The job market is evolving rapidly, driven by technological advancements and artificial intelligence. In Tunisia, the question is not just about training specialists in AI, but about preparing the entire workforce to work in an economy where digital tools are becoming an ordinary part of work. The country's education and training systems must adapt to this new reality.
The impact of AI on the job market is not just about job displacement, but also about redefining jobs. In most organizations, the transformation begins with the tasks that make up the jobs. Professionals in various fields, such as marketing, software development, and law, can automate certain tasks, but their jobs remain. The composition of these jobs changes, requiring new skills.
The Tunisian government has taken steps to address this challenge. In July 2026, the Ministry of Employment and Vocational Training presented the results of a study on the needs of the ICT sector in terms of jobs and skills. A roadmap is being developed to respond to the evolution of the sector's needs, strengthen employability, and improve competitiveness.
The government has also published a "Tunisian Map of Jobs and Skills", which aims to create a national reference framework for jobs, specialties, and skills in demand in Tunisia and internationally. These initiatives demonstrate a change in approach, from simply training according to existing fields to trying to anticipate the skills the economy will need.
Technical skills are no longer enough. The first category of "future skills" remains technical, including digital culture, data mastery, cybersecurity, and AI. However, a digital economy cannot function with only technical specialists. Other professionals, such as engineers, marketers, and HR managers, need a double culture: business and digital.
Human skills are also taking on a new value. As certain tasks are automated, human skills such as critical thinking, creativity, communication, and problem-solving are becoming more valuable. The objective is not just to train people to use technology, but to train people who can understand a problem, choose the right tool, evaluate the result, and make the final decision.
The transformation of skills raises institutional questions: who should train people in these new uses? The university, vocational training, and companies all have a role to play. A recent experience in Tunisia shows the interest of this logic, with a program supported by the World Bank that accompanied Tunisian universities on subjects related to employability and digital transformation.
Key points
- Tunisia must adapt its education and training systems to meet the changing needs of the job market.
- The government has taken steps to address this challenge, including the development of a roadmap for the ICT sector and a national reference framework for jobs and skills.
- Human skills such as critical thinking, creativity, and problem-solving are becoming more valuable in a digital economy.
