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In January 2012 the Egyptian Ministry of Education's technical sector introduced curriculum-based career guidance services in a number of technical secondary schools (TSS) in Egypt with the support of the German government, implemented by the Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) and the International Labour Organization (ILO). With the backing of both institutions, career guidance material for students and teachers were developed, teachers and facilitators were trained, and a group of students in each school received the career guidance lessons as part of their classes or after school extra circular activities.

The objective of this report is to assess the impact of the career guidance services provided throughout the past years on enhancing the employability of technical secondary school graduates, their employment status, and their perception of the labour market and career opportunities. In addition, this report assesses the beneficiaries' satisfaction with career guidance services provided by the GIZ and the ILO as a first step towards the institutionalization of career guidance services and including them in the regular curriculum of technical secondary schools.

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The central focus and overarching theme of the Regional [technical and vocational education and training] TVET Conference was how to increase the quality and demand orientation of TVET to secure a 'TVET quality breakthrough' in the context of [Association of South East Asian Nations] ASEAN regional integration. The conference addressed the chosen topics of Occupational standards, Cooperation with the business community, TVET teaching staff and TVET financing. All of these topics are highly relevant with regard to achieving a TVET quality breakthrough, not just as topics in their own right but also as they are closely interlinked. In line with the key conference objectives, the main outcomes were as follows: (1) a broad sharing of experience and learning from good practice in Vietnam, other countries in the region and internationally, thus generating additional and deeper insights into the core conference topics from different perspectives; (2) the stimulation of enhanced regional TVET networking and a continuous dialogue regarding TVET reform processes focusing on improving demand orientation and quality; and (3) recommendations for raising the quality and demand orientation of TVET in Vietnam and other ASEAN countries to secure a TVET quality breakthrough in the context of ASEAN integration.

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This guide is on transferable skills. The ILO defines these as 'employable skills which can be used productively in different jobs, occupations and industries'. Entailing on the one hand core life skills such as literacy and numeracy and also e.g. critical and creative thinking. On the other hand, there are the general vocational-technical skills: basic vocational skills that - due to the standardization of products and processes - form a versatile foundation for further more specific (on-the-job) training e.g. basic electro-mechanics. The objective of this tool is to provide guidance on supporting the development of transferable skills to improve the employability of young labour market participants in countries where large-scale investment projects are expected to offer jobs and self employment opportunities.

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International migration flows are not a new global trend. What is new is the number of refugees and internally displaced persons (IDPs) among these migrants. Around the world, more than 65 million people are currently displaced. That is almost 15 million more than three years ago (51.2 million in 2013). Almost two thirds - more than 40 million - of the people who have been forcibly displaced, are internally displaced within the borders of their own countries. They have no protection under international law. The mandate of the UN Refugee Agency (UNHCR) does not include any particular responsibility for internally displaced persons. It is primarily their countries of origin that are responsible for protecting them.

Eighty-six per cent - nearly nine out of every ten refugees - flee to developing countries, to countries already suffering from inadequate infrastructure, poor economic prospects and scarce resources. Trying to provide adequate supplies and care for the high number of refugees places a huge additional burden on these countries. This can be seen in particular in the field of education, technical and vocational education and training (TVET), employment and health care. The problems are compounded by the fact that more than 60 per cent of refugees around the world live in urban areas, beyond the reach of the supply structures offered by refugee camps. Affordable housing is in short supply, leading to the rise of informal settlements. Frequently, the local population regards refugees and internally displaced persons as a threat, given the intense competition that exists for precisely these scarce resources. There is thus a serious risk of social tension arising between the host community and refugees or IDPs.

Young people account for a large percentage of displaced people. It is vitally important that they receive skills development training if they are to become integrated into the economy in the host country or reintegrated in their country of origin. TVET not only helps make young people employable. It also enables them to participate in society and enhances their confidence. TVET is an integral part of education in the broader sense. The foundations that enable young people to take up any type of skills development training are laid at primary school level. Parallel to economic and employment promotion, TVET also has a very important part to play in mitigating migratory pressure: The lack of training and ultimately decent employment opportunities forces many young people to leave their homes in search for work and better living conditions. As a result, nations that are already struggling lose their main source of generating revenue: their human capital, their future workforce! These are some of the factors that have created great demand for GIZ's advisory services in the field of technical and vocational education and training in BMZ's partner countries. In 63 of the 80 current partner countries, bilateral development cooperation programmes aiming to improve TVET systems are already being implemented. One fundamental focus of advisory services is to design work-based TVET courses that are responsive to labour market needs. It is also crucial that training measures are accompanied by employment promotion, because although TVET can enhance employability, new jobs will only be created if the economy grows, and with it the demand for more human resources. The integration of refugees in skills development training programmes is an additional and highly complex challenge for the partner countries and for German development cooperation.

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This publication features some of the sustainable economic development projects and programs in Africa integrated in the sector network. We want to show how they help improve the lives of disadvantaged population groups. Supporting capacity development is one of the core tasks undertaken by [Deutsche Gesellschaft fur Internationale Zusammenarbeit] GIZ in its efforts to initiate successful sustainable development processes. Against this backdrop the Sector Network Economic Development in Africa would like to lay out here precisely how its projects and programs work, taking 10 selected examples in such divergent sectors as vocational training, local private sector development and poverty reduction at macroeconomic level. The examples provide insights into how GIZ supports capacity development, and they demonstrate the results that can be achieved for sustainable economic development through this approach.

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