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Abu Dhabi Education Council - Research Office

A project funded by the:

EMPLOYMENT DECISIONS: Empowering students to make employment decisions that help

to drive a competitive and sustainable workforce in the UAE

Secondary School Report

2


The National Qualifications Authority (NQA) was established in 2010 to coordinate with related

entities the establishment and implementation of an internationally-recognised education

and training system for the UAE, which includes a national qualifications framework. This

framework (known as the QFEmirates) is a singular integrated structure covering qualifications

for general education (G12), vocational education, higher education, work-based training,

and professional education and training. The Authority is also leading the development of

quality assurance processes for higher, general and vocational training. These roles aim to

deliver outcomes that assist the UAE to keep pace with scientific and technological progress

and meet the country’s economic and social development needs. For further information

about the NQA, go to www.nqa.gov.ae.

The National Qualifications Authority (NQA) acknowledges the important contribution of

secondary school students and staff who participated in this project and the funding support

from the Federal Demographic Council.

No part of this report may be adapted or modified, in any form or medium, whether by

electronic transmission or otherwise, without the prior written consent of the National

Qualifications Authority. While all care has been taken in preparing this report, the Authority

disclaims any liability for any damage from the use of the material contained in this

publication and will not be responsible for any loss, howsoever arising from use, of or reliance

on this material.

Refer all correspondence to:

Research and Development Department

National Qualifications Authority

Email: [email protected]

Phone: +971 (0)2 815 6622

Address: P.O. Box 63003, Abu Dhabi, UAE

Web: www.nqa.gov.ae

© National Qualifications Authority (NQA)

July 2013

Front cover photo by iTami http://www.flickr.com/photos/tamyo0/6779439014/sizes/l/in/photostream/

http://www.nqa.gov.ae/

mailto:[email protected]

http://www.nqa.gov.ae/

http://www.flickr.com/photos/tamyo0/6779439014/sizes/l/in/photostream/

3


Table of contents

1. Introduction 4

2. Survey participants 4

3. Study decisions and intentions 5

4. Careers advice 16

5. Preferred job and industry sector of employment 22

6. Implications 29

7. A national careers strategy for the UAE 33

8. Conclusion 35

Appendix 1: Methodology 36

Appendix 2: Secondary School Survey 37

Appendix 3: Critical, sustainable and attractive for UAE Nationals 46

Appendix 4: Emiratisation: The way forward? 50

Appendix 5: References 52

4


14 years

9%

15 years

27%

16 years

27%

17 years

25%

18 years

11%

Other

1%

No response

0%

1. INTRODUCTION

This report consists of findings relevant to secondary schools drawn from a larger report,

Employment Decisions: Empowering students and employers to make employment decisions

that help to drive a competitive and sustainable workforce in the UAE. It presents and discusses

findings from a 33-question survey that discovered the career aspirations of 803 secondary

school students, the support they need to help them achieve their aspirations, and their

knowledge of the UAE labour market. Finally, this report discusses the implications for secondary

schools and proposes a further study to develop a national careers strategy for the UAE.

2. SURVEY PARTICIPANTS

Responses from Applied Technology High Schools/Institutes of Applied Technology in Abu

Dhabi, Fujairah and Sharjah accounted for 70% of all survey returns. Of the 18 participating

schools, 10 were public schools. For more information about the survey, go to Appendix 1:

Methodology and Appendix 2: Secondary School Survey.

‎Figure 1 illustrates the following key characteristics of survey participants:

Returns from secondary school students in Abu Dhabi and Fujairah combined accounted

for 72% of all returns.

There was a mix of students by age, ranging from 13 years to 21 years of age.

Males (86%) and Emiratis (78%) accounted for the majority of returns.

Students in Grade 10 accounted for almost half of all returns (49%).

Figure 1 Demographic characteristics of secondary school students

Abu Dhabi

45%

Dubai

2%

Fujairah

27%

Sharjah

11%

Ras Al

Khaimah

13%

Ajman

2%

Umm Al

Quwain

0.1%

No response

0.2%

Location Age

5


Emirati

78%

Non-Emirati

20%

No response

2%

Grade 12

19%

Grade 11

29%

Grade 10

49%

No response

3%

Male

86%

Female

13%

No response

1%

Gender

3. STUDY DECISIONS AND INTENTIONS

3.1 Intentions after finishing school

Research question 1:

Are secondary school students more likely to continue their studies or find a job after finishing

school?

Finding: The majority of students intend to continue their studies after finishing school, mainly

at a university of college (73%) rather than at a vocational institute (4%) (‎Figure 2). Combined,

only 12% intend to ‘get a job’ or ‘get a job and be trained at the same time’.

Nationality

Grade

6


Figure 2 Intentions of secondary school students after finishing school

3.2 Preferred fields of study


For those secondary school students intending to continue their studies, what are their

preferred fields of study in the future?

Finding: Due largely to the high number of returns from male students from Applied Technology

High Schools, Engineering and Engineering Trades was the field of most interest to students –

32% of all students (‎Figure 3).

Finding: By gender, Engineering and Engineering Trades was the field of study of most interest

to male students (36% of male students). Health was the field of most interest to female

students (21% of female students) (‎Table 1).

Finding: By nationality, Engineering and Engineering Trades was the field of study of most

interest to Emiratis (37% of Emirati students). Business and Administration (18% of non-Emiratis),

Engineering and Engineering Trades (18%) and Health (17%) were the fields of study of most

interest to non-Emiratis (‎Table 1).

Study

university or

college

73%

Study at

vocational

institute

4%

Get a job

4%

Get a job

and be

trained at

same time

8%

Have a break

for a year or

more

1%

Unsure

5% Other

4.5%

7


Figure 3 Preferred future fields of study

Table 1 Preferred future fields of study by gender and nationality

Field of study Male Female Emirati Non-

Emirati Total

Education 20 (2.9%) 1 (1%) 17 (2.8%) 3 (1.9%) 21 (2.6%)

Humanities 3 (0.4%) 1 (1%) 1 (0.2%) 3 (1.9%) 4 (0.5%)

Arts 9 (1.3%) 6 (5.8%) 7 (1.1%) 8 (5.2%) 15 (1.9%)

Social & behavioural science 3 (0.4%) 5 (4.9%) 3 (0.5%) 5 (3.2%) 8 (1%)

Journalism & information 2 (0.3%) 3 (2.9%) 3 (0.5%) 2 (1.3%) 5 (0.6%)

Business & administration 41 (6%) 13 (12.6%) 23 (3.7%) 28 (18.1%) 54 (6.7%)

Law 14 (2%) 4 (3.9%) 11 (1.8%) 3 (1.9%) 19 (2.4%)

Life & physical sciences 15 (2.2%) 4 (3.9%) 12 (1.9%) 7 (4.5%) 19 (2.4%)

Mathematics & statistics 19 (2.8%) 3 (2.9%) 17 (2.8%) 5 (3.2%) 23 (2.9%)

Computing & IT 40 (5.8%) 4 (3.9%) 39 (6.3%) 5 (3.2%) 46 (5.7%)

Engineering & engineering trades 246 (35.9%) 11 (10.7%) 226 (36.6%) 28 (18.1%) 258 (32.2%)

Manufacturing & processing 9 (1.3%) 0 (0%) 9 (1.5%) 0 (0%) 10 (1.2%)

Architecture 42 (6.1%) 3 (2.9%) 38 (6.2%) 6 (3.9%) 46 (5.7%)

Health 16 (2.3%) 22 (21.4%) 12 (1.9%) 26 (16.8%) 41 (5.1%)

Social work & social care 0 (0%) 2 (1.9%) 1 (0.2%) 1 (0.6%) 2 (0.2%)

Personal services 2 (0.3%) 2 (1.9%) 2 (0.3%) 2 (1.3%) 4 (0.5%)

Transport 32 (4.7%) 3 (2.9%) 26 (4.2%) 7 (4.5%) 35 (4.4%)

Environmental protection 2 (0.3%) 0 (0%) 2 (0.3%) 0 (0%) 2 (0.2%)

Security services 53 (7.7%) 2 (1.9%) 54 (8.8%) 1 (0.6%) 56 (7.0%)

Unsure 49 (7.1%) 5 (4.9%) 49 (7.9%) 3 (1.9%) 54 (6.7%)

Other 36 (5.2%) 7 (6.8%) 35 (5.7%) 7 (4.5%) 43 (5.4%)

Total (n) 686 103 617 155 801

0%

10%

20%

30%

40%

50%P

rop

ort

ion

of

stu

dn

ets

8


Observations: Study decisions and intentions

The majority of secondary school students (77%) indicated an intention to study after finishing

school. Most of these students prefer to study at a university or college, with only 4% intending

to study at a vocational institution.

This project did not explore why secondary school students in the UAE are significantly less

likely to enter a vocational program – although the Mohammed Bin Rashid Al Maktoum

Foundation’s Arab Knowledge Report 20091 has explained this reluctance:

There are many reasons why the young people are reluctant to enter the vocational

stream. Prime among them is the low regard that society has for this branch of

learning. Students, therefore, flock to university programs, with the aim of obtaining

the prestige of a degree and title, even if they end up in jobs that do not require a

university education and have very little to do with the specialisation engraved on

their certificates. This is a clear manifestation of the squandering and misuse of

resources, a phenomenon that runs counter the requirements for creating a diverse

human resource capital capable of meeting the needs of comprehensive,

integrated, and sustained development.

Barriers to participation of young people in vocational programs identified by Walstab and

Lamb (2008) are also relevant to the UAE. These barriers include students not having access to

a vocational institution close to where they live, poor attainment at school, economic barriers

(low wage dividends, unemployment rates, and differences in labour markets and industry

structure in different locations), and cultural barriers linked to attitudes associated with social

and ethnic values and lifestyles.2

The study by Batterham and Levesley (2011)3 on behalf of the City & Guilds Centre for Skills

Development explored the awareness and understanding of vocational education of 3,313

parents and young people from the UK as well as their attitudes to, and take-up of vocational

qualifications (see key findings in ‎Table 2). Despite a good level of awareness of vocational

education, young people and parents did not fully understand its purpose, and in the case of

parents, this resulted in a lack of confidence in advising their children about vocational

qualifications. The study also found that young people questioned the value of vocational

qualifications and there was a lack of support from teachers and parents to help young

people to consider vocational options. The study recommended a campaign to address

these issues. These findings also apply to vocational education and training in the UAE.

1 Mohammed bin Rashid Al Maktoum Foundation (2009). Arab Knowledge Report 2009. Towards Productive

Intercommunication for Knowledge. Retrieved December 24, 2012, from

http://www.mbrfoundation.ae/English/Documents/AKR-2009-En/AKR-English.pdf, p. 113. 2 Walstab, A. & Lamb S. (2008). Participation in vocational education and training across Australia: A regional

analysis. National Centre for Vocational Education and Training, Adelaide, Australia. Retrieved January 30,

from, http://www.ncver.edu.au/publications/1998.html, p. 10. 3 Batterham, J. & Levesley, T. (2011). New directions: Young people’s and parents’ views of vocational

education and careers guidance, City & Guilds Centre for Skills Development, Retrieved December 12, 2013,

from http://www.skillsdevelopment.org/pdf/New%20Directions.pdf

http://www.mbrfoundation.ae/English/Documents/AKR-2009-En/AKR-English.pdf

http://www.ncver.edu.au/publications/1998.html

http://www.skillsdevelopment.org/pdf/New%20Directions.pdf

9


Table 2 Awareness and attitudes of young people and parents to vocational education

Awareness and understanding of vocational education

High levels of awareness of the term ‘vocational education’ did not reflect a good understanding

of what it involved.

Vocational education was seen as a skills-based and practical approach to learning.

Qualifications were felt to be designed to provide a way into generally manual trades. Young

people felt that taking vocational courses would narrow the employment and education options

open to them.

On the whole, parents lacked the confidence to advise their children on vocational

qualifications, despite high levels of confidence advising on education and employment. This

suggests parents are not able to support their children taking vocational options as effectively as

for other routes.

Low levels of parental confidence make it particularly important that timely information and

advice are provided for young people considering vocational options.

Attitudes to, and take up of, vocational qualifications

Links to employment, skills and practical working were seen as real strengths of vocational

qualifications. Young people on general qualifications routes and their parents questioned the

value of vocational qualifications in enabling access to university and higher skilled jobs.

Vocational qualifications were associated with particular industry sectors and skill sets. Young

people saw them as being for people who have already decided on a particular career path.

Low levels of involvement of teachers and parents in young people’s choice of vocational

qualification meant young people relied on their own judgement of the course’s suitability.

The quantitative and qualitative findings suggest that parents and teachers did not challenge

young people’s perceptions of vocational qualifications. As a result, relatively few young people

on general qualifications routes had actively considered vocational options.

A campaign challenging young people’s and parents’ perceptions of vocational qualifications is

needed to encourage young people to access their suitability more objectively.

Source: Batterham, J. & Levesley, T. (2011)4

3.3 Factors influencing study decisions and intentions


What factors are important to secondary school students when selecting a course?

Finding: The ‘availability of a good job after graduation’ (64% of all students) is the main

factor that will influence students when selecting a course in the future (‎Figure 4).

Finding: By gender, the factor of ‘availability of a good job after graduation’ is more

important to female students than to male students and the factor of ‘graduate salary and

conditions’ is more important to male students than to female students (‎Table 3).

Finding: By nationality, the factor of ‘availability of a good job after graduation’ is of most

importance to both Emirati and non-Emirati students. The factors of ‘status’, ‘reputation of a

particular institution’ and ‘opportunity to study overseas later’ are more important to Emirati

students than to non-Emirati students (‎Table 3).

4 Batterham, J. & Levesley, T. (2011). New directions: Young people’s and parents’ views of vocational




10


Figure 4 Factors influencing students when selecting a course in the future

Table 3 Factors influencing students when selecting a course by gender and nationality

Factor Male Female Emirati Non-Emirati Total

Close to home 148 (21.6%) 19 (18.4%) 141 (22.9%) 24 (15.5%) 171 (21.3%)

Family wishes 145 (21.1%) 22 (21.4%) 137 (22.2%) 25 (16.1%) 169 (21.1%)

Course offered at a

particular institution 49 (7.1%) 10 (9.7%) 46 (7.5%) 14 (9%) 61 (7.6%)

Reputation of a particular

institution 277 (40.4%) 34 (33%) 260 (42.1%) 45 (29%) 314 (39.2%)

Entry requirements or

standards 167 (24.3%) 25 (24.3%) 155 (25.1%) 36 (23.2%) 194 (24.2%)

Opportunity to study

overseas later 264 (38.5%) 29 (28.2%) 254 (41.2%) 38 (24.5%) 299 (37.3%)

Availability of a good job

after graduation 431 (62.8%) 79 (76.7%) 398 (64.5%) 104 (67.1%) 516 (64.4%)

Graduate salary and

conditions 320 (46.6%) 37 (35.9%) 287 (46.5%) 66 (42.6%) 362 (45.2%)

Status 239 (34.8%) 23 (22.3%) 236 (38.2%) 26 (16.8%) 266 (33.2%)

Total (n) 686 103 617 155 801

0%

20%

40%

60%

80%

100%

Pro

po

rtio

n o

f st

ud

ne

ts

11


3.4 Secondary school students’ preparation for study


How well do secondary school students think they are prepared for further study in terms of:

their level of confidence in undertaking independent study and research?

their expectations of undertaking a foundation program as part of their future studies?

Finding: Students were most likely to indicate that they are ‘confident’ (39% of students) or

‘somewhat confident’ (32% of students) in undertaking independent study and research

(‎Figure 5).

Figure 5 Level of confidence in undertaking independent study and research

Finding: By gender, 64% of female students indicated they are ‘confident/very confident’ in

undertaking independent study and research compared to 59% of male students (‎Table 4).

Finding: By nationality, 70% of non-Emirati students indicated they are ‘confident/very

confident’ in undertaking independent study and research compared to 57% of Emirati

students (‎Table 4).

Table 4 Level of confidence in undertaking independent study and research by gender

and nationality

Confidence in undertaking independent

study and research

Gender/

nationality

Not or somewhat

confident

Confident or very

confident Unsure Total (n)

Male 225 (34.6%) 381 (58.5%) 45 (6.9%) 651

Female 33 (32.7%) 65 (64.4%) 3 (3%) 101

Emirati 213 (36.3%) 332 (56.6%) 42 (7.2%) 587

Non-Emirati 41 (27.3%) 105 (70%) 4 (2.7%) 150

Not

confident

3%

Somewhat

confident

32%

Confident

39%

Very

confident

20%

Unsure

6%

12


Hypothesis 1:

(H0): Non-Emirati secondary school students are more confident than Emirati secondary

school students in undertaking independent study and research.

Finding: Not rejected – There is an association between nationality and confidence in

undertaking independent study and research, X2 (1, n = 691) = 5.994, p = .014. Non-Emirati

secondary school students are more confident than Emirati secondary school students in

undertaking independent study and research:

72% of non-Emirati secondary school students indicated they are ‘confident/very

confident’ in undertaking independent study and research compared to 61% of Emirati

secondary school students (‎Table 5).

Finding: Further analysis found no association between level of confidence in undertaking

independent study and research and the variables of gender, age and grade.

Table 5 Level of confidence in undertaking independent study and research


study and research

Nationality Not or somewhat

confident

Confident or very

confident Total (n)

Emirati 213 (39.1%) 332 (60.9%) 545

Non-Emirati 41 (28.1%) 105 (71.9%) 146

Total (n) 254 (36.8%) 437 (63.2%) 691

Hypothesis 2:

(H0): Secondary school students who perceive the subjects of Arabic, English, Maths and

Science as important to their future career are more confident in undertaking independent

study and research.

Finding: Rejected for Arabic, English and Maths but not rejected for Science: There is an

association between the students’ perceptions of the importance of Science to their future

career and their confidence in undertaking independent study and research, X2 (3,

n = 665) = 12.459, p = .006. Students who perceive Science as important to their future career

are more confident in undertaking independent study and research:

Of those students who indicated they are ‘confident/very confident’ in undertaking

independent study and research, 57% of students indicated that Science is ‘very

important’ to their future career compared to 13% of students who indicated Science is

‘not important’ to their future career (‎Table 6).

13


Table 6 Level of confidence in undertaking independent study and research and views

about the importance of Science to future careers


study and research

Importance of Science

to future career

Not or somewhat

confident

Confident or very

confident Total (n)

Not important 31 (12.8%) 56 (13.2%) 87

Somewhat important 34 (14%) 54 (12.8%) 88

Important 67 (27.7%) 72 (17%) 139

Very important 110 (45.5%) 241 (57%) 351

Total (n) 242 423 665

Finding: Fourty-four per cent (44%) of students indicated they expect to undertake a

foundation program as part of their future studies. Unfortunately, the survey did not ask the

large number of students who indicated they were ‘unsure’ to clarify their answer (‎Figure 6).

Figure 6 Likelihood of secondary school students to undertake a foundation program

Finding: By gender, 45% of male students expect to undertake a foundation program as part

of their future studies compared to 41% of female students (‎Table 7).

Finding: By nationality, 46% of Emiratis students expect to undertake a foundation program as

part of their future studies compared to 40% of non-Emirati students (‎Table 7).

Table 7 Students’ expectations of undertaking a foundation program

Expectation of undertaking a foundation program

Gender/

nationality Yes No Unsure Total (n)

Male 293 (45%) 87 (13.4%) 271 (41.6%) 651

Female 41 (41%) 10 (10%) 49 (49%) 100

Emirati 269 (45.8%) 68(11.6%) 250 (42.6%) 587

Non-Emirati 60 (40%) 25 (16.7%) 65 (43.3%) 150

Total (n) 329 93 315 737

Yes

44%

No

13%

Unsure

43%

14


Hypothesis 3:

(H0): Emirati secondary school students are more likely than non-Emirati secondary school

students to undertake a foundation program.

Finding: Rejected – There is no association between nationality and students’ expectations of

undertaking a foundation program. That is, non-Emirati students and Emirati students are just

as likely to expect to undertake a foundation program as part of their future studies.

Finding: Further analysis found no association between students’ expectations of undertaking

a foundation program and the variables of gender, age, grade and the importance of

selected subjects (i.e. Arabic, English, Maths and Science) to their future careers. For

example, students in Year 12 and students in Year 10 are just as likely to expect to undertake

a foundation program.

Hypothesis 4:

(H0): Secondary school students with a high level of confidence in undertaking independent

study and research do not expect to undertake a foundation program.

Finding: Rejected – There is no association between level of confidence in undertaking

independent study and research and students’ expectations of undertaking a foundation

program as part of their future studies. A student who has a high level of confidence may still

expect to undertake a foundation program:

77% of students who are ‘confident/very confident’ in undertaking independent study and

research still expect to undertake a foundation course (‎Table 8).

Finding: Further analysis by gender, age, nationality and grade also found no association

between level of confidence in undertaking independent study and research and students’

expectation of undertaking a foundation program. For example, female students with a high

level of confidence and male students with a low level of confidence are just as likely to

expect to undertake a foundation program.

Table 8 Likelihood of undertaking a foundation course by level of confidence in

undertaking independent study and research


study and research

Expect to undertake a

foundation course

Not or somewhat

confident

Confident or very

confident Total (n)

Yes 105 (80.2%) 212 (77.1%) 317

No 26 (19.8%) 63 (22.9%) 89

Total (n) 131 (100%) 275 (100%) 406

15


Observations: Preparation for study

The first year of tertiary education in the UAE typically involves a foundation program, which

aims to prepare students for university level study. Subjects normally undertaken are English,

Mathematics, Arabic, IT and General Studies Skills. Emirati and non-Emirati students who score

below 60% on their national (UAE) Secondary School Certificate are required to undertake a

foundation course if they wish to progress to higher education. When asked about the

likelihood of undertaking a foundation program, 44% of students indicated ‘yes’, 13%

indicated ‘no’ and 43% were ‘unsure’.

This result is not surprising. The 2010 news article titled, Majority not prepared for university,5

states that “around 90 per cent of public and private secondary school graduates in the UAE

who apply to Federal universities are not qualified to immediately engage in undergraduate

studies”. The article identified possible reasons for why many students are “ill-prepared for

tertiary education; or why admissions to these programs are on the rise”:

Some students who faced difficult circumstances during the final exams and simply did not

perform well were not given a second chance

Diverse schooling systems across the UA

Secondary school curricula that needs improving.

Another article, Students entering university still stuck on remedial treadmill,6 also attributes the

high rates of students having to enrol in a foundation course before starting their degree (83%

at Zayed University in 2009) to curriculum and teaching. The article quoted Dr Annie Brown,

the Associate Director for Assessment and Professional Development at the Ministry of Higher

Education and Scientific Research:

What we need now is a radical change to curriculum and to teaching methodology. If

something like that doesn't happen then the universities are going to have this

continuing problem of students not being ready to start their academic programs.

The article also raises the issue of the significant financial burden of foundation programs on

institutions. For Zayed University, foundation programs account for about 20% of the

university’s instructional budget.

The Chancellor of United Arab Emiratis University in his 2011 Annual Address to the University

Community7 talked about the need to remove foundation programs entirely by improving the

English language competence of students graduating from secondary school:

One imperative strategic goal is to improve the English language competence of

students who graduate from the nation’s school system and eventually to remove the

need for remedial programs in our colleges and universities entirely. Higher education

institutions and the Ministry of Education are in the process of drafting a long-term plan

for public school reform. I expect the UAE University to be a major participant in that

important national endeavour.

5 Gulfnew.com (2010, October 3). Majority not prepared for university. Retrieved from

http://gulfnews.com/news/gulf/uae/education/majority-not-prepared-for-university-1.690616 6 The National (2010, May 25). Students entering university still stuck on remedial treadmill. Retrieved from

http://www.thenational.ae/news/uae-news/education/students-entering-university-still-stuck-on-remedial-

treadmill#page2 7 United Arab Emirates University (2011). Annual Address to the University Community. Retrieved January 14,

2013, from http://www.uaeu.ac.ae/about/2011_convocation/20110919_chancellors_speech-english.pdf

http://gulfnews.com/news/gulf/uae/education/majority-not-prepared-for-university-1.690616

http://www.thenational.ae/news/uae-news/education/students-entering-university-still-stuck-on-remedial-treadmill#page2


http://www.uaeu.ac.ae/about/2011_convocation/20110919_chancellors_speech-english.pdf

16


Researchers involved in this project were also interested in finding out if those participants

already confident in undertaking independent study and research believe they still need to

undertake a foundation program. The majority of students indicated ‘yes’ – 77% of students

who indicated they are ‘confident/very confident’ in undertaking independent study and

research expect to undertake a foundation program. Other important findings related to

confidence were:

Emirati participants were found to be less confident than non-Emirati students in

undertaking independent study and research

students who perceive ‘Science’ as important to their future career indicated a higher

level of confidence in undertaking independent study and research.

4. CAREERS ADVICE


Are students accessing or intending to access careers advice?

Almost two-thirds (64%) of students have received careers advice (‎Figure 7) and many are

likely (53%) or very likely (18%) to access careers advice in the future (‎Figure 8).

Figure 7 Access to careers advice

Figure 8 Likelihood of accessing careers advice in

the future

Yes

64%

No

22%

Unsure

7%

School

doesn't offer

careers

advice

5%

No

response

2%

Highly

unlikely

4% Unlikely

6%

Neither

likely or

unlikely

19%

Likely

53%

Highly

likely

18%

17



How effective is careers advice in helping students decide on their study and career intentions?

Finding: Of those students who have accessed careers advice, the majority indicated the

advice was effective (53%) or highly effective (25%) in helping them decide on their future

study and career intentions (‎Figure 9).

Figure 9 Effectiveness of careers advice


What age should students be able to access careers advice?

Finding: Two-thirds (65%) of students indicated they should be able to access careers advice

when they are over 14 years of age and/or after Grade 10 (‎Figure 10).

Figure 10 Age students should be able to access careers advice

Highly

ineffective

5% Ineffective

4% Neither

effective or

ineffective

13%

Effective

53%

Highly

effective

25%

Before age

10/Grade 5

4%

Age 11-14/

Grades 7 -

10

11%

Age

14+/After

Grade 10

65%

Unsure

8%

No

response

12%

18



How are secondary students accessing careers advice compared to how they would like to

access careers advice?

Finding: Students are mainly accessing careers advice from family and friends, from careers

advisors at school and/or at careers events/fairs (‎Figure 11).

Figure 11 How students have accessed careers advice

Finding: Students prefer to access careers advice at careers events/fairs, direct from

employers, from someone who is working in a job of interest to them (a mentor), from careers

advisors at school, and from websites. They are less interested in printed materials (‎Figure 12).

Figure 12 How students prefer to access careers advice

0

100

200

300

400

Careers advisor

at school

Careers

event/fair

Printed

information

(e.g. booklets)

Visits to/by

employers

From family

and friends

Nu

mb

er o

f st

ud

en

ts

0

100

200

300

400

Nu

mb

er o

f st

ud

en

ts

19


Hypothesis 5:

(H0): Secondary school students who have already accessed careers advice will access

careers advice in the future.

Finding: Not rejected – There is an association between having already accessed careers

advice and accessing careers advice in the near future, X2 (4, n = 657) = 15.343, p = .004.

Those students who have already accessed careers advice are most likely to access careers

advice in the future:

Of those students who have already accessed careers advice, 55% are ‘likely’ and 20%

are ‘highly likely’ to access careers advice in the future (‎Table 9).

Table 9 Likelihood of secondary school students accessing careers advice in future if

they have already accessed careers advice

Likelihood of accessing

careers advice in the future

Already accessed careers advice Total (n)

Yes No

Highly unlikely 23 (4.6%) 7 (4.4%) 30

Unlikely 23 (4.6%) 13 (8.1%) 36

Neither likely or unlikely 78 (15.7%) 42 (26.3%) 120

Likely 273 (54.9%) 79 (49.4%) 352

Highly likely 100 (20.1%) 19 (11.9%) 119

Total (n) 497 160 657


What is the students’ level of knowledge of their preferred future job and industry sector of

employment?

Finding: Students were most likely to indicate that they have ‘good’ (34% of students) or

‘average’ (36% of students) knowledge of their preferred future job and industry sector of

employment (‎Figure 13).

Figure 13 Level of knowledge of preferred future job and industry sector of employment

Very low

3% Low

7%

Average

36%

Good

34%

Very good

15%

No

response

5%

20


Hypothesis 6:

(H0): Students who have received careers advice have ‘Good’ or ‘Very good’ knowledge of

their preferred future job and industry sector of employment e.g. salaries, conditions, and

knowledge, skills and qualifications requirements.

Finding: Not rejected – There is an association between students having accessed careers

advice and their knowledge of their preferred future job and industry sector of employment,

X2 (2, n = 624) = 9.46, p = .009. Students who have accessed careers advice perceive

themselves as having ‘good’ or ‘very good’ knowledge of their preferred job and industry

sector of employment:

53% of students who have accessed careers advice indicated ‘good/very good’

knowledge of their preferred future job and industry sector of employment compared to

44% of students who have not accessed careers advice (‎Table 10).

Further analysis found an association for Emirati students:

Finding: Emirati students who have accessed careers advice indicated a higher level of

knowledge of their preferred future job and industry sector of employment than Emiratis who

have not accessed careers advice, X2 (2, n = 532) = 12.748, p = .002:

54% of Emirati students who have accessed careers advice indicated ‘good/very good’

knowledge of their preferred future job and industry sector of employment compared to

40% of Emirati students who have not accessed careers advice (‎Table 10).

Table 10 Access to careers advice and knowledge of preferred future job and industry sector

Level of knowledge of preferred job and industry sector of

employment

Accessed careers

advice Low/very low Average Good/very good Total (n)

Yes 38 (8.1%) 181 (38.7%) 249 (53.2%) 468

No 25 (16%) 63 (40.4%) 68 (43.6%) 156

Emiratis (yes) 33 (8%) 157 (38.3%) 220 (53.7%) 410

Emiratis (no) 22 (18%) 51 (41.8%) 49 (40.2%) 122


Are secondary school students aware of Tanmia, the government body that helps Emirati job

seekers and provides career guidance services?

Finding: 41% of students indicated they were not aware of Tanmia (41%) and a further 16% of

students indicated they were ‘unsure’ (‎Figure 14).

21


Figure 14 Awareness of Tanmia

Observations: Careers advice

The survey asked students to indicate whether they have accessed careers advice, and if

they have, how effective was this advice in terms of helping them to decide on their study

and career intentions. Almost two-thirds (64%) of students have accessed careers advice and

78% indicated it was ‘effective/very effective’. However, one-third of students have not

accessed careers advice - 22% indicated ‘no’, 7% were ‘unsure’ and 5% indicated their

‘school doesn’t offer careers advice’.

The survey also included questions to determine future demand by students for careers

advice. The analysis confirmed the importance that students place on being able to access

ongoing careers advice - 71% indicated they are ‘likely/very likely’ to access careers advice

in the future. The analysis found that students who have already accessed careers advice are

more likely than those students who haven’t to access careers advice in the future –

indicating the importance of providing students with high quality careers advice as early as

possible. Two-thirds of students (65%) indicated that students should be able to access

careers advice when they are over 14 years of age and/or after Grade 10.

Many students indicated they rely on their friends and family, a careers advisor at school, and

career events/fairs to obtain careers information. In addition to accessing careers advice at

careers events/fairs and schools, students prefer to access careers advice directly from

employers (42%) and being mentored by someone working in a job of interest to them (37%).

Students were least interested in printed materials (20%).

Unfortunately, it was outside the scope of this project to explore the extent of careers advice

available to school students across the UAE; the forms of available advice (e.g. industry visits,

printed materials, careers advisors); and the effectiveness of different forms of advice that

can be measured by indicators like students’ knowledge of the UAE labour market. Findings

from this project did support the consensus that there is a need to improve careers guidance

services in the UAE education system. As a result, Governments in the UAE have introduced

initiatives that aim to help address this issue.

Yes

37%

No

41%

Unsure

16%

No

response

6%

22


For example, UAE’s vocational education and guidance project announced in October 2012

will create the position of ‘academic counsellor’ in public schools “to advise students on the

correct specialisations and careers in high demand in the labour market”8. Another recent

initiative for public schools is Dubai’s Ministry of Education partnering with private sector

companies (e.g. Emirate Airlines, Telecommunications Regulatory Authority) to deliver

information sessions about professions and careers paths in their respective industries9.

The annual Najah Education and Training Exhibition and Careers Fair is the largest education,

training and careers fair in the UAE, offering job profiling, careers advice and seminars. The

2012 fair attracted students from 40 UAE high schools and more than 120 international and

local higher education institutions. Khurram Saeed, Exhibition Director, stated “Najah has

become a vital link between high-school leavers looking to explore education and training

opportunities with educational institutions and universities”.10

The Ministry of Presidential Affairs has coordinated the production of the Occupations and

Careers Handbook for UAE Nationals11 (available in Arabic and English) that it will launch in

2013.

5. PREFERRED JOB AND INDUSTRY SECTOR OF EMPLOYMENT


What industry sectors would students like to work in compared toindustry sectors they believe

have good employment opportunities?

Finding: Due to the high number of returns from male students, the Energy Resources sector is

of most interest to students with 29% of students indicating they would like to work in this sector

in the future (‎Figure 15).

Finding: By gender, the Energy Resources sector is of most interest to male students (39% of

male students). The Business, Administration and Financial Administration sector (27% of

female students) and the Community, Health and Social Services sector (21% of female

students) are of most interest to female students.

Finding: By nationality, the Energy Resources sector is of most interest to Emirati students (38%

of Emirati students). The Business, Administration and Financial Services sector is of most

interest to non-Emirati students (21% of non-Emirati students).

8 Gulfnews.com (2012, October 2). UAE launches vocational education guidance project. Retrieved from

http://gulfnews.com/news/gulf/uae/education/uae-launches-vocational-education-guidance-project-

1.1084804 9 The National (2011, May 5). Careers counselling to lower school dropout rate. Retrieved from

http://www.thenational.ae/news/uae-news/careers-counselling-to-lower-school-dropout-rate 10 AMEinfo.com (2012, October 15). Najah Education, Training and Careers Fair opens tomorrow in Abu Dhabi.

Retrieved from http://www.ameinfo.com/najah-education-training-careers-fair-tomorrow-315276 11 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers

Handbook for UAE Nationals.

http://gulfnews.com/news/gulf/uae/education/uae-launches-vocational-education-guidance-project-1.1084804


http://www.thenational.ae/news/uae-news/careers-counselling-to-lower-school-dropout-rate

http://www.ameinfo.com/najah-education-training-careers-fair-tomorrow-315276

23


Finding: There were slight variations between students’ preferred industry sectors of

employment and their views about which industry sectors provide good employment

opportunities. For example:

the proportion of students who indicated good employment opportunities in the Tourism,

Hospitality, Retail and Leisure Services sector (4.9%) was higher than the proportion of

students who prefer to work in this sector (1.5%)

the proportion of students who indicated good employment opportunities in the Building/

Construction, Estates and Assets Development and Management sector (6.4%) was lower

than the proportion of students who prefer to work in this sector (8%).

Figure 15 Students’ preferred industry sectors of employment and their views about industry

sectors with good employment opportunities


What are students’ salary expectations compared to their knowledge of the minimum starting

salary levels of graduates?

Finding: 32% of students indicated the minimum starting salary of graduates in their preferred

job is AED 40,000 and over (‎0).

Finding: 38% of students indicated they require a salary of AED 40,000 and over before taking

a job (‎0‎Figure 16).

0%

10%

20%

30%

40%

Pro

po

rtio

n o

f st

ud

ne

ts

Preferred industry sector of employment

Industry sector with good employment opportunities

24


Figure 16 Students’ knowledge of graduate monthly salaries and their salary expectations

Observations: Salary expectations

This project found that ‘graduate salary and conditions’ is important to many students.

Monthly salaries data for selected occupations from Morgan McKinley’s Salary Guide United

Arab Emirates 201212 and Hays UAE 2012 Salary Guide13 indicate students’ salary expectations

are unrealistic (‎Table 11). In the case of Engineering/Engineering Trade occupations (which

32% of participating students have an interest in pursuing), Morgan McKinley (2012) estimated

a process engineer earns AED 12,000 a month and Hayes (2012) estimated a mechanical/

electrical engineer earns on average AED 20,000 a month.

Further evidence of students’ unrealistic salary expectations are salaries scales from the

Federal Authority of Government Human Resources. A UAE National graduate with no work

experience would typically be appointed at Level 6 and be paid a salary of AED 13,145 a

month14. In addition, the UAE Ministry of Labour had already assessed the salary scales of

graduates when it announced a minimum monthly salary of AED 12,000 for UAE Nationals with

degrees working in companies seeking to be regarded as an ‘A’ ranking company under the

Ministry’s new classification system.15

A study on the employment habits and aspirations of 60 UAE Nationals aged 18-23 years

funded by the Emirates Foundation also found that students have unrealistic salary

expectations. The study found that 30% of participants expect a monthly salary of AED 25,000

or more and a further 10% expect a monthly salary of AED 34,000-50,000.16

12 Morgan McKinley (2012). Salary Guide United Arab Emirates 2012, Retrieved December 12, 2012, from

http://www.morganmckinley.ae/news/uae-salary-guide-2012 13 Hayes (2012). Hays UAE 2012 Salary Guide, Retrieved December 12, 2012, from http://www.hays.ae/general-

content/HAYS_161041 14 The Federal Authority for Government Human Resources (2012). Cabinet Resolution #(23) for the Year 2012

Endorsing Salary Scales in Federal Government, Retrieved December 12, 2012, from

http://www.fahr.gov.ae/portal/assets/3bef41da/cabinet-resolution-23-for-the-year-2012-endorsing-salary-

scales-in-federal-government.aspx. 15 Emirates 24 I 7 (2011). Dh12,000 minimum salary for degree holders part of new company classification policy,

Retrieved December 12, 2012, from http://www.emirates247.com/news/dh12-000-minimum-salary-for-

degree-holders-part-of-new-company-classification-policy-2011-01-11-1.340750. 16 7days Abu Dhabi (2012, May 27). Youth eye big pay packet in their first job, Retrieved from

http://www.7daysinabudhabi.com/Youth-eye-big-pay-packet-job/story-16193779-detail/story.html

0%

10%

20%

30%

40%

50%

10,000 or less 10,000-19,999 20,000-39,999 40,000 and over Unsure Salary not

important

Pro

po

rtio

n o

f st

ud

ne

ts

Minimum starting salary of graduates Required salary before taking a job

http://www.morganmckinley.ae/news/uae-salary-guide-2012

http://www.hays.ae/general-content/HAYS_161041


http://www.fahr.gov.ae/portal/assets/3bef41da/cabinet-resolution-23-for-the-year-2012-endorsing-salary-scales-in-federal-government.aspx


http://www.emirates247.com/news/dh12-000-minimum-salary-for-degree-holders-part-of-new-company-classification-policy-2011-01-11-1.340750

http://www.emirates247.com/news/dh12-000-minimum-salary-for-degree-holders-part-of-new-company-classification-policy-2011-01-11-1.340750


25


Table 11 Monthly salaries for selected occupations

Occupation Monthly basic salary (AED) Level of job

Morgan McKinley (2012)

Business analyst 20,000 Newly qualified

Process engineer 12,000 Junior

Architect 18,000 Junior

Logistics coordinator 8,000 Junior

Advertising sales 10,000-12000 Coordinator

Marketing 15,000 Entry

Hayes (2012)

Accountant 15,000 Average salary

Mechanical/electrical engineer 20,000 Average salary

HR Officer 14,000 Average salary

Starting GP/doctor 25-30,000 Average salary

IT programmer 15,000 Average salary

Legal secretary 17,000 Average salary

Source: Morgan McKinley (2012) and Hayes (2012)


To what extent do secondary school students believe it will be easy or difficult to find

employment in their preferred job and industry sector?

Finding: Students were most likely to indicate that finding employment in their preferred job

and industry sector was ‘not easy or difficult’ (60% of students). More students indicated it

would be ‘difficult/very difficult’ (28% of students combined) than those who indicated it

would be ‘easy/very easy’ (10% of students combined) (‎Figure 17).

Figure 17 Ease/difficulty in finding work in preferred job and industry sector

Very difficult

7%

Difficult

21%

Not easy or

difficult

60%

Easy

8%

Very easy

2%

No response

2%

26



Do students believe there will be more or less jobs in the job of most interest to them in the future?

Finding: Half of all students (50%) indicated that there would be more jobs in the job of interest to

them in future. Only 12% of students indicated there would be fewer jobs (‎Figure 18).

Figure 18 Growth in the number of jobs of interest to students


Do students prefer to work in the public or private sector?

Finding: 48% of students indicated that they prefer to work in the public sector and 20% of

students indicated they prefer to work in the private sector (‎Figure 19).

Figure 19 Students’ preferences to work in the public or private sector

More jobs

50%

Less jobs

12%

No change

10%

Unsure

23%

No

response

5%

Public

48%

Private

20%

Unsure

30%

No

response

2%

27



Do students believe there will be more or less jobs in the public sector in the future?

Finding: 48% of students indicated that there would be more jobs in public sector in future

and 22% indicated there would be fewer jobs (‎Figure 20).

Figure 20 Growth in the number of jobs in the public sector

Observations: Preferred job and industry sector of employment

The survey aimed to gauge students’ understanding of the UAE labour market, with responses

indicating to some extent, the effectiveness of careers advice. These questions relate to:

students’ knowledge of their preferred future job and industry sector of employment e.g.

salaries, conditions, and knowledge, skills and qualifications requirements

ease/difficulty in finding work in their preferred job and industry sector of employment

awareness of Tanmia, the Government body that helps Emirati job seekers to find work

and provides them with career guidance services

minimum starting salaries of graduates in their preferred job

industry sectors with good employment opportunities

views about the growth in the number of jobs of interest to them

views about growth in the number of jobs in the public sector.

Over half of the students who have already accessed careers advice believe they have

‘good/very good’ knowledge about their preferred job and industry sector of employment.

However, responses to questions related to the labour market indicate their knowledge is

quite low. On the one hand, many students are optimistic about growth in the number of jobs

of interest to them and believe there will be more jobs in the public sector. On the other

hand, 28% of students indicated that finding work in their preferred job and industry sector of

employment would be ‘difficult/very difficult’ and 60% of students indicated it would be ‘not

easy or difficult’ (a proxy for ‘unsure’). In addition, students’ salary expectations are too high.

Combined, 56% of students were not aware of or unsure about the existence of Tanmia.

More jobs

48%

Less jobs

22%

No

change

7%

Unsure

19%

No

response

4%

28


The soon to be released Occupations and Careers Handbook for UAE Nationals17 identified

the following sectors with the most potential for sustainable employment:

Energy Resources, which includes oil, natural gas, petrochemicals, chemical and

mining/quarrying as well as renewable and sustainable energy – identified by many

students as a growth sector

Logistics and Transport, which includes aviation, aerospace, air transport, maritime, supply

chain services, passenger conveyance, and storage and warehousing

Utilities and Infrastructure, which includes communications (including

telecommunications), electricity (including renewable energy sources), engineering

services, gas, science and mathematics, utilities support and water

Building and Construction, which includes estates and assets development and

management

Manufacturing, which includes design and innovation manufacturing, process and

assembly manufacturing, pharmaceuticals, and biotechnology

and to a lesser extent:

Tourism, which includes hospitality, retail and leisure services

Business, Administration and Financial Services

Community, Health Services and Social Services.

Students indicated little interest in the important sectors of Logistics and Transport, Utilities and

Infrastructure, Manufacturing, Tourism, and Community, Health and Social Services. This

project confirmed that many students prefer to work in the public sector. Al-Ali (2008)

identified good working conditions (e.g. remuneration, job security, hours of work, work

content and generous vacations) as a key reason why many Emiratis prefer to work in the

public sector18. Al-Ali (2008) also identified barriers to UAE nationals working in the private

sector:

… a wider group of UAE underemployed [have] a negative attitude to physically

demanding work, which precludes trades such as building, roads and maintenance for

men; or domestic, nursing or other demanding roles for women. As well, in the rural and

remote parts of UAE, women’s role in the economy are traditionally restricted to

occupations were genders do not mix, such as teaching, but not nursing. Urban Emirati

women overwhelming prefer public sector employment, and generally remain

unemployed if this is not forthcoming.19

17 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers Handbook

for UAE Nationals. pp. 27-28 18 Al-Ali, J. (2007). Emiratisation: drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. Vol 28, No. 9/10. Emerald Publishing Limited, p.367-368. 19 Al-Ali, J. (2007). Emiratisation: drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. Vol 28, No. 9/10. Emerald Publishing Limited, p. 367

29


Almost half (48%) of the students indicated there would be more jobs in the public sector in

the future, and 15% of students selected the Government Services and Public Administration

sector as an industry sector with good employment opportunities. The Occupations and

Careers Handbook for UAE Nationals20 states that this sector is unlikely to emerge as a priority

industry sector:

Relative to the expansion of the other industry sectors, this sector is likely to experience

lower levels of employment growth. That is, the number of UAE Nationals in the public

sector proportionate to output (productivity performance) may decline from past

practices, however in real terms, overall public sector job numbers should rise. It is most

likely that the demand in jobs in this sector will relate to policy, regulation and quality

services. Hence, good job prospects in the public sector are most likely to emerge

across policy formulation, administration and advice; regulation and licensing,

inspection and compliance; and in quality and e-related client services.

6. IMPLICATIONS

The aim of this survey was to identify the career aspirations of students and the support they

need to help them achieve these aspirations, which includes providing them with good

knowledge of the UAE labour market in order to make well-informed study and career decisions.

Two main themes arose from the analysis of data related to the career aspirations of students.

First, there is a need to improve participation in vocational programs that lead to sustainable

careers in the private sector, particularly in the case of Emiratis.

As already discussed, many students who participated in this study prefer to work in the public

sector and believe this sector offers good employment opportunities:

48% of students prefer to work in the public sector, due likely to perceptions that working

conditions are better in the public sector than in the private sector.21

48% of students indicated there would be more jobs in the public sector in the future.

According to the soon to be released, Occupations and Careers Handbook for UAE

Nationals22, the public sector is likely to experience lower levels of employment growth

compared to the industry (growth) sectors of Energy Resources, Logistics and Transport, Utilities

and Infrastructure, Building and Construction, and Manufacturing. As stated above, increases

in public sector jobs in the areas policy, regulation and quality services are expected.

The Handbook includes profiles for 155 occupations regarded as critical, sustainable and

attractive jobs for UAE Nationals. Many of these occupations are in the private sector and

require a vocational qualification. For a list of these occupations, go to Appendix 3: Critical,

sustainable and attractive jobs for UAE Nationals.

20 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers Handbook

for UAE Nationals. pp. 27-28 21 Al-Ali, J. (2008). Emiratisation: drawing UAE nationals into their surging economy. International Journal of

Sociology and Social Policy. Vol 28, No. 9/10. Emerald Publishing Limited, pp. 367-368. 22 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers Handbook

for UAE Nationals. pp. 27-28

30


Regardless of how attractive these occupations may be to UAE Nationals, increasing their

participation in the private sector will remain a challenge for some time. Data from

GulfTalent.com (2012) shows UAE Nationals accounted for 7% of total private sector employment

in 2011 – the second lowest nationalisation rate in the Gulf region. The article, Emiratisation: The

Way Forward?23, identified two key challenges to Emiratisation in the private sector:

How to meet young Emiratis’ high, often unrealistic, expectations (confirmed by this project)

How to convince expatriates on generous salary packages that they have a responsibility

to assist in a programme of which the success will most likely leave them redundant.

HSBC’s regional head of corporate sustainability, Ammar Shams, points out the dilemma that

companies face when employing Emiratis:

[On one hand], The Emirati community is a tight-knit network of families and allegiances

and until recently who you were or knew was reflected in your position within the public

service. Gaining access to this tight circle of contacts and inside knowledge of how the

government works, whom to turn to and how to get things done, are some of the

advantages of hiring Emiratis, according to HSBC’s regional head of corporate

sustainability, Ammar Shams.

[On the other hand], “Emiratisation for any company is a business decision, not a

corporate social responsibility”, Shams told INSEAD Knowledge. “If you want to enter a

market you have to invest in that market”. That is not an inexpensive commitment. Fresh

out of university, inexperienced Emiratis can command a starting salary of more than

AED 20,000 (US$5,450) a month, with the expectation of rapid promotion.

The article acknowledges the efforts of UAE Governments in investing in self-reliance through

education, leadership training and entrepreneurial programmes. It discusses the importance

of motivating young Emiratis to want to learn the job; companies providing Emiratis with

proper training and on-the-job experience (rather than just filling quotas); and multinational

companies empowering Nationals to run their country:

“We need to find work for young Emiratis to keep them motivated and to create a

strong nation,” says one Emirati director of an Abu Dhabi government health services

agency, declining to be named given the sensitivity of the issue. “But we need to have

the best people working in the jobs. Before they take on the roles, we need to train our

young people to educate them and ensure they want to be trained and are prepared

to learn the job”.

Young Emiratis, too, say that while companies can be forced to take on extra nationals

they can’t be forced to accept them. Amnah bin Bahar, a trainee commercial

manager, says there is already a feeling among Emiratis that private-sector companies

are going through the motions, filling quotas rather than offering Emiratis proper training

and on-the-job-experience. “While it’s good to have an advantage on getting a job,

there is a downside in how you are treated once you’re in the position,” she says.

23 Instead Knowledge (2011, July 25). Emiratisation: The way forward?

http://knowledge.insead.edu/economics-politics/emiratisation-the-way-forward-1346


31


Stephan Schubert, Affiliated Professor of Strategy at INSEAD’s Abu Dhabi campus, says it

is time foreign businesses reassessed their attitude to Emiratisation and realised their

positions within the country were always going to be temporary. “The definition of

Emiratisation depends on where you’re sitting,” he notes. “Multinational companies

tend to look at it as a tax you have to pay for working in the region. If you are in the

public sector you will view it as a priority, something that must be done to build the

nation. It is empowering nationals to run the country”.

To read this informative article, go to Appendix 4: Emiratisation: The way forward?

The article, Salaries for Emiratis can be a national road block24, also discusses the difficulty in

attracting Emirati graduates to the private sector due to higher salaries in the public sector.

Eisa Ali Za-abi, deputy general manager of the Emirates Institute for Banking and Finance

argued that although UAE Nationals may have high expectations joining the public sector, the

reality is different:

He [Eisa Ali Za-abi] said fresh graduates face limited teamwork, irregular follow up on

discipline and punctuality, no culture of long working hours, a lack of mentors, unclear

career progression and competition with expatriates.

The same article includes comments from Hanan Al Fardan from the Knowledge and Human

Development Authority's Higher Education Department that high entry level salaries were not

applicable to all entry level positions for Emirati graduates.

Second, there is a need to improve students’ access to careers advice and to deliver this

advice in a way that improves their knowledge of the UAE labour market.

In terms of access to careers advice, it is concerning that around 30% of secondary school

students who participated in this project have never accessed careers advice. On the

positive side, many students who have accessed careers advice felt this advice was effective

and that they would access it again in the future. Some students who were dissatisfied with

the careers advice indicated they would not or were unsure if they would access careers

advice again.

This project has a particular interest in finding out students’ level of knowledge of the UAE

labour market because of its importance in helping them to make well-informed study and

career decisions. Effective careers advice should increase students’ awareness of the

occupations and industry sectors that provide good employment opportunities. Students must

also know about careers services offered outside of educational institutions.

Almost half of the students (49%) indicated they have ‘good/very good’ knowledge about

their preferred job and industry sector of employment. This project also found that students

who have accessed careers advice indicated a higher level of understanding of their

preferred future job and industry sector of employment than those students who have not

accessed careers advice. However, students’ responses to survey questions related to the

labour market indicate their level of knowledge of their preferred job and industry sector of

employment is lower than they perceive it to be as indicated by the following findings:

24 Gulf News.com (2011, April 27). Salaries for Emiratis can be a career road block. Retrieved from

http://gulfnews.com/news/gulf/uae/employment/salaries-for-emiratis-can-be-a-career-road-block-1.799599


32


Many students have unrealistic salary expectations in terms of the salary of graduates in their

preferred jobs and the minimum salary they expect to receive before accepting a job.

Some students even want a salary that is above what they believe a graduate in their

preferred job would earn. Notable findings from salary expectation questions are as follows:

25% of students were ‘unsure’ about the starting salary of graduates in their preferred job.

38% of students expect a minimum monthly starting salary of AED 40,000 and over

before taking a job.

Secondary students indicated the ‘availability of a good job after graduation’ was the

main factor influencing their decision to select a course. Yet their responses to questions

about a) the ‘ease/difficulty’ in finding work in their preferred job; b) changes to the

number of jobs of interest to them; and c) industry sectors that offer good employment

opportunities suggest many students do not know if their preferred course would actually

provide a ‘good job after graduation’:

29% of secondary school students indicated it would be ‘difficult/very difficult’ to find

work in their preferred job. A further 60% of secondary school students were ‘unsure’

given they responded ‘not easy or difficult’ to this question.

50% of secondary school students indicated the number of jobs of interest to them

would increase in the future. The remaining students indicated ‘less jobs’, ‘no change’

or ‘unsure’.

Generally, students were not able to identify growth sectors with good employment

opportunities and/or narrow down their response to a couple of sectors. Many students

were not interested in pursuing jobs in the growth sectors of Logistics and Transport,

Utilities and Infrastructure, Manufacturing, Tourism, and Community, Health and Social

Services (probably due to a lack of awareness of opportunities in these sectors).

Research on the disparity in salary and conditions between the public and private sectors was

beyond the scope of this project suffice to suggest unless this matter is addressed the number of

UAE Nationals seeking employment will continue to rise whilst expatriates at lower salary costs will

dominate the private sector. The dichotomy is that there will always be more jobs than there are

UAE Nationals. Engaging their interest in the productive, innovative and entrepreneurship

(private) sector of the economy requires innovative initiatives and support systems.

Many students indicated they have received careers advice from sources outside of

educational institutions. Family/friends and careers events/fairs are key sources of advice. This

project did not investigate the effectiveness of each source in providing students with timely

information about the UAE labour market. In the case of parents as a source of advice, a UK

study by Batterham and Levesley (2011) found that:

Parents lack the confidence to advise their children on vocational qualifications,

despite high levels of confidence advising on education and employment. This suggests

that parents are not able to support their children taking vocational options as

effectively as for other routes.25

25 Batterham, J. & Levesley, T. (2011). New directions: Young people’s and parents’ views of vocational




33


Their study also found that parents who are ‘confident’ in giving their children information and

advice about education and employment a) held a Bachelor degree or higher; b) already

had children in employment, education or training; and c) were not from minority groups.

The scope of this project did not cover identifying the range of careers services available in

the UAE. It did find though that many secondary school students could access careers advice

at school and that there are initiatives in place that promote vocational occupations. For

example, Dubai’s vocational education and guidance (academic counsellors) project for

public schools, the annual Najah Education and Training Exhibition and Careers Fair, and the

soon to be released Occupations and Careers Handbook for UAE Nationals.

This project has identified a need for careers services and initiatives that inform students about

the UAE labour market. These services and initiatives must also be packaged and delivered in

a way that meets student preferences:

49% of secondary students want to receive careers advice directly from employers.

43% of secondary students want to be mentored by someone who is working in a job of

interest to them.

Only 24% of secondary students prefer printed materials, with a greater proportion of

students preferring text-based materials to be available online.

There is also a need to raise both students’ and parents’ awareness of the importance of

careers advice and the availability of careers advice inside and outside educational

institutions. Educational institutions must have careers advisors who can provide students with

up-to-date information of the labour market. Institutions need resources to broker

opportunities for students to interact directly with employers. Employers should take a more

active role in creating authentic work experience opportunities for students.

7. A NATIONAL CAREERS STRATEGY FOR THE UAE

This project identified several opportunities for further research that would explore in more

depth some of the findings generated from this project. One of these opportunities is a

national careers strategy for the UAE.

Is it important to educate students (particularly UAE Nationals) about critical, sustainable and

attractive jobs in the private sector. This must occur as early as possible in secondary schools

so that students can select a) the right subjects before starting their secondary school

certificate; b) select the right course if they decide to pursue further study; and c) look for the

right job after finishing school or graduating from further study. There must be effective

channels in place that communicate employer demand and needs to students.

A national careers strategy would link careers services and initiatives together to ensure they

are “singing the same song” when it comes to promoting critical, sustainable and attractive

career opportunities in the UAE. This strategy must consider the challenges facing

Emiratisation in the UAE, in particular how to address young Emiratis’ unrealistic expectations

and how to convince foreign businesses that they have a responsibility to provide Emiratis

with proper training and on-the-job experience. The public sector is also responsible for

creating a work culture that instills in Emirati graduates a work ethic similar to that required in

the private sector.

34


This project recommends further research in the form of a feasibility study for a UAE national

careers strategy that aligns to the economic visions of the country (e.g. UAE Vision 2021) for

consideration by policy makers. In order to identify the features of a national careers strategy,

the feasibility study would build on findings from this project to find out:

community awareness of the a) UAE labour market, b) importance of careers advice and

c) availability of careers services (note: community includes students, parents, educators,

industry and government)

how to best deliver publicly available and up-to date information about sustainable

careers in the UAE labour market

the ability of careers advisors in educational institutions to effectively communicate labour

market needs to students

types of initiatives that would enable students to interact effectively with industry during

their study period e.g. work placements, mentoring programs, industry visits, etc.

the currency of study programs in light of changing industry needs and trends

the most effective employer-to-institution relationships that enhance the employability

outcomes of graduates

the types of collaborative stakeholder mechanisms that bring together industry,

government, education and training providers, individuals and community stakeholders to

collectively develop and maintain the most current labour market and education and

training system information.

The study would propose elements of a national careers strategy, such as those shown

in ‎Figure 21 below.

Figure 21 Elements of a national careers strategy

35


8. CONCLUSION

Given the young population and large numbers of graduates entering the job market

annually, creating opportunities for UAE nationals continues to be a top priority for the

country. However, there remain sizable variances in both the outlook and approach to

developing the skills of students. The high rates of unemployment among recent graduates

may indicate a mismatch between the skills needed in the labour market and those acquired

by graduates. This mismatch has typically been attributed to the existing education and

training system being unable to appropriately prepare students for the ever-changing 21st

century global economy (International Labour Organization (2009)26; Keevey, Chakroun and

Deij (2011)27; OECD (2007)28.

The UAE has successfully expanded primary and secondary education; however, there is

general acknowledgment that the quality of the primary and secondary education systems

have room for growth to match and exceed international standards. For example, many

secondary school graduates are unable to enter the labour market as they lack the required

skills and many are unable to pursue undergraduate education without foundation or bridge

programs. According to PA Consulting (2009)29, different forms of evidence validate these

concerns:

Low levels of performance on internationally benchmarked student assessments; low

shares of students whose studies at the secondary and post-secondary level concentrate

in the critical fields of science, mathematics, engineering, and technology; and low rates

of obtaining postsecondary degrees.

PA Consulting (2009) recommended that students should have greater access to a mix of

subjects (including vocational programs) and facilities to accommodate these subjects

(including practical elements). Career counselling should provide students with a sufficient

understanding of post-school options and the link between what is studied at school and

future work.

Despite these challenges, secondary education plays a vital role in the development process

the UAE is undergoing at all levels.

26 International Labour Organization. Global Employment Trend (2009). Retrieved December 6, 2011, from

http://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/documents/publication/wcms_101461.pdf

27 Keevey, J., B. Chakroun, B. & Deij, A. (2011). Transnational Qualifications Frameworks. The European Training

Foundation. Retrieved December 4, 2011, from

http://www.etf.europa.eu/webatt.nsf/0/720E67F5F1CC3E1DC125791A0038E688/$file/Transnational%20qualificat

ions%20frameworks.pdf

28 Organisation for Economic Co-operation and Development (2007). Qualifications Systems: Bridges to Lifelong

Learning. Retrieved October 21, 2013, from

http://www.oecd.org/edu/highereducationandadultlearning/qualificationssystemsbridgestolifelonglearning.htm 29 PA Consulting (2009). Curriculum Reform Program - A case for change.


http://www.etf.europa.eu/webatt.nsf/0/720E67F5F1CC3E1DC125791A0038E688/$file/Transnational%20qualifications%20frameworks.pdf


http://www.oecd.org/edu/highereducationandadultlearning/qualificationssystemsbridgestolifelonglearning.htm

36


APPENDIX 1: METHODOLOGY

The project used an analytical framework consisting of three integrated elements:

Research questions as well as hypotheses and variables for selected research questions.

Research questions were grouped into the following categories: Study decisions and

intentions, careers advice, and preferred job and industry sector of employment.

Data collection via a 33-question online secondary school survey using Key Survey

software. Five students piloted the survey.

Data analysis that involved:

initial diagnostic screening of items to transform variables to form dichotomous or

trichotomous variables as required for significance testing

descriptive analysis using frequencies, cross tabulations, and the chi-square test for

independence for significance testing.

Researchers used a stratified sampling approach based on type of school (public vs. private),

location (Emirate), gender and grade (10, 11 or 12). Researchers set up a database to

generate mail merge letters posted to principals at selected secondary schools. Where

possible, follow up emails were sent to principals who did not respond to the survey. An NQA

Arabic-speaking staff member also followed up by calling several public schools. Although the

survey attracted 803 returns instead of the target of 960 returns, the number of returns was

sufficient for significance testing.

To meet NQA ethics requirements, the letters/emails sent to schools represented plain

language statements. The survey did not include questions that asked students to provide

their name or contact details. As a result, their identities were not disclosed. Given that most

of the secondary school students were under 18 years of age, schools also received an

"opt-out form to send to parents to complete if they did not want their child to complete the

survey. Researchers had to obtain clearance from the Abu Dhabi Education Council and the

Ajman Education Zone to administer the survey in public schools in Abu Dhabi and Ajman

respectively.

The main limitation related to survey returns. The significantly higher than expected number of

returns from males (86% of returns) due to strong participation by male students from Applied

Technology High Schools, affected the analysis of data by gender to some extent. Only one

student from Umm Al Quwain completed the survey despite researchers eventually

contacting all schools in this Emirate.

37


APPENDIX 2: SECONDARY SCHOOL SURVEY

Data collected from this survey will provide the National Qualifications Authority (NQA), Federal

Demographic Council and other interested bodies with information about the careers aspirations

of secondary school students in the UAE as well as the support they need to help them achieve their

aspirations. The NQA will then suggest ways to help students learn more about the range of real-world

occupations with excellent employment prospects. As the survey does not ask for your name, your

identity is anonymous. If you have any questions about the survey, contact NQA's Research and

Development Unit ([email protected] or 9712 815 6622) or send a letter to the Research and

Development Unit, National Qualifications Authority, P.O. Box 63003, Abu Dhabi.

ن الجهات المعنية على تهدف البيانات التي سيتم جمعها من هذا االستبيان الى مساعدة الهيئة الوطنية للمؤهالت والمجلس االتحادي للتركيبة السكانية وغيرها م

لوظيفية لطلبة الثانوية العامة في الدولة وبالتالي توفير الدعم لهؤالء الطلبة لتحقيق تلك الطموحات. اذ ستقوم الهيئة اإلطالع من كثب على طبيعة وحجم الطموحات ا

بتحليل تلك البيانات ومن ثم اقتراح طيف واسع من المهن التي تشكل فرصاً وظيفية رائعة لهؤالء الطلبة مستقبالً

. يطلب من الطلبة اإلفصاح عن أسمائهم أو أي بيانات أخرى كما نود التنويه هنا أن هذا اإلستبيان لن

في حال وجود أي استفسار خاص باالستبيان ،يرجى التواصل مع الدكتورة ساندرا هوكا في الهيئة الوطنية للمؤهالت على :

[email protected]: البريد االلكتروني

رقم الهاتف :97128156622

والذي سيقدم لجميع المعنيين وال يسعنا في النهاية ، سوى تقديم الشكر الجزيل لكم بالنيابة عن الهيئة الوطنية للمؤهالت على وقتكم الثمين الستكمال هذا االستطالع

الفائدة الكبيرة التي تصب في صالح التعليم في دولة اإلمارات العربية المتحدة

SECTION 1: ABOUT YOU/ معلومات عامة عنك

1. School name / اسم المدرسة

2. Emirate

Abu Dhabi

Ajman

Dubai

Fujairah

Ras Al Khaimah

Sharjah

Umm Al Quwain

3. City / املدينة

4. Gender / الجنس

Male / ذكر

Female / أنثى



38


5. Age (years) / العمر

14 years / 14 سنة



17 years / 17 عاما


Other / أخرى

6. Grade / الصف

Grade 10 / العاشر

Grade 11 / الحادي عشر

Grade 12 / الثاني عشر

7. Nationality / الجنسية

Emirati / إماراتي

Non-Emirati / جنسية أخرى

SECTION 2: YOUR STUDY AND CAREER INTENTIONS / الوضع ادلرايس والطموحات الوظيفية

8. Straight after finishing school do you intend to / مباشرةإنني أرغب وبعد اإلنتهاء من المدرسة :أن

Study at a university or college / ألتحق بالجامعة أو الكلية

Study at a vocational institute / ألتحق بمعهد مهني

Get a job / الحصول على وظيفة

Get a job and be trained while working / الحصول على وظيفة مع التدريب أثناء العمل

Have a break for a year or more (e.g. travel, family reasons) / الحصول على فترة راحة لمدة عام أوأكثر ألسباب

(مثل )السفر أو لظروف عائلية ، أو غيرها

Unsure / غير متأكد

Other / أخرى

39


IF YOU INTEND ON UNDERTAKING FURTHER STUDIES after completing school or in the near future (next one

to two years), answer Questions 9, 10, 11 and 12. If you do NOT intend to undertake further studies, go to

Question 13.

. 12و 11و 10و 9نتهاء من المدرسة مباشرة أو في المستقبل القريب )بعد سنة إلى سنتين(، يرجى اإلجابة على األسئلة اذا كنت تنوي استكمال دراستك بعد اال

13أما إذا كنت ال تنوي استكمال دراستك، انتقل مباشرة إلى السؤال

9. What is your preferred subject area/field of study? / ضل لديك؟ما هو التخصص الدراسي المف

Education / التعليم

Humanities / العلوم اإلنسانية

Arts (e.g. fine arts, performing arts, visual arts) / Arts e.g. fine arts, performing arts, visual arts / الفنون الفنون الجميلة مثل: الفنون المسرحية، الفنون البصرية

Social and behavioural science e.g. psychology / العلوم االجتماعية والسلوكية مثل علم النفس

Journalism and information e.g. library studies / الصحافة واإلعالم مثل علم المكتبات

Business and administration e.g. banking, HR, marketing / األعمال المصرفية، والموارد البشرية والتسويق إدارة األعمال مثل

Law / القانون

Life/physical sciences / العلوم الفيزيائية والحياتية

Mathematics and statistics / الرياضيات واإلحصاء

Computing and IT / علوم الحاسوب ونظم المعلومات

Engineering and engineering trades / الهندسة والمهن الهندسية

Manufacturing and processing / التصنيع

Architecture /الهندسة المعمارية

Agriculture, forestry and fishery / الزراعة وصيد األسماك

Health e.g. medicine, dentistry and nursing / في ذلك الطب،طب األسنان والتمريضالصحة بما

Social work and social care e.g. disabled, youth / العمل االجتماعي والرعاية االجتماعية مثل رعاية الشباب وذوي اإلحتياجات الخاصة

Personal services e.g. hospitality, tourism, beauty / والتجميلالخدمات الشخصية مثل الضيافة، السياحة

Transport e.g. shipping, airlines, roads / النقل والمواصالت مثل الشحن ، الطيران ، الطرق

Environmental protection / حماية البيئة

Security services e.g. armed forces, firefighting, police / الشرطةالخدمات األمنية مثل القوات المسلحة، مكافحة الحرائق ،


Other / أخرى

10. How confident do you feel about undertaking independent study and research? ما هو مدى ثقتك بقدرتك الذاتية على إجراء البحوث والدرسات بشكل مستقل؟

Not confident at all / ،أعتد أن أكون مسؤوالً عن اختيار برنامجي الدراسي بمفرديلم لست واثقاً على االطالق

Somewhat confident / ًواثق إلى حد ما، عادًة ما أكون قادراً على الدراسة دون دعم لكني أحتاج إلى اإلرشاد أحيانا

Confident / واثق

Very confident / واثق تماما ً: اعتدت على الدراسة المستقلة


40


11. What is important to you when selecting a course? You may select more than one (1).

ماهي األبعاد الرئيسة التي تحدد اختيارك لبرنامج الدراسة الخاصة بك؟ من الممكن تحديد أكثر من خيار واحد

Close to home / القرب من المنزل

Family wishes / أن يكون مطابقاً لرغبات العائلة

A course offered at a particular institution / أن يتم طرح البرنامج الدراسي في مؤسسة خاصة

Reputation of a particular institution / السمعة الجيدة للمؤسسة التعليمية

Entry requirements or standards / متطلبات ومعايير القبول

Opportunity to study overseas later / ًتوفر فرصة الدراسة بالخارج الحقا

Availability of a good job when you graduate / توفر الوظيفة المناسبة بعد التخرج

Graduate salary and conditions / الراتب المقترح بعد التخرج

Status / المكانة اإلجتماعية المترتبة على هذا التخصص


Other / أخرى

12. Will you undertake a foundation course as part of your further studies? هل ستقوم بااللتحاق في أي من البرامج التأسيسية كجزء من دراستك المستقبلية؟

Yes / نعم

No / ال


SECTION 3: PREFERRED FUTURE INDUSTRY OF EMPLOYMENT AND JOB / القطاعات الصناعية املفضةل مس تقبالً للتوظيف

13. In the future, what industry would you most like to work in? / ماهو القطاع الصناعي الذي ترغب العمل به مستقبالً؟

Government services and public administration (includes Defence & Policing) / الخدمات الحكومية واالدرة العامة

Community, health and social services / المجتمع والصحة والخدمات االجتماعية

Business, administration and financial services / إدارة األعمال والخدمات المالية

Tourism, hospitality, retail and leisure services / السياحة والضيافة وبيع التجزئة والترفيه والخدمات المنزلية

Arts, culture and entertainment / الثقافة والفنون والترفيه

Education, learning, and social development / التربية والتعليم والتنمية االجتماعية

Building/construction, estates & assets development/management / البناء والتعمير وتطوير ابنية التحتية وإدارة المرافق والممتلكات

Utilities and infrastructure / البنية التحتيةمرافق

Energy resources – oil, natural gas, petrochemical, chemical, and mining/quarrying / مصادر الطاقة– النفط والغاز الطبيعي والبتروكيماويات والمعادن

Manufacturing / التصنيع

Logistics and transport / اإلمداد والنقل

Agriculture, livestock and fishery / الزراعة والثروة الحيوانية والسمكية


Other / أخرى

41


14. In the future, what job would you most like to do? / ما هو نوع العمل الذي تحب القيام به مستقبالً؟

15. How difficult/easy will it be to find employment in your preferred job and industry? ما هو مدى صعوبة أو سهولة الحصول على وظيفة ضمن قطاع العمل المفضل لديك ؟

Very difficult / ًصعب جدا

Difficult / صعب

Not easy or difficult / ليس من السهل أو الصعب

Easy / سهل

Very easy / جداً سهل

16. Would you prefer to work in the public or private sector? / هل تفضل العمل في القطاع العام أم القطاع الخاص؟

Public sector / القطاع العام

Private sector / القطاع الخاص


17. Please explain your answer to the above question / يرجى توضيح إجابتك على السؤال السابق

18. What is the minimum starting (monthly) salary you would accept before taking a job? / ما هو الحد األدنى للراتب الذي يمكن أن تقبل به قبل قبولك للوظيفة؟

Less than 5,000 AED per month / درهم شهرياً 5000أقل من

5,000-9,999 AED per month / 9,999إلى 5000من ً درهم شهريا

10,000-19,999 AED per month / درهم شهرياً 19,000إلى 10,000من


40,000 AED and over per month / 40,000 ً درهم وأكثر شهريا

Starting salary is not important to me / لست مهتماً كثيراُ بالراتب المبدئي لي


19. How important are the following subjects to your future career? / الدراسية التالية على مستقبلك المهني؟ ما مدى أهمية المواد

Not

important / غير مهم

Somewhat

important / مهم إلى حد ما

Important / مهم

Very

important / مهم جداً


Arabic / اللغة العربية

English / اللغة اإلنجليزية

Maths / الرياضيات

Science / العلوم

20. Are there other subjects that are important to your future career?

تؤثر على مستقبلك الوظيفي؟ هل هناك اي مواد دراسية أخرى تعتقد أنها

42


SECTION 4: CAREERS ADVICE / الإرشاد الوظيفي

21. Have you received careers advice at your school? / هل حصلت على أي إرشاد وظيفي خالل فترة دراستك؟

Yes / نعم

No / ال


My school doesn’t offer careers advice / اليوجد أي نوع من اإلرشاد الوظيفي في مدرستي

IF YOU HAVE RECEIVED CAREERS ADVICE AT SCHOOL, answer Questions 22, 23 and 24. If you have NOT

received careers advice at school, go to Question 25.

22، أما اذا لم تكن قد حصلت عليه ، فالرجاء التوجه مباشرة إلى السؤال 22و 22و 22إذا كنت قد تلقيت إرشاداً وظيفياً في المدرسة، يرجى اإلجابة على األسئلة

22. How did you receive this careers advice? You may select more than one (1).

كيف تلقيت اإلرشاد الوظيفي؟ من الممكن تحديد أكثر من خيار واحد

Careers advisor at schools / من خالل المرشد الوظيفي في المدرسة

Careers event/fair / من خالل معارض التوظيف

Printed information (e.g. booklets) / من خالل المطبوعات مثل الكتيبات

Visits to/by employers / الزيارات إلى أو من قبل أصحاب العمل

From family and friends / من العائلة أو األصدقاء

Other / أخرى

23. How effective was this advice in help you to select your subjects at school?

ما مدى فعالية مثل هذه النصيحة في مساعدتك الختيار المواضيع الخاصة بك في المدرسة؟

Highly ineffective / غير فعالة للغاية

Ineffective / غير فعال

Not effective or ineffective / ليست فعالة أو غير فعالة

Effective / فعال

Highly effective / فعالة للغاية

24. How effective was this advice in helping you to decide on your future studies and/or your

preferred future job?

وتقديم المشورة المهنية في مساعدتك التخاذ القرار الخاص عن دراستك أو عملك في المستقبل؟ما مدى فعالية

Highly ineffective / غير فعالة للغاية

Ineffective / غير فعال

Not effective or ineffective / ليست فعالة أو غير فعالة

Effective / فعال

Highly effective / للغاية فعالة

43


25. What is the likelihood that you will receive careers advice in the near future? ما هي احتمالية حصولك على استشارة مهنية في المستقبل القريب؟

Highly unlikely / من المستبعد جدا

Unlikely / من غير المحتمل

Not likely or unlikely / من المرجح أو من المرجح ليس

Likely / على األرجح

Highly likely / من المرجح جدا

IF YOU ARE INTERESTED IN RECEIVING CAREERS ADVICE AT SCHOOL, answer Questions 25 and 26. If you

are NOT interested in receiving careers advice, go to Question 27.

كنت مهتماً للحصول على اإلرشاد الوظيفي في المدرسة، يرجى االجابة علىذا إ 27 . أما إذا كنت ال ترغب بذلك ، انتقل إلى السؤال22و 22األسئلة و

26. At what age/grade would careers advice be most helpful to you? رشاد الوظيفي مفيداً لك؟ماهي المرحلة العمرية/ الدراسية التي تتوقع ان يكون اإل

Before age 10/Grade 5 / قبل سن العاشرة / الصف الخامس

Age 11-14/Grades 7-10 / ما بين سن الحادي عشر والرابعة عشر / الصفوف السابع إلى العاشر

Age 14+/After Grade 10 / فوق سن الرابعة عشر / بعد الصف العاشر


27. How would you like to receive careers advice? You may select more than one (1). ما هي الطريقة التي تفضلها للحصول على اإلرشاد الوظيفي؟

Websites / المواقع االلكترونية

Social networking sites (e.g. Facebook, Twitter) / :التويتر والفيس بوكالمواقع اإلجتماعية مثل )

Television/radio / التلفاز / الراديو

Printed materials (e.g. booklets) / المطبوعات

Careers advisors in educational institutions / مستشاري الوظائف في المؤسسات التعليمية

Dedicated careers centres in each Emirate / الوظائف المخصصة في كل إمارةمراكز

Careers events/fairs / معارض التوظيف

Direct from employers / مباشرة من اصحاب العمل مثل تلقي الخبرة العملية ، الزيارة إلى أو من قبل أصحاب العمل وحضور المعارض الصناعية

Being mentored by someone who is working in a job of interest to you اإلرشاد من قبل شخص يعمل في وظيفة مفضلة لدي

Other / أخرى

28. How would you rate your level of knowledge about the future job you want to do and industry you want

to work in? e.g. number of employers and jobs, working conditions, knowledge, skills and qualifications

needed for the job, etc.

عدد الوظائف وأصحاب العمل ما هو مستوى معرفتك بمتطلبات الوظيفة أو القطاع الصناعي الذي تود العمل فيه مستقبالً ؟ على سبيل المثال الخاصة الظروف /

للحصول على الوظيفة، الخبالعمل /المعارف والمهارات والمؤهالت المطلوبة

Very low / منخفض جدا

Low / منخفض

Average / متوسط

Good / جيد

Very good / جيد جدا

44


29. What is the minimum starting (monthly) salary for a graduate in your preferred job?

كخريج،وفي الوظيفة المفضلة لديك؟ما هو الحد األدنى للراتب الشهري المتوقع لك

Less than 5,000 AED per month / درهم شهرياً 5000أقل من

5,000-9,999 AED per month / 9,999إلى 5000من ً درهم شهريا



40,000 AED and over per month / 40,000 ً درهم وأكثر شهريا


30. If you know the minimum starting (monthly) salary for your preferred job, how did you find it out? لوظيفتك المفضلة )يرجى االجابة في حال كنت تعرف قيمة الراتب(؟كيف تجد الراتب الشهري والمبدئي

31. Are you aware of Tanmia, the government body that helps Emirati job seekers and provides

careers guidance services?

وتقديم خدمات اإلرشاد الوظيفي لهم؟ المواطنين الباحثين عن العمل الهيئة الحكومية التي تعمل على مساعدة -"هل سبق لك ان سمعت عن هيئة "تنمية

Yes / نعم

No / ال


SECTION 5: FUTURE DEMAND FOR JOBS / الرغبة املس تقبلية يف احلصول عىل الوظائف

32. In the future, which of the following industries do you think will provide good employment opportunities in

the UAE? You may pick more than one (1).

يمكنك تحديد أكثر من خيار واحد من برأيك من القطاعات الصناعية التالية سيقوم مستقبالً بتوفير فرص العمل المناسبة في الدولة ؟

Government services and public administration (includes Defence & Policing) / الخدمات الحكومية واالدرة العامة

Community, health and social services / المجتمع والصحة والخدمات االجتماعية

Business, administration and financial services / والخدمات الماليةإدارة األعمال

Tourism, hospitality, retail and leisure services / السياحة والضيافة وبيع التجزئة والترفيه والخدمات المنزلية

Arts, culture and entertainment / الثقافة والفنون والترفيه

Education, learning, and social development / والتنمية االجتماعية التربية والتعليم

Building/construction, estates & assets development/management / البناء والتعمير وتطوير ابنية التحتية وإدارة المرافق والممتلكات

Utilities and infrastructure / مرافق البنية التحتية

Energy resources – oil, natural gas, petrochemical, chemical, and mining/quarrying / مصادر الطاقة– النفط والغاز الطبيعي والبتروكيماويات والمعادن

Manufacturing / التصنيع

Logistics and transport / اإلمداد والنقل

Agriculture, livestock and fishery / الزراعة والثروة الحيوانية والسمكية


Other / أخرى/ الرجاء تحديدها

45


33. In the future, how many jobs do you think will be available in the job of most interest to you?

See Question 14 for your preferred job.

التي تفضل العمل بها برأيك سيكون متوفراً مستقبالً؟كم من الوظائف والخاص بالعمل المفضل لك 42الرجاء الرجوع للسؤال

More jobs / وظائف أكثر

Less jobs / وظائف أقل

No change - same number of jobs as now / ًال تغيير نفس عدد فرص العمل الموجودة حاليا

Unsure / متأكدلست

34. In the future, do you think there will be more or less jobs in the public (government) sector?

هل تتوقع مستقبالً، توفر عدد أقل أم أكثر من الوظائف في القطاع الحكومي؟

More jobs / وظائف أكثر

Less jobs / وظائف أقل

No change - same number of jobs as now / ًال تغيير نفس عدد فرص العمل الموجودة حاليا

Unsure / لست متأكد

35. Do you have any final comments? / ؟هل لديك أي تعليقات أخرى

46


APPENDIX 3: CRITICAL, SUSTAINABLE AND ATTRACTIVE JOBS FOR UAE

NATIONALS30

No. Occupation Vocational

qualifications

1 Accountants

2 Accounting and bookkeeping clerks

3 Accounting associate professionals

4 Administrative and executive secretaries

5 Advertising and marketing professionals

6 Advertising and public relations managers

7 Aged care services managers

8 Air conditioning and refrigeration mechanics

9 Air traffic controllers

10 Air traffic safety electronics technicians

11 Aircraft engine mechanics and repairers

12 Aircraft pilots and related associate professionals

13 Announcers on radio, television and other media

14 Aquaculture and fisheries production managers

15 Archivists and curators

16 Authors and related writers

17 Bank tellers and related clerks

18 Biologists, botanists, zoologists and related professionals

19 Building architects

20 Business services agents not elsewhere classified

21 Business services and administration managers not elsewhere classified

22 Buyers/Purchasing Specialists

23 Carpenters and joiners

24 Cartographers and surveyors

25 Chemical engineering technicians

26 Chemical engineers

27 Chemical processing plant controllers

28 Child care services managers

29 Civil engineering technicians

30 Civil engineers

31 Commercial sales representatives

32 Computer network and systems technicians

33 Conference and event planners

34 Construction managers

35 Construction supervisors

36 Crane, hoist and related plant operators

37 Creative and performing artists not elsewhere classified

38 Credit and loans officers

30 Ministry of Presidential Affairs and National Qualifications Authority (in press). Occupations and Careers

Handbook for UAE Nationals.

47



qualifications

39 Dieticians and nutritionists

40 Draughtspersons

41 Economists

42 Education managers (e.g. Principals)

43 Education methods specialists

44 Electrical engineering technicians

45 Electrical engineers

46 Electronics engineering technicians

47 Electronics engineers

48 Engineering professionals not elsewhere classified

49 Environmental and occupational health and hygiene professionals

50 Environmental and occupational health inspectors and associates

51 Environmental engineers

52 Environmental protection professionals

53 Film, stage and related directors and producers

54 Finance managers

55 Financial analysts

56 Financial and insurance services branch managers

57 Financial and investment advisers

58 Fitness and recreation instructors and program leaders

59 Freight handlers

60 Gallery, museum and library technicians

61 Generalist medical practitioners

62 Geologists and geophysicists

63 Government licensing officials

64 Graphic and multimedia designers

65 Health associate professionals not elsewhere classified

66 Health care assistants

67 Health professionals not elsewhere classified

68 Health services managers

69 Hotel managers

70 Human resource managers

71 Industrial and production engineers

72 Information and communications technology operations technicians

73 Information and communications technology sales professionals

74 Information and communications technology service managers

75 Interior designers and decorators

76 Journalists

77 Lawyers

78 Legal and related associate professionals

79 Legal professionals not elsewhere classified

80 Legal secretaries

81 Librarians and related information professionals

48



qualifications

82 Library clerks

83 Locomotive engine drivers

84 Management and organization analysts

85 Managing directors and chief executives

86 Manufacturing supervisors

87 Mathematicians, actuaries and statisticians

88 Mechanical engineering technicians

89 Mechanical engineers

90 Medical and pathology laboratory technicians

91 Medical secretaries

92 Metal production process controllers

93 Mining engineers, metallurgists and related professionals

94 Nursing associate professionals

95 Nursing professionals

96 Office supervisors

97 Other artistic and cultural associate professionals

98 Other language teachers

99 Paramedical practitioners

100 Personnel and careers professionals

101 Petroleum and natural gas refining plant operators

102 Pharmacists

103 Photographers

104 Physical and engineering science technicians not elsewhere classified

105 Plasterers

106 Plumbers and pipe fitters

107 Policy administration professionals

108 Policy and planning managers

109 Power production plant operators

110 Primary school teachers

111 Print finishing and binding workers

112 Product and garment designers

113 Professional services managers not elsewhere classified

114 Psychologists

115 Public relations professionals

116 Railway brake, signal and switch operators

117 Real estate agents and property managers

118 Regulatory government associate professionals not elsewhere classified

119 Research and development managers

120 Retail and wholesale trade managers

121 Sales and marketing managers

122 Secondary education teachers

123 Senior government officials

124 Senior officials of special-interest organizations

49



qualifications

125 Services managers not elsewhere classified

126 Ships’ deck officers and pilots

127 Social welfare managers

128 Social work and counselling professionals

129 Social work associate professionals

130 Sociologists, anthropologists and related professionals

131 Software and applications developers and analysts not elsewhere classified

132 Special needs teachers

133 Specialist medical practitioners

134 Sports coaches, instructors and officials

135 Statistical, finance and insurance clerks

136 Statistical, mathematical and related associate professionals

137 Stock clerks

138 Supply, distribution and related managers

139 Survey and market research interviewers

140 Systems administrators

141 Systems analysts

142 Teachers’ aides

143 Teaching professionals not elsewhere classified

144 Telecommunications engineering technicians

145 Telecommunications engineers

146 Town and traffic planners

147 Training and staff development professionals

148 Travel guides

149 University and higher education teachers

150 Veterinarians

151 Veterinary technicians and assistants

152 Visual artists

153 Vocational education teachers

154 Web and multimedia developers

155 Welders and flamecutters

50


APPENDIX 4: EMIRATISATION: THE WAY FORWARD?31

Two challenges

There are challenges on two fronts: how to meet young Emiratis’ high, often unrealistic,

expectations; and how to convince expatriates on generous salary packages that they have a

responsibility to assist in a programme of which the success will most likely leave them redundant.

The Emirati community is a tight-knit network of families and allegiances and until recently who you

were or knew was reflected in your position within the public service. Gaining access to this tight

circle of contacts and inside knowledge of how the government works, whom to turn to and how

to get things done, are some of the advantages of hiring Emiratis, according to HSBC’s regional

head of corporate sustainability, Ammar Shams.

“Emiratisation for any company is a business decision, not a corporate social responsibility,” Shams

told INSEAD Knowledge. “If you want to enter a market you have to invest in that market”. That is

not an inexpensive commitment. Fresh out of university, inexperienced Emiratis can command a

starting salary of more than AED 20,000 (US$5,450) a month, with the expectation of rapid

promotion.

Investing in self-reliance

Yet the image of the rich Arab with no need for a proper job no longer holds water as the

government looks to its youth to create a strong self-reliant nation. Instead of continuing to hand

out payments and subsidies to meet the developing needs of its expanding population, the

government today is investing money on education, leadership training and entrepreneurial

programmes.

Island of stability

Moves are also underway to fast-track the country’s Emiratisation process, initiated a decade ago.

In early June the Crown Prince, Mohammed bin Zayed bin Sultan al Nahyan, issued a decree

giving the public service three months to find employment for 6,000 Emiratis who have recently

completed vocational training with the Abu Dhabi Tatween Council (ADTC), a government body

set up six years ago to ensure every Emirati job seeker finds a job.

Its success to date has been largely confined to the public sector, where UAE nationals now

account for 60-70 percent of the workforce compared to just 4-5 percent of the private sector, a

figure the government is also determined to increase.

In May, the nation’s Minister of Labour, Saqr Ghobash, told a government forum that with double-

digit unemployment and another 100,000-200,000 people entering the labour market in the next 10

years, there was “a need to create an additional 10,000-20,000 jobs a year for nationals in the

private sector”.

Top-up scheme

In preparation, the government has set aside AED 440 million to help train and “top up” the salaries

of Emiratis hired in non-government positions.

Increasing salaries may be a start, but there are other challenges that come from forcing

businesses to take on Emiratis who may not be educated or experienced enough for the job,

prompting both Emiratis and expatriate managers to ponder whether the fast-tracking of the

programme could lead to its undoing.

31 New Knowledge (2011, July 25). Emiratisation: The way forward? http://knowledge.insead.edu/economics-

politics/emiratisation-the-way-forward-1346



51


“We need to find work for young Emiratis to keep them motivated and to create a strong nation,”

says one Emirati director of an Abu Dhabi government health services agency, declining to be

named given the sensitivity of the issue. “But we need to have the best people working in the jobs.

Before they take on the roles, we need to train our young people to educate them and ensure

they want to be trained and are prepared to learn the job”.

Young Emiratis, too, say that while companies can be forced to take on extra nationals they can’t

be forced to accept them. Amnah bin Bahar, a trainee commercial manager, says there is

already a feeling among Emiratis that private-sector companies are going through the motions,

filling quotas rather than offering Emiratis proper training and on-the-job-experience. “While it’s

good to have an advantage on getting a job, there is a downside in how you are treated once

you’re in the position,” she says.

Positions temporary

Stephan Schubert, Affiliated Professor of Strategy at INSEAD’s Abu Dhabi campus, says it is time

foreign businesses reassessed their attitude to Emiratisation and realised their positions within the

country were always going to be temporary. “The definition of Emiratisation depends on where

you’re sitting,” he notes. “Multinational companies tend to look at it as a tax you have to pay for

working in the region. [But] if you are in the public sector you will view it as a priority, something that

must be done to build the nation. It is empowering nationals to run the country”.

In the past, Emiratis were promoted largely on their name and family network, but this is changing.

“By promoting nationals based on merit Abu Dhabi is becoming a benchmark for civil service in

the region and beyond”.

In the private sector, however, a low retention rate is hindering the Emiratisation process. A 2010

research paper by the United Arab Emirates University found many private-sector companies

complained they went through the expense of training Emirati staff and sending them on

secondments only to have them leave for better-paid jobs in the public sector.

A lack of career progression, insensitivity to religious customs and dress codes, and the absence of

a mentoring culture were the most frequently cited reasons for nationals resigning their posts, while

a reluctance to work long hours and unrealistic expectations of quick promotions were also factors

in the high percentage of Emiratis who left their jobs.

Multinational companies, according to the research, often preferred to take on candidates who

have strong dependency links with the employer through visa sponsorship or the need to make a

living.

Expat managers complained that Emiratis had problems with work ethics and did not show they

were serious about work. Managers also failed to understand the intervention of family members

on behalf of employees relating to petty issues like workspace or reasons to shorten work hours.

On the other hand, Emiratis said many organisations had not seriously tried to integrate nationals

into their workforces.

Banking sector success

One exception is the banking industry, which has achieved 29 percent Emiratisation largely driven

by laws requiring specific quotas and growth rates for national employment. But outside the sector,

companies complain that rules and regulations regarding Emiratisation quotas are changing and

not uniformly enforced. “The problem with quotas is that the private sector is forced to take on

Emiratis who are not ready but are expecting to take on positions they are not qualified and

experienced for,” Schubert says. With the cream of the crop preferring to take on better paid and

more prestigious positions in the public sector, the private sector is left with the less qualified, less

motivated workers.

52


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53


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