Restricted Technical Report PP/1986-1987/V.6.2

UNITED ARAB EMIRATES Promotion of interdisciplinary training and research

Technical and Vocational Education and Training

by H. Unterbrunner

Serial No. FMR/ED/STE/87 /132

United Nations Educational, Scientific and Cultural Organization

Paris, 1987

UNITED ARAB EMIRATES

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

by H. Unterbrunner

Report prepared for the Government of the United Arab Emirates by the United Nations Educational, Scientific and Cultural Organization (Unesco)

U N E S C O

Technical Report PP/1986-1987/V.6.2 FMR/ED/STE/87/132(Unterbrunner)

11 November 1987 © Unesco 1987 Printed in France

The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of Unesco concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries.

(i)

TABLE OF CONTENTS

Page

I. INTRODUCTION 1

II. PRESENT SITUATION OF TECHNICAL EDUCATION IN THE UAE 1

III. THE EMPLOYMENT SITUATION AND VOCATIONAL TRAINING 8

IV. CONCLUSIONS AND RECOMMENDATIONS 9

ANNEXES

1. MAP OF PLACES VISITED IN THE UAE 13

2. LIST OF OFFICIALS CONTACTED 14

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I. INTRODUCTION

1. At the request of the Government of the United Arab Emirates a consultant mission on technical and vocational education was carried out under Unesco's participation programme in 1986-1987. The consultant visited the United Arab Emirates (UAE) from 24 April to 12 May 1987. He received the full co-operation of the Department of Technical Education which is located in Dubai. The Director of the Department arranged visits to the schools and the Ministry of Education.

2. The United Arab Emirates have a high rate of expartriate personnel at skilled worker and technician level and the government gives high priority to the development of human resources in order to gradually replace expatriates by trained nationals. The major objective of the mission was to study the present system of technical and vocational education in the UAE and to discuss possibilities for the development of this system. In more concrete terms the consultant had, according to his contract, to provide advice and recommendations with specific reference to:

(a) The long-term and short-term objectives of technical and vocational training given in the UAE - the present set-up and its functioning.

(b) Instructor training programmes - present schemes and future possibilities.

(c) Curriculum development - with specific reference to socio-economic development plans set for the country.

(d) Preparing instructional materials - full potential of audiovisual aids available.

(e) Improving shop and laboratory instructional methods.

(f) Vocational guidance to pupils.

(g) Relationship with business, industry and labour,

(h) School management.

3. A map of the places visited is given in Annex 1 and a list of officials met is provided in Annex 2.

II. PRESENT SITUATION OF TECHNICAL EDUCATION IN THE UAE

Historical background

4. Technical education in the UAE is relatively recent. It dates back to 1958 when the first technical school was opened in Sharjah by the Development Council, under the British Authorities. This school was more vocational in nature with traditional sections in mechanical, electrical, automechanics and building trades. The workshops are in the middle of the school surrounded by classrooms and an administrative building. A similar school was established in Dubai in 1964 and in Ras al Khaima in 1969. In addition an agricultural school was set up in Ras al Khaima in 1966 and a commercial school was added in Dubai. Originally, the purpose of these five schools was to train skilled craftsmen. After independence in December 1971 the United Arab Emirates were founded as a federation of seven individual Emirates. A department for technical education was established within the Federal Ministry of Education and located in Dubai. Through shortage of interested students the five

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vocational schools were gradually converted into technical schools with the dual purpose of training a middle-level technician and at the same time preparing the student for further training abroad.

The structure of the educational system

PRIMARY INTERMEDIATE SECONDARY HIGHER

GENERAL

1 2 3 4 5 6 1 1 7 8 9

TECHNICAL

7 8 0

10 11 12

TECHNICAL

10 11 12

GENERAL UNIVERSITY

o-H 13 H 15 16

«NATIONAL CERTIFICATE (TECH)

O NATIONAL CERTIFICATE

• DEGREE

5. The system follows the usual 6 - 3 - 3 pattern, applied also in the neighbouring countries Saudi Arabia, Oman, and Qatar. The preparatory or intermediate cycle (grades 7-9) is still not integrated and offers two streams: one academic and one technical. The technical intermediate schools are housed together with the technical secondary schools and general subjects are taught in Arabic as in academic intermediate schools. Technical subjects are taught in English. At the end of the preparatory level a Technical Intermediate School Certificate (TISC) is awarded for entry into secondary education.

6. The secondary technical schools (grades 10-12) admit student-graduates from academic and technical intermediate schools. The first year (grade 10) a common technical course is offered and specialized courses are provided at grades 11 and 12. After successful completion a Technical Secondary School Diploma (TSSD) is awarded. This diploma does not give access to the University in Al Ain, where an Engineering Department has been established recently.

7. Enrolment has considerably increased in the last ten years, both in general education and in technical education. In general education enrolment gradually increased from 61,803 pupils at 185 schools in 1975/1976 to 179,276 pupils at 395 schools in 1985/1986. Forty per cent of the schools in the UAE are private and 68.8 per cent of the total enrolment in general education are national pupils. There is no co-education in the country but female pupils are equally represented in general schools. Literacy and adult education expanded also from 11,167 to 23,465 enrolled in the last ten years.

8. The enrolment in technical education is relatively small compared to that in general education. Enrolment has increased in industrial education from 193 to 610 students, decreased in commercial education from 54 to 36 and in agricultural education from 27 to 19 students in the last ten years.

9. The diagram below shows the imbalance of enrolment between general and technical education during 1984/1985.

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Intermed. acadein. 37,921 - 66.4%

Intermed. techn. 302 - 0.5%

Second.- academic 18,819 - 32.6%

Second, technical 295 - 0.5%

10. At intermediate and secondary level only 1 per cent have opted for technical education. No female students are enrolled in technical education and only nationals are accepted.

11. It should be noted that only half of the graduates of the academic intermediate cycle continue to secondary education. School-leavers at this level are not prepared for skilled qualifications.

12. The drop-out rate in technical education is relatively high. Among the reasons given were that not the brightest students have opted for technical education and teaching is being carried out in English and Arabic, a considerable constraint for less gifted pupils.

13. Furthermore, it should be stated, that the diagram above covers only young people who have entered the education system and belong therefore to a privileged group. No data were available on the total population for the age group 12-18.

Curriculum in technical education

14. At intermediate level (grades 7-9) the academic subjects are the same as in general intermediate schools and only technical drawing is included. The language of instruction for academic subjects is Arabic and standard textbooks are in use. The technical courses are of an introductory nature and are taught in English. There is no correlation between general and technical courses.

Timetable at intermediate technical schools:

Periods per week Grade

_Z § £_

Islamic Studies 2 2 2 Arabic Language 6 6 6 English Language 6 6 6 Mathematics 6 6 6 General Sciences 2 2 2 Social Studies 2 2 2 Physical Education 1 1 1 Technical Drawing 3 3 3

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Fitting Fabrication Electrical Woodwork

Periods per Grade

7 8

4 4 3 3 4 4 3 3

42 42

week

9

4 3 4 3

42

Timetable at secondary technical schools:

Islamic Studies Arabic Language English Language Mathematics Physics Chemistry Engineering Drawing

Machining Welding Automotive Electrical

Periods per

10

2 4 6 5 3 1 3

5 5 4 4

42

Grade 11

2 4 6 5 3 1 3

18*

42

week

12

2 2 6 5 3 1 3

20*

42

* In grades 11 and 12 one field of specialization is chosen and out of the 18/20 periods 12 are practicáis, the rest technology. Theory and practice is integrated in workshop-laboratory instructions.

15. The first year of secondary technical education (grade 10) is a general technical course which provides an introduction or orientation in the main engineering fields for which specialized courses are offered at grades 11 and 12. The common first year course is presently under discussion and proposals to create two main technology streams, one mechanical and one electrical, are under consideration. This approach would provide a better base and more time for specialization. Similar timetables are approved for commercial and agricultural education.

16. The technical courses in industrial technical education are strongly oriented on the City and Guilds courses, which were orginally adopted at a time when the major objective was to train skilled workers. After independence the character of these vocational schools changed towards technical education in order to train junior technicians. The present curriculum has not sufficiently taken into account these circumstances. However, steps are taken to improve the situation. The section for curriculum development under the Department of Technical Education has prepared a number of work-books, teachers guides and project sheets which are of adequate standard and effectively used in all technical industrialized schools. This learning material contributes to a uniform approach in technical education.

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Printing of this material is carried out in offset by a well equipped unit in the department.

17. Each technial school has a special room for audiovisual equipment. The audiovisual equipment is not efficiently used with the exception of overhead-projectors, which are available to the teachers in all classrooms and laboratories.

18. Final examinations are held at the end of the school-year under the control of the Ministry of Education. Examination papers are prepared by the department and distributed to the schools. Recently a question bank was established, which will contribute to the improvement of the examination system. The question bank is being up-dated periodically with the participation of the teachers.

19. Curriculum development is an internal process and the relationship between technical schools and industry deserves to be improved. Practical work in industry for students during vacation is arranged only through the private initiative of teachers.

Equipment and buildings

20. Some of the equipment in the workshops is out-dated or obsolete. The older equipment is more suitable for vocational training programmes. Technical education however, has more need for laboratory-type equipment. Some laboratory outfits have been purchased but are kept in storerooms because of lack of students or shortage of buildings. A computer centre with 18 interconnected stations located in the commercial school is not being used effectively through lack of suitable staff. Science labs are also relatively poorly equipped. The exhaust-systems in welding workshops are insufficient and require new installations.

21. All schools have a small library with a limited number of technical books available for the staff. A centralized store in Dubai keeps a lot of material and equipment under lock and key. At present an inventory of all equipment and tools is made in the five technical schools and computerized lists are prepared by the purchase unit of the department. Funds for new equipment is only made available sporadically at the end of the fiscal year. On such a basis suitable planning is not possible.

22. Regarding buildings, the agricultural school in Ras Al Khaima is well conceived and laboratories are adequate for the programme at this level. The school was opened two years ago and looks very attractive compared to the remaining four technical schools.

Staff

23. Teachers in the five technical schools in the UAE are mainly expatriates from Egypt, Sudan, Jordan etc. and only a few of the staff are nationals. Nationals have been trained as technical teachers but found better employment prospects in the defence system, police or business. Expatriates are usually 5 to 10 years in their posts in the UAE and have an appropriate technical qualification with several years of teaching experience in their country of origin. They usually hold no professional pedagogical qualifications and some of them have no adequate industrial experience. The salary for expatriates is Dirhams 4,500 to 6,000 depending on their experience with an annual increase of 80 Dirhams (US ¿1 - 3.65 Dirhams). Nationals receive additional allowances. The standard of living in UAE is high and persons with equivalent qualifications earn double the salary of a technical teacher if employed privately. It is the present policy of the government to attract more nationals to the teaching profession.

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24. The medium of instruction in technical subjects is English but not all teachers are fluent enough to teach in English. Some teaches are more qualified for vocational training. The staff is in general motivated and happy to work in UAE.

25. The quality of technical education depends to a large extent on the availability of qualified teachers. A fresh look is therefore required to retrain the employed technical teachers. A proper staff development programme, including both in-service and pre-service training, should have a certain priority. The creation of posts for head-teachers (head of section) is under discussion. Such posts would contribute to in-service training and curriculum development and should therefore be encouraged. On a long-term basis a proper pre-service training programme for national graduates of technical schools seems to be essential. A linkage-programme with suitable institutes abroad could be arranged.

Students

26. The biggest problem of technical education in UAE is the lack of students. Children and parents are not interested in technical education. Most parents consider that an academic secondary education which prepares for university gives a better chance. There are already 6,200 undergraduates enrolled at the Emirates University in Al Ain mainly in humanities and social fields. It is particularly discouraging to see a nice agricultural school with a capacity of 120 places, including a dormitory, with only 25 students enrolled at present. Also the other four technical schools are working below their capacity. This problem has been discussed with the teachers and many suggestions have been made to change the attitudes of the society in favour of technical education. Financial incentives for students, better information of students and parents on career prospects, better use of mass media, the adoption of an overall national plan for human resources development etc. are among their proposals.

27. There exists no proper tracer system for follow-up of graduates. It is estimated that the majority of graduates find places in the army, the police force and other government positions. The jobs are not always technical in nature but graduates of technical schools benefit from their better command of English. This information is based on the general assumptions of teachers and no adequate data exist for a proper evaluation of the education system.

Administration of technical education

28. Technical education is administrated through a separate department under the Ministry of Education. The administrative structure of the Ministry of Education is shown in the following diagram:

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Minister

Under-Secretary

X Ass. Undersec Management Finance

I X

Ass. Undersec General Matters

I Ass. Undersec

Education

1 Ass. Undersec,

Planning Examinations

Primary Ed.

Secondary Ed.

Technical Ed.

Adult Education

Privat Ed.

29. The department of technical education is housed in a separate building near the Dubai technical school and is supervised by the Assistant Under-Secretary for Education. The department works in a federal capacity and is headed by a director. The department includes the following four units:

Finance, Purchasing, Stores; Printing, Binding; Technical Curriculum and English Teaching; General Academic Curriculum.

The five technical schools, headed by principals and their deputies, are under the supervision of the department.

International co-operation

30. The Director of the Department of Technical Education and the principals of the technical schools participated in previous years in regional and international activities related to technical education. The director is a member of a subcommittee of the A6CC (Arab Gulf Co-operation Council), an important organization for co-operation among Gulf States. The director also attended recently a conference in Morocco, convened by the Arab Federation for Technical Education. A principal participated in a workshop on vocational training in Japan in February 1987.

31. Regarding Unesco, the director of the department participated in a regional seminar on technical learning material in Bahrain. During the present consultant mission the following documents were discussed with staff members and were handed over to the department:

Revised Recommendation concerning Technical and Vocational Education (English and Arabic), adopted by the Unesco General Conference in 1974.

World Directory of Selected Research and Teacher Training Institutions in the Field of Technical and Vocational Education (Unesco, Paris, Revised Edition 1986).

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Terminology of Technical and Vocational Education (5 languages) (Unesco/Ibedata, Revised Edition 1984).

Graphic Communications: A Proposed Drawing Course for General Education (INFO TVE 6, Unesco, 1979).

Printed Technical Learning Materials (INFO TVE 7), Unesco, Fifth Edition, 1984).

Prototype Workshops and Laboratories for Technical and Vocational Education (INFO TVE 9), Unesco, 1978.

32. Further technical documents will be sent to the department for information. The department has sent some samples of curriculum material to Unesco Headquarters, Paris.

33. The Ministry of Education and the Department of Technical Education are carefully analysing the reports of the visiting experts and drawing conclusions for further planning.

III. THE EMPLOYMENT SITUATION AND VOCATIONAL TRAINING

Economic indicators

34. The massive expenditures on development projects after independence, particularly in the decade 1974-1984, concentrated on the development of the countries basic infrastructure. The country's revenues are to a large extent generated by oil production. The oil market compulsions have led to a sharp decline in fresh drilling and exploratory exercises. In 1985 the oil production fell slightly compared to the previous years. According to official estimates, ADNOC, the largest petroleum company in the UAE, produced 726,476 bpd (barrels of oil per day). ADNOC is going ahead with its long-term development plan for hydrocarbons. Ten major projects are under way. Refineries increased their production to 7.2 million metric tons in 1985 and new gas liquification came on stream. By the end of this decade, it is felt, the situation on the international oil market will change significantly, resulting in an increased demand in oil.

35. Meanwhile efforts are made to diversify the country's economy and huge investments have been made in industrial enterprises such as a 120,000 ton per year of aluminium smelter combined with water desalination (DUBAL), a cable factory (DUCAB), a clinker grinding plant, dry docks, telecommunication, international airports, road systems, etc.

36. Despite that, the UAE is one of the most arid countries in the world, agricultural production could increase considerably. In the last 15 years, the total number of farms rose to 13,590 in 1985 compared to 7,759 in 1977. Over the same period, the area cultivated rose from 15,330 hectares to 31,751 hectares, production of fruit and vegetables from 102,000 to 592,000 tons and meat from 25,400 to 46,900 tons. There has also been substantial growth in the fish catch, production of milk and cereals. Government has encouraged local farmers and support has been provided through research, promotion of new methods and the creation of a state-wide marketing body.

37. The overall health of the local banking sector was underlined by the growth in the capital and reserves of the commercial banks, by 18 per cent. The Dirham remained at the same rate against the US $. The setback at the sector of industrial and oil production could be successfully counteracted through rationalization of current and development expenditure.

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Human resources

38. The economy depends heavily on expatriates at technician and skilled worker level. According to labour statistics (1980) the percentage of nationals is as follows:

Number employed % (nationals)

Banking 11,500 7.4 Industry 55,695 5.7 Production 264,126 3.9 Agriculture 25,587 18.5 Clerical 73,205 16.4

39. Concerted efforts by the government have slightly improved the percentage of nationals. Nationals usually expect a higher salary than expatriates and prefer easier jobs. It is alarming, however, that out of the 550 university graduates last year only 120 found a job.

40. Diversification in industry requires more technicians and skilled workers. According to figures released by the planning department 141,810 work permits were issued in the Emirate of Abu Dhabi in 1985. Of the total number of work permits, Asians accounted for 104,397, Arabs 31,444, Europeans 4,927 and people from elsewhere 1,042. Figures of other Emirates were not available but it can be assumed that a similar situation exists.

Vocational training

41. Up to now only big companies have taken steps to train their own workforce. Vocational training centres have been established by certain companies. These centres are factory based and provide pre-service and in-service training. Lack of training institutes is, according to a report published by the oil industry, one of the primary reasons for the shortage of technical hands in the Gulf countries.

42. The above report mentions that the UAE is planning to set up a central training authority which will not only formulate training policies but also survey vocational training in the country and organize courses abroad. It is also expected to draw up regulations making it obligatory for both local and foreign companies to employ a certain percentage of nationals and to make it obligatory to set up training departments.

43. Private industry is aware of the needs for training but, in view of the costs involved, it hopes, that the government will step in. The present situation of cheap imports, shrinking markets and tariffs within the region leaves little space for training.

44. Vocational training, even more than technical education, has a low status and the best training centres will remain empty, unless attitudes towards technical and vocational education and training have changed in the society.

IV. CONCLUSIONS AND RECOMMENDATIONS

Conclusions

45. Today no nation can afford to ignore the development of human resources for social and economic development. In UAE the high percentage of expatriate personnel in many sectors of the economy, in particular at skilled worker and technician level, remains a serious problem. Technical and vocational

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education and training play a key role in enabling nationals to join the workforce and gradually replace expatriates. The low interest of young nationals in technical and vocational education and training shows that the problem cannot be solved by piecemeal operations but rather by a comprehensive reform of the whole education system. Such a reform requires comprehensive planning and a proper administrative mechanism which is closely linked with economic bodies.

46. The present system of technical education is a healthy beginning but completely insufficient in comparison to the expansion of general education. Vocational training has only started in a few companies. Some of the workshops in technical schools in the UAE require new and up-to-date equipment and curricula need to be reviewed according to the needs of the labour market. Learning packages need to be developed and applied efficiently and teachers require retraining and up-dating in methods and subject-matter.

47. The UAE has a land area of about thirty thousand square miles and the latest census at the end of 1985 put the total population at 1,622,464 compared to 1,042,720 in 1980. The country is in the process of rapid social and economic development. In the light of experience gained in neighbouring Gulf States and taking into consideration international recommended standards such as Unesco's Revised Recommendation concerning Technical and Vocational Education, the following recommendations are made, based on observations gained during the mission:

Recommendations

48. It is recommended to establish a national authority in the form of a board of corporation for technical and vocational education and training. Similar agencies are already functioning successfully in other Gulf States. The proposal submitted in 1981 should be revised and reconsidered by the government. Relevant paragraphs (e.g. 9, 12) of Unesco's Revised Recommendation and the experience of neighbouring countries should be taken into consideration for reformulation of the proposal. The main function of such a Board could be:

(a) Preparation of short- and long-term plans including clear objectives of technical education and vocational training based on manpower needs of the UAE.

(b) Setting national standards for job qualifications.

(c) Approving curricula and training schemes, indicating learning objectives.

(d) Setting up and controlling a national testing and examination system.

The Board should consist of representatives of the Ministries of Education, Labour, Industry, National Civil Service Commission, etc.

49. On a long-term basis the educational structure needs to be modernized. It is recommended to revise the existing structure as follows:

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PRIMARY INTERMEDIATE SECONDARY HIGHER

1 2 3 4 S 6

C O M P R E H E N S I V E

7 B g

G E N E R A L

10 11 12 -o-l-u

13

1IVERSITY

M 15 16

*- SKILLED WORKER

9 MIDDLE LEVEL TECHNICIAN

O NATIONAL CERTIFICATE

• NATIONAL DIPLOMA

• DEGREE

TECHNICAL

10 II 12 - O

VOCATIONAL

10 11 12

PART-TIME VOCATIONAL

10 11 12

POST SECONDARY OPEN COLLEGE

13 M

50. At intermediate level (grades 7-9) general technical studies, including guidance and counselling, should be introduced to all pupils at this level. A proper philosophy for this type of general education is outlined in paragraphs 19-23 of Unesco's Revised Recommendation concerning Technical and Vocational Education. In the last 30 years many countries have undertaken such reforms and concepts such as Industrial Arts, Polytechnical Education, Technical Orientation, Life Skill Education, Technology Education, etc. have been introduced successfully at intermediate level. In this regard the experience gained in other countries should be studied. Science teachers could be retrained as technical teachers or a separate category of teachers trained. Unesco's graphic communication course in a modular form is available and project-work is recommended as an integrated approach of theory and practice.

51. Further diversification and expansion is essential at secondary level (grades 10-12). New programmes need to be added in technical education such as building construction, refrigeration and air-conditioning, solar technology, computer technology, etc. to name a few. Vocational education and training has to be established in the form of full-time and part-time courses in close co-operation with enterprises.

52. At post-secondary level an open two year college is recommended. Required qualifications and skills are becoming increasingly sophisticated and require longer training. At the same time prospects for careers at higher technician level could be offered. The open college could operate with a credit system to allow an alternation between education and work.

53. Staff in technical education require up-dating and retraining. The preparation of national technical and vocational teachers should have a priority. An in-service training scheme should be introduced and workshops, summer courses or seminars should be organized on a regular basis.

54. Technical teachers need guidance and motivation. For this purpose a career-system should be introduced. A hierarchical scale of:

Assistant Technical Teacher Technical Teacher Senior Technical Teacher

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should be created. It will also be necessary to adopt for each category an adequate job description and an appropriate salary scale. Salaries of technical teachers need to be competitive with salaries of staff of equal qualifications in industry.

55. Full or part-time courses for technical and vocational teachers in the form of a modular system could be introduced in the post-secondary college, recommended above.

56. Recruitment of new technical teachers should assure that candidates have the necessary pedagogical qualification in addition to technical competence and industrial experience.

57. Curricula in technical education require further development and laboratory equipment adjusted and up-dated. Learning packages, based on carefully outlined learning objectives, give better results and are more easily adaptable to technological change. Unesco's international technical illustration bank (ITIB) is available for the development of technical learning packages, which can also easily be adapted into Arabic. Learning packages promote self-learning or individualized learning, a method which is better suited to a technological society. Subcommittees should be set up for curriculum development to enable specialists from the industry to participate in this process.

58. Methods such as 'problem solving' or 'project design' should be introduced in order to promote creativity. Modern audiovisual material and equipment should be fully applied and computers integrated in the learning process.

59. Better contacts between technical schools and industry should be established and open days and exhibitions organized regularly. Mass media should be involved to make technical and vocational education more popular and acceptable to young people in the UAE.

60. Industrial attachment programmes should be developed whereby technical and vocational education students should spend a minimum of two months per year of on the job training in industry.

61. An apprenticeship legislative instrument should be established to organize apprenticeship training on the one hand and involve the industry in the technical and vocational education and training process on the other.

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ANNEX 1

Map of places visited in the

UAE

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ANNEX 2

List of officials contacted

Assistant Under-Secretary for Education, Ministry of Education, Dubai

Mr Salim Al Ghamai, Assistant Under-Secretary for Planning, Ministry of Education

Mr Obaid Ali Obaid, Director of Department of Technical and Vocational Education, Ministry of Education

Mr E.J. Lopez, Chief of Curriculum (technical), Department of Technical Education

Mr Moh. Akasha, Chief of Curriculum (academic), Department of Technical Education

Mr Yahya M. Mahdi, Chief of Purchase and Store, Department of Technical Education

Mr Khamal, Chief of Printing Section, Department of Technical Education

Principals and teachers of five technical schools in Dubai, Sharjah, Ras Al Khaimah.