Tableau Répartition de bénéficiaires des SIVP par type d’entreprise. Tableau 14 Figure 8: Diplômes / spécialités et type de contrat (secteur privé). Figure 9 .. et la demande de compétences en Tunisie. .. (voir Figure 10). Type de contrat des jeunes employés (age ). Or, la Tunisie a connu la révolution en janvier , la- quelle fut La plupart des contrats de SIVP. Most SIVP contracts are signed in Tunis (25 percent), followed by Ariana and Sfax (10 Contrat d’Insertion des Diplémés de I’EnseignementSupérieur (CIDES ) The In , about 3, beneficiaries participated in the CIDES program.

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These changes have imposed new challenges on the Human Resource Development System in general and on the National Vocational Training System in particular to prepare the individual for the individual to play new roles as an important element of growth and production and a guarantor for the success and promotion of clntrat democratic transition and the new society.


The fact of being aware of these challenges with the shortcomings and deep problems that the National Vocational Training System suffers from, It has become very urgent to adopt radical reforms to the system in the framework of a comprehensive vision that takes into account the economic and social approaches and develops the vocational training to its highest levels of quality and efficiency.

While the National Vocational Training System has made several gains, yet it still suffers from some problems and deficiencies that have prevented it to play its role with the required efficiency and quality. The changes that Tunisia has witnessed after the revolution ofwhich included all the social, economic and political fields, has produced a gradual transition towards democracy and a society where the principles of freedom, social justice and tuniwie governance flourish, and in which the individual conyrat an integral part in shaping it.

Reform of the National Vocational Training system.

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In addition to that, the structural problems, most notably are high unemployment rate especially among university graduates and high school dropouts at early age, have posed a reconsideration of the policies adopted for human resources development in general and new perceptions for vocational training in particular to develop skills, promote continuous training and alleviate youth unemployment.

Besides, the global competitiveness, technological novelties, modern employment standards and economic crises, that have become less predictable and more complicated, have imposed additional challenges on the National Vocational Training System to play its role effectively in terms of providing skills, competencies and improving the competitiveness of the national economy according to the needs of the economic institutions.