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Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
Seeding knowledge-based-industries-2
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Seeding knowledge-based-industries-2

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  • 1.  This study is basically based on the way of selecting industries and professions that were the bases for developing training programs.  We have selected the industries that need to be developed based on certain standards. The referred to standards will be built based on the expected demand p on graduates and the nature of the profession.  The selected professions were subject to test. We have checked if they meet certain standards that we will develop during this research.  These standards helped us choose the final specializations that fit our research from the market point of view and other points of views. IDRC / KBIs e-tutoring model © 4/2010
  • 2.  The selection process for KBIs is based on the following factors: Economic E i Working force performance characteristics Exposure degree Training needs IDRC / KBIs e-tutoring model © 4/2010
  • 3.  To study this factor, the research team referred to the following indicators: 1. Production mass at the industry 2. Number of workers 3. Importing mass at the industry I ti t th i d t 4. Size of the associations 5. 5 Investment cost 6. Investment possibilities (easiness) 7. 7 Main clients IDRC / KBIs e-tutoring model © 4/2010
  • 4.  The indicators on which this factor depends are : 1. Education level 2. Specialization 3. Major M j professions f i 4. Wages level 5. 5 Sex-based Sex based distribution 6. Major professions in each industry 7. 7 Human Resource needs IDRC / KBIs e-tutoring model © 4/2010
  • 5.  The study of this factor was centralized on the following indicators: 1. The need for training 2. Complex training system 3. Training’s l i i T i i ’ role in increasing qualification i lifi ti 4. Accredited (certified)Valid training associations 5. 5 Human Resources training needs IDRC / KBIs e-tutoring model © 4/2010
  • 6.  Literature Review  Individual Interviews Interviews aimed to study the status of the sectors and have an idea about the nature of the working associations there, human resources, training programs, and building the capacity that refers these sectors to human resources.  Group Interviews These interviews mainly aimed to assure that the results of the study y y conducted at the previous stages were correct. They determined some training types that we must adopt and be more involved in training programs details as requirements, the expected needs to start applying these programs and the trainers’ favorite background. IDRC / KBIs e-tutoring model © 4/2010
  • 7.  Media and Innovative Industries  ICT  Agriculture  Industries  Textile d T til and garmentst  Stones and marble  Education IDRC / KBIs e-tutoring model © 4/2010
  • 8.  The following aspects were taken into consideration while checking the sectors: t 1. 1 Sector status 2. Associations working in the sector 3. 3 Human Resource and Training 4. Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis IDRC / KBIs e-tutoring model © 4/2010
  • 9. 1. Literature Review 2. Arab Gulf Markets 3. UAE market direction 4. UAE market features 5. Interest in contracting Palestinian partners I t ti t ti P l ti i t 6. Specializations needed at UAE market IDRC / KBIs e-tutoring model © 4/2010
  • 10. The most important needed specializations can be summed up as follows:  Development  Computerized data entry  Charts Ch t specialization i li ti  Training program development  Financial and managerial audit  Multi Media  AutoCAD and manufacturing drawing  Capacity building and training  Art Design t es g IDRC / KBIs e-tutoring model © 4/2010
  • 11. Others 14% Speed 28% Type of work 43% price 62% 0% 20% 40% 60% 80% Competition factors when signing outsourcing contracts in the UAE market IDRC / KBIs e-tutoring model © 4/2010
  • 12. Based on the research conducted about the experience in Asia, it became obvious that specializations at which Asians were excellent and so became the most likely candidates to be contracted are:  Semi conductors Semi-conductors manufacturing  Communication devices manufacturing  So w e deve op e Software development  Chemical industry  Biotechnology gy  Environmental products  Consumer electronics  Aerospace industries IDRC / KBIs e-tutoring model © 4/2010
  • 13.  Palestinians abroad  Using ICT in Palestine IDRC / KBIs e-tutoring model © 4/2010
  • 14. Business No. Element Weight Total weight 1 Market Demand 17% 2 Competition 12% 3 Added Value 5% 4 Level of Innovation 6% 40% CCE Mission / capacity 5 Strategic alignment with CCE Mission and 15% vision 6 Local Capacity to train/ deliver 5% 7 Capacity within CCE to manage 10% 30% Impact on Employment 8 Number of people that can be engaged 15% 9 Ability to create supporting job 15% 30% opportunities 100% IDRC / KBIs e-tutoring model © 4/2010
  • 15. Table  Total Weight of Each Specialization as a Result of Multiplying Each Element with  Weight  Impact on employment Strategic alignment with CCE Mission and vision  Economic and commercial feasibility total weight Ability to create supporting Number of capacity within CCE to manage local capacity to train/ Strategic alignment Level of Added value competition demand job opportunities people that at each specialization deliver at each with CCE Mission innovation at at each level can be specialization and vision each specializatio engaged specialization n 15% 15% 10% 5% 15% 6% 5% 12% 17% 100% ‫اﻟﻤﻌﺎﻳﻴﺮ وأوزاﻧﻬﺎ‬ ‫اﻟﺘﺨﺼﺼﺎت‬ 5.77 0.6 0.75 0.8 0.35 0.9 0.54 0.35 0.12 1.36 Animation production 5.59 0.75 0.75 0.8 0.45 0.75 0.48 0.3 0.12 1.19 Websites development 4.87 0.75 0.45 0.9 0.45 0.15 0.06 0.1 0.48 1.53 PCs free sale 5.13 0.6 1.05 0.5 0.30 0.6 0.54 0.45 0.24 0.85 Software applications development 5.78 0.75 1.2 0.5 0.25 1.05 0.18 0.4 0.6 0.85 Localization of software 5.21 0.75 0.9 0.5 0.15 0.6 0.48 0.45 0.36 1.02 Mobile Software development arket Needs 6.38 1.35 1.05 0.4 0.30 1.05 0.36 0.35 0.84 0.68 Agricultural Facilities Management 7.01 1.35 1.05 0.7 0.35 1.05 0.3 0.3 0.72 1.19 Intl. agriculture Standards specialist 5.12 0.6 0.45 0.3 0.25 1.05 0.36 0.2 0.72 1.19 Advanced sewing machines operators 6.09 1.05 0.6 0.4 0.30 0.75 0.54 0.25 0.84 1.36 Designers of Palestinian fashions 6.45 1.35 0.75 0.3 0.25 0.9 0.3 0.4 0.84 1.36 Industrial geology and mines Local Ma 5.76 1.05 0.6 0.2 0.40 1.05 0.18 0.3 0.96 1.02 Plastic injection machines operators 6.8 1.35 0.9 0.7 0.35 1.05 0.24 0.3 0.72 1.19 Intl. pharmaceutical standards specialist 6.52 0.75 0.75 0.6 0.30 1.2 0.42 0.3 0.84 1.36 Manufacturing drawing specialist 5.77 0.9 0.9 0.3 0.35 0.6 0.24 0.35 0.6 1.53 Food engineers 6.13 1.05 0.6 0.3 0.15 0.9 0.24 0.4 0.96 1.53 ERP systems operators 7.85 0.75 1.05 0.8 0.40 1.35 0.54 0.35 1.08 1.53 e‐learning  7.83 0.6 1.2 0.9 0.35 1.5 0.54 0.3 1.08 1.36 Academic assistance via internet 7.15 0.6 0.75 1 0.45 1.5 0.42 0.4 0.84 1.19 Academic assistance via internet 6.51 0.75 1.2 0.8 0.40 0.9 0.54 0.3 0.6 1.02 Language editing and creative writing 5.37 0.6 1.05 0.5 0.25 0.6 0.54 0.4 0.24 1.19 Software services 5.65 0.75 0.75 0.8 0.35 0.6 0.24 0.2 0.6 1.36 Computerized data entry 6.35 0.75 0.9 0.8 0.45 1.05 0.36 0.25 0.6 1.19 Charts specialist 6.42 0.6 0.6 0.9 0.45 1.35 0.48 0.3 0.72 1.02 Training programs development arket 4.38 0.45 0.6 0.6 0.45 0.3 0.3 0.25 0.24 1.19 Financial and managerial auditing Needs and Opportunities at Regional Ma 5.7 0.9 0.75 0.5 0.40 0.9 0.42 0.35 0.12 1.36 AutoCAD and manufacturing drawing 7.14 1.05 1.05 0.8 0.45 1.2 0.54 0.4 0.12 1.53 Multimedia 6.39 0.9 0.9 0.7 0.35 1.05 0.54 0.4 0.36 1.19 Arts designers 6.97 1.05 0.6 0.9 0.45 1.35 0.36 0.3 0.6 1.36 Training and capacity building 5.57 1.2 1.35 0.1 0.10 0.3 0.42 0.45 0.12 1.53 Semiconductors manufacturing 5.63 1.2 1.35 0.1 0.10 0.3 0.48 0.45 0.12 1.53 Communication devices manufacturing 5.01 0.6 1.35 0.1 0.25 0.3 0.48 0.45 0.12 1.36 Software development p 5.23 1.05 1.35 0.1 0.20 0.3 0.3 0.45 0.12 1.36 Chemical manufacturing 5.48 1.05 1.35 0.1 0.10 0.3 0.48 0.45 0.12 1.53 Biotechnology 5.36 0.75 1.35 0.1 0.05 0.3 0.54 0.45 0.12 1.7 Environmental products 5.7 1.05 1.35 0.1 0.15 0.3 0.48 0.45 0.12 1.7 Electronics 5.61 0.75 1.35 0.1 0.30 0.3 0.54 0.45 0.12 1.7 Information technology 5.37 1.05 1.35 0.1 0.05 0.3 0.42 0.45 0.12 1.53 Telecommunication tools 5.48 1.35 1.35 0.1 0.15 0.3 0.3 0.45 0.12 1.36 Consumer electronics 4.28 0.6 1.05 0.1 0.05 0.3 0.42 0.45 0.12 1.19 Aerospace industry IDRC / KBIs e-tutoring model © 4/2010
  • 16.  Literature review  Experts opinions IDRC / KBIs e-tutoring model © 4/2010
  • 17. Stakeholders of e-tutoring sector  Training associations and local experts  A d Academic associations and training centers i i ti dt i i t  Students living in foreign countries or in the Arab World countries.  Trainees at different companies Interfacing with stakeholders  Improving services through promotion  Improving the image abroad  Visiting companies  Establishing a branch abroad  Getting stakeholders involved in designing the program g g g p g  Conducting filed studies to facilitate networking  Presenting positive samples IDRC / KBIs e-tutoring model © 4/2010
  • 18.  The first option: establishing a representative office of the company. This might be applied in different ways.  Second potential: hiring individuals by companies, institutes, or schools, through making use of the low cost and the direct relationship between the Palestinian teacher and the beneficiary abroad . y IDRC / KBIs e-tutoring model © 4/2010
  • 19.  This special report sums up the research and study process that was implemented to determine training needs on two main levels:  Level One: Service General Framework  Level Two: Training Program General Framework IDRC / KBIs e-tutoring model © 4/2010
  • 20.  To meet the desired objectives, we needed to answer the following questions: 1. What Wh t are the academic/learning stages where students need th d i /l i t h t d t d private sessions and remedial courses? 2. 2 What are the academic/learning topics at which students need to have private sessions in the academic/learning stages previously defined? 3. How is it possible to market for the e-learning idea among the Palestinian student body to make sure it will be a great success?  Personal interviews  Similar experiences  Focus group IDRC / KBIs e-tutoring model © 4/2010
  • 21.  Based on the research findings, the simultaneous e- tutoring service will be offered in science and maths materials from the ninth to the eleventh grades. g  The ideal tools and approaches that will be followed to promote for the simultaneous e- tutoring in Palestine can be summed up based on the research findings as follows: 1. Government support . 2. Piloting the idea on a micro level. 3. Providing d P idi and supporting the appropriate comfortable e-learning environment i h i f bl l i i for both students and teachers. 4. Targeting teachers well –known in the field of private sessions and courses to convince them provide the simultaneous e- tutoring service. e service 5. Getting parents support. 6. Arranging events as conferences to highlight the successful results of the experience experience. 7. Marketing providing students with the service for free at first. IDRC / KBIs e-tutoring model © 4/2010
  • 22. 1. Analyzing previous studies 2. Conducting interviews with specialists in education 3. Holding a Focus group IDRC / KBIs e-tutoring model © 4/2010
  • 23. thank you IDRC / KBIs e-tutoring model © 4/2010

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