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Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Egypt examines what type of training is needed to meet the needs of a changing economy,  how programmes should be funded,  how theyshould be linked to academic and university programmes and how employers and unions can be engaged.  The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

Currently, there are insufficient data in Egypt to support the development of strong career guidance services for students across different institutions. Stronger data and information might help career guidance services to collaborate more effectively in matching vocational education and training (VET) graduates labour market demand and supply; support the vocational choices of students and avoid dropout. This chapter sets out recommendations to address this challenge and develop better data systems.

In Egypt, vocational education and training (VET) institutions sometimes work in co-ordination with local employers with the aim of matching programmes to labour market needs. But such arrangements are not systematic. This chapter advances recommendations designed to enhance the engagement of employers, and in turn the responsiveness of the VET system to labour market needs.

Post-secondary vocational education and training (VET) in Egypt embodies a large community formed by a number of colleges and different public entities. Drawing substantially on the self-assessment exercise undertaken by the local team in the background report (SPU-MoHE, 2012), the OECD team visit to Egypt, previous OECD work in the country, and the comparative Skills beyond School framework, this OECD review assesses the opportunities/strengths and challenges of post-secondary VET in Egypt as follows...

This chapter describes the OECD policy study of post-secondary vocational education and training (VET), the review of Egypt, summarises the main features of the country system and sets out an assessment of its particular opportunities/strengths. The challenges, dealt with in subsequent chapters, are also listed.

Vocational education and training (VET) in Egypt remains an educational option that is widely perceived as facing quality challenges. This chapter identifies three areas in which post-secondary VET in Egypt should improve its quality: i) co-ordination in the system; ii) the assessment of learning outcomes; and iii) a clear and coherent governance structure for quality assurance.

In the strongest vocational education and training (VET) systems, workplace learning plays a central role, while in Egypt, it seems to be relatively absent in many post-secondary VET programmes. Workplace learning is a powerful tool for developing both hard and soft skills, for transitioning students into employment, engaging employers and linking the mix of training provision to employers’ needs. This chapter advances recommendations to develop workplace learning as a systematic, creditbearing, quality assured, and mandatory element in vocational programmes.

Issues to do with basic skills are very challenging across the whole spectrum of educational options and vocational education and training (VET) is not an exception. It is clear that many students entering the VET system in Egypt have weak numeracy and literacy skills – and they need targeted help. This support should be seen as a priority in the whole educational system because, as jobs become more technical, basic literacy and numerical skills are becoming even more crucial to make sure that students can get the most of their choices in education and training. This chapter advances recommendations to systematically address these challenges and target remedial action.