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Bu Proje Avrupa Birliği ve Türkiye Cumhuriyeti tarafından
ortaklaşa finanse edilmektedir.
THE ROLE OF THE THIRD PARTIES IN VOCATIONAL
EDUCATION
2013-1-TR1-LEO04-47880 1
Project Guides
Project partners
: TURGAY CINER TEKNIK VE ENDUSTRI MESLEK LISESI, TR - TURKEY
: INSTYTUT WSPIERANIA I ROZWOJU BIZNESU – STOWARZYSZENIE,PL - POLAND
: TEIA AMIGA - ASSOCIACAO,PT - PORTUGAL
: APPIER LTD,UK - UNITED KINGDOM
: ACADEMIA d.o.o., SI - SLOVENIA
Bu yayın Avrupa Birliği’nin yardımıyla hazırlanmıştır.
Bu yayının içeriğinden yalnızca Turgay Ciner Mesleki ve Teknik Anadolu Lisesi , InstytutWspıeranıa I
RozwojuBıznesu, TeıaAmıga - Assocıacao, AppıerLtd, Academıad.o.o sorumlu olup, herhangi bir şekilde AB’nin ve
Türkiye Cumhuriyetinin görüşlerini yansıttığı şeklinde yorumlanamaz.
SECTION 1 .......................................................................................... 5
TURKEY PROJECT OUTCOMES .................................................... 5
A GUIDE FOR “NEEDS OF ENTERPRISES AND STUDENTS FORVOCATIONAL EDUCATION” .............................................5
GUIDE FOR ENTERPRISES “HOW CAN ENTERPRISES SUPPORT VOCATIONAL EDUCATION?”...................................... 19
A GUIDE FOR STUDENTS “PROFESSION CHOICE AND CAREER PLANNING “ ............................................................... 35
A GUIDE FOR THIRD PARTIES “ PARTICIPATION OF THIRD PARTIES IN VOCATIONAL EDUCATION” ........................... 39
SECTION 2 ........................................................................................ 46
SLOVENIA PROJECT OUTCOMES ............................................. 46
“THE VOCATIONAL TRAINING NEEDS OF STUDENTS AND ENTERPRISES WHICH SHOULD BE MET BY VOCATIONAL
AND TECHNICAL SCHOOLS” ............................................................................................................................................ 46
HOW TO SUPPORT VOCATIONAL TRAINING FOR THE ENTERPRISES ............................................................................ 49
“CHOOSING THE RIGHT JOB AND CAREER PLANNING FOR THE STUDENTS” ............................................................... 57
“THE PARTICIPATION OF THE THIRD PARTIES IN VOCATIONAL TRAINING FOR THE THIRD PARTIES” ........................ 68
SECTION 3 ........................................................................................ 71
PORTUGAL PROJECT OUTCOMES ............................................ 71
THE VOCATIONAL TRAINING NEEDS OF STUDENTS AND ENTERPRISES WHICH SHOULD BE MET
BY VOCATIONAL AND TECHNICAL SCHOOLS ................................................................................................ 71
1- Vocational education and training in Portugal ....................................................................................................... 71
2 - Regional categorization of enterprises and need for qualified workers - Vila Nova de Famalicão
Municipality ................................................................................................................................................................ 73
3 - Students´ expectations and needs ................................................................................................................... 82
4 - Enterprises´ expectations and needs .............................................................................................................. 89
CHOOSING THE RIGHT JOB AND CAREER PLANNING FOR THE STUDENTS ........................................ 94
HOW TO SUPPORT VOCATIONAL TRAINING FOR THE ENTERPRISES .................................................... 95
THE PARTICIPATION OF THE THIRD PARTIES IN VOCATIONAL TRAINING ............................................ 96
Bu Proje Avrupa Birliği ve Türkiye
Cumhuriyeti tarafından ortaklaşa finanse
edilmektedir
Bu projenin yararlanıcısı Turgay Ciner
Mesleki ve Teknik Anadolu Lisesidir.
Bu projenin sözleşme makamı AB Eğitim ve
Gençlik Programları Başkanlığıdır.
SECTION 4 .......................................................................................104
UNITED KINGDOM PROJECT OUTCOMES ...........................104
VOCATIONAL TRAINING NEEDS OF STUDENTS/ENTERPRISES TO BE MET BY VOCATIONAL/TECHNICAL SCHOOLS . 104
CURRENT VOCATIONAL TRAINING SUPPORT NEEDS FOR ENTERPRISES .................................................................... 106
STUDENT JOB SELECTION AND CAREER PLANNING .................................................................................................... 107
CURRENT THIRD PARTY INVOLVEMENT IN VOCATIONAL TRAINING SUPPORT ......................................................... 110
SECTION 5 .......................................................................................111
POLAND PROJECT OUTCOMES ................................................112
EDUCATION SYSTEM IN POLAND ................................................................................................................................. 112
EMPLOYER NEEDS IN THE VOCATIONAL EDUCATION SECTOR IN THE ŁÓDŹ VOIVODSHIP IN POLAND .................. 121
SUPPORTING VOCATIONAL EDUCATION IN POLAND.................................................................................................. 125
THE VOCATIONAL QUALIFICATIONS, SKILLS AND PROFESSIONS REQUIRED IN LODZKIE REGION. ........................... 128
VOCATIONAL TRAINING NEEDS ................................................................................................................................... 132
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OUR PROJECT
The Role of the Third Parties in Vocational Education
The target group of our project includes administrators, teachers and students at the vocational and
technical training institutions in the same region where the project partner is located and the third parties
(civil organizations, NGO's, local authorities, enterprises, professional organizations, universities and other
public_institutions.
Keeping the third party institutions out from the vocational institutions is not realistic and reasonable.
And this instrument isn’t used effectively or neglected partly by the vocational institutions in the world and
the_Europe.
Our project aims to create local vocational training platforms including all interested parts in the
participant countries and use third party institutions effectively. These platforms will organize working groups
and do academic searches.
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SECTION 1
TURKEY PROJECT OUTCOMES
A GUIDE FOR “NEEDS OF ENTERPRISES AND STUDENTS FORVOCATIONAL
EDUCATION”
What Is Enterprise?
According to one of definitions, enterprise expresses the units or interferences that has an economical
activities which belongs to real or juristic person. For another definition, enterprise expresses governmentally
or private associations and foundations which produce goods or service for publicity.
Definition, limits and importance of enterprise:
Comprehend of business-enterprise has three main meaning:
Enterprise express these three meaning;
a) Run a machine, instrument or device.
b) The building in which there are various work or activity.
c) It is a kind of product Units which includes human-beings and materials.
In all three meaning of Enterprise states productive activity or behavior. The first has technical specialty and
the others have technical and public specialties.
Who Is “Student” That Attend Skill Education In Enterprises?
“Student” is defined to people who attend the education in an enterprise, Professional Technical
School or in an Association.
What is the skill education in enterprises?
Professional Education in Enterprises means that Students of Professional Education, and Students of
Professional or Technical Schools or Association have the Skill Learning in Business-enterprises and they have
theoretical Education at the schools.
StatusOf YoungGenerationInPopulationForYearsInTurkey
edilmektedir
The population of Turkey was 76 667 864 in 2013 and amount of 12 691 746 wereyoungs at the age of
“15-24”. Rate of Young population in general population was 16,6 %. Young population contains 51,2%
male, and 48,8 % female.
Young Population And The Rate Of Young Population In General Population, 1935, 2075
Source: TÜİK, 1935-2073
When the rate of young population was investigated in member and candidate countries in European
Union, Turkey was found the highest rate of young population. When the rate of young population in general
population was 11,5% in EU-28 members countries, it was 16,6 in Turkey.
The Following countries were listed in a row above which have the highest rates of young population;
Republic of South Cyprus 15%, Izlanda 14,7%, Macedonia 14,6%, Lithuania 13,5%,
The countries which have low rates of young population :
Italy 9,9%, Spain 10,5%, Greece 10,6
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Unemployment Rates And Participation Of Young Generation In Work Force ( 15 – 24 ) In European Union
And Oecd Countries, 2010
DISTRIBUTION OF EMPLOYED AND UNEMPLOYED PEOPLE ( 15 – 64 ) IN TOTAL EMPLOYABLE POPULATION
FOR EDUCATION STATUS IN TURKEY
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When we investigate the stage of Education of employed man force, we could see that most of
employee are under the education of high school stage. ( Scheme 7 ).In the year of 2010, It was realized as that
the share of illiteracy in those employed in the group of 15-64 years was 5%, the share of high school
education below was 63%, the share of graduates from high school (general and vocational) was 21%, the
share of graduates from university was 16%. When we investigate of distribution of educational stage of the
unemployed in total workable population can be classified as that, the share of illiterates 2%, the share of high
school education below was 58%, the share of graduates high school (general and vocational) was 25%, while
the share of college and university education is seen as 15%.
DISTRIBUTION OF STUDENTS IN HIGH SCHOOL STAGE ACCORDING TO SCHOOL TYPES
Increasing the importance of vocational and technical education has been identified as an important
policy goal since the 2000s. .In addition, the important studies are being done which is also supported by the
European Commission for improving the quality of vocational and technical education. Beside these studies, as
well as projects aimed at increasing the demand for vocational and technical education institutions is carried
out by the private sector and civil society. As a result of these studies, the demand for vocational and technical
secondary education was increased.
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The SituationOf AppropriationForManforcesToTheir Professional Knowledge
This situation also shows itself of the relevant assessment of professional competence of graduates
working in the business-enterprises. Most employers find inadequate vocational knowledge, skills, attitudes
and work habits of vocational and technical secondary school graduates.
Opinions Of Enterprises On The SkillsOf Vocational And Technical Education Graduates
edilmektedir
Employers described especially foreign language, administrative, technical and professional skills of
graduates of vocational and technical training, as “low”.
1. Fields Of NeedForVocationalTraining InOurRegion
When chance of finding a job is considered in our region as well as in our country, graduates of
vocational and technical secondary school has more opportunity to find a job. Some businesses and personnel
situation and needs in our region in support of this opinion was as shown below.
CURRENT STAFF STUTATIONOFTHERMAL POWER PLANT MANAGEMENT OF AFŞİN ELBİSTAN /
REQUIRED STAFFS
WAGED STAFFS
TOTAL NUMBERS OF STAFF TO BE
Graduates Of Primary School
183
Vocational high school department of machine
497
Vocational high school department of electricity
119
Vocational school department of electronics
39
Vocational high school department of chemistry
12
Vocational high school department of furniture
5
Vocational training faculty
21
SITUATION OF INTERM STAFF NEEDS AT MANAGEMENT OF EÜAŞ AEL
INFORMATION OF NECESSARY PERSONNEL
TOTAL NUMBERS THAT S HOULD BE
Electrical technician
30
Mechanical technician
42
Computer operator
2
Lathe technician
50
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Metal works technician
80
Chemistry technician
5
Engine technician
30
Business machine operator
20
Maintenance and repair of machines
40
Drivers of heavy duty trucks
15
Drilling staffs
70
Crane operator
5
CURRENT / REQUIRED STAFFS STUTATION OF THERMAL POWER PLANT MANAGEMENT OF AFŞİN
ELBİSTAN B
CASUAL STAFF
REQUIRED PERSONNEL IN ADDITION TO
CURRENT STAFFS
Vocational high school department of engine
Vocational high school department of machine
54
Vocational high school department of electricity
10
Vocational high school department of electronics
5
Vocational high school department of chemistry
6
Vocational high school department of computer
Vocational high school department of metal
5
Vocational high school department of lathe
5
Vocational high school department of foundry
OTHERS
Also small and medium-sized businesses in our region next to the personnel needs of large enterprises
mentioned above they need personnel who have received vocational training are shown in the table below.
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VOCATIONAL HIGH SCHOOL FOR THE PURPOSE OF DISTRIBUTION OF SMALL AND MEDIUM-SIZED
ENTERPRISES IN OUR REGION
PROFESSION
Number
Sales of Computer Consumables
5
Manufacturing, assembly and Sales of Steel Door
1
Forging (hot and cold forging)
12
Electrical Equipment Manufacturing, Sales and Repairing
7
Electrical Installations
8
Electrical Appliances and Household Appliances Manufacturing, Sales and Repairing
11
Electronic Equipment Appliances Sales, Maintenance and Repairing
Electronic and Electro Mechanical Office and Computing Machinery Installation,
Maintenance and Repairing
Every type of medical and sanitary materials manufacture, Sales and Repairing of
Building Materials Manufacturing and Selling
Cable TV, Digital TV, FM-TV Transmitters, Satellite Systems, Antenna Founder
Maintenance, Sales and Repairing
Heating and Plumbing Manufacture, Sales, Installation and Repairing
4
Welding
3
Plumbing Supplies Manufacturing and Sales
2
Sanitary Plumbing
4
Turning and Lathe (Frezecilik, Dragline, Planyacılık, Grinding, Tool Sharpening)
3
3
12
2
1
2. QuestionsAndResults Of SurveyForAppliedTo Enterprises AndVocational High School StudentsInOurRegion
Fromthepoint of view of students:
1. When it is asked for opinions on the most appropriate option in learning the knowledge and skills
related to the profession of students;
Regarding the teaching of knowledge and skills of vocational education, our students states that 46.7% of them
think, all knowledge and skills should be taught at school, 37.5% of them think, theoretical knowledge should
be taught at school and skills at enterprises and 15,8% of them think that the both should be taught at
enterprises.
2. The information that you learn in school as skills and work habits how extent did you acquire issues;
edilmektedir
41.7% of our students have chosen the option of “very” and 40% of them have chosen the option of “much
rather”. In total, 81.7% of our students stated that they have chance to learn the skills acquired skills and work
habits in school.
3.
To the question of what level of overlap with the knowledge and skills obtained in school to gained at
the enterprises;
34.2% of our students answer it as “Very” , 34.2% of them gave as “much rather”, while 18.3% of them gave
“partial” as answer.
Fromthepoint of view of enterprises;
1. What is level of overlap of Vocational Education at school for the need of your company's needs ?
45.5% of Business-enterprises that surveyed gave “Partly”, 27.3% of them have chosen “Quite” and 18.2% of
them gave “well enough "as answer. In a total, 90.09% of the companies stated that it is important to
vocational training.
2. What level of training staff members do you prefer to meet the needs of your business?
It is observed that Business-enterprises prefer 100% of vocational school graduates for the staff needs
of enterprises in our region.
3. What is extent of students’ professional motivation who attends your company for skills training?
Professional motivation of students who attend to the skills training in enterprises was found as 9,1% of
them “rather well”, 9.1% of them “partially good "and 81.8% of them “minimal”
4. What is the level of education at the school for viability of your business?
81.8% of respondents who surveyed stated the applicability of the Education at the school into the Businessenterprises as; “Partially Applicable”
5. What is the degree of overlap of the equipment which is taught at the school with the tools and
techniques used in the hardware business?
edilmektedir
To the Question of the degree of overlap the equipment at the schools with the Business Tools used in
Enterprises, Business-enterprises that surveyed gave 36.4% of them “Much Rather”, 36,4 of
Respondents “Partially” and 18,2% of all “Low Rate” as answer.
3. An Evaluation Of Evaluation At VocationalEducationAndProbation at Enterprises
The conclusions drawn from the findings made in this survey for the assessment of vocational education and
training practices business are described below.
Features of Enterprises in whichStudentshaveVocationalEducationandProbation
a) Vocational high school students in vocational education and training generally practice in medium and
small scaled Enterprises which belongs to private sector
b) The students of vocational high school department of Health generally practice in large-scaled
enterprises which are state-owned.
The methods and criteria for Selection of Enterprises, where the students of Vocational high school
department of Health hand other Vocational High school practice, are not found as “Eligible Enough”
In the general opinions and suggestions "inadequate number of enterprises in education and business of at least
80% must have the qualifications to transfer the students to place the subjects in the curriculum of the
equipment makes it difficult to find business" phrase is emphasized by the participants.
c) Vocational high school students having not that much difficulty to find Enterprises to practice of
vocational education and training skills. While finding an Enterprise, it is almost close to each other with the
rates of School Administration, teachers and parents of students. But the rate of demand for students by
Enterprises is quite remarkable.
In the absence of business, where the students of vocational high school department of health do
vocational education and training, has been found difficult and largely it is operated by school administration.
“The fact that the numbers of the students in education and whereas lack of Business-enterprises” are given as
the reason fort this situation in the public comments and suggestions.
d) Around the reasons of providing the opportunity of vocational training to the students of Vocational
High school in Business-enterprises, "Necessary of Required for the educated staff to be employed” is showed.
This situation shows that Business-Enterprises are in positive approach for our Vocational Education System
and in an effort to contribute positive approach. (80%) of Business-Enterprises, which provide Vocational
training opportunity to students of Vocational High school Department of Health in the workplace, show "to be
legally bound" as a main reason to providing.
Optinions Of Participants On problems in VocationalEducationandProbation at Enterprises
edilmektedir
1. Students take it as a problem not to be counted the student insurance as the insurance services of
general health insurance while the students are in both life of business and vocational training
implementation but even that they are not covered by Social Security Check.
2. It is stated that to transportation has difficulties to some enterprises (especially in large cities) despite
being away 30-40 km due to the municipal boundary is drawn, as well as extra fee (allowances etc.) for
the teachers as the coordinator isn’t being paid for these enterprises, even this enterprises are kept the
similar to business in a few kilometers.
3. Being open to review for some of the issues contained in the legislation is caused the differences of the
perception and interpretation around the different circles.
4. It is seen that modular education programs which are used in Vocational Education isn’t suitable to
system of pass the class.
Suggestions
1) In the research, it is found that it is faced with problems of finding an Business-enterprises for students of
Vocational High school Department of Health to have vocational education and training and the vast
majority (80%) of Enterprises, in which vocational training are done, are accepting the students because
of being legally. It is thought that Educational practices based on the principles of necessity does not
reach the target at the desired efficiency. For this reason, Business-enterprises and personnel's where the
students attend for Vocational skills and training implementation, should be informed about the purpose,
scope and principles of Vocational Education.
It should be emphasized to these Business-enterprises that graduate students will be employed in their
companies and the fact that the institutions themselves will be reflected in the contribution of well-trained
workforce.
2) Interested person who is responsible for Vocational high school students, are weak to transfer of
vocational education and training plan which is in the application for the curriculum the knowledge and
skills in business and they are inadequate to provide professional attitudes and habits to students while
they don’t have enough information about the vocational training legislation, they don’t understand the
explanation of the programs to fill the documents, development table etc. which are included in
Vocational Education programs correctly. Although vast majority of coordinator teachers are aware of
the issues about the Business-Enterprises which should be fixed, the teachers don’t offer any “ in-service
education” to eliminate this lack of information and The Ministry doesn’t have enough course for these
issues which are offered in a limited numbers.
By review the content and processes of the Master trainer programs given by vocational training centers ;
a) Evaluate the use the structure of vocational and technical education programs in education and the
implementation of the modular description,
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b) Filling the student growth chart and etc. documents,
c) Renewal of issues regarding the vocational training legislation if necessary,
d) It should be provided for The Master Trainer to attend the in-service courses which will improve them
to enough stage about the mentioned subjects below.
3) It is stated that coordinator to be separated from the teachers as appropriate place in business,
especially in business where they spend the whole day training of health professions high school
teacher, was determined not provided the venue dressing and will do the rest. It is found that the
Enterprises which are applied for the program couldn’t get the supplies enough which are needed for
some activities, work, Project and programs, and also it isn’t provided to students to have opportunity
about Professional experience in different department of their Enterprises. It is found also that they don’t
provide the students social opportunities, some Enterprises doesn’t pay any wage to students and private
professional organizations found in the training area don’t contribute enough approach to the vocational
education.
With cooperation between national education directorate of education and professional organizations in the
province;
a) It is provided by the enterprises what the teachers required appropriate physical environment and ease to
fulfill their coordinating services and operation
b) It should be provided by the Enterprises the required materials which is used for curriculum of Education,
work, project and etc. activities or Business-Enterprises whose economical conditions aren’t good, should
be supported for supply of the required materials which doesn’t exist in those enterprises.
c) It should be fixed for students to having benefit from social opportunities of business,
d) The Business-enterprises should be ensured to pay wage to students at least amount of payment which is
specified in the law.
With the cooperation of Ministry of Education and Ministry of Health;
a) It should be provided by the Enterprises the required materials which is used for curriculum of Education,
work, project and etc. activities or Business-Enterprises.
b) A classroom should be created for teachers to theoretical education in the enterprises where the students
of the Vocational High school Department of Health go for training
c) The teachers should explain the lesson at a certain time of the day by bringing the students together in
this created classroom who are in the different units of Enterprise.
d) It is provided to leave the practice-based training to responsible member of units and the responsible of
f)
g)
e)
4.
units who wishes to undertake this responsibility is provided to take the certificate of master trainer or
they should be informed about implementation of vocation bal training in enterprises.
It should be fixed for students to having benefit from social opportunities of business.
Students should have chance of train in different units of enterprises in a certain period of time in a year.
The Business-enterprises should be ensured to pay wage to students at least amount of payment which is
specified in the law.
The following have been found by the research on students who has training at the school;
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It benefits ;
a.
b.
c.
d.
To development of professional skills and knowledge of students,
To improve their professional attitudes and habits,
To adapt to working life,
The growth in real business environment,
And it doesn’t benefit;
a. To recognize enough the equipment and Non-school facilities which are appeared in the Businessenterprises.
The Training Implementation whose main purpose is to recognize the students work life and orientation them
to work life, should be ensured by the business-enterprises. If there is no business-enterprise that are still
operating in a sufficient number in education area, students should be directed alternately in the groups. Also in
business outside the region should be taken to ensure their students do internships of training. In the
unavoidable situations, students should train in the schools which have fund for operations in the region
5. It is stated lack of the number of schools which are giving compensation education after the education of
skill training in Business-enterprises and the schools which are giving compensation education, aren’t as
qualified as they could meet the needs. The participants were asked to indicate the problems encountered
in the vocational education and training in Business-Administration in the last part of the data collection
instruments used in this study ( survey ).
Among the problems are mentioned the following issues; “






It is not given the appropriate training courses in business which are related to education programs at
school.
The enterprises doesn’t have any attitudes to obtain the students skill, attitudes and behaviors.
The students have another works to do.
The lessons aren’t similar to practice in Business-enterprises.
It isn’t provided to students to have education by rotation in different units in the company.
There are lots of differences between the lectures at school and the training course in Businessenterprises”.
However, students are not given adequate training in professional skills and knowledge in business. These data,
when operating in the lack of teaching staff and located in conjunction with the lack of practical materials in
the curriculum, vocational training compensation after the application is considered to be inevitable in the
business of making education. It should be provided to coordinator teachers to investigate the curricula ion of
the training implementation which is done in Enterprises to subject into the education programs. Special
remedial teaching program must be prepared for each student for the missing issues identified after the
examination. Flexibility should be provided for time to remedial teaching to catch-up education program. If it
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is necessary for students to have remedial education about non-compensation matters relating to machinery and
equipment which doesn’t exist at school, the students should be tried to remove the needs of remedial training
of students by cooperating with the schools which has the required machinery and the equipment.
6. In the survey, The participants has been requested to indicate their problems in the vocational education
and training in business administration.
Around the participants explicitly issues following are identified ;
 Open-ended terms those are in the descriptions in the legislation create shortage.
 Students have insufficient social security rights.
 There are some problems with finding the companies because of legislation.
 Education programs which are based on modular structure is not appropriate to the passing system of
class.
Arrangements should be made in legal arrangements for the vocational education and training practices in
business and these arrangements should include:
a)
The introduction of a more obvious case of legislation in the statement must be provided, it
should be eliminated differences in interpretation.
b)
Legislation should be restated in its entirety coordinator of the declarations for businesses from
the school, teachers, coordinators, etc. The number of business they do. criteria should be implemented taking
into consideration the regulations in fees and allowances paid.
c)
It is provided to students who are in vocational education and training practice to be taken the
under social security or they should be counted in the retirement services in the event of payment through
borrowing. The measures which are being taken in the company of the flow of students and vocational students
of vocational education and training will contribute to the implementation of more ambitious way.
d)
Thanks to vocational and technical secondary schools in ensuring the transition to a modulebased course pass system, the implementation of modular training system will be more effective and efficient.
By our Ministry, Studies and draft model legislation has been developed for vocational and technical
education institutions and the measuring module based on the implementation of the evaluation system to meet
this need.
The implementation was completed as soon as the relevant study would be a positive
development that meets our expectations in terms of vocational and technical education system.
edilmektedir
GUIDE FOR ENTERPRISES “HOW CAN ENTERPRISES SUPPORT VOCATIONAL
EDUCATION?”
1. Enterprise
The establishment of for-profit organization, financing, provision of means of production, marketing of products
and services, the organization is a social science that studies the monitoring of management and financial events. In
Turkish is also used for the realization of economic units that produce goods and services
Description of the Enterprise, Borders and Size
Business "Three Meanings of the Concept:
The concept comes from the root of business and the business covers three means.
a) a tool, machine and starting it.
b) that the workplace and the area where the various business activities take place.
c) a production unit consisting of the material and human factors.
"Business" is useful in all three means. But first technique, the second and the third has a social and technical skills.
Who are the students training in skill education at enterprises?
"Student" in enterprises, is defined as one in vocational and technical educational schools and institutions.
2. Skill Training At Enterprises
Vocational Training in enterprises is defined education in vocational and technical educational schools and
institutions.
(3308 Vocational Training Act)
3. Vocational Education
Generally, the most important factor affecting the development of a country is the natural resources and
trained manpower. Management, capital and enterprise may be added to these factors. As required by taking
advantage of manpower and natural resources are essential for the development of a country to ensure a high level
of production. This is only possible with professional training. In fact, to make the best use of natural resources is also
well connected to the training of human resources in this regard.
Vocational and technical education includes young people who have completed primary and secondary
education designed to ensure the growth of formal and non-formal education in a particular occupational field with
apprenticeship training activities. Vocational and technical education in order to meet the necessary needs of
individuals and community, which builds skills and behavior is a process that allows it to be socially and economically
powerful individuals in the society by developing their skills.
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4. Essentiality of Vocational Training
Technological development of society; economic, political and cultural structures in the fast, continuous and
multifaceted process of change, no matter what level of development has profoundly influenced the social life in
almost every country.
Changes and developments in science and technology, raises the rate of increase in the need for qualified
manpower. The training of skilled manpower is one of the basic tools of economic and technological development,
imposes great duties and responsibilities of technical and vocational education system.
Industrialization is one of the most important aspects of development. Therefore, consistent with the
technological development and production services in our country is increasing need for human resources equipped
with professional and technical skills and knowledge. To meet this need, knowing the methods of modern
technology, to review, use, develop and innovate in order to adapt to the training of skilled manpower are needed
for vocational and technical education schools.
5. Current Status Of Vocational Education In Turkey
Our age that knowledge in a very rapid change, learning the ways of access to information of individuals, new
skills, acquire, fostering creativity and innovation, development of entrepreneurship, provision of transition between
professions and to gain the ability to adapt to new occupations can only be achieved with a strong vocational and
technical education system.
Different nature of the practice and theory of the need to take a combination of vocational and technical
education, knowledge, skills and increased the need to be configured on the basis of competence to the forefront.
Ensuring that learning new skills that everyone who demands the promotion of innovation and entrepreneurship and
dissemination, ensuring the transition between the profession and to gain the ability to adapt to new jobs is only
possible with a strong vocational and technical education system.
Vocational and technical education system in the world and in Turkey, open to global innovation and change,
based on labor market analysis, directing individuals to employment, based on competency-based on mobility are
moving toward a structure.
The education system in Turkey; formal (formal), free (informal) and common (non-formal) consists of three
main parts, namely education. Formal education in certain age groups and individuals at the same level, according to
the purpose is the regular education at schools. Formal education; preschool, compulsory and four-year primary
schools, compulsory and primary education consists of four-year secondary school, compulsory and consists of a
four-year high school secondary education level and higher basis-in consists of five stages.
Vocational and technical education, 9th grade, common (except Anatolian Health Vocational High School)
consists of vocational and technical schools, including implementing various programs.
Adopt students to vocational and technical education institutions varies according to the characteristics of the
area and its branches will be selected by type of school. On the type of school students, programs, diplomas are given
according to areas and branches.
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Non-formal education is for the ones who never began or left the formal education at any level, which has an
aim to educate them general or technical fields having an integrity with formal education.
School type, years and teachers, students, graduates in terms of Vocational and Technical high schools.
Educational Year
School/Number
Teacher
Student
Graduate
6. Vocational Training Activities Conducted In Business
Vocational training activities in enterprises can be divided into two titles. The first of these, within the scope of
Law No. 3308, is done in the apprentices and vocational and technical education students should have the skills
training in work place. According to this Law, in the final year of apprenticeship vocational school students (4th
grade) skills training is done in the workplace. These students have theoretical education at school for two days a
week and practical education at work place three days a week.
Legal arrangements in this regard to the enterprises were introduced in 2001. Accordingly, Those enterprises
with less than 20 workers on their will and those enterprises with more than 20 workers have to provide students
with possibility of skills education. Those enterprises should provide the skills education to students not more than
10% and not less than 5% of the number of employees in the work place. This is less than the number of vocational
schools and not more than 10% from 5% of the number of employees in the scope of the company is obliged to make
students practical training. In addition, those enterprises with more than 200 employees have to establish a training
unit for skill training and appoint teaching staff here. Other vocational training activities of the enterprises are
training for the employees. Businesses in terms of education and the importance of vocational training is increasing
every day. The main reason for this is the increasing necessity of knowledge and human capital in the production
function. Especially in the last 30 years, increasing the acceleration of scientific and technological developments;
almost every industry in product variety, production formats are changing the way business is done and the
rules of procedure. The share of capital-intensive goods production that requires skilled labor is increasing in the
total production. New technologies is creates new jobs and professions while some of the traditional professions are
disappearing.
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Businesses exposed to global competition is intensifying its training activities to improve the skill levels of their
employees. Businesses and their employees need orientation training before starting work and employment as well
as provide job training and education. Our many successful businesses in the global competition, has a very good
business training system and allocates significant resources to training and development of employees. However,
many businesses, especially SMEs, in particular the training activities is quite inadequate. In China and Poland95% of
enterprises have in-service training, while in Turkey, this rate is 55%.
7. Support Proposals To Enterprises for Vocational Training
1- Students should have basic skills in Mid-level schools (high schools)
2- Improving the quality of vocational and technical education
3- The establishment of support mechanisms and strengthening for vocational and technical education system
4- Improving the social status of vocational and technical education
5- Cooperation among schools according to ‘ Mutually Beneficial’
6- A careful selection of the school to provide support for the efficient development of cooperation for both sides
7- Strategic and effective planning of the Internship
9- Motivation for cooperation between firms and the ones who are responsible for interns
10-Turning cooperation with school and training into employment
11- Giving support by enterprises to the schools in all aspects
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SURVER 1: POLL RATINGS OF STUDENTS EXPECTATIONS FROM ENTERPRISES
Question 1: what grade do you study?
Frequency
Percent
Valid Percent
Cumulative Percent
9th grade
240
25,0
25,0
25,0
10th grade
480
50,0
50,0
75,0
11th grade
120
12,5
12,5
87,5
12th grade
120
12,5
12,5
100,0
Total
960
100,0
100,0
It is seen that 50 % of students at 10th grade, 25 % at 9th grade, 12,5 % at 11th grade and 12,5% at 12th grade.
Question 2:Begintraining in businessskillswhichstudentsshould be in class ?
Total 9,10,11,12
Frequency
Percent
Valid Percent
Cumulative Percent
120
12,5
12,5
12,5
120
12,5
12,5
25,0
240
25,0
25,0
50,0
480
50,0
50,0
100,0
960
100,0
100,0
50% of students stated 12 th degree, 25% 11 th degree,12,5% 10 th degree and 12,5% 9 th degree
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Questıon 3: Views of students about learning of knowledge and skill on their vocation?
Frequency
Percent
Valid Percent
Cumulative
Percent
All vocational skills should be taught at school.
448
46,7
46,7
46,7
Vocational theoretical knowledge should be
taught at school, vocational skills at the
enterprise.
360
37,5
37,5
84,2
Both Theoretical and skills should be taught at
the enterprises.
152
15,8
15,8
100,0
Total
960
100,0
100,0
46,7 % of the students stated that all vocational skills should be taught at school, 37,5 % of those stated theoretical
knowledge should be taught at school and skills should be at the enterprises, 15,8 % both should be taught at the
enterprises.
Question 4 :At what grade did you get work habits, knowledge and skill you learned at the school?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
400
41,7
41,7
41,7
Fairly
384
40,0
40,0
81,7
Partially
80
8,3
8,3
90,0
Very little
56
5,8
5,8
95,8
Never
40
4,2
4,2
100,0
Total
960
100,0
100,0
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41,7 % of our students selected the option Much, 40 % selected Fairlyand totally 81,7 % of our students stated that
knowledge, skill and habits are gotten at the school.
Question 5: At what grade are the workshops at your school suitable for your skill education?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
392
40,8
40,8
40,8
Fairly
320
33,3
33,3
74,2
Partially
144
15,0
15,0
89,2
Very little
40
4,2
4,2
93,3
Never
64
6,7
6,7
100,0
Total
960
100,0
100,0
40,8 % of our students selected the option Much, 33,3 % selected fairlyand totally 78,1 % stated that the workshops
at the school are suitable for skill education. 21,9 % of them stated that the workshops are not suitable for skill
education.
Question 6:At what grade are the educational programs suitable to staff assistant workers?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
272
28,3
28,3
28,3
Fairly
368
38,3
38,3
66,7
Partially
264
27,5
27,5
94,2
Very little
24
2,5
2,5
96,7
Never
32
3,3
3,3
100,0
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Total
960
100,0
100,0
28,3 % of our students selected Much, 38,3 % Fairly and 27,5 %Partially.
Question 7 : At what grade do the people in charge help you in vocational education at the enterprises?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
352
36,7
36,7
36,7
Fairly
368
38,3
38,3
75,0
Partially
152
15,8
15,8
90,8
Very little
56
5,8
5,8
96,7
Never
32
3,3
3,3
100,0
Total
960
100,0
100,0
36,7% of our students stated much 38,3% fairly, 15,5% partially
Question 8:
At what grade do you do your own business at the enterprises?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
360
37,5
37,5
37,5
Fairly
328
34,2
34,2
71,7
Partially
152
15,8
15,8
87,5
Very little
48
5,0
5,0
92,5
Never
72
7,5
7,5
100,0
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Total
960
100,0
100,0
37,5 % of our students selected Much, 34,2 % selected Fairly, 15,8 % Partially
Question 9:What grade does your knowledge and skill you got at the enterprises mesh the knowledge and skill
gotten at school?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
328
34,2
34,2
34,2
Fairly
328
34,2
34,2
68,3
Partially
176
18,3
18,3
86,7
Very little
40
4,2
4,2
90,8
Never
88
9,2
9,2
100,0
Total
960
100,0
100,0
34,2% of our students selected much, 34,5% fairly , 18,3% partially.
Question 10:At what grade do you use your vocational education you got at school in your vocational life?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
368
38,3
38,3
38,3
Fairly
288
30,0
30,0
68,3
Partially
216
22,5
22,5
90,8
Very little
56
5,8
5,8
96,7
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Never
32
3,3
3,3
Total
960
100,0
100,0
100,0
38,3 % of our students selected Much, 30 % selected Fairly, 22,5 % Partially
Question 11:At what grade do you get knowledge on vocational disease and occupational safety during vocational
education?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
408
42,5
42,5
42,5
Fairly
312
32,5
32,5
75,0
Partially
168
17,5
17,5
92,5
Very little
32
3,3
3,3
95,8
Never
40
4,2
4,2
100,0
Total
960
100,0
100,0
42,5 % of our students selected Much, 32,5 % Fairly and 17,5 % Partially
Question 12:At what grade does the knowledge and skills affect the possibility of finding employment?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
416
43,3
43,3
43,3
Fairly
288
30,0
30,0
73,3
Partially
160
16,7
16,7
90,0
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Very little
32
3,3
3,3
93,3
Never
64
6,7
6,7
100,0
Total
960
100,0
100,0
43,3% of our students selected the option Much, 30% Fairly , 16,7% Partially
Question 13:Do the Vocational Education in our rapidly growing country meet the needs of the sector in the terms
of sufficient quality and quantity of workers and technical workers with certificate?
Frequency
Percent
Valid Percent
Cumulative Percent
Yes
448
46,7
46,7
46,7
Partially
400
41,7
41,7
88,3
No
112
11,7
11,7
100,0
Total
960
100,0
100,0
46,7 % of our students replied it YES, 41,7 Partially. Totally 88,4 % stated that it meets the needs of technical
workers.
Question 14:How much logistic support does the Policy of Country give to Vocational Education?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
320
33,3
33,3
33,3
Fairly
296
30,8
30,8
64,2
Partially
168
17,5
17,5
81,7
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Very little
104
10,8
10,8
92,5
Never
72
7,5
7,5
100,0
Total
960
100,0
100,0
33,3% of our students selected the option Much,30,8 % fairly. Totally 67,1% of the students stated that Politics of
Country gave enough logistic support to Vocational Education.
SURVEY 2:POLL RATINGS OF EXPECTATIONS OF ENTERPRISES FROM VOCATIONAL EDUCATION
Question 1:At what grade is the need of the vocational education at schools to your enterprise?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
30
18,2
18,2
18,2
Fairly
45
27,3
27,3
45,5
Partially
75
45,5
45,5
90,9
Very little
15
9,1
9,1
100,0
Total
165
100,0
100,0
45,5 % of the enterprises that survey were conducted to replied it as Partially, 27,3 % Fairly and 18,2 % Much. Totally
90,09 % of them stated that vocational education is important at the enterprises.
Question 2: At what grade do the vocational schools in your region meet the need of assistant worker you need?
Frequency
Percent
Valid Percent
Cumulative Percent
Much
30
18,2
18,2
18,2
Fairly
45
27,3
27,3
45,5
Partially
45
27,3
27,3
72,7
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Very little
45
27,3
27,3
Total
165
100,0
100,0
100,0
27,3 % of the enterprises replied it Fairly, 27,3 % Partially, 18,2 % Much
Question 3:What educational level of workers do you prefer in order to meet the need of workers at your
enterprises?
Vocational High School
Frequency
Percent
Valid Percent
Cumulative Percent
165
100,0
100,0
100,0
It is seen that the enterprises in our region prefer vocational high school graduates at 100 percentage to meet their
need of worker.
Question 4:What grade is the professional competence of available employees?
Frequency
Percent
Valid Percent
Cumulative Percent
Very Good
15
9,1
9,1
9,1
Good
135
81,8
81,8
90,9
mid-level
15
9,1
9,1
100,0
Total
165
100,0
100,0
It is seen that professional competence of 90,9 % of available employees at the enterprises in our region is Good.
Question 5:At what grade is choosing of department at schools suitable for the need of the region?
Frequency
Percent
Valid Percent
Cumulative Percent
Very Good
15
9,1
9,1
9,1
Fairly Good
120
72,7
72,7
81,8
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Question 6:At what grade is the professional motivation of students coming for skill education at the enterprises?
Frequency
Percent
Valid Percent
Cumulative Percent
Fairly
15
9,1
9,1
9,1
Partially
135
81,8
81,8
90,9
Very little
15
9,1
9,1
100,0
Total
165
100,0
100,0
Partially Good
30
18,2
18,2
Total
165
100,0
100,0
100,0
It is seen that selection of department at schools is suitable for the need of the region at 81,8 %.
9,1 % of the students` professional motivation is Highly Good, 81,8 % Partially, 9,1 % Very Little.
Question 7:At what grade is vocational sharing of teachers at schools with master instructors at the enterprises?
Frequency
Percent
Valid Percent
Cumulative Percent
Fairly
60
36,4
36,4
36,4
Partially
15
9,1
9,1
45,5
Very little
75
45,5
45,5
90,9
Never
15
9,1
9,1
100,0
Total
165
100,0
100,0
36,4 % of them replied it Highly Good, 45,5 % of them Very Little
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Question 8:What is the level of applicability of education at schools at your enterprises?
Frequency
Percent
Valid Percent
Cumulative Percent
Applicable
30
18,2
18,2
18,2
Partially applicable
135
81,8
81,8
100,0
Total
165
100,0
100,0
81,8 % of participants in the survey replied it Partially
Question 9:How is the social communication of students at the enterprises with employees?
Frequency
Percent
Valid Percent
Cumulative Percent
Good
105
63,6
63,6
63,6
mid-level
45
27,3
27,3
90,9
Partially bad
15
9,1
9,1
100,0
Total
165
100,0
100,0
90,9 % them replied it Good and mid-level
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Question 10:At what grade do tool and technical devices at your enterprises mesh those taught at schools?
Frequency
Percent
Valid Percent
Cumulative Percent
Fairly
60
36,4
36,4
36,4
Partially
60
36,4
36,4
72,7
Very Little
30
18,2
18,2
90,9
Never
15
9,1
9,1
100,0
Total
165
100,0
100,0
36,4 % of participants stated it Fairly, 36,4 % Partially and 18,2 % Very Little.
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A GUIDE FOR STUDENTS “PROFESSION CHOICE AND CAREER PLANNING “
Access
Profession Choice and Career Planning appeared especially in USA after WW1st. Hitler also led his army one by
one to specialize on a certain field in order to get most benefit. ( Niles, S.G: 2004)
Mean whileYıldız KUZGUN one of theleaders of psychological consultants started to have first steps of
vocational improvements and career consultancy in Hacettepe University.
Job, WorkandCareer
Job:A general definition, profession is a vocation found eduponspecealizededucationalt raining in or dertoearn
his/her living.
Work:It is that to put the Vocational knowledge into practice.
Career:A career is an individual’s journey through learning, work and other aspects of life.
FactorsaffectingCareerandprofessionChoice
Basicly Career and profession is affected by two factors. ‘ Psychological and Sociological Factors’.
PsychologicalEffects
Ability, interest, character, traits, professionvalue.
SociolgicalEffects
Family, socio-economiclevel, sex, economic and political factors.
All the sefactors should be checked and analyzed one by one before profession choice and career planning.
While programming the sefactors below are very important fort he person and program in general.
1. Those that should be known before Profession Choice
A. Knowing himself/ herself
Knowing Ability: The person who knows himself and the situation he is in and who has a balance between
personal values social expectancies can reach personal satisfactoriness. It means the person has an improvement in
terms of knowing himself. The person who knows himself will be more consistent.
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Abilities to consider while choosing a profession
 To think in an abstract way: It can be defined to be able to
learn through abstract words like numbers and shapes. This ability
is measured as it is called oral and scalar in university entrance
exams.
Such people are successful in general in physics, biology, sociology.





 To write fluent way: Using words in an effective way. Suc
people are generally successful in Language and Literature fields.
 Understanding Others: This is called empathy. This ability
can help teachers, physicians, managers to be successful in their
work.
 Capturing Shape Communication: this abilty means to be
able to see things in 3D and animate their movements in space.
This ability is necessary for carpentry, tailory, and plastic arts etc.
 Mechanical Ability: This ability is into machine, its function
and drawing figures with machine and producing new ideas to
improve machine. This ability needs being very powerful in the
fields with machine.
Hand-finger ability: this is also a special abilty. Jewellery, surgery is related with this abilty as it is something
with doing small objects.
Eye-Hand cooperation: Being able to draw a straight line, targeting a far object. It is necessary in architecture,
art, carpentry and surgery,
Muscle Coordination: Having powerful muscles and using them effectively is also an abilty. It is in the fields of
sports, rithmic dance and ballet.
Color perception: This ability is about colors and the differences among them. It is with Interior architecture,
Decoration and food producing and likewise.
Creativity: Being unusual, having new ideas, science and arts, technical fields, management.
Apart from those above Art, music are also the abilities that are into some certain working fields.
Knowing the Domains
If you are interested in a field, it alsomeans that you are able in that field. So, in those fields only may be more
successful. For this reason to determine the domain makes it easier to choose a profession.
Knowing Values or Traits
Satisfactoriness expected from profession maybe accepted professional value. Knowing the values will take the
person better profession according to these values.
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Knowing Professions
It is mostly happening in no deliberate way while choosing a profession. This means disappointment in the
future. So, it should be in accordance between domain and profession.
Knowing the Fields to be Successful Academically in
- School success
- Subjects in which is successful most
- Tests answered rapidly and without mistake
All these factors may lead to a coherent choice.
Making the Future Plans Clear
To have a goal makes it easier to choose a profession. It will not result in disappointment. So, it is important to
know why to choose a field to study.
Being Away From Outer Factors
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Agreement with Family: While choosing a field and profession maybe asked an opinion from others. However
those people should be professional in their field.
Thinking over the social acceptance:
It will be not a good result to choose a profession because of the social acceptance/ values.
QuestionsTo Be AnsweredWhileChoosingProfession
The individual should know himself first. So he should choose a profession according to his traits.
-
Is profession well-matched to domain and abilities?
Is relation between high school fields and university programs known?
Is it clear which field will bring more success?
-
Quality of Profession
Profession, activities of that profession, working hours and such
-
Working Atmosphere
Is there any dangerous side of Profession?
How is the heat, light and noise of the atmosphere?
Open or closed air?
Preparing for Profession
-
How long is the educational Period?
Any need for a special preparation after school?
-
Conditions for Profession
Are there conditions like age, sex, height and looking for profession?
-
Starting and Getting Retired Conditions
How can one start profession?
Is it through exam, assigning or personal efforts?
Between what ages is it done?
Is it with social insurance?
Advance in Profession
-
What is the conditions to advance in Profession?
Through working? Or Grade?
Is it possible to change profession into another one?
Positive and Negative sides of Profession
-
what are the positive and negative sides of the profession?
What is the place of Profession in society?
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Possibility of finding employment
-
what is the demand for the profession to choose?
Any need according to area or season?
Isis easy to find an employment?
Is it possible the need for the profession to increase or decrease?
A GUIDE FOR THIRD PARTIES “ PARTICIPATION OF THIRD PARTIES IN
VOCATIONAL EDUCATION”
Third Parties In Vocational Education
Third parties are:
 NGO (Non-Governmental Organizations)
 Local governments
 Enterprises
 Vocational Organizations
 Universities
 Other public institutions
To define these third parties:
Non-Governmental Organizations:
They are not official and are working foundations independently from the official institutions. They are
nonprofit organizations with political, social, cultural and environmental aims. Non- Governmental
organizations are working under the names Chamber, Union, foundation, and society. Foundations and
societies are founded legally to serve people.
Local Governments:
Local government is a form of public administration which in a majority of contexts, exists as the
lowest tier of administration within a given state.
Management:
Management in businesses and organizations is the function that coordinates the efforts of people to
accomplish goals and objectives using available resources efficiently and effectively.
Management includes planning, organizing, staffing, leading or directing, and controlling an
organization to accomplish the goal. Resourcing encompasses the deployment and manipulation of human
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resources, financial resources, technological resources, and natural resources. Management is also an
academic discipline, a social science whose objective is to study social organization.
Vocational Organizations:
It is the mission to understand , to define and to appreciate the vocation. With this aim, it is to plan
the future of the vocation with vision, mission and strategy .this is the function of the Vocational
organizations that should meet these expectancies.
Universities
It is the educational institutions with scientific autonomy and public legal personality, high level
education, scientific research.
The Current Situation Of Vocational Education In Turkey
In order that people reach the knowledge, to get new skills, to support innovations, to develop the
vocation and to move over the vocations is today possible with just a strong vocational and technical
educational system.
Because of the different nature of vocational and technical education, practice and theory should be
together and be based on the skills. It is just possible with a strong vocational and technical education in
order to get everyone willing to have new skills, and to spread over and to support entrepreneurship and
innovation,
Vocational and technical educational systems in the world and in Turkey have an inclination that is
open to global innovations and changes, based on the work force analyses, and based on the adequacy and
mobility. International foundations consider the vocational education that it should meet the needs and
demands of the labor force, and that it should prepare the students in national and international employment
and that vocational education should be improved constantly.
Education system in Turkey are composed of three parts: Formal, informal and non-formal education.
Formal education is the one that is for the persons at the same level and same age groups at the school.
Formal education is formed as kindergarten, compulsory and 4-year primary schools, compulsory and 4-year
secondary schools and compulsory and 4-year high schools and universities; in total 5 steps.
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Vocational and technical high school are formed - the degree 9 is common - as vocational and
technical high schools with various programs. ( except Anatolian health vocational high schools).
The fact that students to be accepted by vocational and technical mid-level schools is based on the
variety of the schools with different departures. Students get Diploma according to their school, program,
field and departure.
Informal education is for those people who had no training in formal education or left at any time the
formal education, in order to train them in vocational and technical fields. For such people education of
apprenticeship, assistant and profession are given in various educational institutions under the law of
Vocational education- 3308.
According to school type and training year, the number of school, teacher, student and graduates.
Training year
School
Teacher
Student
Graduate
Effectiveness Of SocialPartiesAndNgo On TheNon-FormalVocationalEducation
Not only State, but also Non-governmental organizations and social partners have an active role on
the improvement of vocational education. Usually inadequate is those activities of vocational organizations,
social partners and NGO. But it is different any more especially during the last decade. For example;
Apprenticeship application of KESK.MEKSA and MESS educational Foundation.
And also MESS and TURK METAL common Education Project, INTES and YOL-IS Unions’ Vocational
educational center that is into building sector.
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TheOrientation Of Chambers, VocationalFoundations,
EmployerAndEmployeeFoundationsToVocationalEducation
With in the draft of Action Plan, social parties and/or third sector( chambers, vocational organizations
..) are stated to be directed to vocational education.
Current Role Of PrivateSector On VocationalEducation
As known, according to the Basic Law of National Education, No 1739, Turkish National Educational
system is composed of two basic parts: Formal and Informal education. Apart from University education,
vocational training in our country is given to people through vocational and technical education, non-formal
and apprenticeship education. Formal vocational is given through vocational and technical high schools and
two-year vocational high schools.
Nearly all the education either formal or non-formal are held by the government. Within the formal
education, there are 5179 vocational high schools. Just 24 of them are private. And in general mid-level
education there are 4102 schools and 744 of those are private. The number of Two – year vocational high
school is 640. 45 of them is private. In terms of student, such comparison is lower in the share private sector.
NeedFor Technical WorkerInIndustryAnd Role Of Vocational High Schools
Policy Of Education Of Vocational High Schools
Turkey has got faster in planning in educating and preparing the youngsters with vocational and
technically education. Recently it has been many departures, which is a good news. In some technical fields
there are not enough number of technical teachers and vocational books, which affects the training quality.
However it should be known that Turkey has capability of overcoming these problems.
Industry has been supporting high schools more than ever. Shoeing, leather and logistic vocational high
schools are such examples.
Probation Chance Important For Future
Probation is very important for the young students in part time during the school period and full
time in summer. Probation is beneficial for students so that they could see the working place and increase
knowledge and skill level.
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Today Offices consider the pupils “ the staff in the future”.
Students should see probation an opportunity that is a learning as living and education at work.
Those pupils should not be expected a big development.
Parents and Trainers
The view of parents and trainers of the vocational high school students are in general :
Parents think that their children firstly should have a job so that they can earn their lives on their
own.
And trainers :
Our students have not a deliberate choice when they have to make a choice about field at school.
Families are also having part in making decisions on jobs.
It should not be entered into laboratories and practical lessons without knowledge.
It is very hard to tell students about occupations at the period of teenage.
In getting skill it is a condition that will of learning and cooperation.
Plans for Youngsters
Increasing the level of education of young people means economical development of Country,
social welfare, decreasing unemployment and increasing employment. The entire world today is having steps
in increasing the labor force and acquiring new skills and perfection. All the information about all occupations
are available for free.
With a social responsibility, making information and social and cultural and psychological
consultancy possibilities available means rich Turkey.
Current Situation Of Vocational Education And Expectancy Of Work-Platform
After the republic time, Vocational education has not showed a great improvement. As a result,
there have been no enough qualified worker and been always a chronicle unemployment.
After the increase of exportation of enterprises, vocational educational system has been in a search
in order to keep up with the change in need of worker. These searches are also meaning some problems.
The main problems of Vocational Educational System:
I- Problems in Vocation selection and orientation
Harmony between the student’s interest in Vocation and traits of that occupation is the main
factor in success. The service of consultancy towards students is not useful in our country.
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Those factors effective in selecting the vocation are as a result of bias of family and environment of
the students instead of a deliberate guidance and introducing. Students feel to be bound to choose those
fileds and vocations because of the family , environment and other communication channels instead of their
potentials.
II- Educational Programs not meet the expectancy of work platforms.
It has been a huge waste of resource because of the lack of coordination between educational
system and work-platforms. Educational programs couldn’t meet the adequately qualified labor force. The
programs are not made within the connection with work-platforms and the graduates are to have a new
training at their new office when recruited because of their lack of skill and experience.
III- Inadequate substructure and technological deficiency:
Vocational educational institutions have to follow the technological developments that are
changing constantly. This means vocational education is an expensive education. Although there have been
some EU funds to modernize the vocational high schools, it is not enough to transform it.
IV- Deficiency of Education and Training Resources
The current educational system consider teachers the source of knowledge so that students
graduate with no technical knowledge and a passive personality. The reasons of this are: Teachers’ lack of
experience in the sector, masters in enterprises are not included in education and technological methods of
learning are not followed at the schools. With such an educational system student are prevented from
entrepreneurship and it prevents the students from learning on his own.
V- Coefficient Problem
Another factor that lasted for years and caused our country to have no well-trained work force is
Coefficient problem. By this problem, the quality of students who choose vocational and technical high
schools has decreased, quality of education has spoiled and the number of qualified workers has decreased.
With the last regulations, this problem has been solved and the first step has been made for the vocational
institutions in terms of development.
In our country it is necessary to turn the young population potentials into work force. For this aim,
vocational educational system with necessary standard is very important. So, work-platforms should be in the
center and new innovational studies.
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As a result;
With such a management;
12345678-
it will happen that qualified workers should be ready for the work-platforms.
Mismatch between needs and expectancy of sectors will be decreased.
Trainees will have possibility of probation.
Physical possibilities of schools will increase.
The quality of Work place education at enterprises will increase.
The possibility of control of probation programs will increase.
The contribution of vocational organizations will increase.
The relation of trainers with sector will be stronger.
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SECTION 2
SLOVENIA PROJECT OUTCOMES
“THE VOCATIONAL TRAINING NEEDS OF STUDENTS AND ENTERPRISES
WHICH SHOULD BE MET BY VOCATIONAL AND TECHNICAL SCHOOLS”
The formal educational system in Slovenia is presented in the picture below
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Slovenia – a study - employability of graduates of vocational and technical schools
ReferNet Slovenia
A research study, conducted by the Slovenian Institute of Vocational Education and Training (CPI) monitors
where young people six years after enrolling in vocational and technical upper secondary programmes are
and which factors triggered their paths.
The study surveyed young people from 10 participating schools in Slovenia, who enrolled in vocational and
technical education in 2007/08 and presents how these young people are doing six years after graduation.
The study covered six content areas:






upper secondary school where graduates were enrolled in 2007/08 (type of programme, reason for
enrolment, scholarship, programme completion);
continuing upper secondary education (type of continuing education, reason for enrolment,
scholarship, programme completion);
(last) completed upper secondary school (extent to which the school has improved competence of
graduates, would the graduates of a specific school/educational programmeenrol again, would they
recommend a specific school/educational programme);
study after completing upper secondary school (proportion of graduates who continue their
education, type of continuing education, reason for choice, scholarship, full- or part-time student, who
finances continuing education);
work and current employment status (employment status of graduates, type and duration of
employment, type and level of education required for current employment position, suitability of
tasks for acquired profession, how much time has elapsed between graduation and employment,
employed graduates who had prior contact with the current employer, job description, company size,
salary);
demographic data (gender, year of birth, mother tongue, accommodation, parent education level,
self-assessment, work and lifestyle).
Key findings:



survey invitation was sent to 1 271 students, of which 264 (20.8%) responded;
over half the respondents enrolled in technical upper secondary education in 2007/08, just fewer than
half in vocational upper secondary programmes and the remainder in short vocational upper
secondary education;
almost all participants completed the selected programme;
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






more than a quarter of respondents continued education in secondary programmes (mainly due to
better job opportunities), of these almost all also completed the selected programme;
more than half of respondents continued training. The largest proportion at almost a third enrolled in
higher vocational education programmes;
fewer than a third of respondents are in employment, and for more than half of the employed this is
their first employment;
on average respondents found employment seven months after graduation;
more than 10% of respondents are unemployed and are looking for full-time employment, over a
quarter have student jobs, nearly a third are not employed as they follow continuing education;
most of those unemployed and seeking employment were enrolled in short, vocational upper
secondary education;
most enrolled in technical upper secondary education work through student jobs, or do not work due
to continuing education.
More information - Related research study by CPI (in Slovenian):

http://www.cedefop.europa.eu/en/news-and-press/news/slovenia-employability-graduatesvocational-and-technical-schools

http://www.cpi.si/razvojno-in-raziskovalno-delo/evalvacije-in-spremljanje/evalvacijska-porocila.aspx
CPI is The Slovenian Institute for Vocational Education and Training (a public institution founded by the
Government of the Republic of Slovenia and co-founded by the Chamber of Commerce and Industry of
Slovenia and the Chamber of Craft and Small Business of Slovenia in 1995). The institute (CPI) conducts
research, development and consulting, and is a place where the state interests and social partners meet,
harmonise with one another and connect within the field of vocational and technical education.
More about CPI can we found on: http://www.cpi.si/en/vision-and-mission.aspx
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HOW TO SUPPORT VOCATIONAL TRAINING FOR THE ENTERPRISES
The example of the questionnaire No 1 (developed by the ROTIVE project partners):
Survey No 1 – The needs for the competences in the enterprises (5 common questions)
1. Which concrete knowledge and/or skills set do your employees need to have in order for them to be
an asset to your company? Please rank the following skills in order of importance from 1 to 5 where 1
is the most important to your company and 5 is the less important skill.
1
2
3
4
5
IT competencies
Foreign languages
Marketing
Entrepreneurship
Leadership and Problem-solving
Communication
Working in groups abilities
Creativity
Continuous learning abilities
Technical competencies
Other…………..
2. How many positions in your company were offered to young people (vocational school graduates)
during the last 12 month?
None
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1-5
6-10
More than 10
3. What is the percentage of young employees (18- 22 years old) in your company?
Less
than
10%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90100%
4. What annual investment in Euros is your company willing to contribute towards the training of an
average employee?
a. 0 – 100
b. 100 – 500
c. 500-1000
d. More than 1000
5. How much do you feel that national educational policy provides incentives to encourage the
vocational education sector? Please choose one answer.
Very much
Sufficiently
Very little
No support at all
I have no opinion
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The analyses of the survey No 1 – Slovenia:
1. Which concrete knowledge and/or skills set do your employees need to have in order for them to be
an asset to your company?
IT competencies
foreign languages
marketing
entrepreneurship
leadership
communication
group abilities
creativity
learning abilities
technical
2,85
2,98
3,05
2,93
3,13
2,96
2,95
2,9
3,08
2,88
3,15
3,1
3,05
3
2,95
2,9
2,85
2,8
2,75
2,7
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Other:
skilful
accuracy
expertise
flexibility
ICT
self-initiative
diligence
discipline
pedagogical
independence
hand knowledge
people attitude
selling skills
accounting
colouring, construction
problem solving
loyalty
science knowledge
legislation
honesty
1
1
3
2
3
1
1
2
1
2
2
3
2
3
3
1
1
1
1
1
skilful
accuracy
expertise
flexibility
ICT
self-initiative
diligence
discipline
pedagogical
independence
hand knowledge
people attitide
selling skills
accounting
coloring, contruction
problem solving
loyalty
science knowledge
legislation
honesty
3
2,5
2
1,5
1
0,5
0
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2. How many positions in your company were offered to young people (vocational school graduates)
during the last 12 month?
none
one - five
six - ten
more than 10
70,27
23,42
6,31
0
80
70
60
50
40
30
20
10
0
none
one - five
six - ten
more than 10
3. What is the percentage of young employees (18- 22 years old) in your company?
less than 10%
10-19%
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
89,19
3,6
2,7
1,8
0,9
0
0,9
0
0
0,9
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90
80
70
60
50
40
30
20
10
0
4. What annual investment in Euros is your company willing to contribute towards the training of an
average employee?
nothing
0-100
100-500
500-1000
more than 1000
16,22
16,22
32,43
23,42
11,71
35
30
25
20
15
10
5
0
nothing
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0-100
100-500
500-1000
more than
1000
5. How much do you feel that national educational policy provides incentives to encourage the
vocational education sector? One answer.
very much
sufficiently
very little
not support at all
no opinion
12,61
30,63
29,73
7,21
19,82
35
30
25
20
15
10
5
0
very much
sufficiently
very little
not support
at all
no opinion
Key findings (for Slovenia):
-
-
The survey was open in the summer 2014 for about 2,5 months; and there were about 111 fulfilled
questionnaires received from the companies;
Companies appreciate the most the employees with the following competences which can be an asset
to the company (ranked from the most important do the less important): leadership, learning abilities,
marketing, foreign languages, communication, team work, entrepreneurship, ICT, etc. There are many
other competences which companies appreciate as well like: expertise, accounting, construction,
selling, discipline, independence, flexibility, hand skills, etc.
About 70% of the companies didn’t offer any position to the young people in the last year and about
23% of the companies offered between 1 to 5 positions to the young people;
Most of the companies (about 90%) have less than 10% of the young employees (in the age between
18 to 22 years old), and only 3,6% of the companies between 10 to 19% young employees;
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-
-
Companies are willing to contribute towards the training of an average employee and to invest some
money: about 32% of the companies between 100 and 500 EUR, about 23% of the companies
between 500 and 1000 EUR and about 16% of the companies between 0 and 100 EUR;
Companies feel that national educational policy provides incentive to encourage the vocational
education sector; most of them think that this is sufficient (about 30%); but there are companies
which think this is very little (29%), have no opinion (19%), very much (12%), there is no support (7%);
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“CHOOSING THE RIGHT JOB AND CAREER PLANNING FOR THE STUDENTS”
(in the project application: Profession Choice and Career Planning)
The example of the questionnaire No 2 (developed by the ROTIVE project partners):
Survey No 2 – The needs for the competences in the enterprises (5 common questions + 3 additional for
Slovenia)
To which level do you believe your current professional training equips you with the necessary soft
skills and professional expertise to render you valuable to the labour market?
To a high level
To a low level
To a satisfactory level
To no level. It is non-existent
Do you feel that the vocational education system in your country is keeping up with ongoing
technological advances
Definitely yes
Yes
Definitely no
No
To a satisfactory level
How do you think your current professional formation will translate in terms of permanently
integrating you into the work force of the future business to which you will apply?
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I expect I shall pass through various companies before I am offered a
stable contract.
I expect I shall be offered a stable contract when I am in my first job.
I expect I shall have to slowly work myself up to a good position in
the same company before I am finally offered a stable contract.
Which of the following four employment-related issues do you consider to be the most important?
High Pay
Job Satisfaction
Career Development
Contract Stability
Which of the following four employment-related issues do you consider to be the least important?
High Pay
Job Satisfaction
Career Development
Would you like to work in the foreign country (in Austria, Germany, Australia, etc.)? If yes, in which
country?
Yes
In …………………………..
No
Which concrete knowledge / skills should be developed during your education to improve your
competitiveness on the job market, where the educational system was not so successful?
…………………………………………………………………………………………………….............................................
How much money (EUR) are you prepared to pay / invest in the new knowledge?
From 0 to 100
From 100 to 500
From 500 to 1000
More than 1000
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The analyses of the survey No 2 – Slovenia:
To which level the current professional training equips you with the necessary soft skills and professional
expertise?
high level
30,3
low level
19,19
satisfactory level
44,44
no level
6,06
45
40
35
30
25
20
15
10
5
0
high level
low level
satisfactory
level
no level
Does the vocational education system in your country keep up with ongoing technological advances?
definitely yes
5,05
yes
17,17
definitely no
5,05
no
31,31
satisfactory level 41,41
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45
40
35
30
25
20
15
10
5
0
definitely
yes
yes
definitely no
no
satisfactory
level
Your current professional formation and the work force of the future business
pass through various companies
17,17
be offered a stable contract
39,39
slowly work myself up
43,43
45
40
35
30
25
20
15
10
5
0
definitely
yes
yes
definitely no
no
satisfactory
level
Employment related issues – the most important
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high pay
7,07
job satisfaction
60,61
career development
18,18
contract stability
14,14
70
60
50
40
30
20
10
0
high pay
job satisfaction
career
development
contract
stability
Employment related issues – the least important
high pay
49,49
job satisfaction
11,11
career development
39,39
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50
45
40
35
30
25
20
15
10
5
0
high pay
job satisfaction
career development
Would you like to work in the foreign country, in which?
yes
65,66
no
34,34
70
60
50
40
30
20
10
0
yes
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no
Where?
Austria
43
Germany
13
Australia
5
Switzerland
2
USA
1
New Zealand
1
Canada
1
English speaking
1
EU
1
Ireland
1
Italy
1
Spain
1
Dubai
1
Luxemburg
1
Denmark
1
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45
40
35
30
25
20
15
10
5
0
Which concrete knowledge / skills should be developed during your education to improve your
competitiveness on the job market, where the educational system was not so successful?
foreign languages
44
practical work
17
ICT
6
accounting
2
rhetoric, public speaking
4
management
1
tourism, international
1
economy
2
independence
2
creativity
1
logic
1
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45
40
35
30
25
20
15
10
5
0
How much money (EUR) are you prepared to pay / invest in the new knowledge?
no
3,03
1-100
9,09
101-500
45,45
501-1000
33,33
more than 1000
9,09
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50
45
40
35
30
25
20
15
10
5
0
no
1-100
101-500
501-1000
more than
1000
Key findings (for Slovenia):
-
-
-
-
-
-
The survey was open in the summer 2014 for about 1 month; and there were about 99 fulfilled
questionnaires received from the students / individuals;
The individuals / students believe that their current professional training equips them with the
necessary soft skills and professional expertise for the labour market: to a satisfactory level (about
44%), to a high level (about 30%), to a low level (about 19 %) and to no level (about 6%);
The individuals / students believe thing that the vocational education system in Slovenia is keeping up
with the ongoing technological advances: definitely yes (about 5%), yes (about 17%), definitely no
(about 5%), no (about 31%) and to a satisfactory level (about 41%);
Most of the individuals / students think that their current professional formation will integrate them
into the work force of the future business via slowly work up to a good position (about 43%), shall be
offered a stable contract in their first job (about 39%), shall pass through various companies before
they are offered a stable contract (about 17%);
Most of the individuals / students think that there are the following employment related issues
considered the most important: job satisfaction (for about 60%), career development (for about 18%),
contract stability (for about 14%) and high pay (for about 7 %); so, the payment on the last position;
On the other side, most of the individuals / students think that there are the following employment
related issues considered the least important: high pay (for about 49%), career development (for
about 39%) and job satisfaction (for about 11%):
There have been 3 specific questions asked only for Slovenia (3):
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-
-
-
If the individuals / student would like to work in the foreign country and in which? About 65% of them
asked YES and about 35% asked NO; between the foreign countries in which they would like to work
are: Austria, Germany, Australia, Switzerland, USA, New Zealand, Canada, EU countries, English
speaking countries, etc.
Which concrete knowledge / skills should be developed during their education to improve their
competitiveness on the job market? Most of them asked – foreign languages, other knowledge /skills
were: practical work, ICT, public speaking, accounting, management, etc.
How much money (in EUR) are they prepared to pay / invest in the new knowledge? About 45% of the
students answered between the 101 and 500 EUR, about 33% of the students between the 501 and
1000 EUR, about 9% of the students between the 1 and 100 EUR and about 9% of the students
between more than 1000 EUR;
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“THE PARTICIPATION OF THE THIRD PARTIES IN VOCATIONAL TRAINING
FOR THE THIRD PARTIES”
(in the project application: Third Party participation in Vocational Education)
The role of civil organizations, local authorities and universities in vocational training in Slovenia and also in
the region Podravje is very important. But even more important is that they know each other and they work /
cooperate with each other tightly.
The College Academia, Maribor, from Podravje Region, in Slovenia – the results (from the 1990 when the
Academia was established)
more than
70.000
4.000
Quality
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• participants in the programmes
• studentov form the year 2001
• First institution / school in Slovenia with the
standard ISO 9001:2001
• also POKI certificat and Excellent SME
In Slovenia, the education of all employed in the year 2012 was as follows:
28%
• people with the
higher or high
education
Public sector
versus
private
sector
Man
versus
woman
• 50% were employed
in the public sector
• 20% in the private
sector
• 70% of all employed
women have higher or
high education
• 30% man
In the last year because of the economic crisis the unemployment rate in Slovenia was higher than in the
previous years (before the economic crises from the year 2008 on). In September 2014 there were about
115.000 people unemployed and were seeking for the job (Slovenia has about 2 million inhabitants. Between
those people there were about 10% with the university degree and only 4% with the higher educational
vocation degree and about 86% with the higher and lower levels of education (half of them with the
secondary degree).
Employment
Despite the economic crisis and high unemployment rates in Slovenia, 30% of enterprises, both
small and large, employed recent graduates from higher education in the last 12 months.
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Skills Gap
Employers however are still lacking competencies in candidates,
especially industry specific knowledge and the following generic
competencies: creativity, ability to communicate effectively and
efficiently, leadership, problem solving, loyalty, ability to work in groups –
teamwork, foreign languages and use of information technology.
On the other side, graduates would like to see more experiential learning
methods in education that could be conducted through additional
internships, more contextual assignments relevant to specific industry.
Working Abroad
Two thirds of graduates would consider working abroad in the same industry, mostly in
neighboring Austria, where GDP per capita is almost double the GDP per capita in
Slovenia. Countries that follow are Germany, Australia and United Kingdom.
EDUCATING THE WORKFORCE
More than 40% of enterprises are willing to finance the education of their workforce at
the cost of at least 500 EUR per worker per year. More than 1,000 EUR per worker per
year is however limited to only 10% of regional enterprises.
The conclusion is, that the education further remains very important factor, but it depends a lot from all
the parties involved (authorities, organisations, institutions, universities, schools, etc.). On the other hand
there is an important role of the enterprises and the economic sector as whole.
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SECTION 3
PORTUGAL PROJECT OUTCOMES
THE VOCATIONAL TRAINING NEEDS OF STUDENTS AND ENTERPRISES
WHICH SHOULD BE MET BY VOCATIONAL AND TECHNICAL SCHOOLS
1- Vocational education and training in Portugal
“The significance of education and training cannot be overstated – not only because of its vital place as the
third vertex in the triangle of knowledge, alongside research and innovation, but also because of its essential
role in the broader processes of strengthening social integration and cohesion, improving attitudes and
behavior as regards citizenship and promoting and enhancing multiculturalism and multilingualism in Europe.”
The Portuguese Presidency’s Priorities for Education and Training
July 2007
2005 - Policy development: Over the past thirty years, a considerable effort was made to close the gap in
average development standards between Portugal and the European Union, particularly regarding educational
attainment.
A million people of working age was below secondary education, while some 485 000 young people (i.e. 45 %
of the total) aged between 18 and 24 are working without having completed The New Opportunities Initiative.
One of Portugal‟s recognized structural deficits by comparison with most of the EU-25 is the low levels of
general education and vocational qualifications held by most people of working age.
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In
2005,
the
Portuguese
Government aimed to achieve
a rapid improvement in the
qualification
levels
of
Portuguese
people
defining
year
12
as
the
the
minimum
reference qualification and this
target should be reached via a
strategy focusing on: raising
secondary
education
among
young people; combating with
strong measures early school
leaving; increasing the number of vocational training routes leading to dual certification of academic and
vocational abilities; improving the adult population's qualification levels and generalization of the processes for
recognizing, validating and certifying skills.
By the year 2010, the initiative specific objectives were: increase the supply of secondary-level vocational
courses so that they account for 50 % of training supply; provide places for some 650 000 young people;
provide 1 000 000 people of working age with qualifications by recognizing, validating and certifying their skills
and offering education and training courses for adults and expand the network of New Opportunities Centres.
The Portuguese system of vocational training consists of:
Initial vocational education and training: the Portuguese vocational education and training system is based
on a set of principles whose aim is to guarantee the right to education and training and to ensure equal
opportunities of access and achievement. The system comprises pre-primary, basic, secondary, postsecondary non-tertiary, and tertiary education.
Secondary vocational education and training: Vocational courses - Vocational course provide a broad
range of secondary-level training, their main purpose being to prepare students for the lab our market;
Apprenticeship system - Courses provided under the apprenticeship system – initial alternance training;
Education and training courses - initial training leading to qualifications, education and training courses, are
intended for young people aged 15 or over who have left or are at risk of leaving the regular education
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system; Specialized art courses - provide vocational training and qualifications in the visual and audiovisual
arts, leading to a certificate of secondary education and a Level 3 vocational qualification and Technology
courses - these courses are technical and technological and lead to vocational qualification.
Post-secondary (non-tertiary) vocational education and training in terms ofspecialised technology
courses – CET - provide post-secondary, non-tertiary vocational education and training.
Continuing vocational education and training that consists of a range of flexible training pathways which
make it possible to build a vocational qualification that suits individual trainees‟ interests and needs. The aim
is that trainees acquire or develop knowledge and skills in the technical and social fields allowing them to reenter or improve their position on the lab our market.
Other forms of continuing vocational education and training such as: adult education and training
courses; qualifying or retraining courses;specialised vocational courses; refresher, updating; further training
courses or courses to improve organizational and management skills.
2 - Regional categorization of enterprises and need for qualified workers - Vila Nova de
Famalicão Municipality
Location and demographics
Vila Nova de Famalicão is one of the 308 Municipalities of
Portugal. It´s situated in the Minho Region, 32 km from Porto, the
second biggest Portuguese city.
It comprises an area of 201,8 Km2, and a population of 133.804
inhabitants in its 49 “freguesias”.
Mapof Portugal
Mapof Vila Nova de Famalicão
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Due to its strategic location, Vila Nova de Famalicão has had a significant population growth and a steady
industrial development for the last decades.
This population growth has been constant since 1940, but between the last two censuses, 2001 and 2011,
there was a rise of 5%.
160000
Population
growth in Vila Nova de
Famalicão
140000
120000
in INE- Censos 2011
100000
80000
The
most
60000
populated
40000
“freguesias” are
the ones which
20000
are in the urban
0
centre of the city
1940
1950
1960
1970
1981
1991
2001
2011
like
Antas,
Calendário, Gavião and Vila Nova de Famalicão and the ones where a great part of the industries is located
like Ribeirão, Fradelos and Lousado, where 15% of the municipality inhabitants live.
In what concerns the age range of Vila Nova de Famalicão population, 30% is younger than 25 years old.
Population´s school qualifications
In what concerns school attendance and completing a course of studies, the majority of the Portuguese
population has not finished or has only finished 3rd grade.
However, in Vila Nova de Famalicão, in what concerns the age group younger than 40 years old, more than a
half of the population has attended 3rd grade or a higher level.
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School qualifications and illiteracy
Population according to the school grade
Geographical
location
Total
ofinhabitant
s
No
grade
1 grade
2 grade
3 grade
Secondary
school
st
nd
rd
Preuniversity University
courses
Illiterates
(10 years
old or
older)
Illiteracy
rate
Portugal
10562178
895140
3152778
1098656
1660964
1770324
92611
1629900
499936
5,23
Continente
10047621
852608
2989494
1031355
1579333
1691252
87432
1569739
472919
5,20
3689682
298201
1183901
453161
583622
556011
27976
498859
167451
5,01
Ave
511737
39910
169789
72257
84745
75348
3633
54262
21585
4,66
Famalicão
133832
10095
40623
19964
22061
21371
1086
15456
4817
4,00
Norte
inINE - Censos 2011
1st grade – 4 years
2nd grade – 2 years
3rd grade – 3 years
Secondary school – 3 years
Pre-university courses – 1 or 2 years
In the age group 18-25 years, more than 75% of the population has qualifications which are higher than 3rd
grade, and it‟s important to notice that the rate of inhabitants who attend a higher education course is between
32% and 40%. Finally, it´s also important to notice that the illiteracy rate in Vila Nova de Famalicão is lower
than the national one.
Population according to school qualifications
in INE – Censos 2011
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Economic activities
In Portugal, in recent decades, one of the most important characteristics of regional economic structure is the
growing dominance of the tertiary sector. A serious problem for its economy dominated by the service sector,
and increasingly dependent on other continents in what concerns agriculture, energy and industry
transformation.
However, despite this global market, a great number of enterprises in Vila Nova de Famalicão have made a
clear commitment to the specialization and modernization of the productive sector. Enterprises which, despite
the European crisis, are now achieving remarkable results namely in what concerns the value of exports.
According to the INE-Censos 2011, Vila Nova de Famalicãohasa total of 12.377enterprises, the majority of
them included in the following categories: Wholesalers and Retail / Repair of Vehicles (27.5 %), Manufacture
(13.6%), Construction and Building (8.4%), Transportation and Storageand Administrative Services. But 99%
of these are micro and small-sized enterprises, as it happens in almost all over the country. However, the
percentage of medium and large companies is higher in Vila nova de Famalicão than in the rest of the
country.
Although manufacture is not on the top of the table in what concerns the existing number of enterprises, it is
the one with the best economic results as it reached, in this same year, 50.15% of the total turnover of the
municipality enterprises, being the industries of food processing, textiles, rubber, wood and cork work,
furniture and chemicals the major responsible for these results.
During the last decade, Vila Nova de Famalicão has shown its enormous economic and industrial potential to
the rest of the country and has become the municipality with the highest rates of exports in the Minho Region
(40% of the total) and with a commercial superavit higher than 580.000.000,00euros.
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Internacional trade in Vila Nova de Famalicão
(Values: thousands of Euros)
Exports
Total
Imports
Intra-EU trade
1437546
Total
Extra-EU trade
1.204.629
Intra-EU trade
856.018
232.917
Extra-EU trade
615.501
240.517
in INE -Censos 2011
Employment and unemployment rates
The majority of the economically active population works, according to the INE-Censos 2011, in the secondary
or tertiary sector, and only 1% of it works in the primary sector.
Thus, these are the major lab our groups in which workers are included in Vila Nova de Famalicão: Craft and
Related Trades Workers (24.44%), Service and Sales Workers (14.88%), Plant and Machine Operators and
Assemblers(13.23%) and Elementary Occupations (11.49%).
Perhaps due to the characteristics of the lab our and the jobs offered by the local enterprises, 54.67 % of the
active population are men.
Unemployment is currently one of the greatest consequences of the crisis Portugal is experiencing, and Vila
Nova de Famalicão also suffers with it.
Evolution on the number of unemployed population
Geographical
2004
2005
2006
2007
2008
2009
2010
2011
2012
PT (Continente)
451155
466113
447978
397872
382195
478387
534734
526811
634445
Norte
200099
214675
208265
184140
175999
217725
242063
237488
278982
26790
30819
30271
25946
24044
29817
31774
30011
34416
8393
9440
9095
7190
6542
8429
9100
8558
10284
location
Ave
Famalicão
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In general, the unemployment rate is higher in what concerns women; however, recently, with the crisis in the
construction industry the rate of unemployed men has increased.
Unemployment
Unemployed population
rate (%)
Geographical
Looking for a 1st job
Total
location
M/W
Men
Women
M/W
Men
Women
Looking for a new job
M/W
Mean
in 2011
Women
M/W
Portugal
662180
327600
334580
122310 56596
65714
539870
271004
268866
13,18
Continente
630711
309345
321366
114999 53112
61887
515712
256233
259479
13,19
Norte
254182
120019
134163
46644 20210
26434
207538
99809
107729
14,47
Ave
38754
17979
20775
5901
2726
3175
32853
15253
17600
15,13
Famalicão (2011)
10248
4622
5626
1533
693
840
8715
3929
4786
14,94
in IEFP and IP
Over 92% of the unemployed population is looking for a new job, and more than a half have been registered in
the local Job Centres for less than one year.
Registration in a local Job Centre
in IEFP, 2012
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Search for job
inIEFP, 2012
The age group which is most affected by unemployment is the one with people who are over 35 years old and
with low qualifications. People who are worried about their own situation and have registered themselves in
the local Job Centres.
Unemployment rate according to age group
in IEFP, 2012
People who have low qualifications, and who have attended school just until 9th grade or even less, but who
are now aware that school education is a powerful tool when entering the market of work and are looking for
training and school qualifications on their own.
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Unemployment rate according to school qualifications
in IEFP, 2012
According to the IEFP and the IP, unemployment in Vila Nova deFamalicão is higher in the groups related
with manufacture like the textile industry (16.3%), the construction and building industry (13%), clerical
support workers (11.7%), wholesale workers (10.6%) and social services and education (8.9%).
Nevertheless, enterprises wish to expand their businesses and consider there is a need for workers in several
labour groups like Craft and Related Trades Workers, Service and Sales Workers, Plant and Machine
Operators and Assemblers and Elementary Occupations.
Workers who need, according to a survey answered by enterprises, to have technical qualifications to perform
their jobs, but also transversal competences and qualifications like working in group (managing relationship
with others, team spirit), communication skills, communication in a foreign language skills and capacity to
integrate socially within the company, to adapt to the various actors and to understand the position occupied
in the hierarchy.
According to the economic tissue of Vila Nova de Famalicão these are the municipality needs regarding
qualified workers:

Food processing

Commerce

Textile industry and clothing

Electronics and automation

Metallurgy and mechanics
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
Wood, cork, paper, plastic and glass industries

Chemical industries

Electricity and energy

Clerical and administrative work

Tourism and restaurants

Beauty and health care

Construction and building
School and training courses needed
In spite of the relevant evolution in what regards the qualifications of the active population, they are still low
and most people only attended the 3rd grade.
Active population and qualifications
Geographical
location
Portugal
Total
No grade
1st grade
2ndgrade
3rd grade
Secondary
school
Preuniversity
courses
University
4361187
49381
729348
519010
810761
1069822
60445
1122420
100,00
1,13
16,72
11,90
18,59
24,53
1,39
25,74
4150252
46623
683841
486820
772093
1023398
57208
1080269
100,00
1,12
16,48
11,73
18,60
24,66
1,38
26,03
1501883
14345
288172
234755
289611
323624
17697
333679
%
100,00
0,96
19,19
15,63
19,28
21,55
1,18
22,22
Ave
217331
1948
43913
42194
46197
45444
2421
35214
%
100,00
0,90
20,21
19,41
21,26
20,91
1,11
16,20
Famalicão
58368
499
9379
11944
12151
13251
733
10411
%
100,00
0,85
16,07
20,46
20,82
22,70
1,26
17,84
%
Continente
%
Norte
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Due to this lack of qualifications and its influence on the unemployment values, it was extremely important to
establish the strategies which would allow the population to have higher levels of qualifications and to find new
or better jobs.
That´s why the schools and other institutions of Vila Nova de Famalicão have worked together to offer a wide
range of courses to adults and youngsters.
In order to requalify adults, EFA Courses (Adult Training Courses), Modulares Courses (Short-period Training
Courses) and CET courses (Pre-university Courses) took place in order to meet people´s needs in what
concerns technical and transversal qualifications.
In what concerns the youngsters, regular schools and vocational schools also held courses which main goal
was to meet the needs of the local enterprises.
Secondary vocational courses in Metallurgy and Mechanics, Electricity and Energy, Electronics and
Automation, Vehicles Construction and Repair, Company Management, Food Processing and Control,
Industrial Maintenance, and Computer Programming were held trying to fulfill enterprises needs on qualified
workers.
3 - Students´ expectations and needs
About the survey
Understanding students‟ course selection(s)/preference(s), their satisfaction with the education received, their
attitudes and expectations towards future employers, the areas in which they want to work and their
preparation for the labour market were some of the goals which lead to the design of this survey.
The survey involved the totality of FORAVE´s students. Two hundred and fourteen students who study
Electronics, Automation and Command (TEAC), Industrial Maintenance (TMI), Company Management (TG),
Processing and Food Quality Control (TPQA) and Polymer Technology (TTP). However, only 149 answered it
completely. The majority of students (66%) study TG and TEAC, and 58% of the answers were from male
students. Seventy-one percent of the students are between 15 and 17 years old, 28% are 18 and 19 years old
and the oldest student is 20 years old (1%).
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Attended courses
TEAC
TMI
13%
TG
13%
TPQA
TTP
26%
13%
35%
Age
1% 11%
19%
15 years old
9%
16 years old
32%
17 years old
18 years old
28%
19 years old
20 years old
Gender
Female
Male
42%
58%
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Main findings
The survey data indicate that students‟ career/course preferences are highly motivated by the high rates of job
offers and their personal preferences regarding the area of work (66%) and only 8% depend on the schools„
location to choose the course of study. Most of them (95%) also think that attending a vocational course will
increase their chances of getting a job and that that course will help to acquire the necessary soft skills and
professional expertise to make them valuable for the labour market (88%).
Why did you choose this course of study?
Other
Friends pressure
4%
7%
Parents/Family pressure
Proximity to place of residence
14%
8%
High rates of job offers
Favourite vocational area
No
answer
No.
26%
Do you think this choice will increase your chances of
getting a job?
4%
1%
Yes.
Yes, a
lot..
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40%
40%
55%
To which level do you believe your current professional training
equips you with the necessary soft skills and professional expertise
to render you valuable to the labour market?
No answer
3%
1%
To a low
level
7%
To a
satisfactory…
To a high
level
52%
36%
Autonomy (77 answers), team work (75 answers), initiative (65 answers) and motivation (63 answers) were
among the leading skills identified by students in influencing their future job. Surprisingly, positive work ethic
(10 answers) and interpersonal relationships (8 answers) are among the skills which students consider as the
least important when looking for a job.
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Which of the following skills, to be developed at school, do you
consider to be important for your future job?
77
75
65
40
63
53
48
33
30
22
10
17
10
16 20
26 25
24 22
8
16
The majority of students (93%) stated that the Portuguese vocational education system is keeping up with the
ongoing technological advances of companies, thus improving their chances of integrating the labour market
when they graduate.
A group of students is very optimistic about finding a job and getting a stable contract (41%) with their first job,
while 56% of them think they will have to go through several companies or slowly go up the career ladder
before getting a stable position.
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Do you feel that the vocational education system in your country is
keeping up with ongoing technological advances?
No answer
Definitely no
No
4%
0%
3%
To a
satisfactory…
15%
Yes
53%
Definitely
yes
25%
How do you think your current professional formation will
translate in terms of permanently integrating you into the work
force of the future business to which you will apply?
41%
30%
26%
3%
I expect I shall pass through
I expect I shall be offered a I expect I shall have to slowly
various companies before I am stable contract when I am in
work myself up to a good
offered a stable contract.
my first job.
position in the same company
before I am finally offered a
stable contract.
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No answer
The survey also finds that job satisfaction (44%) and career development (35%) are the most important issues
when students think about getting a job, while high pay (41%) and contract stability (21%) are the least
important ones.
Which of the following four employment-related issues do you
consider to be the most important?
No answer
Contract
stability
3%
9%
35%
Job
Satisfaction
High Pay
44%
9%
Which of the following four employment-related issues do you
consider to be the least important?
No answer
11%
Contract
Stability
21%
15%
Job
Satisfaction
High Pay
11%
41%
Concluding, students are aware of the needs of the labour market and choose their course of studies
according to the existing job offers. They are also very positive on how vocational training will give them the
tools to get a stable job quickly. Autonomy, team work, initiative and motivation are the most important soft
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skills to be acquire and developed in the pursuit of a position which will give them job satisfaction and chances
of career development.
4 - Enterprises´ expectations and needs
About the survey
Understanding companies´ needs in what concerns employees´ technical and soft skills, companies´
willingness to hire recently-graduated applicants and to invest in employees´ training were some of the goals
which lead to the design of this survey.
The present analysis summaries the findings of this survey conducted among 350 companies in our region,
but answered only by 10 of them. This lack of answer from the companies may be a consequence of the great
number of questionnaires and surveys companies are asked to answer presently. In fact, in the beginning of
this year, a similar situation happened when one of the surveys sent by the local city hall to about 3000
companies, got less than 50 answers. The majority of the companies which answered the survey (60%) work
in the Chemicals and the Metal/Mechanics sectors and have less than 300 workers (60%).
Activity sector
Spinning and Weaving
10%
10%
Metal Mechanics
10%
Building / Construction
materials
Chemicals
20%
40%
10%
Technology (Digital
Cameras)
Food Industry
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Number of workers
[VALOR]0%
30%
[VALOR]0%
less than 100
100 to 300
300 to 600
[VALOR]0%
[VALOR]0%
600 to 900
more than 900
Main findings
The survey data indicate that the companies expect their future employees to have a Level IV (ten answers)
or a Level V (six answers) qualification, and that they have hired a significant number of recently-graduated
workers in the past 12 months. However, when asked about the percentage of young employees, aged 18-25,
they have, only 30% of the companies considered it to be 50% or higher.
When recruiting, and according to the European
Qualifications Framework (EQF); you expect your
future workers to have a ___ degree:
Level VII
Level VI
Level V
Level IV
Level II
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[VALOR]%
[VALOR]%
6
10
4
How many new jobs in your company were offered to
young, recently-graduated applicants in the past 12 months?
50%
20%
20%
6 to 10
More than 10
10%
None
1 to 5
What is the percentage of young employees, aged 18-25, in
your company?
90 - 100 %
80 - 89 %
[VALOR]%
0%
70 - 79 %
60 - 69 %
[VALOR]0%
[VALOR]%
50 - 59 %
[VALOR]0%
40 - 49 %
[VALOR]0%
30 - 39 %
20 - 29 %
30%
[VALOR]%
10 - 19 %
30%
When asked about the investment in their employees´ training, 50% of the companies are willing to contribute
towards the training of an average employee and to invest more than 1000 euros, and they even promote a
culture of learning among their employees by supporting all the training costs (7 answers), by creating the
right environment for learning (5 answers), by sharing the results with the rest of the employees (4 answers)
and by promoting the employees who did a needed training (4 answers).
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What annual investment in euros is your company willing to
contribute towards the training of an average employee?
[VALOR]0%
40%
[VALOR]0%
[VALOR]%
0 - 100
100 - 500
500 - 1000
More than 1000
How do you promote a culture of lifelong learning among your
employees?
Promoting the employees who did a needed
training.
4
Sharing the results with the rest of the
employees.
4
Personalising learning.
Creating the right environment for learning.
Supporting all the training costs.
1
5
7
Technical competencies and Foreign languages were among the most required skills identified by companies
(9 answers each), followed by Team work (6 answers) and Leadership (5 answers). On the other hand,
Entrepreneurship (1 answer)
and Creativity (2 answers) are among the skills which companies consider as
the least important in their employees.
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Which concrete knowledge and/or skills set do your
employees require to render them an asset to your company?
Technical Competencies
9
Continued Learning Abilities
7
Creativity
2
Communication
4
Ability to Work in Groups
6
Leadership & Problem-Solving
5
Entrepreneurship
Marketing
1
0
Foreign Languages
9
IT Competencies
4
Eighty percent of the companies consider that the dialogue between the central education authorities,
vocational schools and companies is important, but only 30% consider that the national education policy
provides sufficiently or enough incentives to encourage the vocational learning sector.
Do you think that the dialogue between the central
education authorities, vocational schools and
companies is important for setting the educational and
training program needed to meet the market real
demand?
No, each company should be responsible
for its workers training.
No
[VALOR]%
0%
Yes.
Yes, a lot.
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[VALOR]0%
[VALOR]0%
How much does national education policy provide
incentives to encourage the vocational learning sector?
I don't know
No support at all
[VALOR]%
0%
Very Little
[VALOR]0%
Sufficiently
[VALOR]0%
Very Much
[VALOR]0%
Concluding, companies are willing to employ recently-graduated applicants, but their qualifications must now
be higher than some years ago (level IV and level V, preferably). Besides the technical skills, employees must
have a number of soft skills, like Team work and
Leadership which will make them an asset to the
companies. Companies are also willing to invest in their employees´ training and they even promote a culture
of learning among their employees. Finally, companies consider that the dialogue between the central
education authorities, vocational schools and companies should be improved and that the national education
policy should provide more incentives to encourage the vocational learning sector.
FORAVE
June 2015
CHOOSING THE RIGHT JOB AND CAREER PLANNING FOR THE STUDENTS
The main strategic challenge behind priorities in educational policy is the improvement of the level of
qualifications and competencies of the Portuguese population.
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The project focuses on a number of areas, such as: implementation of recovery and monitoring plans to
combat educational failure of pupils in compulsory Education and preventing the number of early abandon;
setting up educational mechanisms and alternative learning paths for students in compulsory education that
are in risk of failure or leaving early school; development of qualifications curricula for young people over 15,
who have not completed upper-secondary education; extension of the network of vocational, education and
training and apprenticeship courses; discouraging young people under the age of 23 that have not completed
upper-secondary education from entering the job market.
HOW TO SUPPORT VOCATIONAL TRAINING FOR THE ENTERPRISES
One of the objectives of the National Qualifications System – SNQ is to guarantee the
relevance of training standards and the recognition of qualifications in order to make sure that the needs of
enterprises and the economy are met.
In order to anticipate the skills that would be needed for the future, forecasting studies for particular sectors
were done as well as study trends in qualifications and identified training, define the training content that
would correspond to trends in jobs and qualifications and select apprenticeship methods and contexts.
To guide young and adult people for the challenges of the labour market they must be helped to support tough
choices in a complex environment. A good data of training opportunities and of professions must be created to
help on their choice and decision.
It is important to promote local partnerships to qualification; facilitate apprenticeships achievement and
develop a culture valuing vocational education and training in secondary schools.
The involvement of all the stakeholders into the political incentive for vocational education and training is
fundamental, as well as preparing companies to receive the young for practical training.
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THE PARTICIPATION OF THE THIRD PARTIES IN VOCATIONAL TRAINING
The vocational education and training success depends on cooperation networks between local partners/
social actors, local and community initiative schools.
The social partners are involved in the general definition of policies and in theirpursuance, offering opinions
and making recommendations. Within the framework of social dialogue agreements have been signed in
various policy areas, including vocational education and training.
The social partners also have a seat on the administrations; the general councils and monitoringcommittees of
the official bodies responsible for implementing, monitoring and funding vocational training policies; the IEFP‟s
Administrative Board;
the Audit Commission; regional advisory boards;
individual Vocational Training
Centres‟ advisory boardsontheGeneral Council of the Institute forManagement of the European Social Fund –
IGFSE; the General Council of the ANQ – National Agency for Professional Qualification and the sectorial
qualifications councils, which work alongside the ANQ.
Social partners‟ role is essentially consultative and advisory; theyare responsible for running various training
activities and providing training under Integrated Training Plans.
Local networkforeducation and training
Famalicão Network for education and traininghas been considered as a national example and a study case for
its results and inputs in what concerns the development of standards of young and adult qualifications.
The decision regarding the vocational courses needed in the Municipality is made by the Local Network for
Education and Training which is a network of partners formed by all the organizations which work with
education and training in the municipality, namely those which are concerned with the demands and needs of
our regional businesses and with lifelong learning.
That is why this network is made up by all schools which represent formal education, but also by other
organizations which, in spite of not being a school, are concerned with education like non-governmental
organizations; technological centres; universities; the Vale do Ave Development Agency; the Local Business
Association; and the local Job Centre which shares the responsibility of coordinating this network with the City
Hall and the Regional Education Office.
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This network, besides establishing local agreements with schools and entities in what concerns the offer of
training courses and trying to meet and answer the local businesses´ needs, it is a very important place where
the partners share their experience and knowledge.
2004
Constitutionofthe Inter-Institutional Platform for
educationandtraining
2005
Firstdiagnosisforeducationandtraining
needsaccomplishedbya groupof vocational schools
2007
SecondDiagnosis for theperiod 2007/2010
andtheenlargementofthe network to publicschools
2009
Signingof a protocolwiththeaimofengagingallthepartners in
thepromotionof a cultureofqualification for lifelonglearning
2010
Third Diagnosis for the period 2010/2013
2013
The local network has more than 30 institutions: schoolsand
social partnersare involved within the framework of social dialogue
about the needs of vocational education and training
2015
Updating of the diagnosis in
anextendedframeworkofintermunicipalities
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Organizational Chart
Municipality
Lusíada University Porto
(School of Psychology)
IEFP – JobCentre
MinhoUniversity(School of
Psychology)
DRSN– RegionalEducation Office
ADRAVE – Vale do Ave Development
Agency
ACIF – Local Business Association
Public schools
Private schools
Vocational schools
Universities
Localassociationsw
ithvocationaltrainin
g
TechnologicalCe
ntres
Local diagnosis for education and training needs
Characterizationmunicipality
Educationandtrainingneeds
Companies´needs
Diagnosis for
local
education
and training
needs
Characterizationunemployment
Entrepreneurship
Joboffers
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The main objectives of local Network are: combating early school leaving; raising secondary education
among young people; certification of academic and vocational abilities and raising employability.
The specific aims of local Network consist of: reach the target of 60% of the students attending secondary
vocational training; link the companies needs with vocational training; improve the quality of education;
compromise parents with their children school education and engage all the local stakeholders in the social
and economic development of the municipality.
Some strategies were held to achieve the proposed goals:
All the partners and organizations which work with education and training in the municipality, withoutexception
were called to participate.
All the companies and social and economic offices like: the Vale do Ave
Development Agency; the Local Business Association; and the local Job Centre which shares the
responsibility of coordinating this network with the City Hall and the Regional Education Office were engaged.
Workinggroups, withinthe network wereestablished. In order to understand the education training
needs/demands, a diagnosis was made. School psychologists did a serious work about vocational needs
among students and parents were informed and clarified about training and courses. All the headmasters and
principles of the schools were involved in the project with a consultative and deliberative power.Parents‟
associationswerealsoinvited to participate.
Developed Projects
A diagnosis for education and training needs was accomplished to work as a compass to schools decisions of
training courses.
The
Local
Network
planned
a
global
training
proposalsupportedby:
theneedsofthemunicipality;
coveringallthegeographicareaof Famalicão, focusedonthespecialized areas ofeachschool.
Development of a vocational project focused on the preferences of the students, instead of the school, or the
school staff competences.
Introduction of the Project PMMEE – which aims a plan for the implementation of pedagogical efficiency at
schools.
Implementation of the Project “A empresanaescola” (Companies at Schools) that aims to allow companies to
really get involved in schools´ life, through job shadowing periods or testimonies from experienced workers
and through the participation in the school management itself.
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Implementation of the project “Educação Parental” (Parents´ Education)with the aim of helping parents to get
a positive view in order to find some answers to help their children, in their lives decisions.
Development of the projectLITTERATUS- reading and writing as fundamental factors for school success and
for the combat of school early leaving and social exclusion.
Interview with Leonel Rocha, City Hall Councillorfor Culture, Education and Entrepreneurship
(April 2014)
1. What is the Local Network for Education and Training?
The Local Network for Education and Training is a network of partners formed
by all the organizations which work with education and training in our
municipality, namely those which are concerned with the demands and needs
of our regional businesses and with lifelong learning.
So, this network is made by all schools which represent formal education, but
also by other organizations which, in spite of not being a school, are
concerned with education like non-governmental organizations; technological
centres; universities; the Vale do Ave Development Agency; the Local Business Association; and the local Job
Centre which shares the responsibility of coordinating this network with the City Hall and the Regional
Education Office.
2. Why was this network created?
The need for this network arose in 2005 when the municipality decided to organize a training course in ICT
and there was the need to find partners to provide for that training all over our region. Some of the partners
which were better prepared to do it were some of the organizations I mentioned before. Moreover, it was also
in this year that the Ministry of Education decided that vocational courses should also be available for students
at regular schools, increasing the number of courses available and leading local authorities to consider that
these courses had to meet the demands of local businesses. In order to understand those needs/demands, a
diagnosis was made and we realized that by networking and sharing the courses among all partners and
organizing things in such a way that all the courses existed all over the municipality, all our young people and
adults had the same chances to access those courses, schools could improve their areas of expertise in what
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concerns the vocational courses taught and companies could have their needs fulfilled. Two years later, this
network became official and the legal agreements were signed by all partners.
3. What are the main goals of this network?
Besides establishing local agreements with schools and entities in what concerns the offer of training courses
and trying to meet and answer the local businesses´ needs, the network is a very important place where the
partners share their experience and knowledge. It´s an important great way for these organizations to work
together, to share best practices and to try to find the best solutions for the problems which a partner has, but
that in the end are felt by most of the partners and overcome them by working together. This network is such a
good example that was followed by other groups which work with education, like the recently created Network
of Psychologists.
4. The network started in 2005, what happened in the following years?How do you decide which
courses will be available each year?
Changes in the Education and Training Courses offered are made every two years based on a local business
diagnosis, and each year some adjustments are made. When setting the Education and Training Courses,
and besides working with this diagnosis, we have to obey to the rules set by the Ministry of Educationand to
the real capabilities of schools in what concerns the technical needs to teach a certain course. So, there are
many issues to be taken into account before deciding the Education and Training Courses and networking has
made it possible and more successful.
This adjustment has also other goals: we want that the most part of our youngsters attend a vocational course
at secondary school in order to answer the real demands of the world of work in our region and we want them
to have better chances of succeeding as vocational courses are
more practical than the general studies courses. With these
vocational courses we fought early school leaving as well and
turned our youngsters into qualified workers when finishing
secondary school, while still giving them the chance to apply to
university if they want.
5. How can this Network oppose the rules set by the Ministry
of Education in what concerns the courses approved at
national level?
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Sometimes the courses decided at a national level are not the ones which are needed for each region. For
instance, some years ago Ship Building was considered a priority for our municipality, but we only have a
small river nearby. So, if we know what the real needs and demands of our local businesses are, we can
argue back and make our choices prevail. Networking enable us to make the necessary adjustments to our
local needs and that´s why we have 40 different courses, because we do the previous work in what concerns
the needs and goals of our local businesses. It´s this work that allows us to have the arguments to reverse the
Ministry of Education decisions.
6. What are the most important business sectors in this region? Does the Network try to meet their
needs in what concerns training?
Some years ago the most important business sector in our municipality was the textile one, the one related
with traditional textile sectors like spinning and clothing, but nowadays the textile sector is reappearing in a
more specialized way. These days our textile companies mainly produce technical textile products for the car
industry and for specific areas like sports and household. This “rebirth” of our textile sector is mostly due to the
contribution of CITEVE (a local textile technological centre) which helped companies to improve themselves
and to become more specialized in order to be more competitive in the global market. Other sectors which are
now becoming relevant are the ones of shoemaking, polymer industry, a new need in our municipality which
gave origin to a new course of studies created in partnership with FORAVE, metal mechanics and food
processing, mainly of pork meat and pastry. Meat processing is becoming such a major sector in our
municipality that we are considering to create a technological food processing centre. So, as you can see we
are updated with our local businesses needs and we are always trying to help them to overcome these needs.
7. Do you have the businessmen feedback in what concerns their needs and the measures you have
implemented?
Yes, we have it, but we know this is an issue we still have to put
our efforts in as businessmen are not very likely to give their
feedback voluntarily and when they do it it´s because they need
something to solve a sudden and immediate demand, they still do
it
with
little
planning
and
organization.
Besides
the
questionnaires done, this feedback is given in two different ways.
Firstly, through the agreements established between companies
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and schools, namely the ones related with internships. Secondly, through the project we have implemented in
2010 – “A empresanaescola” (Companies at schools) that aims to allow companies to really get involved in
schools´ life,
through job shadowing periods or testimonies from experienced workers and through the
participation in the school management itself. We want to broaden this project and to have the participation of
a greater number of companies; we wish to create a sort of Counselor Board of Companies which will help
schools and education in our municipality.
8. How is this Network promoting entrepreneurship?
One of the most important goals of our Network is to build a culture of entrepreneurship in our youngsters.
Wedon´t aim to create new businesses and new businessmen, but entrepreneurs. People who think about
and create new projects, who are innovative, proactive and who feel their job as their own, who create their
own opportunities, increasing productivity and success. To enhance this culture of entrepreneurship, we have
several projects in progress at primary and preparatory schools; at secondary schools we have two different
projects- “PENSEINDUSTRIA” and “F1 in Schools”, and at vocational secondary schools we have “A minha
PAP é empreeendedora”,in which students are challenged to turn their final practical exam into an
entrepreneur project.
9. How does this Network promote lifelong learning?
As I mentioned before, our network is also concerned with lifelong training, we don´t work just with vocational
courses for young people, but also with courses for adults like the EFACourses (Adult Training Courses) and
the Modulares Courses (Short-period Training Courses). And that´s why we had Second Chance Schools
which also worked together and with the local Job Centre, a most valuable partner in our Network. When
these Second Chance Schools were closed by the Ministry of Education, our network, and not just one of the
schools, decided to apply to the new type of Adult Education - CQEP (Vocational Training Qualification
Centre), coordinated by the City Hall. We were approved and we are now starting our work.
In conclusion, networking makes us stronger and enables us to help each other and to go further.
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SECTION 4
UNITED KINGDOM PROJECT OUTCOMES
VOCATIONAL TRAINING NEEDS OF STUDENTS/ENTERPRISES TO BE MET BY
VOCATIONAL/TECHNICAL SCHOOLS
Subsequent to this study, the 11 points to follow list the current needs of students and enterprises to be met by
vocational and technical schools as they have been identified in this study, which has included informal discussion with
staff and students on various London campuses and also involved spot surveys conducted by Christina Paci and Nick
Fouché. Many of these confirm current leading research in this area to which citations and references have also been
made by our investigative team in various presentations to project partners at our transnational meetings in Turkey,
Portugal and Slovenia. A brief glossary of terms concludes this text.
1. Freedom of School Offer
At Key Stage 4, schools should be free to offer any qualifications they wish from a regulated Awarding Body whether or
not these are approved for performance measurement purposes, subject to statutory/health and safety requirements.
2. Re-evaluating Student Access Scores
Non-GCSE/iGCSE qualifications should make a limited contribution to an individual student’s score on any performance
measures that use accumulated and averaged point scores. This will safeguard pupils’ access to a common general core
as a basis for progression. At the same time, any point-based measures should also be structured so that schools do not
have a strong incentive to pile up huge numbers of qualifications per student, and therefore are free to offer all
students practical and vocational courses as part of their programme.
3. Shared Principles Governing Course Content
The overall study programmes of all 16-18 year olds in ‘vocational’ programmes (i.e. currently everything other than A
levels, pre-U and IB, and including ‘Foundation Learning’) should be governed by a set of general principles relating
primarily to content, general structure, assessment arrangements and contact time. Provided these are met (and see
recommendation 6 below), institutions should be free to offer any qualifications they please from a recognised (i.e.
regulated) awarding body, and encouraged to include non-qualifications-based activity.
4. Outcomes Targeting Progression In Training Or A Career
16-19 year old students pursuing full time courses of study should not follow a programme which is entirely
‘occupational’, or based solely on courses which directly reflect, and do not go beyond, the content of National
Occupational Standards. Their programmes should also include at least one qualification of substantial size (in terms of
teaching time) which offers clear potential for progression either in education or into skilled employment.
Arrangements for part-time students and work-based 16-18 year olds will be different but the design of learning
programmes for such students should also be considered.
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5. Privileging English &MathsAs Core Skills
Programmes for the lowest attaining learners – including many with LDD as well as those highly disaffected with formal
education – should concentrate on the core academic skills of English and Maths, and on work experience. Funding and
performance measures should be amended to promote a focus on these core areas and on employment outcomes
rather than on the accrual of qualifications.
6. Privileging English &Maths as Subjects
Students who are under 19 and do not have GCSE A*-C in English and/or Maths should be required, as part of their
programme, to pursue a course which either leads directly to these qualifications, or which provide significant progress
towards future GCSE entry and success. The latter should be based around other Maths and English qualifications which
have demonstrated substantial content and coverage; and Key Skills should not be considered a suitable qualification in
this context. DfE and BIS should consider how best to introduce a comparable requirement into apprenticeship
frameworks.
7. Increased Funding to adequately match Student Needs
Funding for full-time students age 16-18 should be on a programme basis, with a given level of funding per student.
(This can and should be adjusted for differences in the content-related cost of courses, and for particular groups of
high-need student.) The funding should follow the student.
8. Less Restrictions on Student Course Mobility
There should continue to be no restrictions placed on a young person’s programme in terms of which level or type of
qualification they can pursue. If it is appropriate for a student or apprentice to move sideways (or indeed ‘downwards’)
in order to change subject or sector, that is their choice.
9. Less School-Typology Restrictions in Recruiting Qualified Professionals
At present teachers with QTS can teach in FE colleges; the FE equivalent – QTLS – should be recognised in schools,
which is currently not the case. This will enable schools to recruit qualified professionals to teach courses at school level
(rather than bussing pupils to colleges) with clear efficiency gains.
10. Awarding Colleges Legal Rights ToEnrol Under-16s For Dedicated Training
Make explicit the legal right of colleges to enrol students under 16 and ensure that funding procedures make this
practically possible. Colleges enrolling students in this age group should be required to offer them a full KS4
programme, either alone or in collaboration with schools, and be subject to the same performance monitoring regime
(including performance indicators) as schools.
11. Need for Institutions to Publish Newly-Enrolled Students' Training Trajectory
All institutions enrolling students age 16-18 (post-KS4), and those offering a dedicated entry route for 14-year old
entrants, should be required to publish the previous institutions and, where relevant, the qualifications and average
grades at the time of enrolment of previous entrants. (This should be done on a course-related rather than an
institution-wide basis).
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CURRENT VOCATIONAL TRAINING SUPPORT NEEDS FOR ENTERPRISES
Subsequent to this study into the current vocational training support needs for enterprises, the 7 points to follow list
those identified in this study, which has included informal discussion with staff and students on various London
campuses and also involved spot surveys conducted by Christina Paci and Nick Fouché. Many of these confirm current
leading research in this area to which citations and references have also been made by our investigative team in various
presentations to project partners at our transnational meetings in Turkey, Portugal and Slovenia. A brief glossary of
terms concludes this text.
1. More Flexible Apprenticeship Frameworks
The DfE and BIS should evaluate the extent to which the current general education components of apprenticeship
frameworks are adequate for 16-19 year old apprentices, many of whom may wish to progress to further and higher
education. It does not appear appropriate, given this Government’s commitment to progression through
apprenticeship, that frameworks should, as at present, be drawn up entirely by SSCs, who conceive their role in relation
to current employers, and current, occupationally specific job requirements. The review of frameworks should also
consider ways to increase flexibility and responsiveness to local labour markets and conditions.
2. Payments to Apprentice Employees
Employers who take on 16-18 year old apprentices should be eligible for payments (direct or indirect), because and
when they bear some of the cost of education for an age-group with a right to free full- time participation. Such
payments should be made only where 16-18 year old apprentices receive clearly identified off-the-job training and
education, with broad transferable elements.
3. A Move Towards Cost-Effective Apprenticeship Contracts
DfE and BIS should review contracting arrangements for apprenticeships, drawing on best practice internationally, with
a view to increasing efficiency, controlling unit costs and driving out any frictional expenditure associated with
brokerage or middleman activities that do not add value.
4. Identifying Meritorious Employers As Remunerated Training Providers
DfE and BIS should discuss and consult urgently on alternative ways for groups of smaller employers to become direct
providers of training and so receive ‘training provider’ payments, possibly through the encouragement of Group
Training Associations (GTAs).
5. Setting Regulations In Using Non-Teaching Professionals as Trainers
Clarify and evaluate rules relating to the teaching of vocational content by qualified professionals who are not primarily
teachers/do not hold QTLS. Many schools believe that it is impossible to bring professionals in to demonstrate/teach
even part of a course without requiring the presence of additional, salaried teaching staff. This further reduces the
incidence of high quality vocational teaching, delivered to the standards that industries actually require.
6. Adopting Models To Direct Core Funds to Apprentices and Employers
DfE should evaluate models for supplying genuine work experience to 16-18 year olds who are enrolled as full-time
students, not apprentices, and for reimbursing local employers in a flexible way, using core funds. Schools and colleges
should be encouraged to prioritise longer internships for older students, reflecting the fact that almost no young people
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move into full-time employment at 16; and government should correspondingly remove their statutory duty to provide
every young person at KS4 with a standard amount of “work-related learning”.
7. Employers Involved in Assessment and Awarding Processes
At college and school level the assessment and awarding processes used for vocational awards should involve local
employers on a regular basis. Awarding bodies should demonstrate, when seeking recognition, how employers are
involved directly in development and specification of qualifications.
STUDENT JOB SELECTION AND CAREER PLANNING
Subsequent to this study into student job selection and career planning, which has included informal discussion with
staff and students on various London campuses and also involved spot surveys conducted by Christina Paci and Nick
Fouché, many points raised confirm current leading research in this area, to which references have also been made by
our investigative team in various presentations to project partners at our transnational meetings in Turkey, Portugal
and Slovenia, most notably here in citation from Jonathan Clifton et al in ‘Winning the Global Race’ (June 2014). A brief
glossary of terms concludes this text.
In absolute terms there will continue to be a large number of jobs created in the bottom half of the occupational
ladder. Between 2012 and 2022 just over one-third of all jobs will be created in high-skilled occupations, with the
remainder created in medium and low-skilled occupations.
• A large number of jobs will be created in sectors that tend to rely on vocational education and qualifications. For
example, there is set to be an additional 3.6 million jobs in medium-skilled occupations by 2022 – including associate
professionals in health care, skilled trades and public service professionals – all of which employ large numbers of
people with level-3 and level-4 vocational qualifications or apprenticeships.
• The creation of high-skilled jobs has not kept pace with the very rapid increase in education and qualifications. A fifth
of all workers in low-skilled occupations have a higher education qualification.
• In some sectors of the economy there is a mismatch between the skills and qualifications needed by employers, and
those held by the workforce. For example, 39 per cent of vacancies in skilled trades are caused by skills shortages, and
there are emerging shortages in areas such as health and care professionals.
In their desire to ‘win the global race’, policymakers have focused on increasing the number of graduates in the
economy. However, winning the race will require more than simply expanding general higher education. Britain also
needs stronger and better-quality vocational education, coupled with new business models that make better use of
workforce skills and enable companies to move up the value chain. This will require employers to engage in a more
meaningful way in vocational education and skills development. Without action in these areas, our economy will not be
equipped to compete successfully on the global stage.
There has been a lot of research into how Britain’s job market has changed since the 1980s. This research into longterm trends in the economy broadly supports the story presented above: skilled manufacturing jobs have been lost to
technological advances and international competition, and jobs have been created in knowledge-intensive services
(Brinkley 2008). These changes are reflected in average earnings, which have remained considerably higher for
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graduates than for people without degrees, suggesting that the economy is generating a demand for these workers
(Conlon and Patrignani 2011).
Over the last 10 years, however, other factors have begun to disrupt the focus that policymakers put on expanding
general ‘human capital’.
First, there have been reports of graduates being forced to take work that is not commensurate with their skills. News
stories often cite examples such as ‘bar staff with university degrees’ to make this point (see for example Ross 2009).
While this is not a uniform trend, the problem of people being ‘overqualified’ affects certain pockets of the
labourmarket, particularly in the service sector. This is partly a result of the recent recession, but it also reflects the fact
that our economy is creating many jobs that do not necessarily require a degree, while at the same time the number of
people gaining degree level qualifications has increased. The qualifications profile of the workforce has therefore
increased at a faster rate than the skills requirement of some jobs, leading to some graduates (and school-leavers)
taking low-skilled work (Roberts 2012). The result is a process of ‘bumping down’, as jobs that did not previously require
a degree come to be staffed by graduates (Holmes and Mayhew 2012, Goos and Manning 2003, Canny 2002). This is a
phenomenon that has been observed in a number of European countries (Dolphin et al 2014).
Second, and relatedly, Alison Wolf (2011) has argued that the expansion of qualifications is leading to a form of
‘credentialism’. Employers increasingly require people to have qualifications because it helps them to screen applicants
– rather than because those qualifications are actually needed to perform the job. To give an example, the CBI
predicted in 2011 that over the following six years between a quarter and a half of jobs in sales, customers service, and
administration would require a degree (CBI 2011). As Holmes and Mayhew note, there are two possible explanations
for this trend :
‘These projections may reflect either demand or supply side factors. It may be that occupations have genuinely upskilled and reorganised to take advantage of more qualified workers, leading to an increase in demand. Alternatively, it
could be that jobs have not up-skilled while the supply of highly qualified workers in the labour market has increased.
These workers end up competing for jobs which, in the past, would not have employed a large number of graduates.
Higher qualifications act as a screening mechanism for firms hiring new workers, rather than as a requirement based on
the skill content of the job.’
This renders dubious the claims of human capital theorists that simply increasing the number of people with graduate
degrees will be sufficient to open up opportunities for young people and produce the skills required to achieve
economic growth. While it is true in aggregate terms that our economy is becoming more professionalised, this is only a
partial account, and ignores the important role that vocational education can play. The remainder of this briefing paper
looks at recent changes in the jobs market and makes projections about the likely skills that will be needed in the next
10 years.
Consequently, the following deductions have been made by Jonathan Clifton et al in ‘Winning the Global Race’ (June
2014) :
First, it is not sufficient for policymakers to rely on increasing the number of graduates in the workforce as a way of
creating more skilled jobs and driving economic growth. It appears from the data presented in this paper that the
number of high-skilled jobs has not kept pace with the rate at which workers are becoming more highly qualified.
Businesses are still creating large numbers of low-skilled jobs in areas such as administration, care and elementary
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services. In total, around 5.6 million jobs are projected to be created in low-skilled occupations between 2012 and
2022. The business models of many firms in these sectors ar e predicated on low pay and low skills. This was seen in the
latest national Employer Skills Survey, where half of employers reported that they were not fully utilising their
employees’ skills (Winterbotham et al 2014). More needs to be done to encourage these firms to adopt mor e
productive business models based on investing in – and using – the skills of their workforce (see Lanning and Lawton
2012).
Second, the emphasis on general university degrees may be producing more graduates than are required in some
sectors of the labour market. A fifth of workers in low-skilled occupations hold a higher education qualification,
prompting fears that their skills are not being properly used in the workplace. There is also a danger that this might be
‘bumping down’ other workers in the labour market. Policymakers therefore need to encourage firms to improve the
quality of jobs on offer, to ensure they can make use of graduate skills. They should also develop alternative pathways
from education into work that do not rely on general undergraduate degrees and are more tailored to the needs of the
jobs market. IPPR, for example, has proposed expanding higher-level vocational education as a means for people to
transition from school into work, through measures such as higher-level apprenticeships, employer-sponsored courses
and the creation of more polytechnic-style institutions (IPPR CFHE 2013).
Third, there will be a strong demand for vocational education, which will provide a useful pathway into work for many
people. While the ‘golden route’ – A-levels followed by a degree – receives the most attention from journalists and
policymakers, this analysis shows that there will be strong growth in occupations that rely heavily on vocational courses
and qualifications. This is true in lower-skilled occupations such as administration and care, but it also holds true further
up the occupational ladder. For example, there is set to be an additional 3.6 million jobs in medium-skilled occupations
by 2022 – including associate healthcare professionals, skilled trades and public service professionals – all of which
employ large numbers of people with level-3 and level-4 vocational qualifications or apprenticeships. Policymakers and
employers must therefore continue to invest and promote high-quality vocational courses.
Fourth, the courses and qualifications taken by young people need to better match the needs of employers. Some of
the courses taken by young people have fallen out of step with the needs of the labour market. This, coupled with a
reluctance by employers to engage in workforce training, means that a number of skills shortages ar e beginning to
appear. These skills shortages could be constraining economic growth in key areas of the economy such as skilled trades
and business services. More needs to be done to ensure that young people are given clear signals about which
qualifications will help them to progress into a good-quality job. Just as important, the UK needs to develop ways for
employers to systematically engage in vocational education and training, including by setting the content and standards
for training as well as by providing more work placements and apprenticeships for young people.
In summary, the government is right to highlight the growing international competition for jobs and skills. However,
winning the ‘global race’ will require more than simply expanding general higher education. Britain also needs stronger
and better-quality vocational education, coupled with new business models that make better use of workforce skills
and enable companies to move up the value chain. This will require employers to engage in a more meaningful way in
vocational education and skills development. Without action in these areas, our economy will not be equipped to
compete successfully on the global stage.
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CURRENT THIRD PARTY INVOLVEMENT IN VOCATIONAL TRAINING
SUPPORT
Subsequent to this study into the current third party involvement in vocational training support, the 9 points to follow
list the involvement identified in this study, which has included informal discussion with staff and students on various
London campuses and also involved spot surveys conducted by Christina Paci and Nick Fouché. Many of these confirm
current leading research in this area to which citations and references have also been made by our investigative team in
various presentations to project partners at our transnational meetings in Turkey, Portugal and Slovenia. A brief
glossary of terms concludes this text.
The five key Third Party bodies identified in this research are the DfE (Department for Education), BIS (Dept. of
Business, Innovation & Skills), SSC (Sector Skills Councils) and Ofqual (The Office of Qualifications and Examinations
Regulation) as well as Group Training Associations. A brief glossary of terms follows. The following 9 points list the
current needs identified in this area :
1. Distinguishing between qualifications
The DfE should distinguish clearly between those qualifications, both vocational and academic, which can contribute to
performance indicators at Key Stage 4, and those which cannot. The decision criteria should be explicit and public. They
will include considerations of depth and breadth (including consultation with/endorsement by relevant outside bodies),
but also assessment and verification arrangements which ensure that national standards are applied to all candidates.
2. Selection : Giving More Students Fighting Chance
DfE should review current policies for the lowest-attaining quintile of pupils at Key Stage 4, with a view to greatly
increasing the proportion who are able to progress directly onto Level 2 programmes at age 16. Performance
management indicators and systems should not give schools incentives to divert low-attaining pupils onto courses and
qualifications which are not recognised by employers or accepted by colleges for progression purposes.
3. Increased Support for English &Maths Teachers
DfE should continue and if possible increase its current level of support for CPD for mathematics teachers, and give
particular attention to staff who are teaching post-16 students in colleges and schools. DfE and BIS should discuss the
possibility of joint funding for post-16 CPD activities in English and Mathematics, especially as they relate to apprentices
and to general FE colleges recruiting adults as well as young people.
4. Education Credit Awarded to Entitled Students
Young people who do not use up their time-based entitlement to education (including apprenticeship) by the time they
are 19 should be entitled to a corresponding credit towards education at a later date. The existing system of unique
student numbers plus the learning accounts being developed by BIS should make this straightforward.
5. A Preference for Regulating Awarding Bodies
DfE should encourage Ofqual to move as quickly as possible away from regulating individual vocational qualifications
and concentrate on regulating awarding bodies. When there is reason for concern about a particular qualification,
Ofqual should continue to intervene.
6. Liberalizing the Compliancy of Qualifications Awarded to 14-19 Year-Olds
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DfE should confirm and clarify that qualifications offered to 14-19 year olds and funded through YPLA will not in future
need to be either QCF-compliant or belong to a specified group with additional approval criteria (GCSE, A Level,
Diploma etc). They should, however, be offered by a regulated awarding body. As an immediate and temporary
measure the Secretary of State should use his powers, under Section 96, to approve the funding of key established
qualifications which have not been approved by SSCs, and have therefore not been accredited, but which are
recognised by DfE as playing an important role in the country’s vocational education system, and which are clearly
valued by employers and/or higher education.
7. Updating National Qualification Standards
DfE and BIS should discuss and consult on the appropriate future and role of National Occupational Standards in
education and training for young people, and on whether and how both national employer bodies – including but not
only SSCs – and local employers should contribute to qualification design.
8. Clarifying Regulator and the Secretary of State Responsibilities
The legislation governing Ofqual should be examined and where necessary amended, in order to clarify the respective
responsibilities of the regulator and the Secretary of State
9. Performance Indicator for Schools
DfE should introduce a performance indicator which focuses on the whole distribution of performance within a school,
including those at the top and bottom ends of the distribution.
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SECTION 5
POLAND PROJECT OUTCOMES
EDUCATION SYSTEM IN POLAND
In accordance with Polish law the education system comprises pre-school institutions, primary schools, gymnasia and
post-gymnasium schools. In the light of the existing law, institutions of higher education are excluded from the system
as they form a separate higher education system or sector. As of 5th May 2006 there are two separate ministries in
Poland: Ministry of National Education and Ministry of Science and Higher Education. The Ministry of National
Education is responsible for nearly the whole system of education, with the exception of higher education which is
under the supervision of the Minister of Science and Higher Education. Vocational schools, which in the past were run
by other ministries, are now the responsibility of the Ministry of National Education. At present only a few schools
(artistic – only with respect to artistic subjects, as well as correctional institutions) are under the supervision of the
Ministry of Culture and the Ministry of Justice, respectively.
The reform of the State administration system and the education reform assume that only the national educational
policy will be developed and carried out centrally, while the administration of education and the running of schools,
pre-school institutions and other educational establishments are decentralized. The responsibility for the
administration of public kindergartens, primary schools and gymnasia has been delegated to local authorities
(communes). It has become the statutory responsibility of powiaty (districts) to administer upper secondary schools,
artistic and special schools. The provinces (voivodships) have the coordinating function, supervising the implementation
of the policy of the Ministry and being responsible for pedagogical supervision.
The inspection of teaching standards in schools comes directly under the Ministry of Education and is represented by a
regional administrative body (kuratorium).The advisory body for the higher education policy in Poland is General
Council of Higher Education (RadaGłównaSzkolnictwaWyższego).
The school year is divided into two semesters. It comprises around 185 days between September and June. The
compulsory subjects (a maximum of 23 forty-five-minute lessons for stage 1, and a minimum of 28 to a maximum of 31
- for stage 2 and 3) are in general spread over five days a week.
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Education
A child aged 3 to 5 may receive pre-school education, which is not compulsory, but all six year-old children attend either
kindergartens (przedszkole) or pre-school classes (oddziałyprzedszkolne) organized in primary schools.
Starting in the school year 1999/2000 children between the ages of 7 and 13 attend new primary schools for a period of
6 years. (The single continuous 8-year structure ceased to exist in the year 2000). Education in primary schools is
divided into two stages:
the first stage (grades 1 to 3) offering elementary – integrated learning and the second stage (grades 4 to 6) at which
subject teaching is provided. Since 2002, at the end of the 6-year primary school pupils have to take an external test
(set by external examination commissions and assessed by examiners selected by these commissions).
From 1999/2000 (based on the Law of 8 January 1999), all the primary school leavers continue their education in a 3year gymnasium, a lower secondary compulsory school. At the end of this school pupils take a compulsory external
examination organized by the regional examination commission.
Gymnasium graduates can continue their education in the following types of schools:
• Basic vocational school with the minimum duration of 2 years and maximum duration of 3 years which
leads to obtaining of a diploma confirming vocational qualifications upon passing of an exams as well as
further education in supplementary schools.
• 3-year general upper secondary school leading to receipt of the Matura certificate upon passing of the
Matura examination.
• 3-year specialized upper secondary school offering education in specializations of general vocational
education which leads to receive of the Matura certificate upon passing of the Matura examination.
• 4-year technical upper secondary school leading to receipt of a diploma confirming vocational
qualifications upon passing of an examination, and also offering a possibility of receipt of the Matura
certificate upon passing of the Matura examination.
• 3-year special schools preparing pupils with SEN for employment leading to receipt of a certificate
confirming preparation for employment.
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The new external Matura examination introduced in 2005 has gradually replaced entrance examinations to
universities.
Graduates of upper secondary schools in Poland, those possessing the Matura certificate,
have a wide variety of educational possibilities at the level of tertiary education:
• college programmes , provided by public and non-public teacher training colleges, foreign language teacher
training colleges and colleges of social work, which last 3 years and are classified as tertiary education for
international comparisons, but are not recognized as higher education in the national legislation;
• degreeprogrammes, provided by both public and non-public university type and non-university higher
education institutions which comply with relevant requirements, including:
- first-cycle (Bachelor’s degree) programmes which last 3 to 4 years and lead to the degree of licencjator 3.5
to 4 years and lead to the degree of inżynier, depending on the field of study;
- second-cycle (Master’s degree) programmes which last 1.5 to 2 years and lead to the degree of magister or
an equivalent degree, depending on the field of study;
- long-cycle (Master’s degree) programmes which last between 4.5 and 6 years and lead to the degree of
magister or an equivalent degree.
A compulsory part-time education in the school or out-of-school forms lasts until 18 years of age:

Liceumogólnokształcące (general upper secondary school) 16-19 years of age

Liceumprofilowane (specialised upper secondary school) 16-19 years of age

Technikum (technical upper secondary school) 16-20 years of age

Zasadniczaszkołazawodowa (basic vocational school) 16-18/19 years of age

Szkołapolicealna (post-secondary school) 19-21 years of age
Higher education
The following types of state higher education institutions can be found: universities, technical
universities, agricultural academies, schools of economics, teacher education schools, medical academies,
maritime schools, academies of physical education, artistic schools, theological schools, higher vocational
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schools, military schools, and internal affairs schools. There also exist non-state higher education institutions
including higher vocational schools. All the following types of HEIs may have the status of university or nonuniversity institutions depending on whether at least one of their organisational units has the right to confer
PhD degree.
The following types of study are distinguished by the Act of 27 July 2005 'Law on Higher Education':
full-time and part-time studies. The full-time studies are defined as the basic type of studies, unless the
school's statutes decide otherwise. Full-time daytime studies at state Higher Education Institutions (HEIs) are
free of charge, with the exception of repeating classes required in the case of courses failed by a student.
The final examination certificate (świadectwomaturalne) is required by all institutions for admission to
higher education. Admission is based on the results of egzaminmaturalny examination. Additional admission
requirements depend on the type of institution or faculty (e.g. predisposition tests in the field of arts and
sports). Access to second-cycle programmes is open to holders of a Bachelor’s degree (licencjatorinżynier), a
Master’s degree (magister or an equivalent degree) or an equivalent degree.
The Law on Higher Education of 2005 takes full account of the recommendations of the Bologna Process.
As from 1 January 2005, all higher education institutions issue a Diploma Supplement for all graduates
of Bachelor’s degree and Master’s degree (both long- and secondcycle) programmes.
ECTS has been introduced voluntarily by higher education institutions since the mid- 1990s. In October
2006, the Minister of Science and Higher Education adopted the Regulation on the requirements and
procedures for the transfer of student achievements, whereby all institutions are required to use ECTS for
both credit transfer and accumulation in their Bachelor’s and Master’s degree programmes. The Regulation
entered into force on 1 January
2007.
The body responsible for external quality assurance is the State Accreditation Committee (SAC)
(PaostwowaKomisjaAkredytacyjna), national agency established in January 2002.
In accordance with the 2005 Law on Higher Education, students enrolled on degree programmes in all
types of HEIs may apply for non-refundable State-budget financial support in the following forms: a
maintenance grant, a special grant for disabled persons, a scholarship for learning or sporting achievements,
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a scholarship for learning achievements awarded by the minister, a scholarship for outstanding sporting
achievements awarded by the minister. Students may receive financial support in several forms at the same
time.
The academic year in higher education institutions begins on 1 October and lasts until the end of
September. It is divided into two semesters. There are two examination periods: in the winter and in the
summer.
All three types of degree programmes offered in university-type and non-university HEIs, including
first-cycle, second-cycle and long-cycle programmes, end with the final (diploma) examination, except in
medical fields. The examination is conducted by an examination board composed of academic teachers of the
organizational unit of a HEI (e.g. faculty or department) which provides a given programme.
Continuing education and training
In accordance with the School Education Act, continuing education may be organized and conducted in
schools for adults, continuing education units, practical education units and in-service training centres.
Vocational training and general education for adults in out-of-school forms (except postgraduate studies) can
be organized in different forms by:
• public education institutions;
• non-public education institutions.
Continuing education centres, practical training centres and in-service training centres are the most common
public continuing education institutions. Continuing education centres can operate schools for adults.
Non-public education institutions can be organized by:
• Social organizations and associations;
• Religious organizations;
• Individuals.
A double system of registration and accreditation of training institutions is in operation. One system is
operated by local government units on the basis of the law on education. The second, functioning as the
Register of Training Institutions (RIS), is operated by regional labour offices.
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The main providers of ‘out-of-school ́ continuing education in Poland are Continuing Education Centres (CKU)
and Practical Training Centres (CKP). Practical training centres are more focused on offering the unemployed
and those registered with the Labour Office as a ‘job seeker ́ training and programmes to help them find
employment. Continuing Education Centres can follow an accreditation scheme with the local authority, and
are mainly organized by social organisations, private companies or individuals. Continuing Education Centres
are also in charge of offering advice to teachers and lecturers employed in adult education sector, and also
employ professional advisers specialised in adult education.
Senior education
The elders’ education is held in forms of formal and informal education. According to the Eurostat data, in
Poland in 2011 education and schooling has been taken by the 0,9% of population at the age of 50-74 years,
while in the countries of the EU 27 – 4,2%.
Beginning from the 2005 data, one can tell that the percentage is almost unchanged both for
European countries (4,5% - 4,2%) and for Poland (1,2% - 0,9%) (Vide Table 1). At the population of women at
the age of 50-74, as well as for the whole Europe, the percentage of learning people has been higher than for
the population of men at the same group age.
Table 1:Schooling and learning of population at the age of 50-74 measured in %
Specification
2005
2006
2007
2008
2009
2010
2011
TOTAL
EU 27
4,2
4,3
4,4
4,5
4,5
4,4
4,2
POLAND
1,1
1,1
1,1
1,1
1,1
1,2
0,9
MEN
EU 27
3,7
3,7
3,7
3,8
3,7
3,6
3,6
POLAND
1,0
1,1
1,0
0,9
1,0
1,0
0,8
5,2
5,2
5,1
4,8
WOMEN
EU 27
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4,6
4,8
5,0
POLAND
1,1
1,2
1,2
1,2
1,2
1,3
1,0
Source: Eurostat
The Eurostat data are demonstrating also that the participation of adults in schooling and education in Poland is
highly correlated to their age, educational level and form (formal and/or informal). Between the youngest adults
(age 18-24) and the oldest ones (age 50+ and 60+) as well as between the citizens with the lowest and the highest
education, in Poland there is a visible difference, comparing with the rest of EU. Main factor is a huge difference
between the formal and informal education. For example the data form 2011 are demonstrating that he
participation of the youngest adults (age up to 24) in formal education was visibly higher in Poland than in the rest of
European countries (in EU 50,3%, in Poland 61,1%, which places Poland at the top of European countries). Close to
the UE average is the participation in formal education next age groups (25-34 and 34-44 years). Alike, the
participation of adults at the higher age group taken in consideration alike making the EU report (55-74 years), both
in formal and informal education is significantly lower in Poland than in EU (0,6% in Poland, 3,5 in EU), what places
Poland at the end of all European countries. Similar, very distinct difference is between the people better and worse
educated, in favor of the first group.
For that reason, the challenge a lot higher than in the rest of European countries is the education
(schooling and training) of people older and with low education level and for that reason inactive in society in
economical and social terms.
That refers also to the adults that are unfavorable material situation, including those endangered with
poverty, sickness, loneliness, handicapped, physically disabled, etc.
Universities of the Third Age
Universities of the Third Age are institutions which main goal is the education of older people. Their activity is
educational, bringing the benefits to the seniors such as:

self-realization,

getting to know the environment,

growing the knowledge and competencies,

making the activities socially useful,
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
filling up their free time,

sustaining social life,

physicalans psychical stimulation, sometimes even possibility of making the youth dreams come true.
Another aims of Universities of the Third Age are: intellectual and social development, physical activity of
elders, supporting of growing the knowledge and capabilities of seniors, making easier contacts with public
institutions such as healthcare, cultural centers, rehabilitation centers, and engagement in sport and touristic
activity, as well as activity in the name of environment. Moreover, they are holding an important role in
sustaining social connections and communication amongst seniors.
Universities of the Third Age, similar to the voluntary are helping with building the social capital.
Contacts with other people, building relations are having influence to the need of being necessary, but also
for the health conditions. That’s why it is so important to include the elders into the society, i.e. by
engagement in the local societies.
Universities of the Third Age are working in varied organizational structure. There are distinguished
the ones that are working within the structures and under patronage of universities, and mentored by the
representative of rector of the university, called by associations driving the popular and scientific activity, as
well as other institutions, working as the units of local authorities, for example close to the cultural centers,
libraries, dayrooms, social Assistance Centers.
According to the data of Polish Federation of Universities of the Third Age Association and Polish
Dialogue of Universities of the Third Age, in Poland there are around 400 of Universities of the Third Age,
running the classes and lectures for approx. 70 thousands of auditors1. Comparing the distribution between
Universities of the Third Age in voivodeships and the median of age, we can realize that Universities of the
Third Age are not lead in those of voivodeships, where the median of age is the highest (i.e. where the
number of potential auditors is rising).
1
The number of auditors may be higher, as not all the Universities of the Third Age have provided the data about the number of
their participants.
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On the average, in Poland for every 10 000 people are 17 members of Universities of the Third Age.
The highest percentage is in voivodeships: Lubuskie, ((27 in 10 000 people in voivodeships), WarmianMasurian (26), Pomorskie (24), Kujawsko-Pomorskie (22). The numbers of participants above the Polish mean
are also noted in the voivodeships: Masovian, (21), Silesian (20), Podkarpackie (19), Zachodniopomorskie and
Łódzkie (18). The least number of auditors are in the voivodeships: Świętokrzyskie (6), Małopolskie (9),
Podlaskie (11), Opolskie and Lublin (12). The detailed number of auditors of the Universities of the Third Age
has been presented in the Chart 2 below.
Chart 2. Number of auditors of the Universities of the Third Age counted on every 10 000 people divided by
voivodeships in 2011.
6
9
11 12 12
14
22
20 21
18 18 19
17
16
24
26 27
Świętokrzyskie
Małopolskie
Podlaskie
Opolskie
Lublin
Wielkopolskie
Dolnośląskie
POLSKA
Łódzkie
Zachodniopomors…
Podkarpackie
Silesian
Masovian
Kujawsko-…
Pomorskie
Warmian-Masurian
Lubusz
30
25
20
15
10
5
0
Source: Self-prepared, basing on the data of Central Statistic Office, Polish Federation of Universities of the
Third Age Association and Polish Dialogue of Universities of the Third Age (assumed data).
The educational offer is including various topics (health, law, economy), as well as physical activities.
Nevertheless, the education in the field of new technologies (using of computer, using f Internet) is very often
just the beginning of the education offered to the older people. The development of elders’ competencies n
this field is expanding significantly further possibilities of participation older people in social life.
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EMPLOYER NEEDS IN THE VOCATIONAL EDUCATION SECTOR IN THE ŁÓDŹ
VOIVODSHIP IN POLAND
The study Population:
•
•
•
•
The employers, members of Lodz Chamber of Industry and Commerce
Various trades and sectors
Various number of employment
The result of the survey is 51 correctly completed questionnaires.
The method of research
The sociological questionnaire send by e-mail
The general object of research
•
Characterization the impact education systems on the unemployment rate.
•
Knowledge and skills diagnosis wanted by employers.
Detailed questions of research:
•
Which specific knowledge and skills are wanted by employers?
•
What is the annual investment amount in Euro for employers to spend on training of employee?
•
How many vacancies were offered to young people
•
What specific support in vocational education need the business?
•
How does the employers expect educational policy support for the vocational education sector?
•
What the factors make difficult to employ young people in company in Łódź Voivodeship in Poland?
•
Which concrete knowledge and skills (of young people) can to reduce unemployment?
•
What does the businessmen want to change in vocational education to improve the situation of young
people on the labor market?
•
What other problems limit the employment of young people?
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Analysis of the research
Question: Which concrete knowledge and/or skills set do your employees need to have in order for
them to be an asset to your company? Please rank the following skills in order of importance from 1
to 5 where 1 is the most important to your company and 5 is the less important skill.
IT competencies
1
55%
2
23%
3
17%
4
3%
5
2%
Foreign languages
49%
24%
14%
8%
5%
Marketing
20%
19%
29%
15%
17%
Entrepreneurship
24%
17%
18%
10%
31%
Leadership and Problemsolving
35%
21%
13%
12%
29%
Communication
34%
22%
15%
8%
21%
Working in groups abilities
31%
22%
10%
13%
24%
Creativity
15%
11%
26%
36%
12%
Continuous learning abilities
24%
27%
23%
18%
8%
Technical competencies
56%
21%
15%
17%
9%
Other…………..
21%
20%
23%
18%
18%
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Question: How much do you feel that national educational policy provides incentives to encourage the
vocational education sector? Please choose one answer.
Very much
3%
Sufficiently
9%
Very little
52%
No support at all
35%
I have no opinion
1%
Question: What changes do You propose to improve vocational education system?
(multiple answer option)
87%
More apprenticeship in enterprises, outside the
school
79%
More workshops for professional competences
in the school
More general education in the vocational school
31%
More internships and studying abroad
36%
Better accessory, modern equipment in the 82%
school space
More apprenticeship in
teachers
enterprises
for
the 34%
More foreignlanguage - lessons
28%
Higher quality of teaching for subject as: 21%
mathematics, physics, chemistry, biology
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Question: What is the main reason of high rate of unemployment among young people? (multiple answer
option).
58%
Inappropriate subject of education
To few vocational school leaver with right 56%
profession
To few university leaver with right profession
5%
Right diploma without real competences
Insecure financial situation in enterprises
Very high employment costs
Very high taxes
43%
41%
41%
37%
The cost of prepare and equip the young 35%
employee
Conclusions of the research
•
The needs of business depends on size of enterprises
•
The business from small enterprises suggest the need of technical skills and IT competencies
•
Technical vocational skills are very important, but it is difficult to get one, unitary answer: what kind
of technical skills
•
The business big enterprises expect technical skills value communications and problem solving skills
too
•
The foreign language skills are getting more and more important.
•
Working in team abilities is a very valued skill.
•
The businessmen propose more hours in work placement and more hours lesson outside the school.
•
The entrepreneurs expect better equipment of school workshop and laboratory.
•
On the labor market we can find the young people with right diploma but without real, specific skills.
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The impact the education system on the labor market
•
The educations system should follow the business needs, but is not possible to forsee all changes on
the labor market.
•
The effective education system can decrease unemployment rate, but there are another relevant
factors, for example the costs of work and employment.
SUPPORTING VOCATIONAL EDUCATION IN POLAND
The educational policy in Poland at the secondary level is formulated by the Ministry of National Education,
co-operating with other Ministries: the Ministry of Culture and National Heritage (artistic schools), the
Ministry of Agriculture (agricultural schools), the Ministry of Environment (forestry schools), the Ministry of
Justice and other ministers responsible for particular occupations. Social partners are involved in developing
VET system. They can give opinions on the changes planned to be introduced in vocational education.
National Centre for Supporting Vocational and Continuing Education (KOWEZiU) is a central, public, nationallevel institution, subject to the Ministry of National Education. It provides professional development services
for teachers and support in implementing actions and initiatives related to VET. Quality Assurance National
Reference Point was established in KOWEZiU in September 2012. Currently, most public schools and other
educational institutions are administered and financed by local governments: gminas (municipalities), poviats
(district) and voivodships (regions). Schools offering vocational education are set up and administered by
poviat governments, while regional governments are in charge of schools having a regional significance.
Formal (school) continuing education of adults is funded from the State budget. Tuition in public schools for
adults is free, while non-public schools and non-formal education providers charge fees (e.g. an exam fee).
Employers are obliged to support employee access to continuing vocational training and upgrading of
vocational qualifications. The employer can award additional benefits to the employee who has been referred
for training, for example compensation of the costs of travel, accommodation, textbooks and training
materials.
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Currently (2015), Poland has 1,957 technical secondary schools and 1,684 vocational schools for youth and
education takes place in 194 occupations where 255 distinguished qualifications. Ministry of Education
(responsible for the vocational education in Poland) created (on web page) the MAP of vocational schools in
Poland , which will facilitate lower secondary school students and their parents know the offer of vocational
schools operating in their area. This map shows vocational schools for youngsters from all over the country,
provides information about the occupations in which specialized the individual schools and the results of
exams achieved by the students of these schools. Starting the map is one of the elements of the ongoing and
announced by the Ministry of Education, the School Year Professionals, aimed at promoting vocational
education and to encourage young people to consider career paths to choose vocational education.
The most effective way of vocational education is combining theoretical education with getting the learners
practical skills on real workplaces in modern companies. The spirit of cooperation employers with training
institutions should be widely promoted.
More and more companies had taken various initiatives in the field of vocational training, like for example:
offering internships, create a class umbrella, providing the equipment and training materials, together with
schools implement educational projects and co-create curricula, participate in professional exams etc.
Employers' organizations are also asked by Ministry of Education to propose changes in vocational education
at primary and secondary education. Employers are asked to introduce placements and training with welldefined learning outcomes to study programs.
Another public body interested in vocational education in Poland is Minister of Economy. He is working with
employers' organizations, local economic and professional associations in matters related to the introduction
of changes to the classification of occupations for vocational education.
Minister of Economy supported the establishment of educational clusters. It was one of the tasks set out in
the Agreement on cooperation for the development of vocational training signed on 23 January 2015
between the four ministers: Minister of Economy, Minister of Education, Minister of Labor and Social Policy
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and the Ministry of Treasury. Clusters have a combined economic potential, educational and scientific in favor
of training tailored to the needs of the economy and local labor markets.
Within the 14 Special Economic Zones at the end of the second quarter of 2014. economic activities
conducted on the basis of the authorization 1,484 businesses employing over 280 000 employees. Changing
the law on special economic zones, which entered into force on 6 January 2015., introduced for management
companies of zones, a new task for making efforts to the formation of educational clusters.
SSE managements have already taken such action, and form clusters education, which bring together
companies, vocational schools and district offices, and other entities interested in the development of
vocational education such as chambers of commerce, chambers of crafts, regional education centers,
business incubators, etc.
Some examples: On 8 December 2014. in Gdansk during the international conference " Professional Start " ,
organized by the European Commission Representation in Poland and the Pomeranian Special Economic
Zone Ltd. signed an agreement on the establishment of the Education Cluster Zone. The signatories to the
agreement are the Pomeranian Special Economic Zone. Ltd. as the coordinator of the Cluster and the
Pomeranian Chamber of Small and Medium Enterprises and Positive Initiative Foundation with the Puck.
During the conference " Together for vocational education ", which took place on 9 April 2015 in Legnica, it
took place the ceremony inaugurating the activities of the Lower Silesian Cluster of Education established at
the initiative of the Legnica Special Economic Zone Cluster brings together 54 entities. Another event where
established education cluster, also held on 27 April 2015. In Lodz, during the conference " Zonal opportunities
for vocational training in the Lodz region ", at the initiative of the Lodz Special Economic Zone signed an agreement
for the establishment of Lodz Education Cluster .
Experts in vocational education agree that participation of social partners in the knowledge triangle, which
covers vocational education and training, higher education and the labor market, should be strengthened in
order to ensure the graduates easy passage from learning to work environment. They also emphasize that
development of curricula based on learning outcomes as a precondition for recognition of qualifications
should be promoted. They underline that legal and financial frames should be created by government to
support student’s participation in placements and vocational training, as well as international mobility as part
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of vocational education and training. For this purpose, language learning and ICT tool usage should be
promoted.
THE VOCATIONAL QUALIFICATIONS, SKILLS AND PROFESSIONS REQUIRED
IN LODZKIE REGION.
Research method
The research was based on job offers published in Polish main job-boards – pracuj.pl, infopraca.pl,
gazetapraca.pl. More than 3700 job offers in the period of 9 months (January-September 2014) from Lodzkie
Region were analyzed to get a picture of what vocational qualifications, skills and professions are required by
employers in the region. The research was supported by the official data of key employment indicators
published by Voivodship Labor Office in Lodz and on Manpower Employment Barometer Report for 2013.
The Lodzkie Region Outline
The Lodzkie Region is located in the centre of Poland. The total population is 2,51 mln inhabitants (July, 2014).
The region is divided into 24 administration units (counties). Lodz is the capitol of the region with the highest
population of 708 554 inhabitants, which makes it the third largest city in Poland. Lodz is a big academic
centre ( 6 public universities, technical university and other public colleges and 22 private colleges). For the
last two centuries Lodz played significant role in the field textile industry in Eastern part of Europe, however
after economical transformation in 90. of 20th century Lodz and the whole region faced the problem of
structural unemployment. Nowadays the unemployment rate in the region is 12,7% (for Lodz city it is 11,4% 2014, Voivodship Labor Office data). As the textile industry collapsed Lodz is looking for new economical
identity – there are many efforts to create in the region a cluster of housewares assembling plants and centre
for outsourced IT, financial and accounting services. These meet the labor market expectations –vacancies
for low-skilled workers and for graduates to start their careers. Lodzkie Region has got however some assets
deriving from the location at the crossroads of main Polish transportation routes. That gives impulse for
development of logistics and transportation business in the region. Lodzkie Region has got also strong
industrial centre in the area of Belchatow city where the brown coal mine and electric plant is situated.
Job advertisements research results
C.a. 3700 job advertisements published in the most popular job boards were analyzed in the period of 9
months 2014. The advertisements were analyzed to get information about the source of vacancies
(employers, recruitment agencies), vacancies distribution within the region (counties and cities), to specify
the concrete branches and sectors needs, vocational qualifications and skills required by local employers. At
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the end the researched data was compared to Manpower Employment Barometer for 2014 to check how
much the local labour market needs are compatible with national-level trends.
Job offers by main sectors:
Sectors/branch
Specific professions
Amount
Finance/Accounting
accountants, financial advisors, financial analysts
617
IT
SAP analyst, Project Manager Microsoft Neovision,
Software Engineer – Programists C++, Programists
HTML/PHP, Programists.NET
465
Engineering/Construction/T
echnology
service technicians, quality controllers, machine 386
operators
Transport/Logistics
drivers, warehouse operators
241
Qualified labor
plumbers, welders, etc.
471
Call centres
call-centres operators (including multilingual)
529
Sales
sales representatives, client service centres
1219
Total:
Source of job offers:
Employers
Recruitment agencies
63%
37%
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Required qualifications and skills:
Skills/qualifications
Frequency of appearance
Professional experience
76%
Interpersonal skills
59%
IT literacy
42%
Higher education level
40%
Knowledge of foreign languages
39%
Self-management skills
35%
Driving license
32%
General knowledge of branch/sector
28%
Secondary education level
25%
Flexibility
23%
Analytical skills
20%
Team-work orientation
19%
Management skills
14%
Creativity
13%
Responsibility
9%
Personal culture
8%
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Demand for professions according to Manpower Employment Barometer Report 2013 in Poland
1. Engineers
6. IT specialists
2. Qualified labour workers
7. Chefs
3. Technicians
8. Project managers
4. Drivers
9. Machine operators
5. Sales representatives
10. Finance/Accounting specialists
Conclusions
The biggest need in Lodzkie Region is in Finance/Accounting, IT, call centres area which might be connected
with orientation of Lodz city for business outsourcing services. There is a demand for qualified labour,
logistics and sales professions as well. The profile of demanded professions in Lodzkie Region is similar to the
demand of profession on labor market of Poland. The professions indicated in Manpower Employment
Barometer has got reflection in own job offers research (excluding call centers workers).
The most desirable competences are soft (flexibility, team-orientation, management skills, interpersonal skills
etc) and hard (IT literacy, specific qualification i.e. driving license). What is significant for researched job offers
is high demand for higher education diploma even for position the do not required this actually ( i.e. call
centre workers). That might be connected with massive responding to any job offer published by job seekers
and may be treated as a filter for such behavior.
The research shows just a part of real picture of labor market as has been based on job offers published
online. It does not reflect the hidden labor market (assessed as 60% of labor market in general).
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VOCATIONAL TRAINING NEEDS
Report from a survey among learners in
Lodz Voivodeship Local Government Lifelong Learning Centre in Lodz - Poland
Research methods and people interviewed
The survey was done with use of a quantity method and a questionnaire was the research tool. The
questionnaire included closed questions. Individual fulfilment and the anonymity of the survey affected the
sincerity of answers. The survey was addressed to students from year II and III of specialization: masseur
technician and electro-radiology technician – day-time students. The result of the survey is 44 correctly
completed questionnaires.
Detailed results of the survey
What level of necessary soft and professional skills does the vocational training, you currently
participate in, give you to be competitive in the labour market?
0,7
0,6
0,5
0,4
0,3
0,2
0,1
0
Na wysokim
poziomie
High level
Na niskim
poziomie
Low level
Na
zadowalającym
Satisfactory
level
poziomie
Wcale
Not
at all
The most of people answering (61%) think the vocational training, they participate in, gives them satisfactory
level of soft and professional skills to be competitive in the labour market. 30% believe they get high level of
skills. Only 9% say they get a low degree of skills.
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Do you think the system of vocational education in your country is up to date with the technological
progress?
0,5
0,45
0,4
0,35
0,3
0,25
0,2
0,15
0,1
0,05
0
Definitely yes tak
zdecydowanie
Yes
Tak
Definitely no
Zdecydowanie
nie
No
Nie
Satisfactory
level
Na
zadowalającym
poziomie
The largest percentage of respondents 43% believe the system of vocational education in their country is up
to date with the technological progress. 27% of respondents claimed that the level is satisfactory, 16% of
students believe that vocational training is not up to date with technological advances. The response, the
system of vocational education is definitely not up to date with the technological progress was pointed by 7%
of respondents.
Do you think the knowledge acquired will allow you in the future to get the job you will apply for?
0,7
0,6
0,5
0,4
0,3
0,2
0,1
0
przechodzid
przez
I’llBędę
pass through
various
różne
firmy
zanim
companies before I’ll be
zaproponuja
mi stałą
offered
the permanent
umowę
agreement
Zaoferuja
mioffered
stabilny
Będę musiał
Wiersz 4
I’ll be
I’ll havepowoli
to slowly gain
kontrakt
w
mojej
zdobywad
pozycję
w
tej
the permanent
positions in the company
pierwszej
pracy
w
agreement
in my samej firmie,
beforezanim
the permanent
agreement
koocu
zaproponują
mi
first job
will be offered to me.
stałą umowę
A vast majority
of students 66% believe they will pass through various companies before they get a permanent contract of
employment. 25% of respondents said they will have to slowly gain positions in the company before the
permanent agreement will be offered. Only 9% of respondents expect a stable contract in the first job.
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Which of the following four issues related to employment you consider the most important?
0,45
0,4
0,35
0,3
0,25
0,2
0,15
0,1
0,05
0
High
salarypłaca
wysoka
satisfaction
at work
zadowolenie
z pracy
Career
development
rozwój
kariery
Stable contract
stabilny
kontrakt
Students, asked about what they think is most important in terms of employment, in the majority of 41%
pointed to high wages. 29% of respondents indicated the most stable employment contract, 14% reported
satisfaction with the work, while the lowest percentage - 7% of the students indicated the development of
their own career as the most important issue.
Which of the following four issues related to the employment you consider the least important?
0,5
0,45
0,4
0,35
0,3
0,25
0,2
0,15
0,1
0,05
0
wysoka
High
salarypłaca
zadowolenie
z pracy
satisfaction
at work
rozwój
kariery
Career
development
stabilny
kontrakt
Stable contract
Students asked about what they think is the least important in terms of employment in the largest
percentage (44%) pointed to the career development. The same percentage of respondents 27% as the least
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important issue in employment considered job satisfaction and stable contract. Only 2% of respondents
reported that the least important in employment is high salary.
In general, what is your opinion about the Polish system of vocational education?
0,6
0,5
0,4
0,3
0,2
0,1
0
b. wysoki
Very high
wysoki
High
średni
Medium
niski
Low
b.
niski
Very
low
The system of vocational education in Poland in general has been assessed as quite good. 43% of respondents
felt that training in Poland is at a high level, while half of the respondents considered the system as one at the
medium level. Only 7% of respondents rated the system of vocational education in the country as low.
What in your opinion is most important in the vocational education?
0,6
0,5
0,4
0,3
0,2
0,1
0
Practical
wiedza knowledge
praktyczna
Theoretical
knowledge
wiedza
teoretyczna
Professionalpracowni
classroom
wyposażenie
Professional
practice
praktyka
zawodowa
equipment
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More than half of respondents 57% of students valued the professional practice as the most important in the
vocational education. 36% of respondents valued most practical knowledge. Only 5% of respondents believe
theoretical values as most important. Only 2% pointed to professional teaching classroom equipment.
To what extent do you think the Polish system of vocational training is adapted to the changing needs of
the labour market?
0,6
0,5
0,4
0,3
0,2
0,1
0
w bardzo wysokim w raczej wysokim
Highly adapted
to high extend
stopniu
stopniu
Satisfactory level
Not at all
w raczej niskim
to low extend
stopniu
w bardzo niskim
to very low extend
stopniu
nie mam zdania
No opinion
More than half of respondents believe the Polish system of vocational education is highly adapted to the
changing needs of the labour market. 2% of respondents reported that vocational training system is to very
high extent adapted to the needs of the labour market, and as many as 57% reported it is adapted to high
extent. 23% of respondents claim that the system of vocational training is adapted in a rather low extent, 7%
of respondents reported that to a very low extent. 11% of students have no opinion on the subject.
Is a person with your professional qualifications a desirable candidate on the regional labour market?
0,6
0,5
0,4
0,3
0,2
0,1
0
Zdecydowanie
Definitely yes tak
Raczej
Yes tak
Satisfactory level
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Raczej
nie
Not really
Zdecydowanie
powiedzied
Definitely no nie Trudno
Hard
to say
Not at all
More than half of the respondents regarded themselves and their professional qualifications desirable in the
regional labour market. As many as 57% of respondents claimed to be a desirable candidate for a job on the
labour market.
20% of respondents consider their qualifications not attractive in the labour market, and 14% of students
have no opinion on the subject.
Which education content do you consider particularly important for you while applying for a job?
1
0,9
0,8
0,7
0,6
0,5
0,4
0,3
0,2
Work apprenticeships
0,1level
Low
Theoretical knowledge
Satisfactory level
Foreign language
Not at all
IT
PE
0
praktyki zawodowe
wiedza teoretyczna
język obcy
informatyka
w-f
Respondents overwhelmingly (90%) felt work apprenticeships as the most important content in education fin
applying for a job. The vast minority of only 7% indicated a foreign language and only 3% of respondents
indicated IT. For respondents theoretical knowledge and physical activities are not relevant content in
vocational education in applying for a job.
Summary
Students in Lodz Voivodeship Local Government Lifelong Learning Centre in Lodz generally assessed the
system of vocational education, they participate as positive. The majority of students are satisfied with the
level of vocational training which equips them with skills, and thus makes them become competitive in the
labour market. Moreover, the majority of respondents believe that vocational education in Poland is up to
date with the technological progress. When it comes to getting a job by the subjects, the vast majority of 66%
expect they will pass through various companies and businesses before they will be offered a permanent job.
Few - 9% of respondents believe that a stable contract will be reached in their first job.
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Respondents as the most important factor related to employment find a high wages (41%), and then
possibility to obtain a stable contract (29%). They also recognized the development of their own career as the
least important issue in employment.
The Polish system of vocational training was fairly well rated. 43% of respondents found the system of
vocational education as high, and half of respondents as average. Students, in the vast majority of
respondents, that together make up 93% of the answers, see their professional practice and practical
knowledge as the most valuable in their vocational training.
More than half of respondents (59%) believe that the Polish system of vocational training is adaptable to
changing needs of the labour market, and the majority of the respondents 64% consider themselves and their
qualifications as desired on the regional labour market. Apprenticeships are seen as the most important
content in vocational training. The answer was given by 90% of respondents, which stands for the need to
increase the amount of practical vocational training in all schools in the whole country.
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here

Transcription

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