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Qualitative research on students and employers needs and interests 

Qualitative research on students and employers needs and interests

 

 
 
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Slide 1: Subject Date Status Evaluation timeframe Client Contracted researchers Qualitative research on students and employers needs and interests July 2009 Final version April – July 2009 GOPA YEP proMENTE socijalna istraživanja: Contact person: Lead researcher: Steve Powell Researcher: Alma Kadić Researcher: Sidik Lepić Mike Chambers steve@proMENTE.org alma@proMENTE.org sidik@proMENTE.org www.proMENTE.org
Slide 2: Content: 1 2 3 3.1 3.2 3.3 Executive summary ..................................................................................... 3 About the "Youth employment in B&H" Project ............................................ 6 Methodology of qualitative research ............................................................ 7 Identification of students‟ needs ................................................................... 7 Identification of the employers‟ needs .......................................................... 8 Sample description ...................................................................................... 8 4 Identification of students' needs and interests............................................ 10 4.1 Findings ..................................................................................................... 10 What after high school: the continuation of education or employment? ............... 10 The concept of transition: from school-to-work or from school-to-faculty ............. 11 The main resources of information about the world of work ................................. 12 Fears of students................................................................................................. 13 Practical experience of students .......................................................................... 14 The main influences on students' decision-making and expected help ................ 14 Suggestions for improvement of students' transition from school-to-work ............ 15 Difference in concept of transition from-school-to-work or from-school-to-university between gymnasium students and technicians .................................................... 16 Expectations of students from future employers .................................................. 17 4.2 Key information.......................................................................................... 17 5 Identification of employers' needs and interests ......................................... 19 5.1 Findings ..................................................................................................... 19 Hiring new labour force........................................................................................ 19 Manner of recruiting new employees ................................................................... 20 Preferences of employers when selecting new employees .................................. 21 What do the employers' criteria for selection of candidates depend on? .............. 22 Opinion of employers about the newly-educated cadres of the respective vocational school ................................................................................................. 30 Opinion of employers on improving the newly-educated cadres of the respective vocational school ................................................................................................. 33 Cooperation between firms and secondary schools educating respective cadre.. 34 Opinion of employers on whether the newly-educated cadres are suitable for the real needs of the companies in the region ........................................................... 40 5.2 Key information.......................................................................................... 41 6 7 Overlapping of the needs of students and employers ................................ 43 Conclusion................................................................................................. 44 2|Page
Slide 3: 1 Executive summary This document is the report of the results of qualitative research implemented within YEP Project under the title “Youth employment in B&H”. The research provides insights into the views and attitudes of students who are in the process of the school-to-work transition, and of employers who have some experience of recruiting school-leavers. In both cases, the research focuses on what each party is looking for, and the extent to which the school system is supporting the process. The research concentrates on 5 pilot areas – Vlasenica; Gracanica; Rogatica; Tuzla; Brcko – in which YEP is working to help schools develop an Action Centred Career Management Programme (ACCMP) which will aim to address a number of the issues highlighted by this document. During the research, the needs and interests of students and employers were identified with regard to the current situation at schools and entrepreneurship and the possibilities of managing one‟s own career. The results of this research conducted from April to July 2009, are the basis for developing the program “from-school-to-work” in five pilot schools mentioned above. The transition from school to the world of work can be a painful one. Students have to face the prospect of leaving a world with which they have become familiar - a world in which their timetable is regulated, in which they are guided and, to a degree, protected by their teachers, and in which they have a recognised role in respect of their peers and their teachers – and enter a new world in which they are expected to be „their own person‟, to „stand on their own feet‟, and to be accountable for their actions. Successful transition depends, in large measure, on successful preparation within the schools. During the research programme, 48 students from the pilot schools were interviewed in focus groups, and 30 employers from the same locations were interviewed by telephone. The document contains many quotations from the participants. Each quotation is, broadly, representative of the views of all participants, and, taken as a whole, the quotations give valuable, first-hand insight into the mindset of both sides of the transition process. KEY FINDINGS A number of themes emerged from the interviewing process, which are elaborated within this document, but which, for ease of reference are summarised here. 3|Page
Slide 4: Students Students feel that they are under-prepared, by their schools, for the world of work, and lack any coherent plan of action for finding a job. They also believe that jobs are only achievable through contacts and relations, so that, even with job-seeking skills, and a good high school qualification, jobs would simply not be available to them. As a result, many students opt for university courses as much to „put off the evil day‟ as anything else. Once again, they have no coherent endgame, nor do they feel that they have any guidance, within their schools, on which university/university course would be the best for them in terms of eventual job opportunities. To get information and advice, most students will turn to family and friends, rather than to their teachers of to the Employment Bureaux. They do believe that more effort could be made by both institutions to provide guidance and support, and that this support should include greater awareness of labour market conditions. Employers The economic crisis has reduced the level of recruitment among the companies interviewed, although some recruitment is still taking place. Most recruitment comes through personal contacts, or from job-to-job transfers. Competences (especially inter-personal skills) and personal motivation feature high in employers‟ „wish lists‟ when recruiting, along with skills, education and working experience. While a number of employers believe that schools focus too much on theory and less on practice, they are usually prepared to up-skill new recruits, and therefore work ethic is most important to them – as a result, they say they would be prepared to recruit from high school, if they interviewed someone with the right attitude. While some employers have not yet established links with the educational sector in their area, many have, and have also actively provided work experience/internships for local students – a number say, however, that these programmes were not successful, mainly, they feel, because the students lacked any motivation to derive benefit from the experience. 4|Page
Slide 5: CONCLUSION What has emerged from the research programme is that the most of interviewed students and employers are critical of the way that schools are preparing students for work. Student feel unprepared and employers see that they are unprepared. But there are differences, it seems, between what students want in the way of preparation and what employers need. Students say they lack guidance on labour market opportunities, and lack a coherent plan for taking advantage of them: as a result, many go to university as a delaying tactic, but still emerge without a plan of action. Employers are as much interested in competences and work ethic as they are in specific skills, and, as a result they feel they are seeing students simply unprepared to work, in addition to students unprepared for work. Through all of this, one thing emerges loud and clear: while schools are providing students with some information on job seeking, it is lacking in impact, and is out of tune with the needs of the employers, which, in part, comes from a sense of distance between schools and employers. Such emphasis as there is, is placed on theoretical skills, when employers want practical skills and competences. YEP will take all of this into account in their work with pilot schools on the design and implementation of an Action Centred Career Management Programme, which will, itself, be piloted from the start of the 201-/11 academic year. 5|Page
Slide 6: 2 About the "Youth employment in B&H" Project YEP (Youth Employment Programme for Bosnia and Herzegovina) is a new endeavour amongst the internationally sponsored projects. As it is faced with the massive problem of youth unemployment and implemented in the country which functions in a very complex post conflict environment, the purpose of this project is to consolidate local experts from public and private sector, and thereby develop real and sustainable strategies and solutions. Component 1 has the goal of implementing the activities that should prepare the youth for business world, work with them (with adequately professional lecturers trainers) at schools, help them in making key choices, and prepare them better for the jobs in the future. These activities will include the information about career, that is, creation of personal portfolio based on the wishes and possibilities of the participants for the purpose of creating an educational path, as well as learning about the techniques of job search and developing the skills of personal presentation. In order to support these activities, we intend to establish the centres for assistance in professional career within the selected schools. The long term goal is to start the activities focused in schools through the complete education system in B&H. this component will be supported by the very experienced NGO, proMENTE with the head office in Sarajevo. As with every human resources management, it is important to know and turn to the needs and interests of both sides - schools and employers - to the largest possible extent. If we get the world of work and education closer to each other as much as possible, thereby, we will establish the communication relation of mutual information and cooperation. Professional education and other measures have to be shaped according to particular needs, motivation and abilities of the participants. Thus, it is important to conduct a qualitative research on the needs, interests and abilities of both sides, and perceive and identify the overlapping. 6|Page
Slide 7: 3 Methodology of qualitative research 3.1 Identification of students‟ needs "How does a typical transfer from school to work look like", "How do students experience this transfer" are just some of the topics we discussed with the high school students of final year at technical/vocational schools in B&H. In the focus groups, we tried to find out about the attitudes and opinions of the students of the following vocational education: Medical technicians and dental technicians in Gračanica, Civil construction and architecture technicians in Tuzla, Economic technicians and gymnasium students in Rogatica, Forestry technician, veterinary technician and gymnasium students in Vlasenica,  Electrical engineering technician and mechanical engineering technician in Brčko     The focus group participants were chosen according to the basic criterion: they are the actors who, after graduating from secondary schools, enter the world of work, becoming a part of labour market. In high school in Rogatica and high school in Vlasenica, the gymnasium students were also included so that their concepts of transition could be compared. Each focus group consisted of eight students in total. 7|Page
Slide 8: 3.2 Identification of the employers‟ needs Telephone interviews were conducted with a selected sample of employers. The criteria for selecting the sample of employers‟, that is, their companies, were the following: The company is in the town with a certain technical/vocational school (i.e. pilot project school) or in the nearby town; The company deals with the activities requiring the staff educated in the certain technical/vocational school (i.e. pilot project school), It is a private company, The micro, small and medium sized companies are selected. 3.3 Sample description During the research 87 companies were contacted, which were selected in accordance with the mentioned criteria, out of which: 30 employers of the selected companies agreed to the telephone interview, 31 employers were on vacation, 26 employers didn‟t agree to the telephone interview Out of 30 companies whose employers agreed to the interview, 4 are micro enterprises, 14 small enterprises and 12 medium-sized enterprises. In BiH there are no harmonized criteria according to which companies can be categorized into micro, small and medium-sized enterprises. For the purpose of this research, we categorized the enterprises according to the Law on incentives to development of small economy of the Federation of B&H ("Official Gazette of the Federation of B&H" no. 19/06), according to which micro, small and medium-sized subjects of small economy are as follows: Micro subjects of small economy are persons and legal entities annually employing less than 10 persons on average, and whose annual income and/or annual balance sheet is not more than 400,000.00 KM, Small subjects of small economy are persons and legal entities annually employing less than 50 persons on average, and whose 8|Page
Slide 9: annual income and/or annual balance sheet is not more than KM 4 million, Medium-sized subjects of small economy are persons and legal entities annually employing less than 250 persons on average, and whose annual income is not more than KM 40 million and/or balance sheet is not more than KM 30 million. Most employers did not know in which category their company is, so they defined the size of their company according to the mentioned criteria, mostly according to the number of employed persons. The seats of the tested firms are the following: Brčko - 7 companies, Vlasenica – 4 companies and Zvornik – 1 company, Rogatica – 4 companies, Višegrad – 1 company, Tuzla – 5 companies, Lukavac – 1 company, Gračanica – 7 companies. The interviewed employers hire up to 5 persons during one year. 9|Page
Slide 10: 4 Identification of students' needs and interests 4.1 Findings What after high school: the continuation of education or employment? Secondary school pupils and graduates list the following opportunities offered to them after completing secondary school: continuing education, internship as provided by the law, employment or self-employment. Most have decided about their futures and are mainly planning to continue their education. Many of them plan to continue their education in the same or another profession. Motivation for varies education varies from a sincere desire for quality education, an opportunity to live in a different city, to being an alternative to unemployment. That the latter two reasons are predominant among pupils is illustrated by the fact that many of them have yet to decide which faculty to enrol in. Pupils claim that they lack sufficient information about faculties and professions offered, and the way they find such information is on the internet or through friends/acquaintances. Most of them decide to continue their education primarily due to the impossibility of finding employment with secondary school credentials. “To stop at medical school would mean I would definitely not find a job, anywhere I think, because there are so many people who graduated from the medical school in Gračanica and did their internships and still don’t have a job, so I’m sure I wouldn’t get one either.” (pupil from Gračanica) “Today, you can’t get anywhere even with a university degree, let alone without it; I’m personally enrolling because there are no jobs.” (pupil from Vlasenica) There is a smaller number of those who do not plan to continue their education. They plan to seek employment, which is not easy in view of the existing opportunities. According to them, it is very difficult to find work within the profession they were trained for, because such jobs are practically nonexistent, and getting the few that are requires “connections” or pulling strings. In contrast to other towns, only in Tuzla have pupils reported an opportunity to find employment in their profession after completing secondary school. 10 | P a g e
Slide 11: Self-employment is impossible for most, primarily due to the current economic crisis. Most believe that they are in no position to start their own businesses, because they lack the necessary knowledge and experience, as well as coverage for financing by micro-loan organisations. There is a difference in decisions about their future between pupils from rural and pupils from urban areas. Pupils from rural areas such as Rogatica, Gračanica, and Vlasenica, who plan to continue their education, will do so in another city, usually the closest larger city, while pupils from urban areas such as Tuzla will continue their education in their own city. Most pupils have no problem with mobility, provided they find work within their professions. Many pupils from smaller towns see moving for work as inevitable, not as an opportunity. A smaller number of pupils plan to continue their education or find employment outside the country. In such cases, the pupils have family members abroad who can secure jobs for them and provide existential support. The issue of mobility is not a problem for them, it only depends on the financial capacities of their parents whose support is necessary. The concept of transition: from school-to-work or from school-tofaculty Pupils have no idea of the steps they should take after education towards adequate employment. Most of those who plan to enrol at university do not consider the issue of employment and have not given it much thought. “I don’t think about finding work after university, I just want to get in, do my exams and graduate, and then at the end of university, I’ll start thinking about finding a job. If I don’t get into university, I have no idea what I’ll do, I guess I’ll do an internship, what else.” A smaller number of those who will seek employment have no plan or strategy for finding a job. The rely on information about vacancies from friends or from published vacancies. Most believe that the corruption in society is a frequent cause of the impossibility to find work. Pupils cite examples of their colleagues from the same profession who cannot find employment despite their educational credential and expertise, because they do not have friends in the right places or connections. Such experience in life affect secondary school pupils when it comes to their futures, so they often become uninterested and make no plans. On the other hand, pupils have never been in a position, or it was never asked of them during their schooling to think ahead and plan what they would do after school. It was difficult to talk to most pupils about 11 | P a g e
Slide 12: transitioning from school to employment, about their personal strategies of actively seeking employment, since they never encountered these terms and did not fully understand their meaning. The pupils were, therefore, asked socalled situational questions, and they came up with possible solutions on the spot, thus gaining an insight into the situation. In this way, many of them thought about concrete steps in the near future for the first time. “Most pupils, including myself until right now, we did not think much about finding a job. I didn’t thing about it this way at all. You or someone should come to pupils in their first year and motivate them to think about what they should do after school.” “These seminars should be conducted at the end of primary school, in the 8th grade, so that kids would know whether to go to secondary school, or a vocational school, and so that they would start thinking right away about tomorrow. Kids in 8th grade don’t know much and they just enrol in the first school out there.” “Talking to pupils about their future should start earlier, already in the first year of secondary school. I did not think about finding employment until this moment; I always thought there would be work, or, oh, there’ll be a job for me when I graduate.” The main resources of information about the world of work As potential sources of information for finding employment, most pupils cite vacancies published in newspapers, employment bureaus and friends. Some would try to find information on the internet, and a few would seek employment thorough acquaintances or personal contacts with employers. The pupils stated that they were not sufficiently informed about the labour market or employment opportunities. They think the employment bureaus and their schools should be more involved in this matter. “Bureaus function more as places for gathering information about the unemployed, than as an institution to help you find work. “ Generally, pupils do not have a plan about developing their careers. They have no idea about the steps to be taken towards employment, i.e. they are unfamiliar with the strategy of active job seeking. They are not informed of either jobs in their profession, possible employment solutions, or universities and jobs for certain professions within their community and beyond. 12 | P a g e
Slide 13: Most pupils report that they lack the skills for active job seeking, while most were not even sure what the phrase stood for at first. They believe it would be very useful and that the school should train them and help them develop the necessary skills. Apart from the necessary skills for active job seeking, they also need help preparing for roles in employment. As part of their native language classes, some pupils have been taught about knowledge and skills to use when applying for jobs (for example, how to write a formal letter, resume, application letter). However, most pupils do not feel prepared for this future role and are not even sure about what it entails. They hold their schools responsible, because they believe the schools should do more to promote their professions and jobs, and to better prepare them for the transition period. However, they also believe they themselves must become more engaged. “I think schools should be more focused on professions that are in more demand, and offer more opportunities for enrolling at a university.” (pupil from Rogatica) In their opinion, the school should also help those pupils who plan to continue their education through professional orientation, because most of them, even when they decide to enrol at university, do not know where to enrol. “I think it is very important for us to have as much testing for professional orientation and future professions. There are a lot of unsure and confused pupils who don’t know where to enrol or what to do, and so some enrol in fields that they are not meant for. (pupil from Rogatica) Fears of students According to the pupils‟ statements, they are prepared to work in any job if they do not find one within their profession. Although most are not sure what it would entail, some are prepared to provide voluntary service until they find a job in their profession. However, they would volunteer in places or at least some personal interest or use in terms of knowledge, developing working abilities, finances or a secure job in the future. “ I would gladly volunteer if volunteering would help my profession in terms of learning some skills and if it would help me find a job that I was trained for.” 13 | P a g e
Slide 14: Practical experience of students The students from Tuzla we talked to say that they have to have practical lessons during their education. So far the school provided them a place for attending practice, and as of last school year, they themselves have to find an employer at whose firm they will attend practical lessons. The students from Gračanica have to conduct practice within their high school education. As a difficulty, they mention that they have to wait three years to do the practice. In Vlasenica the students of the III level have practice outside of the school, while the students of the IV level inside the school. When describing the practical activities they attend, they point out that they do not get enough practical knowledge and have no working tools provided. The main influences on students' decision-making and expected help Pupils discuss their futures mostly with their parents and friends. It is their advice and opinions that mostly affect the pupils‟ final decision. Some state that they mostly rely on themselves in making such decisions. Pupils do not expect much from the employment bureau when it comes to the employment process. They think the bureau has also become corrupt. “Vacancies published through the bureau are mere formalities. These jobs are usually already reserved for someone. It’s easier to find work through youth organisations than through the bureau.” As for school, classes should be based more on practical than on theoretical knowledge. The schools should also cooperate more with the business sector and the employment bureaus. They should also reduce the curriculum. They should do more to motivate pupils to independently seek support for choosing their professions and degrees. Pupils also see the lack of coordination concerning information about universities as a shortcoming of the school system in BiH in general. They point out that there is an “entity wall” that prevents them from having an insight into the situation in the other entity. They get information about the situation in the other entity primarily through friends. 14 | P a g e
Slide 15: Suggestions for improvement of students' transition from school-towork Pupils point out the importance of the school and their family in the transition period. The greatest expected support is from the family, or rather the parents, and it is mainly financial in nature. They believe that at the end of primary or start of secondary education, schools should inform pupils and help them determine their competencies for continuing their education, for improving practical knowledge and skills necessary for employment after completing their education. Pupils suggest that it would be very useful if former pupils from their school would share their personal experience, information and good practice examples that would help them in the transition period. “It would be good if the school would enable some activities, such as seminars or extra-curricular activities or visits to companies and universities, so that we could see what it’s like to work in such companies or so we could talk to university students about their studies.” (pupil from Vlasenica) Pupils also see ways in which the school could and should cooperate with the local business sector. Secondary school pupils from Gračanica believe the school cannot do much to help them find work. But what they would find useful and think the school could and should provide is information about potential jobs and recommendations for employers. “For example, to organise trial job interviews, so we see what it’s like, so that we are prepared. It would be good if we could have some internships also.” Secondary school pupils from Tuzla believe the school should be more involved in promoting itself and its profession, and also in promoting continuing education and employment. The suggest it would be useful if the school were to establish stronger ties with the civil engineering and architectural faculty, but also with companies that require its graduates. 15 | P a g e
Slide 16: “Through the curriculum, establish cooperation with construction companies for practical classes, because that is where we acquire even the communication skills for employment, so the curriculum should include some classes for these practical skills.” Secondary school pupils from Rogatica and Vlasenica state that apart from cooperating with employers, the school should also establish cooperation with the employment bureau. They believe first-year pupils should be provided with an insight into the profession they are being trained for through direct cooperation with employers. Secondary school pupils from Brčko suggest the school establish ties with companies where they could do internships, which would be recognised as work experience necessarily required by employers. They believe it would be useful for them to undergo the entire employment procedure for their internships in certain companies. Difference in concept of transition from-school-to-work or fromschool-to-university between gymnasium students and technicians According to the information received in the focus groups, it can be said that there is a big difference regarding the plans for the future of those who graduate from gymnasium and those who graduate from technical schools. Planning the future for most students of both groups is related to the continuation of education. The only difference in fact is in the motivation of enrolment at the university – the graduates from gymnasium knew they would continue their education when they chose the secondary school as gymnasium do not provide professional vocation. However, the graduates from technical schools, in spite of the acquired vocation, decided to continue their education as an alternative to the lack of employment (lack of jobs, connections needed for getting a job). 16 | P a g e
Slide 17: Expectations of students from future employers The pupils believe that the expectations for employers from future employees are as follows: expertise and knowledge, effort and work, persistence, responsibility, commitment to the job, resourcefulness. The pupils expect the following from future employers: to have realistic requirements in view of the fact that they have no work experience, to have understanding and patience for them, to be fair, to pay them regularly. 4.2 Key information Most students plan to go to university after graduation from secondary school. Students say that one of the reasons is inability to get employment with a high school diploma. A smaller number of students will try to find a job after graduation from secondary school. Only few of them know how. It is almost impossible to find a job with a high school diploma at the local place, because there are almost no jobs. Most students, especially the ones from rural areas, plan to leave their birthplace, some even plan to leave their country, searching for better education or job. 17 | P a g e
Slide 18: The students who decided to continue their education still do not think about the ways and possibilities for getting a job. The students who decided to get a job right after graduating from secondary school have no plan or strategy for looking for it. Most students think that there is corruption in the society which is often a reason for the lack of jobs. The information resources on the world of jobs are printed media with the ads for job vacancies, internet, bureaus of employment, but also the assistance of family, friends, acquaintances. The students think they are not sufficiently informed about the labour market and the ways of employment. The students think that school should help them when choosing a university, that is, in professional orientation, as well as with providing information on the universities in the country. Most students do not feel prepared for the future working role. They hold school responsible for that, but they are also aware that they have the responsibility too. The students say that school should promote their trade and potential jobs more. If they do not find the job they were educated for, most students are ready to accept re-qualification for another job, volunteer or move to another for employment. The students mostly discuss their future with their family and friends whose opinion and advice they respect when making decisions. They expect most assistance from them in the transitional period, whether it is the continuation of education or search for a job. The students think that the cooperation between the bureaus of employment and school management should be improved. The students suggest it would be useful if school could get in touch with economy sector and provide its students recommendation letters for getting a job. According to the students‟ words, school should inform and teach the students from the first grade about the skills for career development. The students say they do not possess the skills for active search for a job and that school should help them developing it. The students think it would be useful if former students could share their experiences with the process of employment, as well as the working process itself. 18 | P a g e
Slide 19: 5 Identification of employers' needs and interests 5.1 Findings Hiring new labour force Hiring new labour force, in the companies included in this research, during one year, depends on the activity of the company. The reasons for the varied need for employment in the companies are the following: seasonal (some companies hire more workers during summer season), current needs on the market, situation in the country, scope of work or natural fluctuation of workers (retirement, sick leave, maternity leave). Seasonal employment is characteristic for the companies which deal with construction activities, and within one year the employers hire 10 to 15 workers on average. Half of the employers were noticed to have a significant decline in hiring staff in the last two to three years. A smaller number of them do not hire new employees, while some had to start firing. According to the words of the interviewed employers, the reason for that is the current economic crisis which influenced the demand of their work and significantly reduced the scope of works. "Because of the crisis, we didn't fire workers, we applied to tender; if we don't get it, we will have to start firing workers." "Until this year we hired, but this year we had to fire, we used to have 25 workers, now we have 16." "We didn't hire anyone in the last two years because of the economic situation and business activities." 19 | P a g e
Slide 20: Manner of recruiting new employees The methods of hiring new employees in this research are related to the ways of employers' advertising new jobs in the company, as well as the contacts established for the purpose of identifying qualitative workers. There are several ways in which employers inform the future employees about new job positions in the company. The most frequently used ways of informing are (according to the frequency): ads in printed media, local radio, information on web portals, job fairs. The other used ways of informing the public and reaching to new employees are (according to the frequency): personal contacts, upon recommendation the use of internal data base with the data and contacts of workers, company has permanent seasonal workers who are contacted as the need arises. One third of the interviewed employers neither uses ads nor informs the future employees about open positions. The reason for that is that during a working year many persons come to the company looking for a job. If there is no need for new labour force at that moment, the workers leave their contact details, and when the need arises, they are contacted. When looking for new employees, the employers contact (listed according to frequency): their colleagues from the branch, bureau of employment, respective technical/vocational high school. 20 | P a g e
Slide 21: Most employers use several ways of informing about new jobs (through radio and ads in newspapers) or establish more contacts (most often, bureau of employment and colleagues from the branch). "We employ new workers mostly upon a recommendation or we have a waiting list, so we have a large supply of permanent workers whom we call when needed ." "I employ very few workers; when I looked for them, I looked through acquaintances. One factory was shut down, so I asked around for the skilled workers who worked there." "Recently I have been searching for workers in all possible ways – ads, bureau of employment, radio and internet advertisements. Two year ago we had a need for hiring 5 workers. At the time in Gračanica there were 100 wood processing workers at the Bureau; only two people answered the ad." Most interviewed employers hire workers from other towns or regions. According to them, the employers didn‟t' look for them; instead, the workers contacted them with the wish to work. Workers also found out about the employers and the firms through their acquaintances. "They contacted us, they heard about us, and they came looking for a job, then leave their CV, and when there is the need, we call them." Preferences of employers when selecting new employees When choosing and selecting candidates, the criteria of most employers are the following (listed according to preferences): education background (qualification), certain skills, competencies and qualities, working experience. 21 | P a g e
Slide 22: Most employers take into consideration all three criteria when selecting candidates. Some of them consider only the first two criteria, while some consider only education background or just certain skills, competencies and qualities. Most interviewed employers consider the knowledge of workers. As job requirements include possession of certain technical skills, most employers point them out as important, but not most important. The reason for that is that these are the jobs in which some technical skills and abilities can be developed by working (construction works, production), and because they provide a possibility of additional training or re-qualification. Most employers find it most important that the person is motivated for work and learning, but also possess certain interpersonal skills and moral values. What do the employers' criteria for selection of candidates depend on? Answering to this question, two groups of employers are sorted out, as follows: the ones who have the same criteria for every job position (most employers refer to all the three mentioned criteria which are obligated, while some require expertise, as well as possession of certain abilities and skills, such as morality, work efficiency, friendliness, professionalism) "The first condition is education background, second is working experience. The criteria are the same for all positions, because it is most important." "It is the same for all, qualification is important, and working experience more or less, because everything can be learned by work. Moral qualifications are the most important, everything starts from there." those who have different criteria for each job position (the needs of job positions are different, qualification is important for one job position, and a certain skill for another; it also depends on the conditions the company offers for a certain position) 22 | P a g e
Slide 23: "The criteria depend on the job position. For example, relation to clients is important – in commercial affairs, while in production – it is relation to work, responsibility." "They are different according to job positions, because, for example, if he works on a machine, he also has to be able to work on computer" Abilities, skills and qualities employers require from their future workers Most employers point out the importance of professional education of the workers, as well as their previous working experience, knowledge, expertise, as well as professional approach to work. However, for most employers, possession of certain competencies in many cases is not crucial for selection of future worker. The reasons are the following: the job includes everyday work with clients, the worker needs to be able to respond to different requests of the job, the work includes certain challenges, the kind of job includes additional education. Due to the mentioned, most employers mostly appreciate certain qualities and characteristics of the workers, as follows: readiness for work and studying, professional approach to clients, friendly relation (team player), honesty, humanity, responsibility to obligations, accuracy, communicativeness, reliability, ability of independent decision-making and acting, honesty, interest, will and efforts, trust, positive relationship to work, hard-working, loyalty to the company, character, working habits. 23 | P a g e
Slide 24: Most employers appreciate the worker's readiness to work and study, friendliness, human and moral qualities. "The job of a fitter is that the worker must think quickly, because that is not a routine job, it is a job that requires permanent studying, new things, changes." "Knowledge and honesty are important, because the firm provides special construction services, which means, entering other people's apartments, and it is important how people behave; humanity is important." "Efforts is the first thing and how much people want to learn it; in my firm I have salaries from KM 500 for the same education background to KM 1500, the efforts are evaluated, how much one has in the head, and that is awarded. I have a guy, he has a secondary school degree and he makes KM 2000, wood-processing technical secondary school. What I appreciate with him is his responsibility and how he sees the firm, he sees it as his own or as something he needs to make money to buy bread, and that is how he treats it. On the other hand, you have those who only by bringing their heads to work do not have to do anything else; rain or shine, they do the same." "Communicativeness and education background are very important. But those who do not have finished education can learn a lot through work; home upbringing is important; everything else is upgrading." In addition to the mentioned qualities and abilities of the workers, some employers say that they also appreciate the following competencies when hiring: knowledge of foreign language, work on computer, possession of driving license. 24 | P a g e
Slide 25: There are also particular requirements dictated by the work position, that is, performance of certain jobs. Some employers find it important that the person is young, male gender, not afraid of heights and able to stand changeable weather conditions if it is about more difficult physical jobs in production and construction works. "It is important to know the construction works, that he is hard working, that he needs a job and performs his tasks, that he is a capable young person, has no health problems, because they work in construction business so they should not be afraid of heights or should be able to stand changeable weather conditions." Working experience employers appreciate at their future employees When selecting candidates, regardless of their activity or the size of the company, it is usual that the previous working experience of the candidate is taken into consideration. We asked the employers how important the previous working experience of their future employee was, to what extent, whether it was crucial for selection, whether too much importance was given to the experience in the same branch, or the time period of work was more important. According to the same particular needs, characteristics and preferences, four groups of employers are sorted out for who the candidates' working experience is: Important, but not primary Important Important, depending on the profession and the job position Not important, desirable, but not crucial The employers in group (1) appreciate working experience of their future worker, but it is not primary in the process of selection. Knowledge and will of the candidate to learn through work is exceptionally appreciated. One of the reasons is definitely the lack of qualified labour force so that the employers from this group (their business requires hiring low qualified workers) employ workers of other vocation who get prequalification at their firm. 25 | P a g e
Slide 26: "It is important, but not primary; pit is rimary that someone wants to learn. If the worker has no working experience, you cannot request something he doesn't have, because he can learn if he is willing, that is the most important." "Working experience is important, but one can make a mistake many times, people have long working experience, but no knowledge. How much one is interested, that is how much one knows." " Previous working experience means a lot, mostly regarding the particular activity it is difficult to get to qualified labour force, because school didn't keep up with the interests of children, and the older people retire, so then it is only what you can have ." "We, first of all, give the opportunity to the worker to show how much he knows, regardless. If he doesn't have the qualification and if he expresses the will, we offer prequalification ." The employers in group (2) find working experience very important. Some employers prefer the candidates with working experience to the others, while there are also those who find working experience crucial for employment. The importance given to working experience is different. Most employers point out that the kind of job the candidate did is more important than the length of working experience. Some employers say that they find the jobs the persons did as important as the length of working experience, while some appreciate any working experience, because they assume that thereby the candidate has developed working habits. 26 | P a g e
Slide 27: "The working experience is important; the jobs the person did are more important than the length of experience he has " "It is important and we would like if he had some working experience in the branch, but if he doesn't have, then any is good, it doesn't matter, it is important for him to have working habits." The employers in group (3) find previous working experience of candidates important depending on the job position and vocation. If the working positions require high school or university degree, then it is important that the person worked before. Also, previous working experience is needed if it is about more complex jobs, or the ones with big responsibility. For other job positions, working experience is not necessary, because the companies provide additional training for workers. "For the jobs requiring previous working experience, it is very important and it is crucial to a great extent when hiring. But there are jobs when it is not necessary, that is, there are jobs for which worker has time to get trained." The employers in group (4) during the selection process do not find working experience important, it is desirable, but not crucial. The particularity of this group of employers is reflected in that the requirements of the jobs are either not complicated and the worker can learn them during work, or schools do not educate that vocation. The employers from this group provide additional education for workers, or they re-qualify them, or provide them the possibility of studying while working with an older colleague as a mentor. 27 | P a g e
Slide 28: "Most of those who work are predominantly without experience; they have nternal training and then sit a proficiency test.""With an older colleague who is willing to teach, we put a younger worker who will learn." "Working experience is not so important; it would be good to have some. The vocations are mixed, 3rd and 4th level of expertise, we don't have such schools. That is why they get re-qualification and training with us, they get qualification." What will be decisive for employer to select one candidate? When selecting future workers, the employers point out the importance of knowledge, working experience, certain skills or personal characteristics of the worker. However, we were interested in learning what the most important was, what would be decisive for one candidate to be selected among others. The obtained information is grouped and put in order according to frequency: The employer finds one or more characteristics, competencies and/or skills of the worker most important (motivation for work and learning, responsibility, communicativeness, reliability, teamwork, decency, honesty, initiative in work, expertise and behaviour, moral qualities, character of the person ), The employer finds it most important for the candidate to fulfil all the criteria for employment he set (the criteria can be: education background, working experience, certain skills, characteristics and competencies), The employer finds it most important for the candidate to possess certain characteristics because of the particularity of the job position and demands of work (for example, that the person is young, that it is a male, living at the same place where the company is, is in a good health condition), The employers enable candidates to go through a trial period after which they make evaluation of their efforts, work and interests. 28 | P a g e
Slide 29: Employers' expectations of future employees Most interviewed employers say they expect their future employees to, first of all, perform their duties, or working norms and be regular at work. The other expectations which are more or less repeated by most employers are: to put efforts and hard work, because he has an opportunity to advance in the company, based on his efforts and work; to want to advance, order, work and discipline, to be hardworking, conscientious and reliable, to respect agreement, to be self-initiative in work, to fit in the collective, that is, to have fair relationship to his colleagues, loyalty to firm, respect to firm, to want to learn, conscientious, hardworking, disciplined, to have positive relation to work, to have respect to older craftsmen, to be nice to clients, to duly inform about the course of the work, to be responsible, to know the code of conduct, to be neat. One employer expressed his dissatisfaction and mistrust with regard to new labour force and said he didn't expect anything from future workers. "I don't have any expectations anymore; I used to have plans before. Now I don't know anymore whom I can trust with the job, I know this new generation; I think they don't want to work; they are too much uninterested and wait for the job to come to them." 29 | P a g e
Slide 30: Opinion of employers about the newly-educated cadres of the respective vocational school Most employers are informed that in their place there is a technical/vocational school educating the cadre they employ. That is not the case with the employer from the company in Gračanica, the employer of the company in Brčko, and the employer of the company in Vlasenica, and the employer of the company in Zvornik for the school in Vlasenica. A smaller number of the interviewed employers didn't express their opinion on the newly-educated cadres. General opinion of other employers is that it depends on a person, but, generally viewing, their education and knowledge is insufficient for work. They say that students are uninterested for work, undisciplined, not willing to work, not willing to participate, have no ambitions. Some employers say that the cause is in primary motivation of students to enrol respective schools. Not all students enrolled a certain school because of their wish to work in that branch, but because of other reasons, known only to them. "Many enrol just to finish it, but there are also those who want to learn that trade purposefully. Many graduated, but work as waiters, because they don't want to work in their trade, it doesn't matter that they would be trained, because they don't want to do that." "Insufficient quality, especially in respect of performing practical work, which relates to the trades of 3rd and 4th level." As for knowledge, abilities and skills of the students they acquire during schooling, most employers think it is insufficient for doing the job. They think there is too much theoretical education, and not enough practice, and still, according to them, their theoretical knowledge is poor, and the practical almost none. A smaller number of employers still think that the knowledge of students is average, that they have basic knowledge, just have to improve further. One employer says that in the activity he deals with (production) previous 30 | P a g e
Slide 31: knowledge is not necessary, most important is that the student is interested, because he will have the opportunity to learn while working. "With regard to practice, very poor, they don’t know, they cannot even recognize the tools. New technologies are used very little, they don’t learn how to work on computer, they have no contact with the new equipment, and then when you hire such a worker, you lose 7 to 8 months, even one year, until you teach him to work on a machine. The students have no motivation for work, they would all like to work just two days, and then do nothing the remaining 28 days." "Bad and unsystematic knowledge; especially practical skills." "As for craft- trades, they get no knowledge at all, just some theory which is not related to practice, so whatever they learn, they quickly forget." "I frankly think that those who want to learn can learn a lot. School gives possibilities for all those who want to learn." "Nothing has changed in school system in last 30 years; very little can be learned at school; practice is necessary." Does the school develop the competencies of students which are important for employers to hire them as their future employees and to what extent? Most interviewed employers think that the school poorly develops the competencies they appreciate at their future employees. The development of competencies of students requires more practical work which is not provided sufficiently by schools at the moment. 31 | P a g e
Slide 32: "Children have to be stimulated a little, provided more practice, “diploma is diploma, you hang it on the wall”, but what about knowledge? The knowledge is acquired the best in practice, so more practice is needed." "The least work is done on moral qualities, it is mostly about some technical knowledge, but moral qualities are the most important thing, because everything develops from them. Expertise can be offered, but without moral values it isn’t worth much; and that is the case in all secondary schools; they work with expensive tools, machines, that should be done by a responsible person who will not destroy them and the employer can be safe." A smaller number of employers say that, besides school, the role of family which should develop certain qualities and abilities of students is also important. Also, the society as the whole should take responsibility and raise the level of expertise and knowledge of students. Some employers think that the students are also responsible to a great extent for their personal development and progress, because most of them are not motivated or interested. "School influences development little, although school cannot be blamed much for that, students go to school only for the sake of going, and not to find a job and work." 32 | P a g e
Slide 33: Opinion of employers on improving the newly-educated cadres of the respective vocational school All interviewed employers think that the quality of knowledge and competency of the students during schooling could be improved. Their proposals are the following:  During education, students should have more practical training and practice in firms. Practice should be improved by the quality of work and increased working responsibility of the students. The employers think that practice should be mandatory in last two years of secondary education, and that students should spend half of their school lessons in a week at school where they will learn theory, and half on practice lessons (minimum of two to four days). The practical lessons at firms should be awarded by financial compensation as stimulation for the work of the students and improvement of their motivation for work and learning. School should be more engaged in the sense of increased visits, cooperation and networking with local firms employing the cadres educated at the school. School system should be improved through modernization and keeping up with new technologies, new materials. To promote the importance and significance of the work for every person through media. At the end of the primary school education the students should be enabled to visit factories and companies to have direct contacts with the working environment and the certain trade. That can help students to have a complete picture on a certain trade when making a decision of getting education for it. It is necessary to change the complete system of education and raise the evaluation criteria at schools.        33 | P a g e
Slide 34: Cooperation between firms and secondary schools educating respective cadre We were interested whether the employers had contacts with local secondary/vocational school educating the cadres they employ. If they have established cooperation, we were interested in what it was reflected and whether it could be improved. If the employers do not have the established cooperation, we wanted to know whether they would like to have the cooperation with school at all, and if so, how the cooperation might look like. Half of the interviewed employers said they had an established cooperation with the local technical/vocational secondary school educating the cadres they employed. They intend to continue the cooperation in the future too. With most of the employers the cooperation is reflected in providing possibilities to students to have practical lessons in their companies. The other forms of cooperation some employers have are: Scholarships for students during the education period, Visits to companies as a part of education program, Support and sponsorship to the school. "We have children coming for practical lessons, this is the second year, the students studying for civil construction technician, mason." "We have contacts with secondary school Milorad Vlačić, we are trying to use the school to strengthen informal education which would enable not only students, but also the others, to work on computer, to know some foreign languages. So that the school could get a computer to be able to provide prequalification for workers and give them papers for that." 34 | P a g e
Slide 35: A smaller number of employers are not satisfied with the current cooperation with school. They say that they can offer much more both for the school and the students, but they face certain difficulties. The difficulties are as follows:  Insufficient number of cadres necessary for the work in firms enrols the school, in spite of the initiative and material support of the employers. According to the employers, the trades that are being educated do not correspond to the real needs of the labour market. In addition to the need of schools for more engagement in promoting certain trades, the employers think that this is the problem the representatives of certain institutions should also deal with. "In 2007, through the Association of Economists in Gračanica, we tried to change the trades they educate for. We talked to the representatives of the Mixed Secondary School and the Ministry’s representatives, however, nothing ever changed. They are all very slow. At school they say it’s not up to them, that the Ministry decides on changes. We had several meetings to express the needs of Gračanica economy and show what profiles and professions are needed at the labour market; however, nothing ever changed.." "I have a contract according to which I have 4 or 5 children for practice. My colleagues and I offered a certain number of cadres to apply and we would provide scholarships for them. However, social community educates administrative staff. So, there are 5-6 construction firms ready to give scholarships to the children when enrolling in the secondary school, but they do not apply. Say, school of economics currently receives 8 classes, professions with no perspective are attractive today." 35 | P a g e
Slide 36: "In general, more responsible people should be hired so that the civil construction profession is not seen as the last place. The level of the profession has to be raised, and the institutions are responsible for the school, they should promote the trades that are educated, so that it is not humiliating for students to want to be masons or ceramic workers."  The knowledge of students about certain trades is on dissatisfactory level, and the consequence is them avoiding schools for those trades. Although the employers offer full scholarship, financial compensation for work during education, financial compensation for transportation and a possibility of employment after graduation from the secondary school, students choose other trades. According to the employers, these are the students who are not motivated to work at all, and they choose the professions in which they will have a minimum of working demands. "We offered the school to send us its students for practice. We would pay their transportation, food, and, depending on the number of hours they would be working in the firm, financial compensation. That would be motivation for them to apply for that school at all. However, they have to work, that is the problem, we were asking them to come to the firm to see that a locksmith metal worker is not just a plain worker, everything is done with machines, new technologies are developed and available. But, parents do not want their child to be a welder, locksmith; everyone wants to be a technician and have the profession which is easier to do. They open 4 classes of school of economics, and have no criteria whatsoever or selecting according to knowledge when receiving."  One employer emphasizes the role of certain legal regulations in establishing cooperation with school. He says he had cooperation with the respective vocational school. The cooperation lasted one year, until the school broke it, because it signed a contract with two firms. According to the signed contract, the school cannot establish cooperation with other firms. 36 | P a g e
Slide 37: "I had students who spent a year on practice with us, and later, because of legal obstacles, they were banned from going to practical lessons to several firms, because the school made a contract with two firms." One third of the interviewed employers have not yet established cooperation with technical/vocational schools educating the cadres they employ, but would like to have it in the future. The reason for that for most of them is that they didn‟t know there was a school educating the staff they need in their place or a nearby place. The employers would like to establish cooperation with respective schools. For most of them the cooperation would be reflected in practical lessons held in their firms. The other proposals for cooperation are: 1. After the completed practice in the firm, the employers would employ the students after they finish the secondary school education. "I would like them to send me a few workers for practice, I would pay them, and I would choose the qualitative ones for the future, to work for me." 2. That the school suggests the qualitative students the employers could hire after they finish the school. "I didn’t know there was a secondary school for agricultural technicians in Vlasenica. I would like to establish cooperation with them, so that the school could recommend a good student who graduated. The cooperation could also be established through their regular school practice they can have with us." One employer points out that certain preconditions would have to be fulfilled before the cooperation with school is established. That refers to improving 37 | P a g e
Slide 38: the education system and increasing working responsibility of the school employees and the students. "I would like to establish cooperation, but not in our traditional way. The school headmasters have to work on themselves, and put schools in order, and the children should be serious, and then something could be done. And now, we as employers get the students and we are supposed to teach them everything they should be doing. It would be useful if there was a possibility for the students to have practical lessons during school year, out of which everyone can benefit in the sense of knowledge, and now I don’t know how much the school is interested, that is a little bit questionable, I doubt it." A smaller number of employers didn‟t have established cooperation with local technical/vocational school educating the cadres they employ and they don‟t want to have it in the future. The reasons are the following: The safety of students at work, because the activities of the company require the use of dangerous machines. "We cannot host students for practice, because the machines are dangerous. I don’t want them to get hurt." One employer thinks that the school has its policy which is not in accordance with the employer‟s policy or with the needs of labour market. Concretely, it relates to the lack of knowledge and skills the students have upon completion of their education. "The market dictates, they have their policy, and I have mine. The school produces fabricated workers, that is, they only have a diploma and don’t want to work." One employer says that he established the cooperation with the local school in the form of practical lessons. But the experience was 38 | P a g e
Slide 39: negative for him and that is why he doesn‟t want to establish any kind of cooperation with the school in the future. "We tried to host students in 2003, and it lasted 15 days. The students were very uninterested. That was a very bad experience." For improving the employment of young persons who just finish high school education, the employers have several proposals. First of all, they offer their help in providing possibilities for the high school students to have practical lessons in their firms. Thereby, they enable them to get the knowledge of a certain professional field, but also the skills necessary for qualitative performance. Many of the employers also offer them employment in their firms after they finish school. What they expect of students is interest in work and learning. In addition to direct employment, the employers also want to cooperate with schools and local institutions to promote certain trades they employ. Some of these trades are already scarce, so that the recommendation of the employers is that a lot should be done on raising awareness of young people and their parents on the advantages and importance of the trades. Aware of the current situation on labour market and the quality of knowledge and skills of newly-educated cadres, most employers offer additional education with work or prequalification. Because of the need for labour force, and aware of the current situation regarding the quality of workers, the employers most often change their criteria for employment, and the most important one, which is most often the only one, is the motivation of the person for work and learning. The employer provides all other possibilities. "I contact wherever I can find a qualitative worker, it doesn’t have to be necessarily someone from the branch, it is important that he is willing to work and that he can contribute." "The problem is not the job, but that people don’t want to work, each firm will hire a worker who wants to work." 39 | P a g e
Slide 40: Opinion of employers on whether the newly-educated cadres are suitable for the real needs of the companies in the region Most of the interviewed employers say that the newly-educated cadres of the respective trade do not match the needs of the company. That relates to professional knowledge and technical skills the students gain during education, which, according to the employers, are not sufficient for performing everyday tasks. As these are technical/vocational schools and respective trades, the qualitative adoption of the knowledge and skills includes a lot of practical work. However, the lack of school practice is visible in the students‟ knowledge. In addition to insufficient practical work, the employers point out that the theories and machines used at school are outdated, i.e. do not follow modern technology which develops every day. So, at the end of their schooling, the students have insight in technology which is outdated. In addition to the mentioned, also the trades educated in certain technical/vocational schools are important. Some employers have the need for certain trades the schools do not educate for. Some employers have the need for certain trades the school educate for, but there is not a sufficient number of interested students who will apply. 40 | P a g e
Slide 41: 5.2 Key information The current economic situation led to reduced employment of new workers during one year. The most often way of the interviewed employers‟ informing about new jobs is advertisements in printed and electronic media. The others most often used ways of information are through personal contacts or upon recommendation. When selecting new candidates for a newly open job position, the largest number of the interviewed employers considers all the three following criteria: education background, skills, competencies and qualities, and working experience. Most employers appreciate previous working experience of their future workers, although it is not eliminatory during selection, because most of them provide the possibility of additional education. Still, most employers, besides the mentioned criteria, find personal motivation for work and learning as crucial for the future employee, which is supported by the fact that most employers offer a possibility of prequalification and additional education. The interviewed employers give advantage to the persons with developed interpersonal skills, because most of them appreciate teamwork. Most employers say that the newly-educated cadres do not have sufficiently developed knowledge, skills and competencies for doing the job they were educated for. A larger number of the interviewed employers has already established cooperation with respective technical/vocational schools, and intend to continue. Most employers expect the future newly-educated cadres to perform their working tasks, come to work regularly, and be motivated for work. Most interviewed employers say that the newly-educated cadres do not match the real needs on labour market. The recommendations for improvement are: increasing school practice of students, increasing the number of visits to firms, expansion of cadres educated by schools and needed on the labour market, the school system should be harmonized with the modernization of technologies and theories. Based on the obtained information, it was established that there are no significant differences among micro, small and medium-sized firms with 41 | P a g e
Slide 42: regard to the needs and interests of the employers when hiring the future cadres. The same applies with regard to rural and urban areas. 42 | P a g e
Slide 43: 6 Overlapping of the needs of students and employers The findings of the qualitative research show that there are certain overlaps regarding the current needs and interests of the students and employers. The importance of identification of these overlaps is reflected in organization of the project activities in accordance with the discovered overlaps as follows: While the students think that they cannot find jobs with the high school vocation, the employers claim otherwise – that it is very difficult for them to find qualitative high school vocational cadres. Both students and employers think that the students are not well informed about the labour market and the possibilities of employment. Both students and employers think that the school has the biggest responsibility in preparing students for the future working role (increasing mandatory school practice). Both students and employers say that the school should promote certain secondary vocations and potential jobs more. Both students and employers are ready to accept/offer prequalification for another job or additional training. Both students and employers suggest the school take the obligation of networking with economic sector. Both students and employers state the need of introducing recommendations for students either given by the school or employers at whose firm they had the practical lessons, for the purpose of employment. 43 | P a g e
Slide 44: 7 Conclusion Poor preparedness of the students for the world of work after finishing school makes their adaptation and managing in the conditions new for them more difficult. That is one of the reasons why most students after finishing high school enrol at the university in order to continue being protected behind the doors of an educational institution. How to encourage young people to embark on the adventure of looking for a job without any fear? How to offer them a possibility to gain knowledge and develop abilities and skills that will make it easier for them? We could see from this research that when employing new personnel, a large number of employers point out working experience as one of the important criteria when selecting employees, so there is a question on how and where the newly educated cadre could get working experience, if the employer decides that this is an eliminatory criterion. The students, according to their statements, do not expect that they would find a job right after completing high school, due to shortage of jobs. On the other hand, employers think that the newly educated cadre do not have developed competencies for doing a job they are educated for. The development of more qualitative relations between schools and employers would open the possibilities for organizing internship and getting competencies, therefore, full attention should be paid to the segment of cooperation which would result in that. As the students do not feel prepared for the future working role upon completing high school either, this would also be the way for their encouragement and motivation to get the jobs they are educated for. By having internship in the firms in their places or their surroundings as a part of their regular education, young people get the opportunity to obtain recommendations for the future job, which they mentioned in this research as important when looking for a job. Learning about the job they are educated for, already during their schooling the students are able to talk with their closest ones whether they chose the best profession for themselves, and decide where to look for a job, think about the neighbouring cities in which they can find the job, but also about the re-qualification if they think it might provide them more possibilities for employment. 44 | P a g e
Slide 45: If young people who finish high school enrol at the next step of education because of their wish for more knowledge, often they are uncertain whether the faculty they are choosing is right for them. The reason for this lies in the fact that in high schools there is no developed practice of qualitative professional orientation which would enable the students to select a faculty according to their interests and affinities. From the research it has been noticed that young people do not possess the skills of active searching for jobs, which makes its finding additionally more difficult. The combination of the two above mentioned training options, whether in formal or informal form, would to a great extent contribute to the solution of the burning issue of youth employment. A special problem for youth employment is the existence of the schools producing cadre unsuitable for the market needs. Although the factories and jobs for certain professions were shut down long time ago, schools continue educating students for the same professions which were actual before. This manner of asynchronization of education with the market needs leads to the existence of a large number of educated cadres with no possibility for employment in the professions they were educated for. All the mentioned facts contribute to the necessity of harmonization of school system with labour market. 45 | P a g e

   
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