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Investors' Association (IA). Many of its members use relatively sophisticated production methods, and have serious difficulties recruiting adequately qualified workers. Therefore, the IA was willing to invest in the Mubarak-Kohl Initiative. In 1995, a dual vocational education and training centre became operational. The youths, who were to become mechanics, electricians or textile workers, were selected by the factories themselves. Each week for a period of three years, these students receive two days of general and technical education (arranged by the Ministry of Education) and four days of practical work experience. The Regional Unit of the Dual System (RUDS), with specialists from the private sector and the German GTZ, supervised the internships and designed some specialized courses. Together, the Ministry and RUDS designed and evaluated the exams.
Almost all factories that participated in 1995 are still participating four years later. This confirms the viability of the dual training system. But the pilot project also showed that even under ideal circumstances (an enthusiastic and organized private sector, with modern factories and a clear need for qualified workers), a dual training system is not established easily. Some individual factories used their interns as cheap labour (and were consequently excluded from the project), and participating factories are concerned about their trainees moving to competitors after graduation (a fear that is not confirmed by dual training system experiences in Germany). To some extent, these issues were solved by recruiting students 'the Egyptian way': through people who already work for the company and who supported the candidacy of friends or relatives. While this type of favouritism is generally considered harmful, impeding fair and effective recruitment processes, the principle proved useful in the case of the dual training system. Youngsters whose parents or relatives work in the same factory are unlikely to be exploited, as their relative will keep a keen eye on their duties and learning process. After graduation, the family's loyalty towards the factory keeps students committed to their employers.
11.0.3 Germany
Germany is often taken to be an example of good practice in youth employment policy although it is not without its difficulties which will be returned to below. Similar types of system may be observed in several other countries such as Austria, Switzerland, and to some extent Denmark. As noted above, Germany is characterised by relatively low levels of youth and, in particular, teenage unemployment. Although the situation of young (particularly male) adults seems to have rapidly deteriorated following reunification, the relative position of youths is still comparatively favourable with respect to oth
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