Algeria 2024

The VET system in Algeria effectively addresses the educational and vocational needs of its population through adaptable training methods aligned with socio-economic demands. While areas for improvement remain, the system is recognised for its accessibility and flexibility. Monitoring data show progress in providing first-time access to formal learning and supporting learner progression and graduation. However, access to lifelong learning for adults, particularly when compared to other ETF partner countries, requires further development.

A key strength of Algeria’s VET system is the accessibility of both initial and continuing VET. Enrolment in initial VET grew from 512,355 learners in 2011 to 617,648 in 2021, reflecting its appeal to young Algerians, especially through apprenticeship learning options. CVET is also well-regarded by adult learners, supported by diverse training formats, including face-to-face, apprenticeship, and distance learning. Despite these strengths, lifelong learning opportunities outside VET, particularly via active labour market policies, remain limited. Although progress has been made in recognising and accrediting non-formal and informal learning, further efforts are needed to expand access.

The VET system effectively helps graduates transition into the workforce, with a strong focus on preparing students for immediate employment rather than further education. This approach aligns with national socio-economic priorities in key sectors such as construction, mechanical engineering, and public works. This focus differs from countries where VET often serves as a pathway to higher education.

National authorities report ongoing enhancements to VET programmes, including updates to curricula, the introduction of new training pathways in emerging sectors, and the promotion of centres of excellence. Scholarships and pre-employment grants for young trainees and apprentices further demonstrate Algeria’s commitment to supporting learners in achieving their educational and career aspirations.

Algeria’s VET system addresses the educational and vocational needs of its population through accessible training options, including apprenticeships and continuing education for adults. Enrolment in initial VET has grown significantly, particularly through apprenticeships, while CVET remains a valued option. Progress has been made in expanding first-time access and supporting learner progression. However, lifelong learning opportunities outside VET are less developed. The system primarily prepares students for direct employment, aligning with national economic priorities. Authorities are updating curricula, introducing new training pathways in emerging sectors, and developing centres of excellence. To enhance lifelong learning, further efforts are needed, particularly through active labour market policies and the recognition of non-formal learning, ensuring broader access to education and training.

VET in Algeria is closely aligned with the world of work, supported by strong links between education and employment. National authorities report improvements in programme quality, driven by the professional development of over 20,000 trainers who receive advanced training in pedagogy, new technologies, and teaching methods. These efforts enhance learner outcomes and maintain the system’s relevance. While Algeria’s results in maintaining quality and relevance have remained stable, other ETF partner countries have advanced further in adapting their systems to evolving needs. Nonetheless, Algeria holds a relatively strong position in addressing adult skills and employability challenges.

Work-based learning plays a central role in Algeria’s VET system, offering businesses flexibility and ensuring learners gain practical experience. Apprenticeships are a key focus, with a target of 70 percent of training delivered through this method by 2023. Partnerships with enterprises, such as FIAT for automotive training, demonstrate Algeria’s commitment to enhancing employability. However, a slight decline in Algeria’s relative position in international comparison linking learning with work and youth skills development since 2023 highlights that there are areas for improvement.

Adults in CVET generally demonstrate stronger skills and competences than younger learners, reflecting the effectiveness of these programmes. A focus on foundational skills, such as mathematics, supports learners in pursuing technical specialisations aligned with their abilities. Progress has also been made in renewable energy training, with over 500 courses in 23 vocational pathways, although there is room to expand green transition initiatives. In contrast, digital transition themes are strongly integrated across curricula, equipping learners with vital digital skills

VET curricula are designed to meet immediate labour market needs while preparing for future trends. Continuous programme updates, developed in collaboration with economic and social partners, ensure the system remains responsive to evolving demands. Work-based learning and enterprise partnerships enhance the system’s relevance. While Algeria is advancing in areas like digital skills and renewable energy, expanding green transition efforts and improving adaptability to emerging challenges will be essential for sustaining progress.

VET in Algeria has strengths in the area of system management and organisation, particularly in quality assurance. Comprehensive mechanisms, such as joint assessments by apprenticeship supervisors and trainers and the use of pedagogical aids in apprenticeship training, ensure the quality of education and training. However, while these strengths are maintained, the limited availability of performance reports for stakeholders, especially providers and learners, highlights the need for more transparent and accessible reporting mechanisms. Other countries have advanced more rapidly in this area in recent years.

Leadership capacity within Algeria’s VET system is reported to be high, even though performance here has declined since 2023 in international comparisons. The development/empowerment of school leaders remains a strength, which is in contrast with challenges faced by many other countries in this area. The National Institute for Vocational Training and Education plays a key role in supporting administrative, technical, and pedagogical staff, ensuring leadership development remains a priority.

Algeria performs well in engaging stakeholders in decision-making processes. Governance arrangements are perceived as being more effective than in many other countries participating in the Torino Process. Organisations such as the Tripartite and the National Economic, Social and Environmental Council actively involve diverse sectors in shaping VET policies. This participatory governance approach contributes to the inclusiveness and responsiveness of the system.

The inspection system, a critical component of VET governance, evaluates the educational, administrative, and financial performance of training institutions. Efforts by line ministries to disseminate reports via web portals, contribute to transparency and stakeholder involvement. However, further improvements are needed to ensure comprehensive access to performance data.