The afternoon Keynote Addresses were chaired by Rupert Maclean, QAPCO Professional Chair in Vocational Studies, UNESCO Chair on TVET and Sustainable Development, Coordinator, UNESCO-UNEVOC Centre for Qatar. 
The following overarching question continued to be discussed but was grounded in the work of two countries in this region, namely, the Sultanate of Oman and the State of Qatar. 


Presentations were delivered by five presenters:

  • Dr. Azzah Al Maskari, Dean of the Ibra College of Technology, Sultanate of Oman; 
  • Dr. Hamda Hassan Al-Sulaiti, Secretary General, Qatar National Commission for Education, Culture and Science; 
  • Faryal Khan, Programme Specialist for Education, UNESCO Doha; 
  • Ian Wilkinson, Policies Analysis Consultant with the Ministry of Education and Higher Education 
  • Samah Gamar, Vice President Academic, College of North Atlantic - Qatar. ​


Oman Context Presentations

Technological Education and Vocational Training in the Sultanate of Oman
 Dr. Azzah Al Maskari (Ibra College of Technology) 

The presenter gave an overview of two TVET college systems, that is, Colleges of Technological Education and Vocational Education Colleges.
Technological education aims to provide a high quality educational and learning environment to prepare and enable Omani youth to contribute to economic and social development at the national level. Colleges of Technological education are located across the country.

Qatar Context Presentations

​​International and Regional Organizations: How they focus on TVET
 Dr. Hamda Hassan Al-Sulaiti (Qatar National Commission for Education, Culture and Science)
TVET is part of the formal education system and involves educational preparation and the acquisition of skills and technical knowledge at secondary and tertiary level for use in industries including health and administration. TVET is one of the main requirements to respond to the needs of the labour market and business sector and also sustainable development. 
The Unique Context of TVET in Qatar
Ian Wilkinson (Ministry of Education and Higher Education, Qatar)
An outline is given of the aspirations for education as given in the Qatar National Vision 2030 and the role and structure of the Ministry of Education and Higher Education and links with other areas. International experts keep telling authorities that TVET is underdeveloped in this country. At least three attempts have been made to define a national TVET policy and to establish a Governance structure. A National Qualifications Framework will come into being this year. 

Female participation in TVET: Lessons from the Gulf States
Faryal Khan (UNESCO Doha)
This UNESCO study explores policy, systemic, and socio-cultural barriers to female Technical Vocational Education and Training (TVET) enrolment and employment. There has been great improvement across the Gulf region, but there are still many challenges including limited secondary options in TVET; insufficient career guidance; gender bias in curricula and few female Faculty. GCC policies also reinforce females pursuing academic pathways. 
TVET Pedagogy, Policy, and Practice: Meeting the Evolutionary Needs of Industry 4.0 for a Thriving Qatar Economy
Samah Gamar (CNA-Q, Qatar)
Qatar has a number of frameworks that guide human, social, economic and environmental development, for example, the Qatar National Vision 2030; Qatar National Development Strategy 2018-2022; the Education and Training Strategy (ETS) 2018-2022. These frameworks instill norms and values and establishes accountability.