CONTACT US

For further information, PROPOSAL FOR

INTRODUCING
please contact the ETF:
European Training Foundation
address Villa Gualino,

CAREER GUIDANCE
Viale Settimio Severo 65,
I – 10133 Torino, Italy
Ms Elena Carrero Perez

IN EGYPT
Mr Helmut Zelloth
telephone +39 011 630 2222
fax+39 011 630 2200
email [email protected]

www.etf.europa.eu
THE NEED FOR A STRATEGIC AND INTEGRATED
APPROACH TO CAREER GUIDANCE DEVELOPMENT
RESULTS OF THE WORK OF THE NATIONAL TASK FORCE
ON CAREER GUIDANCE IN EGYPT

20 JANUARY 2010
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

ADDRESSED TO DEFINITION OF
THEIR EXCELLENCIES CAREER GUIDANCE
THE MINISTERS OF
RELATED SECTORS1

THE MINISTER OF EDUCATION In its work, the National Task Force relied on the international
definition of career guidance (European Union, OECD, World
Bank) as covering services (career information, guidance
and counselling) designed to assist people of any age and
THE MINISTER OF HIGHER EDUCATION at any point in their lives, to make education, training and
occupational choices and to manage their careers. In many
countries such services can be found in schools, universities

THE MINISTER OF MANPOWER AND MIGRATION

and colleges, in training institutions, in public employment
services, in the workplace, in the voluntary or community
sector and in the private sector.

THE MINISTER OF TRADE AND INDUSTRY In some countries similar services are known as ’vocational
guidance’ or ’professional orientation’, but career guidance
has a wider meaning as it encompasses vocational guidance,
educational and academic guidance as well as professional
orientation. It aims at empowering both learners and
job-seekers with career management skills to make
well informed choices and to manage their careers and
related transitions. In no case should career guidance
be misunderstood as ’vocational education and training’.

Considering the demographic context and limited resources

in Egypt, the National Task Force put young people, and also
adults facing different transition challenges as the major
target groups in need of career guidance services.

1
In alphabetical order of the sectors
1
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

PREAMBLE PROPOSAL FOR INTRODUCING

CAREER GUIDANCE IN EGYPT

This paper and its proposals are the final results of work We, members of the National Task Force on Career Recalling the main milestone outputs produced on the topic
carried out by the Egyptian National Task Force (NTF) on Guidance in Egypt representing stakeholders in career between 2006 and 2009 (National report on Egypt 2006,
career guidance between 2007 and 2009 (see annex B). It guidance such as relevant ministries, employers, partners Concept Paper 2007, Strategy Guidelines 2008, the current
forms the concluding part of a set of outputs and documents from the society, national experts and academia; Proposal for Introducing Career Guidance in Egypt 2009)
produced by a policy learning project supported by the and the capacity building efforts locally and abroad (Scotland
European Training Foundation (ETF), an agency of the Considering the need for Career Guidance Services in and Turkey);
European Union (see annex C). The project and the National Egyptian schools, training institutes, tertiary education and
Task Force were initiated at the joint request of the Minister employment service agencies (public and private) to support Building on the positive outcomes of the June 2009 donor
of Education and the Minister of Manpower and Migration in the notion of “selection” and “individual decision making” round table and the anticipated international support for the
2007. It also involved the Ministry of Higher Education, the concerning their own future, as well as the role of career gradual introduction of career guidance in Egypt according
Ministry of Trade and Industry and other stakeholders and guidance for public policy in making education and labour to a clear vision and strategic plan;
institutions. market reforms more effective;
Submit the following proposal to the decision-makers,
The NTF technical support team was composed of four core Highly valuing the political support for the introduction Their Excellencies of related sectors, The Minister of
experts, namely Dr Aboubakr Abdeen Badawi (local expert), of these services as reflected in the 2007 letters of Education, The Minister of Higher Education, The Minister
Prof. Ronald Sultana (international expert), Ms Elena Carrero Their Excellencies the Minister of Education and Minister of Manpower and Migration, The Minister of Trade and
Perez and Mr Helmut Zelloth (ETF experts). of Manpower and Migration to the European Training Industry, for discussion, elaboration and endorsement:
Foundation (ETF), and the continued support of
The National Task Force (NTF) considers that the time is H.E. the Minister of Higher Education;
right for introducing career guidance in Egypt in a strategic,
planned and co-ordinated manner. Career guidance support Building on the outcomes of the national conference
services for both learners and job-seekers match very well on developing secondary education and admission to
with recent strategic planning initiatives (National Strategic universities (2008) calling for the introduction of career
Plan for Education, Developing Secondary Education, guidance at all school levels, as well as building on the
the Youth Employment Plan and the TVET Development spirit of the National Strategic Plan for Education, the TVET
Strategy) and could considerably enhance the effectiveness Development Strategy and the Youth Employment Plan;
of public policies in the areas of education and employment.
Encouraged by the genuine support for the introduction
of career guidance expressed by employer organisation
representatives in the National Task Force;

Taking into account all the effort exerted by national and

international experts supporting the National Task Force and
building the capacity of its members with technical support
from the ETF;

2 3
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

1. TEN GOOD REASONS

why Egypt should invest in career
guidance for young people

1. C
 areer guidance can contribute to the achievement 4. M
 odern education systems are all characterised 7. The criteria for accreditation of education institutions set 10. Increasing globalisation and the current financial crisis are
of a number of public policy goals in relation to by providing such support services for young people by the National Authority for Quality Assurance & contributing to the return of migrant workers from the
education, employment and social equity, for example at certain key transition points in education, in particular Accreditation of Education (NAQAAE) already require Gulf countries. Coupled with the current demographic
by making education and labour market systems - and at the crossroads from primary to secondary general the provision of student support services and career development and the fact that 25 million young people
their reforms - more efficient and effective as the result or vocational education, at the transition from school to guidance to be more explicitly included as an indicator in Egypt are below the age of 15 and will enter the
of a better match between individual interests, talents work, or throughout the entire education lifecycle, from under one of the standards as part of the accreditation workforce in the future - additional pressure on the labour
and qualifications on the one hand and the skills and primary education to higher and continuing education process for both pre-university and higher education. market and training system is created, which could be
qualifications demanded by employers on the other (‘lifelong guidance’). alleviated through effective career guidance services.
(OECD, 2004). In the process of better matching 8. A growing and diversifying economy and the increasing
educational outputs to the requirements of a rapidly 5. D
 ue to the lack of a co-ordinated and strategic approach need to emphasise the labour market relevance of
changing economy, career guidance can play an important to career guidance development and the growing demand education, all are likely to create a permanent pressure
role in mitigating unemployment. for such services in Egypt, a number of uncoordinated on the education and training system in Egypt. Career
small-scale initiatives with different concepts and guidance could help to achieve better human capital
 he above argument is to a large extent also true for
2. T approaches have emerged in recent years. These outcomes concerning the orientation and allocation
low and middle-income countries as confirmed by career guidance projects, mainly donor-supported, tend of students in secondary and higher education, thus
World Bank (2004) and ILO (2006) studies. Despite the to be fragmented and isolated from each other, and are minimising the waste of human capital, as well as helping
considerable barriers to career guidance development at risk of lacking impact and sustainability. Policy makers to tackle the low status of technical and vocational
that exist in low and middle-income countries (such as are not always aware of these projects and their education and training.
the informal economy, more limited choices in education development potential.
and the labour market) the push and pull factors that drive 9. The higher education system is striving to integrate
potential demand for career guidance in such countries – as 6. E
 gypt’s endeavours to comprehensively reform pre- with pre-university career guidance activities in
well as in Egypt – are considerable and growing (ETF, 2009). university education at all levels of the system, and order to help track students according to their potentials
its attempts to open up or replace the current system of and capabilities in a way that maximises the investment
3. Egypt is the only country in the Mediterranean region assigning students to education tracks and specialities only on human capital and saves losses that arise from
that does not yet have career guidance services based on their score in preparatory school with a model high repetition, drop-out and failure rates at higher
(career information, guidance and counselling) within its that includes space for individual choices that respond to education institutions as well as the mismatch between
education system to support young people’s aspirations the interests and motivations of students, will require not labour market and higher education. This would start by a
and decisions about their educational and occupational only a well-functioning educational infrastructure but also career oriented admission policy and is to be accompanied
pathways and their future jobs and careers. Some career support services such as career guidance if they are to by continuous career guidance activities throughout
guidance for unemployed people is provided by public become effective. the years of study until graduation and recruitment/job
employment services but it is limited in scope and placement.
magnitude. The relative ’absence’ of career guidance
in Egypt might negatively impact on unemployment in
the country.

4 5
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

2. SEVEN GOLDEN OPPORTUNITIES

for Egypt to start with career
guidance development now

 he ’National Strategic Plan for Pre-University

1. T 3. T
 he Egyptian government approach to developing 5. In addition to national funds supporting the above policies 7. The National Task Force (NTF) on career guidance
Education Reform in Egypt 2007/08-2011/12’, its strategies and strategic plan, such as the ’Youth in education, training and employment, the ongoing in Egypt that was established as a joint initiative of the
key principles, values and the declared paradigm shift Employment Plan’, the recently approved ’TVET and potential new European Union sector and direct Ministry of Education and the Ministry of Manpower and
in education provide a great opportunity and ’home’ for Development Strategy’ and the currently under budget support to education in Egypt provides a Migration, supported through capacity building and policy
career guidance development as it strongly correlates preparation plan to ’Develop Secondary Education golden opportunity for part of these funds to be used learning by the ETF, has a high potential to move into a
with the main goals of career guidance. From a policy based on the outcomes of May 2008 National to finance a systemic pilot-initiative or policy for career leadership role in the field of career guidance. The NTF
perspective, career guidance can contribute to all three Conference on Developing Secondary Education and guidance, once the topic is linked to one of the agreed and its secretariat, hosted by the Technical Education
reform domains that are planned in the National Strategic Higher Education Admission Policies’, provide further priorities. The sector-wide support philosophy ideally Sector of the Ministry of Education, could be formalised
Plan – namely access, quality, and system efficiency golden opportunities to introduce career guidance in Egypt fits the spirit of career guidance which, by its nature, is as a cross-sectoral network or body to oversee, plan and
of education, and ultimately economic, cultural and in a strategic and co-ordinated way. All these documents transversal - not limited to sub-sectors of education but steer career guidance policy and development in Egypt
social development in Egypt. In practical terms, career and plans highlight the need for career information and rather cutting across and integrating them. This unique as well as ensure cooperation and synergies between
guidance could be integrated and anchored in the reform guidance to assist young people in making informed chance to allocate a portion for career guidance within fragmented initiatives.
programme both within the ’new curriculum framework’ decisions concerning their future careers. such a macro-financing programme should not be missed
and the ’educational infrastructure’ and support services to by the national authorities, if possible already in the 2010
students. Career management skills, as a key competence,  he new study plan for technical education in Egypt
4. T budget or at least in the 2011 one.
could facilitate the desired move from a traditional which was introduced in 2008/09 aiming among other
educational model to a model that empowers learners to objectives at postponing the decision for specialisation 6. Additional opportunities for financing might arise from
become lifelong learners, promotes critical thinking and in technical education from the first to the second year, the donor dialogue and round-tables that have been
creative problem solving, and prepares learners for active with only a family of occupations selected in the first launched around this topic. Systemic development could
citizenship and dynamic participation in the labour market year. This creates the potential and need for orientation also benefit and draw from the experience of the EU
and an ever changing society. programmes and other career education and guidance TVET programme, the ILO, and donors or agencies such
activities. To enhance the effectiveness of the new study as GTZ and the Aga Khan Foundation which are currently
 he National Strategic Plan for Higher Education
2. T plan, immediate support to this sub-sector of education implementing different (small-scale) career guidance
(2000) emphasises the efficiency and relevance of is recommended. initiatives, often integrated in larger projects and wider
the higher education system and one of the priorities policy objectives. CIDA, the British Council and USAID are
is career guidance at the higher education level. This potentially interested in the topic as well. Recent initiatives
programme is to be launched in phase two of the in career guidance announced by the Industrial Training
reform (2007-2012). Council (ITC) and the PVTD could also play an important
role in contributing to a national effort.

6 7
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

3. THE WAY FORWARD

for Egypt to make career
guidance a reality

The policy and implementation proposal made in this chapter A sub-model that is being advocated by this paper
is the one that the National Task Force (NTF) considered 3.1 SIX PRIORITY AREAS and related 3.2 T WO MAJOR PRE-REQUISITES for is the introduction of ’career education’ either as a
as the most viable and appropriate in order to make career target groups for career career guidance in Egypt separate subject (compulsory or elective) or as part
guidance a reality in Egypt. Despite the fact that the NTF guidance in Egypt of another subject, for example entrepreneurship.
opted for a project and piloting approach, its main intention is • A critical mass of career guidance delivery agents, This would provide the opportunity to learn ’career
not to add just another project to the others but to introduce 1. T
 he transition from preparatory school to secondary/ either professionals and specialists (guidance management skills’; it could also include work tasting
an integrated strategic planning approach to career guidance vocational education and training-, for all students, counsellors, psychologists) or at least well-trained experiences in enterprises, career information and
development in Egypt which thinks ’global’ and acts ’local’. in particular for those with low or wrong aspirations practitioners and para-professionals in career some testing. Delivery agents in Egyptian schools
for further educational pathways and those at-risk of guidance, such as teachers or social workers; the are most likely to be semi-specialists like (subject)
Since the reality in Egypt is some distance from the new dropout. newly established ’Teachers Academy’ as well as teachers or social workers.
paradigm of ’lifelong career guidance’ followed by the universities offering a post-graduate study on career
European Union and other developed countries due to the 2. T
 he transition from the first year of technical guidance and counselling could play a key role in 2. A centre model appears to fit the area of higher
fact that even basic career guidance services do not exist, education and training (and study of a joint family of developing a first generation of career guidance education (e.g. such as career and job placement
gradual career guidance development and focussing on occupations) to further specialisation in the second practitioners in Egypt. centres), or for transition from unemployment or
those areas (key transition points) and target groups which and third years of technical education and training. inactivity to employment, the latter mainly provided
seem to be in most need of such services in Egypt are • A comprehensive career information system (web by training institutions or public employment
proposed. Moreover, despite a high inflow of donor funds, 3. The transition from secondary general and technical and print-based) that comprises information about services. A more individual and group guidance
a cost-efficient approach (e.g. a pedagogical rather than a to higher education, including those students shifting all education and training opportunities as well as approach could be applied, but it has a tendency to
psychological model of career guidance, a tiered approach from general secondary to technical education information on the formal and informal labour market be more expensive than the other models. Delivery
to services, and fostering self-help, key competencies and and training. and related employment opportunities, including agents in career guidance in Egypt under such a
empowerment of individuals) is recommended due to the self-help tests on interests and abilities; such a model would probably include specialists (vocational
limited resources of the country. Enhanced regional co- 4. The transition from education to work, in particular basic infrastructure would serve the clients of career guidance counsellors, psychologists) as well as semi-
operation in the Mediterranean could provide added value to for students from technical and vocational education guidance (target groups as outlined in chapter 4.1) specialists (e.g. employment counsellors as part of
policy and practice development in career guidance in Egypt. and training. as well as support the work of delivery agents. their wider role).

The National Task Force has identified six priority areas 5. T

 he transition from unemployment or inactivity to 3.3 THREE PROPOSED INTERVENTION 3. A virtual or web-model has cross-cutting
and related target groups for possible career guidance characteristics and practically would be suitable
interventions, with particular attention to rural societies
employment, in particular for young unemployed MODELS for career guidance as a complementary model to all six priority areas,
graduates and the young female inactive population.
and individuals with special needs, as follows: in Egypt with a potential emphasis on the education-to-work
6. T
 he transition from one job to another job, in transition and the transition from secondary to higher
particular for those employees who are facing 1. A curriculum-based approach seems to be most education. It allows for web-based self-help and for
dissatisfaction and difficulties at work and wish appropriate for the first threshold of transition from self-exploratory activities. This model tends to be the
to change their career. preparatory school to secondary education as well least expensive and most cost-effective, followed
as for the transition from education to work. Within by the curriculum-based approach. The virtual model
Though not all priority areas and target groups may receive this approach a variety of different sub-modalities tends to be limited to providing career information
the same level of attention and the same type of service, are possible (see annex D). The most suitable and and some activation and testing tools, but a web-
a sector-wide pilot intervention based on the principles of appropriate ’spaces’ in the curriculum need to be based interactive model offering on-line counselling,
planning and integration and taking into account the following identified according to the Egyptian context. a call centre approach or other related ICT tools,
two pre-requisites which so far do not yet exist in Egypt could also be possible.
are proposed.

8 9
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

4. PROPOSED IMPLEMENTATION PLAN

for career guidance in Egypt

 o prepare for a large-scale pilot project in career

3. T • the encouragement of the private sector to offer
FIRST STAGE guidance with a sector-wide (preparatory school, SECOND STAGE career guidance services and fostering partnership
(short term 2010-11) secondary education and TVET, higher education) and (medium term 2012-15) with the private sector to support the implementation
cross-sector (education and training institutions and public of the strategic plans for career guidance;
Before starting any major implementation of career guidance employment services) dimension, based on the results 1. By 2012 at the latest, to start with the pilot implementation
on a large-scale basis with the intention of mainstreaming and recommendations from the feasibility study. of a large-scale pilot project which has a sector-wide • continuous policy development and adaptation of
with real system impact, undertaking the following steps first dimension (preparatory school, secondary education policy goals according to the experience gained during
is recommended. 4. In parallel, to initiate development work on major and TVET, higher education) and cross-sector perspective pilot implementation.
pre-requisites for career guidance, namely (i) a (education and training institutions and public employment
 o formalise and sufficiently resource the National Task
1. T comprehensive career information system (both web services). Implementation needs to be accompanied by 3. Among the anticipated and various potential career
Force (NTF) and its secretariat on career guidance as well and print-based) as outlined in section 4.2, followed a well-developed evaluation, monitoring and feedback guidance interventions (depending on the outcomes
as to extend its mandate with a clear leadership at least by a large media-campaign; (ii) culturally adjusted self- system and a comprehensive final evaluation and feasibility of the feasibility study), the following, for example,
until 2011. In order to strengthen the role of the NTF in assessment tools for employability; and (iii) to build assessment in 2015, before gradual mainstreaming could be viable options:
career guidance policy development and co-ordination a first generation of career guidance practitioners would start in a third stage after 2015.
as well as to broaden its membership to a multi-stakeholder fitting the targeted institutional settings, either specialists • piloting of career education and a career management
group, the establishment of a memorandum of or semi-specialists or a mixture; through a university 2. Among the anticipated building blocks of such a skills approach in the last year of preparatory school
understanding between the different ministries and programme and targeted training. sector-wide and cross-sector pilot project should be (9th grade), and in the first year (10th grade) and last
other stakeholders in career guidance is recommended. the establishment of a ‘basic infrastructure’ for career year (12th grade) of technical education and secondary
Such a memorandum should define a clear leadership  o ensure the financing of the implementation of strategic
5. T guidance, such as: general education;
structure and the proper allocation of responsibilities short and mid-term priorities and activities through the
between stakeholders. most appropriate mix of donor envelopes and national • the development of a critical mass of professionals • piloting of a more individualised service approach to
co-funding, the latter in order to demonstrate ownership and future generation of career guidance practitioners career guidance for young people facing difficulties in
2. To commission a comprehensive feasibility study on and commitment towards career guidance development fitting the targeted institutional settings in education the transition from education to work and young at-risk
the most suitable career guidance interventions in the in Egypt. and employment through systematic pre- and in-service groups in general;
Egyptian context with regard to its contributions to the training programmes, including post-graduate and master
six priority areas of transition (identified in section 3.1), studies offered by universities; • piloting of small career centres at some universities
providing cost estimates for each stage and major items. and larger training institutions as well as in some public
The feasibility study should take into account the three • the development of both user-friendly and culturally/ employment service offices that have already undergone
proposed intervention models, the different delivery agent context validated career guidance materials and tools an institutional reform process;
options, the experience, outcomes and plans of different (e.g. tests) both print and web-based;
national and donor-funded initiatives, evaluation results • elaboration of guidelines for the practice of career
of existing career guidance services in all sectors, • the development of an institutional support structure for guidance in schools, as part of the wider school work-
an overall cost-efficient approach towards career career guidance, such as the establishment of a National programme, development or improvement plan.
guidance provision and the role of capacity development Career Development Centre having both a support
in implementation (including policy and top-management function for system development and a methodological
levels). The terms of reference for the feasibility study function for career guidance providers and practitioners;
should be developed by the National Task Force (NTF)
as soon as possible in 2010. • the establishment of a Career Guidance Unit in the
Ministry that would take the leadership for career
guidance development in Egypt and co-operate with
other units setup in relevant ministries and bodies, to
ensure quality career guidance services, monitoring and
evaluation;

10 11
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

ANNEX A Annex B
The consultation plan for Acknowledgements
validating the proposal

The table below shows the consultation plan for validating the policy paper, agreed by the ’High-level Policy Roundtable’ meeting A1. MEMBERS OF THE NATIONAL TASK FORCE (NTF)
and the National Task Force workshop in Cairo, 26 October 2009.
Title First name Surname Ministry / Institution
Table 1 – Schedule of the consultation phases on the draft paper ’Proposal for introducing career guidance in Egypt.
The need for a strategic and integrated approach to career guidance development’ Prof Hany Ahmed Mohamed MOE, Prime Undersecretary Technical Education, Chairperson of the NTF
Moneib

Phase 1 26 October 2009 High-level Discussion and recommendations Prof Nabil Abdel-Aziz MOE, Advisor to the Minister and Advisor to the National Task Force (NTF)
Policy Roundtable Eng Fadhl Saber Bayoumy MOE, Undersecretary Technical Education
Phase 2 26 October 2009 National Task Force (NTF) Technical opinion Dr Amin Aboubakr MOE, Undersecretary Basic Education
Workshop and finalisation of draft
Mr Wagdi Mohamed Afifi MOE, Adviser Secondary Education
Phase 3 9-12 November 2009 International Scientific Advisory Scientific opinion
Committee Gen Ali Ahmed Sayed MOE, Counsellor to the Minister, International Cooperation and
Director of the Mubarak-Kohl Initiative (MKI)
Phase 4 20 November - Consultation with social partners, NGOs Stakeholders opinion
Mr Adel Abdel-Jawwad MOE, Educational Services, Student Union and Parents Union
14 December 2009 and selected opinion leaders
Ms Se’da Fouad MOMM, Undersecretary Information
20 November - Consultation with donor organisations International opinion
14 December 2009 which have career guidance initiatives Ms Iman Zakariya MOMM, Undersecretary Human Resource Development
or interest
Ms Reda Abu Ali Marzouk- MOMM, General Director, Central Department for Vocational Training
20 November - Selected members of the Education Political opinion Hussein
14 December 2009 Committees of the People’s Assembly,
Gen Mohamed Tantawy MOTI, Chairperson of the PVTD
the Shura Council and the National
Democratic Party Eng Mohamed Karim Manadilo MOTI (PVTD), General Director, Training Technology
Phase 5 20 December 2009 National Task Force (NTF) Technical endorsement Dr Joachim Kult MOTI, Advisor to the PVTD from the Centre for International Migration
Phase 6 22 April 2010 NTF submits the translated proposal to Submission of the paper for approval and Development (CIM)
the Minister of Education, the Minister Mr Medhat El Madany MOTI (ITC), Executive Board Member
of Higher Education, the Minister of
Manpower and Migration, the Minister of Prof Rasha Sa’ad Sharaf MOHE, Director of Strategic Planning Unit
Trade and Industry and to the Ministerial Prof Galal Abdel Hamid Abdella MOHE, Adviser to the Minister, Strategic Planning
Committee on Employment and Human
Resources Development Dr Maha Rashwan NAQAAE, National Authority for Quality Assurance & Accreditation of Education
Phase 7 29 April 2010 ETF letter and submission of the proposal Submission of the paper and information Mr Adnan Kotnat NCERD, National Centre for Educational Research and Development, Researcher
to the four Ministers of related sectors about project results
Ms Maha Guindi AUC, American University in Cairo, Executive Director, Career Advising
& Placement Services
Ms Maha Fakhry AUC, Director, Recruitment Services
Eng Nader Allam EIU, Egyptian Investors Union, General Secretary, National HRD Centre
Eng Anis Zakhari NGO, The Arab Contractors, Chairman’s Advisor for Training Affairs
Prof Ibrahim Shabaka NGO, Egyptian Federation of Building and Construction Contractors, Training
Expert
Gen Mohamed Helal Director TVET Reform Programme
Eng Mikhael Nasr Fayez EU TVET project, Senior Policy Expert

12 13
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

Annex B ANNEX C
Acknowledgements continued List of main outputs of the
National Task Force (NTF)

Table 2 – List of outputs and documents produced by a policy learning project ’Strengthening career guidance
A1. MEMBERS OF THE NATIONAL TASK FORCE (NTF) continued development in Egypt’ supported by the European Training Foundation (ETF), an agency of the European Union
Title First name Surname Ministry / Institution
Eng Atef Aly TVET Project, Training Expert 1 Main document Draft paper: ’Proposal for introducing career October 2009 17 pages
guidance in Egypt: the need for a strategic
Prof A’mal Sadek Egyptian Psychological Studies Association, Chairperson and integrated approach to career guidance
development’
Dr Noha Abdel Karim Cairo University
Prepared by the National Task Force
Ms Nabila Dhahy Ibrahim MOE, TVET Sector, National Task Force Secretariat 2 Annex 1 Mapping of recent initiatives and projects related July 2009 10 pages
Mr Kamal Badrakhan Abdel- MOE, TVET Sector, National Task Force Secretariat to career guidance in Egypt, prepared by the ETF (rolling document)
Aziz Mahmoud 3 Annex 2 ’Guidelines for a career guidance strategy in Egypt’, December 2008 43 pages
prepared by the National Task Force
4 Annex 3 Expert Paper: ’Career guidance in Egypt: releasing November 2008 13 pages
A2. TECHNICAL EXPERT SUPPORT TO THE NATIONAL TASK FORCE (NTF) potential, opening up opportunities’, prepared by
international, local and ETF experts
Title First name Surname Ministry / Institution
5 Annex 4 ’Concept paper’, prepared by the Voluntary National December 2007 32 pages
Dr Aboubakr Abdeen Badawi Human Resources Development Consultant Task Force
Prof Ronald Sultana Director of the Euro-Mediterranean Research Centre for Educational Research, 6 Annex 5 Country report on career guidance in Egypt, October 2006 30 pages
Malta prepared by a local expert
Ms Elena Carrero Perez Country Manager for Egypt, European Training Foundation (ETF) / European Union
Mr Helmut Zelloth Senior Human Capital Development Specialist, European Training Foundation (ETF)
/ European Union

A3. INTERNATIONAL SCIENTIFIC ADVISORY COMMITTEE TO THE NATIONAL TASK

FORCE (NTF)
Title First name Surname Institution
Prof Tony Watts The Life President of the National Institute for Careers Education and Counselling,
Cambridge/UK
Prof Fusun Akkok The Lead Consultant to the Ministry of National Education of the World Bank
‘Secondary Education Project’ (Component on Career Guidance) in Turkey and
retired Professor of Psychology at the Middle East Technical University of Ankara/
Turkey
Dr John McCarthy The Director of the International Centre for Career Development and Public Policy
(ICCDPP), Strasbourg/France
Dr Raimo Vuorinen The Chairperson of the European Lifelong Guidance Policy Network (ELGPN),
Senior Researcher at the Finnish Institute for Educational Research at the University
of Jyvaeskylae/Finland

14 15
PROPOSAL FOR INTRODUCING PROPOSAL FOR INTRODUCING
CAREER GUIDANCE IN EGYPT CAREER GUIDANCE IN EGYPT

Annex D Annex E
Overview of potential career guidance Bibliography and References
interventions for young people
in education and labour market
institutions in Egypt
Arab Republic of Egypt, Ministry of Education, ’National Sultana, R.G. and Watts, A.G., ‘Career guidance in the
Modality Career Career Work Testing Individual Group Counselling
Strategic Plan for Pre-University Education Reform in Egypt’ Mediterranean region – Comparative analyses,’ European
Info Management Tasting Guidance Guidance
2007/08-2011/12,’ Cairo, 2007. Training Foundation Office for Official Publications of the
Curriculum model European Communities, Luxembourg, 2007.
Compulsory subject ‘career education’ Badawi, A., ‘Career guidance in the MEDA region: Country
report on Egypt,’ European Training Foundation, Turin, 2006. Sweet R, ‘Career guidance in the Western Balkan region,’
Compulsory part of (an)other subject(s) Working document, European Training Foundation, Turin, 2006.
Compulsory curriculum principle (all or Council of the European Union, ‘Resolution of the Council and
several subjects) of the representatives of the Member States meeting within Sweet, R, ‘The public benefits of Australian career development
the Council on strengthening policies, systems and practices services: Towards a national research strategy,’ Paper prepared
Elective subject ‘career education’ or similar in the field of guidance throughout life in Europe,’ Council for the Career Industry Council of Australia (CICA), 2007.
Part of (an)other elective subject(s) of the European Union, Brussels, 2004.
UNESCO, ‘Technical and vocational education and training in
Part of curricular activities Council of the European Union, ‘Council resolution on better the 21 st century: New roles and challenges for guidance and
Part of extra-curricular activities integrating lifelong guidance into lifelong learning strategies,’ counselling,’ UNESCO, Paris, 2002.
Education, Youth and Culture Council meeting of 21 November
Centre model 2008, Council of the European Union, Brussels, 2008. Watts, A.G. and Fretwell, D., ‘Public policies for career
Centre inside school/university development: Case studies and emerging issues for designing
ILO, ‘Career guidance: A resource handbook for low- and career information and guidance systems in developing and
Centre outside school/university
middle income countries.’ International Labour Organisation, transition economies,’ World Bank, Washington DC, 2004.
specifically for education
Geneva, 2006.
Centre for the unemployed within PES Watts, A.G. and Sultana, R.G., ‘Career guidance policies in
OECD, ‘Career guidance and public policy: Bridging the gap,’ 37 countries: Contrasts and common themes,’ International
Centre for all citizens – in- or outside
Organisation for Economic Cooperation and Development, Journal for Educational and Vocational Guidance,’ Vol. 4, No 2-3,
educational or labour market settings
Paris, 2004. Springer Netherlands, 2004, pp. 105-122.
Virtual or web model
Website OECD and European Commission, ‘Career guidance: Zelloth, H., ‘In demand: Career guidance in EU neighbouring
A handbook for policy makers,’ Organisation for Economic countries,’ European Training Foundation Office for Official
Web-based interactive Cooperation and Development, Paris, 2004. Publications of the European Communities, Luxembourg, 2009.
Delivery agents (specialists)
Sultana, R.G., ‘Guidance policies in the knowledge society:
School counsellor (full-time) Trends, challenges and responses across Europe - A synthesis
School counsellor (part-time) report,’ Cedefop Office for Official Publications of the European
Communities, Luxembourg, 2004.
School psychologist
School pedagogue, sociologist, social worker Sultana, R.G. and Watts, A.G., ‘Career guidance in Europe’s
public employment services: Trends and challenges,’ European
Guidance specialist in PES Commission, Directorate-General for Employment, Social
Delivery agents (semi-specialists) Affairs and Equal Opportunities, Brussels, 2005.
Class teacher
Subject teacher
(Deputy) Director in schools
Employment counsellor in PES

Legend
Low Potential Medium to High Potential PES = Public Employment Services

16 17