1. The coming back of career Guidance in Egypt: Why and How?
Aboubakr Abdeen Badawi

2. Social, Economic and CG Policies in Egypt: 1950s- Mid60s
1950s: Social Equity Policy;
1950s: Industrialization policy, TVET and Apprenticeship Programmes;
1950s: Vocational Guidance units and programmes (PVTD, Ministry of Labour);
1950s-Mid 60s: Sort of Vocational Guidance in technical Schools;
1950s-Mid 60s: Government Guaranteed Employment for all graduates;

3. Social, Economic and CG Policies in Egypt: the 21st Century
Free Market Economy: declared Social Equity Policy, BUT!;
Foreign Investment: Privatization, Agr.!, consumables and unemployment;
Educational Choices solely linked to Grades;
6/10 of unemployed are Youth, 1/5 young male and 1/3 young female;
Some skill shortage;
Revival of the call for CG and PPP;

4. Clients Demand
Students and trainees: info on the labour market and free choice;
Education and training staff: info on the labour market;
Job seekers: info on vacancies and competences needed;
Employers: relevance of education and training and labour productivity;
Experts: enhancing labour productivity and self-satisfaction + Employment;
Technical assistance providers: free choice and Democracy.

5. Energizers ETF study on CG in Egypt (2006);
Formulation of a Country Task Force (2007);
Enthusiasm by top-officials;
Involvement of Cabinet Ministers;
Interest by university professors;
Interest by Business community;
Readiness of technical cooperation providers;
Support by the ETF;
Commitment of self-motivated individuals.

6. Evidence Documented
Minister of Education Letter to ETF, continued support to CG development;
Minister of Manpower and Migration to ETF, continued support to CG Development;
Ruling party policy committee members, the need for coherent CG system;
An Employers organization (EIU) establishing HRD centers with CG function;
Better rate of completion and employment of graduates that received CG services.

7. Context
Huge numbers in education: 2 millions in secondary TVET alone, 16 million in pre-university education;
Scarcity of funds (>90% of Education Budget as salaries);
Burning issues in several fields: unemployment/poverty/informal sector etc.;
Observatory function with core data;
High-level officials convinced of the need;
New TVET Strategy is currently developed.

8. Basics Government role is crucial, but not the sole player;
A coherent system to be considered, but implementation in phases based on the anticipated Impact;
Cost effectiveness of the tools and methodologies;
Continuous assessment of the impact and redirection if needed.

9. The Vision
A multi-stakeholders coherent system providing qualitative and quantitative information on current and foreseen future needs of the labour market, individual’s capacity and continued support to students, trainees, job-seekers and other interested individuals using adequate media including ICT.

10. Priorities TVET schools and centres’ students/ trainees;
Job-seekers in the employment offices;
Networking with methodological guide;
Cost effective modalities;
Staff training;
Optimized impact;
Focusing on areas that do not require change of legislation.

11. Towards a Stronger Policy
Partnership and coordination;
Leadership from all stakeholders;
Quality effective service, even if relatively limited;
Co-sharing the cost with stakeholders and optimizing international technical cooperation;
Working towards a comprehensive legislation, when time is appropriate.

12. Looking Forward To
Your Valuable
Comments/ Remarks
THANK YOU,,,