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France has been a host country to immigrants from the Maghreb (Tunisia, Algeria and Morocco) for more than a century. This chapter focuses on the children of these migrants, most of whom were born in France and have French citizenship. And yet, as first or second generation citizens with a Maghrebi background, they nevertheless manifest particular patterns when it comes to school achievement and subsequent inclusion in the labour market, areas in which educational and occupational guidance play a mediating role. The chapter shows that this particular group experiences cultural and linguistic difficulties at school, as well as discrimination, resulting in socially inequitable outcomes. Educational and guidance policies and practices aimed at addressing and reducing such inequalities are described, noting, however, that such efforts have a paradoxical effect: by identifying this group as targets for specific and compensatory support, policies end up reinforcing stigmatisation processes. Students with a Maghrebi background are confronted with all sorts of difficulties throughout their years in education and training, starting from the first years of schooling onwards. Most end up unfavourably positioned when it comes to making a transition to the labour market, particularly given limited opportunities in a competitive environment. The ways guidance, as part of a broader range of strategic interventions, can be mobilised to address such a situation, are examined.

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One of the recurrent explanations of the Arab spring is that governments were disconnected from their populations and that public policies were simply not in line with people's sentiments and expectations. This paper provides a methodology to better understand how objective conditions of deprivation are translated into subjective feelings of deprivation using a strand of the recent literature on relative deprivation. The authors apply this methodology to better understand the question of gender and youth deprivation in the context of the Moroccan labor market. They find that the reference group (the people with whom people compare themselves) plays a pivotal role in understanding how feelings of labor deprivation are generated. This can explain the apparent mismatch between objective conditions and subjective feelings of deprivation related to joblessness among young men and women. The methodology can help us understand why greater discontent may be exhibited by a group of individuals who are in fact less deprived in a material sense. It can also potentially help governments design public policies that address objective conditions of deprivation, such as unemployment, with a better understanding of subjective implications.

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This chapter starts off by providing a brief outline of the educational system in Morocco, in order to help the reader better understand how educational and career guidance are seen as tools to address a number of inter-related challenges. The country's comprehensive educational reform strategy, known as Vision 2030, pays specific attention to the area of career education and guidance, setting out a number of measures to promote it at all levels of the educational system, from primary schooling up to higher education. The developments mandated by the reform movement are seen within the context of the historical evolution of educational and career guidance that, starting shortly before the country's independence, was mostly influenced by francophone approaches and models. The problems and difficulties encountered in implementing change in the way career guidance is conceptualised and delivered are described, with the chapter concluding by providing details of some of the more successful guidance-related projects and initiatives, whether home-grown or delivered in collaboration with international actors.

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Perhaps no other challenge preoccupies governments and citizens in the Mediterranean region than the mass unemployment of young people, many of who have invested in higher education in the hope that ability and effort lead to fulfilling lives. Transitions to independent adulthood are, however, frustratingly long drawn-out, and often jeopardised by labour markets that are neither youth-friendly nor meritocratic. While such challenges require structural responses at the macro-economic level, career education and guidance have an important role to play in addressing both the public and private good, and in furthering the social justice agenda. This volume provides a review of career education and guidance in Southern Europe and the Middle East and North Africa Region, presenting a multi-faceted portrayal of the situation in each country as well as overviews of cross-cutting themes that are especially relevant to context, such as women's career development in the Arab states, job placement support for refugees, and the impact of faith on livelihood planning.

Abstract from publisher's website.

The chapters are as follows: Introduction: Anchoring career guidance in the Mediterranean?: in search of southern perspectives / Ronald G. Sultana (pages 3-15); Part one, 'Context', contains the following chapters: Contexts matter: factors influencing career guidance in the Mediterranean countries / Ronald G. Sultana (pages 19-53); Debunking myths surrounding women's careers in the Arab Region: a critical reflexive approach / Fida Afiouni and Charlotte Karam (pages 55-70); Career guidance: perspectives from Islam and from Muslim cultures / Aboubakr Abdeen Badawi (pages 71-85); Syrian refugees in Jordan: providing career guidance services and enhancing access to employment / Maha Kattaa (pages 87-104); Part two, 'The Maghreb', contains: Educational and career guidance in Morocco: vision, plans and projects / Aziza Chbani and Amina Jaouane (pages 107-122); Education and career guidance in Algeria: recurrent dysfunctions / Rosa Mahdjoub and Mohamed Miliani (pages 123-137); Careers information and guidance in Tunisia: institutional and societal challenges / Ammar Mejri and John McCarthy (pages 139-150); Career guidance in Libya: small steps forward, still a long way to go / Ali Elhawat (pages 151-157); Youth education and guidance for employment in Libya: an evolving scenario (pages 159-170).

Part three, 'The Mashrek', contains the following chapters: Career guidance in Egypt: partnership in international cooperation for national development / Shahinaz Khalil (pages 173-186); Exploration process and future plans of Arabs and Jewish Israeli young adults: implications for career interventions / Rachel Gali Cinamon (pages 187-202); Career education and guidance under occupation in Palestine: factors affecting young people's aspirations / Mazen Hashweh (pages 203-224); Career development services in Jordan: international consultants review past efforts and future prospects / Michel Turcotte, Celine Renald and Lynne Bezanson (pages 225-237); Career services in Syrian higher education: policy articulations / Batoul Diab and Neruda Barakat (pages 239-254); The Lebanese education system: heavy on career orientation, light on career guidance / Barend Vlaardingerbroek, Anies Al-Hroub and Cyrine Saab (pages 255-265); Career counselling services in Turkey: building on the past and constructing the future / Binnur Yesilyaprak (pages 267-282); The Saudi experiment with career guidance: borrowing policy and managing the clash of context and theory / Tristram Hooley (pages 283-300); Part four, 'South Europe', contains: Career counselling and guidance in Greece: past, present and future / Michael Kassotakis (pages 303-322); Guidance and counselling in Cyprus: multiple roles, challenges and achievements / Antonis Antoniou (pages 323-335); Career education and guidance in Malta: development and outlook / Manwel Debono (pages 337-350); Career guidance in multicultural contexts: an Italian case study / Roberta Piazza, Paola Magnano and Andrea Zammitti (pages 351-370); Young adults of Maghrebi descent in France: guidance and the challenges to educational and labour market integration / Valerie Cohen-Scali, Alma Hafsi and Patrick Werquin (pages 371-388); Guidance in Catalan secondary education: main features and challenges in a Spanish region / Marius Martinez-Munoz and Carme Martinez-Roca (pages 389-400); Career education and guidance services in Portugal: deeds and needs / Maria Do Ceu Taveira (pages 401-416); Conclusion: Futures for career education and guidance in the Mediterranean?: implications, challenges, and prospects / Ronald G. Sultana (pages 419-437). Show less

This report seeks to improve our understanding of the involvement of trade unions in the domain of TVET and skills development at the national, sectoral and enterprise levels. It does this through case studies of ten countries at different stages of development and with different traditions of unionism and social dialogue.

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This research was commissioned by UNESCO and the International Task Force on Teachers for Education for All (EFA). It focuses on the role of teachers and instructors in technical and vocational education and training (TVET) within the Arab region. It builds on international research and the outcomes of the Third International Congress on TVET organized by UNESCO in Shanghai (China) in May 2012 and the TVET Regional Expert Meeting held in Muscat, Oman (17-19 March 2012) which have drawn attention to the importance of the quality of teaching and training as a necessary condition for TVET achieving its social, economic and educational goals. Hence, teacher and instructor training should help to construct a profession of opportunity for the TVET workforce, equipping teachers, instructors and trainers with what is required in order to make TVET responsive to the economic, social and political needs of the societies it serves.

The research concerns particularly pre-service and in-service training. This synthesis report brings together the findings from 10 national investigations of the character and extent of provision across 10 Arab countries in a comparative manner. The aim is to make it possible to understand where there are similarities and where there are differences in approach and in outcomes. However, this investigation of teacher and instructor training is situated within the larger question of what makes for quality and effectiveness in the TVET workforce. This research therefore aims to place teacher and instructor training within the political and institutional context of each of the 10 countries in order to understand how it combines with other factors (e.g. recruitment, career structure, wages, management, governance) to shape the quality of teaching and training. In addition, the report focuses particularly on change and development for improvement and progress. A general conclusion of this report is that effective teacher and instructor training is only part of an effective TVET system. As this report shows, even where teacher and instructor training has been reformed, this may not bear fruit if teacher recruitment or monitoring of teaching has not been made effective.

The 10 countries are: Algeria, Bahrain, Egypt, Jordan, Lebanon, Morocco, Oman, Saudi Arabia, Tunisia, and United Arab Emirates (UAE). The report is based on three main sources of data. The first is a set of 10 background reports, using a common analytical framework, written by national experts selected by UNESCO from the participating countries. The second main source is evidence, expert inputs and feedback gathered during two workshops: the first a kick-start workshop organized in February 2013; the second a validation workshop organized in October 2013. The third source is the available literature on TVET teacher training in the region.

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This paper aims at comparing the soft skills required by Moroccan employers to those developed in engineering schools in order to improve engineers' employability. On the one hand, soft skills needed for the job market integration are defined using a mixed method belonging to sequential exploratory design. On the other hand, educational curricula are examined to determine if they meet the workplace requirements. This study is strengthened by including findings collected by interviewing professionals about the level of soft skills development among newly graduated engineers.

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Worldwide, young people are three times more likely than their parents to be out of work. In Greece, Spain, and South Africa, more than half of young people are unemployed, and jobless levels of 25 per cent or more are common in Europe, the Middle East, and Northern Africa. In the Organisation for Economic Co-operation and Development (OECD) countries, more than one in eight of all 15- to 24-year-olds are not in employment, education, or training (NEET). Around the world, the International Labour Organization estimates that 75 million young people are unemployed. Including estimates of underemployed youth would potentially triple this number. This represents not just a gigantic pool of untapped talent; it is also a source of social unrest and individual despair. Paradoxically, there is a critical skills shortage at the same time. Across the nine countries that are the focus of this report (Brazil, Germany, India, Mexico, Morocco, Turkey, Saudi Arabia, the United Kingdom, and the United States), only 43 per cent of employers surveyed agreed that they could find enough skilled entry-level workers. This problem is not likely to be a temporary blip; in fact, it will probably get much worse. The McKinsey Global Institute estimates that by 2020 there will be a global shortfall of 85 million high- and middle-skilled workers. The education, employment, social, and political systems of these nine countries span a wide spectrum. It is observed, however, that certain preferences and practices pertain across borders. By studying these commonalities and outcomes, the report is able to define global segments of young people and employers in much the same way that consumer-product companies define segments of different kinds of shoppers. The attitudes and behaviors that matter most begin to emerge. This analysis is central to the way this issue is understood, and it represents a new way of thinking about how to address the twin crises of joblessness and the skills shortage. The journey from education to employment is a complicated one, and it is natural that there will be different routes. But too many young people are getting lost along the way.

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This chapter is part of a book that provides a detailed comparative analysis of the vocational training systems in 10 different countries, based on the results of a research project undertaken between 2005 and 2007. The analytical perspective adopted investigated the organising principles of each national vocational training system, its links with general education, further training and the labour market, and the strengths and weaknesses of each system. Innovations introduced over the past decade were given particular attention. In this chapter, the authors outline the economic and demographic context determining the education and training policy of Morocco. They then examine recent developments in the education system, its performance and initial vocational training. This is followed by an outline of new vocational training policy and an examination of the labour market situation of graduates of vocational training.

The book from which this chapter is taken is indexed at TD/TNC 97.765. Individual chapters are indexed from TD/TNC 97.804 to TD/TNC 97.814. Show less

The purpose of this study is to analyse the aims, ways and means of financing vocational training systems understood in the widest sense of the term, from initial vocational training as an integral part of compulsory education, through training young and adult job seekers, to training for adults in the workplace. It therefore focuses on what is increasingly being called lifelong learning, even though this concept, which will be defined in the introductory section, covers elements that are not specifically described in detail in the analyses given. The study includes eight research studies carried out using an identical structure, which is provided in Appendix one. There are two reasons for providing a coherent overview of the contexts, situations and developments of the countries analysed: the first is to give the reader a comparative insight into what is going on in each country, by taking what is happening in the seven others as a frame of reference; the second is to make it possible to craft a model for the financing mechanisms used, in accordance with the principle that such mechanisms are a structured part of a coherent vocational training policy and are thus representative of a whole system of practices and values that have their own rationale and dynamic. The eight countries are divided equally between Europe (Germany, Spain, France and the United Kingdom) and Africa (Algeria, Morocco, Senegal and Tunisia).

Excerpt from published introduction. Show less