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As the Kurdistan Region-Iraq develops rapidly, it is creating jobs that require a solid education and technical skills. The government has launched an ambitious reform of basic and secondary education to increase its quality and has expanded opportunities for tertiary technical and university education. But expansion of secondary vocational education has lagged, leaving many students who cannot or do not want to pursue post-secondary education without the necessary preparation to compete in the evolving labor market and contribute to its economy. Enrollment in secondary vocational education has diminished in recent years, and graduates often have difficulty finding employment because their programs have not given them the skills required by employers. At the same time, employers complain that graduates from local general and vocational educational institutions do not possess the skills they need, and are said to resort to hiring foreign labor whenever they cannot find local graduates. As part of its sweeping efforts to transform education, the Kurdistan Regional Government asked the RAND Corporation to assess its Technical and Vocational Education and Training (TVET) system. The findings suggest several recommendations for improving TVET, particularly at the secondary level. Rather than implementing all of these at once, the report suggests three phases (short term, medium term and long term) to allow for measured implementation.
This executive summary describes key results from four studies carried out by the RAND Corporation for the Kurdistan Regional Government. These studies aim to improve the economic and social development of the Kurdistan Region—Iraq.
RAND supported the Kurdistan Regional Government in its aims to restructure its Ministry of Education, develop plans for a school quality assurance system, review support of private schools, and assess the content and quality of in-service training
As the Kurdistan Region-Iraq develops rapidly, it is creating jobs that require a solid education and technical skills. The government has launched an ambitious reform of basic and secondary education to increase its quality and has expanded opportunities for tertiary technical and university education. But expansion of secondary vocational education has lagged, leaving many students who cannot or do not want to pursue post-secondary education without the necessary preparation to compete in the evolving labor market and contribute to its economy. Enrollment in secondary vocational education has diminished in recent years, and graduates often have difficulty finding employment because their programs have not given them the skills required by employers. At the same time, employers complain that graduates from local general and vocational educational institutions do not possess the skills they need, and are said to resort to hiring foreign labor whenever they cannot find local graduates. As part of its sweeping efforts to transform education, the Kurdistan Regional Government asked the RAND Corporation to assess its Technical and Vocational Education and Training (TVET) system. The findings suggest several recommendations for improving TVET, particularly at the secondary level. Rather than implementing all of these at once, the report suggests three phases (short term, medium term and long term) to allow for measured implementation.
Letter, Washington D. C., Jean Adrien Antoine Jules Jusserand to Ethel Roads, 1919 Oct. 23, regarding a book which she sent to him.
Examines the adequacy of technical and vocational education and training in Iraq's growing Kurdistan Region; identifies areas for improvement through interviews with a variety of officials and an analysis of similar systems in other nations.
The Kurdistan Regional Government (KRG) began an ambitious reform of the Kurdistan Region of Iraq's (KRI's) kindergarten through grade 12 (K-12) education system beginning in 2007 in an effort to modernize the curriculum, upgrade school facilities, and raise the quality of instruction. In 2010, RAND was asked to conduct a one-year study to assess the status of the K-12 system and its reform, and to develop strategic priorities and make practical recommendations for improving access to and quality of education in Kurdistan. In a one-year, multi-method study, RAND researchers analyzed school data from the KRG's Ministry of Education, as well as data from other KRI government sources and Iraq; interviewed a wide variety of stakeholders; surveyed teachers; reviewed the new K-12 curriculum and the curriculum used in the teacher colleges; developed a model to project future student enrollment; used geographic information system mapping to display the distribution of schools and assess the feasibility of proposed actions; and reviewed the literature on best practices and relevant educational policies. The outcome was three strategic priorities for improving the K-12 system: expand capacity to meet the rapidly growing demand for education, improve the quality of instruction, and strengthen stakeholders' accountability and incentives. In line with these priorities, RAND recommended that the KRG build new schools and classrooms, hire new teachers, improve teacher training for both practicing and new teachers, increase instructional time, provide high-performing students with broadened learning opportunities, restructure the role of supervisors, redesign the system for evaluating teacher performance, increase the principal's role, reward high-performing schools, measure student achievement and progress and make the results public, and involve parents and the public in promoting education. RAND also suggested ways to implement the recommendations that would make the process manageable.