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
Secondary School Report
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/
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Secondary School Report
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
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Secondary School Report
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
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Secondary School Report
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
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Secondary School Report
Figure 2 Intentions of secondary school students after finishing school
3.2 Preferred fields of study
Research question 2:
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%
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Secondary School Report
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
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Secondary School Report
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
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Secondary School Report
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
Research question 3:
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
education and careers guidance, City & Guilds Centre for Skills Development, Retrieved December 12, 2013,
from http://www.skillsdevelopment.org/pdf/New%20Directions.pdf
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Secondary School Report
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
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Secondary School Report
3.4 Secondary school students’ preparation for study
Research question 4:
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%
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Secondary School Report
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
Confidence in undertaking independent
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).
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Secondary School Report
Table 6 Level of confidence in undertaking independent study and research and views
about the importance of Science to future careers
Confidence in undertaking independent
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%
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Secondary School Report
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
Confidence in undertaking independent
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
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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
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Secondary School Report
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
Research question 5:
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%
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Secondary School Report
Research question 6:
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
Research question 7:
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%
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Secondary School Report
Research question 8:
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
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Secondary School Report
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
Research question 9:
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%
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Secondary School Report
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
Research question 10:
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
Secondary School Report
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
Secondary School Report
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
Research question 11:
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.
23
Secondary School Report
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
Research question 12:
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
Secondary School Report
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
25
Secondary School Report
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)
Research question 13:
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
Secondary School Report
Research question 14:
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
Research question 15:
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
Secondary School Report
Research question 16:
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%
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Secondary School Report
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
Secondary School Report
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
Secondary School Report
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
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Secondary School Report
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
Secondary School Report
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
education and careers guidance, City & Guilds Centre for Skills Development, Retrieved December 12, 2013,
from http://www.skillsdevelopment.org/pdf/New%20Directions.pdf
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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.
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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
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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.
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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.
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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
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5. Age (years) / العمر
14 years / 14 سنة
15 years / 15 سنة
16 years / 16 سنة
17 years / 17 عاما
18 years / 18 سنة
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
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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 ،
Unsure / غير متأكد
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
Unsure / غير متأكد
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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
Unsure / غير متأكد
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
Unsure / غير متأكد
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
Unsure / غير متأكد
Other / أخرى
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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
Unsure / غير متأكد
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
20,000-39,999 AED per month / درهم شهرياً 39,000إلى 20,000من
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
Unsure / غير متأكد
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
Unsure / غير متأكد
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
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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
Unsure / غير متأكد
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
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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
Unsure / غير متأكد
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
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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
10,000-19,999 AED per month / درهم شهرياً 19,000إلى 10,000من
20,000-39,999 AED per month / درهم شهرياً 39,000إلى 20,000من
40,000 AED and over per month / 40,000 ً درهم وأكثر شهريا
Unsure / غير متأكد
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
Unsure / غير متأكد
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
Unsure / غير متأكد
Other / أخرى/ الرجاء تحديدها
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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
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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.
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No. Occupation Vocational
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
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No. Occupation Vocational
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
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No. Occupation Vocational
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
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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
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“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.
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APPENDIX 5: REFERENCES
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Batterham, J. & Levesley, T. (2011). New directions: Young people’s and parents’ views of vocational
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Federal Authority for Government Human Resources (2012). Cabinet Resolution #(23) for the Year 2012
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Gulfnews.com (2011, April 27). Salaries for Emiratis can be a career road block. Retrieved from
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GulfTalent.com (2012). Employment and Salary Trends in the Gulf. Retrieved December 23,, 2012, from
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Instead Knowledge (2011, July 25). Emiratisation: The way forward?
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United Arab Emirates University (2011). Annual Address to the University Community. Retrieved January 14,
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