The coming back of career
Guidance in Egypt:
Why and How?
Aboubakr Abdeen Badawi
Social, Economic and CG
Policies in Egypt: 1950s- Mid60s
• 1950s: Social Equity Policy;
• 1950s: Industrialization policy, TVET and
Apprenticeship Programmes;
• 1950s: Vocational Guidance units and
programmes (PVTD, Ministry of Labour);
• 1950s-Mid 60s: Sort of Vocational Guidance
in technical Schools;
• 1950s-Mid 60s: Government Guaranteed
Employment for all graduates;
Social, Economic and CG Policies
in Egypt: the 21st Century
• Free Market Economy: declared Social Equity
Policy, BUT!;
• Foreign Investment: Privatization, Agr.!,
consumables and unemployment;
• Educational Choices solely linked to Grades;
• 6/10 of unemployed are Youth, 1/5 young male
and 1/3 young female;
• Some skill shortage;
• Revival of the call for CG and PPP;
Clients Demand
• Students and trainees: info on the labour
market and free choice;
• Education and training staff: info on the labour
market;
• Job seekers: info on vacancies and
competences needed;
• Employers: relevance of education and training
and labour productivity;
• Experts: enhancing labour productivity and
self-satisfaction + Employment;
• Technical assistance providers: free choice and
Democracy.
Energizers
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ETF study on CG in Egypt (2006);
Formulation of a Country Task Force (2007);
Enthusiasm by top-officials;
Involvement of Cabinet Ministers;
Interest by university professors;
Interest by Business community;
Readiness of technical cooperation providers;
Support by the ETF;
Commitment of self-motivated individuals.
Evidence Documented
• Minister of Education Letter to ETF, continued
support to CG development;
• Minister of Manpower and Migration to ETF,
continued support to CG Development;
• Ruling party policy committee members, the
need for coherent CG system;
• An Employers organization (EIU) establishing
HRD centers with CG function;
• Better rate of completion and employment of
graduates that received CG services.
Context
• Huge numbers in education: 2 millions in
secondary TVET alone, 16 million in preuniversity education;
• Scarcity of funds (>90% of Education Budget
as salaries);
• Burning issues in several fields:
unemployment/poverty/informal sector etc.;
• Observatory function with core data;
• High-level officials convinced of the need;
• New TVET Strategy is currently developed.
Basics
• Government role is crucial, but not the
sole player;
• A coherent system to be considered, but
implementation in phases based on the
anticipated Impact;
• Cost effectiveness of the tools and
methodologies;
• Continuous assessment of the impact and
redirection if needed.
The Vision
A multi-stakeholders coherent system
providing qualitative and quantitative
information on current and foreseen
future needs of the labour market,
individual’s capacity and continued
support to students, trainees, jobseekers and other interested individuals
using adequate media including ICT.
Priorities
• TVET schools and centres’ students/
trainees;
• Job-seekers in the employment offices;
• Networking with methodological guide;
• Cost effective modalities;
• Staff training;
• Optimized impact;
• Focusing on areas that do not require
change of legislation.
Towards a Stronger Policy
• Partnership and coordination;
• Leadership from all stakeholders;
• Quality effective service, even if relatively
limited;
• Co-sharing the cost with stakeholders and
optimizing international technical
cooperation;
• Working towards a comprehensive
legislation, when time is appropriate.
Looking Forward
To
Your Valuable
Comments/ Remarks
THANK YOU,,,