發(fā)布時(shí)間：2023-12-07 19:38

　　近幾十年來,突尼斯經(jīng)歷了快速發(fā)展,許多突尼斯改革和投資也得到的發(fā)展,但這些改革并未涵蓋教育和就業(yè)等所有部門,因?yàn)橥荒崴沟牡谌齻�(gè)周期正日益面臨失業(yè)問題。2018年,接受高等教育的突尼斯人中有29.3%失業(yè),而社區(qū)總失業(yè)率為15.5%。近10年來,畢業(yè)生的總失業(yè)率也在上升,從2008年起,失業(yè)率為42,7%,到2017年,失業(yè)率達(dá)到52%,甚至性別之間的失業(yè)率存在顯著差異,男性為17%,女性為38.8%,高等教育畢業(yè)生的失業(yè)率可以通過學(xué)生選擇的專業(yè)來調(diào)節(jié)。例如,突尼斯國家統(tǒng)計(jì)研究所(National Institute of Statistics)的數(shù)據(jù)顯示,在2018暖大學(xué)的碩士學(xué)位學(xué)生每年約92000名畢業(yè)生失業(yè)。而人文學(xué)科碩士學(xué)位達(dá)到每名未就業(yè)畢業(yè)生4.1萬人,與法律、經(jīng)濟(jì)、管理等其他學(xué)科的碩士學(xué)位有所不同。本研究的目的是了解突尼斯高等教育制度對畢業(yè)生失業(yè)率的影響,以及了解高等教育制度和勞動力市場監(jiān)管的現(xiàn)狀以及如何運(yùn)作的目標(biāo)。獨(dú)立后,突尼斯政府根據(jù)憲法“教育是16歲的義務(wù)教育,保證各級免費(fèi)公共教育的權(quán)利”,致力于建立一個(gè)有堅(jiān)實(shí)師資基礎(chǔ)的教育體系,并于2006年決定改進(jìn)高等教育。隨著L...

【文章頁數(shù)】：90 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations and Acronyms
Chapter 1:Introduction
    1.1 Background of the study
    1.2 Significance of the Study
    1.3 Statement of the Problem:
    1.4 Literature Review
        1.4.1 Review of foreign Literature related to research
        1.4.2 Review of literature at home
    1.5 Aim, objectives and research questions
        1.5.1 Aim of the research
        1.5.2 Research Objectives
        1.5.3 Research Questions
    1.6 Main research content and research methods
        1.6.1 Main content
        1.6.2 Research Methods
        1.6.3 Content and Structure
Chapter 2:Concept and Terminology of the current situation of Higher education system and labour market regulation
    2.1 Overview of the foundation of Tunisia’s higher Education system
    2.2 University education reform policy: LMD System:The Bologna process
        2.2.2 Building training programs and Evaluation
        2.2.3 Some criticism and shortcomings of the LMD system:
    2.3 The labour market regulation in Tunisia:
        2.3.1 Youth employment policy in Tunisia:
        2.3.2 Graduates benefiting from the program
        2.3.3 The impact of the AMAL Program on employment
        2.3.4 Employability after graduation:
    2.4 Conceptual model and research hypothesis
    2.5 Brief summary
Chapter 3:Empirical analysis and Regression of the study
    3.1 Data analysis
    3.2 Survey design and collection process review
        3.2.1 Population
        3.2.2 Sampling and Data collection
        3.2.3 Questionnaires
        3.2.4 Pre-trial test of the questionnaire:
    3.3 The Study area
    3.4 Descriptive Statistics
        3.4.1 Descriptive statistics obtained and variable analysis
        3.4.2 Approved demographic Analysis
        3.4.3 Variables Analysis:
    3.5 Analysis Regression
        3.5.1 Validity
        3.5.2 Reliability
        3.5.3 Results
        3.5.4 Testing of the research hypotheses
    3.6 Brief summary
Chapter 4 Discussion and Policy recommendation
    4.1 Introduction
    4.2 Discussion
        4.2.1 Descriptive statistics of TUNISIA compared to others countries
        4.2.2 Effect of highest education, type of university, year of graduation,employment services,education usefulness, and the LMD system in Tunisia onunemployment
    4.3 Policy Recommendation
        4.3.1 Graduates’ perspective
        4.3.2 Government perspective
    4.4 Brief summary
Conclusion
References
Appendix
Acknowledgements
Resume



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