/SELM2_wk2_ElFatehMoussa

Executive Committee for Human Resources Development

‫ﺍﻟﻠﺟﻧﺔ ﺍﻟﺗﻧﻔﻳﺫﻳﺔ‬ ‫ﻟﻠﻣﺟﻠﺱ ﺍﻷﻋﻠﻰ ﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺑﺷﺭﻳﺔ‬ ‫ﺗﻘﺭﻳﺭ ﺍﻟﻠﺟﻧﺔ ﺍﻟﻔﻧﻳﺔ ﻋﻥ‬

(Technical Team Report )

‫اﻹﻃﺎر اﻟﻮﻃﻨﻲ‬ ‫ﻟﻠﻤﺆﻫﻼت اﻟﻤﻬﻨﻴﺔ واﻷﻛﺎدﻳﻤﻴﺔ‬ Establishing the National Qualifications Framework For

EGYPT 1

‫ﻣﺎﻫﻭ ﺇﻁﺎﺭ ﺍﻟﻣﺅﻫﻼﺕ ؟‬ ‫‪‬ﻫﻭ ﺇﻁﺎﺭ ﻳﺣﺩﺩ ﻣﺳﺗﻭﻯ ﻟﻛﻝ ﻣﺅﻫﻝ ﻣﻥ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﻭﻁﻧﻳﺔ ﺗﺑﻌﺎ ﻟﻣﺟﻣﻭﻋﺔ‬ ‫ﻣﻥ ﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﻣﺭﺟﻌﻳﺔ ﺍﻟﺗﻲ ﺗﻭﺿﺢ ﻣﻛﻭﻧﺎﺕ ﺍﻟﺗﻌﻠﻡ ﺍﻟﺫﻱ ﻳﺷﻛﻠﻪ ﺍﻟﻣﺅﻫﻝ‪.‬‬ ‫‪‬ﻭﻳﺳﺗﺧﺩﻡ ﻛﺄﺩﺍﺓ ﻟﻠﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﻣﺧﺭﺟﺎﺕ ﺍﻟﺗﻌﻠﻡ ﺍﻟﺗﻲ ﺗﻭﺻﻑ ﻋﺎﺩﺓ ﻣﻥ‬ ‫ﺧﻼﻝ ﻣﺣﺗﻭﻯ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﻣﻬﺎﺭﺓ ﻭﺍﻟﺟﺩﺍﺭﺓ ﺍﻟﺗﻲ ﻳﻛﺗﺳﺑﻬﺎ ﺣﺎﻣﻝ ﺍﻟﻣﺅﻫﻝ‪.‬‬ ‫‪‬ﻭﻫﻭ ﻳﻌﺗﺑﺭ ﻣﻥ ﺃﺩﻭﺍﺕ ﺗﻭﻛﻳﺩ ﺍﻟﺟﻭﺩﺓ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻭﺣﻳﺩ ﺍﻟﻣﻌﺎﻳﻳﺭ ﺍﻟﺗﻲ‬ ‫ﺗﻌﻣﻝ ﻋﻠﻳﻬﺎ ﺟﻬﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﺗﺩﺭﻳﺏ ﻓﻲ ﺗﻛﻭﻳﻥ ﺃﻭ ﺗﻁﻭﻳﺭﺍﻟﻣﺅﻫﻝ ﺍﻟﺫﻱ‬ ‫ﺗﻘﺩﻣﻪ‪.‬‬ ‫‪‬ﻭﺗﺗﺟﻠﻰ ﻓﺎﺋﺩﺗﻪ ﻓﻲ ﺗﻧﻅﻳﻡ ﺳﻭﻕ ﺍﻟﻌﻣﻝ ﻭﺍﻟﺗﻭﻓﻳﻕ ﺑﻳﻥ ﺍﻟﻌﺭﺽ ﻭﺍﻟﻁﻠﺏ‬ ‫ﻭﺣﺭﺍﻙ ﺍﻟﻌﻣﺎﻟﺔ ﻣﺣﻠﻳﺎ ﻭﺩﻭﻟﻳﺎ‪.‬‬ ‫‪‬ﻭﻳﻧﻅﺭ ﺇﻟﻳﻪ ﻛﻭﺳﻳﻠﺔ ﻹﺗﺎﺣﺔ ﺍﻟﺗﻌﻠﻡ ﻣﺩﻯ ﺍﻟﺣﻳﺎﺓ ﻟﺟﻣﻳﻊ ﺍﻷﻓﺭﺍﺩ ‪.‬‬ ‫‪2‬‬

‫ﺍﻟﺧﻁﻭﺍﺕ ﻧﺣﻭ ﺇﻗﺎﻣﺔ ﺍﻹﻁﺎﺭ ﺍﻟﻭﻁﻧﻲ ﻟﻠﻣﺅﻫﻼﺕ‬ ‫• ﺍﻧﻁﻼﻗﺎ ﻣﻥ ﺃﻫﻣﻳﺔ ﻭﺟﻭﺩ ﺇﻁﺎﺭ ﻭﻁﻧﻲ ﻟﻠﻣﺅﻫﻼﺕ ﻓﻲ ﻣﺻﺭ ‪.‬‬ ‫• ﻭﻧﻅﺭﺍ ﻟﺗﻌﺩﺩ ﺍﻟﺟﻬﺎﺕ ﺍﻟﻣﻌﻧﻳﺔ ﻭﺍﻟﻣﺳﺗﻔﻳﺩﺓ ﻣﻧﻪ ‪ ...‬ﻓﻘﺩ ﺗﻡ‬ ‫ﺗﺷﻛﻳﻝ ﻣﺟﻣﻭﻋﺔ ﻋﻣﻝ ﻣﻥ ﺑﻳﻥ ﺃﻋﺿﺎء ﺍﻟﻠﺟﻧﺔ ﺍﻟﺗﻧﻔﻳﺫﻳﺔ‬ ‫ﻟﻠﻣﺟﻠﺱ ﺍﻷﻋﻠﻰ ﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺑﺷﺭﻳﺔ ‪...‬‬ ‫)ﺿﻣﺕ ﻣﻣﺛﻠﻳﻥ ﻋﻥ ‪ :‬ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ – ﻗﻁﺎﻉ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻔﻧﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ‬ ‫ﻭﺍﻟﺗﻌﻠﻳﻡ – ﻭﺯﺍﺭﺓ ﺍﻟﺗﺟﺎﺭﺓ ﻭﺍﻟﺻﻧﺎﻋﺔ – ﻭﺯﺍﺭﺓ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻹﺩﺍﺭﻳﺔ – ﻣﻣﺛﻠﻳﻥ ﻋﻥ‬ ‫ﺃﺻﺣﺎﺏ ﺍﻟﻌﻣﻝ ﻭﺍﻟﺧﺑﺭﺍء ﻓﻲ ﺍﻟﻣﺟﺎﻝ(‪.‬‬

‫• ﻭﺑﺩﻋﻡ ﻓﻧﻲ ﻣﻥ ﻣﺅﺳﺳﺔ ﺍﻟﺗﺩﺭﻳﺏ ﺍﻷﻭﺭﻭﺑﻳﺔ ﻗﺎﻣﺕ ﻣﺟﻣﻭﻋﺔ‬ ‫ﺍﻟﻌﻣﻝ ﺑﺩﺭﺍﺳﺔ ﺍﻟﻭﺿﻊ ﺍﻟﺣﺎﻟﻲ ﻟﻠﻣﺅﻫﻼﺕ ﻓﻲ ﻣﺻﺭ‪.‬‬ ‫‪3‬‬

4

3

3

2

2

1

1

9

3

8

2

7

1

6 5

3 2 1

3

3 Co

2

2 Co.

1

1 VTC

3 2 1

Above Middle Education

3 2 1

Drop outs from the education system join different vocational, rural and handicraft training centers/units affiliated to different ministries and NGOs.

Vocational secondary

1

Specialized Sec. Tech School

1

Apprenticeship

1

5

MKI

1

2

5 Yr. Sec Tech. Education

1

2

Sec. Tech. Ed. 3Y

2

Higher Education Level

Preparatory Voc

2

3

Ind. Techer Trg. College

2

3

General Second

3

4

Higher Tech. Inst.

4

High Tech. Inst.

4

Basic education

3

5

University

1

B Sc. Eng.

2

Technical diploma

High Technological Inst.

‫ﺧﺭﻳﻁﺔ ﻧﻅﺎﻡ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﺭﺳﻣﻲ ﻓﻲ ﻣﺻﺭ‬

Middle Level Education

Below Middle Level Education

4 3 2 1

4

‫ﺍﻟﺗﺻﻧﻳﻑ ﺍﻟﺣﺎﻟﻲ ﻟﻠﻣﺅﻫﻼﺕ ﻓﻲ ﻣﺻﺭ‬ ‫‪29.6%‬‬

‫ﺃﻣﻲ‬

‫‪13.0%‬‬

‫ﻳﻘﺭﺃ ﻭﻳﻛﺗﺏ‬

‫‪19.4%‬‬

‫ﻣﺅﻫﻝ ﺃﻗﻝ ﻣﻥ ﻣﺗﻭﺳﻁ‬

‫ﺍﻟﺣﺎﺻﻠﻭﻥ ﻋﻠﻰ‬ ‫ﺷﻬﺎﺩﺓ ﺍﻟﺛﺎﻧﻭﻳﺔ ﺍﻟﻌﺎﻣﺔ‬ ‫ﻭﻣﺎﻳﻌﺎﺩﻟﻬﺎ‬

‫‪5‬‬

‫‪ 25.8%‬ﻣﺅﻫﻝ ﻣﺗﻭﺳﻁ‬

‫‪2.5%‬‬

‫ﻣﺅﻫﻝ ﻓﻭﻕ ﻣﺗﻭﺳﻁ‬

‫‪9.4%‬‬

‫ﻣﺅﻫﻝ ﺟﺎﻣﻌﻲ‬

‫‪0.2%‬‬

‫ﻣﺅﻫﻝ ﺃﻋﻠﻰ ﻣﻥ ﺟﺎﻣﻌﻲ‬

‫ﺃﻫﻡ‬

‫ﺍﻟﻌﻳﻭﺏ‪:‬‬

‫‪ ‬ﻧﻅﺎﻡ ﻋﺗﻳﻕ‪ ...‬ﻟﻡ ﻳﻌﺩ ﻟﻪ ﻣﻧﺎﻅﺭ‬ ‫ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻣﺗﻘﺩﻡ‪.‬‬ ‫‪ ‬ﻻ ﻳﺑﻳﻥ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺍﻟﻣﺅﻫﻼﺕ‬ ‫ﺍﻟﻣﺧﺗﻠﻔﺔ ﺍﻟﺗﻲ ﺗﺷﺗﺭﻙ ﻓﻲ ﻧﻔﺱ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ‪.‬‬ ‫‪ ‬ﻳﻌﻭﻕ ﺍﻟﺗﻁﻭﻳﺭ ﻓﻲ ﻧﻅﻡ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﻭﺍﻟﺗﺩﺭﻳﺏ‪.‬‬ ‫‪ ‬ﻟﻡ ﻳﻌﺩ ﻣﻔﻳﺩﺍ ﻟﺗﺧﻁﻳﻁ ﺗﻧﻣﻳﺔ‬ ‫ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺑﺷﺭﻳﺔ‪.‬‬

‫ﺍﻟﻣﻼﻣﺢ ﺍﻟﺭﺋﻳﺳﻳﺔ ﻟﺗﺻﻣﻳﻡ ﺍﻹﻁﺎﺭ ﺍﻟﻭﻁﻧﻲ ﻟﻠﻣﺅﻫﻼﺕ‬ ‫ﻳﺗﻛﻭﻥ ﺍﻹﻁﺎﺭ ﺍﻟﻭﻁﻧﻲ ﻟﻠﻣﺅﻫﻼﺕ ﻣﻥ ﻋﺩﺩ ﻣﻧﺎﺳﺏ ﻣﻥ ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﻣﺅﻫﻼﺕ‬ ‫"‪ "Levels‬ﻳﺗﺣﺩﺩ ﺗﺑﻌﺎ ﻟﻸﻭﺿﺎﻉ ﺍﻟﺳﺎﺋﺩﺓ ﻓﻲ ﺳﻭﻕ ﺍﻟﻌﻣﻝ ﻭﻣﺻﺎﺩﺭ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﻓﻲ ﻣﺻﺭ‪ .‬ﻭﻣﻥ ﺍﻟﻣﻌﺗﺎﺩ ﺃﻥ ﺗﺧﺗﺎﺭ ﺍﻟﺩﻭﻟﺔ ‪ 7‬ﺃﻭ ‪ 8‬ﻣﺳﺗﻭﻳﺎﺕ ‪ ،‬ﻭﺃﺣﻳﺎﻧﺎ ﻳﻘﻝ ﺍﻟﺣﺩ‬ ‫ﺍﻷﺩﻧﻰ ﺇﻟﻰ ‪ 5‬ﻣﺳﺗﻭﻳﺎﺕ ﻭﻗﺩ ﻳﺭﺗﻔﻊ ﺍﻟﻌﺩﺩ ﺣﺗﻰ ‪ 12‬ﻣﺳﺗﻭﻯ‪ ،‬ﻭﻻ ﻳﻭﺟﺩ ﻣﺎ ﻳﻣﻧﻊ‬ ‫ﺍﻻﺧﺗﻼﻑ ﺑﻳﻥ ﺍﻟﺩﻭﻝ ﻓﻲ ﻋﺩﺩ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ‪.‬‬ ‫ﻭﻣﻥ ﺍﻟﺷﺎﺋﻊ ﺃﻥ ﺗﺳﺗﺧﺩﻡ ﺍﻟﺩﻭﻝ ﺛﻼﺛﺔ ﻣﺅﺷﺭﺍﺕ "‪ "Descriptors‬ﺭﺋﻳﺳﻳﺔ‬ ‫ﻟﺗﺣﺩﻳﺩ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﻛﻝ ﻣﺳﺗﻭﻯ ﻭﺁﺧﺭ ‪ ،‬ﻭﺫﻟﻙ ﻟﻭﺿﻊ ﺍﻟﻣﺅﻫﻝ ﻓﻲ ﺍﻟﻣﻭﻗﻊ ﺍﻟﻣﻼﺋﻡ‬ ‫ﺩﺍﺧﻝ ﺍﻹﻁﺎﺭ ﺍﻟﻭﻁﻧﻲ ﻟﻠﻣﺅﻫﻼﺕ ﺑﺎﻟﺩﻭﻟﺔ‪.‬‬ ‫ﺍﻟﻘﺎﺳﻡ ﺍﻟﻣﺷﺗﺭﻙ ﻟﻠﻣﺅﺷﺭﺍﺕ ﺑﻳﻥ ﺃﻏﻠﺏ ﺍﻟﺩﻭﻝ ﻫﻭ‪ :‬ﺍﻟﻣﻌﺎﺭﻑ – ﺍﻟﻣﻬﺎﺭﺍﺕ –‬ ‫ﺍﻟﻛﻔﺎءﺍﺕ‪ .‬ﻭﻟﻛﻥ ﻳﻭﺟﺩ ﻗﻠﻳﻝ ﻣﻥ ﺍﻟﺩﻭﻝ ﺍﻟﺗﻲ ﺗﺳﺗﻌﻣﻝ ﻣﺅﺷﺭﺍﺕ ﻣﺗﻌﺩﺩﺓ‬ ‫ﻟﺗﻭﺻﻳﻑ ﺍﻟﻛﻔﺎءﺍﺕ‪.‬‬ ‫‪6‬‬

‫ﺟﻬﺎﺕ ﻣﻧﺢ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﻌﻠﻣﻳﺔ ﻭﺍﻟﻣﻬﻧﻳﺔ )ﺍﻟﻧﻅﺎﻡ ﺍﻟﺭﺳﻣﻲ(‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﺟﺎﺭﺓ ﻭﺍﻟﺻﻧﺎﻋﺔ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﻘﻭﻯ ﺍﻟﻌﺎﻣﻠﺔ‬ ‫ﻭﺯﺍﺭﺍﺕ ﺃﺧﺭﻯ‬ ‫ﻣﺅﻫﻼﺕ ﻣﻬﻧﻳﺔ‬ ‫ﻳﻌﺗﺭﻑ ﺑﻬﺎ ﺳﻭﻕ ﺍﻟﻌﻣﻝ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﻣﺅﻫﻼﺕ ﺗﻣﻧﺣﻬﺎ ﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺟﺎﻣﻌﺎﺕ‬

‫ﻣﺅﻫﻼﺕ ﺗﻣﻧﺣﻬﺎ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﺗﻌﻠﻳﻡ ﻋﺎﻡ‬

‫ﺗﻌﻠﻳﻡ ﻓﻧﻲ‬

‫ﺗﻌﻠﻳﻡ ﻓﻧﻲ‬

‫ﺗﻌﻠﻳﻡ ﻋﺎﻡ‬

‫ﺗﻛﻭﻳﻥ ﻣﻬﻧﻲ‬

‫ﻋﺎﻣﻝ ﻣﺑﺗﺩﺉ‬ ‫)ﻣﺣﺩﺩ ﺍﻟﻣﻬﺎﺭﺓ(‬

‫ﺍﻟﺑﻛﺎﻟﻭﺭﻳﻭﺱ‬ ‫)ﺍﻟﻠﻳﺳﺎﻧﺱ(‬

‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻓﻭﻕ ﺍﻟﻣﺗﻭﺳﻁ‬

‫ﺇﻋﺩﺍﺩﻱ ﻓﻧﻲ‬

‫ﺇﺗﻣﺎﻡ ﺍﻟﻣﺭﺣﻠﺔ‬ ‫ﺍﻹﺑﺗﺩﺍﺋﻳﺔ‬

‫ﺗﺩﺭﻳﺏ ﻣﻬﻧﻲ‬

‫ﻋﺎﻣﻝ ﻣﺎﻫﺭ‬

‫ﺩﺭﺟﺔ ﺍﻟﺩﺑﻠﻭﻡ‬

‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻧﻅﺎﻡ ‪ 3‬ﺳﻧﻭﺍﺕ‬

‫ﺇﺗﻣﺎﻡ ﺍﻟﻣﺭﺣﻠﺔ‬ ‫ﺍﻹﻋﺩﺍﺩﻳﺔ‬

‫ﺩﺑﻠﻭﻡ‬ ‫ﺗﻠﻣﺫﺓ ﺻﻧﺎﻋﻳﺔ‬

‫ﻓﻧﻲ‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﺎﺟﺳﺗﻳﺭ‬

‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻧﻅﺎﻡ ‪ 5‬ﺳﻧﻭﺍﺕ‬

‫ﺇﺗﻣﺎﻡ ﻣﺭﺣﻠﺔ‬ ‫ﺍﻟﺛﺎﻧﻭﻱ ﺍﻟﻌﺎﻡ‬

‫ﺩﺭﺟﺔ ﺍﻟﺩﻛﺗﻭﺭﺍﻩ‬

‫‪7‬‬

‫ﻣﺳﺗﻭﻳﺎﺕ ﺗﻘﺭﻳﺑﻳﺔ ﻟﻠﻣﺅﻫﻼﺕ ﻓﻲ ﻣﺻﺭ )ﺧﺭﻳﻁﺔ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺭﺳﻣﻲ(‬ ‫ﻣﺅﻫﻼﺕ ﻣﻬﻧﻳﺔ‬ ‫ﺗﻌﺗﺭﻑ ﺑﻬﺎ ﺑﺎﻗﻲ ﺍﻟﻭﺯﺍﺭﺍﺕ‬

‫ﻣﺅﻫﻼﺕ ﺗﻣﻧﺣﻬﺎ ﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺟﺎﻣﻌﺎﺕ‬

‫ﻣﺅﻫﻼﺕ ﺗﻣﻧﺣﻬﺎ ﺃﻭ ﺗﻌﺗﻣﺩﻫﺎ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺇﺗﻣﺎﻡ ﺍﻟﻣﺭﺣﻠﺔ‬ ‫ﺍﻹﺑﺗﺩﺍﺋﻳﺔ‬

‫ﻋﺎﻣﻝ ﻣﺑﺗﺩﺉ‬ ‫)ﻣﺣﺩﺩ ﺍﻟﻣﻬﺎﺭﺓ(‬

‫ﺗﻛﻭﻳﻥ ﻣﻬﻧﻲ‬

‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﺩﺑﻠﻭﻡ‬ ‫ﺍﻟﺗﻠﻣﺫﺓ ﺍﻟﺻﻧﺎﻋﻳﺔ ﻧﻅﺎﻡ ‪ 3‬ﺳﻧﻭﺍﺕ‬

‫ﻋﺎﻣﻝ ﻣﺎﻫﺭ‬ ‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻓﻭﻕ ﺍﻟﻣﺗﻭﺳﻁ‬

‫ﻓﻧﻲ‬ ‫ﺍﻟﺑﻛﺎﻟﻭﺭﻳﻭﺱ‬ ‫)ﺍﻟﻠﻳﺳﺎﻧﺱ(‬ ‫ﺩﺭﺟﺔ ﺍﻟﺩﺑﻠﻭﻡ‬ ‫ﺩﺭﺟﺔ ﺍﻟﻣﺎﺟﺳﺗﻳﺭ‬ ‫‪8‬‬

‫ﺇﻋﺩﺍﺩﻱ ﻓﻧﻲ‬

‫ﺩﺭﺟﺔ ﺍﻟﺩﻛﺗﻭﺭﺍﻩ‬

‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻧﻅﺎﻡ ‪ 5‬ﺳﻧﻭﺍﺕ‬

‫ﺇﺗﻣﺎﻡ ﺍﻟﻣﺭﺣﻠﺔ‬ ‫ﺍﻹﻋﺩﺍﺩﻳﺔ‬ ‫ﺇﺗﻣﺎﻡ ﻣﺭﺣﻠﺔ‬ ‫ﺍﻟﺛﺎﻧﻭﻱ ﺍﻟﻌﺎﻡ‬

‫ﻣﺎﻫﻭ ﺍﻟﻌﻣﻝ ﺍﻟﻣﻁﻠﻭﺏ ﻟﺭﺳﻡ ﺧﺭﻳﻁﺔ ﻟﻠﻣﺅﻫﻼﺕ ﻓﻲ ﻣﺻﺭ؟‬ ‫‪‬ﺗﺑﺩﺃ ﺍﻟﺧﻁﻭﺓ ﺍﻷﻭﻟﻰ ﺑﻭﺿﻊ ﺗﺻﻭﺭ ﻟﻣﺎ ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﻋﻠﻳﻪ ﺷﻛﻝ ﺍﻹﻁﺎﺭ‬ ‫ﺍﻟﻭﻁﻧﻲ ﻟﻠﻣﺅﻫﻼﺕ ﻓﻲ ﻣﺻﺭ ‪ ،‬ﺑﺣﻳﺙ ﻳﺗﺳﻊ ﻟﻛﻝ ﺃﻧﻭﺍﻉ ﺍﻟﻣﺅﻫﻼﺕ ﺑﻣﺧﺗﻠﻑ‬ ‫ﻣﺳﺗﻭﻳﺎﺗﻬﺎ ﺍﻟﺗﻲ ﺳﺗﻭﺿﻊ ﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ ﺑﻁﺭﻳﻘﺔ ﻣﻧﻁﻘﻳﺔ ﻭﻣﺗﺳﻘﺔ ﺗﺄﺳﻳﺳﺎ ﻋﻠﻰ‬ ‫ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻣﻌﺎﻳﻳﺭ ﺍﻟﻣﺷﺗﺭﻛﺔ ﺍﻟﻣﺗﻔﻕ ﻋﻠﻳﻬﺎ‪.‬‬ ‫‪‬ﻭﻳﺗﻡ ﺗﻭﺻﻳﻑ ﺍﻟﻣﺅﻫﻼﺕ ﺑﻣﻭﺟﺏ ﻣﺧﺭﺟﺎﺕ ﺍﻟﺗﻌﻠﻡ " ‪Learning‬‬ ‫‪ "Outcomes‬ﻭﺍﻟﻛﻔﺎءﺍﺕ "‪ "Competences‬ﺍﻟﺗﻲ ﺗﺻﻑ ﻣﺎﻫﻭ‬ ‫ﺍﻟﻣﺗﻭﻗﻊ ﺃﻥ ﻳﺗﻣﻛﻥ ﺍﻟﺷﺧﺹ ﺍﻟﻘﻳﺎﻡ ﺑﻪ ﺃﻭ ﻣﻌﺭﻓﺗﻪ ﻛﻧﺗﻳﺟﺔ ﻟﻠﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺧﻼﻝ‬ ‫ﻓﺗﺭﺓ ﺍﻟﺩﺭﺍﺳﺔ ﺃﻭ ﻛﻧﺗﻳﺟﺔ ﺧﺑﺭﺓ ﺳﺎﺑﻘﺔ ﻣﻛﺗﺳﺑﺔ ﻣﻥ ﺍﻟﻌﻣﻝ‪ ،‬ﻣﻊ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ‬ ‫ﻗﺩﺭﺓ ﺍﻟﺷﺧﺹ ﻋﻠﻰ ﺩﻣﺞ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﻣﻌﺎﺭﻑ ﻭﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﻋﻧﺩ ﺗﻁﺑﻳﻕ‬ ‫ﻣﺧﺭﺟﺎﺕ ﺍﻟﺗﻌﻠﻡ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﻌﻣﻝ‪.‬‬ ‫‪9‬‬

‫ﺍﻟﺧﺭﻳﻁﺔ ﺍﻟﻣﻘﺗﺭﺣﺔ ﻟﻠﻣﺅﻫﻼﺕ ﺍﻟﻭﻁﻧﻳﺔ ﺍﻟﻌﻠﻣﻳﺔ ﻭﺍﻟﻣﻬﻧﻳﺔ ﻓﻲ ﻣﺻﺭ )ﺍﻟﻧﻅﻡ ﺍﻟﺭﺳﻣﻳﺔ(‬ ‫ﺳﻠﻡ‬ ‫ﺍﻟﻣﺅﻫﻼﺕ‬

‫ﻣﺅﻫﻼﺕ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺟﺎﻣﻌﻲ‬

‫ﻣﺅﻫﻼﺕ‬ ‫ﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﻣﻬﻧﻲ‬

‫ﻣﺅﻫﻼﺕ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺍﻟﻔﻧﻲ )ﻗﺑﻝ ﺍﻟﻌﺎﻟﻲ(‬

‫ﺷﻬﺎﺩﺓ ﺇﺗﻣﺎﻡ‬ ‫ﺍﻟﻣﺭﺣﻠﺔ ﺍﻹﺑﺗﺩﺍﺋﻳﺔ‬

‫‪1‬‬

‫‪10‬‬

‫ﻣﺅﻫﻼﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻡ‬ ‫)ﻗﺑﻝ ﺍﻟﺟﺎﻣﻌﻲ(‬

‫‪2‬‬

‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻷﻭﻝ‬

‫ﺇﻋﺩﺍﺩﻱ ﻓﻧﻲ‬ ‫ﺗﻛﻭﻳﻥ ﻣﻬﻧﻲ‬

‫ﺷﻬﺎﺩﺓ ﺇﺗﻣﺎﻡ‬ ‫ﺍﻟﻣﺭﺣﻠﺔ ﺍﻹﻋﺩﺍﺩﻳﺔ‬

‫‪3‬‬

‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺛﺎﻧﻲ‬

‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﺍﻟﺗﻠﻣﺫﺓ ﺍﻟﺻﻧﺎﻋﻳﺔ‬

‫ﺷﻬﺎﺩﺓ‬ ‫ﺍﻟﺛﺎﻧﻭﻳﺔ ﺍﻟﻌﺎﻣﺔ‬

‫‪4‬‬

‫ﺷﻬﺎﺩﺓ ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻓﻭﻕ ﺍﻟﻣﺗﻭﺳﻁ‬

‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺛﺎﻟﺙ‬

‫ﺷﻬﺎﺩﺓ ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻧﻅﺎﻡ ﺧﻣﺱ ﺳﻧﻭﺍﺕ‬

‫‪5‬‬

‫ﺷﻬﺎﺩﺓ ﺍﻟﺑﻛﺎﻟﻭﺭﻳﻭﺱ‬

‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺭﺍﺑﻊ‬

‫‪6‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻌﺎﻟﻲ‬

‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺧﺎﻣﺱ‬

‫‪7‬‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﺎﺟﺳﺗﻳﺭ‬

‫‪8‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺩﻛﺗﻭﺭﺍﺓ‬

‫ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﻣﻘﺗﺭﺡ ﻟﺗﺻﻣﻳﻡ ﺇﻁﺎﺭ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﻣﺻﺭﻱ‬

‫ﺳﻠﻡ ﺍﻟﻣﺅﻫﻼﺕ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻷﻭﻝ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺛﺎﻧﻲ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺛﺎﻟﺙ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺭﺍﺑﻊ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺧﺎﻣﺱ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺳﺎﺩﺱ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺳﺎﺑﻊ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻟﺛﺎﻣﻥ‬ ‫‪11‬‬

‫ﺍﻟﻣﻌﺎﺭﻑ‬

‫ﺍﻟﻣﺅﺷﺭﺍﺕ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕ‬

‫ﺍﻟﻛﻔﺎءﺍﺕ‬

‫ﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺷﻛﻝ ﺧﺭﻳﻁﺔ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﺣﺎﻟﻲ ﻭﺷﻛﻝ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﻣﻘﺗﺭﺡ‬ ‫ﺇﻟﻰ‬

‫ﻣﻥ‬

‫ﺍﻟﺧﺭﻳﻁﺔ ﺍﻟﻣﻘﺗﺭﺣﺔ ﻟﻠﻣﺅﻫﻼﺕ ﺍﻟﻭﻁﻧﻳﺔ ﺍﻟﻣﻬﻧﻳﺔ ﻭﺍﻷﻛﺎﺩﻳﻣﻳﺔ )ﺍﻟﻧﻅﻡ ﺍﻟﺭﺳﻣﻳﺔ(‬

‫ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﺣﺎﻟﻳﺔ‬

‫ﺳﻠﻡ‬

‫ﺍﻟﻣﺅﻫﻼﺕ‬

‫ﻳﻘﺭﺃ ﻭﻳﻛﺗﺏ‬

‫‪1‬‬

‫ﻣﺅﻫﻝ ﺃﻗﻝ ﻣﻥ ﻣﺗﻭﺳﻁ‬

‫‪2‬‬

‫ﻣﺅﻫﻼﺕ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺟﺎﻣﻌﻲ‬

‫‪3‬‬

‫ﻣﺅﻫﻝ ﻣﺗﻭﺳﻁ‬

‫‪4‬‬

‫ﺷﻬﺎﺩﺓ ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻓﻭﻕ ﺍﻟﻣﺗﻭﺳﻁ‬

‫ﻣﺅﻫﻝ ﻓﻭﻕ ﻣﺗﻭﺳﻁ‬

‫‪5‬‬

‫ﺷﻬﺎﺩﺓ ﺍﻟﺑﻛﺎﻟﻭﺭﻳﻭﺱ‬

‫‪6‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻌﺎﻟﻲ‬

‫‪7‬‬

‫ﺩﺭﺟﺔ ﺍﻟﻣﺎﺟﺳﺗﻳﺭ‬

‫‪8‬‬

‫ﺩﺭﺟﺔ ﺍﻟﺩﻛﺗﻭﺭﺍﺓ‬

‫ﻣﺅﻫﻝ ﺟﺎﻣﻌﻲ‬ ‫ﻣﺅﻫﻝ ﻓﻭﻕ ﺍﻟﺟﺎﻣﻌﻲ‬ ‫‪12‬‬

‫ﻣﺅﻫﻼﺕ‬ ‫ﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﻣﻬﻧﻲ‬

‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻷﻭﻝ‬ ‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺛﺎﻧﻲ‬ ‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺛﺎﻟﺙ‬ ‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺭﺍﺑﻊ‬ ‫ﻣﺅﻫﻝ ﺍﻟﺟﺩﺍﺭﺓ‬ ‫ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺧﺎﻣﺱ‬

‫ﻣﺅﻫﻼﺕ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺍﻟﻔﻧﻲ )ﻗﺑﻝ ﺍﻟﻌﺎﻟﻲ(‬

‫ﺇﻋﺩﺍﺩﻱ ﻓﻧﻲ‬ ‫ﺗﻛﻭﻳﻥ ﻣﻬﻧﻲ‬ ‫ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﺍﻟﺗﻠﻣﺫﺓ ﺍﻟﺻﻧﺎﻋﻳﺔ‬ ‫ﺷﻬﺎﺩﺓ ﺍﻟﺩﺑﻠﻭﻡ ﺍﻟﻔﻧﻲ‬ ‫ﻧﻅﺎﻡ ﺧﻣﺱ ﺳﻧﻭﺍﺕ‬

‫ﻣﺅﻫﻼﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻡ‬ ‫)ﻗﺑﻝ ﺍﻟﺟﺎﻣﻌﻲ(‬ ‫ﺷﻬﺎﺩﺓ ﺇﺗﻣﺎﻡ‬ ‫ﺍﻟﻣﺭﺣﻠﺔ ﺍﻹﺑﺗﺩﺍﺋﻳﺔ‬ ‫ﺷﻬﺎﺩﺓ ﺇﺗﻣﺎﻡ‬ ‫ﺍﻟﻣﺭﺣﻠﺔ ﺍﻹﻋﺩﺍﺩﻳﺔ‬

‫ﺷﻬﺎﺩﺓ‬ ‫ﺍﻟﺛﺎﻧﻭﻳﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺍﻟﻣﻣﻳﺯﺍﺕ ﻭﺍﻟﻔﻭﺍﺋﺩ‬ ‫‪‬ﻭﺿﻭﺡ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻷﻧﻭﺍﻉ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻣﻥ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﻣﻬﻧﻳﺔ ﻭﺍﻷﻛﺎﺩﻳﻣﻳﺔ ﺍﻟﺗﻲ ﺗﻘﺩﻣﻬﺎ ﻧﻅﻡ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻛﺎﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻔﻧﻲ ﻭﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﻣﻬﻧﻲ ‪ ،‬ﺩﻭﻥ ﺗﻔﺭﻳﻕ‬ ‫ﺑﻳﻥ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻡ ﻭﺍﻟﺧﺎﺹ ﻭﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻧﻅﺎﻣﻲ ﻭﻏﻳﺭ ﺍﻟﻧﻅﺎﻣﻲ‪.‬‬ ‫‪‬ﺗﻭﺻﻳﻑ ﺍﻟﻣﺅﻫﻝ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﻣﻌﺎﺭﻑ ﻭﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ ﻳﻛﺗﺳﺑﻬﺎ ﺍﻟﺧﺭﻳﺟﻭﻥ ﻣﻥ ﻣﺧﺗﻠﻑ‬ ‫ﻣﺳﺎﺭﺍﺕ ﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﺗﺩﺭﻳﺏ‪ ،‬ﺑﻣﺎ ﻳﺅﺩﻱ ﺇﻟﻰ ﺗﺳﻬﻳﻝ ﻣﻭﺍءﻣﺔ ﺍﻟﻣﺅﻫﻼﺕ ﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺗﻭﻅﻳﻑ‬ ‫ﻭﺍﻟﺗﺷﻐﻳﻝ ﻓﻲ ﺃﺳﻭﺍﻕ ﺍﻟﻌﻣﻝ ﺍﻟﺩﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ‪ .‬ﻭﺑﻣﺎ ﻳﺷﺟﻊ ﺍﻟﺗﻌﻠﻡ ﻣﺩﻯ ﺍﻟﺣﻳﺎﺓ ﻭﺗﻭﻅﻳﻑ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻛﺗﺳﺑﺔ‪.‬‬ ‫‪‬ﺗﺣﻘﻳﻕ ﻓﺭﺹ ﺃﻓﺿﻝ ﻟﻸﺷﺧﺎﺹ ﺍﻟﺫﻳﻥ ﻳﻌﺎﻧﻭﻥ ﺣﺎﻟﻳﺎ ً ﻣﻥ ﺍﻟﻧﻬﺎﻳﺎﺕ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﻐﻠﻘﺔ‪،‬‬ ‫ﻭﻳﺿﻁﺭﻭﻥ ﻟﻠﺗﻭﻗﻑ ﻋﻥ ﺍﻟﺗﻌﻠﻳﻡ ﻋﻧﺩ ﻋﻧﻕ ﺍﻟﺯﺟﺎﺟﺔ ﺑﻳﻥ ﻣﺳﺎﺭﺍﺕ ﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﺗﺩﺭﻳﺏ‪ .‬ﻛﻣﺎ ﻳﺳﻣﺢ‬ ‫ﺑﻭﺿﻊ ﻗﻭﺍﻋﺩ ﻟﻼﻋﺗﺭﺍﻑ ﺑﺎﻟﻣﺅﻫﻼﺕ ﺍﻟﺗﻲ ﻳﺣﺻﻝ ﻋﻠﻳﻬﺎ ﺍﻟﻔﺭﺩ ﻣﻥ ﺧﺎﺭﺝ ﻧﻅﻡ ﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﺗﺩﺭﻳﺏ‬ ‫ﺍﻟﺭﺳﻣﻳﺔ‪.‬‬ ‫‪‬ﺇﺗﺎﺣﺔ ﻓﺭﺹ ﺃﻓﺿﻝ ﻟﻭﺿﻊ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﻭﻁﻧﻳﺔ ﺍﻟﻣﺻﺭﻳﺔ ﻋﻠﻰ ﺧﺭﻳﻁﺔ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﻌﺎﻟﻣﻳﺔ‪.‬‬

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‫ﺷ‬ ‫ﺵ‬

‫ﺷﻛﺭﺍ‬

Establishing the National Qualifications Framework

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Existing Qualifications Structure Disadvantages  Old system… does not suite developed world.  Does not identify various qualifications of same level.  Does not help education/ training development  No value for HRD planning.

Illiterate

29.6%

Read & Write

13.0%

Less than Intermediate

19.4%

Intermediate 25.8% Above Intermediate Higher Education University Deg. Above University (Post Grad. Deg.)

Secondary Education or Equivalent

2.5% 9.4% 0.2% 15

4

3

3

2

2

1

1

9

3

8

2

7

1

6 5

3 2 1

3

3 Co

2

2 Co.

1

1 VTC

3 2 1

Above Middle Education

3 2 1

Drop outs from the education system join different vocational, rural and handicraft training centers/units affiliated to different ministries and NGOs.

Vocational secondary

1

Specialized Sec. Tech School

1

Apprenticeship

1

5

MKI

1

2

5 Yr. Sec Tech. Education

1

2

Sec. Tech. Ed. 3Y

2

Higher Education Level

Preparatory Voc

2

3

Ind. Techer Trg. College

2

3

General Second

3

4

Higher Tech. Inst.

4

High Tech. Inst.

4

Basic education

3

5

University

1

B Sc. Eng.

2

Technical diploma

High Technological Inst.

Educational Pathways (Formal System)

Middle Level Education

Below Middle Level Education

4 3 2 1

16

Arrangement of Formal Education Certificates Level

Ministry of Education

1

Litracy Certificate (Read&Write)

2

Certificate of Basic Education

3

4

Secondary Education Certificate

Ministry of Higher Education

6Years

3Years

Technical Education Diplome (3Years) Technical Education Diplome (5Years)

3Years Middle Technical Diploma 5Years

2Years University Degree

4-6Years

Higher Education Diploma

1-3Years

Master's Degree

2Years min

Doctorate Degree

2Years min

5

6

7

8

17

Classification of Qualifications’ Providers (Formal System) Ministry of Education

Formal Certificates

Ministry of Higher Education

Formal Certificates

Ministry of Trade & Industry Ministry of Manpower & Migration Other Ministries Certificated (not endorsed formally)

General

Technical

Technical

General

Primary

Vocational

Middle Technical

Bachelor

Basic skills

Vocational Formation

Preparatory

Tech. Dipl.

3 Years

Post grad.

Diploma

Skilled

Vocational Training

Secondary

Tech. Dipl.

5 Years

Master

Technician

Apprentice Diploma

Ph D

18

Egyptian Proposed NQF Structure

NQF Levels

Descriptors Knowledge

Skills

Competences

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 19

Academic & Vocational National Qualifications (Formal Systems)

GENERAL EDUCATION

TECHNICAL EDUCATION

VOCATIONAL TRAINING

HIGHER EDUCATION

NQF Level 1

Primary Preparatory

Apprentice

EVCQ Level 1

2

Secondary

Tech. Diploma 3 years

EVCQ Level 2

3

Tech. Diploma 5 years

EVCQ Level 3

Tech. Diploma

4

EVCQ Level 4

Bachelor

5

EVCQ Level 5

Higher Diploma

6

Master

7

Doctorate

8 20

Advantages Establishing NQF will allow flexibility for the integration of Egypt’s TVET systems. Thus, recipients will be able to continue learning, as far as criteria are met. The following are some direct benefits: 1. Clarity the relationship between different types of vocational and academic qualifications provided by different education systems, including general education, higher education and TVET. The NQF is based on learning outcomes, so it does not differentiate between public and private education or between the outcomes of formal and non-formal education.

2. Describe qualifications on the basis of knowledge and skills acquired by graduates from different education and training pathways, so as to match qualifications to the needs of employment in internal and external labour markets and to the requirements of further learning. Particular attention is paid to the importance of transferable skills.

3. Open up better opportunities and pathways for people currently suffering from educational dead ends or bottle necks in educational streams. The NQF also enables setting rules to accredit prior learning that has been achieved outside formal education.

4. Education and training providers will compete on “Learning Outcomes” responding to actual Labour Market needs.

5. Benchmark Egyptian qualifications on the map of global qualifications

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