Obstacles and Requirements of Investment in Dual Technical Education in Egypt (Field Study)

Ali, Walid Mohamed Abdelhalim

doi:10.21608/jsre.2021.56596.1244

Obstacles and Requirements of Investment in Dual Technical Education in Egypt (Field Study)

Document Type : Original Article

Author

Walid Mohamed Abdelhalim Ali

Foundations of Education Dept., Faculty of Education, Beni-Suef University

10.21608/jsre.2021.56596.1244

Abstract

The study aimed to identify investment obstacles and requirements in the dual technical education in Egypt, in addition to drawing suggested recommendations for generalizing thereof in Egypt. The study used the descriptive approach; where the researcher used a questionnaire to detect the investment obstacles in the dual technical education; then administering thereof to a random sample of (234) students in Beni –Suef schools; In addition to conducting interviews with (26) experts for identifying the investment requirements in the dual education.
The study find that the most important obstacles are there are no meal scheme or means of transportation in majority of institutions; training most of students weren't in their specializations, Ignoring ethics of profession in curriculum. Further, the study find that the most important investment requirements are to work according to a strategic plan for transforming the mainstream schools into dual system schools, making promotions in the society, making a scholastic plan of all governorates' need of the dual system schools according to their populations and production institutions, updating specializations in the technical education, in addition to doing periodic surveys for the work market and updating the specializations according to its results, and encouraging students to complete their university studies.
The study recommended providing all types of dual education for students, coming into triple contracts amongst the parent, ministry of education and the employer, updating the curricula according to labor work needs, providing material and moral incentives for the investors; as well as encouraging students to complete their university study

Keywords

Main Subjects

Education

References

1) Advance CTE (2013). State Leaders Connecting Learning To Work,CTE Is Your STEM Strategy, Silver Spring , MD, Georgia.

2) Bentolila, S. &Cabrales, A. and Jansen M.(2018). The Impact of Dual Vocational Education on the Labor Market Insertion of Youth: Evidence from Madrid, manuscript forthcoming, 1-33.

3) Choi, S. J. & Jeong, J. C. and Kim, S. N. (2019). Impact of vocational education and training on adult skills and employment: An applied multilevel analysis, International Journal of Educational Development, 66, 129–138

4) Gelişli, Y.& Beisenbayeva, L.& Sultanbek, M. and Ussenova, A. (2016). Vocational education systems in Turkey and the world: new trends and problems. International Journal on New Trends in Education and Their Implications , 7(3), p1–10.

5) GTZ (2009). Arabic Glossary for TVET Curricula Terms, Regional cooperation between selected Arab countries in the field of TVET, Syria.

6) Guo, D., Wang, A.(2020). Is vocational education a good alternative to low-performing students in China, International Journal of Educational Development, 75, 1-9.

7) Huisman, J. (2003). Higher Education in Germany, Center For Higher Education Policy System, Country Report, Germany.

8) Karl, Frey (2002). Structural Development of vocational, Training (TVET) The Role of (TVET), Modernization of Industries, German Foundation for International Development (DSE).

9) Koudahl, P. D.(2010). Vocational education and training: dual education and economic crises, Procedia Social and Behavioral Sciences, 9, 1900–1905

10) Mehrotra S., Raman R., Kumra N, Kalaiyarasan, Röß D. (2014). Vocational Education and Training Reform in India Business (Needs in India and Lessons to be Learned from Germany). Bertelsmann Stiftung, Gütersloh, germany.

11) Ministry of Education (2002). Mubarak – Kohl Initiative (MKI) for Promoting the Technical Education and Vocation Training (TEVT) in Egyptian– German Technical Co- operation, Egypt.

12) Oswald-Egg, M. E., Renold, U.(2021). No experience, no employment: The effect of vocational education and training work experience on labour market outcomes after higher education, Economics of Education Review, 80, 1-33.

13) Rageth, L., & Renold, U. (2019). The linkage between the education and employment systems: Ideal types of vocational education and training programs. Journal of Education Policy, 1–26.

14) Schneider, U. H. & Krause, M. and Woll, C. (2007). Vocational education and training in Germany Short description, European Centre for the Development of Vocational Training, Belgium.

15) Solga, H.& Protsch, P.& Ebner, C. and Brzinsky-Fay, C.(2014). The German vocational education and training system: Its institutional configuration, strengths, and challenges, WZB Berlin Social Science Center.