2021 2025 Human Capability Development Program Delivery Plan En · Table (p.40)
From 2021-2025-human-capability-development-program-delivery-plan-en.pdf · page 40
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| 3.C. Challenges and Current Efforts in Lifelong Learning | |||
| Lifelong learning covers all learnings conducted after the initial formal education journey. It addresses the | |||
| workforce, entrepreneurs, unemployed & (NEET) populations. | |||
| In order to increase the participation of the labor force and successful integration into employment, and | |||
| to address the situation of the unemployed, whose rate is 12%20, while the average unemployment rate | |||
| in other developed countries is 5%21, the following challenges must be addressed. Figure 14 illustrates the | |||
| most important challenges facing the lifelong learning phase and the requirements for addressing them | |||
| strategically to drive citizens to engage in continuous learning and professional development, increase their | |||
| lifelong productivity, and strive for excellence through continuous learning: | |||
| 3.C.1. Limited Upskilling and Reskilling Training Programs for Adults | |||
| Although, there are many skills-building programs in the Kingdom of Saudi Arabia, they only cover a minority | |||
| of citizens outside the education, training and work system (Youth not in Employment, Education & Training | |||
| "NEET") in particular, or citizens in general. Employees also do not receive adequate continuous training in | |||
| private enterprises, which leads to the obsolescence of knowledge and expertise of the workforce, and the | |||
| Kingdom ranks 32 among the developed countries, according to the Global Competitiveness Report for the | |||
| year 2019 AD, in this field22. | |||
| 3.C.2. Limited Focus on Skills Recognition Through Frameworks and | |||
| Certification | |||
| The Education and Training Evaluation Commission has developed a framework for national qualifications, | |||
| but it still needs constant updating and activation to become a professional skills framework that includes | |||
| comprehensive basic information on the various career and professional paths with advice on the existing | |||
| and emerging skillsets that are required, and a list of training programs for upskilling and reskilling. | |||
| 3.C.3 Limited Support for Entrepreneurial Skills and Lifelong Learning | |||
| The Kingdom needs coordination mechanisms to drive lifelong learning, given the lack of support for | |||
| entrepreneurial skills, with limited national policies to support lifelong learning. | |||
| 3.C.4. Inadequate Support of Employers | |||
| Employers in the Kingdom do not provide sufficient support, and do not invest much in training their | |||
| employees as required, compared to other developed countries in this field. | |||
| 3.C.5. | Limited | Incentives and Guidance | for Professionals and NEET |
| population | |||
| There are limited incentives and guidance for professionals who wish to continue learning and most | |||
| unemployed citizens do not engage in training at all, due to the relatively small number of employment | |||
| centers that provide such services. The participation of unemployed Saudis in training is very limited, with | |||
| insufficient incentives offered to look for jobs and get employed. As of Q3 2019, 96% of unemployed Saudis | |||
| have not participated in training. Moreover, existing incentives and / or benefits such as SANED Scheme and | |||
| Hafiz could respectively lead to prolonged unemployment considering their conditions to benefit from it and | |||
| the lack of enforcement of mitigations plans to incentivize beneficiaries23. | |||
| 20 General Authority for Statistics - 2019. |
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