Vocational education in Iraq (case and solutions)
Dr. Firas Jassem Musa
Numerous researches and studies dealt with the reality of education in Iraq in general and elaborated on its problems and results and produced visions and solutions in various directions, but what we need in addition to those researches and studies is to direct a more radiant light on the details of education and its branches and types. Among these branches is vocational education, which does not Its importance is hidden from its association with the industrial, agricultural, commercial, technical and other sectors that are linked to the growth of the state and its strength in the economic, social, scientific and other fields.
Despite this status and importance of vocational education, many researches and studies have pointed out that a problem with this type of education in Iraq is its need for development. In order to enable him to prepare human cadres qualified to apply knowledge, skills and capabilities in a way that secures meeting the country's needs in the industrial, agricultural, commercial and technical fields, and based on this problem, this research paper seeks to identify the status of vocational education in Iraq in terms of its quantitative and qualitative inputs and evaluate these inputs to reach the most prominent Solutions and treatments that can be an introduction to the development of this type of education.
To achieve the objectives of this paper, we address the following topics:
First: A reading of the vocational education inputs in Iraq:
Before entering into this axis, we should define the concept of vocational education in Iraq, which means: that type of education that includes the study of general theoretical and applied technical, vocational and various technical subjects: agricultural, industrial, commercial, applied arts, tourism, computers and information technologies. The duration of education is three academic years after The end of the basic education period (intermediate school) and the student obtains a preparatory certificate. And with regard to the inputs of vocational education, it has reached - according to the latest official census - the number of vocational schools in Iraq (322) schools, which constitutes a percentage of approximately (1.26%) of the total government schools, which amounted to (25444) schools, and if we calculate the percentage of vocational schools by comparison In total middle schools; Considering that vocational schools are equivalent in terms of stage to preparatory schools, we will notice that the percentage of vocational schools reaches (24%) of the total number of preparatory schools in public education, which amounted to (1349) schools, not to mention About the preparatory stages in secondary schools in which the middle and preparatory stages meet, which numbered (2703) secondary schools. As for the number of students enrolled in vocational education, it reached (108,155) male and female students, which constitutes about (1%) of the total students in government education, who numbered (9,971,839) male and female students. Vocational education students constitute about (13%) of the total number of students. Preparatory schools, whose number reached (819,347), not to mention the middle school students in secondary schools.
The number of teaching staff in vocational education reached (10111), with a rate that exceeded (2%) of the total number of staff in government education, who numbered (453,596) male and female teachers, and a rate that exceeded (28%) of middle school teachers, who numbered (35,788). Teachers and schools, with the exception of middle school teachers in secondary schools.
When looking at the ratios of branches of vocational schools according to specialization, we find out the following:
_ The number of industrial vocational school students (63146), with a rate of (58%) of the total number of vocational schools.
The number of commercial school students (20,895), or 19% of the total number of vocational schools.
_ The number of students in schools of computers and information technologies (14852), at a rate of about (14%) of the total number of vocational schools.
_ The number of students in applied arts schools (5531), at a rate of (5%) of the total number of vocational schools.
_ The number of agricultural school students (2865), at a rate of about (3%) of the total vocational schools.
The number of students in tourism schools (866), at a rate of about (1%) of the total number of vocational schools.
And by following up the growth movement of vocational schools during the academic years confined between the two academic years (2014-2015 / 2020-2021 AD), we have found the following:
_ The number of vocational schools increased from (223) to (322), i.e. a growth rate of nearly (45%).
Industrial schools increased from (143) to (190) schools, with a growth rate of about (33%).
_ The increase in commercial schools from (74) to (102) schools, with a growth rate of nearly (28%).
_ Increasing agricultural schools from (5) to (10) schools, with a growth rate of (100%).
_ The number of applied arts schools increased from (1) to (5) schools, with a growth rate of (400%).
Adding two new branches of vocational education (the Tourism Branch and the Computers and Information Technology Branch).
_ Establishment (3) tourist schools.
_ Establishing (12) schools of computers and information technologies.
_ The number of students increased from (44,696) to (108,155), i.e. a growth rate of about (142%).
_ The number of teaching staff decreased from (10527) to (10111), i.e. a decline rate of (-4%).
When reading the overall general educational averages for vocational education, the following becomes clear to us:
Student average in each division: 22 students per division.
Student per teacher rate: 11 students per teacher.
_ Average student per workshop and laboratory: 202 students per workshop and laboratory.
_ Average student per library: 872 students per library.
In terms of evaluating vocational education students based on the results of academic achievement, they are:
_ The number of successful students for the academic year 2019-2020 AD: 48,807 male and female students, with a rate of (94.4%) of the examined students.
_ The number of repeaters reached: 2989 male and female students, or 5.6% of the total number of students examined.
_ The number of those who left: 1570 male and female students.
By reading these numbers and ratios, we indicate the following:
1_ That the growth of some percentages comes in the face of an increase in the population, and then it is assumed that schools, students, and teaching staff in general will increase in all types and stages of education.
2_ The disparity in the ranks of the professional branches; The industrial and vocational schools ranked first, followed by the commercial schools, and the industrial and commercial branches occupied (77%) of the total vocational school branches, then followed by the computer and information technology branch, although it was added after a year (2014-2015), then the applied arts schools that were in The aforementioned academic year ranked last, and its rank advanced later, then agricultural schools, and finally tourism schools.
3_ We note the randomness of growth according to schools, students and branches, which requires determining the criteria that govern this growth in addition to the population growth criterion.
4_ The percentage of teaching staff has declined in a way that is not commensurate with the increase in students and schools and the importance of vocational schools and their specializations.
5_ And with regard to educational and educational rates, we noticed that what pertains to a student for each teacher and division is within the international standard rates, as for what pertains to a student per workshop, laboratory and library, they are low rates that need improvement.
6_ With regard to the percentages of repeaters and leavers, they are rates that exceed to some extent the typical percentages and need to exert greater care in order to reduce them even more.
In general, we notice through these numbers, ratios, and comparisons, that the reality and situation of vocational education in Iraq is beset by some problems and challenges; What needs to be recognized, and this is what the axis deals with secondly.
Second: The most prominent challenges facing vocational education in Iraq:
Vocational education faces a number of overlapping challenges and obstacles that limit taking its leading role in community service, and they can be summarized as follows:
1_ The cases of wars and economic crises that Iraq has been going through for decades have limited interest in this important educational sector in an appropriate manner, in addition to the weakness of the necessary financial allocations.
2_ Policies, planning, and educational and educational philosophy in Iraq are still short of taking into account this type of education, and organizing it with the ranks of the rest of the types of education.
3_ The culture of the society itself and its orientations see that this type of education is not equal to others from a legal point of view. Graduates of vocational schools and even technical institutes, in their view, are not equal to graduates of the rest of the specializations and stages.
4_ The accelerating pace of scientific and technical developments and changes, and the weakness of the material and scientific capabilities limit the catch-up with the ranks of professional and technical institutions in the world and make this educational sector fall short of its counterpart in developed countries in the theoretical and applied aspects; Which reflects negatively on the thought and application in quantity and quality in the educational and training institutions of Iraq and its outputs. For example, the volume of education in Iraq in this type of education, as we have shown, is modest compared to public education, while its percentage in some countries of the Arab world reaches (20%), and Malaysia reaches (44%). %).
5_ The weakness of the inputs of education and vocational training - as shown in the first axis - as well as the inadequacy of the curricula, training methods, teaching methods, teaching staff, curricula, training activities, teaching aids, laboratories and libraries, and not taking into account individual differences between students and the weakness of research and development centers in this field and the need to pay attention to summer training for students as well as The need for these schools to take into account the standard standards in school buildings, areas, classrooms, yards, and others.
6_ The need for vocational schools to establish and distribute standards according to geographical distribution (governorates - urban - rural ...) and according to branches (industry - commerce ...) and the gender of students (male - female ...) and teaching staff (the gender of teachers - their specializations). ..), supplies and training means (libraries - laboratories - workshops), for example, the rural environment needs to raise the percentage of agricultural institutes in it more than the current percentage; Due to the presence of more suitable agricultural environments than urban ones, and the weakness of the percentage of applied arts, it needs to be raised in urban areas and activated according to social gender, and so on by analogy.
7_ Weak partnership with the private sector, despite its importance in working with vocational education institutions in studying the requirements and needs of the labor market on the one hand, and ensuring that the private sector participates in financing vocational education and training on the other hand, based on partnership contracts between them.
8_ The weak movement of government institutions and the public sector within the ranks of this education through the absence of benefiting from its outputs or services and experiences contributed to its weakness.
9_ The decline in the role of the state in employing graduates of this education.
10_ The decline in the role of the private sector in absorbing the outputs of this education.
11_ Lack of initiatives and strategies for this education, but it should be noted that the Ministry of Higher Education and Scientific Research launched the ten-year (TEVET) strategy for the development of vocational and technical education and training for the years (2014-2023), which aims to reduce unemployment rates among youth through improving inputs and processes to improve Outputs This strategy can reflect positively on vocational schools.
12_ Among the inevitable challenges needed after presenting the aforementioned challenges and obstacles is the need for an appropriate legislative structure, such as education and investment laws.
These challenges need a comprehensive pause and a union of efforts at the state level with all its institutions, and they are not limited to the efforts of the Ministry of Education, in a way that secures the development of ways and solutions to deal with these schools with their inputs, processes and outputs, and these ways and solutions are what the third topic deals with.
Third: Possible solutions to improve and develop the state of vocational education.
In order to launch education and vocational training into a brilliant world and an appropriate position commensurate with the role and importance it constitutes, the following can be adopted:
1_ Developing an educational philosophy for education and vocational training, as well as comprehensive and accurate policies and plans that put him in the appropriate scientific and practical position he deserves.
2_ Formation of joint specialized committees between the concerned authorities; To study and discuss a review of all the inputs of this type of education, including: curricula, training programs, assessment systems, examinations, training methods, the quality of trainers and their experiences, appropriate teaching methods, the necessary teaching and educational competencies, and admission plans.
3_ Reconsider the legislation related to vocational education, such as the vocational education system No. (3) for the year 2002 and others, in cooperation and effective coordination between the Parliamentary Education and Higher Education Committees, the Ministries of Education and Higher Education, experts, specialists, specialized civil society organizations, and groups from the private sector.
4_ Adopting the method of advance planning and forecasting the conditions and needs of the labor market from the outputs of vocational education, building forecast models for the conditions of the labor market and identifying the actual needs in the short and medium term; To achieve harmonization between market needs and the required quantity and type of vocational education and training outputs.
5_ Contracting multiple partnerships and coordination to activate this education, including: partnership and coordination between the Ministries of Education and Higher Education and the Ministry of Labor and Social Affairs, partnerships and coordination between vocational and technical education institutions in their universities and schools, the General Directorate of Vocational Education and the private sector, regarding expertise and contracts, providing job opportunities and organizing education outputs and higher education and training inputs In the light of the requirements of the labor market on an ongoing basis, as well as the involvement of the private sector in various activities, such as conferences, seminars and workshops that are held, and benefiting from their expertise to meet the needs of the labor market and attract investment.
6_ Supporting and strengthening the implementation of the national strategy for education and vocational and technical training launched by the Ministry of Higher Education and Scientific Research for the years (2014-2023) to achieve its goals in creating a dynamic system for the labor market and the training and educational approach in Iraq in order to provide accurate and up-to-date data and information on the supply and demand sides to help decision-makers And business owners and individuals to identify the current and future needs of various skills and specializations and draw up policies for operating systems, education and training, and each institution and individual according to the matter and its competence because it adopts objective implementation and financing channels and creates partnerships with the European Union and its distinguished expertise and stimulates self-capabilities, such as revenues generated from contracts with The private sector, governorate budgets, self-revenue, and the support of international organizations. The paper stresses the need to strengthen partnerships with international organizations; Because of its importance in modernizing the education and vocational training system, it is worth noting the UNESCO initiative to rehabilitate and equip (37) schools in (13) Iraqi governorates, modernize (9) vocational specializations, and train a group of senior officials at the Ministry of Education on effective leadership for education and vocational and technical training at Alexandria University in Egypt .
7_ Increasing and activating the holding of conferences and workshops for current and future vocational and technical education in which all concerned parties inside and outside the institutions of this education participate in order to come up with a comprehensive document that accommodates dropping all the mentioned steps.
_ Activating the role of the educational and educational media related to this education, in order to ensure its elevation among youth circles; To increase the demand for it, and on the other hand, to activate the role of the media in training programs.
9_ A joint council can be established for all the aforementioned sectors, provided that they do not impose additional financial burdens, but rather from the formations and their resources themselves; To ensure the required coordination and to establish a center for the accreditation and control of the quality of vocational education and training linked to the aforementioned council, as happened in the Jordanian experience.
10_ A number of measures can be taken now or in the future that encourage investment in vocational and technical education and training, for example:
A_ Providing facilities to investors, including lands on which facilities for this education are built.
B_ Granting soft loans to investors in this sector.
T_ Exemption of equipment and supplies for this education from taxes or granting them tax facilities.
D_ privatization of percentages, such as (50%) of vocational and technical education.
C_ giving precedence to the owners of production and services in this education.
11_ Enhancing the inputs of colleges and institutes of vocational and technical education in higher education from the outputs of vocational education schools.
12_ Implementation of decisions and plans related to the development of all vocational education.
13_ Benefiting from the results of research and studies prepared by postgraduate students, the results of conferences and seminars, and the overall scientific discussions on vocational education, taking into account their development in harmonious and non-conflicting plans according to practical programs.
14_ Continue to support and facilitate the work of international projects related to the development of vocational education, such as the technical and vocational education and training reform project in Iraq, which was implemented by the United Nations Educational, Scientific and Cultural Organization (UNESCO) - the Iraq office in cooperation with the Iraqi government and the Kurdistan Regional Government, which adopted the establishment of a modern technical and vocational education and training sector. It meets the various needs of the labor market and is supported by a comprehensive survey of the current and future requirements of the labor market and a financial budget estimated at (16) billion dinars.
