Measuring the Reality of the Apprenticeship Program in the Kingdom of Bahrain Schools and Evaluating its Graduates

Abstract

The study aims at assessing the extent of women’s empowerment through measuring the reality of the apprenticeship program developed and implemented by the the Kingdom of Bahrain’s Ministry of Education in the girls vocational and technical education schools. The main goal of the study is to determine the percentage of female graduates who are working in the public and private sectors and enrolled in higher education institutions, and also to find out the factors affecting their choices in this regard. This will help in identifying the gaps in the program based on data, facts and research surveys and will contribute to improving the program and the situation of women in the labor market and to the advancement and strengthening of their role socially and economically as well. The study adopted the multi-angle evaluation system - 360°. The questionnaires were designed and applied to survey the opinion of female students, graduates, ministry officials, parents, teachers, school principals, and higher education institutions in which graduates study. The sample of the study consisted of 112 students from schools that implement the program, 28 parents, 10 female graduates, 39 teachers, 10 ministry officials and 3 officials from higher education institutions. Quantitative and descriptive analysis of data was implemented. Data analysis revealed that a high percentage of respondents believe that the apprenticeship program qualifies graduates to meet the needs of the labor market and enabls them to enroll in higher education institutions. It was found through the answers of students and graduates that they prefer to work in banks, insurance companies and as accountants. They did not indicate their desire to work in small private projects. Salaries were the most important influences on their job choices. It was also found that a high proportion of female graduates are enrolled in higher education institutions and some work in kindergartens and hypermarkets. As for the vocational curriculum, the courses, the applied teaching methods, and the school environment, a high percentage of respondants agreed that the curriculum helps to develop the students’ personal skills, to discover their tendencies and abilities, to provide them with the necessary technological skills, and that the school provides a suitable environment for learning and takes into account the special needs. In the opinion of the sample groups, the apprenticeship program is characterized by being able to prepare students for the labor market, its practical training part and learning of the English language. The most appropriate courses for the labor market are commercial and computer technology courses, while the ones appropriate for admission to higher education institutions are commercial and advanced stream courses.