Identification Of The Demand Of Welders In The Labour Market Of Lithuania

2015 ◽  
Vol 26 (1) ◽  
Author(s):  
Eugenijus Nazelskis
Keyword(s):  
Vocational Education ◽  
Labour Market ◽  
Supply And Demand ◽  
Education And Training ◽  
Vocational Guidance ◽  
Vocational Education And Training ◽  
The Real ◽  
Exact Data ◽  
And Training

Abstract The shortage of welding specialists is a long-term problem in the labour market of Lithuania. Ststistical data show the lack of thousands specialists in this field with increasing gap between their supply and demand. It creates concern, because the shortage of skilled welders forces enterprises to refuse many profitable orders. In this article is presented the analysis of the reasons regarding the shortage of welding specialists in the labour market of Lithuania; also here are disclosed the gaps in the identification of the demand of welders and justifying the importance of this identification of demand for effective functioning of labour market. Referring to the results of research there can be stated, that the goal to satisfy the real needs of economy in welding specialists can be achieved by identifying the demand in terms of concrete qualifications of these specialists and in terms of numbers of required specialists. Absence of exact data in these fields creates the situation of uncertainty which does not permit smooth functioning of vocational guidance and vocational education and training of these specialists. As a consequence, it is not possible to ensure adequate reaction of the VET system to the demands of labour market. There are suggested instruments helping to identify the levels of qualifications and competences of welding specialists, to classify them into specialities and specialisations and to define the limits of their qualifications. There is also provided the model for identification of the demand of welding specialists in the national labour market. These measures create favourable preconditions for adequate reaction to the existing shortages of welding specialists and for the satisfaction of corresponding needs in the sectors of economy.

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

2016 ◽  
Vol 15 (3) ◽  
pp. 162-182 ◽  
Author(s):  
Susan Seeber
Keyword(s):  
Young Adults ◽  
Vocational Education ◽  
Labour Market ◽  
Supply And Demand ◽  
Youth Unemployment ◽  
Critical Issue ◽  
Education And Training ◽  
Private Life ◽  
Vocational Education And Training ◽  
And Training

From a societal perspective, vocational education and training must enable young adults to meet the challenges of the labour market in a globalized world, reduce the mismatch of supply and demand of qualifications (e.g. youth unemployment leading to disadvantages for individuals, society and national economies) and improve social cohesion. From an individual perspective, vocational education and training should develop young adults’ vocational competencies, support their individual personality development and their integration into the labour market and society, help secure their livelihood and enable them to lead self-determined lives as citizens. Therefore, the assessment of competencies obtained in vocational education and training programmes has emerged as a critical issue to develop workforces and the capacity for life-long learning and to foster civic participation as a responsible citizen. This article provides some insights into the modelling and measurement of competencies in vocational education and training, where occupational and cross-occupational competencies are necessary to cope with the requirements of workplaces, as a responsible citizen and in private life. In this article, cross-occupational economic competencies and occupation-specific commercial competencies in the area of business and administration are discussed. Both constructs are based on economic theories, concepts and central terms; nevertheless, the situation-specific context and requirements may vary substantially. Thus, different approaches to define and measure both constructs seem to be necessary.

scholarly journals Secondary vocational education: possible future scenarios and development prospects

2020 ◽  
Vol 1 (1-2) ◽  
pp. 21-27 ◽  
Author(s):  
V. I. Blinov ◽  
L. N. Kurteeva
Keyword(s):  
Economic Development ◽  
Vocational Education ◽  
Russian Federation ◽  
Professional Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Secondary Vocational Education ◽  
The Russian Federation ◽  
And Training

Long-term socio-economic development forecast of the Russian Federation for the period till 2030 specifies that the main barriers in the implementation of innovative and accelerated scenarios are caused by the shortage of world-competitive professional personnel both at the level of corporations and public administration, the inefficiency of coordination mechanisms. This study is aimed at studying the readiness and possibilities of the system of vocational education and training of the Russian Federation to respond to external challenges, taking into account scenarios of the long-term forecast of the social and economic development of the Russian Federation for the period up to 2035. The study is also aimed at creating scientific, organizational and methodological conditions for the positive modernization of the professional education and training system of the Russian Federation on the basis of regional development strategies, which will allow implementing measures to develop infrastructure, personnel potential, create modern conditions for the implementation of professional educational programs. The study presents predictive scenarios of the development of secondary vocational education, gives their characteristics, and identifies risks and advantages. The presented scenarios allow us to determine the socio-economic potential of vocational education, to determine the goals and objectives in its development.

scholarly journals Fixed-Term Jobs after Vocational Education and Training in Switzerland: Stepping Stone or Impediment?

2017 ◽  
Vol 43 (1) ◽  
pp. 89-113
Author(s):  
Laura A. Helbling
Keyword(s):  
Vocational Education ◽  
Labour Market ◽  
Occupational Status ◽  
Work Force ◽  
Education And Training ◽  
Longitudinal Survey ◽  
Work Life ◽  
Vocational Education And Training ◽  
Stepping Stone ◽  
And Training

Abstract Competing assumptions about whether entering the labour market via fixed-term jobs is a good or bad start into work life persist in the literature. Based on the longitudinal survey TREE, this article sheds light on (1) who enters the Swiss labour market via fixed-term jobs after graduating from initial vocational education and on (2) the consequences regarding their future returns. Results indicate that vocational education graduates entering the work force via fixed-term jobs of low occupational status must expect lower future wages.

scholarly journals CHALLENGES AND SOLUTIONS OF TVET QUALITY ASSURANCE IN MONGOLIA

2020 ◽  
Vol 5 ◽  
pp. 285
Author(s):  
Grieta Tentere
Keyword(s):  
Quality Assurance ◽  
Vocational Education ◽  
Labour Market ◽  
Social Inclusion ◽  
Positive Impact ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Economic Competitiveness ◽  
Main Challenge ◽  
And Training

Technical and vocational education and training (TVET) makes a significant contribution to economic competitiveness in a knowledge-based economy. The main challenge for vocational education and training is to meet the changing skill needs in the labour market. In order to balance labour market supply and demand by constantly diversifying TVET customer base, it is necessary to increase the key role played by vocational education and training in economic competitiveness and social inclusion. The considerable economic growth in Mongolia does not have a positive impact on the creation of new jobs and poverty reduction. This implies that the Mongolian education sector was unable to produce required knowledge and skills to be employed. At the system and institutional levels, the management has changed frequently, the policy continuity and consistency are weak. The TVET and curriculum standards are not developed, validated and approved. The multi-faceted, multi-ownership and relatively accessible TVET system became reality in Mongolia. The main factor to increase the economic competitiveness is the quality of in the TVET sector. Thus, the quality assurance is a comprehensive system for evaluating outcomes and achievement of the core objectives of the TVET system, making adjustments, if necessary, and improving a rationale for management decisions.  

scholarly journals The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth

2020 ◽  
Vol 26 (1) ◽  
pp. 57-71
Author(s):  
Simone R Haasler
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Tertiary Education ◽  
Education And Training ◽  
Dual System ◽  
Vocational Education And Training ◽  
Apprenticeship Training ◽  
School Based ◽  
And Training

In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.

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