The Vocational Aspect of Education

ISSN: 0305-7879 (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rjve19

Technical and Vocational Education in Kuwait

Salahaldeen Al‐Ali

To cite this article: Salahaldeen Al‐Ali (1993) Technical and Vocational Education in Kuwait, The
Vocational Aspect of Education, 45:1, 15-23, DOI: 10.1080/0305787930450102

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The Vocational Aspect of Education, Volume 45, Number 1, 1993

Technical and Vocational Education in Kuwait

SALAHALDEEN AL-ALI
School of Business Management,
University of Newcastle upon Tyne, United Kingdom.
University of Kuwait, Kuwait City, Kuwait

ABSTRACT One of the prerequisites for the development and

modernisation of a country is technical-vocational education and training.
If carefully planned and appropriately financed, an efficient and effective
capability may be produced. Kuwait, despite having vast economic
resources, has been suffering from an obvious lack of skilled and
semi-skilled manpower in almost all the sectors of the economy. In order to
fulfil this deficiency, technical-vocational education and training was
initiated to meet the urgent needs of the country. However, despite the
realisation of the need for such institutions, their role has not lived up to
their full potential. In most cases, low student aptitude, lack of managerial
and academic facilities, and weak industrial linkages have thwarted the
high prior expectations of such institutions. This study assesses the role of
Kuwait's technical and vocational institutions in providing the country
with skilled scientific and technical manpower. In addition, it examines the
effect of the Gulf Crisis on such institutions and the challenge confronting
them in providing the country with the manpower required, since many of
the country's nationals, who previously occupied managerial scientific
positions, have left the country. Finally, the paper argues that, unless such
schemes are given serious attention, the country will be heavily dependent
on expatriates for years to come.

Introduction
Human capital in the developing countries has received considerable
treatment In the economics literature.[1,2] Today, it is a widely held view
that the development of its human capital is vital to every such country.
Harbinson [2,3] has written extensively on human resources development
as an essential ingredient of economic development. He states that:
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SALAHALDEENAI^AU

If a country is unable to develop its human resources, it cannot

develop much else, whether it be a modern political and social
structure, a sense of social unity, or a higher standard of material
welfare.[2]
Technical and vocational institutions have a significant role to play in
development, especially in developing countries where a shortage of
qualified scientists, technologists, technicians and engineers is
considered one of the most acute obstacles to the effective application of
science and technology. Technical and vocational institutions are viewed
as the main vehicle through which to increase the new skills and
knowledge necessary to assimilate and absorb new technologies.

Occupation

Figure 1. Labour force (15 years and over): division by occupation and
nationality.

The shortage of Kuwaiti skilled and semi-skilled manpower constitutes a

serious problem in almost all the sectors of the country (Figure 1). The
magnitude of this problem can clearly be seen from the long-term
forecast made by the Ministry of Planning, which shows that, by the year
2000, skilled manpower requirements will be 167,500, whilst supply is not
expected to exceed 67,500.[4] As a result, the country without doubt will
continue to depend heavily on foreign manpower for the advancement of
its economy. To tackle or reduce this problem, the College of
Technological Studies was established in 1976, under the umbrella of the

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Public Authority for Applied Education and Training, which consists of

four colleges (basic education, business studies, technological studies
and health sciences). It encompasses six departments (mechanical,
electrical, electronic, civil, chemical engineering and applied sciences).
Its main objectives are:
• To supply the country with an appropriately qualified technical class
to fulfil the goals of the socio-economic development of Kuwait.
• To develop the technical-vocational skills available in the Kuwait
labour force.
• To provide consultancy services, and conduct studies and research in
the industrial sectors.
• To help society in understanding and dealing with technology that
might be useful in daily life.[5]
The college was established to fulfil one of the urgent needs of the
country in providing various sectors with well-trained scientific and
technical manpower.

Research Methodology
The study comprised three main methods of data collection. These were:
literature review, structured questionnaire and personal interview. In this
research, the College of Technological Studies (the only technological
college in Kuwait) was selected as a case study in order to evaluate its
performance in supplying the country with highly skilled manpower. It is
worth mentioning here that the fieldwork was conducted both before and
after the Gulf Crisis so as to reflect the present situation of the college.

Research Findings

Characteristics of the Sample

In all, 237 questionnaires were distributed to lecturers and 126 were
completed. This represents a 53% response rate. Of 950 questionnaires
distributed to students, 435 were completed. This represents a 46%
response rate. Such a response rate is considered appropriate since "the
main problem with mail surveys is that of getting an adequate response
rate ... Mail surveys with a response of as low as 10% are not
unknown".[6]
Questionnaires were returned from 38% who identified themselves
as assistant professors, 26% lecturers, 17% technicians, 16% assistant
lecturers and 3% associate lecturers.
On the other hand, students' responses were obtained from first-
and second-year students, and their distribution according to
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SALAHALDEEN AL-ALI

departments was as follows: 25% electronic engineering, 22% mechanical

engineering, 17% electrical engineering, 15% applied sciences, 13%
chemical engineering and 8% civil engineering.

Number of Registered Students

Figure 2 shows the distribution of registered students at applied educat-
ional colleges for the lst/2nd semester 1988/89 from a total of 17,187. The
non-Kuwaiti students represent only 15.7% of the total students. The
number of Kuwaiti students is found to be highest in the College of Basic
Education, followed by the College of Business Studies, then the College
of Technological Studies, and lastly the College of Health Science. [7]

Basic education
44.7%

Health science
5.3%

Business studies
28.7%

Technical studies
21.3%

Figure 2. Registered Kuwaiti students at applied education by colleges, 1988/89.

It was not until 1986/87 that women started to enrol at the College of
Technological Studies. The number of women enrolled for the year
1988/89 was 10,020, out of whom 86.8% are Kuwaitis. Their distribution at
the colleges was as follows: College of Basic Education, 57.9%; College of
Business Studies, 28.8%; College of Health Sciences, 6.7%, College of
Technological Studies, 6.6%.[7]

Reasons for Low Enrolment

Various factors are responsible for the low number of students attending
technical and vocational institutions. Firstly, the study revealed that 51%
of the total students sampled did not choose the College of Technological
Studies as a first priority. As manual labour is considered to be of low
status, students prefer to attend university in order to achieve higher

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status; this was supported by 51% of the total students' response. Thus
they favour the general education system. Secondly, there was a lack of
information on the various courses offered at the college since 60% of the
students' responses indicated not having any information regarding the
various courses offered at the college before enrolling. At present schools
try to prepare students for higher education but are handicapped by the
lack of skilled tuition in important subjects such as science, technology
and industrial development. Consequently, students attending industrial
colleges are insufficiently prepared and unable to evaluate their courses.
When asked how aware they were about courses available at the time of
their applications, 59% of the total selected students reported that they
had no information about the range available.
Thirdly, there is a lack of career guidance which would enable
students to choose appropriate courses. It is just recently that the Public
Authority of Applied Education and Training adopted the method of
visiting selected secondary schools informing them about the activities
offered by the various colleges, including the College of Technological
Studies. However, it is worth noting that creating public awareness of the
various courses offered to attract more students is one thing, and
furnishing the college with up-to-date equipment, continuing curriculum
development, linkage with industry and government incentives, and
obtaining social esteem is another thing altogether. However, they are
complementary to each other and their effect in attracting students and
providing them with the required skills is significant.
Fourthly, few female students attend the college courses. In fact
female students prefer courses that do not involve their working with
men. Thus, they tend to avoid engineering courses and are also reluctant
to study abroad because they realise that they will not have parental and
family support. Lastly, but not least, there is a lack of government
incentives. Graduates from university or college are seen to command
higher salaries than graduates from technical colleges.
Regrettably, some students who register for courses at technical
and vocational institutions do not complete their courses, owing to their
desire to enter paid employment. Others may prefer not to work in the
fields they have been trained for (10% of the total students from the
sample selected), and may wish to work in a different career (20% of the
total students' response).

Teaching Aids
When lecturers were questioned whether they required the use of
educational aids (e.g. overhead projector, computer services, books and
visual aids) in their courses, 69% said yes. However, when they were
asked if such facilities were available, 89% said no. The lack of the right
number of up-to-date books at the college library, for instance, was
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SA1AHALDEENAL-ALI

perceived by lecturers to be an obstacle to their performance; quality of

references was rated 'excellent' by only 17% of the total lecturers
responding and 28% by the total students responding. It was also
described as 'poor' by 43% of the total lecturers and 25% by the total
students. In addition, the availability of up-to-date workshops and
laboratories was rated 'excellent' by only 2% of the total lecturers, 5% of
the total students and 55% of both respondents rated this factor 'poor'.

Linkage with Other Institutions and Industries

The importance of links between technical and vocational institutions and
local industries cannot be overemphasised.[8,9] Such linkage would not
only contribute to be generation of funds for technical and vocational
institutions but would also enhance their staffs' competence. This, in
turn, would be reflected in the improved standard of graduates. However,
our study shows that collaboration between the College of Technological
Studies with local counterpart institutions (e.g. College of Science at
Kuwait University, Kuwait Institute for Scientific Research) and local
industries is not encouraging. Regrettably, 64% of the total lecturers
selected indicated that they did not have any contact with the market. Of
the total remainder, 30% had contact with industry for the purpose of
students' industrial placement and only 6% stated establishing links with
industry to conduct research projects.

Quality Assurance System

There is a clear lack of a 'quality assurance scheme' that ensures that
departments, courses and curriculum are reviewed, evaluated and
monitored annually. Such a process would help, for instance, in
monitoring the performance of a department in relation to the aims,
priorities and action plan set out in the previous annual departmental
plan. In addition to involving industrialists in such processes, knowledge
and understanding could be transferred to both parties involved in the
evaluation process.

Teaching Load
Of the lecturers' response 54% considered the teaching load (12-14 hours
a week) as 'a serious problem' that inhibited the involvement of staff in
conducting other academic activities such as research, consultancy and
curriculum development. This in fact was found to coincide with the
findings of a similar institution (Newcastle upon Tyne, UK) where 64% of
the total staff response perceived the teaching load as a "serious
constraint limiting their involvement in external activities" (e.g. research,
consultancy).

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 VOCATIONAL EDUCATION IN KUWAIT

Lack of Appraisal Scheme

The study showed that there was no unified, tested and approved
appraisal scheme at the faculty. The head of each department would
depend entirely on his own criteria for evaluating his staff, and this
differed from one department to another. Concern was expressed by
selected heads of department about the necessity of establishing and
applying a unified appraisal scheme to all the departments.

Academic Facilities
The availability of an appropriately designed building and its attendant
up-to-date facilities is essential for the success of the faculty's objectives.
Unfortunately, shortages of private offices (87%), lack of maintenance
(85%), unsuitable workshops and laboratories (83%), lack of safety
precautions (81%), and lack of proper lecture theatres (75%) constitute a
barrier to both staff and students in the learning process.

The Implications of the Gulf Crisis

The Gulf Crisis has indeed left the country in a devastated condition.
Almost all sectors, including human resources, shared in suffering
various degrees of damage. This was aggravated by the destruction of the
oil sector, the backbone of the Kuwait economy.
Many of the non-Kuwaiti nationals, who previously provided such
services, have left the country as a result of the Gulf Crisis. Those who
left, particularly those holding so-called 'un-preferred' nationality, owing
to their government's attitude towards the Gulf Crisis, are unlikely to
return. Such situations pose a barrier to Kuwaiti decision-making in
setting plans to rebuild the country and regain the situation it enjoyed
before the crisis.
At present, following the Gulf War of 1991 the rebuilding of Kuwait's
infrastructure is the main challenge confronting the Kuwaiti government.
Realisation of the necessity to re-adjust the population ratio seems to be
absorbed in theory and hopeful in practice. However, such an objective is
not easy to accomplish since historical evidence indicates the country's
extreme dependence on expatriates. Attention is now being focussed on
rebuilding the country's economy as it was enjoyed before the crisis and,
it is hoped at least, to reduce the dependence on expatriates (1) by
offering well-equipped scientific and technological institutions and, (2) by
encouraging Kuwaiti Students to undertake technological training to
overcome or reduce the shortage of skilled Kuwaitis.

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SALAHALDEEN ALALI

Conclusions
The Gulf War has resulted in Kuwait's facing increased problems in the
access to, and adoption of, technology, particularly owing to the exodus
of qualified overseas manpower from Kuwait which took place during the
crisis.
A review of the technical and vocational institutions in Kuwait
reveals a number of drawbacks. For example, the main objective of
vocational schools - that of providing middle-level manpower - is yet to
be met. This demands urgent action by the government. New ideas
should be sought not only from local experts but also from overseas.
It is often claimed locally that "technical and vocational education is
socially unacceptable and economically unrewarding". Consequently,
some people are inhibited from undertaking technical and vocational
training. To eradicate this unorthodox ideology, co-operative effort is
imperative. Public awareness must be created throughout the country of
the benefits that technical and vocational education can bring to Kuwait.
The government should also help by giving financial incentives to
graduates of technical colleges in order to attract them and to prevent
them feeling inferior to their university counterparts.
Secondary school education should be designed to prepare students
not only for work at university level but also for entry into scientific and
technical colleges. The government should provide incentives for
students to encourage the selection of science subjects.
This article has revealed that the curriculum for vocational training
is not integrated with other aspects of the Kuwaiti educational system. To
this end, it is suggested that the curriculum be revised to build in
necessary elements to ensure the development of local capabilities.
Efforts should also be made to encourage more females to enrol in
technical preparation institutes and to develop their skills. There is a
need to link vocational and technical schools with industry, and with
research and development centres. In this way, their practical and
analytical skills, all things being equal, will be fully developed to meet the
demand for much needed local skills. Unless such institutions are
improved, the country will continue to depend extensively on foreign
manpower for years ahead.

Correspondence
Dr Salahaldeen Al-Ali, PO Box 261, Al-Surra, 45703, Kuwait.

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References
[1] G. Jones (1971) the Role of Science and Technology in Developing Countries,
p. 31. Oxford: Oxford University Press.
[2] F. Harbinson (1962) Human resources development policy in modernising
economics, International Labour Review, 85, p. 438.
[3] F. Harbinson (1976) Approaches to human resources development, cited in
C. Meier (Ed.) Leading Issues in Economic Development. New York: Oxford
University Press.
[4] Ministry of Planning (1987) Five Year Plan 1985/90, p. 26. Kuwait Government
Press.
[5] The Public Authority for Applied Education and Training (1987) Annual
Catalogue for the Year 1986-87, p. 31. Kuwait Government Press.
[6] C. Moser & G. Kalton (1971) Survey Methods in Social Investigation, p. 262.
London: Heinemann.
[7] Ministry of Planning, Central Statistical Office (1989) Annual Statistical
Abstract, p. 377. Kuwait Government Press.
[8] A. Carsurd & B. Ellison (1990) Turning Research into Enterprise: an analysis of
the transfer of university technology to entrepreneurial ventures in the United
Kingdom. Durham: Durham University Business School.
[9] Department of Trade and Industry and the Council for Industry and Higher
Education (1990) Collaboration between Business and Higher Education.
London: HMSO.

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