GAP ANALYSIS OF THE TECHNICAL COLLEGES MINISTRY OF HIGHER EDUCATION ARAB REPUBLIC OF EGYPT. Final Report

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1 , rv r--. l Q o (\. j () ' r~ o Cl :] D GAP ANALYSS OF THE TECHNCAL COLLEGES MNSTRY OF HGHER EDUCATON ARAB REPUBLC OF EGYPT Fial Report SUBMTrED TO UNTED STATES AGENCY FOR NTERNATONAL DEVELOPMENT (USAD/CARO) CONTRACT No. 263-COO PREPARED BY ACADEMY FOR EDUCATONAL DEVELOPMENT(AED) WASHNGTON D.C. WTH AND FOR THE MNSTRY OF HGHER EDUCATON (MOHE) ARAB REPUBLC OF EGYPT November 21,2008 o T L-r AC<1dcmy for Edc,ioal Developmet

2 l.,,-, ( \ Sbmitted by: Patrick Fie Seior Vice Presidet ad Director, Global Edcatio Ceter Academy for Edcatioal Developmet 1825 Coectict Avee NW Washigto, DC USA Telephoe: Fax: pfie@aed.org t. 1 r " L--, \ "!, '.. L} ; '--. i. r-.. '.\

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4 -, 1 1. j Table of Cotets. Exective Smmary 1. trodctio 2. Goverace ad Fiace ~ 6 V. Admiistratio ad stittioal Spport 9 V. Prograls ad Crriclm 13 V. Faclty Competece 15 V. Facilities ad Eqipmet 18 V.Program Accotability ad Evalatio 24 X. Skill Stadards 25 X. Desig ad Delivery ofprograms Meetig dstry Needs 27 X. Gradate Follow-p Srvey (see Aex F for details) 28 X. Employer Srvey (see Aex E for details) 31 XLSmmary ofcoclsios ad Recommedatios 34 XV. Replicatio of GAP Aalysis i Five Remaiig Colleges 37 XV. Aexes 41 '-"1 ) A. B. C. D. E. F. G. H. L. AED Cosltats, MORE Coordiators, Key dividals Met Orgaizatioal Chart for MORE Techical stittes Updated GAP Aalysis Template Refereces Midd~e Techical College Employer Srvey Middle Techical College Gradate Follow-pSrvey E-Mataryia College Baselie Data E-Mehalla College Baselie Data Soth Valley College Baselie Data UNESCO/LO Revised Recommedatios o Tech/Voc. Edcatio GAP ANALYS/S OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21,2008 Table of Cotets

5 ; t.. r-. Exective Smmary This Report presets the fial reslts ofthe GAP Aalysis ofthree Middle Techical Colleges (MTCs) which are admiistered by the Miistry ofhigher Edcatio (MOHE). The overall goal of the aalysis is to assess the stats ofthe three techical colleges as compared to iteratioal orms. The Report smmarizes the stats, stregths, weakesses/threats to the crret system, ad idetifies recommedatios/opportities for actios which eed to be take to improve program qality, cost effectiveess, ad relevace ofthe Colleges to ehace the participatio ofgradates i the labor force. The Report was developed by iteratioal ad Egyptia cosltats from the Academy for Edcatioal Developmet (Washigto D.C), with resorces from the Uited States Agecy for teratioal Developmet (USAD), ad with the spport ofthe MOHE. The three Techical Colleges stdied were: (a) Mataryia Teclmical College, (b) Mehalla Techical College; ad (c) Soth Valley Techical College. The aalysis is also iteded to establish a process to assess the stats of, ad make recommedatios to, ehace the operatio ofthe remaiig five remaiig Techical Colleges. This Report cocldes that while the strategic goal ofthe colleges, to provide level three techicias to fill a emergig gap i the Egyptia labor force, is appropriate ad eeded, there are three broad policy ad techical gaps that mst be addressed or this goal will ot be achieved. First, while the "qatity" oftechiciatraiig is movig toward iteratioal stadards, the qality ofthe traiig is far below iteratioal stadards. There is a eed to address a mber of techical isses, icldig the overcrowdig of facilities which is casig serios problems with the delivery ofqality istrctio, as highlighted i the reslts ofboth the gradate ad employer srveys. Secod, cocrete actios eed to be take to selectively decetralize college operatios, ad address related techical isses, to eable colleges to be more resposive to regioal labor market reqiremets ad stdet iterests (this isse is addressed directly withi each topic oted i the followig paragraph). Decetralizatio mst be led by ad spported with, accompaied by techical assistace provided by the MORE to the Colleges. Third, ifthe policy ad techical isses idetified i this Report caot be addressed i a timely ad comprehesive maer withi the orgaizatioal strctre ofthe MORE, cosideratio shold be give to movig atioal admiistratio ofthe colleges from the MORE to a more flexible market drive strctre, as is doe i a mber ofother cotries, to help esre atioal ivestmets are sed more effectively ad labor force eeds are addressed. This Report does ot address the last isse i-depth, or provide alterative models ofatioal admiistratio, as this isse was ot i the terms of referece ofthe stdy. The Report is orgaized, as reqired cotractally, arod the topics of: Goverace ad Fiace; Admiistratio ad stittioal Spport; Program ad Crriclm; Faclty Competece; Facilities ad Eqipmet; Program Accotability ad Evalatio; Skill Stadards; ad Desig ad Delivery ofprograms Meetig dstry Needs. L; (-- L..:,'- i ~. ~. \ " L}, ~ ("'", L (- > GAP ANALYSS OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21,2008 Page 1

6 . trodctio i j \ ( This Report presets the reslts ofthe GAP Aalysis ofthree Middle Techical Colleges (MTC) admiistered by the Miistry ofhigher Edcatio (MOHE). This Report, which is a expasio ofthe Phase report that provided baselie iformatio, adds iformatio o gaps ad iteratioal orms ad icldes recommedatios for actios to address these gaps. This Report also icldes a smmary ofthe reslts ofthe MTC Gradate Follow-p Srvey ad Employer srvey. The fidigs ad recommedatios ofthese two srveys were sed as ipt to the body ofthe report, icldig the recommedatios. This Report was developed by a team of iteratioal ad Egyptia cosltats hired by the Academy for Edcatioal Developmet (Washigto D.C), with resorces from the Uited States Agecy for teratioal Developmet (USAD), i cooperatio with MOHE staff. ) The overall goal ofthe GAP aalysis is to assess the stats ofthe three pilot techical colleges admiistered by the MOHE that are crretly dergoig ehacemet activities ad compare the crret stats with iteratioal orms ad stadards. The three Techical Colleges are: (a) Mataryia Techical College, which cosists offor istittes i two campses, (b) Mehalla Techical College which has six istittes located i for campses; ad (c) Soth Valley Techical College, which icldes ie istittes located i for campses. The aalysis also sggests a process to replicate the GAP aalysis at the remaiig five Techical Colleges at a later date. This will allow MOHE to idetify overall short-comigs i college operatios which eed to be addressed to improve program qality, cost effectiveess, ad relevace for gradates to ehace their participatio i the labor force. This Report is orgaized, as reqired i the terms ofreferece, arod the followig topics: Goverace ad Fiace; Admiistratio ad stittioal Spport; Program ad Crriclm; Faclty Competece; Facilities ad Eqipmet; Program Accotability ad Evalatio; Skill Stadards; ad Desig ad Delivery ofprograms Meetig dstry Needs. There are two broad isses which are highlighted throghot the Report. First, the eed to take cocrete actios to icrease decetralizatio ofselected aspects ofcollege operatios to esre they ca be more resposive to regioal labor market reqiremets ad stdet iterests. Secod, there is a eed to address the geeral overcrowdig offacilities ad selected programs which is casig serios problems with the qality ofistrctio, a fact highlighted by the reslts ofboth the gradate ad employer srveys. Ecoomic Cotext Egypt experieced high growth i the secod halfofthe 1990s, followig the adoptio ofa strctral adjstmet program, bt ecoomic growth ad ivestmet levels slowed after Growth rates were i the rage of 7% i These treds were reiforced by the reslts ofthe Employer Srvey (see Aex E). As a percetage ofgdp, agricltre is decreasig, services is steady, while idstry ad mafactrig are icreasig with related labor force implicatios. Estimates ofoverall employmet rates have declied slightly i recet years ad were approximately 8% i 2007, with a large proportio ofthe employed beig yoth. This tred, GAP ANALYSS OF TECHNCAL COLLEGES Fial Report Academy for Edcatioal Developmet (AED) November 21,2008 Page 2

7 !1 '.,- \... whe combied with a demographic blge (the percetage ofworkig age poplatio betwee years old will icrease from 55% to 67% i 2020) presets Egypt with both opportities to spport a growig ecoomy, as well as challeges to create prodctive employmet opportities to redce social pressres. The reslts ofthe MTC Gradate Follow-p srvey (Aex F) highlight this challege, as 47% of2007 gradates idicated they were employed i e r-' j t is estimated that the ecoomy will eed to maitai a growth rate ofabot 6% jst to maitai the crret level ofemploymet. With regard to prodctivity, Egypt does ot compare well with its competitors, particlarly i small to medim sized eterprises (SMEs) ad large pblic compaies i traditioal sectors. For example, average gross prodctio per worker is 4.1 times higher ad average vale added is 5.7 times higher i Trkeyl. This has sigificat implicatios for the idstry/mafactrig sector. O the hma resorce side, the availability ad qality oflabor is cited as a limitig factor by a mber ofrecet srveys2. Uskilled labor is abdat, btthe qality ad qatity ofskilled ad highly skilled labor appears to be low ad ot well adapted to the eeds offirms. The qality ofthe edcatio ad the Techical ad Vocatioal Edcatio ad Traiig (TVET) system is viewed as eedig pgradig. While the provisio ofi-service traiig to pgrade the qality ad relevace ofskills is icreasig, it is startig from a very low base. The shortage of appropriate labor i the sector is exemplified by recet reports i the press 3 o the "Problem of Foreig Workers" which idicates there are large mbers oflegal ad illegal workers, icldig a estimate that 80% ofthe workers i the Coastal city ofport Said i free zoe factories are from dia ad Bagladesh. The Miistry oftrade ad dstry dstrial Traiig Cocil (TC) cofirms this tred i the idstrial sector (i.e. as a example, there is a estimated 30% shortfall i labor i the ready-made garmet sb-sector). Geeral Strctre ofthe Colleges The pblic higher edcatio sector oftechical ad Vocatioal Edcatio (Aex B for the Orgaizatio Chart) is admiistered der the aspices ofthe MOHE ad is comprised primarily ofeight regioal techical colleges, which iclde forty-five techical istittes coverig a variety ofdisciplies. With World Bak ad Egyptia govermet fdig, the MOHE has embarked o a Higher Edcatio Ehacemet Project (HEEP) to reform these colleges. De to the fact that these techical colleges were recetly established to cosolidate the forty-five existig techical istittes, they are faced with a mber ofchalleges. The admiistrative strctre ofall the colleges is very similar. The HEEP addresses some ofthe aforemetioed elemets i all eight techical colleges icldig the three pilot colleges. Mataryia Techical College is costitted offor istittes i two campses amely torism ad hotel, optics, Shbra commercial ad idstrial, ad Mataryia commercial ad idstrial istittes. The AED team visited Mataryia Techical College three times icldig two visits to the Mataryia camps with two istittes (commercial ad idstrial) which are receivig, h \ r 1 l ~! \) L) L) l : World Bak, Higher Edcatio Ehacemet Project, Project Appraisal Report, Washigto D.C. 2 Srveys iclde those completed by the World Bak, ECES, ad Ecoomic Research Form. 3 The Egyptia Gazette, March 27, 2008 GAP ANAL YS/S OF TECHNCAL COLLEGES Fial Report Academy for Edcatioal Developmet (AED) November 21,2008 Page 3

8 spport from the Higher Edcatio Ehacemet Project (HEEP). The other visit was to the commercial ad idstrial istittes ofthe Shbra camps. ), -, Mehalla Techical College has six istittes located i for campses icldig Mehalla idstrial ad commercial, Zagazig idstrial ad commercial, Masora commercial ad Domietta commercial. The team visited Mehalla techical College three tiles icldig two visits to the Mehalla idstrial ad commercial istittes which are also receivig HEEP spport. The other visit was to the Zagazig camps with its idstrial ad commercial istittes. Soth Valley Techical College icldes ie istittes located i for campses. The istittes iclde almim i Naga Hamady; commercial, idstrial, travel & hotel, ad the srvey ad irrigatio istittes i Qea; ad the commercial, the idstrial ad the restoratio ofatiqities istittes i Aswa. The team visited Aswa with its three istittes, ad the Qea commercial ad idstrial istitte. GAP Project Workig Grop ~1 The Miistry ofhigher Edcatio orgaized a "Workig Grop" composed ofkey stakeholders from the private sector, the Miistry, ad the Colleges, to provide advice ad cosel to the project. The list ofmembers is cotaied i Aex A. The AED Team met with the Grop for times (twice drig each visit). The first leetig o each visit was a orietatio to the project ad the docmets ad the secod provided a briefig o progress ad recommedatios. The Workig Grop provided both writte ad verbal ipt to the AED Team ad this ipt has bee cosidered whe draftig this Report. Geeral sses This Report cocldes that while the strategic goal ofthe colleges, to provide level three techicias to fill a emergig gap i the Egyptia labor force, is appropriate ad eeded there are a mber ofpolicy ad techical gaps that mst be addressed for this goal to be achieved. f left addressed, the Colleges will ot be able to move forward ad provide the techical labor force eeded by Egypt's growig ecoomy or will they assist i addressig the social cocers arisig from havig a large yoth poplatio. The key cocers are: -. ) Qatity ad Qality. Cotries i the Middle East, icldig Egypt, have made tremedos gais i terms ofesrig eqitable access to formal edcatio (iteral efficiecy), icldig a approximately five-fold icrease at the level ofhigher edcatio 4 The gross erollmet rate i tertiary edcatio i Egypt (icldig techical colleges) is 32.6%, as compared with a mea of25.8% i the Middle East, 34.7%, i East Asia, ad 37.2% i Lati America (World Bak, 2008). accomplishig this expasio two isses have emerged. First, the large cohort ofyoth i the poplatio has pt a immese strai o the available bdget ad the lber oftraiig places i the higher edcatio system. As a reslt, existig facilities are ofte badly overcrowded ad qality 4 These icreases have iclded earig geder eqity i most cotries icldig Egypt. GAP ANALYSS OF TECHNCAL COLLEGES Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 4

9 r ofistrctio is compromised. Secod, the match betwee the eeds ofthe labor market ad the skills ofgradates is ot always appropriate i qatity (i.e., the correct profile of programs -- exteral efficiecys) or qality (Le., skills taght i existig programs). Cetralizatio vs. Decetralizatio. The crret system is highly cetralized. While selected elemets ofthe operatio ofthe Colleges eed to be cetralized to esre that atioal priorities are addressed ad that there are miilm stadards ofistrctio, if Colleges are to react to the eeds oflocal employers, ad gai their spport ad ivolvemet i program plaig ad implemetatio, the Colleges eed icreased flexibility ad local cotrol i program cotet, fiacig, ad staffig (Le. decetralizatio). For decetralizatio to be sccessfl, existig policies eed to be chaged ad the MOHE eeds to provide leadership i the form oftemplates, gidelies, ad stafftraiig to help Colleges implemet decetralized operatios (i.e., develop local advisory cocils for specialized programs, market ad operate o-job-traiig, dertake employer ad gradate srveys, etc.). creased accotability mst also go had-i-had with decetralizatio. Natioal leadership ad Admiistratio: fthe above policies ad related techical isses caot be addressed i a timely ad comprehesive maer, withi the orgaizatioal strctre ofthe MOHE, cosideratio shold be give to movig atioal adliistratio ofthe colleges from the MOHEto a more flexible market drive strctre, to help esre atioal ivestmets are sed effectively ad labor force eeds are addressed. This is a commo approach i a mber ofother cotries. This Report does ot address this isse i-depth, or provide alterative models ofatioal admiistratio, as it was otside the terms ofreferece ofthe stdy. Orgaizatio of the Report This Report is orgaized arod the followig topics: Goverace ad Fiace; Admiistratio ad stittioal spp011; Programs ad Crriclm; Faclty competece; Facilities ad Eqipmet; Program accotability ad Evalatio; Skill stadards; ad Desig ad Delivery of Programs meetig dstry eeds. Each sectio smmarizes the: (a) crret stats, (b) stregths, (c) weakesses/threats, (d) gaps ad iteratioal orms, ad (e) opportities/recommedatios for actios o each topic. additio to the above topics this Report cotais three additioal sectios icldig a smmary ofthe desig ad reslts ofthe Gradate Follow-p Srvey, the Employer Srvey, a smmary ofthe coclsios ad recommedatios, ad a sggested process for replicatig the GAP Aalysis i the remaiig five colleges. The Report cotais a mber ofaexes icldig a smmary ad detailed fidigs ofthe gradate follow-p ad employer srveys, baselie reports, ad iformatio o the colleges icldig data o the gradate ad employer srveys at each college. 6 5 Lati America the expasio oftertiary edcatio followed ecoomic developmet, while i the Middle East the expasio has ofte paralleled, or bee doe i advace of, ecoomic developmet. This has sometimes reslted i iappropriate traiig profiles. For example the distribtio ofhigher edcatio stdets is 35% Edcatio ad Hmaities, 41 % Social Scieces, 7% Medicie, 10% Scietific, Techical Egieerig, 6% other i Egypt, as compared with 17,39,10,24, ad 9% i Lati America. 6 The idividal college reports do ot cotai separate recommedatios for three reasos. First, becase ofthe cetralized atre ofthe college system, there are few differeces betwee the maagemet ad operatio ofthe r-~,r-1 \ i~ ~..'., ",\ - (1 ~-.; f~ ( L, L! / " GAP ANALYS/S OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21,2008 Page 5 l._

10 1 ).Goverace ad Fiace? 1. Missio, Visio ad Goals: There is a geeral missio statemet for all techical colleges i Egypt. Article oe, Miisterial decree #2655, October 2006, gides the colleges' missio, visio ad goals. However, the colleges do ot have idividal missio, visio ad goal statemets. Stregths: There is a overall missio statemet for all techical colleges i Egypt. Weakesses/Threats: The overall missio statemet is ot well kow, the colleges do ot kow how it was developed, ad it is ot well pblicized or dissemiated. Noe ofthe three colleges has developed its ow missio, visio ad goals statemet that wold direct college activities ad allocate resorces to meet local eeds. A complicatig factor is that while the overall missio is primarily to prepare yoth for the workforce, there are competig social ad political missios which, althogh ot explicitly stated, have a have a egative impact o operatio ofthe colleges ad the qality ofistrctio (Le., large erollmet icreases withot parallel icreases for facilities, eqipmet, ad istrctors). Ay evalatio ofthe missio ofthe Colleges mst take this latter isse ito accot. - ) ),', j 1 İ t Gaps ad Norms: Noe ofthe three colleges visited have developed their ow missio, visio ad goals statemets. The absece ofthese statemets is a gap. While the missio statemet for all techical colleges i Egypt, Article oe, Miisterial decree #2655, provides directio at a atioal level, it falls short ofprovidig both the prodct ad process ofdevelopig these statemets at the idividal college level. teratioal orms call for the developmet ofa istittioal profile that icldes missio ad visio statemets as well as goal statemets that provide milestoes to drive the achievemet ofvisio ad missio. 8 Policy, plaig ad admiistratio are best achieved throgh parterships at the local/regioal level. 9 Recommedatios/Opportities for Actio: Techical colleges, with techical assistace ad traiig from MOHE, shold develop their ow missio, visio ad goal statemets that spport the atioal missio oftechical colleges ad also reflect local ad regioal eeds ad plas. The recommeded process is to develop parterships that iclde represetatives ofthe bsiess ad social commity i each regio that help iform the developmet ofthese plas. With ipt from the commity represetatives, each techical college shold develop a missio statemet that addresses the reaso for existece, types ofcliets served, services to be provided, ad cstomer service philosophy ad resposibility. A visio statemet that defies the ftre of - 1 ) Colleges, ths the major recommedatios for each college wold be very similar. Secod, the mber ofresposes to the gradate ad employer srveys at each college are limited, ad primarily provide aecdotal data, ad shold ot be sed for geeral recommedatios, which are provided i the overall smmary for all colleges.. Third, de to the lack ofproject resorces the team had oly limited time at each college ad ths is ot i a positio to make does detailed micro recommedatios at differet colleges. 7 The AED Goverace ad Admiistratio team met with key MOHE staff resposible for maagemet of the techical colleges. The followig aalysis reflects these discssios. Additioal details ofthese discssios is cotaied i Aex B. 8 GAP Aalysis Template, Sectio A.. 9 UNESCO-LO Revised Recommedatios, No.9. GAP ANALYSS OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 6 - )

11 the college will provide the basis for goals that will help the college achieve its visio i aligmet with its missio Qality Policy: A qality system was recetly developed which is gided by the Qality Assrace ad Accreditatio Project (QAAP) Hadbook. Each college ad istitte has a qality it gided by staffmembers ad admiistrators. These qality its were established i 2008 bt a qality policy is oly jst beig developed ad is oe ofthe performace idicators i the HEEP. Stregths: to qality. A qality system has bee iitiated which demostrates maagelet's commitmet Weakesses/Threats: No overall qality policy yet exists at idividal colleges. Committee members are appoited to serve withot remeratio or schedle adjstmet. Gaps ad Norms: The qality system that is gided by the Qality Assrace ad Accreditatio Project (QAAP) Hadbook meets iteratioal orms. 11. The gap lies i the implemetatio of the pla at the idividal colleges. There is evidece ofprogress i developig committees at the college level ad the visitig team observed excitemet ad aticipatio o the part of committee members that this work wold have a positive impact o the college. Recommedatios/Opportities for Actio: Each college eeds to develop a qality policy cosistet with atioal ad local (decetralized) missio, visio ad goal statemets ad commicate this policy widely to local stakeholders. Cosideratio shold be give to providig some type ofremeratio or schedle adjstmet for committee members. The work shold iclde cotial improvemet as to satisfactio ofthe eeds ofstdets, employers ad other cstomers ofthe college. 3. Fds ad Fiaces: The fiscal year is ly 1- e 30. Each stitte prepares a bdget reqest which is cosolidated at the College level ad is set to the MOHE for approval ad fd allocatio. 12 Colleges revealed that their bdgets iclde very little discretioary fds. Stdets pay fees ofapproximately 80 LE per year ofwhich 16% goes to the MOHE with the balace sed for stdet activities. Abot 20% ofstdets receive social spport to pay fees. Salaries are distribted to istittes while the remaiig fds are allocated as a lmp sm to the college. College bdgets are heavily weighted to salaries ragig from 76 to 97% ofthe total bdget. Special Prodctio ad Traiig Uits: Accordig to the techical college by-laws (Miisterial decree 2655, October, 2006) each College shold have its ow by-laws for Special Uits ad Service Ceter that will provide self-geerated icome. Mataryia ad Mehalla colleges have made proposals for special its ad Soth Valley is preparig a proposal. 10 GAP Aalysis Template, Sectio A.l. GAP Aalysis Template, Sectio A The team leared that bdget reqests wold typically be fded at 60% for o-salary ad 100% ofsalary reqests. GAP ANALYSS OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 7

12 ) 1 j \ \ Stregths: The by-laws allow the establishmet ofspecial Uits Ceters which wold allow local colleges to develop activities to meet local eeds ad ease bdget costraits. Weakesses/Threats: The colleges have very little flexibility or cotrol offdig. Salaries ad maiteace bdgets are cetrally determied ad cotrolled by the MORE. This makes it difficlt to move from a spply drive to a demad drive state ad may preclde providig traiig to meet local eeds. There is also cosiderable fdig available from the MTC for short term i-service traiig for workers, bt the Colleges do ot apply for these fds partially becase they lack the flexibility to respod. To date o Special Uit Ceters have bee approved at ay ofthe three colleges de to the lack ofatioal policies at MORE to implemet sch its. There is potetial for coflict betwee the prodctio (to ear icome) ad traiig, sice a major portio ofthe fds geerated are ot crretly retaied at the colleges. Gaps ad Norms: The fiace system for techical colleges is highly cetralized. The gap is that there is little flexibility for the colleges to adjst crric'lm or program offerigs to serve specific employmet eeds i their area ad limited ability to geerate fdig at the local/regioal level. Most U.S. Commity Colleges geerate sigificat amots offdig throgh cotract traiig-traiig desiged for a specific bsiess or grop ofbsiesses or associatios that pay the college for this service. (For more iformatio o this type offdig cotact the Leage for ovatio at orms idicate that colleges shold provide flexible admissios ad programmig ad shold be able desig programs with ivolvemet ofbsiess ad idstry to sit local eeds. 13 Recommedatios/Opportities for Actio: More emphasis shold be placed o decetralizig bdget ad fiace resposibility to the college level. Colleges shold be ecoraged to provide specialized, cotract traiig to eterprises for fees, which they shold be allowed to retai. Sch fdig is also available from the Miistry oftrade ad dstry. MORE ad college officials eed to develop improved commicatios ad derstadig o how Special Uits ad Service Ceters ca be developed ad implemeted. Colleges shold be allowed ad ecoraged to solicit assistace from bsiess ad idstry throgh doatios ofeqipmet ad other forms of fiacial assistace that will icrease the capacity ofthe local/regioal college. 4. Corporate Bradig: The colleges ad some istittes have logos; however, typically there are o college promotioal ad marketig materials. The colleges do ot compete for stdets as they are admitted by the MORE. No corse catalogs exist. The Employer Srveys idicate that employers are ofte ot very aware ofthe programs ad services provided by the Colleges. Stregths: Colleges are garateed stdet erollmet ad do ot have to compete for stdets. Weakesses/Threats: Stdets are admitted cetrally so the colleges do ot develop a corporate brad to attract them. Employers are ot aware ofcollege programs ad services. 13 See Aex, UNESCO-LO Revised Recommedatios, No 13, 18. j GAP ANALYSS OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 8 )

13 'Gaps ad Norms: teratioal orms sggest that colleges shold create a corporate image ad idetify that ca be associated with their qality ofservice. 14 The colleges visited have ot developed promotioal/marketig materials de to the fact that stdet selectio ad admissios are cetralized, ad that very little cotract traiig for eterprises is doe. The reslts ofthe Middle Techical College Employer Srvey idicate that employers lack iformatio abot the college programs ad specialized traiig that ca be provided for their employees. Recommedatios/Opportities for Actio: Cosideratio shold be give to decetralizig admissios, stdet selectio, ad providig greater atoomy ad icetives for techical colleges to attract, iform ad recrit stdets. Colleges shold develop iformatioal ad marketig materials to iform stdets ofcollege policies, procedres, services ad programs. Materials shold develop a image ofqality ad service for stdets, staffad employers. Colleges shold also develop specific marketig laterials for specialized cotract traiig that ca be doe throgh the Special Uits/Service Ceters provisios metioed above. However, the MOHE does ot yethave Special Uit procedres at the atioal level. Policies to implemet these its eed to be completed as several colleges have already made applicatio for sch its which cold serve as models for decetralizatio ofbdget, fiace, ad program implemetatio. V. Admiistratio ad stittioal Spport 1. Maagemet ad Goverace. All techical colleges are pblic istittios ad all staffhave civil service stats ad are hired cetrally by the MOHE. There is itet to decetralize some ofthe maagemet fctios ad resposibilities to the colleges, ad this process is a performace idicator for the HEEP. The colleges have bee asked for ipt o decetralizatio for cosideratio by the MOHE. Accordig to Miisterial Decree #2655, October 2006, Techical College Boards oftrstees have specific power ad athority bt their fctio is ot flly developed so as to impact the colleges. Teachers mst possess a B.Sc. degree or related degree, bt idstrial work experiece is ot reqired to teach. Officials idicated that colleges fid it difficlt to hire qalified techicias for laboratories ad workshops. Teachig staffhave defied teachig load. Stregths: Plas for decetralizatio are der developmet which cold eable the colleges to better meet local eeds. By-laws provide some athority for local policy makig to local Boards oftrstees. Employees oftechical colleges have job secrity ad do ot have to be cocered abot dismissal. The Boards oftrstees have recetly become active i the some regios (i.e., Alexadria). Weakesses/Threats: Cetralized hirig limits the flexibility of techical colleges to staff accordig to local eeds. Civil service salaries ad reglatios do ot provide performace icetives or esre job satisfactio ad make it difficlt for colleges to make ecessary staff chages (hirig, dismissal, rewardig, etc.). formatio abot Boards oftrstees varied betwee Colleges ad there was lack ofclarity regardig the formal roles ad resposibilities of the Boards. t appeared that the Boards had little athority over goverace ofthe Colleges ad 14 See Aex C, GAP Aalysis Template, Sectio A.7. GAP ANALYSS OF TECHNCAL COLLEGES Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 9

14 -, ~ 1,.. r \ -1. that the majority ofathority ad decisio makig was doe cetrally at the MOHE. Boards of Trstees meet ifreqetly, ageda ad mites ofmeetigs were ot available, ad College admiistrators were ot able to cite major actios ofthe Board at the three. colleges visited by the AED team. Gaps ad Norms: Maagemet: teratioal orms reflect the eed for admiistrators to be eqipped with several specific skills icldig kowledge ofadmiistrative teclmiqes ad procedres. S As a part ofthe process ofdecetralizatio, admiistrators ofthe colleges will reqire techical assistace ad traiig i order to assme the fctios previosly held at the MOHE. additio, MOHE staffmst hoor orgaizatioal chaels ofthe techical colleges (i.e., commicate directly with the college admiistratio rather tha dealig directly with idividal istittes). Goverace: Policy formlatio shold reflect regioal social ad ecoomic reqiremets of the preset ad ftre. 16 Goverace oftechical ad commity colleges is typically led by a effective admiistrative team ad a elected or appoited Board oftrstees. There is a serios gap i the effectiveess ofthe Board oftrstees at the Colleges visited. \ Recommedatios/Opportities for Actio Maagemet: MOHE staffshold take the lead i developig traiig for local/regioal college admiistrators drig the process ofdecetralizatio i order to esre smooth ad effective trasitio. Traiig shold iclde key admiistrators at all techical colleges ad shold bild teamwork throghot the etwork. Admiistrators shold be held accotable for achievemet ofgoals, particlarly whe they are decetralized, ad shold reflect the missio ad visio ofthe college. t is also recommeded that the MOHE cotie to solicit cocrete ipt from the colleges, ad codct o-goig discssios with the colleges o the specific fctios that shold be decetralized ad how the chages cold be implemeted. -" r, Goverace: The resposibilities ofthe college Boards oftrstees, as cotaied i the Miisterial decree #2655, October, 2006, shold be followed by the college Boards of Trstees. These resposibilities shold be tailored to meet local eeds. Colleges shold provide leadership for Boards, provide admiistrative spport to their Boards, ad shold be allowed to make recommedatios to the MOHE for Board membership (a elemet of decetralizatio). Traiig shold be available ad reqired ofboth ew ad cotiig Board members to facilitate improved meetigs ad capacities for local policy makig, ad to help esre that the Board ca carry ot their resposibilities 17. MOHE shold codct aal evalatios ofcollege Board activities. 1.j 2. Rles ad reglatios: State pblic rles, reglatios ad policies apply to the colleges. This applies to admissios policies ad reglatios as well as stdet policies ad resposibilities related to admissios ad stdies; therefore local policy for these areas is ot allowed. The Aex, UNESCO-LO Revised Recommedatios, No Aex, UNESCO-LO Revised Recommedatios, No There was o evidece offered to the AED cosltat team that ay traiig had bee offered or implemeted for Board members. \ GAP ANALYSS OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 10 )

15 . \.' college commicates policies, reglatios ad procedres to stdets throgh teachers ad, i some colleges, throgh a blleti for stdets. Stregths: State pblic rles provide a iform system throghot the techical colleges. Colleges have bee asked to sbmit sggested bylaws for decetralizatio ofthe admiistratio ofthe colleges to the MOHE. Weakesses/Threats: At preset there are o approved plas or bylaws for decetralizatio to spport developmet ofrles ad reglatios to meet local eeds. At the time this stdy was codcted, colleges had ot yet provided sggested by-laws to spport decetralizatio, as reqested by the MOHE There appears to be a lack ofkowledge ad gidace from the MOHE to the colleges as to what form the by-laws shold take ad which areas they shold address (Le. fiace, maagemet, persoel laagemet, goverace, stdet selectio, crriclm desig, evalatio, etc.) ad as a reslt, ipt from the colleges may ot be sefl or complete. Gaps ad Norms: Both atioal ad local/regioal athorities have resposibility for policy formlatio, plaig processes ad correspodig strctres accordig to atioal orms. 18 There is lack ofevidece that the plas for decetralizatio iclde adeqate traiig ad assmptio/chage ofresposibilities. t is also ot evidet that relevat stakeholders are ivolved throgh the Board oftrstees ad other commity-based grops. Recommedatios/Opportities for Actio: t is imperative that the MOHE provide leadership to esre that all members ofthe college admiistratio ad Boards oftrstees receive traiig o their roles ad resposibilities i light ofdecetralizatio ofsome policy ad admiistratio fctios. The MOHE shold provide traiig for admiistrators o ew leadership resposibilities as decetralizatio evolves. A trasitio pla shold be developed that icldes traiig ad assistace for both Boards oftrstees ad college admiistrators. 3. Stdet Admissios Process: The colleges idicate their itake capacity is established by the MOHE which also assigs stdets atioally. Stdets completig techical secodary school or geeral secodary school are allowed to list their priorities for advaced stdy i the Techical College. The process ofadmittig stdets is doe cetrally by the MOHE cosiderig the stdets' grade poit average. The college mst have approval ofthe MOHE to chage crriclm icldig icreasig capacity i specific programs. College officials idicated they wold like to admit stdets ito programs that wold serve local eed bt the program ad crriclm chage process is very legthy. r- 'l " ',,-. (' Stregths: The possibility ofprogram ad crriclm chage exists ad a process for these chages exists. Weakesses/Threats: Specializatios taght are determied ad chaged cetrally by the MOHE. This does ot always take local market eeds ito cosideratio. Specializatio chage is a legthy process. The mber ofstdets assiged is ofte more tha College capacity which cases overcrowdig. Stdets may be allocated to idividal istittes ad specialties, based o secodary school grades or lack ofcapacity i a particlar specialty at a College, which may ( \. 18 Aex C, GAP Aalysis Template, Sectio A.5., Aex, UNESCO-LO Revised Recommedatios, No 12. GAP ANALYSS OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Pagell

16 reslt i assigmet to areas which do ot meet stdet iterests or eeds (i.e., females i weldig ad machie shop), or does ot reflect the traiig take at the Secodary Techical School level. Gaps ad Nos: Overcrowdig, particlarly i laboratory ad workshop settigs (Le., six stdets attemptig to tr a shaft o oe lathe, six stdets pttig a carbretor o a egie, two to three stdets workig o oe compter with a qee waitig otside the door ofthe classroom) ofte reslts i very poor qality istrctio, lack ofpractical skill developmet, cocers abot safety, ad cotribtes to a high absetee rate (estimated i some corses p to 250/0 a day). teratioal os speak directly to the eed to address these isses19. Post Secodary techical programs i developed cotries sch as US Commity Colleges,which have a similar missio to the Middle Techical Colleges i Egypt, oally have a maximm of 1-2 persos per work statio i workshops ad laboratories. The overcrowdig i these settigs caot be overcome by addig staff, as the isse is stdet to work statio overcrowdig, ad i some cases lack ofspace particlarly i office occpatio compter laboratories. Recommedatio/Opportities for Actio: t is recommeded that arragemets be made to operate doble shifts (i.e AM for oe grop ad 1-6 PM for a secod grop) i classes where overcrowdig i laboratories is preset (particlarly i office occpatios). This cold redce class size withot redcig erollmet, which is recogized as a social ad ecoomic isse. Doble shiftig cold also create the capacity to icrease erollmet.i high demad corses (i.e. textiles) istead offorcig stdets to take alteratives which they have o itetio ofprsig as a occpatio (i.e., females crretly assiged to weldig ad machie shop programs becase there is isfficiet room i textile corses). This recommedatio wold reqire hirig additioal istrctioal staffad maagemet persoel, bt the beefits far otweigh the costs i tes ofqality oftraiig ad tilizatio offacilities. t is oted that similar colleges i developed ad developig cotries operate from 7 am to 10 PM,. ad o the weeked, to icrease tilizatio of facilities, eroll more stdets, ad cater to adlts. -service traiig for adlts is ot commo practice at the Middle Techical Colleges, bt there is a rget eed ad fdig available (i.e., from the Miistry oftrade ad dstry) to spport adlt retraiig 2o fthe above doble shiftig is implemeted, there eeds to be a explicit MORE policy that stdet admissios will be capped, i a maer to esre that "secod shift programs" do ot become afflicted with the sale overcrowdig that is fod i the existig sigle shift programs. t is also recommeded that techical college admissio policies be revised to allow stdets the opportity to bild o their previos stdies by weightig this factor i the admissios process. 4. Records: Records are laily paper based withot atomatio. Some colleges are developig a maagemet ifoatio system that will be coected to the MORE ad shold cover stdet ad admiistratio records. Stdets are able to access their records ad obtai trascripts oftheir grades for a fee. 19 GAP Aalysis Template B.l.2; UNESCO ad LO Recommedatios Te<::hical ad Vocatioal Edcatio for the 21 st Cetry. 20 See Sectio X o Meetig the Needs ofbsiess ad dstry. GAP ANALYS/S OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21,2008 Pagel2

17 \.- Stregths: There is a system for keepig records. Colleges are startig to develop a laagemet iformatio system (this is a performace idicator der HEEP). Weakesses/Threats: There is a delay i developig a electroic system ad backp systems for records. Paper records are iadeqate ad o-stadardized. The HEEP maagemet iformatio system appears to be focsed o the maagemet ofproject resorces (i.e. procremet ad ivetory ofproject fiaced eqipmet) ad has ot yet developed geeric maagemet systems (i.e. maagemet ofall eqipmet i Colleges). Gaps ad Norms: teratioal orms reqire that systems ofedcatio maitai reliable, protected, ad idetifiable records. 21 Crretly, there is o evidece that colleges coform to this orm ad that their crret system is effective. There is a gap i the area ofrecords as there is o developed atomated maagemet iformatio system i place. Recommedatios/Opportities for Actio: A electroic maagemet iformatio system that ecompasses key program areas (i.e. staff, stdets, fiace, evalatio, facilities ad eqipmet) ad key data fctios (e.g. ipt, moitorig, verificatio, retrieval, aalysis, etc.) shold be i place as soo as possible. This system shold, to the extet practical,mirror data of all techical colleges some ofwhich is reported iformly to the MOHE ad other atioal agecies. Traiig mst be provided to colleges to esre satisfactory implemetatio. v. Programs ad Crriclm 1. Stats: For may specializatios (Le., air coditioig ad refrigeratio, electricity, etc.) the crriclm committees bega their work sig the Egyptia atioal skill stadards that were recetly developed throgh the Natioal Skills Stadard Project (NSSP) ad that are available from the dstrial Traiig Cocil (see followig discssio i Sectio V). Developmet of crricla for each specializatio for the Techical Colleges is doe at the atioal level der the directio ofthe Miistry ofhigher Edcatio. A team is created to develop the crriclm ad the related scope ad seqece map for each program to be offered. The latter addresses the eed to esre that idividal corses are itegrated to redce overlap ad dplicatio betwee corses. The teams appear to have stadard procedres; however the detailed scope ad seqeces are still der developmet. The typical team cosists ofa professor, a employer, ad a teacher from a techical college. Some teams may have more tha oe melber from each ofthese positios. l l.) (=-',, ~! (\ (\ The syllabi committees establish the objectives ofprograms ad determie the percetage of istrctio to be delivered i theory ad practice. The syllabi that these teams create are taght i all techical colleges. Faclty at the local level may sggest chages i the syllabi, bt all sggestios mst be referred to the appropriate atioal committees for review. Almost all ofthe textbooks for the programs are writte by teachers from the techical colleges ad academics. The Miistry ofhigher Edcatio chooses these teachers. Teachers at the three colleges visited complaied that some ofthe athors selected do ot have wide kowledge ofthe 21 Aex C, GAP Aalysis Template, Sectio B.2. - "; r GAP ANALYS/S OF TECHNCAL COLLEGES Fial Report Academy for Edcatioal Developmet (AED) November 21,2008 Pagel \ ).. -'

18 cotet areas for their textbooks. Most ofthese texts do ot receive a idepedet review to esre their accracy. Several examples ofiadeqate textbooks were show to the AED team. A 2007 text for commercial stdies, for example, discssed commicatio methods. While pblished i 2007, it cotais o referece to the teret , ad the secretarial crriclm does ot stress keyboard skills. Stregths: There are NSSP stadards available for lay crricla areas. Cetralized developmet ofsyllabi ad scope ad seqece esres that the framework for a give program area is iform across the cotry. Cetralized developmet also makes it possible to idetify idividals who are expert to serve o the syllabi colmittees. j \ \ '. l...! i..) Weakesses/Threats: Occpatioal skill stadards for some areas are ot available ad there is o stadard process agreed at the Miistry to develop missig stadards. A small committee, typically three people, regardless oftheir level ofexpertise, is likely to reflect the fll rage of kowledge withi a give occpatioal area. A stadardized syllabs does ot allow local modificatios ad as sch, local teachers ad traiers have difficlty cstomizig the crricla to local eeds. There are o writte procedres for developig scope ad seqeces. There is little o-job-traiig for stdets or is it a itegral part ofthe crriclm. There is o etrepreership traiig itegrated ito the crriclm, eve thogh the majority of employmet opportities are i the small iformal or formal sector, both beig a itegral part ofthe spply chai for large eterprises. Basic employability soft skills (i.e. cstomer relatios, teamwork, etc,) are ot directly addressed i the crricla bt were stressed as very importat by employers who respoded to the employer srvey. Colleges have o athority to add to the core crricla to meet local eeds. Gaps ad Norms: The lack ofwritte stadardized procedres for the developmet ofew occpatioal stadards, crricla, ad scope ad seqece maps are major gaps as differet crriclm grops will approach the tasks i differet ways, which may case coflicts ad affect qality ofprodcts. There are o established criteria for the selectio ofathors to write textbooks for the syllabi, or for the review oftextbooks, ad crret methods ofobtaiig textbooks do ot esre that the right oes are adopted. O-job-traiig is seldom implemeted, ad etrepreership ad employability skills are ot iclded i programs. Colleges caot add to the core crriclm to meet local eeds. teratioal orms call for se ofstadardized procedres i geeral, ad ivolvemet ofkey stakeholders i the developmet ofstadards, crriclm ad textbooks, ad review ad pilot testig ofew materials prior to dissemiatio, icldig addig local cotet to address local eeds. 22. O-job-traiig (Maso ad Haies, 1965), etrepreership (Grierso ad McKezie, 1966), ad employability skills are the orm i most iteratioal traiig systems. Recommedatios/Opportities for Actio: Develop ad se writte stadards procedres for the developmet ofoccpatioal stadards (i.e. fctioal aalysis, or DACUM, or job aalysis). Develop ad se writte stadards procedres for the desig ofcrriclm ad scope ad seqece; maps shold be writte ad adopted for se by all crriclm committees ad dissemiated to college staff. j 1 22 Aex C, GAP Aalysis Template. Sectio C.2. GAP ANALYStS OF TECHNtCAL COLLEGES - Fiat Report Academy for Edcatioat Devetopmet (AED) November 21, 2008 Page 14

19 Refie procedres for writig oftextbooks ad selectio ofidividals to write textbooks. The crret practice ofallowig idividals to write ad sell text books, withot adeqate review shold be discoraged, ad more resorces shold be available to esre that idividals cotracted to write agreed textbooks will receive adeqate compesatio. Update procedres for o-job-traiig (OT) to ecorage ad spport OT both drig the year ad i the smmer, approval ofot shold be delegated to Colleges (decetralized), ad the MOHE shold develop related gidelies ad procedres, ad trai college staffhow to se them. Develop modles o basic employability23 ad etrepreership skills that are itegrated ito all crricla as appropriate. Chage reglatios to allow Colleges to add to the core crriclm to meet local eeds, a cocrete step i the decetralizatio process. Provide gidelies to Colleges for the establishmet of employer advisory co1mittees for all major specialties to advise o crricla additios, o-job-traiig, ad job placemet of gradates. These com1ittees wold be techical ad advisory oly, ad wold spplemet more geeral policy ipt from the Board oftrstees. Li \ ; '...' L;' V. Faclty Competece l.1 1. strctor Preparatio: With regard to iitial pre-service traiig, typically teachers begi their careers followig gradatio from a iversity. Oe mst be a gradate ofa arts, scieces, egieerig, or iformatio techology faclty to receive the title of"teacher" i a techical istitte, which meas they teach the theory ofa give occpatio i lectre classes. Teachers ad cotract traiers who do ot have their degree from a edcatio faclty are give six days oftraiig i pedagogy. Traiers are resposible for the practical istrctio i the workshops. There are o higher edcatio degree reqiremets for traiers, bt they mst have gradated from a vocatioal-techical high school. Ay teachers or traiers hired der the Higher Edcatio Ehacemet Project (HEEP) mst have a for-year degree from a egieerig, iformatio techology, or techical-vocatioal edcatio faclty. These teachers are o "cotract" ad ot paid the same salary as permaet civil service staff 24. Some i-service edcatio is available to teachers ad traiers bt is ot reqired; however additioal traiig is reqired for promotio. Teachers ad traiers reported that they participated i traiig opportities provided by the Miistry ofhigher Edcatio ad did self stdy. The teachers ad traiers had ot, at the time ofthis stdy, received i-service traiig to se the ew syllabi that were developed der HEEP. However the HEEP project icldes a compoet for leadership ad faclty developmet, ad a Flbright program is sedig some stafffrom Colleges for stdy i Commity Colleges i the USA. r\ L :, L_ \ 23 These iclde sch skills as cstomer relatios, clealiess, behavior, persoal appearace - see Aex E, charts D3 (a) ad D3 (b) for details ofemployer reqiremets. 24 No attempt was made to dertake a comprehesive review, ad commet o, all civil service hirig ad promotio processes affectig MOHE de to the complexity ofsch a dertakig ad limitatio ofproject resorces (i.e. days ofcosltat time). However selective isses o promotio, pay, ad qalificatios have bee oted ad related recommedatios have bee made. Ll : i l ) r GAP ANALYS/S OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 15

20 1 ). Stregths: The for year degree reqiremet esres that teachers have a broad theoretical backgrod i the occpatios that they teach. Traiers who have gradated from a vocatioaltechical edcatio faclty have received preparatio i the pedagogy appropriate for practice istrctio. The reqiremet ofi-service traiig for promotio is positive. Weakesses/Threats: Little or o occpatioal experiece is a major weakess ofthe crret method ofpreparatio ofteachers ad traiers. Teachers teach what they have bee taght, ot ecessarily the skills eeded to be a proficiet worker. Actal experiece i a occpatio provides a perspective that caot be gaied by stdyig that occpatio. There is a wide gap betwee derstadig how a car rs ad beig able to diagose ad repair a car that is ot rig. Some ofthese skills ca be leared throgh stdy i a formal settig bt actal experiece performig tasks i the labor market improves oe's ability to teach. Separatio of istrctio i theory ad practice occrs i may cotries, bt the AED team believes this provides less effective istrctio. Practice shold be groded i the theory that derlies it, ad this is facilitated ifthe same istrctor delivers both. The lack ofa reqiremet for miimal i-service traiig is a weakess. Fially, the ieqality betwee the pay ofpermaet civil serviced staff, ad the icreasig lber ofcotract staffeeds to be addressed or the latter well qalified staffwill leave the professio 25. \. l Gaps ad Norms: Pre-service Traiig: The reqiremet of a tertiary degree for teachers meets iteratioal orms, bt the absece ofpedagogic preparatio for existig teachers ad traiers is a gap 26. almost all cases, either the teachers or traiers have acqired practical experiece sig the skills they teach, which represets aother gap27. Cotract staffare ormally paid more, ot less tha, civil service staff, becase they do ot get other civil service beefits. The crret system does ot ecorage or reqire teachers ad traiers to obtai advaced degrees or formal cotiig edcatio, icldig work experiece i the idstry. - } -service Traiig: Every edcatioal istittio shold reqire, provide, ad compesate faclty for egagig i cotiig edcatio to esre faclty remai crret with the occpatioal skills that they teach 28. We saw o evidece ofay systematic attempts to reqire sch opportities at the tec1mical colleges we visited. Recommedatios/Opportities for Actio: Pre-service Traiig: Efforts shold be made to reward ftre teachers ad traiers who have work experiece i the occpatios that they will teach ad ecorage them to cotie sch experiece. Employers shold be ecoraged to provide iterships ad smmer work experiece for existig ad ftre teachers. may developed cotries, experieced workers are hired as part-time (referred to as "adjct") faclty. The feasibility ofsig sch faclty shold be tested. A miimm level ofpedagogical traiig shold be reqired for all teachers ad traiers. The teratioal Labor Orgaizatio ad other sorces have modlar traiig materials already developed which cold be sed for i-service pedagogical traiig. ) "1 25 For example, cotract staffdid ot receive the recet 30% civil service salary icrease. 26 Aex, UNESCO-LO Revised Recommedatios, No Aex, UNESCO-LO Revised Recommedatios, No & Aex C, GAP Aalysis Template, Sectio C6; Aex, UNESCO-LO Revised Recommedatios, No.72.' -. GAP ANALYSS OF TECHNCAL COLLEGES - Fial Report Academy for Edcatioal Developmet (AED) November 21, 2008 Page 16