Entering Or Staying Out Organizing The Transition From Program To Policy In The Field Of Career Guidance Services In Egypt

Author(s):

Shahinaz Khalil(presenting / submitting)

Conference:

ECER 2015

Network:

32. Organizational Education

Format:

Paper

Session Information

32 SES 09 B, Organizing Transition in a Diverse World

Paper Session

Time:

2015-09-10

11:00-12:30

Room:

3008. [Main]

Chair:

Maria Grazia Riva

Contribution

The Egyptian society since the revolution in 2011 is still in the midst of transition, with an economy already approaching collapse (Bertelsmann Stiftung 2014). Studies assessing education in Egypt agree that there is progress with respect to access to education, but not so much progress on improving the quality of education “education system producing the wrong mix, but also the wrong quality” (Ahmed Galal 2002, pp. 2–7). Research shows, that the Egyptian society is becoming more supportive to democracy (Mansour Moaddel, Abdul-Hamid Abdul-Latif, 2010). The essence of democracy is choice and most MENA countries are adopting policies to enhance democratic process and give the citizens more say in running their societies. Many international donor institutions like USAID, EU, GIZ, ILO are supporting and running Career Guidance programs, in order to organize transitions into the labor market, and to contribute to labor market efficiency, training quality and democracy (Aboubakr Abdeen Badawi, 2008) however, only targeting technical and vocational education. Policy papers recommend to “develop appropriate career guidance and counseling systems for all levels and types of education, including VET centers and PES, to help young people choose their studies and career paths in rapidly changing labor markets and education environments (Ummuhan Bardak 2012, pp.7). As program based guidance services in Egypt can only address parts and therefore be limited in access and scope, the article elaborates a design of transformative evaluation (Weber 2011), which allows to develop a policy strategy for career guidance as organizational process (Weber et al 2010).

Method

Based on Guba & Lincolns´ 4th generation evaluation (1989) approach, the study in general aims at qualitative data sets, generated by participatory and empowerment evaluation (Fetterman 2001) and of systems evaluation (Williams /Imam 2007). In the paper, the approach of transformative evaluation (Weber 2011; Mertens 2009; 2007; 1999) is proposed, which follows the methodology of a design research approach (Weber 2014a). By participatory evaluation designs (Weber 2014b), a multilevel governance transformative evaluation framework is applied (Barnes / Matka / Sullivan 2003), which starts at the level of schools and classes, applying career guidance programs. By image based and qualitative approaches (Purcell 2007; Hurworth / Sweeney 1995), students will be able to communicate more easily the specific outcomes of the career counselling program. The stakeholder group of teachers will be invited to participate in a transformative evaluation research session, in order to connect to students´ comments and to formulate elements and needs for a policy to be developed. Especially appreciative formats are regarded as potential (Cooperrider /Whitney 1999), and still participation has to be problematized (Gregory 2000) according to different dimensions of institutional and cultural dimensions of hierarchy and the “right to speak” (Weber 2014c). Like this, stakeholder engagement and impact will be secured for a developmental approach to policy in the field of career guidance (Hart / Diercks-O'Brien / Powell 2009). The bottom up and multilayer transformative evaluation and policy development approach will be realized by a series of participatory design research methodology events (Weber 2014 a,b; 2005 a,b), integrating the perspectives of students, teachers, school leaders, regional authorities, international donors and international experts as well as national politicians and ministries. Like this, an integrated framework of transformative evaluation and policy development will be developed and provided, which is grounded in a qualitative design research approach. Special attention will be drawn on cultural fit and matching to cultural standards and cultural acceptability of research methodologies and process designs (Baur / Van Elteren / Nierse / Abma 2010).

Expected Outcomes

Based on Guba & Lincolns´ 4th generation evaluation (1989) approach, the study aims at qualitative data sets, generated by participatory and empowerment evaluation (Fetterman 2001) and of systems evaluation (Williams /Imam 2007). In the paper, the approach of transformative evaluation (Weber 2011; Mertens 2009; 2007; 1999) is proposed, which follows the methodology of a design research approach (Weber 2014a). By participatory evaluation designs (Weber 2014b), a multilevel governance transformative evaluation framework is applied (Barnes / Matka / Sullivan 2003), which starts at the level of schools and classes, applying career guidance programs. By image based and qualitative approaches (Purcell 2007; Hurworth / Sweeney 1995), students will be able to communicate more easily the specific outcomes of the program. The stakeholder group of teachers will participate in the session to connect to students´ comments and formulate elements and needs for a policy to be developed. Appreciative formats are regarded as potential (Cooperrider /Whitney 1999). Still participation has to be problematized (Gregory 2000) according to different dimensions of institutional and cultural dimensions of hierarchy and the “right to speak” (Weber 2014c). Stakeholder engagement and impact will be secured for a developmental approach to policy in the field of career guidance (Hart / Diercks-O'Brien / Powell 2009). The bottom up, multilayer transformative evaluation and policy development approach will be realized by a series of participatory design research methodology events (Weber 2014 a,b; 2005 a,b), integrating the perspectives of students, teachers, school leaders, regional authorities, international donors and international experts as well as national politicians and ministries. Like this, an integrated framework of transformative evaluation and policy development will be developed and provided, grounded in a qualitative design research approach. Special attention will be drawn on cultural fit and matching to cultural standards and cultural acceptability of research methodologies and process designs (Baur / Van Elteren / Nierse / Abma 2010).

References

1. Aboubakr Abdeen Badawi (2008): Career Guidance, Migration, Labour Market Efficiency, Quality of Vocational Training and Democracy: Is there a Link? Geneva. 2. Ahmed Galal (2002): The Paradox of Eucation and Unemployment in Egypt. The Egyptian Center for Economic Studies. 3. Barnes, M., Matka, E., Sullivan, H. (2003): Evidence, Understanding and Complexity: Evaluation in Non-Linear Systems In: Evaluation, July 2003; vol. 9, 3: pp. 265-284. 4. Baur, V. E.; Van Elteren, A.; Nierse, C.; Abma, T. (2010): Dealing with Distrust and Power Dynamics: Asymmetric Relations among Stakeholders in Responsive Evaluation Evaluation, July 2010; vol. 16, 3: pp. 233-248. 5. Cooperrider, D.; Whitney, D. (1999): Appreciative Inquiry, Berrett-Koehler. San Francisco, CA. 6. Hart, D.; Diercks-O'Brien, G.; Powell, A. (2009): Exploring Stakeholder Engagement in Impact Evaluation Planning in Educational Development Work. In: Evaluation, July 2009; vol. 15, 3: pp. 285-306. 7. Purcell, Rod (2007): Images for Change: Community development, community arts and photography. In: Community Development Journal. Oxford University Press. Pp. 1-12. 8. Weber, Susanne Maria (2014a): Design (Research) Methodologies and Modes of Becoming. Large Group Interventions as Practice of Relations, Narrations and Aesthetics. In: Buchanan, Rachel (ed.):: Special Issue on “Becoming” of the Journal “Creative Methodologies”. 9. Weber, Susanne Maria; Peters, Michael; Britez, Rolando (2010): Evaluating Educational Policy in three political eras. In: International Encyclopedia of Educational Science (12 volumes). Elsevier, pp. 645-652. 10. Williams, B.; Imam, I. (2007): Systems Concepts in Evaluation. An Expert Anthology. Edge Press of Inverness.

Author Information

Shahinaz Khalil (presenting / submitting)

PHILIPPS UNIVERSITY OF MARBURG

DEPT. OF EDUCATION

Cairo

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