Developing the Vocational Educational Training System - Research Paper Example

 The Role of Inter Arab Cooperation in Developing the "Vocational Educational Training" System Introduction Vocational Education Training system (VST) is training specifically meant for preparing trainees for specific jobs based on practical and manual activities. It is sometimes called technical education, because a trainee directly acquires expertise of a particular group of technology or techniques. Additionally, it can also be classified to as procedural knowledge, which concentrates on theory, conceptual knowledge, and tertiary education (Yusuf, 1992, 41-62). Inter Arab Cooperation was formed on February 1989, by the heads of state of Iraq, Jordan, Egypt, and Yemen who had met in Baghdad to announce its formation. However, the role of Inter Arab Cooperation in developing the Vocational Educational Training System boosts and establishes the cooperation relations with both regional and international networks to better serve the interests of Arabs. Additionally the cooperation helps coordinate Arab states to support and position their efforts in terms of their rights internationally (Bruce, 2002, 79-80). The Inter Arab Cooperation(IAC) also cooperates with the Arab States, especially the specialized agencies and follows up their joint projections they have implemented in developing Vocational Educational Training System. To add to this, it helps in implementing the recommendations and resolutions issued by the Ministers council in charge of Arab Information as well as the committee in charge. To add to this, the inter Arab cooperation has been in charge of the committee which is in charge of the vocational educational training, in terms of broadcasting via their own channels and retransmitting through their own channels. It is also in command of data and documentation, coordination, collection, as well as preparing reports and meeting and submits the reports based on vocational training to the Arab standing committee (The Role of the Ilo in Technical Cooperation, 1999, 54-67) By maintaining close cooperation and coordination ties with regional broadcasting union, the inter Arab cooperation actively participates in both international and regional events, conferences, meetings and partners with other members to broadcast the training. It advises and encourages young graduates to take part in vocational training in order to prepare themselves for professional challenges presented by the advent of globalization. In this regard, this paper aims at explaining the role of inter Arab Cooperation in developing the vocational educational training system, including how Syria cooperates with other Arab countries to develop training and further discuss the current plans, advantages and disadvantages of inter Arab Cooperation (Peter, 1996, 104). The Role of Inter Arab Cooperation in Developing the "Vocational Educational Training" System According to Abramyan (1999) Arabs encounter with the west has been humililiating and the failure to comprehend the globalization has lead to inexorably regional failure as well as deterioration in Arab countries and their neighbors that reveals political decay and inability to determine their own destinies (56-148). There has been no response of a derivative militant or nationalism which gives the Arabs a good government and economy they need to meet the modernity challenge. However, denying this reality serves no purpose and for them to acknowledge it, it should not reject its own roots but finding a basis to adapt their values and societies through vocational educational training. Through the training it helps them understand the west, nurture respect for authority, work for political representation as well as accepts the myths of Arab nationalism. Inter Arab Cooperation through vocational training becomes increasingly difficult for Arab leaders to pretend to be achieving rulers, while in reality their political edifices are falling apart. It develops vocational educational training system in the country by revealing the increasing isolation and weakness of Arabs in the world. It shifts a balance to non-Arab regional players and its reemergence of Iran as a powerful player. By coming to terms with the west and understanding of what makes it tick does not invite it to abandon its tradition which gives the Arab-Islam its unique qualities (Report of the Director-General, 1999, 44-67). It is impossible because, Arab countries are deeply rooted to their societies and fully respected by their ruling elite. Therefore, the Inter Arab cooperation develops vocational training system by teaching their students how to accept their religion identity as well as their traditional cultural traits to better understand their roots. Attempts to stem their tide by force, seems unproductive and therefore, by using Vocational training system, it sheds some light of their surging importance over recent decades. According to Sayig (1997), there has been economic challenges in Arab countries, for example low production levels of enterprises, marginalization of private sector, few innovation activities, lack of integration into a wide market among others, and more countries in the region tend to strive for reforms in order to increase their performance and economies (54-77). Therefore, all these efforts, in terms of qualification and development of the labour force, are a reform of the vocational training system. To add to this, the Inter Arab cooperation makes sure that the vocational educational system reaches the school leavers and other individuals seeking apprenticeship in the participating countries by offering modern and sufficient training opportunities. It also makes sure that the relevant institutions for vocational training system are specialized as well as have executive specialized capacities and are fully developed. The Inter Arab cooperation also supports the institution in the area of improving the quality of vocational training, which as a result facilitates the long term economic and employment growth, with a special attention dedicated to increase and improved job opportunities for students starting a career (Bruce, 2002, 79-80). However, for the cooperation to reach its objective it makes sure that the performance and capacities of the institutions are responsible for the reforms of vocational training system nationally and their working personnel are increased through a vocational training network regionally. Inter Arab Cooperation is part of the crucial area of Sustainable Economic Development which is conceptualized as a sectoral and cross-country cooperation and consultation approach that is complemented to the applicable reform and other development strategies of the member countries. It establishes the vocational training through the establishment of a regional network, representatives from management, politics, member states and implementing level serves as a platform for exchange of experiences, information and experiences that is relevant to the vocational training systems (Abramyan, 1999, 56-148). By establishing this kind of network, the Inter Arab Cooperation helps to realize national endeavors reinforce them and as a result create a value for all countries that participate. In the framework of the Arab cooperation, common urgent problems of vocational education training are jointly disseminated, identified, and processed. Wilson and Maclean (2009) assert that the agreed crucial areas are the consolidated network in addition to the regional application of Arab Occupational Standard and qualification of the multiplicities for the vocational educational training system (34-56). The cooperation supports the vocational training by conducting specific seminars of their target groups, regional and workshops conferences especially those concerning the Arab cooperation between public and private sector as well as the general reputation of the vocational training system. The basic structure of an effective Inter Arab Cooperation in developing Vocational Educational System, is first of all establishing an effective coordination and management of the regional network to establish the training to school leavers regionally by coming up with regional cooperation and cross-country structures to coordinate exchange of experiences and information in regard to reform efforts that have been established. UN Department of Public Information (2006), Pg (48-56) claims that through this, the experts from various work groups have partnered with other countries and as a result elaborated the Inter Arab occupational policy and a comparative Vocational Educational Training” System. How Syria Cooperate with other Arab countries to develop the “Vocational Educational Training” system Europe Publications Limited (2002), Pg (56-78) contends that Syria regards education as a way of fostering national unity as well as enlightening the Syria citizens. In recent years, public education did not exist and there were only few elementary schools in the entire country. Therefore, a centralized educational policy was established and was entrusted to establish the directorate of education. Although going to school was compulsory, its enforcement was difficult without adequate number of schools and therefore, Syria decided to cooperate with other Arab countries to develop Vocational Educational Training System to influence their model of education in Syria. Syria’s educational system was only designed to observe the Islam teachings, construct schools and disseminate knowledge. After the vocational training was introduced Syria witnessed many changes in their education system. It established a technical and higher school of learning where it provided an opportunity for its students to acquire education as well as give them an opportunity to learn (World of Information, 1995, 67-98). When United Nations reported that Syria had only 306 schools but its illiteracy level was high, Syria established an Education ministry and entrusted it with the task of modernizing and expanding the educational resources. It divided its kingdom with school districts, each governed by a technical staff. It adopted an educational policy in cooperation with other Arab countries to come up with a compulsory vocational education training system to combat illiteracy. Syria cooperates with other Arab countries to develop the educational training system by adopting their educational policy, in terms of providing a six and three year compulsory and optional vocational education for men as well as compulsory vocational training for women. By establishing a five-year plan for vocational education training system, Syria promoted education to develop the needs of its people as well as human resource through training and education in order to facilitate the nation’s economic infrastructure. However, it redesigns the vocational training system by accommodating a number of intermediate and elementary school students, and the remaining students placed in vocational education programs that lead to a university degree. Through the Inter Arab cooperation, it is responsible for creating departments that are responsible for the development of Syria education materials, as well as supplying them with educational classroom technologies, and training their senior staff in the education ministry. Syria kingdom makes sure that their standards of teacher certification in vocational; training system are rigorous, in addition to the examination system of the system is transferred from the government to individual schools. Study programs are also upgraded and grants their students a bachelor’s degree upon the completion of vocational training (Report of the Director-General, 1999, 44-67). In cooperation with other Arab countries, Syria develops Vocational educational training system by adopting a special centralized educational system, in terms of separating education for women and men, and stating their financial support. Islam is the core of each Arab countries educational policy and therefore, Syria devotes each week to the study of Quran and its tradition in vocational schools. However, it does not separate religions from education, medicine, law and psychology among others. It expects Quran to be applied, memorized and interpreted in all aspects of life. The Syria government is also committed to the development of vocational education system at all costs and as a result maintains exclusive control. It provides free stipends, tuition, bonuses, and subsidies to its students in order to encourage them to join vocational training school. It also provides free transportation for female students. The agency responsible for the Vocational Training in Syria is responsible for planning, policy-making, budgeting for teaching materials and supplies for vocational education (Wilson &Maclean, 2009, 34-56). The Syria government implements the policies from other Arab countries pertaining vocational education system in their country as well as passes more policies pertaining it to their local schools. The vocational system accommodates the Syria’s increasing needs for technical training in the country. The country has also divided its directorate for technical education into commercial, agricultural, and industrial education for vocational training for curricula development, trainee affairs, instructor training, audio-visual aids and program evaluation. Current plans of Inter Arab Cooperation The Inter Arab Cooperation has some plans that are underway to expand the vocational educational system in Arab countries. It plans to offer vocational educational opportunities to students with special need in the participant’s countries. There are schools within the countries with special education for blind, mentally retarded, and deaf who need the vocational training to be able to become important citizen in the country. It also aims at offering special vocational training programs in all fields of electronic, banking, hospital administration, personnel studies, store administration, electronic data processing, and secretary studies among others. It also plans to include vocational training on nursing, laboratory technicians, nursing, x-rays, health supervisors, and nutritional assistants. It requires the participants to cooperate with other Arab countries as well as take an interest in each other’s vocational education affairs. Additionally, it is their duty to make sure that young Arabs succeed and prosper depending on their willingness to compete in the world economy through enrolling in vocational education training and accepting the conditions of the competition, (Sayigh, 1992, 41-62). However, through the provision of Vocational Educational Training system, the Inter Arab Cooperation plans to prompt aids to any Arab countries, promote peaceful and quick resolutions of inter-Arab conflicts as well as engage constructive and harmonious relations among themselves as well as outside the world. Lastly, it plans to open doors of transformation in Arab countries for its peoples’ aspirations, create job opportunities, as well as empower them with dignity in order to help them take control of their own destinies through vocational educational system. Advantages and Disadvantage of Inter Arab Cooperation The Inter Arab Cooperation helps in establishing and boosting the international networks to better serve the needs of the Arab students. It also helps in coordinating Arab states to position and support their efforts in terms of the international rights. Additionally, is supports an inclusive and sustainable growth in order to enable the Arabs states to meet their population aspiration comprehensive strong growth as well as help in facilitating a democratic and free outcome of each Arab country’s objective in line with vocational educational training system. It also commits to make training and education the main focus of Arabs states. Additionally, it tackles the high levels of unemployment and illiteracy especially among youth as well as make vocational training system labour market oriented. It ensures that the workforce is qualified in order to help in modernizing the economy. To add to this, the cooperation encourages students to foster great education and research. It therefore, enhances the skills of the unemployed individuals as well as encourages vocational training (Wilson and Maclean, 2009, 34-56). Generally, training has successfully benefited different age groups as shown in the table below: Table 1: Age group and use of training in Syria Age group Percentage Less than 18 39 18-45 43 >45 29 Source: IFAD (2008 b) It has not been successful in implementing the Vocational Educational training because there is some opposition, which comes from parents or teachers, because it shifts a balance to non-Arab regional players and its reemergence of Iran as a powerful player. By coming to terms with the west and understanding of what makes it tick does not invite it to abandon its tradition, which gives the Arab-Islam its unique qualities. Additionally, it only concentrates on Arab countries especially, those that have embraced Islamic religion. It leaves out the other races, and concentrates on giving Arab countries quality vocational training education to enable them compete with the world economy. Conclusion Vocational education training system aims at preparing trainees for specific jobs based on practical and manual activities. However, the role of Inter Arab Cooperation in developing the Vocational Educational Training System is boosting and establishing the cooperation relations with both regional and international networks to better serve the interests of Arab. Additionally the cooperation helps coordinates Arab states to support and position their efforts in terms of their rights internationally. The Inter Arab Cooperation cooperates with the Arab States, especially the specialized agencies and follows up their joint projections they have implemented in developing Vocational Educational Training System. Additionally, it helps in implementing the recommendations and resolutions issued by the Ministers council in charge of Arab Information as well as the committee in charge. The Role of Inter Arab Cooperation in Developing the "Vocational Educational Training" System develops vocational educational training system in Arab countries by revealing the increasing isolation and weakness of Arabs in the world. The cooperation makes sure that the vocational educational system reaches the school leavers and other individuals seeking apprenticeship in the participating countries by offering modern and sufficient training opportunities. It also makes sure that the relevant institutions for vocational training system are specialized as well as have executive specialized capacities and fully developed. However, Syria cooperates with other Arab countries to develop the educational training system by adopting their educational policy, in terms of providing a six and three year compulsory and optional vocational education for men as well as compulsory vocational training for women. List of abbreviations Vocational Training System (VTS) Inter Arab Cooperation (IAC) List of Tables Table 1: Age group and use of training in Syria Works Cited Abramyan.E. Civilization in the 21st century. 1999 Pg (56-148) Bruce Maddy-Weitzman. For a good account on fruitless Arab efforts at cooperation, The Crystallization of the Arab State System. London: Oxford University Press, (2002), pp. (79-80). Europa Publications Limited. Africa South of the Sahara. (2002).Pg, (56-78) IFAD, Gash Sustainable Livelihoods Regeneration Project- Community Development and Capacity Building Component: Assessment of the Capacity Building. Interventions and the Animal Health Agents, (2008 b), pg.7. Peter Mansfield, The Arab World: A Comparative History (New York: Thomas Y. Crowell Company, 1996), pg. 104.6 Report of the Director-General: Appendix. Geneva: International Labour Office, 1999. Print. Pg (44-67). Sayigh, Yusuf A. The Determinants of Arab Economic Development. , 1997. Print. Pg, 54-77 The Role of the Ilo in Technical Cooperation: Sixth Item on the Agenda. Geneva, Switzerland: International Labour Office, 1999. Print. Pg 54-67 UN.Department of Public Information. Yearbook of the United Nations. New York: UN Dept. of Public Information. (2006).Pg 58-66 World of Information. Middle East review.(1995) Pg 67-98 Wilson.R &Maclean.R. International handbook of education for the changing world of work: bridging academic and vocational learning. Dordrecht; London: Springer, 2009.Print.Pg, 34-56 Yusuf A. Sayigh, The Arab Economy: Past Performance and Future Prospects (London: Oxford University Press, 1992), pp. 41-62. Read More