Vocational Skills Development in Egypt
Over 1 million young people enter the Egyptian labor market every year. A well governed Technical Vocation Education and Training (TVET) system is needed to ensure that skills match the demand, young people are integrated in the labor market and earn a decent income. Switzerland will co-finance BMZ’s Technical Support for the Comprehensive Technical Education Initiative (TCTI), and contribute to the qualitative development and expansion of dual Vocational Education and Training (VET) by integrating the private sector requests and using a sectoral approach.
Advanced professional training
- Other international or foreign NGO North
|Background||The TVET sector in Egypt has been facing several challenges including being fragmented, gender insensitive with limited systematic involvement of the private sector. The Government of Egypt (GoE) has been addressing these challenges through a new Technical Education reform strategy (TE 2.0) adopted in 2018. Being the main TVET provider and the driver of TE 2.0, the Ministry of Education and Technical Education (MoETE) collaborates with several donors in implementing the reform strategy. Achievements under TE 2.0 include so far: 1) developing 65 competency based curricula, 2) establishing 34 Applied Technology Schools (ATS) in partnership with the private sector, 3) initiating the legislative process for setting up the Egyptian TVET Quality Assurance and Accreditation National Authority (ETQAAN), Center for the Enhancement of Quality Assurance of Technical Education (CEQAT) and Technical and Vocational Teachers Academy (TVETA). The BMZ funded Technical Support for the Comprehensive Technical Educational Initiative (TCTI) project is set to support TE 2.0 by improving the systemic framework conditions of vocational education and training.|
|Objectives||Enhance the quality and provision of dual vocational education and training (VET) in the sectors of agriculture, tourism/hospitality, construction and ready-made garments; whilst reaching 70’000 students (out of which 20,000 are young women) and capacitate 1200 TVET school personnel in 110 schools, as well as 700 in company trainers and 40 MoETE staff.|
The project aims at reaching in total 70,000 students (out of which 20,000 are young women) aged between 15 and 19 in Egypt who come primarily from disadvantaged segments of the population, have successfully completed 9th grade, and are interested in pursuing a dual education as well as capacitate 1200 TVET school personnel in 110 schools, as well as 700 in-company trainers and 40 MoETE staff.
Around 2,500 TVET schools will use the newly developed gender sensitive quality management measures in order to receive its accreditation.
1) The TVET quality management system CEQAT is being implemented in 110 TVET schools of MoETE.
2) 1900 professional staff and managers (600 of them women) from training companies, organizations of the formal economy and from institutions of the MoETE apply newly acquired technical, didactic and methodical competences in dual TVET.
3) The new governance structure of the dual system is implemented in 16 of Egypt’s 23 governorates that implement dual TVET.
4) 110 schools and 600 companies that provide dual training ensure their training quality in accordance with the gender-sensitive quality standards and guidelines defined as part of T.E 2.0.
5) 5 TVET schools have jointly been developed by MoETE and the private sector into inclusive Centers of Competence (CoC) according to the CoC concept in consultation with KfW.
1) The foundations for an independent quality assurance system in technical education have been laid.
2) The systematic involvement of the private sector in technical education has been advanced in selected sectors.
3) New quality standards are applied in the initial and further training of TVET personnel.
4) The effectiveness of the dual TVET governance structure is strengthened at national and governorate levels.
5) The conditions for accreditation in line with the new quality standards and guidelines have been improved at selected TVET schools.
Results from previous phases:
Based on detailed labor market studies - assessing among other indicators sectoral contributions to GDP, employment creation, gender inclusion - and in consultation with MoETE 4 sectors were selected: agriculture/agribusiness, textile/ready made garments, tourism/hospitality and construction. Buy-in from the private sector was ensured through their participation in various formats to further define areas and means of engagement as well as identify the subsectors and occupational needs according to sectors’ needs. A readiness assessment was conducted in 10 schools with regards to quality management processes. This assessment provided insights on the capacity building, development interventions and infrastructure needs.
An assessment of the Dual System (DS), Applied Technology School (ATS) and Centers of Competence (CoC) models was also conducted analysing the different key processes and assessing their potential for synchronization to reduce the fragmentation in the TVET system. Correspondingly, the CoC concept was updated to include the establishment standards, manual of procedures for CoCs and Public Private Partnership template for future CoCs; and a communicaton plan was developed to increase the public awareness for the dual system.
|Directorate/federal office responsible||
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH funded by BMZ
|Coordination with other projects and actors||
Employment Promotion Program and Labor Market Analysis Program - funded by BMZ
Workforce Egypt - funded by USAID
Promotion of TVET I and II – funded by Kreditanstalt für Wiederaufbau (KfW)
Youth for Future and EBRD Inclusion – funded by SDC and SECO
|Budget||Current phase Swiss budget CHF 7’100’000 Swiss disbursement to date CHF 3’103’000|