1

X Opportunity scouting
and mapping analysis of
inclusive skills and lifelong
learning strategies and
policies in Egypt
Lifelong learning implementation scenarios
for the ILO in Egypt
2
 3

Copyright © International Labour Organization 2021

First published 2021

Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright
Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition
that the source is indicated. For rights of reproduction or translation, application should be made to ILO
Publishing (Rights and Licensing), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email:
[email protected]. The International Labour Office welcomes such applications.
Libraries, institutions and other users registered with a reproduction rights organization may make copies
in accordance with the licences issued to them for this purpose. Visit www.ifrro.org to find the reproduction
rights organization in your country.

ISBN

9789220357187 (print)
9789220357194 (web PDF)

The designations employed in ILO publications, which are in conformity with United Nations practice, and the
presentation of material therein do not imply the expression of any opinion whatsoever on the part of the
International Labour Office concerning the legal status of any country, area or territory or of its authorities, or
concerning the delimitation of its frontiers.
The responsibility for opinions expressed in signed articles, studies and other contributions rests solely with
their authors, and publication does not constitute an endorsement by the International Labour Office of the
opinions expressed in them.
Reference to names of firms and commercial products and processes does not imply their endorsement by
the International Labour Office, and any failure to mention a particular firm, commercial product or process
is not a sign of disapproval.

Information on ILO publications and digital products can be found at: www.ilo.org/publns.

Printed in Egypt
 5

Foreword
Within the framework of the ILO-PROSPECTS: Partnership for improving prospects for forcibly
displaced persons and host communities, the ILO in Egypt is promoting employability skills, inclusive
skills and lifelong learning (LLL) pathways. Essentially, this lies within the ILO’s contribution to
achieve two of the United Nations’ Sustainable Development Goals (SDGs), specifically SDG #8:
promote sustained, inclusive and sustainable economic growth, full and productive employment
and decent work for all, and SDG #4: ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all. Additionally, a focus on promoting LLL in a human centered
approach corresponds to the ILO’s Centenary Declaration and Abidjan Declaration as well as Egypt’s
Vision 2030.
While LLL originally indicates all learning activities undertaken throughout life for the development
of competencies and qualifications, it also promotes employability skills in a human centered
and inclusive approach. Developing efficient LLL systems and inclusive skills policies is not only
important to ensure a workforce that is in line with future skills needs, but it is also key to enable
vulnerable groups, particularly women and people with disabilities, access to and transitions in the
labour market.
Therefore, this study not only includes a mapping of LLL and inclusive skills opportunities, but
also introduces three concrete implementation strategies to enhance LLL and inclusive skills
development in Egypt. These strategies include systems to forecast skills needs, strategies that
allow persons with disabilities to access continuing training on an equal standing, and strategies
for continuing education in specific fields such as new technologies. Alongside these strategies, this
study will also aim to explore LLL concepts and the ecosystem needed to promote it. It also analyzes
and puts inclusive skills and LLL strategies in place, as a way to support a timely and needs-oriented
workforce development.
I hope this study brings further understanding and significant analysis of lifelong learning as a
concept and inclusive skills as an essential component that contributes to skills development in
Egypt.

Best regards,
Eric Oechslin

Director of the Decent Work Team for North Africa

Country Director for Egypt and Eritrea
6

Acknowledgements
We would like to thank Ms. Reem Bassem, Ms. Claudie Oehl and Ms. Laura Schmid, who acted as
lead consultants for this mapping and analysis on lifelong learning and inclusive skills.
Gratitude is also extended to the ILO Cairo and PROSPECTS Egypt team, and Ms. Laura Schmid, in
her scope as the ILO Skills and Employability Specialist.
 7

Table of Contents
Introduction 7

Definition of lifelong learning (LLL) and relevance for ILO work introduction 8

Summary of ILO Egypt achievements and activities regarding LLL

and inclusive skills 11

Mapping of Egyptian government, organized private sector and donor organizations inclusive skills
and LLL strategies, policies and projects 14

International best practices 28

Implementation scenarios for ILO on LLL policies and strategies 33

Annex 43

I. Mapping of Egyptian government, organized private sector and donor organizations inclusive
skills and LLL strategies, policies and projects 43

II. Interview notes with relevant ILO stakeholders and staff 56

III. Questionnaire and survey results 60

IV. International best practices 74

Bibliography 80
8
 9

Introduction
Egypt suffers from a lack of decent work opportunities and a high youth unemployment rate. The latter
results from a widespread skills mismatch and the lack of demand-oriented inclusive skills strategies
and education policies. Given the changing World of Work, the ILO aims to support Egypt in putting
demand-oriented and inclusive skills and lifelong learning (LLL) strategies in place that support a
timely and needs-oriented workforce development.
This is in line with the ILO’s 2020-2021 Programme and Budget Outcome 5, “Skills and lifelong
learning to facilitate access to and transitions in the labour market” and in particular the indicator
5.2: “Increased capacity of Member States to develop new, inclusive and gender-responsive skills and
lifelong learning policies, governance models, and financing systems”, which highlight the importance
of LLL and inclusive skills strategies. This assignment is especially geared towards achieving Indicator
5.2.1 Number of Member States with inclusive skills and lifelong learning strategies.
To support Egypt and other constituents the ILO Skills Branch has developed forward-looking
approaches to adapt skills development to the labour market’s demand and to respond to industrial,
sectoral, trade, technology and environmental policies and challenges. Technical support provided by
this area of work includes assistance in building systems and institutions to anticipate skill needs and
minimize skills mismatches. Furthermore, the ILO has placed tremendous emphasis on LLL concepts
and understanding which ecosystem is needed to promote lifelong learning.
This paper starts by giving a short overview of the understanding of LLL by the ILO, its instruments
and tools or approaches for LLL and inclusive skills, as well as international approaches in this field.
The following chapters provide a map of ministries and governmental agencies that have a role in
LLL and inclusive skills in Egypt with an assessment of their relevance as possible partners for future
ILO initiatives. An overview of national relevant strategies is given as well as of past and ongoing
international donor-funded and private initiatives to develop LLL and inclusive skills. The results of a
questionnaire (see Annex) administered to the Federation of Egyptian Employers and trade unions are
given. In addition, interviews (see Annex) with relevant stakeholders took place to identify their needs,
for example, the Commission on the Future of Work of the Ministry of Manpower (MoM). Finally, and
based on these assessments, three intervention scenarios or project ideas outlining possible donors
and private sector buy-in and application of ILO have been developed, with recommendations for
further action.
Based on qualitative interviews, the analysis of the questionnaires as well as prior desk research the
following three thematic areas for implementation scenarios were selected:
1. systems to forecast skills needs;

2. strategies that allow persons with disabilities to access continuing training on an equal standing;

3. strategies for continuing education in specific fields such as new technologies (for example artificial
intelligence, automation), IT, competencies of unskilled workers, skills for green jobs, including for
women in particular.
10

Definition of LLL and relevance

for ILO work introduction
The understanding of ILO of LLL encompasses all learning activities undertaken throughout life for the development of
competencies and qualifications.
Narrowing down LLL is a challenge because it is defined in broad terms as follows: […]“the concept of LLL has generally
evolved to be understood today as covering all education and training during a lifetime, including both initial education and
training and adult learning. It is considered ‘lifelong’ but also ‘lifewide’, covering learning in institutions, families, communities
and workplaces. It is also considered ‘life-deep’, because it recognizes the ongoing and active acquisition, development and
deployment of knowledge over a lifetime (Bélanger, 2016). Those concepts are reflected in the ILO Global Commission on the
Future of Work Report, which calls for a human centred agenda, which means “investing in people’s capabilities, enabling them
to acquire skills, reskill and upskill and supporting them through the various transitions they will face over their life course”.1
For this study, we will use the ILO definition of LLL as “all learning activities undertaken throughout life for the development of
competencies and qualifications” in the sense given above of “covering all education and training during a lifetime, including
both initial education and training and adult learning”. The study focuses on the formal education part, without specifically
excluding non-formal education, for instance in-company training. Informal education is not considered. Furthermore, the
study focuses on the first and second stages of LLL,2 that is, youth still in initial training or at the age thereof and adults of
active age. This study specifically focuses on inclusive skills and upskilling of the population, including women, people with
disabilities and partially migrants, to improve access and retention on the labour market in light of the changing world of work
and the skill demands of the 21st century.
The ILO’s engagement for Inclusive Skills and LLL strategies has deep roots and has a few policy and normative corner stones,
which can be referred to here.

Lifelong learning activities are

all learning activities undertaken throughout life for
the development of competencies and qualifications

While there is no instrument directly pertinent to LLL as such, the following all contain essential elements:
X Convention No. 140 (1974) on Paid Educational Leave is based on the human right to education and requires ratifying states
to “formulate and apply a policy designed to promote […] the granting of paid educational leave for the purpose of (a)
training at any level […]”. It is not ratified by Egypt.3

X The Human Resources Development Convention No. 142 (1975) requires ratifying states to “gradually extend, adapt and
harmonize their vocational training systems to meet the needs for vocational training throughout life of both young persons
and adults in all sectors of the economy branches of economic activity and at all levels of skill and responsibility”, including
appropriate programmes for people with disabilities. At the same time policies and programmes for vocational guidance
in cooperation with the social partners are required. It is ratified by Egypt.4

X The Human Resources Development Recommendation, No. 195 (2004) calls on Member States to “develop and implement,
through the process of social dialogue, education, training and LLL, policies that promote people’s employability throughout
their lives. As such, this instrument continues to provide a relevant normative framework for ILO action on LLL.”5 Egypt has
submitted the Recommendation to the competent authorities.

1 ILO, 2019 (a), p. 6.

2 See Shirley Walters, Jin Yang and Peter Roslander, 2014, p. 23.
3 https://www.ilo.org/dyn/normlex/en/f?p=NORMLEXPUB:12100:::NO:12100:P12100_ILO_CODE:C140:NO consulted on 26 November 2019.
4 https://www.ilo.org/dyn/normlex/en/f?p=NORMLEXPUB:12100:0::NO::P12100_ILO_CODE:C142, consulted on 26 November 2019.
5 ILO (2019 a), p. 20.
 11

X The ILO Conclusions on skills for improved productivity, employment, growth and development (2008) calls on government
in cooperation with the social partners to create an enabling framework to meet current and future skills needs. “Skills
development policy should be targeted towards three main objectives: (a) matching supply to current demand for skills; (b)
helping workers and enterprises adjust to change; and (c) building and sustaining competencies for future labour market
needs.”6 It reiterates the need for policies and institutions to better forecast and match the provision of skills with labour
market needs, as well as to make employment services, career services and training services more broadly available..7
Furthermore, it devotes particular attention to the integration of “under-represented groups in the labour market or those
with difficulties in accessing the labour market such as young workers, older workers, workers with disabilities and those
who are in atypical employment relationships”.8 And finally, it advocates for skills development to help manage global
drivers of change.9

The Global Commission on the Future of Work:

A human-centered agenda for the future of work that
strengthens the social contract by placing people and
the work they do at the centre of economic and social
policy and business practice.

Most recently, the principles established by the Global Commission on the Future of Work place LLL and a universal entitlement
to acquire skills, to reskill and to upskill, are the first priority of its agenda for the future of work. (ILO 2019(b), p. 11). The Global
Commission states at the very outset that they advocate for a universal entitlement to LLL.10
Key principles of the ILO’s understanding of LLL:
First of all, LLL is, of course, part of the Sustainable Development Goals (SDG 4). The ILO takes “a comprehensive people-centred
and rights-based approach to LLL, which is a key strategy to help workers adjust to change, prevent the high social costs and
maximize the positive effects of the complex and disruptive changes that lie ahead”.11 LLL is rooted in principles of decent
work. This means that the social partners play an important role. LLL needs government commitment which translates into
policy, governance arrangements and a financial commitment. The ecosystem of LLL is by nature complex. The governance
system needs to ensure coherence and pathways between all forms of formal and non-formal education and training, for
example through a qualifications framework which guarantees the portability of qualifications and competencies. It needs
to integrate the governance tiers from local to national level and the government and relies on the active participation of the
social partners as well as on society at large. Skills anticipation, qualifications frameworks, systems to recognize learning,
counselling and guidance for the learner are part of a LLL ecosystem. The people – and in particular those who have difficult
access to learning and to the labour market must be incentivized to participate. The hallmark of the ecosystem is that it is
centered on the person, on the learner, rather than on the education or training system or the labour market.
The report includes three scenarios, with a specific focus on inclusive skills. Migrants, people with disabilities and women
have been looked at in particular.

The ILO possesses a number of instruments targeting the inclusion of these groups, also in education and training.
Concerning the right of women to equal access to education, training and LLL in general, first of all gender mainstreaming
is a requirement throughout the UN, with the SDGs gender equality and the principle “leave no one behind” confirmed. The
ILO stance on gender equality and work is based on two fundamental equal rights labour standards: The Equal Remuneration
Convention No.100 (1951) and the Discrimination (Employment and Occupation) Convention No.111 (1958). Recommendation No.
111 includes the equal right to access to training, all of which are ratified or submitted to the competent authorities by Egypt.
More recently the Human Resources Development Recommendation No. 195 (2004) stipulates that in the development and
implementation of education and training policies, members should “(g) promote equal opportunities for women and men
in education, training and lifelong learning”. Also, with regards to the development of competencies, the Recommendation
specifically requires the development of “equal opportunity strategies, measures and programmes to promote and implement

6 ILO (2008), p. 3.
7 Ibid.
8 ILO (2008), p. 5.
9 ILO (2008), p. 7.
10 Ibid.
11 ILO (2019 a), p. 3.
12

training for women, as well as for specific groups and economic sectors, and for people with special needs, with the objective
of reducing inequalities”.
With respect to persons with disabilities the earliest instruments are the ILO Vocational Rehabilitation (Disabled) Recommendation
No.99 (1955), which Egypt has submitted to competent authorities, and the ILO Vocational Rehabilitation and Employment
(Disabled Persons) Convention No.159 (1983), which Egypt has ratified, both requiring authorities to provide for vocational
training for persons with disabilities.12 In the SDGs, target 4.5 specifically ensures equal access to vocational training at all
levels for persons with disabilities. The most encompassing is the UN Convention on the Rights of Persons with Disabilities (2006),
ratified by Egypt in 2008, which includes specifically the right to access to LLL without discrimination.13 The Human Resources
Development Recommendation No. 195 (2004), includes persons with disabilities among those to whom equal opportunity
strategies, measures and programmes to promote and implement training must be addressed. Also, the Conclusions on Skills
for Improved Productivity, Employment Growth and Development, International Labour Conference (2008), include persons with
disabilities among those for whom specific measures must ensure participating in training, learning and the labour market
on an equal footing.
The group of migrant workers refers to returning migrants from abroad and aspiring migrants planning to leave Egypt.
The groups have therefore multifaceted needs in terms of LLL, for example skills recognition or the access to education and
training systems. Access to formal education varies considerably in Egypt according to nationalities (for instance, Syrian and
Yemeni refugees have access to public education) and the status of the migrant (irregular migrants have no access to formal
public education). The Human Resources Development Recommendation, No. 195 (2004) calls for the development of education
and training policies to promote equal access to education, training and LLL for migrants among other disadvantaged groups.
The ILO further has a non-binding Multilateral Framework on Labour Migration (2006), which promotes the recognition of
skills and qualifications of migrants. Also, the Conclusions of the 2013 ILO Tripartite Technical Meeting on Labour Migration
call for sound labour market needs assessment and skills recognition.14

12 ILO (2017), p. 2.
13 Ibid.
14 See also https://www.ilo.org/global/topics/labour-migration/policy-areas/skills-migration/lang--en/index.htm
 13

Summary of ILO Egypt

achievements and activities
regarding LLL and inclusive skills
This part of the report is a summary of ILO Cairo Office’s achievements and activities regarding LLL and inclusive skills that are
gathered through primary and secondary data. A selected sample of individual staff from the Cairo operation were interviewed
(see Annex), as well as screening of public ILO material, programme factsheets and reports on Egypt.
X ILO’s Job Search Clubs. A place where young graduates gather and share resources and contacts, while searching for
jobs under the supervision of a trained facilitator, with the purpose of building professional networks and finding jobs
that are not often advertised. Launched in 2017 in 4 governorates, integrated into the Ministry of Youth and Sports
(MoYS) in 2018, with the expansion to 15 more governorates.

X Inclusion of Youth and Training. Through a partnership with AMIDEAST and Nahdet El Mahrousa to train and place
1,000 job seekers of both genders including people with disabilities in Qalyoubia and Menoufia. Furthermore, rural areas
gained more focus for training and decent job placement, particularly in Minya governorate through a cooperation with
Misr El-Kheir Foundation/NGO. “Your Job Next to Your Home” initiative by the Egyptian government is supported by
ILO to place workers (men and women) into technical training and rights awareness in collaboration with Trainex (The
Egyptian Association for Training and Research Services for Ready-made Garments and Textile), as well as the Industrial
Training Council (ITC).

X Skills for Trade and Economic Diversification (STED) Methodology. Through ILO-developed methodology, Egypt had
an analysis for skills needs for two export sectors as well as skills strategies development. The project focused on the
wood and furniture manufacturing industry as one of the two selected sectors and food processing as the other, while
identifying skills gaps and shortages in by occupational category and by business capabilities.

X Training for Rural Economic Empowerment (TREE) Methodology. Identifying economic opportunities and training
needs in order to develop and implement training programmes with a focus on disadvantaged social and economic
sectors in marginalized communities. The methodology follows a system approach of participatory needs assessment,
training design and delivery while organizing post-training support mechanisms.

X Gender Inclusion. Training trade union representatives on gender equality concepts, international labour standards
with a focus on gender-related conventions and the role of trade unions to increase women representation in the labour
market. In addition, 52 female workers were part of workshop training on leadership and communication skills. As
part of the Better Work Programme, 83 labour and occupational health and safety inspectors were trained on issues
related to gender-responsive labour inspection, gender equality and non-discrimination at work. A multi-year project
promoting gender-responsive workplaces through the Federation of Egyptian Industries (FEI) Human Resources and
Gender Academy had further support in 2018, where 27 HR executives from 20 private sector companies were trained
on gender-responsive HR Policies.

X Improving Informal Apprenticeship. Organizing relationships and networking between stakeholders to develop the
informal apprenticeship programme (through gradient vocational training) and creating suitable conditions to meet new
labor market needs and improving the workplace environment. Selecting ten occupations within 10 governorates that
could be attractive to young men and women. The project involves enterprises, apprentices, NGOs and MoMM. Besides
training on the job by a master craftsperson, the apprentice attends one-day training weekly outside the workplace.
Training includes occupational health and safety (OSH), behavioral benefits of learning in the workplace, labour rights,
conflict resolution and environmental awareness. At the same time, engaged enterprises and employers receive OSH
equipment, training and technical skills upgrade.

X Transition to Employment or Career Guidance for Youth. Through providing capacity-building training for staff in
Public Employment Services (PES) Offices affiliated to MoMM and establishing Pilot Youth Units. Developing services
such as career guidance, job counseling, job search skills and particularly life skills to young job seekers. Youth are
14

provided a better understanding of the labour market, opportunities available and skills needed, along with education
and training choices. Promoting apprenticeship agreements with employers and enterprises to employ and train young
men and women. Developing and piloting a national career guidance system based on the international best practices
and adoptable to Egyptian TVET. In addition, reinforcing and further building the capacities of TVET institutions to
implement this system nationwide. Supporting the operation of Transition to Employment Unites at the Ministry of
Education (MoE), while building the capacity of the units’ staff, revising the mandates and addressing sustainability issues.

X University Centres for Career Development (UCCD). In partnership with the American University in Cairo (AUC) and
the United States Agency for International Development (USAID), the UCCD project is run with the aim of establishing
further UCCDs in Egyptian public universities in Upper Egypt, the Delta and Greater Cairo. The ILO is currently working
with the AUC to enhance the capacity of running UCCDs, increase the inclusiveness of their services to students with
disabilities and support and collection, analysis and dissemination of labour market information relevant to career
guidance.

X Labour Market Information (Skills Anticipation and Forecasting). Provide technical support to CAPMAS on a major
review of the Annual Labour Force Survey (ALFS), as a major source for Egypt’s labour market statistics. Provide support
to private sector employers such as Ericsson to improve their working conditions. Bridge the employability gap among
Egyptian university graduates though bringing together governmental agencies, UCCD and AUC staff. The UCCD’s role
is further explored in the area of gathering local labour market information for students and academic managers and
connecting employment indicators to effective career guidance.

X Job-Matching through Public Private Partnership. ILO’s cooperation with Methanex ( a methane and chemical
company) through their Corporate Social Responsibility (CSR) initiative with a focus on men and women in Damietta
governorate. Methanex operates its methanol production plant in Damietta and had the intention of investing in the
local community. The project addressed key themes such as OSH, inclusion of people with disabilities and gender
mainstreaming of the activities. ILO delivered GET Ahead for Women in Enterprise training to 108 women in Damietta.

X Jobs and Skills for Persons with Disabilities. With a focus on ICT-based solutions, a cooperation between the ILO,
United Nations Development Programme (UNDP) and the Egyptian ICT trust fund, an emphasis is placed on stimulating
the integration of persons with disabilities into the labour market. Awareness-raising among the community, employers
and service providers on the importance of employing persons with disabilities. In addition, the ILO builds the capacities
of service providers (public, private sector and NGOs) to equip them with technological equipment to integrate persons
with disabilities into professional training and work opportunities.

X Policy Stimulation and Formulation (Governorate Level). Through the Decent Jobs for Egypt’s Young People programme,
with a focus on Qalyoubia and Menoufia governorates, the ILO worked with governorate officials to enhance policies
relevant to decent youth employment, with a concentration on the agricultural sector.
 15

Partners involved in implementing the above-mentioned activities

Ministry of Manpower and Migration (MoMM)

Ministry of Education (MoE)
Ministry of Higher Education (MoHE)
Ministry of Trade and Industry (MoTI)
Ministry of Youth and Sports (EMYS)
Ministry of Planning, Monitoring and Administrative Reform (MoP)
Ministry of Social Solidarity (MoSS)
Ministry of Local Development (MoLD)
Ministry of Communications and Information Technology (MoCIT)
Ministry of Investment and International Cooperation (MoIIC)
Federation of Egyptian Industries (FEI)
Industrial Training Council (ITC)
Industrial Modernization Council (IMC)
Central Agency for Public Mobilization and Statistics (CAPMAS)
Information and Decision Support Centre (IDSC)
National Council for women (NCW)
National Council for People with Disabilities (NCPD)
Medium, Small and Micro Enterprise Development Agency (MSMEDA)
AMIDEAST
Nahdet El Mahrousa
Misr El- Kheir NGO
American University in Cairo (AUC)
Governorate Bodies
Social Fund for Development (SFD)
Public Employment Services Offices (PES)
Workers’ Associations
Investors’ Associations
Employers’ Associations
Private Sector Companies (Example: Methanex)

Analysis of ILO Cairo’s activities with a focus on LLL

Through screening the activities mentioned it became evident that ILO Egypt worked extensively on promoting employability
skills, with an inclusive angle on women and people with disabilities. LLL on the other hand has not been tackled coherently. Some
fragmented activities have been conducted but there has been little mention of LLL on activity outcome level. This means that LLL
has not been directly tackled on a strategy or policy level. Most of the activities are geared towards the labour market facet and less
on education, particularly the link between education capabilities and what the labour market actually requires in terms of ongoing
skills upgrade. For LLL can be integrated within education to stimulate the concept of “learning how to learn”, and later reinforced
when individuals enter the labour market, up-skill or re-skill as per the changing world of work. Career guidance and counselling
seem to be manifested within a few activities, nevertheless they may necessitate further application with the anticipation of including
LLL activities.
In addition, there is slight mention of TVET within the activities in light of the recent efforts by TVET Egypt to eliminate the fragmentation
in the sector and provide opportunities for a new unified policy and strategy. Through the focus on TVET, and within the scope of this
report, LLL can be geared towards facilitating access to TVET systems for marginalized groups; rural areas inhabitants, women and
people with disabilities. The jurisdiction of transition to employment is quite robust within ILO, especially promoting the formalization
of apprenticeships and efforts are exceedingly exerted in this regard. Connecting TVET graduates with work-based learning is
considered a competitive advantage for ILO. Moreover, involving employers into the equation of advancing youth employability
16

skills, employees up-skilling and continuous education is a high entry point for ILO. An example could be turning employers’
perspective to becoming a learning organization that provides in-house training or cooperate effectively with available training
providers and funds. MoTI for instance, as one ILO partner has IMC and ITC and several other connections to private and
public training providers, though the private training lobby in Egypt is quite strong.
ILO has a well-respected relationship with the ministries in Egypt, social partners and private sector companies, training
providers and SMEs. By the same token, the inclusion of social partners on the policy level and continuing the dialogue between
employers and workers is a crucial role for ILO Cairo in the foreseeable future. Despite the expansion of the entrepreneurship
element as an alternative to TVET, or as a gateway for employment opportunities, the need to develop inclusive employability
and technical skills remain excessive. ILO also has the potential to create synergies between different bodies in Egypt to push
forward the agenda of LLL, future of work and inclusive skills.

1. Mapping of Egyptian government, organized private sector and donor organizations

inclusive skills and LLL strategies, policies and projects
This part of the report maps the current activities and initiatives supporting LLL and inclusive skills within the country by the
government, the private sector and international donors. The map includes initiatives introducing or improving existing LLL
policies and strategies, including its governance, financing and implementation. LLL is one of the approaches that can enable
the country to adapt to the anticipated future of work and changing nature of the labour market with regard to; globalization,
technology, demographics and climate change. Moreover, ensuring the inclusiveness of skills adopted will guarantee efficiency
and optimal productivity across the population.
The mapping outlines below covers LLL activities or initiatives specifically focusing on the different transitions related to the
labour market; from initial entry (school to work transition), to upskilling along the career, and reskilling to adapt to emerging
jobs. It will also touch upon some basic education activities (basic literacy, primary and preparatory education levels) when
deemed relevant.
Mapping is divided into government institutions (Ministries and Affiliated Entities), Government Strategies and Government
Funds, followed by mapping of relevant private sector initiatives and finally, international donor mapping. Each section includes
a primary assessment to the relevance to the topic, implementation capacity, and possible entry points for the ILO, influence
on policy level and geographical spread.
 17

Egyptian Government
a. Ministries15

Entity Description Relevance and assessment

Ministry of Education X The ministry’s scope covers the three main levels of education: primary, X The MoETE has high LLL relevance,
and Technical preparatory and secondary (High school, Sanwia Amma, TVET education),15 on the level of strategy and
Education (MoETE) between the ages 6 and 18. implementation. Its educational
reform strategy incorporates LLL
X The MoETE is adopting a new teaching methodology (Education 2.0),16 with with regard to focusing on skills
http://portal.moe.gov. the mission of ensuring inclusive and high-quality education and lifelong enhancement and emphasizing on
eg/eng/Pages/default. learning opportunities. The new educational system is technology based, school to work transition.
aspx with a focus on enhancing learning skills, by adopting new teaching and
examination methodologies. X The ministry has an inclusive
mandate to serve all Egyptians
X The new educational system being developed for Technical and Vocational across all governorates through its
Education 2.0’s (TE 2.0) strategy (2019-2025) has six main pillars including: widespread web of schools.
transformed relevance of TE by transferring to competency-based curricula;
transformed employer engagement through developing and expanding X The educational system in Egypt
work-based learning; and enhancing transition to work for students. lacks quality, and this has long been
reflected in the quality of teaching,
X The MoETE posts calls for international training and workshops funded by and the abundance of private
different donors on their website, which gives a chance to its employees tutoring. Education 2.0 strategy will
to upskill through their career within the ministry.17 tackle these challenges, however it
is too early to assess its impact on
X The ministry’s inclusive opportunities for students with disabilities include the staff’s capacity development.
integration into normal schools when possible, after the training of over
22000 teachers on inclusive education. This training was implemented X MoETE is partnering with many
in cooperation with the Ministry of Communication and Information donors under different types of
Technology, through the Professional Academy for Teacher (PAT),18 for cooperation’s including GIZ, EU
teachers in general and technical education. A before and after exam and USAID to implement TE 2.0
was conducted for the two-week training programme to measure its and UNICEF to train teachers on
effectiveness. There are also 975 special schools for intellectual disabilities, new teaching methodologies for
hearing impairment and visual disabilities and they house more than Education 2.0.
39000 students.19
X The ministry is a partner to the ILO,
X The MoETE has had previous initiatives to establish LLL and inclusion. which creates an opportunity for
further collaboration.
z The ministry established the first Egyptian Knowledge Bank (EKB)20
in 2014. The EKB includes a portal that provides dynamic Science,
Technology, Engineering and Math (STEM), educational content for
primary, preparatory and secondary school students and teachers, with
extensive professional development training on STEM best practices
for principals and teachers.

z The MoETE has developed School to Work Transition Units21 (STWTU)

that focus on: career guidance, placement, OSH, entrepreneurship
and innovation, training and skills development and labour market
information.

z The women and life online platform:22 simple online videos targeting
women to teach them financial literacy and the Arabic language.

15 The Ministry of Education is the largest TVET provider in the system, administering a total of 1,600 industrial, commercial and agricultural technical
secondary schools with more than 2.2 million students enrolled in three-year technical diploma or five-year advanced technical diploma tracks.
16 The new educational system for general education started in September 2018, beginning with Kindergarten and primary school. The new system focuses
on multidisciplinary learning, giving priority to development of problem-solving and creativity over rote memorization and more superficial learning. The
new system is characterized by fewer exams, open book exams and critical thinking, and it helps students gain self-awareness. There is also a focus on
the development of teachers’ skills and improving their salaries.
17 (http://moe.gov.eg/doc/Montada_Unesco.pdf) /( http://moe.gov.eg/adv/German_language_scholarship_2019.pdf).
18 http://pat.edu.eg/en/
19 https://www.almasryalyoum.com/news/details/1245936
20 https://www.ekb.eg/about-us
21 http://www.encc.org.eg/wp-content/uploads/2017/08/3_YEP_Presentation_STWTunit.pdf
22 http://women_literacy_test.moe.edu.eg/mod/scorm/player.php
18

Entity Description Relevance and assessment

Ministry of Higher X The ministry’s scope covers, university education (under graduate, X The MoETE has high LLL relevance,
Education and graduate), training centres, technical education institutes and scientific on the level of strategy and
Scientific Research research centres. Therefore, its population of concern starts from the age implementation. Its current strategy
(MoHESR) of 18 and extends to any age that decides to pursue further education or is based on the anticipated skills for
research. the future of work. In addition to
http://portal.mohesr. the process of creating the National
gov.eg/ar-eg/Pages/ X It covers more than 240 educational entities from public, private and higher Qualifications framework that aims
default.aspx educational institutes, in addition to the research institutes. to create an efficient lifecycle of
learning.
X The ministry’s strategic plan23 in line with Egypt 2030 strategy builds
on the Fourth Industrial Revolution and the anticipated future of work. X Its LLL relevance is on the levels of
The plan stipulates the establishment of 22 projects that include 3 new school-to-work transition upskilling
technology universities, 7 international community colleges and 4 new along the career, and reskilling to
national universities in governorates with low services. The universities adapt to emerging jobs.
are currently under construction.
X The ministry has an inclusive
X A European university complex will be established, including partnerships mandate to serve all Egyptians,
with Spanish, Swiss, British and Austrian universities. however there are no clear initiatives
or measures taken to include
X The funding for establishing the universities is not clear; however some persons with disabilities.
receive support from regional donors, such as King Salman University
being established in Sharm El Sheikh. X The ministry’s institutions are
spread over different governorates,
X The expansion of higher education entities will increase access to education; and as part of its strategy new
however, there are no clear measures that will ensure inclusiveness. universities are being established
in unprecedented regions.
X A committee was established under the supreme council of universities,
responsible for planning technological education. X The ministry is expanding the
number of universities with
X An authority for Technical and Vocational education quality assurance will an infrastructure to enable
be established, in cooperation with the MoETE, with technical guidance from technological education.
international experts from TVET and the European Training Foundation
(ETF). X Universities will provide students
with a well-integrated and holistic
X The ministry’s strategy incorporates the role that universities have towards experience to provide graduates
community development, where students will support the eradication of with various skills.
illiteracy. Moreover, universities will have an integrated web of cultural,
scientific and sports activities to build students’ personalities and increase X Egyptian university staff members
their skills. have varying capacities that are hard
to asses.
X The ministry’s strategic planning unit is developing the national qualifications
framework, which should outline the outcomes of each level of education X The MoHESR is partnering with
covering general, vocational education and training and higher education many donors under different types
qualifications, to enable lifelong learning without redundant learning of of cooperation, including KFW in
knowledge and skills acquired previously. The National Authority for Quality establishing the TEIC.
Assurance and Accreditation of Education (NAQAAE) is the lead office,
while the MoE, the MoI and the MoM are the main other governmental X The MoHESR is also partnering
actors involved24. and coordinating with the MoETE
on several fronts related to TVET
X The ministry, together with the MoETE, has partnered with KFW to establish education.
an Integrated Technical Education Cluster (ITEC),25 to provide basic technical
education and specialist vocational training as a form of continuing X The ministry is a partner of the ILO,
education. which creates an opportunity for
further collaboration

23 http://portal.mohesr.gov.eg/ar-eg/Documents/Strategy_mohesr.pdf
24 https://connections.etf.europa.eu/wikis/home?lang=en#!/wiki/Wf591e43b607e_4ccf_8d94_a3256a255147/page/Egypt%20-%20NQF%20Inventory
25 http://www.itecassiut.edu.eg/english/index.php
 19

Entity Description Relevance and assessment

Ministry of Manpower X The MoMM is responsible for the labour market dynamics within the country. X MoMM has high LLL relevance, given
and Migration It is responsible for employment activities, governing the relationship its mandated to plan and implement
between employers and employees and maintaining a safe, fair and the national training policy for the
(MoMM) equitable working atmosphere for regular and seasonal labour. country’s labour force.

X Its objectives include: drawing the national training policy; reviewing X Its LLL relevance is on all levels:
http://www. plans; projects and seeking funds for vocational training. Accordingly, the school to work transition; upskilling
manpower.gov.eg/ ministry has several departments responsible for planning, implementing during the career; and reskilling to
and monitoring the country’s training policy. adapt to emerging jobs.

X The ministry has 41 vocational training units including mobile training X The ministry’s public employment
units, across 22 governorates.26 Training offered includes mechanics, offices and training centres are
sewing, home appliances, carpentry and so on. spread through all governorates.

X The ministry offers structured vocational training rounds27 free of charge X Through recent initiatives with the
targeting different age groups (12 to 45 years), with varying durations ILO, public employment offices’ staff
(months or years), in its specialized employment offices. were trained on offering proper
placement and career guidance.
X The ministry has public employment offices28 across all governorates that
offer one or more functions from the following list: X The ministry is known to have low
capacities in implementing initiatives
z Placement or activities.

z Employment relations X The ministry is the ILO’s main

partner; therefore, there is a
z Labour inspection facilitated point of entry.

z Operational safety and health

z Occupation certification

X One of the main roles of inspection conducted by the ministry is inspecting

that companies are applying the quota for persons with disabilities. However,
the inspection is only done on paper, with no validation on the ground.

26 http://www.manpower.gov.eg/AdvisersAddresses_mc_div.html
27 http://www.manpower.gov.eg/Vocationaltraining.html
28 http://www.manpower.gov.eg/OfficesAddress.html
20

Entity Description Relevance and assessment

Ministry of z The ministry’s mission is to enable the development of a knowledge- X The ministry is highly relevant to
communication and based society and a strong digital economy relying on equitable and the topic of LLL and inclusive skills,
Information affordable access to knowledge; digital rights; and the development of given its many training affiliates and
Technology (MCIT) a competitive, innovative national ICT industry. inclusive initiatives.

z The ministry has several training affiliates that offer continuing education X The ministry’s implemented
http://www.mcit.gov. opportunities: activities are on the level of upskilling
eg/ of labour.
z Information Technology Institute (ITI) develops youth capabilities and
skills throughout university education, post-graduate training and X The ministry visualizes ICT as a tool
professional advanced coaching. for enabling development on all
fronts.
z The Software Engineering Competence Center (SECC):29 offers technical
training to professionals. X It understands the ability of ICT to
foster inclusiveness.
z The National Telecommunication Institute (NTI) offers face-to-face
training programmes with hands-on experience, targeting local and X The ministry is very centralized with
regional markets, including the Nile Basin countries by using highly most its training affiliates operating
equipped Labs. in Giza in Smart Village.

z E-Learning competence centre (ELCC) elaborated on in the following X The ministry’s staff and staff of its
section. affiliates have high capacities.

z Next Technology Leaders (NTL)30: offers a practical, high-quality learning

ecosystem, centered on the learner and supported by a distinctive
content prepared through the collaborative effort of top universities and
leading companies, including online mentors, in addition to a matching
platform for its students.

z The Mobile IT Club (MITC) is a vehicle equipped with PC labs (10-20

computers, data projectors, satellite connection for internet services,
power generator, power stabilizers and uninterruptable power supplies
(UPS), a local area network, air-conditioning, a printer and a scanner.
These vehicles tour remote areas and target people in deprived
communities who are interested in taking part in the information
society. IT Clubs’ target 88 per cent women and 93 per cent unemployed.31

z The ministry has two main inclusive initiatives:

z ICT for women:32 The ICT for Women portal is meant to be a one-stop
shop for girls and women interested in the ICT field; seeking to learn
or to join a career opportunity. The portal includes ICT training courses
and job opportunities.

z Inclusion, empowerment and participation:33 the initiative includes

competitions for persons with disabilities, training for employment and
inclusive education tools to be introduced in classrooms.

29 https://www.secc.org.eg
30 http://techleaders.eg
31 National e-commerce Strategy, p. 27.
32 http://www.ictforwoman.gov.eg/overview_obj.aspx
33 http://www.tamkeen.gov.eg/ar/page/?con=training_courses
 21

b. Entities affiliated to Ministries

Entity Description Relevance and Assessment

National X Affiliated directly to the president’s office. X The NCW is highly relevant to LLL and inclusive skills, given its
Council for extensive work on supporting the economic empowerment
Women (NCW) X Its aims to develop and protect women as well as of women, through facilitating employment opportunities by
strengthen their rights and freedom. It also contributes itself or wage employment.
towards raising the awareness on these topics and to
http://ncw. ensuring their implementation, while embedding values X The NCW partners with various governmental, local and
gov.eg/ar/ of equality and equal opportunity. international entities, therefore there is an entry point for
the ILO.
X It has 26 offices covering Egypt’s governorates.
X The NCW has offices in all governorates extending their
X Recent activities include: services to all Egyptian women.

z Inclusion of gender on the level of national policies X The NCW has high policy influence given it political positioning
and extensive field work.
z Scholarships for obtaining gender studies Master
degree in Cairo University X It is one of the few government entities serving irregular
migrants (for example Syrian females)
z The NCW’S women’s skills development centre offers
training for youth (both genders), to help them enter the
labour market and become economically empowered

z The NCW, in partnership with UNWOMEN34 conducted

a training for Syrian and Egyptian women to enable
them to start home-based businesses

z The Social Innovation Hub: part of Microsoft’s “Aspire

Woman” Initiative aiming to empower young women
leaders of the future

Supreme X There is a presidential decree35 affiliating the council to the X The supreme council is of highest relevance to LLL, given its
Council for MoM. However, the council has not yet been established. mandate and its structure to include all relevant ministries
Human and their affiliated entities.
Resource X Based on the new labour law presented from the
Development government to the parliament, under the section for X The supreme council brings together all relevant governmental
(SCHRD) training and employment, 36 establishment of the SCHRD stakeholders for LLL in Egypt.
is planned to come under the cabinet of ministries, with
‫المجلس األعىل‬ extended executive councils in all governorates operating X There is no clear information on the date of establishing
‫لتنمية الموارد‬ under the governors.37 the council.
‫البشرية‬
X The council is mandated to plan the national policy of X The council’s geographical spread and policy influence cannot
human resource development and place a holistic national be currently assessed.
programme to efficiently utilize human resources in
coordination with the different ministries and relevant
entities, and to put into consideration the changes in the
skills needed to achieve national, regional and international
competitiveness.

34 UNWOMEN regional office.

35 https://manshurat.org/node/12161
36 This section applies on those seeking training, persons with disabilities, people with dwarfism and vulnerable groups, and those seeking further training
or continuous education.
37 https://www.youm7.com/story/2019/9/3/4400900/‫البشرية‬-‫والمهارات‬-‫الموارد‬-‫لتنمية‬-‫األعىل‬-‫المجلس‬-‫اختصاصات‬-‫عىل‬-‫تعرف‬
22

Entity Description Relevance and Assessment

Productivity X Affiliated to the Ministry of Trade and Industry and financed The PVTD is of high relevance to LLL given its core function of
and Vocational by the Ministry of Finance. delivering technical and skills trainings.
Training
Department X PVTD is one of the largest departments affiliated to The Given its affiliation to the MTI, its offered services are adapted
(PVTD) Ministry of Industry and Technological development. according to the need of the employers.
It has a wide geographical spread across the governorates;
X It qualifies technical labour with skills required by the however, not all training sites are of the same quality.
https://www. industrial labour market, with the objective of improving
facebook.com/ productivity. The centre’s staff are the ones delivering the training, and they
TrainingPVTD/ were trained through several international donors including USAID,
X It consists of three main departments: EU and GIZ.

z Central Department of Vocational Training affairs The PVTD can be partnered with directly, given its focused role in
providing vocational training.
z Central Department of Training Zones affairs

z Central Department of consultancies and continuous

education

X The PVTD has 37 operating training sites.

Federation of X The federation is an employers’ associations, with 19 active X FEI is relevant to LLL given its coordination role between the
Egyptian industrial chambers as members, representing over 60,000 needs of the private sector and the MOETE, to adapt vocational
Industries (FEI) industrial enterprises; accounting for more than 7 million education accordingly.
workers and 18 per cent of the national economy.
http://www.fei. X FEI has several international partners including the ILO, therefore
org.eg/index. X FEI’s committees include the Human Resource Development there is an internal entry point for collaboration.
php/en/ Committee that focuses on the development needs and
opportunities of current labour by industry sector; and the X The federation’s geographical presence is unclear.
Development of Technical and Vocational Training Committee
that coordinates efforts with relevant bodies like the MoETE
and the MTI to ensure that the needs of the labour market
are fostered by TVET education of quality and relevance.

X Through cooperation with the ILO funded by the Kingdom

of the Netherlands, the Human Resources Academy was
established in the FEI to set up strategies and practical
solutions for better HR and gender policies. This is a tailor-
made training cycle for HR directors and other managers
offered as a service by the FEI for its members.

X FEI offers other services to its members including technical

consultations and labour training.

X International partners include the German-Arab Chamber

of Commerce, UNIDO and ILO.

X The federation has different chambers serving specific

sectors. Each chamber supports its sector companies in
offering consultations, lobbying and training.

E-learning X Affiliated to the MCIT X The ELCC of fers an LLL programme; however, it was
Competence established in 2010 and so there is a need for a review and
Center (ELCC) X The ELCC was established to act as a hub for the integration, an update.
development and dissemination of e-learning content of
relevance to the Egyptian market. X ELCC’s LLL programme requires computer skills, and proper
www.elcc.gov. internet access, which may not be available to certain target
eg/ X In 2010, the ELCC developed its LLL programme composed groups. However, it may allow other target groups such as
of five tracks: entrepreneurship and business, IT, e-learning females and persons with disabilities to pursue LLL.
diploma, professional development and Green ICT. It offers
e-learning certifications and programmes that provide
learners with skills required to stay on the cutting edge of
technology and leadership.
 23

c. National funds

Fund Description Relevance

Education Support Fund X The ESF is under the MoETE. X The fund has supported initiatives
relevant to LLL, given its support to
(ESF) X It is mandated to support pre-university training entities, providing smart education tools and
http://esf.edu.eg/Projects/Prj. revolutionize the educational system and provide high- developing technology development
aspx quality education. centres which provide students with skills
that would enable them to adapt to the
X The fund’s projects include: 100 desks project; supplying smart changing technological needs of work.
educational tools; and establishing Technology Development
centres.

Egypt Information and X The ICT-TF is a mechanism that aims to investigate the X The fund’s mandate allows for financing
Communication Technology different means by which ICTs can enrich the livelihood LLL activities given their role in fostering
Trust Fund of Egyptian citizens, as well as fostering social, economic economic growth and enriching the
and environmental development by creating public-private livelihood of Egyptians through utilizing
(ICT-TF) partnerships to support the use of ICTs. ICT.

X Its projects include: women empowerment, empowering X The fund has financed inclusive activities
https://www.ictfund.org.eg/ youth for employment; and enabling persons with disabilities. supporting women, youth and persons
page/23_aboutus with disabilities.
X Its donors include: The International Development Research
Center, the Japanese government, the Italian Cooperation, X The fund already has international donors
GIZ, the Swiss Development Cooperation, UNDP, FAW, WHO and partnerships with the private sector.
and the Islamic Development Bank.

X It has partnerships with the private sector, including Vodafone

and Microsoft.

Local Development Fund X Funds activities are related to the Ministry of Local X The fund has supported activities related
Development (MLD), but no further information is available to training for employment and self-
on the internet. employment support on governorate
levels, which focuses on LLL to foster
self-employment opportunities (entry
to the labor market).

Training and Rehabilitation X There is scarce information on this fund. X The capacity and size of the fund
Fund cannot be assessed owing to scarcity of
X In a news article38 it was stated that the fund will finance information.
trainings for Egyptian citizens under the social solidarity
programme Takful and Karama.

38 https://www.youm7.com/story/2019/8/7/4366278/‫مهارات‬-‫لتنمية‬-‫كريمة‬-‫حياة‬-‫بمبادرة‬-‫التدريب‬-‫صندوق‬-‫مشاركة‬-‫العاملة‬-‫القوى‬
24

d. Government strategies and laws

Strategy LLL and inclusive skills related strategies

Egypt 2030 Strategy X The strategy as a whole targets inclusive development, and this is visible under its economic and social
justice pillars.

X The social justice pillar encompasses enhancing social inclusion and achieving equal rights and opportunities:
promoting social mobility opportunities through an institutional system in order to achieve equal economic,
social and political opportunities.

X The economic development pillar entails the achievement of sustainable inclusive growth, raising the
economic rate, achieving balanced regional growth, increasing the participation of women and the disabled
in the labour force, and achieving an economy able to reduce poverty.

X The strategy includes several sections targeting reforms on different levels, and all of them emphasize the
importance of efficient use of the country’s human resources and the importance of investing in their training
and skilling. These sections include the transparency and efficient government institutions programme to
2030, and developing the human resources of the public administration.

The strategic vision of X The aim of the strategy is to provide high-level education and training for all.
education 2030
X Strategic pillars:

http://moe.gov.eg/doc/ z Improve the quality of the educational system to match international standards;
Ministry_of_Education_
z Inclusive access to education with the same quality;
Plan_2019-2020.pdf
z Improve the competitiveness of Egyptian education and its outcomes locally, regionally and internationally.

X The government aims to implement the strategy through several steps including developing the opportunities
of continuous development of teachers.

X The strategy has a full section on improving education for students with disabilities (slide 87), in addition
to a section on management of human resource development (slide 115).
 25

Strategy LLL and inclusive skills related strategies

National strategy for economic X The strategy is developed under the National Council for Women (NCW).
empowerment of women
X The NCW has established the Egyptian women’s observatory39 with an objective to follow up on the
implementation of the targets of the status of women in the period from 2017 to 2030 through:

z compiling and displaying indicator values on an interactive website;

z preparing a series of periodic reports on the status of Egyptian women and the gender gap;

z listing and presenting laws relating to women.

X interventions in the strategy include training and skills enhancement programs in various sectors:

z expand digital technology programmes for women and integrate it into vocational training and capacity
building programmes;

z expand programmes targeting female-headed households that help them find work and earn a
sustainable income;

z provide training opportunities and develop the skills of women with lower levels of education to qualify
them for work;

z develop mechanisms to expand financial inclusion and women’s access to various financial services;

z develop training programmes for women who work in the agriculture sector in order to improve their
productivity and provide them with new market opportunities;

z take measures to ensure compliance with HR policies and incorporate gender equality aspects in work-
related processes including hiring, training, promotion, wages, access to benefits and service termination;

z enhance services for women with disabilities provide training and rehabilitation services and ensure equal
opportunities from early childhood and education phases, through employment, societal integration
and participation;

z strengthen women’s ability to cope with environmental risks, climate change and unsustainable
consumption provide training and funding to women in protected areas, to allow them to benefit from
economic activities based on the conservation of natural resources and biodiversity, including the
production of aromatic and herbal products and environmental tourism activities.

39 http://en.enow.gov.eg/‫الرئيسية‬%20‫الصفحة‬
26

e. Private sector initiatives

Company Description Relevance and assessment

Microsoft X Egypt Works (Masr Ta3mal). The project creates X There are abundant private sector initiatives
institutionalized centres for the online employability portal incorporating LLL opportunities and inclusive
https://www.microsoft. www.ta3mal.com at the MOY centres in Egypt transforming skills. However, they are of a humble scale.
com/en-us/corporate- them to provide a full employability eco-system from career
responsibility/skills- advising, training, job placement and entrepreneurship for X The MoETE has cooperated with the private
employability the youth population in the 21st century. sector by allowing the establishment of schools
inside factories. Yet its impact needs a further
X The Social Innovation Hub. Housed in the NCW, its objective study.
is to foster innovation and entrepreneurship among young
women through technology. The target group is 5,000 young X The private sector can be a catalyst to push for
women who will be trained in computer science to bridge a structured and holistic LLL strategy.
the gap between public education and job market needs.
X The private sector needs to be present on a
steering level to ensure the relevance of LLL
policies to their actual needs.

Siemens X Siemens Company and Germany’s Development Cooperation

Agency (GIZ) are partnering up in order to transform Zein
http://egtacademy.com/ Al Abedin Technical School in Cairo based on the German
en/home/ dual education model40.

X Germany's Federal Ministry for Economic Cooperation and

Development (BMZ) and Siemens have signed a strategic
alliance agreement to support occupational training in
Egypt, with total investment of more than 22 million euro41.
This includes the establishment of an occupational training
centre in the Ain Sokhna area, training 5,500 Egyptian youth
over the next four years. The agreement supports localized
knowledge transfer and skills building in Egypt.

f. Mapping of donor activities

Donor Activity Relevance

European Training X The ETF is closely involved in supporting the systemic reform of the Technical and X The ETF is highly relevant
Foundation Vocational Education and Training System in Egypt. Over the last 10 years, the EU to LLL in Egypt, given its
has funded two programmes for this reform (Technical and Vocational Education technical role in the TVET
(ETF) and Training Reform Programme, i.e. TVET 1&2). In both cases the ETF is leading the programmes financed by
design of the intervention as well as acting as technical advisor. the EU and the Egyptian
government.
https://www.etf.europa.eu/en/regions-and-countries/countries/egypt

European Union X EU assistance to Egypt42 mainly takes the form of country Annual Action Programmes X The EU has high
(EU) funded every year under the European Neighborhood Instrument (ENI). Also, under investments in LLL
the ENI, a considerable amount of EU funding available to Egypt is channeled through given the cooperation
the Neighbourhood Investment Facility (NIF). In addition, Egypt benefits from ENI agreement with the
regional and neighbourhood-wide cooperation programmes. Egyptian government.

X EU and Egypt’s partnership priorities43 for 2017-2020, in light of the revised European X The cooperation
Neighbourhood Policy, include a focus on Egypt’s Sustainable Modern Economy and includes focus on
Social Development, by working on: creating an inclusive
working environment
z economic modernization and entrepreneurship: through the creation of a more and improving access
conducive environment for inclusive growth and job creation, strengthening the role to education, while
of the private sector and enhancing the business climate, in addition to supporting supporting initiatives to
the government’s administrative reform; modernize it.

40 https://ww.egyptindependent.com/siemens-giz-partner-up-to-support-vocational-training-in-egypt/
41 https://press.siemens.com/global/en/pressrelease/siemens-and-german-government-bmz-support-occupational-training-egypt
42 https://ec.europa.eu/neighbourhood-enlargement/neighbourhood/countries/egypt_en
43 https://ec.europa.eu/neighbourhood-enlargement/sites/near/files/eu-egypt-partnership-priorities.pdf
 27

Donor Activity Relevance

European Union z social development and social justice by supporting Egypt’s efforts to protect X This is evident through
(EU) marginalized groups from potential negative impacts of economic reforms through their TVET programme
social safety nets and social protection, in addition to improving the delivery of that focuses on school-to-
basic services, with an emphasis on modernizing education (including technical work transition and labour
and vocational training) and health systems. skills development.

X Accordingly, there is an
opportunity to seek funds
and to capitalize on the
existing work.

TVET Egypt is working with more than 25 government entities and more than 30 partners
to execute the mission of reforming technical education and vocational training. The
project is co-funded by the EU and the Egyptian government. The programme aims to
create a governing framework that includes all stakeholders, to update curricula and
enhance the schools’ infrastructures, and to guide students and graduates in their
transition to employment. TVET is working to focus on youth and gender-inclusion
through upgrading, synergizing and unifying the TVET sector and streamlining a system
to enhance their capabilities and address labour market needs.
Duration: 2012 - 2023
Budget: 117 million euros
https://tvetegypt.org/areas-of-intervention/#areas-tabs%7C2

Swiss Development The Swiss Cooperation Strategy in Egypt for the period 2017-2020 is implemented X The Swiss fund is
Cooperation through activities in three domains: supporting LLL activities
z Democratic processes and human rights through financing projects
(SDC) enhancing skills of the
z Inclusive sustainable economic growth and employment labour force. The fund has
a unique approach given
z Protection and migration its focus on green jobs
and migrants. Projects
X Inclusive Green Growth in Egypt. The project’s scope includes the training of young have been initiated in
people (aged 15-35, 50 per cent of whom are women) in the target governorates to 2019, which leaves room
access green jobs, based on market research and MSMEs’ consultations, in addition for including new partners
to enhancing the awareness of relevant stakeholders, including private sector, civil like the ILO.
society, MoTI and MoE on the green growth model and needed legislative, regulatory
and financial improvements.

Duration:2019 - 2023
Budget: CHF 5,060,000
https://www.eda.admin.ch/countries/egypt/en/home/international-cooperation/projects.
filterResults.html/content/dezaprojects/SDC/en/2017/7F09748/phase1?oldPagePath=/
content/countries/egypt/en/home/internationale-zusammenarbeit/projekte.html

X Enhance Employability of Migrants in Urban Cairo. The project’s aim includes enhancing
vulnerable Egyptians’ and migrants’ professional, life and technical skills through
training, facilitation of access to job fairs and employers’ platforms in the food sector.
The project aims at 800 migrants and vulnerable Egyptians (50 per cent women)
obtaining job placement within the food sector through brokering.

Duration: 2019 -2022

Budget: CHF 1,590,000
https://www.eda.admin.ch/countries/egypt/en/home/international-cooperation/projects.
filterResults.html/content/dezaprojects/SDC/en/2018/7F10125/phase1?oldPagePath=/
content/countries/egypt/en/home/internationale-zusammenarbeit/projekte.html
28

Donor Activity Relevance

Deutsche X Enhancement of the Egyptian Dual System (EEDS). The project supports the ministry GIZ’s projects support LLL
Gesellschaft für in designing the Egyptian dual system, enhancing quality and quantity in the dual through working on
Internationale training system, upskilling vocational training personnel in the dual system and enhancing technical
Zusammenarbeit introducing inter-company training. education and vocational
GmbH (GIZ) training, in addition to
Duration: 2015-2020 supporting the capacity
development of SMEs while
Partner: MoETE supporting females’ inclusion
and gender diversity. The GIZ
https://www.giz.de/en/worldwide/60462.html
is a possible technical partner,
given their various integrated
activities. Some of their
X Employment Promotion Project (EPP). The project supports the ministry in evidence-
activities are ending;
based policymaking, collection of decentralized labour market information and
however, extensions and new
designing active labour market programmes, supporting school-to-work transition
projects with similar scopes
units and improving the image of TVET education.
are expected.

Duration: 2016-2020
Partner: MoETE
https://epp-egypt.net

X Promotion of small and medium enterprises (PSME). The programme’s objective is to

support Egyptian micro, small and medium enterprises (MSME) to grow and create
new and higher-quality employment through enhanced innovation capacities. It works
on an institutional level, supporting public and private institutions - especially the
MTI and its affiliates but also incubators, accelerators and other business innovation
centres - to create an enabling environment for innovation and entrepreneurship.

Partner: MTI and its affiliates

https://www.psmeegypt.org

X Econowin: focuses on improving the conditions for the economic integration of women
in Egypt, Jordan, Morocco and Tunisia, through:

z approaches to foster Gender Diversity Management (GDM) (recruitment policies,

career development, establishment of child-care facilities, catering services);

z development of a web-supported dashboard to measure “gender-sensitivitiy” of

companies;

z global knowledge sharing platform, known as Gender Diversity Circulator;

z Ana Hunna awareness raising (e.g. through films to challenge gender stereotypes);

z development of the ProGirls career guidance approach (girls’ day, mentoring/

internship), gender-sensitive value chain development.

https://econowin.org/

United Nations X Life Skills and Citizenship Education (LSCE). The framework provides a clear X UNICEF has a wide
Children’s Fund definition of life skills and citizenship education by addressing 12 core skills that portfolio of LLL projects
(UNICEF) are interrelated and mutually reinforce each other to help a child develop and through education-
succeed in school and socially. LSCE also responds to the underlying need for social related activities,
transformation of young generations in the region, ensuring a lifelong learning targeting all ages,
approach. persons with disabilities
and migrants. UNICEF is
Partners: UNESCO, ILO, UNFPA, UNHCR, UNRWA, The World Bank already a partner of the
ILO, so there is room to
https://www.unicef.org/egypt/education capitalize on the existing
partnership.
 29

Donor Activity Relevance

X Community-based Education. The community-based school model is targeting out-of-

school children in deprived areas where children do not have access to public primary
schools. The community-based school comprises one or two classrooms providing
quality education services through a multiple-grade approach, with special focus on
ensuring equal access to girls.

Partners: a tripartite partnership between the Ministry of Education (MoE), NGOs and
local communities.
https://www.unicef.org/egypt/education

X Inclusive Education. This is achieved through respect for differences, adaptation in

teaching methods, a safe and stimulating learning environment, open and flexible
curricula, parents’ involvement, and modifications in school policies and strategies.
Since 2016, inclusive education aims at targeting 200 public schools in targeted areas
by 2020, benefiting 6,000 children with disabilities, and 100,000 children overall in the
age group 4-14.

Partner: EU

X Education in Emergencies focuses on supporting refugee and migrant children

from pre-primary level to post-basic level, through the provision of education cash
grants, the distribution of educational material and the provision of teacher training
with additional focus on life skills to promote social integration and build resilience.
Furthermore, since 2017, UNICEF also supports refugee children with mild disabilities
access public schools.

X Meshwary. This involves life skills such as: communication, creative thinking and
decision-making, as well as entrepreneurship and employability skills. Young people
are guided on their job-seeking behaviour, CV-writing and interview techniques.
This is complemented by career guidance services that provide them with support in
developing their career plans and in improving their prospects.

Partner: Ministry of Youth

https://www.unicef.org/egypt/adolescent-development
30

International best practices

This section of the report outlines selected LLL international best practices as communicated by the ILO Skills Specialist, they
are later used within the implementation scenarios.

Category Source Country Example

Policies and strategies Implementation Malaysia The Human Resources Development Fund in Malaysia
for reform Guide to the ILO
Strategy on In Malaysia, the Human Resource Development Fund (HRDF), established
Education, Training by the Skills Development Fund Act 2004 (revised 2006), is administered
and Lifelong by Pembangunan Sumber Manusia Berhad - an agency under the Ministry
Learning of Human Resources.
The main objective of the fund is the promotion of enterprise training and
to a small extent equity training. It is largely a cost-reimbursement fund.
3.5.1 Policies,
structures and The HRDF is financed by levy contributions from formal enterprises (SMEs
resources for with fewer than 50 employees and medium or large enterprises with more
education and than 50 employees). Levy rates are dependent on enterprise size: Employers
training reform (medium or large) payroll levy of 1 per cent, reduced to 0.5 per cent of
payroll for small SMEs. Levy collection is via the Ministry of Human
Resources.
The HRDF provides reimbursement of the industry training cost of up to
80 per cent of the total.
Allocation decisions are determined by a governance structure comprised
of the following: manufacturing and business associations (nine persons),
government (two persons) and private sector (three persons).
Sources: www.hrdf.com.my ; Krishnan and Gelb, 2018

Support the policy Implementation Ireland Joined up thinking to use evidence on skills needs from the
process to bring new Guide to the ILO
arrangements Strategy on
Republic of Ireland
Education, Training
One of the best examples for determining current and future needs, and
and Lifelong
the use of the subsequent information to inform decision about supply,
Learning
can be found in the Republic of Ireland. This involves a body called the
Expert Group on Future Skills Needs (EGFSN) which was established by
the government in 1997 as part of a business, education and training
3.5.2 Anticipating, partnership. The key function of the EGFSN was to assist in the development
planning and of national strategies to tackle skill needs and manpower forecasting for
monitoring skills businesses. In undertaking this function, the EGFSN advises the government
development on future skill requirements and how to translate them into the improved
supply of skills. The EGFSN is tripartite, involving the Ministry of Education
and Science, the Ministry of Enterprise, Trade and Employment and the
Ministry of Finance. The participation of these different agencies means
that the skill requirements for any intervention can be quickly communicated
to the relevant training authorities. The process of identifying skill needs
occurs on a sector basis, often involving eclectic qualitative and quantitative
methods. Once the priority areas for skills development have been
confirmed, attempts are made to respond through the redesign of on-
the-job training programmes, as well as apprenticeship programmes and
even job redesign programmes.
 31

Category Source Country Example

Accessing skills Implementation Costa Rica Gender mainstreaming in training institutions in Central America
development Guide to the ILO
Strategy on The Instituto Nacional de Aprentizaje (INA) in Costa Rica implemented a
Education, Training gender mainstreaming strategy to overcome occupational segregation
and Lifelong and to increase overall participation of women in TVET and the labour
Learning market. A gender assessment (quantitative and qualitative) confirmed
barriers and various forms of discrimination in education and TVET, as
well as persistent cultural stereotypes, which lead to a) less participation
of women in TVET, b) gender-specific TVET choices, c) lower completion
rates, particularly in courses, where women are less represented and d)
3.5.4 Improving discrimination at the point of entering and remaining in the labour market.
access for all to skills The INA and other national institutions, backed by the Spanish-funded
development the project FOIL (Formación, Orientación e Incerción Laboral) and supported
labour market by the ILO, developed a gender equality policy and action plans for ten
years, which were launched at a national forum in 2013. The 2013-2017
action plan addresses discrimination in TVET and labour markets:

z Promotion and access of women and men to non-traditional

occupations;

z Retention and graduation of female and male students in the INA

under conditions of equality;

z Gender balance among INA workers;

z Equal opportunities for women and men to access employment

business opportunities;

z Research and dissemination of information on progress made on

equality by INA;

z Follow-up and monitoring of the INA Gender Equality Policy44.

The approach was shared in the Central American network of training

institutions (RedIFP) and replicated by Guatemala, El Salvador, Honduras,
Nicaragua, Costa Rica, Panama and Dominican Republic45. The presence
of business representatives and union organizations in RedIFPs Boards of
Directors were critical to ensure effective implementation and to raise
awareness among companies on the need to identify and eliminate gender
discrimination in training, employment and occupational choice.
Source: ILO (2019): Guide for inclusive TVET.

44 The policy and its plan of action were drafted with the support of ILO and the FOIL Project, together with the National Institute for Women, the Institutional
Commission for Gender Equality Policy and the Gender Equality and Equality Advisory of INA. For more information on the policy, please visit: http://www.
ina.ac.cr/asesoria_genero/politica_igualdad_genero_ina.pdf
45 The current regional work is supported by the Spanish-funded project FOIL (Formación, Orientación e Incerción Laboral), implemented by the ILO. For
more information on the guide, please visit: https://www.oitcinterfor.org/sites/default/files/file_publicacion/genero_centroamerica.pdf
32

Category Source Country Example

Accessing skills Implementation Egypt Egypt - Workplace learning for intellectually disabled persons
development Guide to the ILO
Strategy on The Egyptian NGO Ebtessema, with the support of the ILO office in Cairo,
Education, Training offers workplace learning for intellectually disabled people at tourist hotels
and Lifelong by the Red Sea. The programme consists of 50 per cent theory and 50 per
Learning cent practice and starts with a three-months “incubator-training” in a
simulated work environment. Trainees are given career guidance and
trained in practical and social skills, followed by a one-month theoretical
and technical training in alternation between company and school. This
is followed by three months of practical training at a hotel. Ebtessema
3.5.4 Improving staff accompanies the trainees during the first weeks of workplace learning.
access for all to skills Later, a trained hotel staff member acts as a work-buddy to support the
development and trainees and help them integrate. Ebtessema places high value on creating
the labour market a positive attitude within the companies. It provides orientation session
for managers, HR and other staff to ensure that employees communicate
effectively and clearly with the trainees. Ebtessema staff remains available
to offer follow-up support in case it is needed.
Trainees do not receive a formal certificate, but are generally hired by the
hotels where they were trained. Through the initiative, employers realise
that they can fulfil the 5 per cent employment quota for disabled persons
with motivated workers who contribute to the hotels’ productivity. One
of the most important aspects is the strengthening of social skills. In Egypt,
people with intellectual disabilities are often kept at home and have little
social interaction other than with their families. The preparatory training
helps to build up self-esteem and is important for becoming independent
workers. “I’ve been able to achieve my dream of working in a good place
where I am appreciated and earning a good salary. I now have many goals
to look forward to”. (Hassan, hotel worker trained by Ebtessema)
Source: ILO (2018): Policy Brief: Making apprenticeships and workplace
learning inclusive of persons with disabilities. ILO Geneva.
 33

Category Source Country Example

Skills and the informal Implementation Benin Benin: Upgrading the informal apprenticeship system in Benin by combining
economy Guide to the ILO bottom-up and top-down policies through the Certificate of Qualification
Strategy on for Trades (CQM)46
Education, Training
and Lifelong Acknowledging the role of informal apprenticeships as affordable and
Learning relevant (since workplace-based) training to strengthen the national skills
base, the government of Benin took steps to modernize and upgrade the
informal apprenticeship system. Provincial governments, together with
local craft associations and driven by Benin’s Crafts Federation (FENAB),
implemented apprenticeships. The examination process, which takes place
3.5.4 Improving on a half-yearly basis, is conducted and monitored by independent members
access for all to skills of the association and leads to a certificate issued by the association at
development and the local level and under national supervision.
the labour market Since 2013, certification of any trade is linked to the formalized qualification
system (CQM), which sanctions the recognition of skills acquired. The CQM
diploma provides a first level access (junior craftsman) to an artisanal
profession. This decentralized scheme involves national, departmental
and local actors and has the goal of giving low-educated apprentices or
workers the opportunity to obtain national recognition, while at the same
time, a minimum standard of professionalism evolves in the industry.
The apprenticeship is practical and takes place in the workplace provided
by the master craftsperson. The duration of the training depends on the
trade and is determined by the master craftsperson association. The CQM
training has expanded from seven provinces to all provinces since 2017.
Overall, the support of different technical and financial partners and state
and non-state actors has ensured the success and financial sustainability
of the programme.
Students’ achievements are announced in the local radio news which
has contributed to the overall status of vocational training. The CQM
scheme still required improvements; however, there has been a
remarkable increase in enrolment between 2013 and 2016. Out of a
total of 19,260 learners registered to take the CQM between 2013 and
2016, 17,028 effectively took part (11,985 girls, 5,043 boys).
Source: ILO (forthcoming): Guide for making TVET inclusive for all. ILO
Geneva.

46 For more information on the project, please visit: https://www.inap.uni-bremen.de/dl/inap%20conference%20proceedings%202013.pdf and http://www.
adeanet.org/sites/default/files/continuum_compendium_2017_fr_29.12.2017.pdf
34

Category Source Country Example

Transitions to and in the Implementation Jordan Recognition of prior learning (RPL) for Syrian refugees in Jordan
labour market Guide to the ILO
Strategy on In recent years, more than 630 000 Syrian refugees entered the Jordan
Education, Training labour market, mostly as informal workers. This resulted in significant
and Lifelong deterioration of working conditions and lower wages and also affected
Learning Jordanian workers, and young Jordanians in particular. To reverse this
trend and provide opportunities for Syrian refugees and Jordanians to get
their skills certified and access formal jobs, the ILO, in collaboration with
the Jordanian Centre for Accreditation Quality Assurance (CAQA), funded
3.5.4 Improving by the US Department of State and the UK Foreign and Commonwealth
access for all to Office, implemented a Recognition of Prior Learning Programme (RPL).
skilss development Selected sectors include construction, confectionery and ready-made
and the labour garments.
market
Recognized local training providers offer four full-day training sessions
(occupational safety, trade-specific skills, soft skills, labour rights) to
beneficiaries over one month in the area of their expertise to obtain
certification. In addition to a national certificate, the project supports five
Guidance and Support Offices (Amman, Mafraq, Irbid, Zarqaa, Karak) in
career counselling and placement. The Zaatari and Azraq Employment
Centres, will also issue work permits to more than 200,000 Syrians.
Till date, 12,901 Syrian refugees have received a work permit (8,700
construction, 1,200 manufacturing). Trade Unions have been contracted
by the Jordan Construction Contractors Association (JCCA) as trainers to
facilitate RPL certification for 500 workers. According to an ILO study, Syrian
refugees with work permits earned more than those without a permit.
Furthermore, 76 per cent of the households with a work permit have a
stronger sense of security, and their social and economic conditions have
improved. The Government of Jordan plans further scaling up - which is
directly in line with the Jordanian commitment under the Jordan Compact47.
Source: ILO (forthcoming): Guide for making TVET inclusive for all. ILO
Geneva.

47 During the London Conference (2016), the Government of Jordan signed the Jordan Compact and agreed to boost employment and accommodate Syrian
refugees into the labour market with 200,000 jobs for Syrian refugees in return for improved access to the European market, increased investment and
soft loans.
 35

Implementation scenarios for ILO

on LLL policies and strategies
Based on analysis of the information gathered in each section provided above, the following scenarios guide potential project
ideas for tackling LLL and inclusive skills policies and strategies in Egypt.
Furthermore, Arabic versions of the developed questionnaires and surveys were distributed to ILO Egypt social partners
(see Annex). However, owing to the low response rate, selected elements of the survey responses were used in drafting the
implementation scenarios.

Systems to forecast skills needs (Scenario 1)

Contribution to ILO This is in line with the ILO’s 2020-2021 Programme and Budget Outcome 5, “Skills and lifelong learning to facilitate
programme and access to and transitions in the labour market” and in particular the indicator 5.2, “Increased capacity of member
budget states to develop new, inclusive and gender-responsive skills and lifelong learning policies, governance models, and
financing systems”, which highlight the importance of lifelong learning and inclusive skills strategies. This assignment
is especially geared towards achieving Indicator 5.2.1 Number of member states with inclusive skills and lifelong
learning or strategies”. (Reporting documents: Official national reports and documentation, compiled in the ILO
Strategic Management System).

Scenario and project Introduce and test qualitative skills foresight mechanisms and identify specificsectors.
potential
Given the changing requirements of the labour market and the Fourth Industrial Revolution, it becomes more
objective(s) necessary than ever for governments and social partners to respond pro-actively to avoid skill shortages and
mismatches by building training systems that can flexibly provide relevant, inclusive and on-time skills and competencies
to all, in order to allow them to participate actively in the labour market. In Egypt, which is afflicted by high youth
unemployment and a growing youth bulge this is highly essential. Skills forecast and foresight systems are needed
to underpin this endeavour.
In Egypt, on-going efforts with various actors, including the EU, GIZ, ILO and others are actively trying to tackle this
need, albeit with difficulties given, for instance, the fragmentation of the stakeholders in the education and training
system (particularly TVET). This makes a quantitative and all-encompassing forecast system difficult to implement at
the current stage.
The scenario therefore suggests the use of windows of opportunity and the ILO’s comparative advantage of being
a tripartite actor, to build pilot experiences of qualitative skills foresight systems in selected sectors, which are of
particular relevance to the changing world of work and also in Egypt where an increased and changing demand for
skills is expected. Such pilot experiences could be – if successful – integrated into larger forecast systems, once the
context is ready for this.
Project outcomes would be on various levels: the establishment of foresight systems, which could be further
disseminated; the capacity-building of the system actors; the availability of data on skills needs developments which
could directly feed into the other proposed ILO scenarios, or other project ideas.
Since this scenario is part of ILO Cairo’s effort to contribute to the Egyptian Lifelong Learning system and Inclusive
Skills, the foresight system will place particular emphasis on the needs to upskill older workers and on the ways and
means to include disadvantaged groups, women and people with disabilities in particular.

Core problem(s) The changing World of Work constitutes an increased risk for skills mismatch and skills shortage. Skills anticipation
systems are necessary to equip decision-makers, as well as other education and training-system actors, with the
necessary information to steer the provision of education and training offer. In addition, youth and workers, including
women and people with disabilities, need such information for their orientation.
36

Potential partners z Commission on The Future of Work (MoMM)

z MoE, MoHESR, MoMM, CAPMAS

z FEI/MSMEDA

z Supreme council for Human Resource Development (SCHRD)

z Trade unions

z PVTD

z Regional labour market observatories established by GIZ48

z Universities

z UNESCO for the LLL

z UNWOMEN

z TVET II Egypt/EU

z NCW

Depending on the sector - sectoral stakeholders: stakeholders who can represent women and people with disabilities,
such as
Egypt Information and Communication Technology Trust Fund (ICT-TF) (it has specific experience with initiatives for
people with disabilities, and women)

48 https://www.giz.de/en/worldwide/16279.html
 37

Approach 1. At the outset an in-depth stock-taking of existing initiatives that are geared to setting up a skills anticipation
system in Egypt needs to take place. The assessment must show what is the involvement of key-stakeholders,
their attitudes, current status-quo of the initiative. This will include such initiatives as TVET II and ILO research
as being carried out in 2020 by Nagla Rizk and Ayman Ismail49.

2. At the same time, the selection of the sectors should be made in strong collaboration with the stakeholders. We
suggest the sectors of this assignment relative to the changing World of Work, and therefore in particular: green
economy (such as renewable energy, green buildings, sustainable transport, water management, waste
management, land management) and new technologies (such as Artificial Intelligence, Augmented Reality and
Virtual Reality, Cognitive Cloud Computing, Internet of Things (IoT), Intelligent Apps (I – Apps), Big Data, RPA
(Robotic Process Automation))

a. Once the sector is selected, an analysis of the status quo50 based on all existing research, is carried out.

b. The best suited methodology (Delphi method, expert panel, scenarios, or others such as backcasting or
roadmapping) is chosen. In this regard it is important to understand which stakeholders are to be involved
directly, in addition to decision-makers and experts.

c. Based on the analysis and projection, a strategy to tackle the issue is developed.

3. At various stages in the process, training of the participating representatives takes place, using for instance the
STED model. The aim would be to increase the capacity of the actors and anchor the foresight methodology in
the system. Other capacity-building activities can take place based on the needs of the stakeholders (ToTs,
management training, governance system)

4. The strategy can be directly relevant to scenarios 2 or 3 and therefore be concretely geared to the inclusion of
people with disabilities and women in the relevant sectors. They would then be concretely implemented as part
of those scenarios. The foresight cycle could then be closed with an assessment and a further foresight cycle.

5. Possibilities for the institutionalization of the system need to be further explored (for instance, connecting to the
Commission of Future of Work).
Cross-cutting principles:

6. Lifelong learning and the specific situation of women and people with disabilities should be taken as a cross-
cutting theme. This should be present throughout the whole project: in the constitution of the partner network,
the analysis (including specific analysis with respect to gender and diversity from the outset and all the way
through to the strategy).

7. Furthermore, the trade unions should be strengthened in their role as representatives of worker’s interests, of
all the specific target groups (youth, women, people with disabilities). Their role should be enhanced towards a
safe-guard of the human-centered approach to lifelong learning, which is the ILO’s objective. The ILO Global
Commission on the Future of Work states at the very outset that they propose a “human-centered agenda”.

8. Considering that lifelong learning encompasses also non-formal and informal education and training (see, for
example, good practice and recommendations of UNESCO Institute for Lifelong learning), it would be important
to embed this in the foresight exercise. This would mean, for instance, that non-formal adult education or informal
apprenticeship can be considered in strategies to satisfy the (up)skilling needs. This would make the skills
anticipation congruent with lifelong learning concepts, rather than gear it purely towards technical vocational
training or education.

9. Furthermore, it should be ensured that local research capacity in this regard is supported and systematized
through appropriate stakeholders.

10. Last but not least, the question of financing of any possible strategies which result from the exercise should be
dealt with as a contingent question and not be externalized.

49 Inception report sent by Laura Schmidt by mail on 29 November 2019.

50 For the status quo, in the field of new technologies, The research paper, “The Fourth Industrial Revolution, Artificial Intelligence and the Future of Work
in Egypt, Nagla Rizk and Ayman Ismail Inception Note November 11, 2019” sent by Laura Schmid on 26 Nov 2019 shows that the ILO is involved in the
researching and foresight skills needs in the areas of a changing world of work in Egypt. The proposed scenario will need to be fitted and integrated with
these initiatives.
38

Reference to good practice and lessons learnt from past initiatives which could be used, including, but not restricted
to the following:
ILO tools: STED, research of ILO Cairo, ETF/CEDEFOP/ILO51
ILO country examples of good practice: Republic of Ireland, Expert Group on Future Skills Needs (EGFSN9 with Ministry
of Education and Science, the Ministry of Enterprise, Trade and Employment and the Ministry of Finance.52 South
Korea, nationwide science and technology foresight since the 1990s to (a) providing a vision and direction for emerging
science and technology areas; (b) identifying technologies that have a high potential of contributing to growth (in
terms of national wealth as well as quality of life), among others.53

Role of ILO The trade unions as well as the FEI/MSMEDA will need to play an active role, in particular in their sectoral parts. They
constituents should be able to have a strong say in the choice of sectors and should be key players in the foresight exercise.
MSMEDA would feed the specific view of micro or small businesses and particular start-ups into the project.
All players should become part of the system, and therefore the capacity-building element of the project is also
targeting them in particular.

Potential donors EU, BMZ (through GIZ), UNICEF, World Bank, Proposals to the private sector (CSR programmes)

51 European Training Foundation/European Centre for the Development of Vocational Training/International Labour Office. 2016. Developing Skills Foresights,
Scenarios and Forecasts. Luxembourg: Publications Office of the European Union.
52 Overview of good practice sent by LS in Jan 2020
53 European Training Foundation/European Centre for the Development of Vocational Training/International Labour Office. 2016. Developing Skills Foresights,
Scenarios and Forecasts. Luxembourg: Publications Office of the European Union.
 39

Strategies that allow persons with disabilities to access continuing training on

an equal standing (Scenario 2)
Contribution to ILO This is in line with the ILO’s 2020-2021 Programme and Budget Outcome 5, “Skills and lifelong learning to facilitate
programme and access to and transitions in the labour market” and in particular the indicator 5.2, “Increased capacity of member
budget states to develop new, inclusive and gender responsive skills and lifelong learning policies, governance models, and
financing systems”, which highlight the importance of lifelong learning and inclusive skills strategies. This assignment
is especially geared towards achieving Indicator 5.2.1, “Number of member states with inclusive skills and lifelong
learning or strategies”. (Reporting documents: Official national reports and documentation, compiled in the ILO
Strategic Management System).

Scenario or project Increased participation of persons with disabilities in continuing TVET and ultimately on the labour market.
potential objective(s)
Persons with disabilities (PwD) are faced with multiple challenges on the labour market and are more at risk of exclusion
than people without disabilities. One key element is accessible, high-quality TVET which can help PwD to access and
to be competitive on the labour market. The right of PwD to disability-inclusive vocational training has been promoted
by the UN Convention on the Rights of Persons with Disabilities (CRPD), 2006.
The Human Resources Development Recommendation No. 195 (2004) includes PwD among those to whom equal
opportunity strategies, measures and programmes to promote and implement training must be addressed. Also, the
Conclusions on Skills for Improved Productivity, Employment Growth and Development, International Labour Conference,
2008, include PwD among those for whom specific measures must ensure participating in training, learning and the
labour market on an equal footing.
In a changing World of Work, it is necessary to pay particular attention to the needs of PwD in order to leave no one
behind. In Egypt particularly, and despite the labour law assigning 5 per cent of hiring for PwD, it is still rather weak
in implementation. PwD suffer from discrimination and low social skills owing to societal stigma.
On a strategic level, the project would elaborate a sectoral strategy with active involvement of the ILO constituents
and representatives of PwD interest groups (governmental organizations or civil society actors).
Implementation would include capacity building measures for the stakeholders to underpin the strategy and enhance
sustainability. Furthermore, an action plan would implement a review of one or several existing continuing training
programmes and curricula in order to make them more accessible and tailored to PwD.
For this to happen, the scenario can address several parts of the system at the same time or only one of them:
mainstream needs of PwD into the system on different levels such as anticipation of skills needs with particular
reference to sectors which employ PwD, counselling and orientation, access to training (financially, physically), design
of curricula and materials as well as delivery of training, awareness of all stakeholders (policy-makers, training provider
managers (public and private), social partners, persons with disabilities themselves and family and community),
mainstream needs of PwD into continuing training.
The scenario would best look at these issues restricted to one or two specific sectors.
The scenario would specifically aim to mainstream the needs of PwD into continuing TVET rather than providing
stand-alone solutions. This approach is in line with the idea of a human centered LLL and the very idea of social
inclusion.
It is of particular importance to mainstream the needs of women with disabilities who are at particular risk of exclusion.

Core problem(s) PwD have particular challenges to access the labour market and technical training and continuing training. They are
more at risk of marginalization, and training programmes are often contributing to segregation because mainstream
training does not cater for PwD. More than technical skills, personal and social skills training is needed for PwD within
the Egyptian context.
40

Potential partners Policy level:

MoETE
MoMM (they have a role to inspect enterprises to ensure they respect the quota for hiring people with disabilities)
Ministry of Communication and Information Technology (MCIT), who already have experience on technology for
people with disabilities
UNECSO (a lot of experience on needs of PwD)
Interest group of people with disabilities
ILO constituents
Implementation level:
TVET schools/ TVET II Egypt Programme
Continuing training providers
Teacher training institutes/universities
Public Employment Service as relevant
Enterprises and trade unionists
MSMEDA (connection with SMEs as the largest hiring segment)
 41

Approach 1. The specific situation of PwD on the Egyptian labour market and the existing policies and (continuing) training
offer will be analysed54. Needs and gaps in the whole system (awareness of stakeholders, orienting, counselling,
opportunities given by employers, supply of training etc.)

2. A choice of sector would be made, based on criteria such as where PwD are most employed currently (formal or
informal) and where the changing labour market can offer most prospects. This choice could be directly linked
to scenario 1 (foresight system) if the scenarios can be implemented successively rather than at the same time.

3. Following the situation analysis, a sectoral strategy would be elaborated with active involvement of the ILO
constituents and representatives of PwD interest groups.

4. The process is underpinned by capacity-building measures to anchor the outcomes in the Egyptian system. The
project would therefore directly train representatives of the partner institutions on mainstreaming the needs of
PwD.

5. On the level of implementation, the strategy would be taken to review one or several existing continuing training
programs and curricula in order to make them more accessible to PwD. The programmes can be both entirely
provider-based or of a work-based learning format. As experience in the Republic of South Korea shows55, ICT
and e-learning technologies make learning accessible to larger groups and can serve to make LLL more inclusive.
This can include:

a. Experimental use of ICT/social media

b. Experimental blended learning (online, gamification, teacher led, work-based).

c. The use of ICT to increase access for PwD can also be introduced horizontally, including counselling and
orienting.

d. The scenario could implement a valorization strategy of employers who offer WBL.56 They would therefore
include showcasing of “virtuous employers” through media or a competition.

e. The recognition of competences acquired in continuing training support the development of systems.57 The
implementation scenarios will therefore explore how this is possible. It is clear that the recognition of continuing
training has wider system implications.

6. Finally, the scenario can include an impact study on the success of the reviewed training programme in order to
measure its effectiveness and give a basis for replication.

7. A different or additional track could be the use of ILO’s TREE methodology to apply for access to TVET for PwD.
It is a methodology for identifying economic opportunities and training needs in order to develop and implement
training programmes. The focus is on disadvantaged social and economic sectors in marginalized communities
that are not reached or served by formal or non-formal training systems. The specific focus is on people with low
levels of literacy and numeracy living in rural areas, and particularly women. The method targets adults with no
or low formal educational levels, it provides a methodology to introduce LLL into remote areas. It also uses simple
ODL technology. It can build on local training providers and cooperates with the private sector and authorities.
Builds these local capacities. Experience in Bangladesh shows it can be linked to national qualifications system58.
Reference to good practice and lessons learnt from past initiatives that will be used include (but are not limited
to) the following.
The ILO TREE methodology as outlined above.
The ILO project “Workplace learning for intellectually disabled persons” which has funded the Egyptian NGO Ebtessema
to offer initial training in the tourism sector59 can possibly be built upon to introduce good practice into continuing
training with a WBL approach.

54 Such a situation analysis was not part of the scope of the current assignment.
55 Jin Yang and Rika Yorozu, “Building a Learning Society in Japan, the Republic of Korea and Singapore”. UIL Publication Series on Lifelong Learning Policies
and Strategies: No. 2, Hamburg, 2015.
56 Ibid.
57 Ibid.
58 “An ILO tool for Egypt?” presentation Cairo, 8 June 2017 by Christine Hofmann, Skills Development Specialist ILO. PPT made available by Laura Schmid, ILO
Cairo. https://www.ilo.org/skills/projects/WCMS_103528/lang--en/index.htm

TREE Fact Sheet Bangladesh, https://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-dhaka/documents/publication/wcms_226468.pdf

59 Overview of good practice sent by Laura Schmid in January 2020.
42

Experience at the Instituto Nacional de Aprentizaje (INA) in Costa Rica, which implemented a gender assessment
(quantitative and qualitative) and gender mainstreaming strategy to overcome occupational segregation and to overall
increase participation of women in TVET and the labour market.60
Good practice from Republic of South Korea and Singapore61 as well as German – Italian AHK.
Various policy-level examples supported by the ILO can be relied upon, for example the General Policy, mentioning
persons with disabilities in Bangladesh, or the Policy for disadvantaged groups, including persons with disabilities, in
South Africa62.

Role of ILO constitu- The employers and trade unions would have the role of actively promoting awareness, and the actual inclusion of
ents PwD into continuing training. Employers have a key role in facilitating continuing training of their workers, while trade
unions need to make this one of their claims.

Potential donors UNICEF, Egypt Information and Communication Technology Trust Fund (ICT-TF), Training and Rehabilitation Fund
(under MoSS and Takaful and Karama Programme), EU/TVET II Egypt, Swiss Development Cooperation (SDC) for green
jobs, USAID (new WISE program), UNESCO Institute of Lifelong Learning (UIL), UNDP PwD ICT, Proposals to the Private
Sector (CSR Programmes)

Strategies for continuing education in specific fields such as new

technologies (such as artificial intelligence, automation), IT, competencies
of unskilled workers, skills for green jobs, including in particular for women.
(Scenario 3)
Contribution to ILO This is in line with the ILO’s 2020-2021 Programme and Budget Outcome 5, “Skills and lifelong learning to facilitate
programme and access to and transitions in the labour market” and in particular the indicator 5.2, “Increased capacity of member
budget states to develop new, inclusive and gender responsive skills and lifelong learning policies, governance models, and
financing systems”, which highlight the importance of lifelong learning and inclusive skills strategies. This assignment
is especially geared towards achieving Indicator 5.2.1, “Number of member states with inclusive skills and lifelong
learning or strategies”. (Reporting documents: official national reports and documentation, compiled in the ILO
Strategic Management System).

Scenario or project Strategies and action plans for using continuing education to fill skills gaps in
potential objective(s)
- new technologies (such as Artificial Intelligence, Augmented Reality and Virtual Reality, Cognitive Cloud Computing,
Internet of Things (IoT), Intelligent Apps (I – Apps), Big Data, RPA (Robotic Process Automation)) and automation
- green jobs
The ultimate objective would be to allow employers to find skills on the labour market that allow them to compete in
the changing economy while at the same time providing workers with the opportunity to develop these skills during
their working life.
The specific objective of this scenario would be to develop a strategy on continuing education in the selected sectors,
including mainstreaming of women’s and diverse needs, and the necessary financial provision.
On an implementation level, it would develop and pilot improved continuing education offers at post-secondary and
tertiary levels and capacitate the education providers, namely universities (and training providers as appropriate) to
increase their continuing education offer in a true LLL perspective. It would allow disadvantaged groups – women
and PwD – to access continuing education on a more equal footing.

Core problem(s) The Egyptian labour market faces challenges owing to changes in the World of Work, which need to be confronted to
avoid increases in unemployment and precarious work and to allow the Egyptian economy to grow. The strategy and
action plan will pay particular attention to inclusion of unskilled workers and women in particular. The mainstreaming
of PwD will also be guaranteed here.
Skills shortage (rather than “mismatch”) are a risk in these sectors which are fast developing in the changing world
of work. This can constitute a bottle neck for the Egyptian economy and result in an increase in unemployment.
At the same time, the post-secondary or tertiary education system does not necessarily view itself as a provider of
LLL: this needs adaptations to the mission and strategies.
The participation of women on the Egyptian labour market is weak; it stood at 16 per cent with female unemployment
at 24.3 per cent in 2017.63 Difficulties in accessing training can be one of the root causes.

60 Ibid.
61 Jin Yang and Rika Yorozu, 2015.
62 ILO, Making TVET and skills systems inclusive of persons with disabilities, Geneva, 2017.
63 https://www.ilo.org/wcmsp5/groups/public/---africa/---ro-addis_ababa/---sro-cairo/documents/publication/wcms_663785.pdf
 43

Potential partners X MoETE

X MoHESR/KfW Integrated Technical Education Cluster

X Universities in different regions, other post-secondary training providers

X Relevant industry partners, including MSMEs in particular (for example, IT start ups)

X Employers representatives (FEI, MESMEDA…)

X Trade unions (human centered approach)

X TVET II Egypt

X The General Authority for Literacy and Adult Education (GALAE)

X NCW Women Skills Development Centre

Approach 1. The specific situation of PwD on the Egyptian labour market and the existing policies and (continuing) training
offer will be analysed64.If Scenario 1 is implemented, then there is a strong connection here. The two scenarios
could potentially be merged or at least strongly build upon each other.

2. The aim is to assess the skills needs (foresight) of these (or further selected sub-sectors) and develop coherent
action plans. This includes the assessment of training needs in enterprises, an assessment of gaps in the system
of continuing education provision.

3. Particular attention needs to be paid to the position of women and other excluded groups, PwD in particular in
terms of participation in the given sector, participation in continuing education and barriers to this, as well as the
connection between career development and continuing education. The assessment will allow to mainstream
provisions into the offer to be developed with a view to a more equal standing on the labour market.

4. A policy or strategy would be developed for the continuing education offer in the particular sector together with
employers, universities and employer representatives.

5. The action plan would be partially implemented in this initiative, through the adaption of existing programmes
or the development of new ones, or both.

6. While seeking to develop the course offer, the scenario would also aim to strengthen the capacity of universities
to provide such training. The challenge is for universities to review their mission and integrate continuing flexible
and work-based learning offers in direct collaboration with employers, using new formats (such as blended learning
or e-learning only) and new methodologies to transform into LLL providers.
Universities need to revisit their learning offer and go beyond simply offering continuing education on the selected
fields, exploring further their position in LLL. This includes questions relating to the role of universities and requires:

a. diversifying student populations (this includes all marginalized groups);

b. diversifying services to learners (preparation and orientation, validation of learning, counselling and so on);

c. diversifying educational provision (learning mode and qualification);

d. diversifying partnerships (in this case particularly with social partners).65

7. The project would seek for the participating universities to elaborate and adopt relevant LLL strategies and action
plans. These could then see partial implementation, for instance with teacher training (upgrading skills for adult
learning), development of new student services, formalization of new partner networks, recognition of prior
learning and of new competences acquired in continuing education.

8. Specific teacher and trainer certification could be part of this .

Similar to Scenario 2, this scenario should include strategies to implement the valorization strategy of employers who
offer WBL in a post-secondary or tertiary context.66 The scenarios would therefore include showcasing “virtuous
employers continuing education initiatives with universities” through media or a competition.
Again, akin to Scenario 2, the recognition of competences acquired in continuing training supports the development
of systems67 and should also be part of this strategy. In the context of university education, the recognition of prior
learning as well as that of acquired competences may be easier. The implementation scenarios will therefore explore
how this is possible and implement as far as possible. It is clear that the recognition of continuing training has wider
system implications.

64 The situation analysis which would be necessary was not part of the current assignment.
65 Hanne Smidt and Andrée Sursock, Engaging in Lifelong Learning: Shaping Inclusive and Responsive University Strategies. European University Association.
Brussels, 2011.
66 Ibid.
67 Ibid.
44

Reference to good practice and lessons learnt from past initiatives which will be used, include (but are not limited to):
An EU funded project: Shaping inclusive and responsive university strategies – project implemented by the European
University Association, October 2009 – September 2011. With 29 universities in Austria, Belgium, Denmark, Finland,
France, Georgia, Germany, Greece, Hungary, Ireland, Italy, Lithuania, Netherlands, Poland, Russian Federation, Slovakia,
Spain, United Kingdom. The project shows how universities adopt and implement an institutional LLL strategy. It points
out necessary adaptations at four key levels (student populations, services to learners, educational provision,
partnerships). LLL offer is more than the development of adhoc training for workers.
Gender mainstreaming examples in TVET systems including experience at the Instituto Nacional de Aprentizaje (INA)
in Costa Rica, which implemented a gender assessment (quantitative and qualitative) and gender mainstreaming
strategy to overcome occupational segregation and to increase overall participation of women in TVET and the labour
market68.
Use of big data for skills anticipation, part of SKILLS UP funded by ILO.69

Role of ILO constitu- The FEI needs to be a key partner and take active part in the selection of sectors and take a role in the strategy as well
ents as in the implementation scenario. This spans from being a partner in the system to promoting specific enterprise
partners for the piloting of the new course offer. A particular responsibility lies in the role the FEI takes in the financing
of continuing education.
MEMEDA has a similar role, particularly with regards to employers in the SME segment.
The trade unions need to support the project and the understanding that continuing education is part of workers’
rights, including women and people with disabilities. Their role would be to increase their own capacity in this regard
and raise awareness among members.

Potential donors United Kingdom Development Fund (through AWEF), Kingdom of the Netherlands Development Cooperation, BMZ
through GIZ, UNWOMEN, UNICEF, Swiss Development Cooperation (SDC) for green jobs

68 Overview of good practice sent by Laura Schmid in January 2020.

69 https://www.ilo.org/skills/events/WCMS_715843/lang--en/index.htm
 45

Annex
Mapping of Egyptian government, organized private sector and donor
organizations inclusive skills and LLL strategies, policies and projects

Entity Description Relevance and assessment

Ministry of Trade X The ministry’s mission is to provide an adequate environment for a X The ministry is relevant to the topic of LLL,
and Industry sustainable inclusive economy based on enhancing competitiveness, especially on the level of upskilling of labour
(MTI) diversity, knowledge, innovation and generating decent and productive through its affiliated entities.
job opportunities
X The ministry’s presence across the
http://www.mti. X The ministry has affiliated entities that provide support services to the governorates is through its affiliates.
gov.eg/english/ Egyptian industries, in the form of consultations and training. These
Pages/default. entities include (entities will be elaborated on in the table below): X The ministry’s staff capacity varies
aspx depending on their role, and the training
z Productivity and vocational Training Department (PVTD). opportunities they received from different
partners.
z Industry Development Authority (IDA)
X The ministry has partnered with several
z Industrial Modernization Centre (IMC) international donors including GIZ, ILO
and EU.
z Industrial Training Council (ITC)

Ministry of X The ministry’s strategy is to coordinate between the industrial and service X The ministry is of relevance to LLL, on a
Planning, ministries, the formulation of policies and plans to develop administrative coordination level and civil servants capacity
Monitoring and performance, establish an integrated monitoring system for national development level.
Administrative plans and projects and facilitate the participation of the private sector
reform and civil society in achieving sustainable development. X The ministry’s strategy and implemented
activities incorporate LLL, especially on the
(MPMAR) X Under the administrative reform arm, the ministry has a capacity-building level of upskilling of labour with a focus on
http://mpmar. programme under which several initiatives are established to build the civil servants, through its capacity-building
gov.eg/ capacity of civil servants in different positions in all governmental entities. programme implemented in cooperation
This programme has regional and international partners, including the with Cairo university and the French
Emirati fund, the American University in Cairo and the French university. university.

X The ministry’s strategic plans includes moving towards a knowledge-based X The ministry does not seem to have a strong
economy which requires highly skilled and educated human resources, geographical presence outside Cairo.
therefore it entails focusing on primary education, secondary education,
TEVT education, higher education and continuous education. X Key partnerships with international donors
are not visible.
X In addition, the plans stipulate that constitutional rights include gradually
increasing the budget allocated to education, TVET education and scientific X The ministry does not have a clear entry
research. point for the ILO.
46

Entity Description Relevance and assessment

Ministry of X The ministry’s mission includes providing decent work opportunities for X The ministry is of high relevance to LLL, given
Youth and youth, and making youth service centres for the whole family. its provided training opportunities for youth.
Sports (EMYS)
X In partnership with Microsoft, the ministry offers training workshops on X The ministry’s strategy and implemented
life skills including planning and CV writing. activities incorporate LLL, especially on the
https://www. level of upskilling of labour.
emys.gov.eg/ X The ministry also offers training to its staff, so that they can perform
their jobs effectively. X The ministry has wide outreach to youth
through the youth centres.
X The ministry has a strong geographical presence across the country
through its youth centers. X The ministry’s staff capacity is deemed
insufficient.
X several international donors have implemented intiatives in collaboration
with the ministry, including: X The ministry has partnered with several
international donors and private sector.
z “Egypt Works”70: implemented by Microsoft and UNDP, and helping
youth through capacity-building, job placement and entrepreneurship.

z “Creating an Enabling Environment for Adolescents in Egypt”71

implemented by UNICEF and supported by USAID. It focuses on
employability, entrepreneurship and life skills development of this
important population group.

Ministry of Local X The ministry’s objectives include: coordination of efforts of different X The ministry is relevant to LLL through its
Development institutions, ministries and organizations that work in the field of local initiatives to eradicate illiteracy and
(MLD) developing local communities and local administration units in all employment initiatives.
governorates; contributing to the plan of economic and social development
http://www.mld. in partnership with the governorates; and participation in the preparation, X The ministry’s strategy and implemented
gov.eg/?lang=en qualification and training of leaders and human cadres necessary for activities incorporate LLL, especially on the
the management of local units, following up their performance and level of upskilling of labour.
ensuring their future.
X The ministry has local outreach to the
X There are several projects under the ministry including: governorates directly, which is an edge
lacked in most centralized government
entities.
a. National Project to provide employment opportunities for youth
and eliminate unemployment (2015-2030);72 the project includes X The ministry self-finances many of its
giving loans to youth to establish micro, small and medium initiatives through its special fund.
enterprises, with a special focus on women.
X The MLD has various international
b. Fighting Illiteracy: eradication of illiteracy through an inclusive partners including UN Habitat, the EU, the
developmental strategy. Triggering a cabinet degree to have all international organization for migration
university students studying an arts major to teach eight people and the ILO.
how to read and write as a prerequisite for their graduation. Training
of Trainers (ToT) to the implementer or teachers of the programme. X Therefore it has an entry point for the ILO.
c. Hayat Project (Minya Governorate): Human Security through Inclusive X It is unclear whether activities are
Socio-cconomic Development in Upper Egypt. It aims to increase implemented directly by the ministry’s
youth employability and skills development by building on local employees or through hired service
available resources; interventions will focus on entrepreneurial skills, providers, so it is hard to assess the
technical and soft skills. capacity of its staff. However, it is clear
that the ministry is able to implement
d. Hayat Project phase 2 (Sohag Governorate) several initiatives in parallel across different
locations.

70 https://www.eg.undp.org/content/egypt/en/home/operations/projects/development-impact/Masr-Works.html
71 https://www.unicef.org/egypt/press-releases/ministry-youth-and-sports-unicef-and-usaid-conduct-visit-focusing-adolescents
72 https://www.facebook.com/‫مشروعك‬-Mashro3ak-1890032357907565/
 47

Entity Description Relevance and assessment

Information X Affiliated to the MCIT. X ITIDA is LLL-relevant through its skills

Technology development programs for IT graduates
Development X ITIDA’S mission is to identify the needs of the local IT industry and and ICT professionals.
Agency (ITIDA) addressing them with well-designed programmes, policy advice, promoting
trade in local and international markets, and being a strategic advisor to X ITIDA has many partnerships with
local and international companies. international donors and with private sector
https://www. companies.
itida.gov.eg X ITIDA implements skills development activities for students and ICT
professionals. X ITIDA does not have a geographical presence
outside its premises.

Egyptian Agency X Affiliated to the Ministry of Foreign Affairs. X The EAPD is LLL relevant through its
of Partnership capacity-building programmes for calibres
for Development X Mandated for granting technical cooperation and humanitarian from African and Islamic countries.
(EAPD) assistance to African and Islamic countries, organizing training courses
and workshops, promoting the collaboration with the UN, developed X EAPD’s mandate and activities can be a
countries, regional and international organizations within the framework reference for the ILO on regional skills
https://www. of south-south, and north-south cooperation, as well as contributing in needs and strategies to instill them in the
mfa.gov.eg/ funding and mobilizing funds for development projects. population.
English/
Ministry/ X One of the principal goals of EAPD is to provide development calibres to
AffiliatedBodies/ African and Islamic countries by offering capacity-building programmes.
Pages/
Egyptian-
Agency-of-
Partnership-for-
Development.
aspx

Industrial X ITC is affiliated to the MTI. X ITC is of high relevance to LLL given its
Training Council central role in industrial sector vocational
(ITC) X ITC partners with the most qualified training providers, using available training.
donor subsidies, to deliver quality training services.
X Information on ITC and its partners is
X ITC is mandated to: lacking, therefore its role cannot be assessed
through desk research.
z establish a sustainable tool to identify the ongoing training needs of
the industrial sector;

z establish a monitoring and evaluation system to ensure the quality

of the trainings provided;

z develop the vocational training system to enhance the quality of

provided training and increase its relevance to the needs of the industry.

X ITC’s work is not visible through desk research.

Industrial X IMC’s relevance to LLL is indirect, through

Modernization X Affiliated to the MTI their subsidized consultancies offered to
Centre companies, including HR development
X IMC aims to support the industrial enterprises, create an enabling business consultancies.
(IMC)
environment for the industrial sector, in coordination with the Ministry
of Trade and Industry. It is committed to supporting comprehensive and X IMC has partnered with several international
sustainable human resource development donors including GIZ.
http://www.
imc-egypt.org/​ X The centre has 300 professional staff members working on reaching X IMC has a wide geographical presence,
the Egyptian industrial community through 19 geographically dispersed with 19 offices allocated across most
branches. governorates.
48

Entity Description Relevance and assessment

Professional X The PAT is a center of excellence that assures the quality of the continuous X The PAT has high relevance to LLL, given
Academy for professional development of members of the educational sector in an its responsibility towards ensuring the
Teachers (PAT) effective partnership with faculties of education, schools and other continuous professional development of
relevant institution. educators.
http://pat.edu.
eg/en/ X It was established by a presidential decree in 2008. X It has partnered with the MoETE and MICT
in training teachers on inclusive education.
X It reports to the Minister of Education in person but not to the ministry.
PAT’s headquarters are in Cairo with branches across most governorates. X Its level of activity and international
partnerships is unclear.
X PAT’s responsibilities:
X It has branches in most governorates.
a. planning and reviewing standards of continuous teachers’
professional development and promotion;

b. issuing teaching profession certification;

c. accreditation of professional development and all training services

providers;

d. supporting educational and pedagogical research and assuring its

application.

Centre for X Affiliated to the MoETE X The centre’s activities are relevant to LLL,
Curriculum and given its role in incorporating the needed
Instructional X Established in 1988, with the aim of: skills and development plans within the
Material educational system.
Development z adopting integrated technics of curriculum development to elevate
the level of the educational process; X The capacity and policy influence of the
(CCIMD) centre cannot be assessed.
z establishing coordination between all steps of the educational process
leading to positive effect on the educational system outcomes;
http://moe.gov.
eg/ccimd/index. z incorporating the needs of the society and development plans in
html the educational process, to achieve the link between education and
development. (Link educational outcomes with the needs of the society
for trained labour).

National X The parliament proposed to transfer its affiliation from the Ministry of X The NPC has LLL-relevance given its human
Population Housing, Utilities and Urban Development to come directly under the development plans and offered trainings.
Council (NPC) ministry’s cabinet.
X The council has several international donors
http://npc.gov. X Its mandates include studying and proposing human development plans. including UNICEF and UNFPA.
eg/
X The council has a department for training management and Human X The council offers training on governorate
Resource development, under which training is planned on the governorate levels.
level. Training includes literacy, communication, team-work and handicrafts
for women.

X The council has several international partners, including UNICEF, UNFPA,

WHO and USAID.
 49

Entity Description Relevance and assessment

Micro, Small and X According to a presidential decree in 2018, MSMEDA comes directly under X MSMEDA is relevant to LLL given its offered
Medium the Egyptian prime minister. training to the owners ofmicro, small and
Enterprises medium enterprises. It equips its target
Development X MSMEDA is mandated to develop MSMEs and entrepreneurs directly or group with the needed skills to create their
Agency indirectly by coordinating initiatives and activities by different community- own business and sustain them, which is a
based organizations, donors or private companies. form of labour market entry.
(MSMEDA)
X The agency’s services include various activities supporting the X MSMEDA, has multiple international donors
establishment and development of enterprises such as; trainings, including GIZ and the ILO; therefore there is
http://www. enterprise establishment, entrepreneurship support, technical support an established internal connection.
msmeda.org.eg/ and funding.
X The agency has trained staff that deliver the
X MSMEDA has two main pillars for international cooperation: trainings and services themselves.

z financial and institutional partnerships X The agency offers its services across all
governorates through its offices.
z technical and strategic partnerships
X The agency’s new political positioning could
X Cooperation is varied: regional cooperation; multilateral partnerships; entail higher policy influence.
bilateral partnerships and public private partnerships.

X The agency has a portfolio of 30 financial and institutional partnerships.

Financial cooperation is US$2.2 billion as loans and US$1.9 billion as grants.

X The agency has special focus on women73 and their role in development
by ensuring the inclusiveness of their activities and integrating gender-
related activities into different projects.

General X The GALAE is under the cabinet of ministries. X The GALAE authority is highly relevant to
Authority for the topic of LLL and inclusive skills given its
Literacy and X In cooperation with several partners, including UNESCO, the authority educational offerings, and efforts to reach
Adult Education developed 11 educational courses, responding to the actual needs of the vulnerable groups like women and persons
(GALAE) learners, to complement the basic literacy curriculum. These courses with disabilities.
include training for employment, life skills, human rights and health
education — which attracts female learners the most. X Its focus is on basic literacy education and
life skills.
X The GALAE also pays special attention to learners with disabilities; there
are dedicated classes for the blind or visually impaired in Aswan, among X The authority has partnered before with
other governorates.74 UNESCO on developing curricula.

X In addition to its literacy centres, the GALAE supports any educational X The authority has a local and widespread
activities that take place within and outside the educational institutions outreach across the governorates.
for anyone who is not enrolled in formal education.
X It is unclear how its literacy teachers are
X The duration of the literacy programmes ranges between three to six trained to perform their tasks, and hence
months. the capacity of its staff members cannot
be assessed.
X The authority has signed more than 600 cooperation protocols with all
relevant ministries and organizations including the Ministry of Education,
the Ministry of Health and Polulation, and the Ministry of Youth and
Sports. It also cooperates with the armed forces, universities, mosques,
women’s clubs and health clubs in all governorates to reach illiterates.

X The GALAE focuses on promoting the concept of lifelong learning by

raising awareness that obtention of the literacy certificate is the first
step before continuing advanced studies and becoming public servants.

73 www.msmeda.org.eg/women.html
74 https://www.egypttoday.com/Article/15/44922/Educating-the-pillars-of-society
50

Company Description Relevance and assessment

Orange X It announced its support to 50 women from Minya governorate, providing X There are abundant private sector
them with the necessary trainings and workshops to start their projects. initiatives incorporating LLL opportunities
https://www. and inclusive skills. However, they are of a
orange.eg/en/ X The company had a previous initiative to train and employ 100,000 humble scale.
about/ Egyptians in 2011.
company- X The MoETE has cooperated with the private
overview/ sector through allowing the establishment
social- of schools inside factories. Yet, its impact
responsibility needs a further study.

SEKEM X SEKEM has established a vocational training centre (VTC), accredited by X The private sector can be a catalyst to push
the Initiative for Industrial Schools for Vocational Training (formerly the for a structured and holistic LLL strategy.
https://www. Mubarak-Kohl-Initiative).
sekem.com/en/ X The private sector needs to be present on
index/ X Trainees participate in a three-year programme, taught by both local a steering level to ensure the relevance of
and foreign-trained staff. LLL policies to their actual needs.

X SEKEM also offers skills development training for women and has created
an enabling working environment for them to continue work after having
children.

Cisco75 X Cisco established its Networking Academy, which aims to complement

the education curriculum with Cisco’s teaching and career advancing
skills to fulfill the ultimate goal of bridging the gap in the job market,
especially for those living in disadvantaged and under-serviced areas.

El Sweedy X A technical school established in cooperation with the MoETE.

Academy (STA)
X The academy follows the German system of technical education and
training. In addition to technical topics, STA offers languages, soft skills,
https://sta.edu. computer skills and cost reduction mechanisms as part of its programmes.
eg/en/
about-sta/ X Through the academy, a project co-financed by Switzerland and the
about-us/ European Bank for Reconstruction and Development is being implemented
to enhance employability and job market access of young women and
men in Egypt.

75 https://www.amcham.org.eg/events-activities/missions/us-business-missions-to-egypt/28/October-2016/162/csr-programs#IBM
 51

Donor Activity Relevance

Canadian Fund Aswan Skills Development Programme The Canadian Development Fund has
Project outputs include: supported LLL projects focusing on developing
the training ecosystem to bridge the gap
1. refurbishing and equipping training facilities in Aswan; between the needs of the labour market and
the skills of the labour supply. The fund has
2. building the institutional and technical capacities of education centres
operated in Upper Egypt, giving it a different
to provide demand-driven technical, vocational, employability and
spectrum of field experience. Given its ongoing
entrepreneurial skills training;
partnership with the ILO, the fund can be a
3. providing workers with on-the-job training, career management potential financing partner.
support, professional development programmes and management
skills training;
4. supporting community-led enterprises, young entrepreneurs and
small and medium enterprises with a focus on the agri-business value
chain;
5. establishing consultation mechanisms to improve the link between
training institutions and market demand and improve the design,
financing, performance management and quality control of job training
programmes;
6. conducting research to better understand the constraints facing female
job seekers.
Budget: US$10.875 million
Partner: Aga Khan Foundation Canada
https://w05.international.gc.ca/projectbrowser-banqueprojets/project-
projet/details/D001112001

Decent Jobs for Egypt's Young People

The project supports the GoE’s efforts to stimulate sustainable economic
growth and provide appropriate jobs for young people, especially among
groups such as households headed by women, people with disabilities,
poor people living in rural areas and unemployed graduates.
Duration: 2011- 2020
Budget: US$15 million
Partner: ILO
https://w05.international.gc.ca/projectbrowser-banqueprojets/
project-projet/details/Z020984001

USAID Workforce Improvement and Skills Enhancement (WISE): The project aims USAID funds LLL projects aiming to bridge the
to establish partnerships between businesses and technical schools in order gap in the labour market through supporting
to understand skills needed for employment – reducing the current skills continuing education and upskilling of labour
mismatch, creating a pool of qualified candidates, and linking students with (wage or self-employed), in addition to
jobs. WISE will also improve the performance of the private sector through supporting career guidance in public
in-house training and improved human resource strategies that reduce universities. USAID’s projects seem to be
staff turnover. It will seek to build the capacity of business associations to ending soon; however, there may be room to
advocate for policy and regulatory reforms related to labor market efficiency. capitalize on their work.
Duration: 2015 – 2019
Budget: US$22.1 million
https://www.usaid.gov/sites/default/files/
documents/1883/2015-11-25%20WISE.pdf
52

Donor Activity Relevance

Strengthening Entrepreneurship and Enterprise Development (SEED)

The project provides technical assistance, capacity building and training to
Business Development Services (BDS) and Financial Services Providers in
order to support the growth and expansion of MSMEs in Egypt. Stakeholders
and counterparts include, but are not limited to: public sector reform
champions, incubators, accelerators, BDS providers, mentors, business
associations, investors, financial and non-financial institutions, schools and
universities, public organizations, MSMEs and entrepreneurs.
Geographical scope: the governorates of Alexandria, Assiut, Cairo, Dakahlia,
Gharbia, Giza, Menoufia, Minya, Port Said, Qalyubia, Qena, Sohag.
Duration: 2015-2020
http://www.seedegypt.org/

University Centres for Career Development

In coordination with the Ministry of Higher Education and Scientific Research,
this activity is establishing 20 sustainable career development centres at
universities across Egypt. These new centres will serve more than 70 per
cent of all public university students in Egypt, providing them with career
mentoring, specialized employability skills training, networking, and career
opportunities.
Duration: 2017 – 2021
Budget: $20.8 million
Implementing partner: American University in Cairo
Geographical scope: Alexandria, Aswan, Beni Suef, Cairo, Damietta,
Dakahlia, Giza, Menoufia, Minya, Sharqia, Sohag

United Kingdom British Council The UK development funds are financing varied
Development LLL projects and activities, starting from
Fund Contributing to shared prosperity and development through projects which supporting basic education for vulnerable
support improvements in young people’s education, strengthen English children to continuing education and upskilling
https:// language teaching and learning. of youth and inclusion of women in the work
devtracker.dfid. place. Some projects are implemented through
gov.uk/ Duration: 2016 - 2020
partnerships with UN agencies like the UNICEF,
countries/EG/ Budget: £13,130,677 which allows for a similar partnership with ILO
projects projects.

Conflict, Stability and Security Fund (CSSF)

The project outcomes include increased government capacity to implement
the education reform agenda and World Bank Loan, improvements to
Egyptian entrepreneurs’ ability to scale their businesses and to maintain
the employment of 200 Bedouins in areas affected by violence.
Duration: 2017 - 2020
Budget: GB £22.840 million

Chevening Scholarships
Enables student to pursue postgraduate study at UK higher education
institutions, returning to contribute to the development of their home
country.

UK Foreign Commonwealth Office (FCO)

It has allocated a total of EGP 276 million to the project, of which the objective
is largely to contribute to the current educational reform process, Education
2.0, and improving the quality of educational services in Egypt.
Duration: 2019 - 2021
Partner: UNICEF
https://www.unicef.org/egypt/press-releases/uk-unicef-partnership-sup-
port-education-reform-egypt
 53

Donor Activity Relevance

Arab Women’s Enterprise Fund (AWEF)

This fund aims to improve gender awareness and sensitivity across target
companies’ HR policies, increase employment and retention of women in
the labour force, and raise awareness and uptake of standards and
certification of products made by women working at home. AWEF is the
only market system based development programme in the region that also
puts women’s economic empowerment at the core of its objectives and
impacts.
Co-funded with the Islamic development bank.

JICA Egypt-Japan Education Partnership (EJEP) JICA has allocated large funds related to
education in Egypt, however it usually supports
https://www. Cooperation in the area of education including early childhood, basic, bilateral partnerships; there may be limited
jica.go.jp/egypt/ technical and higher education, as well as scientific research, technology opportunity for partnership.
english/ and innovation. Cooperation on the technical education level includes
activities/ introducing guidelines targeting both soft skills and practical skills on both
activity12.html the school management level and the teacher level; and supporting the
establishment of work transition units in the pilot schools – all in order to
contribute to the improvement of the discipline, productivity, and team
work of the students and their transition to the labour market.

Danish X Danida is Denmark’s development cooperation, which is an area of The Danish development cooperation is not
Development activity under the Ministry of Foreign Affairs of Denmark. of relevance to LLL, given its current focus
cooperation on civic engagement in Egypt.
(DANIDA, DAPP X Its strategies and priorities include migration and development and
and DEDI) inclusive, sustainable growth and development.

X Its current presence in Egypt is not clear. However, in 2014 Denmark

supported the ILO project “Decent jobs for Egypt’s Young People”.

X Through the same programme, Denmark supported the Social Fund

for Development’s project “Support for Labour-Intensive Employment
in Infrastructure and Social Services”.

https://egypten.um.dk/en/about-us/news/newsdisplaypage/?newsid=b9
929df7-ab9a-4879-9949-0f7a062cda83

X The Danish Egyptian Dialogue Institute (DEDI) was established to

promote social, and cultural understanding between Denmark and
Egypt and Europe and the Arab World, with dialogue as the main tool.

X The initiative will continue to be funded by the Danish Arab

Partnership Programme (DAPP), and its work is part of DAPP’s overall
strategic programme for the period 2017 - 2021.

Link: https://www.dedi.org.eg/about-dedi/

The DAPP is Denmark’s collaboration programme with the Middle East and
North Africa. It helps to strengthen good governance and ensure economic
opportunities, especially for young people and women in the region, through
partnerships.
https://www.dapp.dk/en/

Kingdom of the X The Dutch ambassador announced that the Netherlands will provide X The Kingdom of Netherlands
Netherlands €120 million aid to Egypt over the next four years76. development cooperation is of high
Development relevance to LLL activities, given their
Cooperation X The aid will be allocated for the development of water, agriculture, current efforts with the ILO, UNDP and
energy and women employment sectors UNICEF on skilling of women and children
of migrants in Egypt across different
geographical locations.

X In addition to the anticipated fund

allocated to different development
sectors including women employment.

X There is an established partnership with

the ILO on financing several relevant
projects.

76 https://see.news/netherlands-offers-e120-mln-aid-to-egypt-in-coming-4-years/
54

Donor Activity Relevance

X The ILO has signed a new US$94 million agreement with the
Government of the Netherlands as part of a wider inter-regional
partnership that aims to improve the access of host communities
and forcibly displaced persons to employment and livelihood
opportunities, known as the PROSPECTS Programme.

X PROSPECTS brings together the IFC, the ILO, UNHCR, UNICEF and the
World Bank to support this transformative approach.

X PROSPECTS aims to develop and implement evidence-based solutions

tailored to each local context, while also testing and learning from
innovative, operational solutions to the problems faced by host
communities and forcibly displaced people.

https://www.ilo.org/pardev/news/WCMS_725948/lang--en/index.htm

Promoting Gender-Responsive Workplaces in Egypt

Working with the ILO in Cairo seeks to support its constituents (governments,
workers and employers) to address the challenges women are facing, and
the need to enhance women’s employability by increasing their skills and
knowledge, to improve respect towards gender equality, and enhance the
process of efficient social dialogue practices. This is achieved through
providing support to the FEI. The Human Resources Academy was established
in the FEI to put in place strategies and practical solutions for better HR
and gender policies, which is a tailored-made training cycle for HR directors
and other managers offered as a service by the FEI for its members.
https://www.ilo.org/africa/media-centre/video/WCMS_711225/lang--en/
index.htm

The Netherlands collaborates with UNDP Egypt to provide women in Qena

and Luxor, two governorates in Upper Egypt, with literacy classes, practical
skills training, and entrepreneurship education.

The Netherlands works together with UNICEF to improve access to education

for children of refugees, migrants, and their neighbourhoods and to protect
them from violence and abuse. The most vulnerable children in major urban
centres with high refugee and migrant concentrations, namely Greater
Cairo, Alexandria, Damietta, El Beheira, Kafr El Sheikh, Marsa Matrouh,
Aswan, and the Red Sea, are the main target of the cooperation.
https://www.netherlandsandyou.nl/your-country-and-the-netherlands/
egypt/and-the-netherlands/development-coorporation

United Nations The Girls Code project UNFPA is conducting LLL-relevant projects that
Population Fund aim to upskill Egyptian and migrant women.
(UNFPA) It aims at equipping young refugee and Egyptian women with coding and Its activities are conducted in partnership with
web development skills, through a five-day a Training of Trainers programme. the ministry of youth and IBM. UNFPA is taking
Participants successfully completing the course will take over the training the lead in the SYPE in Egypt, which could
of other young women in the 10th of Ramadan area on a continuing basis. support in designing youth development and
Target Group: 20 Syrian and Egyptian women between the ages of 18 and female empowerment strategies.
30. UNFPA is one of the few agencies working with
Partners: UNFPA, the Ministry of Youth and Sports and IBM irregular migrants.

https://docs.google.com/forms/d/e/1FAIpQLSfHC9TKMR3U-
7z3HWT6RahKIM0VKDyarAdR7qMzSiXXkl5kapg/viewform
 55

Donor Activity Relevance

Survey of Young People in Egypt (SYPE)

This is a panel survey following the first survey in 2009 also supported by
UN Agencies. UNFPA is the lead organization in the Joint Programme. Egypt’s
office is supporting the implementation of the national population strategy
(NPS), whose third and fourth pillars are youth development, girl’s education
and women’s empowerment. The NPS seeks to address the balance between
population and development by designing an inter-sectorial framework
and implementation plan that will guide the governmental and non-
governmental interventions.
Partners: Eight UN Agencies, namely UNFPA, UNICEF, UN Women, WHO,
UNDP, UNV, UNAIDS and UNESCO, conducted by the Population Council
and CAPMAS.

https://egypt.unfpa.org/en/topics/young-people-14

United Nations Mainstreaming SDG 4 at national and decentralized levels in the Cairo UNESCO is the UN agency mandated to work
Educational, cluster on LLL, given its LLL institute which is headed
Scientific and by an Egyptian woman and has a strong
Cultural Support for cluster countries in strengthening their education systems to presence in the development scene in Egypt.
Organization sustain and accelerate education progress, by providing technical support It is currently supporting the MoETE & MoHER
(UNESCO) for the education authorities for reviewing plans, strategies, programmes in developing educational strategies and
and monitoring mechanisms. methodologies.
Duration: 2018 – 2019 Its financial contribution in Egypt is not very
Budget: US$44,600 high but it has the required technical expertise.

https://opendata.unesco.org/country/EG

National campaign for literacy with a focus on women in Egypt

Enhancing the literacy skills of 600 women and girls and building their life
skills for health, livelihoods and citizenship engagement through 12
Community Learning Centres (CLCs). A Training of Trainers programme
has been piloted and finalized with 124 literacy facilitators from six
governorates.
Duration: 2014 - 2019
Budget: US$150,000

Support to higher education reform in the Cairo cluster

Supporting higher education in Egypt in quality assurance, improvements
in admission systems to universities, use of ICT in higher education and
incentives for industry to support higher education.
Duration: 2018 – 2019
Budget: US$30,000

Early childhood care and education (ECCE)

Disseminating innovative teaching methodologies in the pre-school stage
through continued training of pre-school stage practitioners in Egypt and
the Arab region, developing new methodologies for dealing with pre-school
children within their families and cooperating with media and publishers
to disseminate the vision of pre-school education.

Technical Education
As a direct request from His Excellency the Minister of Education and
Technical Education, UNESCO Cairo reviewed the new curriculum framework
for technical education (TE 2.0), to refine and enrich it based on international
best practices and 21st-century skills. The delivered review report covers
areas of quality assurance, certification, monitoring and maintaining
standards, initial standards-setting, and the role of different actors and
agencies in relation to optimum delivery of programme elements.
56

Donor Activity Relevance

Institute for Lifelong Learning (UIL)

Supports member states in the field of lifelong learning with a focus on
adults and continuing education, literacy and non-formal basic education.
Aswan was one of ten cities worldwide to have won the learning city award,
having shown exemplary progress and commitment to promoting education
and lifelong learning at the local level.77

United Nations Jobs and skills for persons with disabilities with a focus on ICT-based UNDP’s LLL-relevant activities focus on
Development solutions upskilling of labour through offering inclusive
Programme ICT skills.
(UNDP) This 18-month joint project aims to support labour market inclusion of
persons with disabilities through the use of ICT solutions, with a specific UNDP is already an ILO partner which creates
focus on the ICT and tourism sector. room to capitalize on the existing partnership.
Partners: ICT Trust Fund and ILO

ICT for Women in Nuba - Integrated Rural Development Programme

The project will provide women with access to vocational and SMEs
management training courses, e-health services and education resources.

United Nations UNHCR technical and vocational training programme UNHCR offers LLL opportunities to refugees
High and Egyptians through their technical and
Commissioner Courses in the fields of culinary arts, tailoring, car and electrical maintenance vocational training program.
for Refugees were developed to help create opportunities for refugee youth to become
(UNHCR) self-sufficient and learn new skills, which are vital for them to rebuild their UNHCR has a wide pool of donors interested
lives and once again become productive members of a community. in working in local integration of refugees.
Implementing partner: Catholic Relief Services (CRS) There is an opportunity to explore collaboration
on initiatives related to inclusion of refugees.
Donors: Austria, Canada, Denmark, European Union, Finland, France,
Germany, Italy, Japan, Netherlands, Norway, Sweden, Switzerland, United
Kingdom and the United States of America, in addition to private donors
from Australia, Korea, Germany, Spain, Japan, Italy and Sweden.
https://www.unhcr.org/eg/12175-refugee-youth-graduate-from-unhcrs-
technical-and-vocational-training-programme.html

United Nations One Village - One Product (OVOP) UNWOMEN implements LLL activities under
Entity for their programmes aiming to upskill workers
Gender Equality Provide women with tailored finance, training, production tools and business and the private sector to create a female-
and the development support. In 2015, OVOP developed four clusters in four inclusive working environment. UNWOMEN
Empowerment governorates: the dairy cluster in Beni Suef, the artichoke cluster in El has partnered with donor agencies such as
of Women Beheira, the papyrus cluster in Menofia, and the handmade carpets cluster USAID.
(UNWOMEN) in Sharqia.

Promoting safe and secure workplaces for women in the agribusiness

sector
The project tailors its support to the needs of the targeted agribusiness
firms by building the understanding and capacity of management, staff,
related supply chain actors, women farmers and workers at processors and
factories, farmers’ associations and communities adjacent to the companies.
Partner: USAID
https://egypt.unwomen.org/en/what-we-do/economic-empowerment/
promoting-safe-and-secure-workplaces-for-women-in-the-agribusiness-
sector

77 https://ww.egyptindependent.com/aswan-receives-unesco-learning-city-award/
 57

Donor Activity Relevance

Women’s inclusion in value chains

The project addresses barriers commonly faced by women entrepreneurs
by providing business skills training, leadership training and access to
financial assets. UNWOMEN Egypt tailored alternative solutions for employing
and strengthening women through a package of business development
services and productive asset transfer modalities, including to home-based
retail outlets.
Partner: Coca Cola Company
https://egypt.unwomen.org/en/what-we-do/economic-empowerment/
women-inclusion-into-value-chains

World Bank Supporting Egypt Education Reform Project: The World Bank is funding a large project
The first component stipulates improved early childhood education. It aims integrating LLL on the levels of early education,
to expand access to quality early childhood education (ECE) in Egypt, through upskilling teachers and improving schools’
two subcomponents. Increased access to KG, and improved quality of KG technological infrastructure. The project’s
education. The second component is the effective teachers and education focus is on school education and does not
leaders. The component aims to improve the pre-tertiary education tackle directly access to the labour market. The
effectiveness of teachers, education leaders, and supervisors through two project has a high budget and four more years
subcomponents: improved quality of continuous professional development of implementation.
(CPD) system, and expanded CPD opportunities. The third component is
the comprehensive assessment reform for improved student learning. The
component has the following four subcomponents: reforming the
examination system in upper secondary education; introducing a grade 4
national assessment; transforming the grade 9 examination: and
restructuring the NCEEE. The fourth component is the enhancing education
service delivery through connected systems. This cross-cutting component
will support the government’s commitment to invest in new education
technology infrastructure and services. Investments in new education
technology infrastructure will be funded by the borrower. Finally, the fifth
component is project management, communication, and monitoring and
evaluation.
Duration: 2018 - 2023
Budget: US$2000 million
https://projects.worldbank.org/en/projects-operations/project-detail/
P157809?lang=en
58

Interview notes with relevant ILO stakeholders and staff

Meeting with TVET II Egypt represenatives: Ms. Shorouk Zidan (Director of TVET II)
X Large project encompassing all aspects of TVET Egypt, mainly to overcome the fragmentation in the sector

X Unifying occupational standards through the International Standard Classification for Occupations (ISCO)

X Relevant components of governance, professional development and transition to employment

X Establishing overall policies for apprenticeship and entrepreneurship in green economies

X Strategy to facilitate access to TVET for marginalized groups (particularly people with disabilities)

X Sector skills council with FEI

z Cooperate with TVET II on creating policies and implementation specifically with regards to LLL

z Bring best practices with regards to strategies and policies for TVET globally

z Support in the area of transition to employment

z Operationalize skills set

z Create concepts of learning organizations instead of only training centers

z Activate employer’s role in LLL

Meeting with ILO staff: Lina Nabarawy (ILO National Project Coordinator)
X Provided information on the Employment for Youth in Egypt - providing a reason to stay (EYE) programme within ILO

X Main focus of the programme is Skills and Enterprise, more tilted towards skills

X Skills - Job Search Clubs (promoting employability skills) and employment fairs with MoMM

X Main partners are UNIDO and UNDP

z Recommendation to invest more in ILO Egypt’s projects communication and visibility

z Promoting joint programmes between UN agencies and other partners in the future

z Check “Generation Unlimited” for employability skills with UNICEF

Meeting with MoMM - Commission on Future of Work: Mr Mohammed Abdelrahman (Director of the Commission)
X Provided information on the commission’s work plan (five internal meetings between members so far)

X The commission is mandated from the presidency and the Egyptian cabinet with researching the concept of future jobs
and establish strategies and polices that work on equipping current graduates and re-qualifying existing employees in
dying jobs to the Fourth Industrial Revolution.

X Several partners and stakeholders, for example the MoE, the MoP, a number of training institutions and several experts
on voluntary basis

X The commission is classified into different task forces that are appointed to take care of specific topics, for example
the members in our meeting are responsible for researching and establishing new job descriptions for future jobs (for
example AI jobs)

X GIZ and JAICA have approached the commission in anticipation of working with them

z Approach Ms Amal with an official letter from ILO in order to share internal documents and studies with our team

z ILO can support the commission in capacity building for its staff and members, as well as supporting them with
a better structure, establishing a strategy that encompasses their work and upscale a policy that introduces their
work to the market
 59

z Laura to attend the next Task Force for the commission, to observe

Call with ILO Staff; Nashwa Belal (Chief Technical Advisor)

X Two youth employment projects, rural and other geographical areas

X What is the target group of these scenarios?

X Equipping youth with skills within EYE to be employed

X The focus on entrepreneurial skills (enterprising youth) and know-how

X Targeted programmes based on local economic development, with skills component for unprivileged areas

X The focus is on policy, legislation and framework

X ILO Egypt generally focused on graduates and individuals entering the labour market

X Never thought of designing programs for individuals in schools

X More focus on training and employability skills and not education

X Which set of skills to focus on?

X There is an issue with work ethics (commitment, rights and duties)? Core employability skills, vocational skills

X Gap is on the vocational training aspect and institutional set-up

X Policy and strategy on the TVET level is missing

X Are the projects implemented linked to the priority sectors and connected skills?

X Challenge: many graduates who are educated but unemployed since they miss skills needed for the

X labour market and employer’s needs, education not fulfilling skills

X Suggesting short term scenarios versus long term scenarios, in parallel with long term vision

X Digitalization and new knowledge to initiate a discussion with decision-makers

X LLL and future of work (technology and digitization) models are highly novel to Egypt and worldwide, how to make a
human-centred approach

z Explore El Sewedy training programme

z Explore the new Siemens training model

Call with Christine Hoffman, (ILO Skills Department HQ, Staff)

X ILO did not tackle LLL on a strategy level in Egypt or in TVET

X TVET II programme however focuses on strategy and governance

X Ministry of Trade and Industry is working on mainstreaming skills and sectoral skills (Laura has access to them)

X MoMM is not sustainable as a partner but has access to the focus of training and apprenticeship

X Ministry of Social Solidarity can be considered as an option worth exploring, however their budget is not high

X Better Work Pilot as ILO Egypt project had an important focus on the training aspect

X Explore training fund through MoMM

X LLL is a challenge for MoMM since companies and enterprises do not trust the ministry

X If you need to select a partner preference would be Ministry of Industry since companies have more trust in them
60

X Ministry of Industry has access to ITC and IMC

X ITC has a list of registered private training providers (the private training lobby in Egypt is too strong in comparison to
public training)

X Focus on the idea of continuous training

X Check ILO export project - targeting larger companies scale

X 10 HR modules for productivity enhancement under the youth employment project at ILO Egypt

X MSMEDA is an interesting entity to explore and has access to SMEs

X Unifying approach is recommended including various players on the topic on board to enhance the coherence of the
system in Egypt

X ILO has a competitive advantage with its knowledge on the skills branch

X Good relationship with the social partners, especially the FEI

X The MoE and MoP are good potential partners for the policy aspect of LLL

X Entrepreneurship curriculum and career guidance are aspects to focus on and have inter-ministerial strategies that
are well designed

X Challenge of corruption and issue with following up on given fund to ministries and competition between ministries

X MoMM has the advantage of offering employment services

X Policy can also be addressed through Ministry of Industry

X Employers are key to push ministries forward on the topic

z Focus on continuous training aspect in the scenarios

z Contact Luca from ILO Egypt

z Contact Basma Nafady

z Check UN Disability Project

Call with Employment Promotion Programme (EPP) team/GIZ Egypt (Ms Cora EPP AV)
Questions asked: What is being done regarding LLL and inclusive skills? Where do they see the gaps in the Egypt policy
landscape? Their understanding what LLL is?
X Egypt is a target country for ILO indicator in LLL at the policy level and then implementation

X Once an individual has entered the world of work and during the change of the world of work - ILO perspective on LLL
focus

X GIZ recommends focusing on initial education and to kickstart LLL at an earlier stage

X Dynamic and adaptable LLL concept

X Learning how to learn is a key aspect for future of work

X Involve the private sector as a main driver

X What you learn today in terms of skills might be obsolete tomorrow - LLL concept and future of work

X EPP III project is not yet a design concept but considering the inclusion of aspects such as changing world of work and
the school to work process and progress

X LLL understanding is how can knowledge be transferred

 61

X Career guidance is another aspect of LLL

X MoM cooperation (Commission on Future of Work) with EPP/GIZ; Dr. Sabry who is responsible for curriculum development,
issues in limited understanding on the LLL concept and future of work and sustainability of the commission, potential
for capacity development, foster inter-institutional cooperation (for instance, neither the Ministry of Education, nor
CAPMAS are involved)

X EPP indicator that by end of June 2020 use cooperation for MoM to produce a set of policy briefs through the national
coordination units on labor market policies (involve ILO) future of work

X Enable the ministry staff to establish the policy briefs and strategies on their own

X Capacity development plan within ILO for ministry staff is available for next year

X Main partner for EPP is the Ministry of Education

X Component 1 educational reform from EPP working with TVET II?

X Connecting education to the labor market (supply, demand and needs)

X Not recommending Ministry of Education claiming they are not dynamic

X Prime Minister in Egypt discussed the future of work and the viability of learned skills in the labor market in ten years

X Industry partners suggestions? Alexandria Business Association (ABA) strong interest in the IT sector further, company
to analyse labour market trends Bashar Soft managing website Wuzzuf and Forasna, tried to get in touch to cooperate
with MoM

X Promoting the cooperation between GIZ and SIEMENS on the training centre

Meeting with Miguel Solena, ILO Cairo Office Staff (Entrepreneurship Specialist)
X ILO Egypt hasn’t worked directly on LLL as per the definition given

X From the enterprise point of view intervention model is focused re-skilling and up-skilling in key enterprise subjects
with a focus on entrepreneurship (key component)

X For individuals who lost their jobs and need to have their own business

X Young people get the option to turn away from TVET into entrepreneurship if they couldn’t survive there

X Financial education for women or for entrepreneurs

X Cooperative model

X Main challenge is that the methodologies we are having are not adapted to the way people learn today and the kind of
tools linked to learning

X Ways to learn need to be experience-based, interactive, technology (delivering model and how it can be developed to
integrate people to re-skilling)

X Training for workers is focused on entrepreneurship

X Need consideration to what aspect of re-skilling is needed for individuals losing their jobs

X Challenge is to find who is fit for TVET and who is fit for entrepreneurship

X Closer understanding of economic opportunities and labor market needs

X At which level to start? Community? Government? Tough dynamic

X Public programmes have the challenge of few resources and the focus needs to be straightforward

X How can resources be used efficiently?

62

X Focus on the human-centric approach

X The age of the target group and where they are in their career or education is an important factor

X Trainings to fit people for labour market in LLL, content and methodology need to change and how to offer it in an
engaging way

Questionnaire and survey results

Questionnaire in English for employers’ associations
1. Lifelong learning can have many purposes. Which one would you consider important for your members?

Please tick, multiple choices are possible.

o Workers can continuously update skills to keep them in employment, in particular when the world of work changes fast

o Excluded groups such as people with disabilities, women, or migrants can acquire skills that get them into a job

o Unskilled and low qualified workers can acquire new skills that get them or keep them in employment

o Especially older workers can learn new/up-date skills

Anything else? Please write here.

2. Which would be important components of life-long-learning in your opinion?

Please up to 3 tick boxes.

o Continuing education

o Continuing technical vocational training

o Specific learning offers for women

o Specific learning offers for people with disabilities

o Specific learning offers for migrants

o Learning how to learn as a key competency

o Pathways through the education system to access different education and training opportunities, including at various ages

o The recognition of acquired competences

o Counselling for the individual on career and learning choices

Anything else? Please write here.

3. Does your organization have an active role in lifelong learning policy, in devising or implementing new strategies or in
implementation? At which level?

Please tick, multiple choices are possible

o None

o With the government

o As part of international projects

o As part of our organization’s policy

o With our members

 63

o Otherwise

Can you specify how? Please write here.

4. How important do you consider developing the following education and training offers for your members?

Please attribute 1 for highest priority and 5 for lowest. You can give two or more items on the same priority, e.g. two times
priority 2.

School (private and public) Please choose.

University (private and public) Please choose.

Continuing vocational education and training (private and public, Please choose.
formal and informal) Please choose.

Continuing higher education (formal and informal) Please choose.

In-house continuing education or training offer (any level) Please choose.

Would there be the specific needs to be addressed for women, people with disabilities and migrants? Can you specify?
Please write here.

5. a. Do you see a stronger role for your organization in lifelong learning and inclusive skills in the future?
Please choose.

b. If you see a bigger role, would this be (multiple choices are possible)

o In the social dialogue

o On national policy level

o Governate policy level

o In developing strategies for lifelong learning

o In the governance of the system

o In the financing of the system

o In the implementation of training itself

o Other

Can you specify how? Please write here.

6. Which are the biggest challenges you feel employers are facing in terms of availability of skilled workers?

o Basic competencies

o Technological skills

o Digital skills

o Skills for green jobs

o Soft skills
64

Would you like to specify further or indicate other competences?

Please write here.

7. If they do so, how do your enterprises ensure continuing training of their employees?

o Continuing training with public providers

o Continuing training with private providers

o Employees are responsible for their own continuing training

o In-house training (self-organized or with external provider)

o Other

Can you specify how? Please write here.

8. Which format do you think would work best for your associates, taking into account needs of their needs and cost of
offers?

You can tick several boxes

o Class-room learning

o E-learning

o Blended learning

o Certified training

o Work-based learning offers

o Tailor made in-house courses

Anything else? Please write here.

9. Considering the funding of continuing training. Which would you think is the most feasible funding source to be developed
further for the future? You can choose several:

o Develop new public funding systems

o Training funds based on tax levies, including revitalizing the existing Training Fund

o Rely on employers funding

o Require co-funding from employees

If you have other considerations: Please write here.

10. Which may be specific barriers that your associates / members face to allow people with disabilities equal access to training
opportunities?

11. And women?

12. And migrants?

 65

13. Where would you see an immediate priority need and interest for your organization in terms of lifelong learning in Egypt

o Systems to foresee skills needs

o Development of strategies that allow persons with disabilities to access continuing training on an equal standing?

o Enhancement of policies for continuing training and education opportunities, including the financing system

o Development of strategies for continuing education in specific fields such as new technologies (e.g. artificial intelligence,
automization), IT, competencies of unskilled workers, skills for green jobs

o Establishment of a monitoring system to ensure quality of the training offer

o Development of strategies that allow women to access continuing training on an equal standing?

o Other

Can you please explain?

Please specify.
‫‪66‬‬

‫‪Questionnaires response in Arabic‬‬

‫)‪Alexandria Business Association (ABA): Vocational Training Employment Centre (VTEC‬‬
‫شركاؤنا األعزاء‪،‬‬

‫إن غياب فرص العمل الالئق للشباب الذي يصحبه ارتفاع معدالت البطالة بين الشباب‪ ،‬التي عادة ما يشار إليها باسم عدم التوافق في المهارات وغياب‬
‫استراتيجيات خاصة بالمهارات القائمة عىل متطلبات سوق العمل‪ ،‬يشكل تهديدا لالقتصاد المصري الهش ويتهدد النمو في المستقبل‪ .‬وتهدف منظمة‬
‫العمل الدولية في إطار عالم العمل المتغير إىل دعم مصر بغية وضع استراتيجيات للتعلم مدى الحياة‪ ،‬واكتساب المهارات التي تتسم بشموليتها‪ ،‬ودعم‬
‫تنمية القوة العاملة في الوقت المناسب وبما يتوافق مع االحتياجات‪.‬‬

‫وفي إطار هذه المقدمة‪ ،‬تضطلع منظمة العمل الدولية بإجراء دراسة تقييم بشأن الوضع الراهن ونقاط التدخل الممكنة الخاصة بالمهارات الشاملة وسياسات‬
‫أو استراتيجيات التعلم مدى الحياة في مصر‪ .‬وتشمل الدراسة وضع خرائط وتحليالت خاصة بالسياسات واالستراتيجيات القائمة التي تتناول أو تخطط‬
‫لتناول المهارات الشاملة والتعلم مدى الحياة فيما بين مختلف الوزارات والشركاء االجتماعيين وخصوصا العمال وأصحاب العمل‪.‬‬

‫والمشاركة باستكمال االستبيان اآلتي جزء مهم من الدراسة التي نجريها مع الشركاء االجتماعيين‪ .‬ونعتز باالستماع إىل وجهة نظركم وإعالمنا بالوضع الراهن‬
‫والتعرف عىل رأيكم في االستراتيجيات والتصورات المقبلة التي يمكن دعمها‪ .‬ولذا نرجو من حضراتكم تخصيص بعض الوقت لملء هذا االستبيان‬
‫ومشاركتنا وجهات نظركم‪.‬‬
‫وسوف نحتاج الحصول عىل ردود حضراتكم قبل ‪ ٢٧‬نوفمبر‪.‬‬

‫ويرجى إرسال الردود عبر البريد اإللكتروني عىل العنوان اآلتي‪[email protected] :‬‬

‫أو بالبريد المسجل إىل‪:‬‬

‫‪ ٩‬ش طه حسين‪ ،‬الزمالك‪ ،‬القاهرة‬

‫وتفضلوا بقبول فائق االحترام‪،‬‬

‫لورا شميد‬

‫‪٠١٠٩٧٠٠٥٤٤٧‬‬

‫اخصائي المهارات‪ ،‬منظمة العمل الدولية‬

 ‫‪67‬‬

‫االستبيان‬
‫يمكن أن يكون للتعلم مدى الحياة العديد من األغراض‪ ،‬أي منها تعتبرها مهمة ألعضاء منظمتك؟‬ ‫‪١.‬‬

‫يرجى وضع عالمة بجوار اإلجابة ويمكن اختيار إجابات متعددة‪.‬‬

‫‪ o‬يمكن للعمال أن يطوروا مهاراتهم باستمرار لالحتفاظ بوظائفهم وخصوصا عندما يشهد عالم العمل تغيرات سريعة‪.‬‬

‫‪o‬يمكن أن تكتسب الفئات المهمشة مثل األشخاص ذوي اإلعاقة والنساء والمهاجرين مهارات تساعدهم عىل الحصول عىل وظيفة‪.‬‬

‫‪o‬العمال غير المهرة وأصحاب المؤهالت المتدنية يمكنهم اكتساب مهارات جديدة تساعدهم التي تساعدهم إما في الحصول عىل وظيفة أو البقاء‬
‫في وظيفتهم‪.‬‬

‫‪o‬يمكن للعمال وخصوصا الكبار في السن منهم تعلم مهارات جديدة أو تحديث مهاراتهم‬

‫أي رأي إضافي آخر؟‪ .‬يرجى الكتابة هنا‪.‬‬

‫ما المكونات التي تعتبرونها أساسية في رأيكم لتحقيق التعلم مدى الحياة؟‬ ‫‪٢.‬‬

‫برجاء وضع عالمة عىل ثالث اختيارات‬

‫‪o‬التعليم المستمر‬

‫‪o‬التعليم المهني والفني المستمر‬

‫‪o‬فرص التعليم المخصصة للنساء‬

‫‪o‬فرص التعليم المخصصة لألشخاص ذوي اإلعاقة‬

‫‪o‬فرص التعليم المخصصة للمهاجرين‬

‫‪o‬تعلم كيفية التعلم والتحصيل باعتبارها كفاءة أساسية‬

‫‪o‬توفير مسارات من خالل المنظومة التعليمية للوصول إىل مختلف الفرص التعليمية والتدريبية بما في ذلك الممكنة لمختلف الفئات العمرية‬

‫‪o‬االعتراف بالكفاءات المكتسبة‬

‫‪o‬توافر المشورة للفرد بشأن المستقبل المهني وخيارات التعلم والدراسة‬

‫أي إضافة أخرى؟ يرجى الكتابة هنا‪.‬‬

‫هل للمنظمة دور فاعل في صياغة سياسات للتعلم مدى الحياة أو في تصميم استراتيجيات جديدة أو تنفيذها؟ وما مستوى مشاركتها؟‬ ‫‪٣.‬‬

‫برجاء اختيار أكبر عدد ممكن من اإلجابات‬

‫‪o‬ليس لديها أي دور‬

‫‪o‬بالتعاون مع الحكومة‬

‫‪o‬في إطار مشروعات التنمية الدولية‬

‫‪o‬في إطار سياسات المنظمة وعملها‬

‫‪68‬‬

‫‪o‬مع أعضاء آخرين‬

‫‪o‬خالف ذلك‬

‫هل يمكن بيان هذا الدور؟ نحن دائما نسعى الشراك ودمج جميع الجهات المعنية بهذا المجال للتعاون والنقاش ووضع استراتيجيات بناء عىل االحتياجات‬
‫التي تخدم متطلبات جميع األطراف واحتياجاتهم‬

‫ما األهمية التي توليها للفرص التعليمية والتدريبية التي يمكن أن تعرضها عىل أعضاء المنظمة؟‬ ‫‪٤.‬‬

‫يرجى وضع ‪ ١‬للخيار ذي األولوية القصوى و‪ ٥‬للخيار الخاص باألولوية الدنيا‪ .‬يمكن وضع نفس الدرجة عىل خيارين أو أكثر‪ ،‬مثال يمكنك تكرار الدرجة ‪ ٢‬مرتين‪.‬‬

‫‪Priority 2‬‬ ‫التعليم المدرسي (الخاص والحكومي)‬

‫‪Priority 4‬‬ ‫التعليم الجامعي (الخاص والحكومي)‬

‫‪Priority 1‬‬ ‫التعليم المهني والفني (الخاص والحكومي والرسمي وغير الرسمي)‬

‫‪Priority 3‬‬ ‫التعليم العالي المستمر (الرسمي وغير الرسمي)‬

‫‪Priority 1‬‬ ‫التعليم أو التدريب المستمر في مكان العمل (عىل أي مستوى)‬

‫هل توجد احتياجات خاصة ينبغي التفكير فيها في حالة النساء أو األشخاص ذوي اإلعاقة أو المهاجرين؟‬

‫فيما يخص النساء ‪ :‬يجب تهيئة المجتمع عىل المستوى الثقافي والدينى وكذلك عىل المستوى االقتصادى لتجنب استغالل السيدات في العمل تحت‬
‫ظروف قاسية أو غير عادلة‪ .‬كذلك تدريبهم وتأهيلهم بالشكل الكافى ‪ ---‬أما بالنسبة للمهاجرين ‘ رغم أنهم قد يأتون اىل البلد المستضيف يحملون حرف‬
‫ومهارات مميزة – اال ان أغلبهم يحتاج للتدريب اما للدمج في المجتمع أو لتأهيلهم لاللتحاق بفرص أخرى متاحة وفقا للبلد المستضيف‬

‫هل تعتبر أن لمنظمتك دورا أقوى في مجال التعلم مدى الحياة وفي مجال المهارات الشاملة في المستقبل؟‬ ‫‪٥.‬‬

‫إن كنت ترى أن للمنظمة دورا أكبر‪ ،‬فهل هو من الخيارات اآلتية (يمكن اختيار أكثر من رد)‬

‫‪o‬في الحوار االجتماعي‬

‫‪o‬عىل مستوى السياسات الوطنية‬

‫‪o‬عىل مستوى السياسات في المحافظات‬

‫‪o‬وضع استراتيجيات للتعلم مدى الحياة‬

‫‪o‬إدارة المنظومة‬

‫‪o‬تمويل المنظومة‬

‫‪o‬تنفيذ التدريب نفسه‬

‫‪o‬مجاالت أخرى‬
 ‫‪69‬‬

‫هل يمكنك أن تحددها؟ ما يميز مؤسستى أنها وليدة القطاع االخاص وقطاع األعمال بكل تنوعاته وثقافته – يضاف اىل ذلك أن هدفها التنموي ومستوى‬
‫تمثيلها في المجتمع يسمح لها بضمان نجاح البرامج المقدمة – بداية من تحديد االحتياجات بدقة اىل تصميم وتنفيذ البرامج التنموية المختلفة‬

‫ما أكبر التحديات التي تشعر أن أصحاب العمل يواجهونها عىل مستوى توافر العمال المهرة؟‬ ‫‪٦.‬‬

‫‪o‬الكفاءات األساسية‬

‫‪o‬المهارات التقنية‬

‫‪o‬المهارات الرقمية‬

‫‪o‬المهارات المتعلقة بالوظائف المواتية للبيئة ‪ /‬الوظائف الخضراء‬

‫‪o‬المهارات الشخصية‬

‫هل تود أن تحدد المزيد من الكفاءات األخرى؟‬

‫يرجى الكتابة هنا‬

‫إن كان األمر كذلك‪ ،‬كيف تضمن المنشآت توفير التدريب المستمر لموظفيها؟‬ ‫‪٧.‬‬

‫‪o‬التدريب المستمر من خالل مقدمي التدريب الحكوميين‬

‫‪o‬التدريب المستمر من خالل مقدمي التدريب من القطاع الخاص‬

‫‪o‬الموظفون مسؤولون عن حصولهم عىل التدريب المستمر‬

‫‪o‬التدريب الداخلي (المنظم ذاتيا أو من خالل جهة خارجية)‬

‫‪o‬تدريب آخر‬

‫برجاء تحديد الكيفية يمكن عمل برامج تنموية توفر سبل التعليم المستمر للموظفين تكون مدعومة من جهات مثل النقابات العمالية والروابط والجمعيات‬
‫حتى توفر بيئة تنافسية للعمال تضمن لهم التدرج الوظيفى والحصول عىل فرص عادلة في العديد من قطاعات األعمال‬

‫ما أفضل شكل تعليمي تعتقد أن المنتسبين إىل منظمتك سوف يستفيدون منه بدرجة أكبر‪ ،‬مع مراعاة احتياجاتهم وتكلفة ما تقدمه‬ ‫‪٨.‬‬
‫لهم؟‬

‫يمكنك اختيار أكثر من إجابة‬

‫‪o‬التعلم في فصل دراسي‬

‫‪o‬التعلم اإللكتروني (عن بعد)‬

‫‪o‬التعلم المختلط‬

‫‪o‬التدريب المعتمد‬

‫‪o‬فرص التعلم المخصص في مجال العمل‬

‫‪o‬الدورات المصممة لفئة خاصة في مجال العمل‬

‫أية إضافات أخرى؟ يرجى الكتابة هنا‬

‫‪70‬‬

‫عند النظر إىل تمويل التدريب المستمر‪ ،‬ما أفضل مصادر لتمويله يمكن االستعانة بها في المستقبل؟ يمكن اختيار إجابات متعددة‪:‬‬ ‫‪٩.‬‬

‫‪o‬وضع نظم تمويل حكومية جديدة‬

‫‪o‬صناديق للتدريب مقتطعة من الضرائب المحصلة‪ ،‬بما في ذلك إعادة تنشيط صندوق التدريب القائم‬

‫‪o‬االعتماد عىل تمويل من أصحاب العمل‬

‫‪o‬مطالبة الموظفين بالمشاركة في التمويل‬

‫في حالة وجود اعتبارات أخرى‪ :‬يجب أن تكون هناك جهة ممثلة لقطاعات األعمال تدعم البرامج التدريبية والتنموية بنسبة التقل عن ‪ % 30‬يضاف اليها‬
‫دعم من متحصالت الضرائب بنسبة ‪ 30%‬وتقوم الحكومة بتوفير التمويل المتبقى وهو حواىل ‪40%‬‬

‫ما القيود المحددة التي يواجهها األعضاء في منظمتك ‪ /‬المنتسبون إليها وتحول دون وصول األشخاص ذوي اإلعاقة إىل فرص التدريب؟‬ ‫‪١٠.‬‬

‫والنساء؟‬ ‫‪١١.‬‬

‫االبعاد االجتماعية والثقافية تمنعنا من تقديم خدماتنا لفئات كثيرة من النساء – نحاول جاهدين تغيير تلك الثقافة‬ ‫ ‪١٢.‬‬

‫‪١٣.‬والمهاجرين؟‬

‫التحدى الرئيسي هو اللوائح والقوانين التي تمنع المهاجرين من العمل دون تصريح عمل وصعوبة الحصول عىل مثل تلك التصاريح‬

‫ما مجاالت األولوية الملحة التي تراها وذات األهمية لمنظمتك فيما يتعلق بالتعلم مدى الحياة في مصر‬ ‫‪١٤.‬‬

‫‪o‬النظم الضرورية للتنبؤ بالمهارات‬

‫‪o‬وضع استراتيجيات تتيح لألشخاص ذوي اإلعاقة تكافؤ الفرص في الوصول إىل فرص التدريب المستمرة‬

‫‪o‬تعزيز سياسات فرص التدريب والتعليم المستمر‪ ،‬بما في ذلك المنظومة المالية والدعم الكافي‬

‫‪o‬وضع استراتيجيات خاصة بالتعليم المستمر في مجاالت محددة مثل أشكال التكنولوجيا الحديثة (مثل الذكاء االصطناعي والميكنة)‪ ،‬وتكنولوجيا‬
‫المعلومات‪ ،‬وتحسين كفاءات العمال غير المهرة‪ ،‬والمهارات المتعلقة بالوظائف المواتية للبيئة‬

‫‪o‬تأسيس منظومة للرصد لضمان جودة التدريب المقدم‬

‫‪o‬وضع استراتيجيات تحقق للنساء تكافؤ فرص وصولهن إىل التدريب المستمر؟‬

‫‪o‬أولويات أخرى‬

‫هل يمكن التوضيح؟‬

‫يرجى الكتابة هنا‬

 ‫‪71‬‬

‫)‪Micro, Small and Medium Enterprises Development Agency (MSMEDA‬‬

‫شركاؤنا األعزاء‪،‬‬

‫إن غياب فرص العمل الالئق للشباب الذي يصحبه ارتفاع معدالت البطالة بين الشباب‪ ،‬التي عادة ما يشار إليها باسم عدم التوافق في المهارات وغياب‬
‫استراتيجيات خاصة بالمهارات القائمة عىل متطلبات سوق العمل‪ ،‬يشكل تهديدا لالقتصاد المصري الهش ويتهدد النمو في المستقبل‪ .‬وتهدف منظمة‬
‫العمل الدولية في إطار عالم العمل المتغير إىل دعم مصر بغية وضع استراتيجيات للتعلم مدى الحياة‪ ،‬واكتساب المهارات التي تتسم بشموليتها‪ ،‬ودعم‬
‫تنمية القوة العاملة في الوقت المناسب وبما يتوافق مع االحتياجات‪.‬‬

‫وفي إطار هذه المقدمة‪ ،‬تضطلع منظمة العمل الدولية بإجراء دراسة تقييم بشأن الوضع الراهن ونقاط التدخل الممكنة الخاصة بالمهارات الشاملة وسياسات‬
‫أو استراتيجيات التعلم مدى الحياة في مصر‪ .‬وتشمل الدراسة وضع خرائط وتحليالت خاصة بالسياسات واالستراتيجيات القائمة التي تتناول أو تخطط‬
‫لتناول المهارات الشاملة والتعلم مدى الحياة فيما بين مختلف الوزارات والشركاء االجتماعيين وخصوصا العمال وأصحاب العمل‪.‬‬

‫والمشاركة باستكمال االستبيان اآلتي جزء مهم من الدراسة التي نجريها مع الشركاء االجتماعيين‪ .‬ونعتز باالستماع إىل وجهة نظركم وإعالمنا بالوضع الراهن‬
‫والتعرف عىل رأيكم في االستراتيجيات والتصورات المقبلة التي يمكن دعمها‪ .‬ولذا نرجو من حضراتكم تخصيص بعض الوقت لملء هذا االستبيان‬
‫ومشاركتنا وجهات نظركم‪.‬‬
‫وسوف نحتاج الحصول عىل ردود حضراتكم قبل ‪ ٢١‬نوفمبر‪.‬‬

‫ويرجى إرسال الردود عبر البريد اإللكتروني عىل العنوان اآلتي‪[email protected] :‬‬

‫أو بالبريد المسجل إىل‪:‬‬

‫‪ ٩‬ش طه حسين‪ ،‬الزمالك‪ ،‬القاهرة‬

‫وتفضلوا بقبول فائق االحترام‪،‬‬

‫لورا شميد‬

‫‪٠١٠٩٧٠٠٥٤٤٧‬‬

‫اخصائي المهارات‪ ،‬منظمة العمل الدولية‬

‫‪72‬‬

‫االستبيان‬
‫يمكن أن يكون للتعلم مدى الحياة العديد من األغراض‪ ،‬أي منها تعتبرها مهمة ألعضاء منظمتك؟‬ ‫‪١.‬‬

‫يرجى وضع عالمة بجوار اإلجابة ويمكن اختيار إجابات متعددة‪.‬‬

‫‪o‬يمكن للعمال أن يطوروا مهاراتهم باستمرار لالحتفاظ بوظائفهم وخصوصا عندما يشهد عالم العمل تغيرات سريعة‪.‬‬

‫‪o‬يمكن أن تكتسب الفئات المهمشة مثل األشخاص ذوي اإلعاقة والنساء والمهاجرين مهارات تساعدهم عىل الحصول عىل وظيفة‪.‬‬

‫‪o‬العمال غير المهرة وأصحاب المؤهالت المتدنية يمكنهم اكتساب مهارات جديدة تساعدهم التي تساعدهم إما في الحصول عىل وظيفة أو البقاء‬
‫في وظيفتهم‪.‬‬

‫‪o‬يمكن للعمال وخصوصا الكبار في السن منهم تعلم مهارات جديدة أو تحديث مهاراتهم‬

‫أي رأي إضافي آخر؟‪ .‬يرجى الكتابة هنا‬

‫ما المكونات التي تعتبرونها أساسية في رأيكم لتحقيق التعلم مدى الحياة؟‬ ‫‪٢.‬‬

‫برجاء وضع عالمة عىل ثالثة اختيارات‬

‫‪o‬التعليم المستمر‬

‫‪o‬التعليم المهني والفني المستمر‬

‫‪o‬فرص التعليم المخصصة للنساء‬

‫‪o‬فرص التعليم المخصصة لألشخاص ذوي اإلعاقة‬

‫‪o‬فرص التعليم المخصصة للمهاجرين‬

‫‪o‬تعلم كيفية التعلم والتحصيل باعتبارها كفاءة أساسية‬

‫‪o‬توفير مسارات من خالل المنظومة التعليمية للوصول إىل مختلف الفرص التعليمية والتدريبية بما في ذلك الممكنة لمختلف الفئات العمرية‬

‫‪o‬االعتراف بالكفاءات المكتسبة‬

‫‪o‬توافر المشورة للفرد بشأن المستقبل المهني وخيارات التعلم والدراسة‬

‫أي إضافة أخرى؟ يرجى الكتابة هنا‬

‫هل للمنظمة دور فاعل في صياغة سياسات للتعلم مدى الحياة أو في تصميم استراتيجيات جديدة أو تنفيذها؟ وما مستوى مشاركتها؟‬ ‫‪٣.‬‬

‫برجاء اختيار أكبر عدد ممكن من اإلجابات‬

‫‪o‬ليس لديها أي دور‬

‫‪o‬بالتعاون مع الحكومة‬

‫‪o‬في إطار مشروعات التنمية الدولية‬

‫‪o‬في إطار سياسات المنظمة وعملها‬

 ‫‪73‬‬

‫‪o‬مع أعضاء آخرين‬

‫‪o‬خالف ذلك‬

‫هل يمكن بيان هذا الدور؟ يرجى الكتابة هنا‬

‫ما األهمية التي توليها للفرص التعليمية والتدريبية التي يمكن أن تعرضها عىل أعضاء المنظمة؟‬ ‫‪٤.‬‬

‫يرجى وضع ‪ ١‬للخيار ذي األولوية القصوى و‪ ٥‬للخيار الخاص باألولوية الدنيا‪ .‬يمكن وضع نفس الدرجة عىل خيارين أو أكثر‪ ،‬مثال يمكنك تكرار الدرجة ‪ ٢‬مرتين‪.‬‬

‫‪Priority 1‬‬ ‫التعليم المدرسي (الخاص والحكومي)‬

‫‪Priority 2‬‬ ‫التعليم الجامعي (الخاص والحكومي)‬

‫‪Priority 2‬‬ ‫التعليم المهني والفني (الخاص والحكومي والرسمي وغير الرسمي)‬

‫‪Priority 3‬‬ ‫التعليم العالي المستمر (الرسمي وغير الرسمي)‬

‫‪Priority 2‬‬ ‫التعليم أو التدريب المستمر في مكان العمل (عىل أي مستوى)‬

‫هل توجد احتياجات خاصة ينبغي التفكير فيها في حالة النساء أو األشخاص ذوي اإلعاقة أو المهاجرين؟‬

‫يرجى الكتابة هنا‬

‫هل تعتبر أن لمنظمتك دورا أقوى في مجال التعلم مدى الحياة وفي مجال المهارات الشاملة في المستقبل؟‬ ‫‪٥.‬‬

‫‪Yes‬‬

‫إن كنت ترى أن للمنظمة دورا أكبر‪ ،‬فهل هو من الخيارات اآلتية (يمكن اختيار أكثر من رد)‬

‫‪o‬في الحوار االجتماعي‬

‫‪o‬عىل مستوى السياسات الوطنية‬

‫‪o‬عىل مستوى السياسات في المحافظات‬

‫‪o‬وضع استراتيجيات للتعلم مدى الحياة‬

‫‪o‬إدارة المنظومة‬

‫‪o‬تمويل المنظومة‬

‫‪o‬تنفيذ التدريب نفسه‬

‫‪o‬مجاالت أخرى‬

‫هل يمكنك أن تحددها؟ يرجى الكتابة هنا‬

‫‪74‬‬

‫‪٦.‬ما أكبر التحديات التي تشعر أن أصحاب العمل يواجهونها عىل مستوى توافر العمال المهرة؟‬

‫‪o‬الكفاءات األساسية‬

‫‪o‬المهارات التقنية‬

‫‪o‬المهارات الرقمية‬

‫‪o‬المهارات المتعلقة بالوظائف المواتية للبيئة ‪ /‬الوظائف الخضراء‬

‫‪o‬المهارات الشخصية‬

‫هل تود أن تحدد المزيد من الكفاءات األخرى؟‬

‫يرجى الكتابة هنا‬

‫إن كان األمر كذلك‪ ،‬كيف تضمن المنشآت توفير التدريب المستمر لموظفيها؟‬ ‫‪٧.‬‬

‫‪o‬التدريب المستمر من خالل مقدمي التدريب الحكوميين‬

‫‪o‬التدريب المستمر من خالل مقدمي التدريب من القطاع الخاص‬

‫‪o‬الموظفون مسؤولون عن حصولهم عىل التدريب المستمر‬

‫‪o‬التدريب الداخلي (المنظم ذاتيا أو من خالل جهة خارجية)‬

‫‪o‬تدريب آخر‬

‫برجاء تحديد الكيفية يرجى الكتابة هنا‬

‫ما أفضل شكل تعليمي تعتقد أن المنتسبين إىل منظمتك سوف يستفيدون منه بدرجة أكبر‪ ،‬مع مراعاة احتياجاتهم وتكلفة ما تقدمه‬ ‫‪٨.‬‬
‫لهم؟‬

‫يمكنك اختيار أكثر من إجابة‬

‫‪o‬التعلم في فصل دراسي‬

‫‪o‬التعلم اإللكتروني (عن بعد)‬

‫‪o‬التعلم المختلط‬

‫‪o‬التدريب المعتمد‬

‫‪o‬فرص التعلم المخصص في مجال العمل‬

‫‪o‬الدورات المصممة لفئة خاصة في مجال العمل‬

‫أية إضافات أخرى؟ يرجى الكتابة هنا‬

 ‫‪75‬‬

‫عند النظر إىل تمويل التدريب المستمر‪ ،‬ما أفضل مصادر لتمويله يمكن االستعانة بها في المستقبل؟ يمكن اختيار إجابات متعددة‪:‬‬ ‫‪٩.‬‬

‫‪o‬وضع نظم تمويل حكومية جديدة‬

‫‪o‬صناديق للتدريب مقتطعة من الضرائب المحصلة‪ ،‬بما في ذلك إعادة تنشيط صندوق التدريب القائم‬

‫‪o‬االعتماد عىل تمويل من أصحاب العمل‬

‫‪o‬مطالبة الموظفين بالمشاركة في التمويل‬

‫في حالة وجود اعتبارات أخرى‪ :‬يرجى الكتابة هنا‬

‫ما القيود المحددة التي يواجهها األعضاء في منظمتك ‪ /‬المنتسبون إليها وتحول دون وصول األشخاص ذوي اإلعاقة إىل فرص التدريب؟‬ ‫‪١٠.‬‬

‫عدم توافر تمويل مستمر يؤدى اىل فرص التدريب‬

‫والنساء؟‬ ‫‪١١.‬‬

‫عدم توافر تمويل مستمر يؤدى اىل فرص التدريب‬

‫ ‪١٢.‬والمهاجرين؟‬

‫ما مجاالت األولوية الملحة التي تراها وذات األهمية لمنظمتك فيما يتعلق بالتعلم مدى الحياة في مصر‬ ‫‪١٣.‬‬

‫‪o‬النظم الضرورية للتنبؤ بالمهارات‬

‫‪o‬وضع استراتيجيات تتيح لألشخاص ذوي اإلعاقة تكافؤ الفرص في الوصول إىل فرص التدريب المستمرة‬

‫‪o‬تعزيز سياسات فرص التدريب والتعليم المستمر‪ ،‬بما في ذلك المنظومة المالية والدعم الكافي‬

‫‪o‬وضع استراتيجيات خاصة بالتعليم المستمر في مجاالت محددة مثل أشكال التكنولوجيا الحديثة (مثل الذكاء االصطناعي والميكنة)‪ ،‬وتكنولوجيا‬
‫المعلومات‪ ،‬وتحسين كفاءات العمال غير المهرة‪ ،‬والمهارات المتعلقة بالوظائف المواتية للبيئة‬

‫‪o‬تأسيس منظومة للرصد لضمان جودة التدريب المقدم‬

‫‪o‬وضع استراتيجيات تحقق للنساء تكافؤ فرص وصولهن إىل التدريب المستمر؟‬

‫‪o‬أولويات أخرى‬

‫هل يمكن التوضيح؟‬

‫يرجى الكتابة هنا‬

76

International best practices

International tools and approaches to building LLL

Relevance to selected
Name Description Approach Reference
scenarios

ILO and other international tools or approaches

ILO SKILL-UP The SKILL-UP project “SKILL-UP Global supports skills Scenario 1 ILO global
project (funded by the of systems in three ways: programme,
Norwegian Ministry of Covers the identified themes combined with six
X Generating knowledge and tools and cross-cutting issues
Foreign Affairs) supports on the impact of different drivers pilot countries
member states to relevant in LLL, in particular
of change on skills systems, skills anticipation, and https://www.ilo.org/
enhance their skills including innovation.
systems to take changing skills needs for the skills/projects/
advantage of new changing World of Work. skill-up/lang--en/
X Strengthening partnerships that index.htm
opportunities offered by support countries in preparing The ILO country office could
emerging global drivers their skills systems to meet the determine if Egypt is
of change, relating to challenges of contemporary participating globally or if it
increased digitalization, megatrends impacting the world could do so, or if it could
international trade of work. develop a country project
integration, technological under this umbrella.
change, large X Strengthening capacity
international migration development and advocacy.
flows, climate change,
demographics, among
SKILL-UP country projects have
others.
three parts:
The programme has z Skills anticipation
global and country
components. The main z Skills systems
outcomes of SKILL-UP
Global focus on new z Skills for social inclusion
global product
development and Example: In September 2019, a
innovation, global Workshop on big data for
strengthening national skills anticipation and matching was
skills systems, capacity held with sharing of emerging good
development, advocacy, practice, such as using real-time big
knowledge sharing and data for TVET policies and strategies
support to country in Myanmar.
components. The
SKILL-UP country www.ilo.org/skills/events/
projects are in Ghana, WCMS_721983/lang--en/index.htm
Ethiopia, Lebanon,
Malawi, Senegal and
Tanzania. They are
developed to deliver on
three main areas: skills
anticipation, skills
systems development
and social inclusion.
SKILL-UP is related to
STED, and in some
country strategies STED
methods are used, for
example in Malawi,
agricultural export-
related training and jobs.
 77

Relevance to selected
Name Description Approach Reference
scenarios

ILO Skills for ILO tool in anticipating Guidance for the integration of skills Scenario 1: STED could be used https://www.ilo.org/
Trade and skill needs in exporting development in sectoral policies. to improve existing anticipation skills/projects/sted/
Economic industries and making Designed to support growth and systems in Egypt. This could be lang--en/index.htm
Diversification skills development decent employment creation in sectors done either by proceeding
(STED) systems more responsive. that have the potential to increase sector-wise (for instance, in the
exports and contribute to economic green economy which is in
diversification. STED anticipates a Scenario 2). This is the classical
sector’s development and growth STED approach.
opportunities based on its global
competitive position and market Otherwise, the methodology
development. Combined with an which involves the key
analysis of current skills supply and stakeholders could be used to
demand, this provides an outlook of approach skills anticipation
existing and future skills shortages. without a specific sectoral focus.
This would be useful for a
Incorporate technical work, dialogue general skills foresight system as
between stakeholders and is proposed in Scenario 1.
collaboration between the ILO team
and stakeholders. Need to explore how experience
with Aid for Trade Initiative for
Based on the forecast, TVET curricula the Arab States (AfTIAS) could
are developed and subsequently be built upon. Sectors were
integrated into the TVET system. The food processing and furniture.
STED approach follows a set process AfTIAS https://www.ilo.org/
of participatory analysis in which skills/projects/sted/countries-
growing export relevant sectors are covered/egypt/lang--en/index.
chosen and analysed, and skills needs htm
projected in a series of workshops that
involve the key stakeholders. The Trained facilitators are available
definition of skills needs is then and the ILO offers a lot of
followed by the elaboration of training training in this field.
offers and an implementation phase.
The whole process is geared to
capacity building of national
stakeholders.

ILO Training A methodology for Approach - the methodology follows The method is interesting “Training for Rural
for Rural identifying economic a systems approach of participatory because it targets adults with no Economic
Economic opportunities and training needs assessment, training design and or low formal educational levels, Empowerment
Empowerment needs, in order to develop delivery, and organizing post-training and provides a methodology to
(TREE) and implement training support mechanisms. introduce LLL into remote areas. An ILO tool for
programmes. It also uses simple ODL Egypt?”
Result of planning - tailor-made technology. Can build on local presentation Cairo,
Focus - disadvantaged training proposals that can be training providers and 8 June 2017 by
social and economic delivered by training providers in the cooperates with private sector Christine Hofmann,
sectors in marginalized communities, vocational training and authorities. Builds these Skills Development
communities that are not centers, small enterprises and larger local capacities. Specialist ILO. PPT
reached or served by firms. made available by
formal or non-formal Experience in Bangladesh shows Laura Schmid, ILO
training systems. Specific By linking training directly to it can be linked to national Cairo
focus on people with low community-determined economic qualifications system
levels of literacy and opportunities, TREE programmes
numeracy living in rural ensure that skills delivered are Scenario 2: Local rural settings
relevant. In communities where formal as part of the scenario for https://www.ilo.org/
areas, particularly women skills/projects/
training institutions do not exist, for inclusion of people with
The objective is to help example in remote rural locations, disabilities WCMS_103528/
reduce poverty in the arrangements for mobile training may lang--en/index.htm
countryside and minimize bring in teachers and equipment to Scenario 3: Green jobs in rural
rural to urban migration identify appropriate levels of training, area, in particular women.
by increasing income design curricula and deliver training It would be necessary to assess TREE Fact Sheet
locally. This can serve as one measure further to see if the method can Bangladesh, https://
to strengthen training delivery by be used to target one economic www.ilo.org/
formal institutions through sector or one target group wcmsp5/groups/
development of new training specifically; otherwise it would public/---asia/---ro-
programmes that meet local demands. be necessary to see if the bangkok/---ilo-
scenarios can accommodate dhaka/documents/
more traditional sectors and publication/
wider target groups. wcms_226468.pdf
78

Relevance to selected
Name Description Approach Reference
scenarios

ETF/CEDEFOP/ Skills foresight methodol- “Foresight could be defined as a Foresight methodologies could European Training
ILO: ogies (as opposed to fore- systematic, future intelligence- be well adapted to one or several Foundation/
Developing cast). Collection of gathering and medium to long-term of the sectors that are considered European Centre for
Skills approaches and tools. vision-building process aimed at priority – green jobs or IT for the Development of
Foresights, identifying opportunities and areas of instance. Vocational Training/
Scenarios and vulnerability to assist present-day International Labour
Forecasts decision-making. The key element in A foresight being more Office. 2016. P.20
foresight activities is that ‘they are qualitative than quantitative and
action-oriented, in the sense that the not necessarily institutionalized
final aim is to influence, shape and act long-term, this could be an
attractive way in Egypt, where https://www.etf.
upon the future. […] Foresight europa.eu/en/
processes and outputs should be currently as part of TVETII a LMIS
and forecast are being publications-and-
oriented towards contributing to, resources/
facilitating or guiding the decision- developed, albeit in stall because
of institutional difficulties. With publications/
making process.” developing-skills-
a qualitative foresight approach,
The activities would typically involve which can be sectoral, one could foresights-
a status-quo assessment, a qualitative avoid entering into competition scenarios-and-
visioning of future developments using with what is already being forecasts-guide
various methods ranging from Expert developed and circumvent
panels to Delphi and so on, the institutional blockages. It would
development of options for action, and also allow to draw on ILO’s
finally a strategy. current initiatives such as the
ongoing research on AI in Egypt.
The STED methodology includes
skills foresight, but with a
sectoral and ad-hoc approach.
The same multi-stakeholder
capacitybuilding method could
be used to enhance standing
foresight system(s).

Normative methods start with a

vision of a possible or desirable
future and work backwards to
see if and how this future might
be achieved, or avoided, given
the existing constraints (skills,
resources, technologies,
institutions). Backcasting or
morphological analyses (breaks
down a system, product or
process into its essential
subconcepts, each concept
representing a dimension in a
multidimensional matrix) are
representative of this category.
Key stakeholders need to be
identified and involved.
It is important to adapt the
foresight methodology to the
size of the country, the political
and socio-economic as well as
cultural context. The institutional
framework is key as well. It would
be important in a project to make
the choice consensually.
 79

Relevance to selected
Name Description Approach Reference
scenarios

National approaches

Strategic Political will, national The study of the UNESCO Institute Scenarios 2 and 3 should be Jin Yang and Rika
lessons learnt policies and strategies. for LLL draws a number of strategic with social partners. The idea Yorozu, 2015, p.33
on LLL: lessons which concern among of work-based learning with
Building a others: recognition of acquired https://unesdoc.
learning competence to employees and unesco.org/
society in the idea of a reward could be ark:/48223/
Japan, the part of it. Something similar is pf0000232547
Workplace learning – there is
Republic of successful collaborations between done by the German Chamber
Korea and employers and employees. This of Commerce in Italy for
Singapore includes continuing training and a enterprises engaging
recognition to employers for particularly well in dual
excellence in employee training. apprenticeships.

ICT and e-learning – technologies Scenarios 2 and 3 can both

make learning accessible to larger integrate an element of
groups and can serve to make LL technology-based flexible
more inclusive. learning.

Recognizing learning outcomes Scenarios 2 and 3, as far as

– learning is identified and recog- possible in the Egyptian
nized. system, apply recognition of
achieved learning. It is unclear
how far there are systems of
competence assessment and
certification already, also of
continuing education and
training.

Strategic A learning society strives LLL learning facilities are within easy Scenario 2: The decentralized Ibid.
lessons learnt to develop an equitable reach of the public and play a vital role approach based on the idea of
on LLL: and inclusive LLL system. in creating learning environments as learning cities and communities https://unesdoc.
Learning people are motivated to make use of could be an interesting aspect unesco.org/
societies, A learning society needs the ample learning opportunities in to pursue in the scenario. ark:/48223/
experience in to be underpinned by these centres in their spare time. pf0000232547
Korea learning regions, cities
and communities. Republic of Korea (Jo, 2012): the local
governments of each region are
encouraged to open and operate
lifelong education programmes for
marginalized groups, including foreign
immigrants, homeless people, prison
inmates and people on low incomes.

Strategic “A learning society relies “The willingness and commitment of Cross-cutting over the three Ibid.
lessons learnt on the active participation all stakeholders to work together in a scenarios means that there
on LLL: of all stakeholders”. spirit of overall consensus has brought should be a consistent tripartite
Singapore impressive results. The tripartite approach, in particular in skills-
involvement is particularly evident in related learning.
the learning sphere and the workforce,
where it serves as an extremely The trend to PPP can be
effective coordinating mechanism. It interesting. Maybe in Scenarios
is also worth noting that there is a 2 or 3 this could be explored
trend towards public-private further – taking private training
partnerships with an emphasis on engagement a step further to
adult and LLL. This has meant that integrating it into an actual LLL
adult learners now have more options offer which is also recognized.
if they wish to continue their
education.”
80

Relevance to selected
Name Description Approach Reference
scenarios

Strategic The policy of building a Case studies in Singapore and the Cross cutting – consider Jin Yang and Rika
lessons learnt learning society needs to Republic of Korea showcase this: even follow-up costs of proposed Yorozu, 2015, p. 35
on LLL: Asia be backed up by financial if in the Republic of Korea learning is scenarios and national priority
resources. highly valued, the lack of a sense of given, possibility of PPP or
urgency means that budgets are low. private engagement.
In Singapore (the second-highest
budget position is education), budgets
permit the building of the learning
society.

Strategic Learning districts or It is recognized that before the Scenarios 2 and 3: For rural Shirley Walters, Jin
lessons learnt communities, based on a existence of schools and education areas it could be interesting to Yang and Peter
on LLL: Africa tradition of communal systems in Africa, the need for LLL, see if such a community-based Roslander, 2014,
learning. from childhood and continuing approach, relying on a “learning p.45
through adolescence, youth, middle community” could be successful.
and old age, was understood and
acted upon, albeit in an informal way
[…] Self-initiated community-based
programmes have, in fact, been
particularly successful in African rural
settings. This is, of course, no
coincidence given the traditional
African communal way of life. […]Adopt
the approach of building a learning
society family by family, community
by community, district by district
through tapping into existing
traditions of community learning, and
convert national policy guidelines into
sustainable actions at local levels.

Strategic Linkages between formal Strong linkages between formal and In Scenarios 2 and 3, consider Ibid.
lessons learnt and non-formal education non-formal education and informal not only formal but also non-
on LLL: Africa and informal learning. learning systems are necessary for formal and informal sectors.
sustainable development, to ensure
participation by citizens in current
social, economic and political life. […]
All five countries [Ethiopia, Kenya,
Namibia, Rwanda and Tanzania] have
in recent years begun to develop some
kind of national qualification
framework. […] From the perspective
of LLL, the development of a more
inclusive national qualification
framework is necessary, as it provides
linkages between formal, non-formal
and informal learning; between
general and vocational education and
training; and between workplace
learning and formal educational
institutions.
 81

Relevance to selected
Name Description Approach Reference
scenarios

Europe Implementing European The project with 27 European Scenario 3 in particular will Hanne Smidt and
Universities Association’s universities shows how universities require university level Andrée Sursock,
Charter on Lifelong adopt and implement an institutional continuing education. This good 2011
Learning university level. LLL strategy. It points out adaptations practice example shows that the
at four key levels. universities need to change on
various levels and that the LLL
1. Diversifying student populations offer is more than the
Shaping Inclusive and
Responsive University 2. Diversifying services to learners development of adhoc training
Strategies – Project for workers. This could be an
implemented by European 3. Diversifying educational provision interesting avenue for Scenario
University Association, 3.
4. Diversifying partnerships
October 2009 – September
2011, EU funded, 29
universities in Austria,
Belgium, Denmark,
Finland, France, Georgia,
Germany, G re e c e ,
Hungary, Ireland, Italy,
Lithuania, Netherlands,
Poland, Russian
Federation, Slovakia, Spain,
United Kingdom

Strategic The policy of building a “Building a learning society and a Scenario 1: check that this is Jin Yang and Rika
lessons learnt learning society must be lifelong learning system […] challenges ensured. Include university or Yorozu, 2015, p.34
on LLL: Asia based on robust, strongly-held views, established research institute in network to
evidence-based research. practices, institutional power and further build the local capacity
traditional conceptions of knowledge and systems for evidence-based
and of how education and training research.
should be implemented. Most
importantly, as society is constantly
changing, building a learning society Scenario 2: this is more clearly
is a moving target.” linked to a learning society
Japan: three–yearly national survey concept because it is clearly
learning opportunities and citizens’ geared to social inclusion. It
participation in social education. could be interesting to include a
Results can inform policy-making and monitoring or research aspect
programme development, and of participation in training and
management of social education education by marginalized
resources. groups, including people with
disabilities.
Republic of Korea: the MoE conducts
an annual statistical survey on lifelong
education institutions and an annual
survey on the lifelong education
participation of Korean adults. The
result is used to support the creation
of effective lifelong education policies.
Connected to call of the 2010 Vietnam
Forum on Lifelong Learning and
Building a Learning Society to
strengthen LLL research in universities
and research institutes so as to
contribute to evidence-based
educational reform and innovation.
82

Bibliography
AHK. 2018. “The Future of Technical and Vocational Education and Training in Egypt”. Gat - the magazine of the German-Arab Chamber of Industry
and Commerce, January-February 2018, Vol. 69, No.1. Cairo.
Aggarwal, Ashwani, and Vladimir Gasskov. 2013. Comparative Analysis of National Skills Development Policies: A guide for policymakers, ILO Geneva.
European Training Foundation. 2019(a). Country Strategy Paper 2019 Update Egypt. Luxembourg: Publications Office of the European Union.
–––.2019(b). Egypt - Education, Training and Employment Developments 2018. Luxembourg: Publications Office of the European Union.
–––.2019. Governance arrangements for vocational education and training in ETF partner countries - Analytical overview - 2012–17. Luxembourg:
Publications Office of the European Union
European Training Foundation/European Centre for the Development of Vocational Training/International Labour Office. 2016. Developing Skills
Foresights, Scenarios and Forecasts. Luxembourg: Publications Office of the European Union.
ILO. 2008. Conclusions on skills for improved productivity, employment growth and development. International Labour Conference. Geneva.
–––. 2011. Skills for Employment, Policy Brief. Formulating a National Policy on Skills Development. Geneva.
–––. 2013, TREE Fact Sheet Bangladesh, https://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-dhaka/documents/publication/
wcms_226468.pdf, retrieved 27 November 2019.
–––. 2017(a). Towards evidence-based active labour market programmes in Egypt, Challenges and Way Forward Impact Report Series, Issue 4, Geneva.
–––. 2017. Making TVET and skills systems inclusive of persons with disabilities, Geneva.
–––. 2017. STED Brochure (updated version), Geneva.
–––. 2019(a). Lifelong Learning: Concepts, issues and actions, Geneva.
–––. 2019(b). Work for a brighter future, global commission on the Future of Work, Geneva.
–––. 2019(c). Workers’ organizations engaging in skills development. Skills Actrav, Geneva.
Lancsak, Tibor. 2013. Lifelong Learning Best Practices: A Fight for Social Inclusion, retrieved on https://www.academia.edu/5159461/Lifelong_
Learning_Best_Practices_A_Fight_for_Social_Inclusion, 17 October 2019.
OECD and ILO. 2018. Global Skills Trends, Training Needs and Lifelong Learning Strategies for the Future of Work. Report prepared for the G20
Employment Working Group 2nd Meeting of the Employment Working Group, Geneva, Switzerland. Paris, 11 – 12 June 2018.
Ryder, Guy. 2018. Developing skills for an inclusive future in the world of work. Presentation at G20, Joint Meeting of Education and Labour Ministers,
6 September 2018, Mendoza, Argentina PPT. 2018
Smidt, Hanne and Andrée Sursock. 2011. Engaging in Lifelong Learning: Shaping Inclusive and Responsive University Strategies. European University
Association. Brussels.
Walters, Shirley, Jin Yang and Peter Roslander. 2014. “Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African
Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania”. UIL Publication Series on Lifelong Learning Policies and Strategies, No. 1, Hamburg.
World Bank Group. 2019. World Development Report. The Changing Nature of Work. Washington.
Yang, Jin and Rika Yorozu. 2015. “Building a Learning Society in Japan, the Republic of Korea and Singapore”. UIL Publication Series on Lifelong
Learning Policies and Strategies, No. 2, Hamburg.
UNESCO Institute for Lifelong Learning. 201. “Building a Learning Society in Japan, the Republic of Korea and Singapore”. UIL Publication Series on
Lifelong Learning Policies and Strategies, No. 2, Hamburg.
83
84

ilo.org

ILO Decent Work Team for North Africa/Cairo

9 Dr. Taha Hussein St., Zamalek, Cairo
Tel: +202 27350123
Web. : www.ilo.org/prospects