGTVE is required to oversee the work of private institutes and schools. Besides, it ismandatoryforprivateschoolstosubmitanannualreporttotheDGTVE.However,becauseofstaff shortages, theDGTVE has no other follow-upmechanisms in place to promote qualityassuranceinprivateschools.TherelationbetweenthepublicandprivatesectorinTVETisregulatedthrough:§ TheHigherCouncilofTVET:TheHigherCouncilforTVETisaconsultativebodycomprised

ofrepresentativesofgovernmentagenciesinvolvedinTVET.Itismandatedtoensurethesystematic involvement of social partners in TVET policy design and strategic planning(Annex1);

§ CommonProjectssuchastheprojectagreeduponbetweentheMEHEandtheMinistryofTourism;

§ Agreementswith syndicates as the ratified agreementwith the Syndicate of Agro-foodIndustryandTopography;

§ TheDualSystem’smainobjectiveistopromoteemployabilityinachangingworkplace.Thissystem understands that technological advancements and employees can shape andchange the workplace. Another objective is to create a willingness to learn and fosterpersonaldevelopment.Inorderforpeopletoworkinaknowledgesocietyanddealwithits future challenges, theymust be able to plan, carry out, and check their own workindependently.Thedualsystemhastwolevels:theLPlevelandtheMeisterLevel;

§ ThedecreeN⁰11019issuedon07October,1968,istheonlydecreecurrentlydealingwithapprenticeships. Itwas issuedbytheMinistryofLabour(namedMinistryofLabourand


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SocialAffairsat that time),wherechild labourwas “anormalandcommon issue.”Thisdecreeaimedtosetsomerulesregardingthismatter tryingtogivesomerights for thechildrenunderthenameof“apprentice.”

7.5 Key challenges of PPPs in the TVET sector For thepast fewyearseffortshavebeen inplace to reformtheTVETsystem inLebanon.TheTVETsystemofLebanonhas toovercomea lotofchallenges inorder tobecomeanefficientsystemthateducatesandtrainsqualifiedworkforceabletocontributetothedevelopmentofthenationaleconomy.Majorchallengesarerelatedto:

§ NegativeattitudesofstudentsandparentstowardsTVETincludingapprenticeshipandotherwork-basedtraining;

§ Insufficient financial resources for increasing and improving apprenticeship and other workbasedtrainingschemes.FinancingofWBLisacoreissueforguaranteeingthesustainabilityofleveragingyouthcapacities.MostTVETstudentscomefrompoororunderprivilegedareasandthere isnofinancialsupportallocatedspecificallyforWBLschemes inLebanonthat includesaccommodation, transportation, and insurance. Instead, donors through INGOs and NGOsprovide apprentices “stipends.” Stipends are economic incentives that help cover theapprentices’expensesduringtheirtraining;

§ Lack of private sector capacity to participate effectively in planning, designing, andimplementingTVETinLebanon;

§ Inadequatefacilitiesforconductingwork-basedtraining;§ Unwillingness of some companies to cooperate in implementing work-based trainings.

Employers and employee organisations are not yet active partners in the development ofeconomicandeducationalpolicieswithlifelongtrainingcomponents;

§ Lebanon’seconomymostlydependsonsmallandmicroenterprises;§ Insufficienttrainingplacesforapprenticeshipandotherwork-basedtraining;§ Lack of labourmarket information and advice to students and employers. Lebanon has no

establishedlabourmarketinformationsystem.Noofficiallabourmarketneedsanalyseshavebeencarriedoutforseveralyears-thelastonedatesbackto2004.Thereisnostructuredandconsolidatedmechanismforskillsmatchingandanticipation.Thelimiteddialoguewithsocialpartners and the business sector in particular remains a key problem in defining andimplementingeffectivemeasurestoaddressskillsdevelopmentandskillsmismatch.


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8. Some international examples of good practices of training centers managed/co-managed by private sector 8.1 Vocational Education in Denmark TheVocationalEducationinDenmarkisadministeredbytheMinistryofEducation’sVETDepartment.TherearenootherintermediarylevelsbetweentheMinistryandthetrainingschools.TheMinistry’smanagementresponsibilitieshavechangedfromdirectadministrationofschoolstothedevelopmentofVETpoliciesandtargets,promulgationofEducationOrdersdelineatingabroadframeworkforVETcoursesandregulationoffinancing.Vocationalschoolsarenoworganizedasprivate,non-profitandindependentinstitutions.Theyhaveconsiderable freedom in theprogrammingofdeliveryandenrolments,curriculumdevelopmentandteaching.Individualschoolsdecidewhichcoursestoofferandhowtoorganizetheteachingwithinthenationalguidelinesandfinancialframework.Theindependentschoolswhichwishtoobtainpublicfundshavetoofferprogramswhichcomplywithgovernmentregulations.Publicgrantsarenotearmarked,andschoolsarefreetoallocateresourcesastheyseefit.Agoverningboardwithequalrepresentationoflocalemployers'associationsandtradeunionsisoverallresponsibleforthecollegemanagement,andthesocialpartnersarealsorepresentedinalargenumberofsector-specific localtrainingcommitteesadvisingthecollegeontheprovisionofVETprogrammesandcontinuingtrainingcourses.Thisisoneofseveralwaysofensuringthatprogrammesalwaysmeettheneedsofthelocal/regionallabourmarket.Activitiesaregovernedbya legal frameworkdeveloped inconsultationwith thesocialpartnersandissued by the Ministry of Education and are financed through a per-student state grant systemsupplementedbyincomegeneratingactivities.See:http://aarhustech.dk/english/english/aarhus-tech-international/references8.2 Enhanced TVET Funding in Kenya InNairobi,Kenya,thehigherEducationLoansBoard(HELB)enhancedTVETFundingforthefinancialyear(FY)2018/19.ThegovernmentreducedtheannualcostoftrainingfromKsh.92,000toKsh.56,420perannumandprovidedcapitationofKsh.30,000peryearpertraineeinordertomakeTVETaffordable.Furthermore,theFY2018/19Governmenthasresolvedtoenhancefundstofinanceover150,000TVETtraineesatanestimatedcostofKsh.10.5B.ThetechnicaltraininginstitutionsreceivedagovernmentcapitationofKsh.30,000perstudentenrolledthroughtheKenyaUniversitiesandCollegesCentralPlacementService(KUCCPS)oradmittedinKenyaMedicalTrainingInstitutions(KMTC)whilstanadditionalKsh.6BillionwaschanneledthroughHELBawardedasloans.HELBdisbursedKsh.40,000foreacheligiblestudentwithKsh.26,400paiddirectlytoTVETinstitutionsfortuitionandKsh.13,600fortraineestipendpaidtothestudent’sindividualbankaccounts.TheCSalsodirectedallTVETinstitutionstoimplementthesmartcardsolutionduringtheFY2018/19soastoeffectivelyandefficientlymanagethesefundsthathavebeeninvestedintheTVETsectorbytheGovernment.


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ThisTVETGovernmentmarshalplanwasinlinewiththeBig4Agenda84andgaveanopportunityfortheyouthtoacquiretechnicalskillsinordertoimprovetheirproductivityandenhancetheemployabilitytherebymeaningfullycontributingtonationaldevelopment.InordertoachievetheBig4Agenda,thereisneedforadequateandskilledhumancapitalandHELBplayedamajorroleinfacilitatingthisthroughstudentloans,scholarshipandbursaries.8.3 China Vocational Training Holdings (CVTH) IntheModernVocationalEducationDevelopmentstrategy2014-2020,theprivatesectorisdefinedasa key provider and private TVET provision is to be institutionalised and legislated. Companies andindustryassociationsareallowedtopurchaseorrentfailingTVETinstitutions.CompanieswithspecificskilledlabourdemandsareencouragedtooutsourcesuchneedstolocalTVETschoolsbysettingupacustomisedcurriculum.JointAdmission&Trainingwillallowcompaniesandschoolstohaveasayinadmittingstudentstosuchaprogrammeandwillco-developthecurriculum.Organisations such as the China Vocational Training Holdings (CVTH) are large training institutionspromisinggraduatesjobplacements.THECVTH’sDepartmentforEmploymentmaintainsrelationshipswith about 1,800 employers and has a database of employers with details such as the size of thecompany,demandrequirements(howmanyworkerstheyneed,typeofworkerrequired),andlocation.Moreover, one of the pilot projects currently taking place in China is the foundation of the TianjinInstituteofMechanicalTechnology.Theinstituteoffersthree-yearprogrammesinnumericalcontrol,automobilesystems,informationtechnology,andelectronicandmechanicalsystems.Theinstituteisconnectedwithalargeindustrialgroupmadeupofdifferentcompanies.Thestrategysetsaimtohavemorethan80%oflargeandmediumsizedcompaniesasTVETprovidersby2020.

84KenyaVision2030waslaunchedin2008asKenya’sdevelopmentblueprintcoveringtheperiod2008to2030.Itwasaimedat

makingKenyaanewlyindustrializing,“middleincomecountryprovidinghighqualitylifeforallitscitizensbytheyear2030”.whenKenyanPresidentUhuruKenyattabeganhissecondterminofficein2017,hereleasedhisdevelopmentblueprintforKenya,knownastheBig4Agenda.Theplanoutlines4pillarsofdevelopment:Foodsecurity,affordablehousing,universalhealthcareandmanufacturing


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9. Recommendations

Ø Governance§ Establish a stronger role through formal agreements between the government and the

privatesectorindevelopingandimplementingnationalstrategiesandactionplanswhichclearlyandexplicitlyincludeTVETreform

§ Modify related laws and regulations to increase percentage of private sector and socialpartnersrepresentativesingovernancebodiesoftheTVETsector

§ Harmonise policies, legislations, strategies, programmes and action plans for PPP toaccelerate progress towardsestablishing knowledge-based economies and to speed theissuanceoftheTVETLawanditsexecutiveregulations

§ TherelevanceofTVETtolabourmarketneedstobeimprovedbyinstitutionalisingemployerengagement at all levels of the system as well as establishing sustainable and regularinformationthroughlabourmarketinformationsystems

§ A monitoring and evaluation function that looks at the whole TVET sector could beestablishedthroughcooperationmechanismsinvolvingthedifferentstakeholders

§ Restructuring the fundingmechanisms forTVET includingWBLandapprenticeshipsbothwithintheschool-basedtrainingstructureandtheemployerside

§ Utilisecurrentpolicies to include largerTVETprojectswhereprivatesector investorsareencouragedtocooperatenotjustfortheirownindividualneedforskilledlabourbutforthebusinessopportunity-thisisonewayofimprovingprovisionatalargescale

Ø ImplementationofPPPs

§ TVETstakeholdersshouldreviewtheircurriculumdevelopmentprocess.Itiscrucialthatthis1. includes the labour market component (analysis of occupational profiles) and the

components2. linked to the provision side (development of qualifications, curriculum, assessment

standards, etc.). Thebusiness sector should be actively involved in theoccupationalanalysis85

§ More attention should be given to setting clear and standardised qualifications for in-company tutors and mentors responsible for the in-company training of apprentices.Consistent and regular training for these tutors shouldbeestablished andnot left in itscurrentadhocstatus.Itshouldbeincorporatedinthesystemandintheagreementsdraftedbetweenthegovernmentandemployers

§ Moreadvancedandregularevidence-basedresearch,datacollectionandmonitoringandevaluationtoolsshouldbeestablishedatthenationallevelwithnetworksatthelocallevelfor TVET in general andWBL in particular. The objectives should include analysis of thesystem,bestpractices,short-comingsandbeusedasatoolforinformeddecisionmakingThiscouldbe initiatedatacentralgovernmentbodyandcouldreceivedonorfundingtostartbutitiscrucialthatsustainablemeasuresareinplacefromthebeginning.Crucialtounderstanding the extent and nature of WBL better is to have better information oninformal/traditionalapprenticeshipschemeswhereinformationisalmostnoneexistant

§ Enhancing communication and interaction between private sector representatives ingovernance bodies and employers and employer associations as well as with individualmembersregardingTVETandpartnershipsissues

§ DelegatingmoreauthoritytoTVETprovidersforlocalmanagementdecisionsthatinvolve

85ETF.TorinoProcess2016-2017:Egypt,2017


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undertakinginitiativesandforminglocalpartnershipswithprivatesectorcompaniesinthesurroundingareas(signingcooperationagreements,continuousandupgradingtraining,onthejobtrainingoftrainers,etc.)

§ Thegovernment,inpartnershipwithallstakeholdersisrequiredtoimplementanintegratedcampaigntochangetheimageofTVETingeneralandWBLinparticular.Thisshouldincludenontraditionaltoolslikesocialmedia,messageswithindramaandrealityshowcompetitionsaddressingthetargetgroups

§ Establishingpartnership/marketingunits inTVETinstitutionsparticularlyatthelocal levelwhichincludesresponsibilitiesofmarketingTVETprogrammesandpartnershipswithlabourmarket companies andworkplaces. Thepartnership/marketingunitwill formapointofcontact to which employers refer to for partnering in training and other cooperationactivities

§ Developing policies and taking measures as required by the TVET sector institutions toorganise informalapprenticeship in informalsectorsof theeconomywhichcurrently liesoutsidethefieldofinterestofmainstreamgovernmentactivityintheTVETsector

§ Providingtaxdeductionforfirmsonthenetcostofapprovedtrainingconductedasinitialor continuous training fornewemployeesandalreadyemployedworkers.Thedeductionwhich can be doubled on the net cost of training is expected to act as an incentive forencouragingcompanies,particularly largescalefirms,topartnershipwithTVETprovidersfortrainingoftheirworkerspreandduringtheiremployment

§ Capacity building should be provided to intermediary employer organisations in bettermanaging the process ofWBL especially for enterprises. Also the relationship betweengovernment bodies and these employer organisations needs to be enhanced at theoperational levelwithmorecooperationandalignment in theoverallobjectivesofWBL.Employerorganisationsshouldalsodeveloporientationprogrammeswithinenterprisesforoff-the-jobteachersandtrainersinorderforthelinkstobestrongerbetweenschoolandenterprise and this will be for the benefit of the learner, especially thatmost practicalinstructorsatschools

§ The traditional informal training system should be supplemented with off-jobapprenticeship in well-established training centres at the local areas where apprenticeswork.

Theregionalforumon"EnhancinginstitutionalpartnershipsbetweentheTVETinstitutionsandtheworldofwork intheArabregion",heldon23-24September2019 inUNESCO’sRegionalBureauofBeirutissuedthefollowingrecommendations:

Ø Laws,legislations,policies,planningandobjectives

§ Developingapolicythatpromotespublic-privatepartnershipwithinaframeworkofmutualtrust, as the institutional relationship between the two parties must be extended andexpandedintomutualeconomicandnationalsocialgoals

§ Allocatingandestablishingadequatebudgetstosupportandbuildtechnicalcapacitiesandroles for all partners involved, especially considering that the cost resulting from weakhuman resources performance due to the lack of training is greater than the costs ofvocationalandtechnicaltrainingandeducation

§ Designing and adopting national qualification frameworks which recognise experiencesgainedduringwork

§ Adopting the applied principle of centralised planning and decentralisation in order tofacilitatepartnershipsandagreementswiththeprivatesector

§ AdoptingandactivatinglegislationwhichwouldgovernTVETtosupporttheparticipatoryrelationshipbetweenTVETinstitutionsandthebusinesssectorandwouldencourageandmotivatetheprivatesectortocarryoutthetasksofTVET


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§ Creating a reference framework for coordination and cooperation between the varioussectorsofTVETtopreventconflictandduplicationofwork

§ Humanresourcesdevelopmentcannotbeachievedbyneithertraininginstitutionsnortheprivatesectorbyitself;ratheritisnecessarytoworktogethertoachievedevelopmentgoals

§ ItisimportanttoestablishTVETunitswithincompaniesandfactoriessothatprivatesectororganisationscanplaytheirpartinsupportingtraining

§ Theprivatesector,representedbycompanies,factoriesandinstitutions,shouldincorporateintoitsstrategythepromotionofinvestmentsinTVETinordertocontributetothesuccessofeconomicdevelopmentprojects

§ Theneed todevelopandamend legislationgoverningTVET to support thebuildingof aparticipatoryrelationshipbetweentraininginstitutionsandthebusinesssector

§ Developing legislation that encourages the private sector to carry out the task of TVETthroughclear,directandindirectincentives

§ Identifyingclearrolesandresponsibilitiesthattrainingandtechnicaleducationinstitutionsmust play, as well as production and service institutions and the supporting role ofgovernmentthroughtheconsolidationofTVETinstitutionsaswellastheconsolidationofsupervisoryandadministrativebodies

§ Establishingaqualityaccreditationsysteminaccordancewithinternationalstandardsthatenableseducationprogrammeshighlyconnectedtomarketneedsandcompetenciesandresponsivetotechnologicalchanges.

Ø Partnership-enhancingtools,mechanismsandactivities

§ Establishing advisory committees, technical committees, councils, bodies, twinningprogrammesandotherpartnershiptoolsandmeans

§ Enhancing the effectiveness of the use of training sites and the workshops of trainingprovidersinimplementingprogrammes(raisingtheratiothroughtwoperiods)toachieveabetterinvestmentofdifferentresources

§ Establishing technical committees that are involved in the preparation of professionalstandardsandcareerguides

§ Providingcapacity-buildingprogramstothecompany'saccreditedtrainer(s)aswellastothecurriculumandeducationalmaterialsrelatedtoapprenticeshipcourseswhiletakingintoaccounttheprovisionofthenecessarytoolstomonitortheperformanceofthecompany'strainer(s)inaccordancewithqualitystandards

§ EstablishinganationalTVET-relatedstatisticsbodyineachcountrytobeledbytheMinistryof Planning in order to provide an approveddatabase of data and informationon labormarket needs and on training programmes provided by TVET institutions, as well as toidentifythetrainingneedsandadministrativeandtechnicalrequirementsinwhichcareerguidancetrainingprogrammescanbebuiltinlinewithinternationalstandards

§ Organisingnationalcompetitionstomotivatetheprivatesectortobuildpartnershipswiththepublicsector

§ Building the capacity for TVET institutions in terms of educational leadership andpartnershipbuilding

§ Using media (including social media) to promote the importance of TVET and futureemployment opportunities as well as to promote the importance of public-privatepartnershipsforTVET

§ Establishing an accredited system for the standardisation of terminology, names andconcepts

§ Developingaunifiedtrainingsystemfortrainers§ Adoptionof a single entity that qualifies and licenses trainers inTVET-related sectors in

accordancewithinternationalregulationsandstandards.


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Ø Regionalandinternationalcooperation§ Monitoringanddisseminatingpromisingregionalandglobalinitiativesandexperiencesin

ArabcountriesthroughtheInternationalCenterforTechnicalandVocationalEducationandTraining(UNEVOC)

§ Holdingfurthermeetingstofollowuponthediscussionsbasedonwhathasbeenagreed,suchastheinternationalaccreditationofthePartnershipFrameworkfortheDevelopmentoftheVocationalandTechnicalEducationSectoraswellasavirtualforuminArabic

§ Buildinganeffectiveandinstitutionalrelationshipbetweentrainingcentersandinstitutesin Arab countries and relevant international organisations to benefit from recentexperiencesandapplicationsintraining

§ Implementing twinning programmes between Arab and regional countries based onagreementsofunderstandingbetweenArabcountries.


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Appendices

Annex1.ModelSkillCentreofExcellenceforPharmaceuticalSectorinJordan

§ Introduction:TheJordanianpharmaceuticalsectorisconsideredtobeadvancedandone-stepaheadofregionalcompetitorsduetothesector’svariousstrengths,whichincludeavailabilityofhigh-levelprofessionallocalhumanresourcesandafavorablebusinessenvironment.ThesectorispositionedamongthehighestexportersinJordan,whereexportofpharmaceuticalmedicinesandproductsinJordanwastotaledat467.7millionJDrepresentingabout10.6%ofthetotalproductsexportsthatequalsto4,396.6millionJDin2016.Pharmaceuticalmedicinesandproductssalesareconcentrated inKSA,Algeria, IraqandSudan (CentralBankof JordanAnnualReport2017).Studies demonstrate that the sector plays an important role in resolving the country’sunemploymentproblemwithover5,000directjobsand8,000indirectjobsin2008.

§ Establishment of the CoE: Since the pharmaceutical sectorwas identified as one of priorityeconomicsectorsinJordan,andinordertomeettheneedofthepharmaceuticalindustriesforskilled workers at operational level, VTC established the center in 2014 using an availablebuildinginoneofitsexistingtraininginstitutesinSaltcityinthemiddleregionofJordan.

§ Partners and their roles: The centerwas established throughpartnership betweenVTC andJordan Association of Pharmaceutical Products (JAPM) and with support from both theEuropeanUnionandtheETVETFund.

§ VTC:Inadditiontoprovidingbuildingsandtechnicalandadministrativestaff,VTCisplanning,implementing,managingandevaluatingtrainingprocessinthecenter.

§ Jordan Association of Pharmaceutical Products (JAPM): JAPM involvement is through theirpresentationandchairingoftheCoEsteeringcommitteeresponsibleforthesupervisionanddecisionmakingintermsofcurriculaamendmentsandrecruitmentofcentrestaff.AlsoJAPMrolesincludes:identifyingthesectortrainingneeds,marketingoftheCoEservices,providingrawmaterialsfortraining/productionprocessandprovidingofon-jobtrainingforthetraineesaswellasemploymentopportunitiesforthegraduates.

§ EU:ThroughtheirprojectinJordan(TechnicalAssistanceoftheProgrammeinSupporttotheEmploymentandTVETReforms),EUsupportedthepharmaceuticalCoEthroughdevelopingthecurriculumwith10trainingmodules/textbooks,5yearsoperationalplanforthecenterandToTforthetechnicalstaff.

§ ETVETFund:Thefundsupport includedcoveringcostoftheequipmentandsalariesforkeytechnicalstaffoftheCoE.

§ Implementedtrainingprogrammes:Thetrainingprogrammeconductedinthecenteristitled“OperationTechnician/Pharmaceuticalproductionunits”isoneyearprogrammeofwhich3monthsareconductedinpharmaceuticalsindustries.Theprogrammeleadstotheoccupationallevel3(technician)accordingtotheoccupationalskillslevelsinJordanwhichconsistof5levels.Thetrainingprogrammeisopenedforstudentswhocompletedthesecondsecondaryclassintheeducational system in Jordan (12years in theschools). It isopened forbothmalesandfemales.

Annualintakeoftheinstituteisabout(30)traineesandtheemploymentpercentageforthegraduatesaccording to the center principal is 90%.However, no tracer studies for the center graduateswereconductedsofar(interviewwithCoEprincipal).


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Figure7.ProposedTVETpartnershipmodel/Jordan

Figure6.StructureofProposedComprehensivePPPModelinEgypt


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Figure8:PartnershipModelBetweenTVETInstitutionsandtheWorldofWorkInstitutions–Palestine


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References “EnhancingInstitutionalizedPartnershipsbetweenTVETInstitutionsandtheWorldofWorkinEgypt”:

https://unesdoc.unesco.org/ark:/48223/pf0000371018/PDF/371018eng.pdf.multi

“EhancingInstitutionalizedPartnershipsbetweenTVETInstitutionsandtheWorldofWorkinJordan”:https://unesdoc.unesco.org/ark:/48223/pf0000371019/PDF/371019eng.pdf.multi

“EhancingInstitutionalizedPartnershipsbetweenTVETInstitutionsandtheWorldofWorkinPalestine”:https://unesdoc.unesco.org/ark:/48223/pf0000371020/PDF/371020eng.pdf.multi

“EnhancinginstitutionalizedPartnershipsbetweenTVETInstitutionsandtheworldofworkinLebanon”:https://en.unesco.org/sites/default/files/report_lebanon-ppp_2020_-_final.pdf

“EnhancingInstitutionalizedPartnershipsbetweenTVETInstitutionsandtheWorldofWorkinJordan,PalestineandEgypt”:https://unesdoc.unesco.org/permalink/P-7ea9215c-77f8-42ed-a2a4-aafc56845137

“TVETInstitutionsandtheWorldofWorkintheArabRegion:Enhancinginstitutionalizedpartnerships-AregionalworkshoponPPPintheArabworld,23-24September2019”:https://en.unesco.org/news/tvet-institutions-and-world-work-arab-region-enhancing-institutionalized-partnerships

“NationalStrategicFrameworkforTechnicalandVocationalEducationandTraininginLebanon,2018-2022”:https://www.ilo.org/wcmsp5/groups/public/---arabstates/---ro-beirut/documents/publication/wcms_633487.pdf

“Public-PrivatePartnershipsbenefitTVETinstitutesandindustryalike”:https://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-dhaka/documents/publication/wcms_646555.pdf

“ReformingTVETinIraq”:https://en.unesco.org/fieldoffice/baghdad/tvet/demand

“RecommendationconcerningTechnicalandVocationalEducationandTraining(TVET),2015”:https://unesdoc.unesco.org/ark:/48223/pf0000245178

“StrategyforTechnicalandVocationalEducationandTraining(TVET)(2016-2021)”https://unesdoc.unesco.org/ark:/48223/pf0000245239https://unesdoc.unesco.org/ark:/48223/pf0000265135?posInSet=1&queryId=058bae25-d38b-4446-aed5-d93699302aa8

“UNESCOBeirut-TVET”:https://en.unesco.org/fieldoffice/beirut/TVEThttps://ar.unesco.org/fieldoffice/beirut/TVET

Enhancing Institutionalized Partnerships between TVET


enhancing institutionalized partnerships between tvet

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