Tunisia seeks to develop a vocational education and training system, according to a report.
4 August 2014
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Tunisia is participating for the third time in the Turin process of the European Training Foundation, conducting a self-assessment of its education and training (EFP) system. The country seeks to "develop a national vocational education and training system that meets not only the needs of businesses, but also those of individuals, society in general, and the regions," says Mounir Dakhli, director general at the Ministry of Vocational Training and Employment and national coordinator of the 2014 Turin process. He is also one of the authors of the report on the results of the self-assessment, currently being finalized.
The last cycle of the Turin process in 2012 inspired the structure of the new vocational training reform in the country, and the third cycle helps to set priorities for action and strengthen the multipartite work culture.
Tunisia is familiar with vocational training reform. Twenty years ago, it was a pioneer in the region with a major sector reform aimed at reorienting its vocational training system towards a welfare function in economic development. The 2011 revolution also drew attention to the needs of individuals and the diversity of the country's regions. The strategic document adopted in November 2013 outlined the lines of the new reform planned for 2014-2018.
The reform strategy identified three main problems:
• the lack of a global vision for EFP in the human resources development system;
• low responsiveness and adaptability of the vocational training system to the needs of businesses, individuals, society and regions;
• centralized and top-down governance, which does not allow for effective participation of stakeholders.
Concrete measures have already been taken: an inter-institutional body to coordinate vocational training in general and higher education will be set up by the end of 2014; the law on the qualifications framework since 2008 will be implemented, allowing the creation of bridges between vocational and higher education; training centers will have local labor market observatories to better meet local needs.
Mr. Dakhli acknowledges that better communication with students and their families is needed. Finally, there is the issue of serious employer and union involvement, which can make vocational training systems more responsive.
"The pharmaceutical sector is a good example," explains Karim Boumhalles, head of the Tunisian Agency for Vocational Training ATFP, the largest training provider in the country, and co-author of the report: in Tunis, Monastir and Sfax, the council of pharmacists helps to define the number of skilled workers and pharmaceutical technicians to be trained, selects candidates, participates in training, offers internship opportunities, evaluates students and finally provides jobs.
However, Mr. Boumhalles acknowledges that the country still needs a cultural change, with more business engagement and greater openness in schools.
The full report will be published at the beginning of 2015.
Enpi-info.eu
Published July 31, 2014.
Posted August 4, 2014.
The last cycle of the Turin process in 2012 inspired the structure of the new vocational training reform in the country, and the third cycle helps to set priorities for action and strengthen the multipartite work culture.
Tunisia is familiar with vocational training reform. Twenty years ago, it was a pioneer in the region with a major sector reform aimed at reorienting its vocational training system towards a welfare function in economic development. The 2011 revolution also drew attention to the needs of individuals and the diversity of the country's regions. The strategic document adopted in November 2013 outlined the lines of the new reform planned for 2014-2018.
The reform strategy identified three main problems:
• the lack of a global vision for EFP in the human resources development system;
• low responsiveness and adaptability of the vocational training system to the needs of businesses, individuals, society and regions;
• centralized and top-down governance, which does not allow for effective participation of stakeholders.
Concrete measures have already been taken: an inter-institutional body to coordinate vocational training in general and higher education will be set up by the end of 2014; the law on the qualifications framework since 2008 will be implemented, allowing the creation of bridges between vocational and higher education; training centers will have local labor market observatories to better meet local needs.
Mr. Dakhli acknowledges that better communication with students and their families is needed. Finally, there is the issue of serious employer and union involvement, which can make vocational training systems more responsive.
"The pharmaceutical sector is a good example," explains Karim Boumhalles, head of the Tunisian Agency for Vocational Training ATFP, the largest training provider in the country, and co-author of the report: in Tunis, Monastir and Sfax, the council of pharmacists helps to define the number of skilled workers and pharmaceutical technicians to be trained, selects candidates, participates in training, offers internship opportunities, evaluates students and finally provides jobs.
However, Mr. Boumhalles acknowledges that the country still needs a cultural change, with more business engagement and greater openness in schools.
The full report will be published at the beginning of 2015.
Enpi-info.eu
Published July 31, 2014.
Posted August 4, 2014.
