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Repetition

Article 1 of the Convention. Formulation and implementation of education and training policies. In response to the Committee’s previous comments, the Government indicates that the Ministry of Technical Education, Vocational Training, Employment and Labour has envisaged measures with a view to improving the initial training of teachers. These measures include raising the entry requirements for the teaching profession to the single baccalaureate and granting an incentive bonus of 150,000 Guinean francs (GNF) per month to student teachers during their two years of training in order to attract the best candidates. The Government also reports that a liberalization of private initiatives has facilitated the growth of private schools, which employ a large number of graduates from teacher training colleges. In this context, the Government indicates that a state mechanism has been established for the supervision, inspection and coordination of these private schools at the national and local levels. The Government indicates that, in order to strengthen links between training and employment, a strategy to link the graduates’ final examination to the recruitment competition for the public service is being formulated by an inter-ministerial committee comprising representatives of the public service, finance, budget, national education, literacy and technical education. A strategy targeting the training of young persons is envisaged by the Government through the “Boosting skills for the employability of young persons” (BOCEJ) project, within which vocational and technical training and higher education institutions work with the private sector to prepare training projects via a public–private partnership (PPP) with a view to improving the employability of young graduates. In the context of enhancing the status of the teaching profession, the Committee notes the signature of joint order No. 2018/1629/MESRS/METFPET/SGG of 21 March 2018, issuing Bachelor’s diplomas to graduates of “B” training institutes. The Government adds that, to address the lack of teachers, it has initiated a training programme for 2,000 teachers a year with the support of the World Bank. In this regard, two main innovative training strategies have been implemented: emergency training comprising three months of classroom training and nine months of practical training, followed by three further months of classroom training; and regular training comprising nine months of classroom training and nine months of practical training. The Committee notes that, according to the 2015–17 education sector programme, the Government has implemented several measures to combat the gender inequalities suffered by young women. The Committee therefore requests the Government to indicate the measures taken to eliminate gender inequality between young women and men, and their results. The Committee requests the Government to provide statistical data, disaggregated by age and sex, on the impact of the measures implemented within the framework of the above training strategies and programmes, and a copy of the order of 21 March 2018. The Committee refers to its comments on the Employment Policy Convention, 1964 (No. 122), and reiterates its request to the Government to provide detailed information on the manner in which it ensures effective coordination between vocational guidance and training policies and programmes and employment policies and programmes and on the manner in which it facilitates lifelong learning, as envisaged in Paragraph 3(a) of the Human Resources Development Recommendation, 2004 (No. 195). The Committee also requests the Government to indicate the impact of these policies on the creation of decent jobs and poverty eradication in accordance with Paragraph 16 of the Recommendation. Lastly, the Committee requests the Government to continue to provide information on the consultation and coordination measures between the various competent bodies to develop comprehensive and collaborative policies and programmes for vocational guidance and training.

Article 5. Cooperation with the social partners. The Government indicates that the social partners, students’ parents, local politicians, the community and non-governmental organizations were heavily involved in the implementation of the training project for 2,000 teachers a year. It adds that it decided, in cooperation with the social partners, that it was necessary to review the project, which was implemented from 2011 to 2012. In this context, the Government and the social partners implemented a new training model through the education sector programme with the institutional support of CEPEC-Lyon International. The Government indicates that the social partners are also involved in the implementation of this model, which is currently in force in teacher training colleges, as part of the practical training of the student teachers. The Committee requests the Government to continue to provide detailed information on the participation of the social partners and other concerned parties in the formulation and implementation of vocational guidance and training policies and programmes. The Committee also requests the Government to describe any consultation procedures or mechanisms established in this regard.