90106 IRAQ SABER Country Report WORKFORCE DEVELOPMENT 2013 Status 1. Strategic Framework Strategic Framework is assessed at the “latent” level. There is a lack of leadership at both the individual and institutional level, though awareness of workforce development (WfD) has been raised by the newly launched national education and higher education strategy and the draft TVET strategy. Employers and industry have a limited role in defining strategic WfD priorities, but they express an urgent interest in achieving this. While there are numerous stakeholder coordination committees, they do not have clear mandates, working protocols or authority. 2. System Oversight System Oversight is assessed at the “latent” level. Funding for training provision depends on the annual public budget and is not based on performance or needs assessments. A national qualifications framework has not been developed, nor are there competency standards, skills testing and certification, or systems of accreditation for TVET. Prior learning is not recognized in the TVET system, and there is poor articulation across the various training and educational programs. The draft TVET strategy intends to improve these connections and address the poor public perception of current programs. 3. Service Delivery Service Delivery is assessed at the “latent” level. Public training providers have limited autonomy. Private training providers are few, due to bureaucracy, lack of demand, and a poor private sector. There are limited links between training institutions, employers, and research institutions; industry is not involved in curriculum design and specification of standards; and recruitment of managers and instructors does not take account of industry experience. An integrated data system for TVET does not exist, and training providers are not required to systematically report data to monitor, assess or improve institutional performance. THE WORLD BANK IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Table of Contents Executive Summary .............................................................................................................................................................. 3 1. Introduction ..................................................................................................................................................................... 4 2. Country Context ............................................................................................................................................................... 6 3. Key Findings and Policy Implications ............................................................................................................................... 8 Overview of the SABER-WfD Scores ................................................................................................................................ 8 Policy Implications ........................................................................................................................................................... 9 4. Aligning Workforce Development to Key Economic and Social Priorities ..................................................................... 10 Key Socioeconomic Aspirations, Priorities and Reforms ............................................................................................... 10 SABER-WfD Ratings on the Strategic Framework .......................................................................................................... 11 Implications of the Findings ........................................................................................................................................... 13 5. Governing the System for WfD ...................................................................................................................................... 14 Overall Institutional Landscape...................................................................................................................................... 14 SABER-WfD Ratings on Oversight of the WfD System ................................................................................................... 14 Implications of the Findings ........................................................................................................................................... 16 6. Managing Service Delivery for Results on the Ground .................................................................................................. 17 Overview of the Delivery of Training Services ............................................................................................................... 17 SABER WfD Ratings on Service Delivery ........................................................................................................................ 17 Implications of the Findings ........................................................................................................................................... 19 Annex 1: List of Acronyms.................................................................................................................................................. 20 Annex 2: Structure of the SABER-WfD Framework............................................................................................................ 21 Annex 3: Rubrics for Scoring the Data ............................................................................................................................... 22 Annex 4: References and Informants................................................................................................................................. 31 Annex 5: Table of SABER-WfD Scores ................................................................................................................................ 33 Annex 6: Authorship and Acknowledgements................................................................................................................... 34 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Executive Summary information that can inform the country’s dialogue on how to improve WfD policies and practices. While all There is a widespread feeling of urgency in Iraq, across efforts were made to consult key WfD stakeholders and the public and private sectors, to improve workforce prepare an accurate representation of the WfD system development (WfD) and the links between education in Iraq, a lack of documentary evidence made this and the work place. 1 However, the country has no clear exercise challenging. This report documents, as best as strategy or plan of action for WfD. The existing WfD possible, the policies and institutions that play a role in structures in Iraq do not have the authority or clear developing the country’s workforce. The accuracy of agendas to move forward. In addition, the necessary information collected in this exercise has been validated linkages across technical and vocational education and through a formal meeting with key WfD stakeholders training (TVET) programs and other types of education (held on May 23, 2013). or the work place are limited. As a result, Iraq was rated at a Latent stage for all three dimensions on the This report is aimed at key WfD stakeholders and Systems Approach for Better Education Results (SABER) provides a systematic analysis of the functioning of the WfD assessment: Strategic Framework, System WfD system in Iraq at the current time. It also examines Oversight, and Service Delivery. the implications of the findings and presents suggestions for Iraq’s next steps based on the Iraq participated in the SABER WfD initiative, a new experiences of many other countries with established World Bank tool that provides systematic and advanced WfD systems. documentation and assessment of the policy and institutional factors that influence the performance of education and training systems, in order to gather 1 This report does not include the region covered by the devolved Kurdistan Regional Government. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 1. Introduction institutions: 3 Iraq is located in the Middle East and North Africa (1) Strategic Framework, which refers to the practice of region. Over the past three decades the country has advocacy, partnership, and coordination in relation experienced major political, economic and social to the objective of aligning WfD in critical areas to turmoil. The Iraq-Iran war of 1980-1988, the invasion of priorities for national development; Kuwait in 1990, the economic sanctions of 1991-2003, the 2003 Iraq war and the continued instability that (2) System Oversight, which refers to the arrangements followed have severely affected the economic and governing funding, quality assurance and learning human development of a country that in the 1970s was pathways that shape the incentives and information considered among the fastest developing in the world. signals affecting the choices of individuals, employers, training providers and other Iraq faces many challenges that hinder sustainable stakeholders; and development, including the lack of an economic vision and strategy, public budgets that depend almost (3) Service Delivery, which refers to the diversity, entirely on oil revenues, a poor private sector, high organization and management of training provision, unemployment rates, and a shortage of skilled labor both state and non-state, that deliver results on the (particularly among youth). To inform policy dialogue on ground by enabling individuals to acquire market- these important issues and document the status of the and job-relevant skills. Workforce Development (WfD) system, the Vocational Education Department of the Ministry of Education Figure 1: Functional Dimensions and Policy Goals in the (MOE) in central Iraq has joined the World Bank’s SABER-WfD Framework Systems Approach for Better Education Results (SABER) initiative. 2 The analysis of central Iraq’s WfD policies and institutions presented in this report will assist the Department and other stakeholders to identify policy gaps and determine steps required for the design of a national WfD strategy. This report covers central Iraq only and does not include the Kurdistan region. This diagnostic analysis is based on a new World Bank tool known as SABER-WfD, part of the SABER initiative. The tool aims to provide systematic documentation and assessment of the policy and institutional factors that influence the performance of education and training systems. The SABER-WfD tool encompasses initial, continuing and targeted vocational education and Source: Tan et al. 2013 training offered through multiple channels, and focuses largely on programs at the secondary and postsecondary levels. Taken together, these three dimensions allow for a systematic analysis of the functioning of a WfD system Analytical Framework as a whole. The focus in the SABER-WfD framework is on the institutional structures and practices of public The tool is based on an analytical framework that policymaking and what they reveal about capacity in the identifies three functional dimensions of WfD policies system to conceptualize, design, coordinate and 2 3 For details on SABER see For an explanation of the SABER-WfD framework see Tan et http://www.worldbank.org/education/saber. al 2013. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 implement policies in order to achieve results on the global good practice (figure 2). 5 Topic scores are ground. averaged to produce Policy Goal scores, which are then aggregated into Dimension scores. 6 The results are Each dimension is composed of three Policy Goals that finalized following validation by the relevant national correspond to important functional aspects that WfD counterparts, including the informants themselves. systems aspire to (figure 1). Policy Goals are further broken down into discrete Policy Actions and Topics Figure 2: SABER-WfD Scoring Rubrics that reveal more detail about the system. 4 Information for the analysis is gathered using a structured SABER-WfD Data Collection Instrument (DCI). The instrument is designed to collect, to the extent possible, facts rather than opinions about WfD policies and institutions. For each Topic, the DCI poses a set of multiple choice questions which are answered based on Source: Tan et al. 2013. documentary evidence and interviews with knowledgeable informants. The answers allow each The rest of this report summarizes the key findings of Topic to be scored on a four-point scale against the SABER-WfD assessment in central Iraq and also standardized rubrics based on available knowledge on presents the detailed results for each of the three functional dimensions. To put the results into context, the following chapter presents a brief profile of the country’s socioeconomic makeup. 5 The rubrics used to score the data are shown in Annex 3. As in other countries, the data are gathered by a national principal investigator and his or her team, based on the sources indicated in Annex 4; and they are scored by the World Bank’s SABER-WfD team. See Annex 5 for the detailed scores and Annex 6 for a list of those involved in data gathering, scoring, validation and report writing. 6 Since the composite scores are averages of the underlying scores, they are rarely whole numbers. For a given composite score, X, the conversion to the categorical rating shown on the cover is based on the following rule: 1.00 ≤ X ≤ 1.75 converts to “Latent”; 1.75 < X ≤ 2.50, to “Emerging;” 2.50 < 4 See Annex 2 for an overview of the structure of the X ≤ 3.25, to “Established;” and 3.25 < X ≤ 4.00, to framework. “Advanced.” SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Figure 3: Rate of Unemployment in Iraq 2. Country Context 15-24 Iraq is a federal state located in western Asia and comprised of 18 provinces. 7 Once praised for its wealth 25-34 and bright economic prospects, the continued political and 35-44 economic instability since 1980 has inhibited the country’s 45+ ability to reach its potential. Attacks to important oil Illiterate / Read and Write infrastructure during the 2003 war cost the country a Primary-Intermediate significant loss of revenue and severely affected its oil- Diploma and higher dependent economy. Although the violence peaked in Male Urban Female 2006-2007 and attacks to oil infrastructure appear to have Rural ceased, political tension continues across the country. 0 5 10 15 20 25 30 Despite the remaining political instability, an average Gross Domestic Product (GDP) growth of 9 percent Source: Iraq Knowledge Network 2011. between 2013 and 2017 is anticipated, largely driven by the recovery of the oil sector and the expanding role of percent with no job and 22 percent with unstable foreign oil companies. 8 GDP growth is expected to allow employment. 12 Within months, the MOP adjusted its an increase in government spending, and to reduce the figure to 16 percent and the Parliament’s Economy and unemployment rate. Investment Committee announced an unemployment rate of 25 percent. Demographics: Iraq has approximately 34 million people, and its population growth rate of 3 percent is Rural areas have been hardest hit by unemployment, one of the highest in the region and the world. 9 In 2008, with more prominent rates in the provinces of Thi-Qar approximately 38 percent of the population was under and Anbar, and lower rates in the provinces of Kirkuk, 15 years of age. The size of the working age population Erbil and Ninewa. 13 As shown in figure 3, (15-64 year olds) has increased at a sustained pace from unemployment rates for youth are alarmingly high. 48 percent in 1987 to 53 percent in 1997 and 58 Diversity among youth from an educational and skill- percent in 2008. 10 level perspective is considered another challenge for Unemployment: Given the lack of reliable data, official the Iraqi economy. Twenty-four percent of participants unemployment figures vary greatly. The most recent in the labor force are uneducated, of which 41 percent formal survey on unemployment was carried out by the can read and write and a further 43 percent have only a Central Statistical Organization (CSO) in 2003 and primary school certificate. 14 Furthermore, according to determined an unemployment rate of 28 percent. 11 In the IKN 2011 survey, unemployment is higher among subsequent years, the Ministry of Planning (MOP) highly educated youth. In response to this reality, the developed estimates that often contradicted other National Development Plan for Iraq, 2010-2014 official figures. In 2011, the Iraq Knowledge Network determined to adopt a set of policies to educate and (IKN) Survey found an unemployment rate of 8 percent; increase the employability of youth. however, in early 2012 the MOP stated that the unemployment rate was 33 percent, comprising 11 Given the absence of reliable data sources, it is not possible to determine the number of men and women 7 working in the public, private and informal sectors. The Kurdistan Region, which covers three of Iraq’s 18 According to the Minister of Planning, in May 2012 provinces (Erbil, Duhok and Sulaymaniah) is governed by the there were 3.5 million people working in the public Kurdistan Regional Government and has not been included in this report. sector on a permanent basis, a further 1 million working 8 Economist Intelligence Unit 2013. 9 12 Iraq, Central Statistical Organization 2012. Iraq Knowledge Network 2011. 10 13 Iraq, Ministry of Planning 2010. Iraq Knowledge Network 2011. 11 14 Iraq, Ministry of Planning 2010. Iraq, Ministry of Planning 2010. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 on temporary contracts, and approximately 1.5 million Education: Despite the importance afforded to this working in security forces. 15 It is estimated, however, sector by the Iraqi Constitution, development plans, and that between 30 and 40 percent of Iraqi workers are economic policies, there are indications of a lack of employed by the government. 16 responsiveness. Data show a significant deficit in schools, low school enrollment rates (7 percent for Economic Growth: GDP growth over the last few years kindergarten, 91 percent for primary, 36 percent for has been a result of oil revenues, and therefore does not lower secondary, and 18 percent for upper secondary in reflect real and sustainable growth. Accordingly, GDP 2009), and low levels of literacy (one in five Iraqis aged growth in Iraq is subject to collapse as a result of any crisis 10-49 cannot read and write). 1918F or shock. With 23 percent of the population living below the poverty line, sustainable development in Iraq is far The situation is similar for higher education, which has from the level required to improve quality of life. 17 16 F tended toward vertical expansion in universities Divisiveness and a lack of coordination and cooperation (increasing the number of universities and colleges), at have characterized economic policy in Iraq in recent years. the expense of quality of programs offered. There is a This has particularly been the case with respect to finance clear mismatch between the skills that students acquire and monetary policies, which has exacerbated the severity and those that the labor market needs. Higher of unemployment, inflation, and the spread of education institutions have centered their attention on administrative corruption. humanities specialties, not on scientific and technical programs. Apart from graduates of medical and health Iraq faces many economic challenges, being in schools, colleges and universities, there are no transition from central control to more open markets. guarantees of job placement for secondary or higher Main challenges include: education graduates in the public sector. (1) The nature of the Iraqi economy, whereby the crude oil extraction and exportation sector accounts for 44 percent of the domestic product generated and 93 percent of total exports.18 17F (2) The increase in the imported portion, as compared to the domestic portion, of commodity supply in the Iraqi market. (3) The private sector’s limited role in the development process, as evidenced by the decline of its participatory share in economic activity, job creation, coverage of increased domestic demand, and investment generation. This has rendered the sector inflexible and unable to respond quickly to the changes targeted in the National Development Plan for Iraq, 2010-2014 unless a suitable and attractive work environment is created. 15 Iraqi Economists Network. http://iraqieconomists.net/ar/2012/06/12/ 16 While the Economist Intelligence Unit (2013) estimates that 33 percent of workers are government employees, the IKN survey suggests the share is closer to 40 percent. 17 19 Iraq, Central Statistical Organization 2012. Government of Iraq, 2012 and Iraq, Ministry of Planning 18 Iraq, Ministry of Planning 2010. 2010. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 3. Key Findings and Policy Implications (MOHESR), Ministry of Planning (MOP) and the private sector, there are no clear agendas, working protocols, This chapter highlights findings from the assessment of legal commitments, or consistency of work. These Iraq's WfD system based on the SABER-WfD analytical committees do not possess any authority over their framework and tool. The focus is on policies, institutions executive members, nor do they have the power to and practices in three important functional dimensions of implement their recommendations, thereby lacking any policymaking and implementation—strategic framework, kind of sustainability. system oversight and service delivery. Public funding of education and training institutions is Because these aspects collectively create the operational entirely dependent on the annual public budget with no environment in which individuals, firms and training assessment made of the impact of such funding. Iraq providers, both state and non-state, make decisions with lacks a national qualifications framework (NQF), and regard to training, they exert an important influence on accreditation systems. Prior learning is not recognized observed outcomes in skills development. Strong systems and there are limited linkages and articulation between of WfD have institutionalized processes and practices for different levels of technical and vocational education reaching agreement on priorities, for collaboration and and training (TVET) programs. coordination, and for generating routine feedback that sustain continuous innovation and improvement. By Employers, industry and non-state education providers contrast, weak systems are characterized by have little, if any, involvement in education and training. fragmentation, duplication of effort and limited learning The government has not set targets or incentives for skills from experience. development and public institutions have limited autonomy to undertake WfD activities. A universal The SABER-WfD assessment results summarized below information system for state and non-state training provide a baseline for understanding the current status providers has not been developed and monitoring of of the WfD system in central Iraq, as well as a basis for programs and system performance is weak. discussing ideas on how best to strengthen it in the coming years. Figure 4: Iraq Dimension-Level Scores Overview of the SABER-WfD Scores Dimension Policy Goal 1. Direction The overall results for central Iraq on the three Functional Framework Strategic Dimensions in the SABER-WfD framework are shown in 2. Demand-led 1.1 figure 4. 20 Iraq is rated at the Latent level for Strategic 3. Coordination Framework, System Oversight, and Service Delivery. The findings suggest that WfD has not yet become a priority of the Iraqi government. In the absence of identified 4. Funding Oversight System economic prospects and their implications for skills, there 5. Standards 1.3 is no clear strategy or plan of action for WfD. The lack of an executive commission to coordinate actions of WfD 6. Pathways stakeholders, effective and efficient funding mechanisms, and quality control of training provision also explain the 7. Excellence Delivery current level of development of Iraq’s WfD system. Service 8. Relevance 1.4 While there are various coordination committees 9. Accountability among the main education and training government providers, including the MOE, Ministry of Labor (MOL), 1 2 3 4 Ministry of Higher Education and Scientific Research Note: Figure 2 provides an explanation of the scale on the horizontal axis. Source: Based on an analysis of the data collected using the SABER-WfD questionnaire. 20 The full results are shown in annex 5. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Policy Implications towards the identification of skills required for the country’s economic development, and ways to In the past few years, the Iraqi Government has shown address these needs. greater interest in WfD and TVET. Four important policy initiatives were designed, but still need to be (3) Since early 2012, significant efforts have been made implemented, activated or strengthened: to develop a TVET strategy with input from a range of public and private sector stakeholders. A draft (1) In 2010, a TVET High Committee was established in TVET strategy document has been prepared, which the Advisors Commission within the Ministerial represents an important contribution to WfD, and is Council. Most WfD stakeholders, including the MOE, expected to be finalized and adopted in 2014. 21 The MOHESR, MOL, MOP, Iraqi Businessmen Union draft strategy could be strengthened, with the focus (IBU) and Iraqi Federation of Industries (IFI), are shifted from policy conceptualization to represented in the TVET High Committee. implementation. Specific enhancements and Unfortunately, this committee has no legal status or additions to the draft TVET strategy could include working protocols, and does not possess any the following: decision-making power with regard to WfD or TVET. In order to be effective, it is advisable that this (a) Legally establishing a WfD commission in Iraq. committee is empowered to the level of an (b) Setting the direction towards autonomy of independent commission with clear mandates and public education and training institutions and responsibilities regarding system oversight. impact-based funding. (c) Engaging employers and industry in education (2) The National Strategy for Education and Higher and training provision. Education in Iraq, 2011-2020 was launched in 2012. (d) Improving public perception of TVET. However, this strategy, along with the National (e) Establishing a NQF and accreditation systems. Development Plan for Iraq, 2010-2014 and the draft (f) Establishing universal education and training National Development Plan 2013-2017, does not information systems for state and non-state indicate a shift in training and education policies to training and education institutions. foster a demand-driven approach to skills development. It would be advisable for the draft (4) In 2009, the parliament issued the Federal Service National Development Plan, 2013-2017 to be Council Law. The main purpose is to establish an revised and amended in order to identify and independent organization responsible for career address the economic prospects of Iraq. At the development and job placement in the public same time, the National Strategy for Education and sector. Unfortunately, this organization has not yet Higher Education in Iraq, 2011-2020 should be been formed. adapted to include policies and plans of action 21 Iraq, TVET Supreme Coordinating Committee 2013. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 4. Aligning Workforce Development to Key The 2010-2014 National Plan includes several policy Economic and Social Priorities principles for WfD: WfD is not an end in itself but an input toward broader (1) Advanced training and qualification programs can objectives—of boosting employability and productivity; contribute to empowering the Iraqi labor force and of relieving skills constraints on business growth and increasing its skill level in a manner consistent with, development; and of advancing overall economic and complementary to, Iraqi job market needs, growth and social wellbeing. This chapter briefly thereby increasing the rate of participation in introduces Iraq’s socioeconomic aspirations, priorities economic activity. and reforms before presenting the detailed SABER-WfD findings on Strategic Framework and their policy (2) Affirmation of women’s economic role by adopting implications. a strategy to improve their economic and social conditions would empower them and expand their Key Socioeconomic Aspirations, Priorities opportunities and participation. and Reforms Iraq's economy is very much dependent on oil revenues. (3) Iraqi youth need to be empowered and their More than 90 percent of the annual public budget effective participation encouraged in areas that comes from the production and exportation of oil. In support the paths of sustainable development. July 2010, Iraq launched its first five year national plan since 2003, covering the period between 2010 and (4) To ensure the efficacy of employment policy, there 2014. The plan's vision for Iraq is to be "an effective must be a balance between labor supply and nation that functions in accordance with market demand. The development plan should evaluate the mechanisms and a regional economic power that country’s needs from the available labor force and complements and is part of the international ensure the accuracy of its quantitative and economy". 22 The plan intends to enable Iraq to "use its qualitative sectoral trends. economic resources, both human and natural, effectively and efficiently to attain a competitive and With these principles as a framework, the National diversified economy in which the private sector has a Employment Policy (2011) expressed the government’s leadership role in generating wealth and jobs". intention to develop a national TVET strategy and to create a National Council to coordinate its The main strategic objectives of the 2010-2014 National implementation. The Council would be also responsible Plan include: for leading further “national policies for the development of skills and competencies according to (1) Increase the GDP at a rate of 9.37 percent per year actual and future needs of the labor market”.23 The 2F during the 4 years covered by the Plan. Policy emphasizes the need to: (a) formulate a national framework for qualifications through a process (2) Diversify the economy through a gradual increase in informed by continuous communication with the participation of sectors other than oil in the employers, workers and TVET institutions; and (b) GDP—particularly the agriculture, industry, and improve the relevance of TVET by incorporating tourism sectors—and through growing participation educational and technological advances into training of the private sector. programs. (3) Increase the employment rate, particularly among In 2012, the Government of Iraq approved the National youth and women, by activating the private sector’s Strategy for Education and Higher Education (2012- role in employment. 2022), an initiative developed with assistance from 22 23 Iraq, Ministry of Planning, 24. Iraq, TVET Supreme Coordinating Committee 2013, 13. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 UNESCO, UNICEF and the World Bank. While not Figure 5: SABER-WfD Ratings for Central Iraq on the entirely focused on TVET, the strategy sets enrollment Strategic Framework Dimension targets for vocational and technical education, and envisions capital investments to renovate more than 100 vocational schools and build more than 250 facilities for vocational schools, technical colleges, institutes and universities. 24 Furthermore, with guidance from the European Union and the British Council, Iraq is developing a TVET National Strategy that aims to “provide a realistic picture of training, technical and vocational education in Iraq … and explore opportunities available for this sector”. 25 Note: Figure 2 provides an explanation of the scale on the horizontal axis. Source: Based on analysis of the data collected using the SABER-WfD SABER-WfD Ratings on the Strategic questionnaire. Framework priorities in WfD, and ensures that critical issues receive In the SABER-WfD framework, the role of WfD in due attention in policy dialogue. Taking these ideas into realizing a country's socioeconomic aspirations account, Policy Goal 1 assesses the extent to which materializes through actions to advance the following apex-level leaders in government and in the private three Policy Goals: (a) setting a strategic direction for sector provide sustained advocacy for WfD priorities WfD; (b) fostering a demand-led approach to WfD; and through institutionalized processes. (c) ensuring coordination among key WfD leaders and stakeholders. The ratings for central Iraq on these Policy Iraq is rated at the Latent level on this Policy Goal, Goals are presented and explained below, followed by a reflecting the lack of leadership at both the individual reflection on their implications for policy dialogue. and institutional level. Visible champions for WfD, from the government or business community, are either Based on data collected in the SABER-WfD absent or take no specific action to advance strategic questionnaire, central Iraq received an overall rating of WfD priorities. A champion could be a government or 1.1 (Latent) on the Strategic Framework dimension non-government leader who has a vision for WfD and (figure 5). This score is the average of the ratings for the exercises sustained advocacy around it. Coordination underlying Policy Goals relating to: (a) Setting a among champions should rely on routine, Direction for WfD (1.0); (b) Fostering a Demand-led institutionalized processes and take place under well- Approach to WfD (1.0); and (c) Strengthening Critical integrated interventions to advance a strategic, Coordination for WfD (1.3). economy-wide WfD policy agenda. Policy Goal 1: Articulating a Strategic Direction Despite the lack of visible champions in central Iraq, the for WfD development of the National Strategy for Education and Leaders play an important role in crystallizing a strategic Higher Education (2011-2020) and the draft TVET vision for WfD appropriate to the country’s unique National Strategy denote the interest of various circumstances and opportunities. Their advocacy stakeholders in addressing the country’s WfD and commitment attract partnership with stakeholders challenges. for the common good, builds public support for key Policy Goal 2: Fostering a Demand-led Approach 24 According to the strategy, in the next decade the net Effective advocacy for WfD requires credible enrollment rate in vocational education should increase from assessments of the demand for skills, engagement of 2 percent to 10 percent, and in higher education (including employers in shaping the country’s WfD agenda, and technical education) from 14 percent to 20 percent incentives for employers to support skills development. (Government of Iraq 2012). 25 Iraq, TVET Supreme Coordinating Committee 2013, 8. Policy Goal 2 incorporates these ideas and benchmarks SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 the system according to the extent to which policies and agencies responsible for WfD have clear mandates and institutional arrangements are in place to: (a) and legally defined roles. Law Number 8 of 2006 for the establish clarity on the demand for skills and areas of MOL, Law Number 22 of 2011 for the MOE, and Law critical constraint; and (b) engage employers in setting Number 40 of 1988 for the MOHESR define the roles of WfD priorities and in enhancing skills-upgrading for these ministries in TVET. workers. Numerous coordination committees exist that include Iraq is rated at the Latent level for Policy Goal 2. There representatives of various stakeholders. Firstly, within is no formal assessment of the country's economic each of the ministries responsible for TVET (MOE, prospects and their implications for skills; thus critical MOHESR and MOL), there is a coordination committee skills constraints have not been identified. While the in which the other two ministries are represented, National Development Plan for Iraq, 2010-2014 has along with other governmental and non-governmental been launched, it does not include a clear strategy or agencies such as the MOP, the Ministry of Finance plan of action for WfD, nor does it provide any (MOF), and the private sector. These committees are incentives for the development and upgrading of skills. intended to strengthen cooperation and coordination The only information available on skills needs is the among stakeholders to support the policies and action MOP’s efforts to identify the number of employees plans of the designated ministry. However, these required by government agencies, but this did not committees have no clear mandates or working include information on specific skills or job profiles. protocols, and have limited or no authority. Therefore, their strategic coordination efforts face implementation Despite the existence of several coordination issues and rarely lead to meaningful progress. committees on TVET and WfD that include employer and industry members, firms believe that their role in Secondly, based on the recommendations of a defining strategic WfD priorities is limited. In addition, workshop organized by the Advisors Commission in the the absence of any market studies to address the General Secretariat of the Council of Ministers on mismatch between supply and demand for skills makes integration of TVET institutions in Iraq, held in January it difficult to develop strategic plans. During the SABER- 2010, a decree was issued to establish the High WfD data collection meetings with various stakeholders, Commission on TVET. Its mandate is to adapt “suitable a wide sense of urgency was expressed to conduct procedures to coordinate between the three main these types of studies and to shift the mandate of organizations responsible for TVET and systematize education and training institutions towards a focus on their relation with the private sector to direct the market needs. educational and training curriculum and programs towards current and future market needs and develop Policy Goal 3: Strengthening Critical Coordination the proper means to identify market needs with the for Implementation CSO within MOP". 26 Regrettably, no market studies have been conducted since then, nor does this Ensuring that the efforts of multiple stakeholders committee possess the power to implement the involved in WfD are aligned with the country’s key recommendations of the Commission. socioeconomic priorities is an important goal of strategic coordination. Such coordination typically Nevertheless, during the SABER-WfD data collection requires leadership at a sufficiently high level to discussions with government and non-government overcome barriers to cross-sector or cross-ministerial stakeholders, there is a widespread call to establish a cooperation. Policy Goal 3 examines the extent to which TVET authority to oversee implementation and policies and institutional arrangements are in place to coordination of TVET strategies and plans. Such an formalize roles and responsibilities for coordinated effort is supported by the European Commission which action on strategic priorities. is assisting in the development of the TVET strategy. Iraq is rated at the Latent level for Policy Goal 3. Unlike non-government stakeholders, government ministries 26 Cabinet Decree No. 28 of 2010. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Implications of the Findings (1) Identifying the country’s economic priorities, and providing clear incentive programs for skills Currently, Iraq has little in the way of champions, vision upgrading in the public and private sectors. and coordination for WfD. However, it appears that WfD and TVET stakeholders in Iraq are now more (2) Conducting labor market surveys and identifying the conscious of this deficit and of the importance of implications of their findings in relation to skills. aligning WfD with key economic and social priorities. In particular, stakeholders are highlighting the need for (3) Developing a national plan for WfD in Iraq. strengthening the existing High Coordination Committee to the level of an independent commission (4) Developing a national standard classification of with a clear mandate to advocate for WfD strategies occupations. and plans of action. (5) Establishing a national labor market observatory. Iraq’s level of development on the Strategic Framework dimension could benefit from various actions typically (6) Incentivizing the involvement of the private sector carried out in more advanced WfD systems. These in the provision of TVET. include: SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 5. Governing the System for WfD Figure 6: SABER-WfD Ratings for Central Iraq on the System Oversight Dimension An important function of WfD authorities is to foster efficient and equitable funding of investments in WfD, to facilitate effective skills acquisition by individuals, and to enable public and private employers to meet their demand for skilled workers in a timely manner. The objective is to minimize systemic impediments to skills acquisition and mismatches in skills supply and demand. This chapter begins with a brief description of how the WfD system is organized and governed before presenting the detailed SABER-WfD findings on System Note: Figure 2 provides an explanation of the scale on the horizontal axis. Oversight and their policy implications for Iraq. Source: Based on analysis of the data collected using the SABER-WfD questionnaire. Overall Institutional Landscape Based on data collected by the SABER-WfD There is wide agreement among stakeholders in Iraq of questionnaire, central Iraq receives an overall rating of the importance of WfD as a means of improving the 1.3 (Latent) for system oversight (figure 6). This score is country’s socioeconomic prospects. Yet, central Iraq the average of the ratings for the underlying Policy does not have a designated agency responsible for Goals: ensuring efficiency and equity of funding (1.3); setting a WfD strategy, articulating the role of various assuring relevant and reliable standards (1.3); and stakeholders, or overseeing WfD market needs. diversifying pathways for skills acquisition (1.3). MOE and MOHESR are the two main training providers Policy Goal 4: Ensuring Efficiency and Equity in Iraq, and there is a very limited contribution from in Funding non-state institutions. The MOE focuses on vocational education at the secondary level through its General WfD requires a significant investment of resources by Directorate of Vocational Education (GDVE), and the the government, households and employers. To ensure MOHESR is responsible for postsecondary TVET which is that these resources are effectively used, it is important managed by the Foundation of Technical Education to examine the extent to which policies and institutional (FTE). The MOL is a third major provider of TVET arrangements are in place to: (a) ensure stable funding through its Department of Vocational Training. Other for effective programs in initial, continuing and targeted government ministries and agencies provide limited TVET; (b) monitor and assess equity in funding; and (c) continuous training for their four million employees foster partnerships with employers for funding WfD. based on supply rather than demand. All government ministries and agencies are solely funded by the annual Iraq is rated at the Latent level on Policy Goal 4. Despite public budget without specific funding allocation continuous increases in public funding of the ministries procedures and with poor monitoring and evaluation. responsible for initial and continuous education and training (MOL, MOE and MOHESR), this low rating SABER-WfD Ratings on Oversight of the reflects the lack of set funding allocation procedures. Enrollment, graduate employment and earnings are not WfD System used to assess the impact of financial resources The SABER-WfD framework identifies three pertinent allocation. Funding and recurrent funding for initial and Policy Goals corresponding to oversight mechanisms for continuous education and training conducted by influencing the choices of individuals, training providers different ministries and agencies depends on the annual and employers: (a) ensuring efficiency and equity in public budget rather than performance. Funding funding; (b) assuring relevant and reliable standards; allocation is subjected to availability and approval of and (c) diversifying pathways for skills acquisition. authorities within the MOF, Ministerial Council, and Parliament. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 With few exceptions, the private sector has limited or Policy Goal 6: Diversifying Pathways for Skills no role in the funding of TVET programs. Partnerships Acquisition between training providers and employers are not In dynamic economic environments workers need to common. However, the MOL and Shell Oil Company acquire new skills and competencies as well as keep recently signed an agreement to upgrade the skills of their skills up-to-date throughout their working lives. local staff working in the oil fields. The MOL agreed to Workers are best served by a system of initial and provide training facilities and experts while Shell Oil continuing education and training that promotes Company will contribute with its expertise, equipment lifelong learning by offering clear and flexible pathways and funding. The cooperation between the MOL and to transfer across courses, progress to higher levels of Shell Oil Company is a good example of a public-private training, and access programs in other fields. For those partnership which could serve as a model for further already in the workforce, schemes for recognition of collaborations. prior learning are essential to allow individuals to Policy Goal 5: Assuring Relevant and Reliable efficiently upgrade their skills and learn new ones. Standards Policy Goal 6 therefore evaluates the extent to which policies and institutions are in place to: (a) enable WfD systems comprise a wide range of training progression through multiple learning pathways, providers offering courses at various levels in diverse including for students in TVET streams; (b) facilitate the fields. An effective system of standards and recognition of prior learning; and (c) provide targeted accreditation enables students to document what they support services, particularly among the disadvantaged. have learned and employers to identify workers with the relevant skills. For Policy Goal 5 it is therefore Iraq scores at the Latent level for Policy Goal 6. This important to assess the status of policies and score demonstrates the lack of recognition of workers' institutions to: (a) set reliable competency standards; prior learning in the main education and training (b) assure the credibility of skills testing and stream, as well as poor articulation of the various certification; and (c) develop and enforce accreditation training and education programs. Iraq’s education standards for maintaining the quality of training system does not recognize workers’ knowledge provision. acquired through alternative and less formal means, and it is difficult to move from the path of vocational Iraq scores at a Latent level for this Policy Goal. The education to technical education or academia. score is consistent with the country’s lack of a NQF, Furthermore, there is limited support for occupational competency standards, skills testing and certification, and career development in the public and private and systems for accreditation. Nevertheless, in 2011 the sectors. The draft TVET strategy intends to improve the MOL in cooperation with the International Labour interconnection between various training and education Organization (ILO) produced 33 new training programs programs and address the poor public perception of based on competency standards and skills testing with a current programs through the following actions: further 22 under preparation. Unfortunately, these training programs have not yet been implemented due (1) Improve dialogue between TVET institutions and to a lack of funding, with the exception of a small pilot industry/employers. project in Alnajaf province where there is a great demand for well trained staff in the hospitality sector. (2) Respond to market needs in coordination with industry and employers. In this case, implementation was possible through an agreement between the local government, the private (3) Organize road shows for TVET providers to hospitality sector, and the MOL by which the latter demonstrate their capacity, and for employers to committed to provide training programs and associated demonstrate skills upgrade possibilities. funding. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 (4) Involve industry and employers in curriculum development and mentorship, and as board members of TVET institutions. (5) Provide financial and administrative incentives to private sector entities interested in investing in TVET institutions. (6) Set levels and an incentive system for TVET graduates comparable with academic graduates. Implications of the Findings The Latent rating for central Iraq on the System Oversight dimension suggests that there are many improvements that could be made. Looking at the features of established and advanced WfD systems in other countries, Iraq could consider the introduction of a funding mechanism for TVET that is based on enrollment, graduate employment, and earnings. The establishment of a NQF for Iraq, with competency standards, skills testing and certification, and systems for accreditation, could help to facilitate the interconnection and articulation of different education and training programs for WfD. Other suggestions for the way forward in relation to the System Oversight dimension include: (1) Incentivize skills upgrading in the private sector and strengthen partnerships between training providers and employers to ensure experience exchange and stable funding. (2) Develop competency based curricula for training courses. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Approximately 75 percent of these trainees were 6. Managing Service Delivery for Results on enrolled in two year programs. the Ground Training providers, both non-state and government, are SABER WfD Ratings on Service Delivery the main channels through which a country’s WfD policies are translated into results on the ground. This The Policy Goals for this Dimension in the SABER-WfD chapter therefore provides a brief overview of the framework focus on the following three aspects of composition of providers and the types of services service delivery: (a) enabling diversity and excellence in available in the system before presenting the detailed training provision; (b) fostering relevance in public SABER-WfD findings on Service Delivery and their training programs; and (c) enhancing evidence-based implications for central Iraq. accountability for results. The ratings for these three Policy Goals are presented below and are followed by a Overview of the Delivery of Training reflection on their implications for policy dialogue. Services Based on data collected by the SABER-WfD questionnaire, Primary education in Iraq is mandatory by law. central Iraq receives an overall rating of 1.4 (Latent) for the Secondary education in central Iraq is divided into two Service Delivery Dimension (figure 7). This score is the cycles, each of three-year duration. The intermediate average of the ratings for the underlying Policy Goals: (a) cycle follows common curricula and culminates with a enabling diversity and excellence in training provision Certificate of Intermediate Studies when students are (1.6); (b) fostering relevance in public training programs approximately 14 years old. It is followed by the (1.5); and (c) enhancing evidence-based accountability for preparatory cycle which requires students to choose a results (1.0). track and a specialization. Within the vocational track, students have the option of selecting among four Scores are explained by the limited set of targets specialties: agriculture, industry, applied arts and expected to be achieved by training providers. commerce. In 2008/09, approximately 60,000 students Repetition, graduation and job placement rates, as well received training in 289 public vocational schools across as employer and trainee satisfaction are not among central Iraq. Enrollment was particularly concentrated these targets. There are very few incentives for public in the industrial and commerce specialties, and was or private institutions to improve their performance. dominated by male trainees from urban areas. 27 Public institutions have limited autonomy as they cannot select trainees, introduce and close programs, or Many secondary and vocational education graduates hire and dismiss staff. Training providers have poor have the chance to pursue technical education and/or Figure 7: SABER-WfD Ratings for Central Iraq on the training in public institutions. Non-state providers have Service Delivery Dimension a limited role in postsecondary TVET. By 2011, FTE was running 27 technical institutes that offered 2-year programs, and 16 technical colleges that offered 4-year programs and higher education courses. Approximately 100 thousand students were then enrolled in FTE’s programs in the fields of engineering, health, agriculture, management, informatics and arts. 28 27 Data provided by the MOE General Directorate of Vocational Education. Note: Figure 2 provides an explanation of the scale on the horizontal axis. 28 Source: Based on analysis of the data collected using the SABER-WfD Data provided by the MOHESR. questionnaire. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 17 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 linkages with employers, industry and research Their capacity to do so has been diluted to a very institutes. Systems of data collection and monitoring for limited range of activities after 2003. state and non-state providers are fragmented. Policy Goal 8: Fostering Relevance in Public Policy Goal 7: Enabling Diversity and Excellence Training Programs in Training Provision Public training institutions need reliable information on The demand for skills is impossible to predict with current and emerging skills demands in order to keep precision, so having a diversity of providers is a feature their program offerings relevant to market conditions. It of strong WfD systems around the world. Among non- is therefore desirable for public training institutions to state providers, the challenge is to temper the profit establish and maintain relationships with employers, motive or other program agendas with appropriate industry associations, and research institutions. Such regulation to ensure quality and relevance. Among state partners are a source of both information about skills providers, a key concern is their responsiveness to the competencies, expertise and advice on curriculum demand for skills from employers and students. Striking design, and technical specifications for training facilities the right balance between institutional autonomy and and equipment. They can also help create opportunities accountability is one approach to address this concern. for workplace training for students and continuing Policy Goal 7 takes these ideas into account and professional development for instructors and benchmarks the system according to the extent to administrators. Policy Goal 8 considers the extent to which policies and institutional arrangements are in which arrangements are in place for public training place to: (a) encourage and regulate non-state provision providers to: (a) benefit from industry and expert input of training, and (b) foster excellence in public training in the design of programs, and (b) recruit administrators provision by combining incentives and autonomy in the and instructors with relevant qualifications and support management of public institutions. their professional development. Iraq is rated at the Latent level for Policy Goal 7. This Iraq is evaluated at the Latent level of development for score reflects the limited contribution of non-state Policy Goal 8. Very limited links exist between public providers in the training market. There are many training institutions and employers. The only notable obstacles and constraints hindering the involvement of example is the agreement between the MOE’s the private sector in training provision. These include a Vocational Education Department and the Wool Public high level of bureaucracy, low demand, and a poorly Corporation to train students in their factories. There is performing private sector. There are no measures in no involvement of industry in curriculum design or in place to ensure the quality of services of the 52 the specification of standards for training facilities. Links registered private training institutes and no between public training providers and research performance targets have been set. institutions are rare. The Vocational Education Department may request the support of the Technology The government does not provide incentives (financial University in Baghdad for curriculum development, but or non-financial) for state and non-state education and this rarely takes place. training providers to improve their quality. The public education and training institutes have limited autonomy The available standards for recruitment of heads and and their capacity to introduce or close programs instructors of education and training institutions do not depends on the availability of funds, number of include previous industry experience, and there is no students enrolled, and approval of higher authorities— system in place to advance their technical and decisions are made without fundamental market managerial capacity. studies or analytic findings. Before 2003, various TVET institutes had the capacity to generate funds through activities including the production of relevant goods. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 18 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Policy Goal 9: Enhancing Evidence-based Implications of the Findings Accountability for Results The latent level of development on the Service Delivery Systematic monitoring and evaluation of service dimension for central Iraq suggests the need to consider delivery are important for quality assurance and system avenues for improvement on several fronts. Based on improvement. Accomplishing these functions requires the experience of established and advanced WfD gathering and analyzing data from a variety of sources. systems around the world, these could include: The reporting of institution-level data enables the relevant authorities to ensure that providers are (1) Increase the autonomy of TVET institutions. delivering on expected outcomes. Such data also enable these authorities to identify gaps or challenges in (2) Define the recruitment criteria for managers and training provision or in areas of good practice. instructors of TVET institutions and provide them Additionally, periodic surveys and evaluations of major with professional development opportunities on a programs generate complementary information that regular basis. can help enhance the relevance and efficiency of the system as a whole. Policy Goal 9 considers these ideas (3) Strengthen the partnership between the public when assessing the system’s arrangements for and private sectors at all levels. collecting and using data to focus attention on training outcomes, efficiency and innovation in service delivery. (4) Establish a comprehensive TVET information system. Iraq scores at a very Latent level for Policy Goal 9. All training providers in central Iraq—state and non-state— (5) Develop a monitoring and evaluation system for lack cohesive and integrated data systems. Providers TVET providers. are not required to systematically report basic administrative data that could be used to monitor, assess and improve institutional performance or analyze system-level trends and issues. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 19 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Annex 1: List of Acronyms CSO Central Statistical Organization DCI Data collection instrument FTE Foundation of Technical Education GDP Gross domestic product GDVE General Directorate of Vocational Education IBU Iraqi Businessmen Union IFI Iraqi Federation of Industries IKN Iraq Knowledge Network ILO International Labour Organization MOE Ministry of Education MOF Ministry of Finance MOHESR Ministry of Higher Education and Scientific Research MOL Ministry of Labor MOP Ministry of Planning NQF National qualifications framework SABER Systems Approach to Better Education Results TVET Technical and vocational education and training WfD Workforce development SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 20 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Annex 2: Structure of the SABER-WfD Framework Policy Goal Policy Action Topic in DCI 2.5 FINAL Setting a G1_T1 Advocacy for WfD to Support Economic Development Provide sustained advocacy for WfD at the top G1 Strategic leadership level G1_T2 Strategic Focus and Decisions by the WfD Champions Direction Strategic Framework Overall Assessment of Economic Prospects and Skills Establish clarity on the demand for skills and areas of G2_T1 Implications Dimension 1 critical constraint Fostering a G2_T2 Critical Skills Constraints in Priority Economic Sectors G2 Demand-Led G2_T3 Role of Employers and Industry Approach Engage employers in setting WfD priorities and in G2_T4 Skills-Upgrading Incentives for Employers enhancing skills-upgrading for workers G2_T5 Monitoring of the Incentive Programs G3_T1 Roles of Government Ministries and Agencies Strengthenin Formalize key WfD roles for coordinated action on G3_T2 Roles of Non-Government WfD Stakeholders G3 g Critical strategic priorities Coordination for the Implementation of Strategic WfD Coordination G3_T3 Measures G4_T1 Overview of Funding for WfD Recurrent Funding for Initial Vocational Education and G4_T2 Provide stable funding for effective programs in initial, Training (IVET) Ensuring continuing and targeted vocational education and Recurrent Funding for Continuing Vocational Education and G4_T3 Efficiency training Training Programs (CVET) G4 and Equity in Recurrent Funding for Training-related Active Labor G4_T4 Funding Market Programs (ALMPs) Monitor and enhance equity in funding for training G4_T5 Equity in Funding for Training Programs Facilitate sustained partnerships between training G4_T6 Partnerships between Training Providers and Employers institutions and employers System Oversight Competency Standards and National Qualifications Broaden the scope of competency standards as a basis G5_T1 Dimension 2 Frameworks for developing qualifications frameworks G5_T2 Competency Standards for Major Occupations G5_T3 Occupational Skills Testing Assuring Establish protocols for assuring the credibility of skills G5_T4 Skills Testing and Certification Relevant and testing and certification G5 G5_T5 Skills Testing for Major Occupations Reliable G5_T6 Government Oversight of Accreditation Standards G5_T7 Establishment of Accreditation Standards Develop and enforce accreditation standards for Accreditation Requirements and Enforcement of maintaining the quality of training provision G5_T8 Accreditation Standards G5_T9 Incentives and Support for Accreditation Promote educational progression and permeability G6_T1 Learning Pathways Diversifying through multiple pathways, including for TVET students G6_T2 Public Perception of Pathways for TVET Pathways for Facilitate life-long learning through articulation of skills G6_T3 Articulation of Skills Certification G6 certification and recognition of prior learning G6_T4 Recognition of Prior Learning Skills Acquisition Provide support services for skills acquisition by G6_T5 Support for Further Occupational and Career Development workers, job-seekers and the disadvantaged G6_T6 Training-related Provision of Services for the Disadvantaged G7_T1 Scope and Formality of Non-State Training Provision Enabling G7_T2 Incentives for Non-State Providers Encourage and regulate non-state provision of training Diversity and G7_T3 Quality Assurance of Non-State Training Provision G7 Excellence in G7_T4 Review of Policies towards Non-State Training Provision Training G7_T5 Targets and Incentives for Public Training Institutions Provision Combine incentives and autonomy in the management G7_T6 Autonomy and Accountability of Public Training Institutions of public training institutions Service Delivery G7_T7 Introduction and Closure of Public Training Programs Dimension 3 G8_T1 Links between Training Institutions and Industry Integrate industry and expert input into the design and G8_T2 Industry Role in the Design of Program Curricula Fostering delivery of public training programs G8_T3 Industry Role in the Specification of Facility Standards Relevance in G8_T4 Links between Training and Research Institutions G8 Public Recruitment and In-Service Training of Heads of Public Training Recruit and support administrators and instructors for G8_T5 Training Institutions Programs enhancing the market-relevance of public training Recruitment and In-Service Training of Instructors of Public programs G8_T6 Training Institutions Enhancing G9_T1 Administrative Data from Training Providers Evidence- Expand the availability and use of policy-relevant data G9_T2 Survey and Other Data G9 based for focusing providers' attention on training outcomes, Use of Data to Monitor and Improve Program and System Accountabilit efficiency and innovation G9_T3 Performance y for Results SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 21 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Annex 3: Rubrics for Scoring the Data Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced G1: Setting a Strategic Direction Visible champions for WfD are Some visible champions provide ad- Government leaders exercise Both government and non- either absent or take no specific hoc advocacy for WfD and have sustained advocacy for WfD with government leaders exercise action to advance strategic WfD acted on few interventions to occasional, ad-hoc participation sustained advocacy for WfD, and priorities. advance strategic WfD priorities; no from non-government leaders; their rely on routine, institutionalized for WfD arrangements exist to monitor and advocacy focuses on selected processes to collaborate on well- review implementation progress. industries or economic sectors and integrated interventions to advance manifests itself through a range of a strategic, economy-wide WfD specific interventions; policy agenda; implementation implementation progress is progress is monitored and reviewed monitored, albeit through ad-hoc through routine, institutionalized reviews. processes. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 22 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced There is no assessment of the Some ad-hoc assessments exist on Routine assessments based on A rich array of routine and robust country's economic prospects and the country's economic prospects multiple data sources exist on the assessments by multiple their implications for skills; industry and their implications for skills; country's economic prospects and stakeholders exists on the country's G2: Fostering a Demand-Led and employers have a limited or no some measures are taken to address their implications for skills; a wide economic prospects and their role in defining strategic WfD critical skills constraints (e.g., range of measures with broad implications for skills; the Approach to WfD priorities and receive limited support incentives for skills upgrading by coverage are taken to address critical information provides a basis for a from the government for skills employers); the government makes skills constraints; the government wide range of measures with broad upgrading. limited efforts to engage employers recognizes employers as strategic coverage that address critical skills as strategic partners in WfD. partners in WfD, formalizes their constraints; the government role, and provides support for skills recognizes employers as strategic upgrading through incentive partners in WfD, formalizes their schemes that are reviewed and role, and provides support for skills adjusted. upgrading through incentives, including some form of a levy-grant scheme, that are systematically reviewed for impact and adjusted accordingly. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 23 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced Industry/employers have a limited Industry/employers help define WfD Industry/employers help define WfD Industry/employers help define WfD G3: Strengthening Critical Coordination for or no role in defining strategic priorities on an ad-hoc basis and priorities on a routine basis and priorities on a routine basis and WfD priorities; the government make limited contributions to make some contributions in selected make significant contributions in either provides no incentives to address skills implications of major areas to address the skills multiple areas to address the skills encourage skills upgrading by policy/investment decisions; the implications of major implications of major employers or conducts no reviews government provides some incentives policy/investment decisions; the policy/investment decisions; the Implementation of such incentive programs. for skills upgrading for formal and government provides a range of government provides a range of informal sector employers; if a levy- incentives for skills upgrading for all incentives for skills upgrading for all grant scheme exists its coverage is employers; a levy-grant scheme with employers; a levy-grant scheme with limited; incentive programs are not broad coverage of formal sector comprehensive coverage of formal systematically reviewed for impact. employers exists; incentive programs sector employers exists; incentive are systematically reviewed and programs to encourage skills adjusted; an annual report on the upgrading are systematically levy-grant scheme is published with reviewed for impact on skills and a time lag. productivity and are adjusted accordingly; an annual report on the levy-grant scheme is published in a timely fashion. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 24 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced The government funds IVET, CVET The government funds IVET, CVET The government funds IVET, CVET The government funds IVET, CVET and ALMPs (but not OJT in SMEs) (including OJT in SMEs) and ALMPs; (including OJT in SMEs) and ALMPs; (including OJT in SMEs) and ALMPs; based on ad-hoc budgeting processes, funding for IVET and CVET follows funding for IVET is routine and based funding for IVET is routine and based but takes no action to facilitate formal routine budgeting processes involving on multiple criteria, including on comprehensive criteria, including G4: Ensuring Efficiency and Equity in Funding partnerships between training only government officials with evidence of program effectiveness; evidence of program effectiveness, that providers and employers; the impact of allocations determined largely by the recurrent funding for CVET relies on are routinely reviewed and adjusted; funding on the beneficiaries of training previous year's budget; funding for formal processes with input from key recurrent funding for CVET relies on programs has not been recently ALMPs is decided by government stakeholders and annual reporting with formal processes with input from key reviewed. officials on an ad-hoc basis and targets a lag; funding for ALMPs is stakeholders and timely annual select population groups through determined through a systematic reporting; funding for ALMPs is various channels; the government process with input from key determined through a systematic takes some action to facilitate formal stakeholders; ALMPs target diverse process with input from key partnerships between individual population groups through various stakeholders; ALMPs target diverse training providers and employers; channels and are reviewed for impact population groups through various recent reviews considered the impact but follow-up is limited; the channels and are reviewed for impact of funding on only training-related government takes action to facilitate and adjusted accordingly; the indicators (e.g. enrollment, formal partnerships between training government takes action to facilitate completion), which stimulated providers and employers at multiple formal partnerships between training dialogue among some WfD levels (institutional and systemic); providers and employers at all levels stakeholders. recent reviews considered the impact (institutional and systemic); recent of funding on both training-related reviews considered the impact of indicators and labor market outcomes; funding on a full range of training- the reviews stimulated dialogue among related indicators and labor market WfD stakeholders and some outcomes; the reviews stimulated recommendations were implemented. broad-based dialogue among WfD stakeholders and key recommendations were implemented. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 25 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Policy dialogue on A few stakeholders engage in ad- Numerous stakeholders engage in policy All key stakeholders engage in policy competency standards and/or hoc policy dialogue on dialogue on competency standards and/or dialogue on competency standards and/or the NQF occurs on an ad-hoc competency standards and/or the the NQF through institutionalized the NQF through institutionalized basis with limited engagement NQF; competency standards exist processes; competency standards exist processes; competency standards exist for of key stakeholders; for a few occupations and are for most occupations and are used by most occupations and are used by training G5: Assuring Relevant and Reliable Standards competency standards have used by some training providers some training providers in their providers in their programs; the NQF, if in not been defined; skills in their programs; skills testing is programs; the NQF, if in place, covers place, covers most occupations and a wide testing for major occupations competency-based for a few some occupations and a range of skill range of skill levels; skills testing for is mainly theory-based and occupations but for the most part levels; skills testing for most occupations most occupations follows standard certificates awarded are is mainly theory-based; follows standard procedures, is procedures, is competency-based and recognized by public sector certificates are recognized by competency-based and assesses both assesses both theoretical knowledge and employers only and have public and some private sector theoretical knowledge and practical practical skills; robust protocols, little impact on employment employers but have little impact skills; certificates are recognized by both including random audits, ensure the and earnings; no system is in on employment and earnings; the public and private sector employers credibility of certification; certificates are place to establish accreditation accreditation of training providers and may impact employment and valued by most employers and standards. is supervised by a dedicated earnings; the accreditation of training consistently improve employment office in the relevant ministry; providers is supervised by a dedicated prospects and earnings; the accreditation private providers are required to agency in the relevant ministry; the of training providers is supervised by a be accredited, however agency is responsible for defining dedicated agency in the relevant ministry; accreditation standards are not accreditation standards with stakeholder the agency is responsible for defining consistently publicized or input; standards are reviewed on an ad- accreditation standards in consultation enforced; providers are offered hoc basis and are publicized or enforced with stakeholders; standards are reviewed some incentives to seek and retain to some extent; all providers receiving following established protocols and are accreditation. public funding must be accredited; publicized and routinely enforced; all providers are offered incentives and training providers are required as well as limited support to seek and retain offered incentives and support to seek accreditation. and retain accreditation. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 26 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Students in technical and vocational Students in technical and vocational Students in technical and vocational Students in technical and vocational education have few or no options education can only progress to education can progress to vocationally- education can progress to academically or for further formal skills acquisition vocationally-oriented, non- oriented programs, including at the vocationally-oriented programs, beyond the secondary level and the university programs; the university level; the government takes including at the university level; the government takes no action to government takes limited action to some action to improve public government takes coherent action on improve public perception of improve public perception of TVET perception of TVET (e.g. diversifying multiple fronts to improve public G6: Diversifying Pathways for Skills Acquisition TVET; certificates for technical and (e.g. diversifying learning pathways); learning pathways and improving perception of TVET (e.g. diversifying vocational programs are not some certificates for technical and program quality) and reviews the learning pathways and improving program recognized in the NQF; vocational programs are recognized impact of such efforts on an ad-hoc quality and relevance, with the support of a qualifications certified by non- in the NQF; few qualifications basis; most certificates for technical media campaign) and routinely reviews Education ministries are not certified by non-Education ministries and vocational programs are recognized and adjusts such efforts to maximize their recognized by formal programs are recognized by formal programs in the NQF; a large number of impact; most certificates for technical and under the Ministry of Education; under the Ministry of Education; qualifications certified by non- vocational programs are recognized in the recognition of prior learning policymakers pay some attention to Education ministries are recognized by NQF; a large number of qualifications receives limited attention; the the recognition of prior learning and formal programs under the Ministry of certified by non-Education ministries are government provides practically provide the public with some Education, albeit without the granting recognized and granted credits by formal no support for further occupational information on the subject; the of credits; policymakers give some programs under the Ministry of Education; and career development, or training government offers limited services attention to the recognition of prior policymakers give sustained attention to programs for disadvantaged for further occupational and career learning and provide the public with the recognition of prior learning and populations. development through stand-alone some information on the subject; a provide the public with comprehensive local service centers that are not formal association of stakeholders information on the subject; a national integrated into a system; training provides dedicated attention to adult organization of stakeholders provides programs for disadvantaged learning issues; the government offers dedicated attention to adult learning issues; populations receive ad-hoc support. limited services for further the government offers a comprehensive occupational and career development, menu of services for further occupational which are available through an and career development, including online integrated network of centers; resources, which are available through an training programs for disadvantaged integrated network of centers; training populations receive systematic support programs for disadvantaged populations and are reviewed for impact on an ad- receive systematic support with multi-year hoc basis. budgets and are routinely reviewed for impact and adjusted accordingly. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 27 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced G7: Enabling Diversity and Excellence in Training There is no diversity of training There is some diversity in training There is diversity in training There is broad diversity in training provision as the system is largely provision; non-state providers operate provision; non-state training provision; non-state training comprised of public providers with with limited government incentives providers, some registered and providers, most registered and limited or no autonomy; training and governance over registration, licensed, operate within a range of licensed, operate with provision is not informed by formal licensing and quality assurance; government incentives, systematic comprehensive government assessment, stakeholder input or public training is provided by quality assurance measures and incentives, systematic quality performance targets. institutions with some autonomy and routine reviews of government assurance measures and routine informed by some assessment of policies toward non-state training review and adjustment of Provision implementation constraints, providers; public providers, mostly government policies toward non-state stakeholder input and basic targets. governed by management boards, training providers; public providers, have some autonomy; training mostly governed by management provision is informed by formal boards, have significant autonomy; analysis of implementation decisions about training provision are constraints, stakeholder input and time-bound and informed by formal basic targets; lagging providers assessment of implementation receive support and exemplary constraints; stakeholder input and use institutions are rewarded. of a variety of measures to incentivize performance include support, rewards and performance- based funding. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 28 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced G8: Fostering Relevance in Public There are few or no attempts to Relevance of public training is Relevance of public training is Relevance of public training is foster relevance in public training enhanced through informal links enhanced through formal links enhanced through formal links programs through encouraging links between some training institutions, between some training institutions, between most training institutions, Training Programs between training institutions, industry industry and research institutions, industry and research institutions, industry and research institutions, and research institutions or through including input into the design of leading to collaboration in several leading to significant collaboration in setting standards for the recruitment curricula and facility standards; heads areas including but not limited to the a wide range of areas; heads and and training of heads and instructors and instructors are recruited on the design of curricula and facility instructors are recruited on the basis in training institutions. basis of minimum academic standards; heads and instructors are of minimum academic and standards and have limited recruited on the basis of minimum professional standards and have opportunities for professional academic and professional regular access to diverse development. standards and have regular access opportunities for professional to opportunities for professional development, including industry development. attachments for instructors. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 29 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced G9: Enhancing Evidence-based Accountability There are no specific data collection Training providers collect and report Training providers collect and report Training providers collect and report and reporting requirements, but administrative data and there are administrative and other data (e.g., administrative and other data (e.g., training providers maintain their own significant gaps in reporting by non- job placement statistics, earnings of job placement statistics, earnings of databases; the government does not state providers; some public graduates) and there are some gaps in graduates) and there are few gaps in conduct or sponsor skills-related providers issue annual reports and the reporting by non-state providers; reporting by non-state providers; surveys or impact evaluations and government occasionally sponsors or most public providers issue internal most public providers issue publicly rarely uses data to monitor and conducts skills-related surveys; the annual reports and the government available annual reports and the for Results improve system performance. government does not consolidate routinely sponsors skills-related government routinely sponsors or data in a system-wide database and surveys; the government consolidates conducts skills-related surveys and uses mostly administrative data to data in a system-wide database and impact evaluations; the government monitor and improve system uses administrative data and consolidates data in a system-wide, performance; the government information from surveys to monitor up to date database and uses publishes information on graduate and improve system performance; the administrative data, information labor market outcomes for some government publishes information on from surveys and impact training programs. graduate labor market outcomes for evaluations to monitor and improve numerous training programs. system performance; the government publishes information on graduate labor market outcomes for most training programs online. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 30 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Annex 4: References and Informants References Economist Intelligence Unit. May 2013. Iraq Country Report. Quarterly Report, United Kingdom. Government of Iraq. 2012. National Strategy for Education and Higher Education in Iraq, 2011-2020. Iraq, Central Statistical Organization. 2012. Iraq Indicators and Figures 2012. http://cosit.gov.iq/images/publications/iraqnums.pdf. Iraq Knowledge Network (IKN). 2011. Labour Force Factsheet. http://www.japuiraq.org/documents/1582/LB%20Factsheet-English.pdf. Iraq, TVET Supreme Coordinating Committee. September 2013. TVET National Strategy (Draft). Iraq, Ministry of Planning. 2010. National Development Plan for Iraq, 2010-2014. Tan, Jee-Peng, Kiong Hock Lee, Alexandria Valerio and Joy Yoo-Jeung Nam. 2013. What Matters in Workforce Development: A Framework and Tool for Analysis. SABER Working Paper Series Number 6, Education Department, Human Development Network. Washington, DC: World Bank. Available at http://go.worldbank.org/32GZWRY8Z0. Legislation Iraq. Ministry of Labor. Law No. 8 of 2006. Amended. Iraq. Ministry of Education. Law No. 22 of 2011. Iraq. Ministry of Higher Education and Scientific Research. Law No. 40 of 1988. Amended. Iraq. Cabinet Decree No. 28 of 2010. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 31 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Informants Name Title Institution Dr. Tariq Alani Co-Chairman High Coordination Committee Mr. Saad Ibrahim General Manager, Vocational Education Ministry of Education Abdulraheem Directorate Mrs. Sana Abdulhusain Assistant General Manager, Vocational Ministry of Education Abdulhadi Education Directorate Mr. Kadum Abed Husain Director, Curriculum Department, Vocational Ministry of Education Education Directorate Dr. Abdulkadum Jafaar Chairman, Technical Education Commission Ministry of Higher Education and Scientific Alyaseri Research Dr. Farid Majid Abed Head of Scientific Department, Technical Ministry of Higher Education and Scientific Education Commission Research Dr. Hussein Ali Dawood General Director/Secretary of Iraq National Deputy Prime Minister’s Office Education Strategy Implementation Steering Committee Mr. Aziz Ibrahim Khalil General Manager, Vocational Training Ministry of Labor and Social Affairs Directorate Mr. Sadiq Khazaal Ibrahim Director, Curriculum Department, Vocational Ministry of Labor and Social Affairs Training Directorate Mr. Mushref AbdulKhaliz Flaih Director, Training Department, Vocational Ministry of Labor and Social Affairs Training Directorate Mr. Basema Mohhamed Sadiq Director, Employment Strategies Department Ministry of Planning Mr. Sameer Khudair Hadi Member of Employment Strategies Ministry of Planning Department Mr. Ragib Reda Juma Chairman Iraqi Businessmen Union Dr. Abdul Muti Alkhafaf Advisor Iraqi Businessmen Union Mr. Husain Zangana Chairman Iraqi Federation of Industries Mr. Jwad Kadum Jwad Board member Iraqi Federation of Industries SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 32 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Annex 5: Table of SABER-WfD Scores Policy Goal Policy Action Topic G1_T1 1 G1 1.0 Provide sustained advocacy for WfD at the top leadership level 1.0 G1_T2 1 G2_T1 1 Establish clarity on the demand for skills and areas of critical constraint 1.0 G2_T2 1 Dimension 1 G2 1.0 G2_T3 1 1.1 Engage employers in setting WfD priorities and in enhancing skills-upgrading for 1.0 G2_T4 1 workers G2_T5 1 G3_T1 2 G3 1.3 Formalize key WfD roles for coordinated action on strategic priorities 1.3 G3_T2 1 G3_T3 1 G4_T1 info Provide stable funding for effective programs in initial, continuing and targeted G4_T2 2 1.6 vocational education and training G4_T3 1 G4_T4 2 G4 1.3 G4_T5_IVET 1 Monitor and enhance equity in funding for training 1.0 G4_T5_CVET 1 G4_T5_ALMP 1 Facilitate sustained partnerships between training institutions and employers 1.0 G4_T6 1 Broaden the scope of competency standards as a basis for developing G5_T1 2 1.5 qualifications frameworks G5_T2 1 Dimension 2 G5_T3 1 1.3 Establish protocols for assuring the credibility of skills testing and certification 1.3 G5_T4 1 G5 1.3 G5_T5 2 G5_T6 info Develop and enforce accreditation standards for maintaining the quality of G5_T7 1 1.0 training provision G5_T8 1 G5_T9 1 Promote educational progression and permeability through multiple pathways, G6_T1 2 2.0 including for TVET students G6_T2 2 G6_T3 1 G6 1.3 Strengthen the system for skills certification and recognition 1.0 G6_T4 1 Enhance support for skills acquisition by workers, job-seekers and the G6_T5 1 1.0 disadvantaged G6_T6 1 G7_T1 3 G7_T2 2 Encourage and regulate non-state provision of training 1.8 G7_T3 1 G7 1.6 G7_T4 1 G7_T5 1.5 Combine incentives and autonomy in the management of public training 1.5 G7_T6 1 institutions G7_T7 2 Dimension 3 G8_T1 1.5 1.4 Integrate industry and expert input into the design and delivery of public training G8_T2 1 1.3 programs G8_T3 1 G8 1.5 G8_T4 1.5 Recruit and support administrators and instructors for enhancing the market- G8_T5 2 2.0 relevance of public training programs G8_T6 2 G9_T1 1 Expand the availability and use of policy-relevant data for focusing providers' G9 1.0 1.0 G9_T2 1 attention on training outcomes, efficiency and innovation G9_T3 1 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 33 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 Annex 6: Authorship and Acknowledgements This report is the product of collaboration between Ali Anbori and staff at the World Bank comprising Lianqin Wang and Laura Gregory as well as Jee-Peng Tan, Rita Costa and Viviana Gomez Venegas, leader and member/s, respectively, of the SABER-WfD team based in the Education Department of the Human Development Network. Ali Anbori collected the data using the SABER-WfD data collection instrument, prepared initial drafts of the report, and finalized the report; the Bank team scored the data, designed the template for the report and made substantive contributions to the final write up. This report has benefited from suggestions and feedback from H.E. Dr. Mohammed Ali Tameem (Minister of Education), Saad Ibrahim (Director General of Vocational Education, MOE), Dr. Tariq Ali Jassem (Member of Advisory Commission, Prime Minister’s Office), and Sanaa Abdulhussein (Senior Researcher, MOE General Directorate of Vocational Education. The research team acknowledges the support of all who have contributed to the report and its findings, including informants, survey respondents, participants at various consultation workshops, as well as other members of the SABER- WfD team at the World Bank: Ryan Flynn, Kiong Hock Lee, Joy Yoo-Jeung Nam, Brent Parton and Alexandria Valerio. The research team gratefully acknowledges the generous financial support of the Government of the United Kingdom through its Department of International Development’s Partnership for Education Development with the World Bank which makes it possible for HDNED’s SABER-WfD team to provide technical support to the principal investigator in the form of standardized tools and guidance on data collection, analysis and reporting. The Iraq SABER-WfD analysis was supported by the World Bank-Iraq Trust Fund. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 34 IRAQ ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT | 2013 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of workforce development. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. THE WORLD BANK SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 35