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Issues in Occupational Education and Training: a Case Study in Tunisia. INSTITUTION Stanford Univ., Calif DOCUMENT RESUME ED 043 786 24 VT 011 966 AUTHOR Al-Bukhari, Najati Mohammed Amin TITLE Issues in Occupational Education and Training: A Case Study in Tunisia. INSTITUTION Stanford Univ., Calif. Stanford International Development Education Center. SPONS AGENCY Office of Education (DREW) , Washington, D.C. Bureau of Research. BUREAU NO BR-6-2597 PUB DATE 68 CONTRACT OFC-4-7-062597-1654 NOTE 127n. AVAILABLE FROM Publications Secretary, SIDEC, School of Education, P.O. Box 2329, Stanford University, Stanford, California 94305 EDRS PRICE EDRS Price M1-$0.50 HC-$6.45 DESCRIPTORS Continuation Education, Cost Effectiveness, Dropout Rehabilitation, Educational Finance, *Educational Programs, Expenditure Per Student, Followup Studies, *Foreign Countries, Graduate Surveys, Job Training, *Manpower Needs, On the Job Training, Program Effectiveness, *Program Evaluation, Secondary Education, *Trade and Industrial Education IDENTIFIERS *Tunisia ABSTRACT To investigate and analyze the role played by the industrial sections of the educational, intervening, and employment training systems in meeting manpower needs and to determine output and costs of these systems, interviews were held with employment officials, educators, and recruitment and training officers to obtain information concerning their activities. In addition, structured interviews were held with 243 workers to determine training history. Findings revealed that the intervening system acts as a link between the graduates and dropouts of the educational and employment systems. There is a trend toward transferring the training activities of the intervening system to the employment system. Utilization of school curriculum in performing current jobs revealed substantial duplication of learning, and the general theory component was more useful in acquiring new skills, while specific skills were least utilized in employment. These findings suggest that the educational system of Tunisia should put less emphasis on specific training and more emphasis on producing readily trainable, rather than specifically trained, persons. To reduce educational expenses, the problem of dropouts and repeaters must be studied, and the educational system should be relieved of specific training functions in order to eliminate duplicate training. A related document is available as VT 011 965. (SB) (2-4s71/ qA- CO 00 N. 4.; ISSUES IN O OCCUPATIONAL EDUCATION AND TRAINING: O A CASE STUDY IN TUNISIA LAN' by Najati Mohammed Amin Ai-Bukhari OET-4 BAS1'.; Jet; 1:7- b I Elernc,;;; a publication of the STANFORD INTERNATIONAL DEVELOPMENT EDUCATION CENTER (SIDE C SCHOOL OF EDUCATION STANFORD UNIVERSITY ISSUES IN OCCUPATIONAL EDUCATION AND TRAINING: A CASE STUDY IN TUNISIA by Najati Mohammed Amin Al-Bukhari OET-4 The research reported herein was performed pursuant to a contract with the Office of Education, U. S. Department of Health, Education, and Welfare, Contract No. OEC-4-7-062597-1654. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or p-Licy. Stanford International Development Education Center (SIDEC) School of Education Stanford University Stanford, California, U. S. A. 1968 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINFONS STATED DO NOT NECES. SARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY. SIDEC STUDIES ON CONTENT AND METHODS OF EDUCATION FOR DEVELOPMENT Sub-series on Occupational Education and Training OET-1. Planning Occupational Education and Training for Development, by Eugene Staley. 1968. OET-2. Occupational Education and Training for Development: An Account of the International Workshop Held July 24 through August 5, 1967, at Stanford, California, by Marian Alexander- Frutschi, Editor. 1968. OET-3. Issues in Occupational Education and Training: A Case Study in Jordan, by Najati Al-Bukhari. 1968. OET-4. Issues in Occupational Education and Training: A Case Study in Tunisia, by Najati A1- Bukhari. 1968. OET-5. Education and Training for Industrial Development in India, by B. S. Venkata Rao. 1968. Sub-series on Education and the Formation of Social and Civic Attitudes Studies in preparation. Sub-series on Education and the Rural-Urban Transformation Studies in preparation. Information about these publications, including handling and shipping charges, may be obtained by addressing the Publications Secretary, SIDEC, School of Education, P. O. Box 2329, Stanford, California, 94305, U. S. A. FOREWORD by Eugene Staley In a previous monograph of this series Dr. Al-Bukhari communi- cated the results of a study of the industrial secondary schools in his home country, Jordan, comparing the costs of producing their graduates and the effectiveness of these graduates on the job with those of the general secondary schools. He also investigated, by interview and ob- servation, the extent to which specific skills, specific theory, general skills, and general theory from the curriculum of the industrial schools are in fact employed in the jobs held by graduates. In the present monograph Dr. Al-Bukhari reports on a parallel investigation raising similar questions which he carried through in another Arab country, Tunisia. In the case of Tunisia, however, there is a greater complexity and variety of education-training pathways by which future workers in industrial and service activities can acquire their skills. Notably, besides the education-training programs of the school system and of the employment system (including public and private employing establishments) there is an important government agency, the Office of Training and Employment, which Dr. Al-Bukhari labels "the intervening training system." His analysis of these three systems -- their structure and methods of working, indications of their costs and effectiveness, their interrelations, and the duplication of effort that sometimes occurs -- should prove enlightening to the many decision-makers and researchers throughout the world who are concerned with the knotty problems of occupational education and training in the context of great developmental needs and severe constraints imposed by scarce resources. This is the fourth in a group of studies on occupational educa- tion and training as related to development produced in the SIDEC re- search program on "Content and Methods of Education for Development." As explained by Professor Paul R. Hanna, Director of SIDEC, in a fore- word introducing the first publication in the series, the aim of the research program is to throw light on a set of problems central to education's role in modernization and development. What educational content is most relevant to and most likely to assist in desired types of economic-social-political development -- especially in, but not limited to, the newly developing nations? The focus of the program, in other words, is on the curriculum problem viewed from the standpoint of requirements of development in a nation or other communities of men. Three sectors of this broad problem are currently being emphasized: iv/v Occupational Education and Training, Education's role in the Formation of Social and Civic Attitudes, and Education's role in the Rural-Urban Transformation. A list of the studies already issued or about to be issued appears on page ii This three-pronged series of studies, including the present one on the role of industrial secondary schools in Tunisia, is made possible by a research contract between the Office of Education, Department of Health, Education, and Welfare, United States Government, and Stanford University. vi TABLE OF CONTENTS Page FOREWORD by Eugene Staley INTRODUCTION 1 Issues as Related to Tunisia 2 Purpose of the Present Study 3 PART ONE The Three Training Systems Chapter 1 FACTORS LEADING TO THE EMERGENCE OF THE THREE SYSTEMS 5 Chapter 2 THE EDUCATIONAL SYSTEM AND OCCUPATIONAL EDUCATION AND TRAINING 7 The Elementary School 7 The Second Cycle of Education 11 Chapter 3 THE INTERVENING TRAINING SYSTEM AND OCCUPATIONAL EDUCATION AND TRAINING 19 Training in Centers 21 Training of Already-Employed Workers 27 Chapter 4 THE EMPLOYMENT SYSTEM AND OCCUPATIONAL EDUCATION AND TRAINING 30 The Case of the Railways 30 The Case of the Cement Factory 37 The Case of the Gas and Electricity Company 39 The Case of the Civil Aviation and Meteorology Department and the Merchant Navy 44 The Occupational Training Tax 49 PART TWO Ltilization of Training, Appropriateness of Curricular Contents and Benefit/Cost Analysis Introduction 51 Chapter 5 THE GRADUATES IN THE EMPLOYMENT SYSTEM 53 vii TABLE OF CONTENTS -- Continued Page Chapter 5 (Continued) Related Research Studies 53 Interview Methodology of the Present Research . 55 Curriculum Components and the Methodology of Rating Their Utilization 61 Workers with Three Years of Post-Elementary Industrial Education: Category (M) 63 Workers with More than Five Years of Secondary Education: Category (S) 68 Workers of the Upgrading Training Centers: Category (P) 72 Workers of the Accelerated Centers: Category (F) . 81 Workers with Elementary Education: Categories CA), (PA), and (I) 83 Summary of Findings of the Interviews with Workers . 84 Chapter 6 BENEFIT/COST ANALYSIS 87 The Public Educational System 87 The Intervening Training System 94 The Employment
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