TRACER STUDY REPORT 2019 1
TVET GRADUATES IN THE CANTON BOSNIA – PODRINJE GORAZDE 2019 Tracer Study Report
ANALIZA I IZVJEŠTAJ IMPLEMENTACIJE PRVE FAZE U HNK I BPK 2 Izvještaj mentorskog programa “Moje znanje - tvoje
buduće zvanje?”
TVET Graduates in the canton Bosnia – podrinje Gorazde / BiH 2019 Tracer Study Report 4
I. Table of contents
Table of figures 2 I. Executive Summary 7 II. General overview about the sample 8 I. Table of figures 2.1. Study design 8 2.1.1. Tracer study methodology 8
2.1.2. Target Population and Sample Size 8 Table 1: TVET schools and sample size 12 2.1.3. Study design 9 Graph 2: Age structure of respondents 13 2.1.4. Source of Sample 9 Graph 3: Gender composition of TVET graduates in BiH 13 2.1.5. Sampling Approach 10 Graph 4: Educational background of parents 14 2.1.6. Limitations to the Tracer Study 10 Graph 5: Employment situation of parents 15 2.2. Composition of the sample by region and TVET schools 12 Graph 6: Technical vs. vocational qualifications by gender 15
Graph 7: Prevalence and types of practical training 16 2.3. Socio-demographic characteristics of sample population 13
Graph 8: Organisation of practical training in the company as part of cooperative training 17 2.3.1. Age structure and marital status 13
Graph 9: Assessment of teaching and learning at the TVET school 18 2.3.2. Gender composition 13
Graph 10: Assessment of competency development at the TVET School 19 2.3.3. Social background 14
Graph 11: Assessment of shortcomings in TVET 20 2.3.4. Qualifications and professional profiles of TVET graduates 15 Graph 12: Employment status of TVET graduates 21 III. Data analysis 16 Graph 13: Employer profiles 21 3.1. TVET School 16 Graph 14: Monthly net salary of TVET graduates 22 3.1.1. Practical training 16 Graph 15: Characteristics of graduates’ employment situation 23 3.1.2. Assessment of education and training quality at the TVET School 18 Graph 16: Crucial factors for employment 23 3.2. Employment status of graduates one year after graduation 20 Graph 17: Duration of job search, employed vs. unemployed TVET graduates 24 3.3. Situation of employed graduates 21 Graph 18: Search strategies, employed vs. unemployed TVET graduates 25 3.4. Job search strategies of employed and unemployed graduates 24 Graph 19: Assessment of competency development during TVET by type of practical training* 29
Graph 20: Assessment of shortcomings in TVET by type of practical training* 29 IV. Summary of major findings 26
Table 21: Characteristics of employment and professional profile of employed graduates 30 Annex 29 6 TVET GRADUATES IN BiH TRACER STUDY REPORT 2018 7
I. Executive Summary
In total, 116 graduates from 2 TVET schools in the canton Bosnia-podrinje Gorazde namely the Technical school “Hasib Hadzovic” and Secondary vocational school “Dzemal Bijedic” participated in the TVET Graduate Tracer Study 2019. 66% of the surveyed graduates have a technical qualification and 34% a vocational qualification.
With regard to the quality of TVET, most graduates appeared satisfied with their personal experience in the TVET system. In particular, graduates provided an overall positive feedback about the qualification, commitment and teaching quality of teaching and training staff. Furthermore it becomes evident that the participation in practical training – and in cooperative training in particular – as well as the adequate equipment of schools in order to provide training plays an important role for the development of practical skills and competencies as well as for graduates’ overall satisfaction with TVET. Not all of the surveyed graduates participated in some form of practical training during TVET, which influenced their overall perception about the contribution of TVET to their competency development. In contrast, the responses of graduates, who had participated in regular practical training in companies and in the school (i.e. cooperative training), provide a relatively positive picture with regard to the quality of the training organisation in the companies. Nonetheless, some answers regarding the provision of systematic feedback and the introduction to different work areas in the company indicate that there still might be areas for improvement in the organisation of practical training in the companies, in order to support the development of skills and competencies of TVET trainees and help them to gain a better understanding about the interconnectedness of work processes in a company. However, more information on the companies’ characteristics in which the trainees completed practical training would be necessary in order to assess the accuracy and relevance of these statements.
One year after graduation from TVET, the unemployment rate among the surveyed TVET graduates lies considerably above the national average of persons with a comparable qualification profile. The reasons for this result remain unknown. The average search duration until graduates find employment is 6 months. For many employed graduates it proved successful to take initiative and contact companies directly. Nonetheless, personal contacts also seem to play an important role for finding employment and the results indicate that not all graduates can rely on that kind of social capital.
The overall situation of employed graduates appears satisfying in terms of work tasks, position and income. However, the results indicate that many TVET graduates are predominantly active in work areas of the company hierarchy that entail relatively little personal initiative and responsibility. It also becomes evident that a job which corresponds to the professional qualification is by no means the standard among TVET graduates. Due to the small sample size, the employment situation of graduates from different disciplines could not be analysed, which poses a limitation to the current study. 8 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 9
designated population. The smaller the margin of error is, the closer one is to having the exact answer at a given confidence II. General overview about the sample level.
Confidence level: A measurement of the certainty that the sample is accurately reflecting the population, within its margin of error. Common standards used by researchers are 90%, 95%, and 99%. A confidence level of 90% means that 90% of the 2.1. Study design time (i.e. 9 out of 10 times) the unknown population parameter (e.g. the mean) is contained in the chosen confidence interval (i.e. estimate +/- margin of error).
2.1.1. Tracer study methodology According to the target population of 188 the minimum sample size with a 5% margin error and a confidence level of 90% in order to be representative was 111. This Tracer study was conducted within the framework of the “TVET in Bosnia and Herzegovina” project (2017-2019), financed by BMZ and implemented by GIZ, with the main objective to provide information on the Bosnia-podrinje Gorazde canton TVET school graduates’ job search methods and current employment statuses, employment conditions and on the job training, as In order to receive the required sample size of 111, 188 student graduates from the canton Bosnia-podrinje were contacted well as the quality of the received secondary education including the conditions in TVET schools and companies where they through a telephone survey. The number of completed responses in this survey was 116, i.e. the survey has been successfully have been receiving technical and vocational training. The approach of this Tracer Study is being widely used especially in completed by international standards concerning the sample size. educational institutions to track and to keep record of students once they graduate from the institution. It is the follow-up of graduates, in this case the graduates of TVET schools. Its objective is to evaluate ones progress up to the time they get a job and beyond. It can be viewed as a simple tool designed to measure the relevance of vocational training. It also helps to monitor the delivery of training. 2.1.3. Study design
The importance of it is displayed due to the fact that it shows the relevance and quality of programs offered by the TVET schools as well as the conditions the labour market provides to its employees and students receiving technical and vocational training. The study was carried out among the graduates of 2 TVET schools in the canton Bosnia – podrinje Gorazde, in order to gain The information received in this tracer study will be used for minimizing any possible deficits in a given educational program insights about the relevance and quality of programs offered by the TVET schools, as well as the conditions the labour market in terms of content, delivery and relevance and for further development of the institution in the context of quality assurance. provides to TVET graduates. TVET schools, companies and policy makers will benefit from the tracer study since it will help them to know what the status
of their products after graduating is. The importance of this Tracer study is to measure the relevance of vocational training. The study target population consisted of the following groups:
• Graduates of Vocational technical schools (4th grade of education)
• Graduates of Vocational schools (3rd grade of education) 2.1.2. Target Population and Sample size
In the canton Bosnia-podrinje Gorazde a total of 188 students have graduated from the 2 TVET schools in the school year 2017/18 which was also the target population. 2.1.4. Source of Sample
Sample size: The number of completed responses this survey has received. It is being referred to as a sample since it only The lists of graduates eligible for this survey were provided by the participating TVET schools. represents a part of the group of TVET student graduates in the canton Bosnia-podrinje Gorazde (or target population).
The provided lists contained basic information of the graduates (Last name, name and home phone number). Taking into Margin of error: A percentage describing the accuracy of the answer provided by the sample is to the “true value” within the consideration it was a phone survey, that information was sufficient. 10 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 11
2.1.5. Sampling Approach Limitations of the current tracer study:
The lists of all graduates in the school year 2017/18 were provided by 2 TVET schools Technical school “Hasib Hadzovic” and a) Inconsistent and partial data on the lists of graduates provided by the TVET schools. The list of graduates provided Secondary vocational school “Dzemal Bijedic”. The lists were then assigned the sequential numbers up to the total of the by the TVET schools mainly included phone numbers of the parents since the school archives registered only home eligible population of 188 student graduates. All of the graduates who have provided the necessary information according to phone number or mobile phone number of one parent at the beginning of the education of the student. This of course the questionnaire have been included in this tracer study. resulted in the interviewer not being able to reach the graduates directly but had to make the double amount of calls instead, in order to obtain the mobile phone number of the graduate. The lists provided had a high percentage of phone numbers which were disconnected and not active anymore. In the beginning of the phone survey it became clear that a 50% oversampling was necessary to compensate for non-responses (i.e. graduates who could not be reached or were not interested in taking part in the survey) in order to achieve the minimum sample size of 116 graduates. b) No Pre-field work awareness and sensitization meetings between field research staff and relevant stakeholders due to the time limitation. In some cases it was not possible to have meetings with the TVET schools regarding the implementation of the Tracer study, since it was the end of the school year and the lists of graduates had to be collected It was agreed to conduct at least the double number of interviews to achieve a more representative result according to the very fast. For future tracer studies the timeframe of collecting the lists has to be timed more carefully in order to have a norm. Therefore, a number of 160 phone calls were made while the final sample was 116 of completed interviews. better respond, and also be able to crosscheck the received lists and ask for additional information if the ones received are incomplete or not valid, which was partly the case in this tracer study. At the beginning of the phone interviews each graduate was assigned a random number which was identical to the number on the questionnaire used by the interviewers. c) Medium percentage of graduates not willing to participate in the survey. Due to the high unemployment rate and difficult financial situation of the majority of the students it was expected that a certain number of graduates would not The first 116 graduates were the targeted sample; the remaining graduates (in descending order) were the alternates. If a participate in the survey since they do not see any the benefits for themselves. This has not affected the result of the participant could not be reached by phone or wouldn’t show interest to participate in the survey, the following graduates on the survey to a great extent but it is a concern for future activities. Out of the available list of 188 graduates for this Tracer list were selected. The process continued until the required sample size was reached, even surpassed in this case. Study, for 72 graduates it was not possible to receive any data. There were two main reasons for that; the first reason being that from the above mentioned 72 graduates around 25% were not willing to provide the necessary information
The answers to the prepared questionnaire were registered by the interviewers after the completion of the phone survey, as needed, while 75% of the above mentioned 78 graduates could not be reached due to not answering or a non-existent well as the number of graduates not reached or uninterested to participate in the survey. phone numbers on the lists previously provided by the 2 TVET schools.
The statistics show that for the school year 2017/18 in the technical schools there were approx. 50% female student graduates. e) Relatively small geographical coverage of the sample used in this tracer study. Though this kind of Tracer Study was conducted in BiH in the year 2018, the laws on data protection have limited this year’s Tracer study to just one canton. Though for next year the Tracer study will also be conducted in Republika Srpska with a large number of schools and students this Tracer study is limited only to the Bosnia – podrinje Gorazde canton.
f) Very small number of TVET schools covered by the survey. The number of 2 TVET schools is a very small number covered with this Tracer study from this point of view. However GIZ was limited for the same reason as mentioned under 2.1.6. Limitations of the Tracer Study (e).
The common main disadvantages of tracer studies are low questionnaire response rates, attrition of respondents over the course of single surveys and significant costs of collection of information if face-to-face interviews are being used as a survey method. A low response rate means that the analysis may not necessarily reflect the actual situation. Also, the graduates may not respond for various reasons, e.g. being frustrated could be a reason for some not wanting to participate in the survey. 12 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 13
2.2. Composition of the sample by region and TVET schools 2.3. Socio-demographic characteristics of sample population
In total, 116 graduates from 2 TVET schools in Goražde participated in the TVET Graduate Tracer Study 2.3.1. Age structure and marital status 2019 (see Table 1). Consequently, the sample size is relatively small and the possibilities for meaningful in-depth analyses with regard to the situation of TVET graduates are limited. The majority of respondents were born in 1999 and 2000 and hence were 19 to 20 years old at the time of the survey (see Graph 2). Only a small share of respondents is older or younger.
Table 1: TVET schools and sample size Graph 1: Age structure of respondents Graph 2: Age structure of respondents
Schools Qualifications Frequencies Total % of total 18 1
Electro-technician of 19 34 10
energetics Age 20 57 Electro-technician of 9 21 9 Sec. technical school H.H. Goražde Graph 1: Age structureGraph of respondents 1: Age structure of respondents telecommunications 51 44 (HHG) 0 10 20 30 40 50 60 Mechanical technician Percent 15 n=116 CNC 18 1 18 1
Beingn=116 asked about their living conditions, 97% stated to be unmarried. Postal technician 17 19 19 34 34
Age GraphAge 2: Gender composition of TVET graduates in BiH Auto mechanic 1 20 20 57 57
Mechatronic technician 2.3.2. Gender composition 12 21 219 9 for vehicles 0 100 2010 3020 4030 5040 6050 60 Bar fixer 4 The total sample is composed of 34 % young women and 66 % young men. When differentiating by qualification type, the share Percent Percent34% of female graduates with a vocational qualification is 27.5%, whereas the share of women with a technical female qualification is 37%. Carpenter 4 male Sec. vocational school D.B. Goražde 66% 65 56 n=116 n=116 (DBG) Locksmith 6 Graph 3: Gender composition of TVET graduates in BiH Graph 2: Gender compositionGraph 2: ofGender TVET composition graduates in of BiH TVET graduates in BiH Welder 6
Tailor 19 n=116
Cook technologist 5 100 34% 34% female female Pastry cook technologist 8 78 80 68 male male 66% 66% Total 116 100 60
n=116
Percent 40 27
20 12 5 n=116 n=116 4 3 3 0 100 100 Primary education Secondary school First cycle HE Second cycle HE Educational78 background78 father Educational background mother 80 80 68 68
60 n=116 60
Percent 40 GraphPercent 3:40 Employment situation of parents 27 27 20 12 20 12 4 3 4 53 3 5 3 0 0 Primary educationPrimarySecondary education school SecondaryFirst school cycle HE First Secondcycle HE cycle HE Second cycle HE
Educational backgroundEducational father backgroundEducational father backgroundEducational mother background mother
n=116 n=116
Graph 3: EmploymentGraph situation 3: Employment of parents situation of parents Graph 1: Age structure of respondents
14 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 15 18 1
19 34 In contrast, the education statistics of the Agency for Statistics for Bosnia and Herzegovina report a gender ratio for 51,5% Even if the sample size is too small to make valid statements about the relationship between educational attainment and Age women20 vs. 49,5 % men among graduates from secondary technical schools (srednja tehnička škola) and 30%57 women vs. employment situation, an analysis of the relationship between the educational attainment and the employment situation of 70% men among graduates from vocational schools (srednja stručna škola) at the end of the school year 2017/181. Hence, in parents indicates that especially parents, who have only completed primary school, have a disproportionally higher risk of 21 9 comparison to the official education statistics, female graduates appear to be slightly underrepresented, although this might being affected by unemployment. be related to0 the professional10 qualification 20profiles of the sampled30 schools (see40 Table 1). However,50 no information60 is available about the gender ratio for specific TVET courses in the TVETPercent population. Graph 5: Employment situation of parents
100 n=116 80 Graph 22.3.3.: Gender compositionSocial of background TVET graduates in BiH 66 100 60 50 50 80
The educational background and employment status of parents are common indicators to assess the socio-economic status Percent 40 66 34 of students, which potentially affects education and employment-related decisions. 60 20 50 50 1 0 34% Percent 40 34 In the current sample of TVET graduates from Goražde, 68% of graduates’ mothers and 78% of fathersfemale have completed 0 Permanent employment Part time/temporary work Unemployed secondary school, whereas 27% of the respondents’ mothers and 12 % of fathers have only completed primarymale school. A higher 20 66% education degree is rather uncommon among the graduates’ parents (app. 6-9% of parents). In addition, the educational Employment status father Employment1 status0 mother n=116 0 2 background of parents appears to be correlated , that is parents usually have a similar educational background. Permanent employment Part time/temporary work Unemployed n=116 2.3.4. Qualifications andEmployment professional status profilesfather ofEmployment TVET graduates status mother
Graph 4: Educational background of parents n=116 n=116 GraphGraph 4 : 6Technical lists the vs. respective vocational qualifications by gender (in absolute frequencies) of TVET graduates in the sample. The distribution of 100 qualifications between schools is shown in Table 1. 78 80 68 TechnicalGraph qualifications 4: Technical vs. vocational qualifications by gender Graph 6: Technical vs. vocational qualifications by gender 60 Postal technician 12 5 Mechanical technician CNC Technical qualifications 4 11
Percent 40 27 Electrotechnician of telecommunications 2 7 Electrotechnician of energeticsPostal technician3 7 12 5 20 12 Mechatronic technician for vehicles 1 11 4 3 5 3 Mechanical technician CNC 4 11 ElectrotechnicianPastrycook technologist of telecommunications4 4 0 2 7 ElectrotechnicianCook technologist of energetics2 3 Primary education Secondary school First cycle HE Second cycle HE 3 7 Vocational qualificationsMechatronic technician for vehicles 1 11 Educational background father Educational background mother PastrycookTailor technologist 114 4 8 WelderCook technologist6 2 3 n=116 Locksmith 6 Vocational qualifications n=116 Carpenter Tailor4 11 8 Bar fixer Welder4 6 GraphDespite 3: Employment a similar educational situation of parentsbackground, the mothers are less often employed than fathers (50% of respondents’ mothers Auto mechanic Locksmith1 6 vs. 66% of fathers). Furthermore, the data shows that temporary work or part-time employment is rather uncommon among 0Carpenter2 4 46 8 10 12 14 16 18 20 the parental generation. Looking at the employment situation of both parents, in 38% of the cases both parents are employed, Bar fixer 4 Absolute frequencies Auto mechanic 1 while in 40% of the cases only one parent is employed (of 28% of graduates only the father and of 12% only the mother). In 22% Female Male of the cases, both parents are unemployed (no graph). 0 2 4 6 8 10 12 14 16 18 20 Absolute frequencies
nTotal=116 bzw. nTech.=76, nVoc.=40 1 Agency for Statistics for Bosnia and Herzegovina (2019): Demography and Social Statistics. Education Statistics – Secondary Education in the school year 2018/19. No.1. nTotal=116 bzw. nTech.=76, nVoc.=40 2 Spearman’s rho=0.53 Female Male Graph 5: Prevalence and types of practical training
nTotal=116 bzw. nTech.=76, nVoc.=40
Graph 5: Prevalence and types of practical training
1
1 16 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 17
66% of the surveyed graduates have a technical qualification (3 years) and 34% a vocational qualification (2 years). It must be The majority of participants in cooperative training responded that they got actively involved in the usual work processes in noted that the single frequencies are relatively small and it is therefore not possible to conduct in-depth analyses with regard the company to some (13%) or a great (83%) extent. Likewise, a majority stated that they had a supervisor or experienced co- the situation of TVET graduates and specific qualification profiles. worker, who controlled their work (76% to a great extent; 19% to some extent) and also received instructions about works tasks before getting involved in the actual work process (81% to a great extent; 13% to some extent). Furthermore, 92% (83% to a great extent; 9% to some extent) of those graduates responded that during their practical training they could make use of the knowledge that they had acquired in the TVET school. III. Data analysis In contrast, only 50% of the respondents considered that the statement “I received continuous feedback about my performance during the practical training” reflected their personal experience to a great extent, and 33% replied that this statement was 3.1. TVET School true to some extent. Likewise, only 33% of the surveyed graduates considered that the statement “I was introduced to a wide
range of work processes in the company”14% reflected their practical training experience to a Cooperativegreat extent, trainingwhereas 44% claimed 3.1.1. Practical training that this had been the case to some extent. 47% Practical training in school Overall, these results show a relatively positive picture with regard to the organisation of practicalworkshop training from the graduates’ 47 % of graduates surveyed reported that they participated in both, practical training in the company and regular training in 39% point of view. However, depending on the understanding about what objectives should be Noachieved practical with training regular at in-company all the school workshop during TVET. Consequently, this training form is labelled as ‘cooperative training’. The majority of those training being part of the TVET schedule, graduates’ more cautious replies with regard to the availability of continuous graduates reported that in-company training took place on a regular basis (87.5%), whereas 12.5% completed a summer performance feedback during practical training and their introduction to different areas of work in the companies still indicate internship in a company. In contrast, 39% of graduates reported that they received only practical training in the school room for improvement in the organisation of training on part of the companies. workshop, but were not involved in any form of in-company training during their time in TVET. Furthermore, another 14% n=116 responded that they did not participate in any relevant form of practical training, neither in the school nor in a company. The Graph 6: Organisation of practical training in the company as part of cooperative training latter group consists mainly of graduates with a qualification as postal technician (n=12), electro-technician of energetics (n=2), Graph 8: Organisation of practical training in the company as part of cooperative training carpenter (n=1) and bar fixer (n=1). It remains unclear, whether the reported lack of practical training among those graduates has organisational or individual reasons. Use of knowledge acquired in school 2 6 9 83
Introduction to work processes 4 19 44 33 Graph 7: Prevalence and types of practical training Continuous feedback 2 15 33 50
Instructions about work tasks 6 13 81
14% Cooperative training Supervisor 6 19 76 14% Cooperative training Active involvement in work 4 13 83 47% Practical training in school 47% Practical training in schoolworkshop 0% 20% 40% 60% 80% 100% workshop 39% Not at all To a little extent To some extent To a great extent 39% No practical training at allNo practical training at all n=54
n=54 n=116 Under the assumption that in-company training as part of TVET should support the trainees to improve their skills and
competencies, it seems indispensable that trainees also receive a regular and systematic feedback about their work n=116 performanceGraph 7: Assessment by the respective of teaching supervisors and learning atin theorder TVET to schoolbetter understand their strengths as well as weaknesses and identify n=116 Respondents, who stated that they had participated in cooperative training (n=54) were asked to use a 4-item rating scale3 in Graph 6: Organisation of practical training in the company as part of cooperative training areas that need improvement. Furthermore, in-company training ideally should provide a trainee with insights about different order to assess certain statements regarding the organisation of in-company training (see Graph 8). Graph 6: Organisation of practical training in the company as part of cooperative training areas of work in a company, as it is important to master not only a specific set of typical professional activities but also gain a better understanding about the different areas of work in a company and how these are interconnected.4 Use of knowledge acquired in school 2 6 9 83 Timetable was kept 1 9 50 41 3 The answer “I don’t know” was given as a fifth option, but was not used by the respondents. Qualification of teachers/trainers 2 8 27 64 IntroductionUse of knowledge to work processes acquired 4in school19 2 6 9 44 33 83 4 The organisation of in-company training naturally requires time and personnel resources on the part of the companies. As there is no detailed information available on the Understandablecompanies’ characteristics explanation in which theof traineescontent have completed7 practical training, the47 accuracy and relevance of these statements45 cannot be assessed. Continuous feedback 2 15 33 50 Introduction to work processes 4 19 44 33 Work-practice oriented lessons 14 18 34 34 Instructions about work tasks 6 13 81 Continuous feedback 2 15 33 50 Provision of training equipment 13 15 33 40 Supervisor 6 19 76 0% 20% 40% 60% 80% 100% ActiveInstructions involvement inabout work work4 tasks13 6 13 83 81 Not at all To a little extent To some extent To a great extent 0%Supervisor20%6 40%19 60% 80% 76100% Not at all To a little extent To some extent To a great extent Active involvement in work 4 13 83 n=116 n=54 0% 20% 40% 60% 80% 100% 2 Not at all To a little extent To some extent To a great extent Graph 7: Assessment of teaching and learning at the TVET school
n=54
Timetable was kept 1 9 50 41
GraphQualification 7: Assessment of teachers/trainers of teaching and2 8 learning at27 the TVET school 64
Understandable explanation of content 7 47 45
Work-practice oriented lessons 14 18 34 34
Provision of training equipmentTimetable was13 kept 151 9 33 50 40 41 0% 20% 40% 60% 80% 100% Qualification of teachers/trainers 2 8 27 64 Not at all To a little extent To some extent To a great extent Understandable explanation of content 7 47 45 n=116 Work-practice oriented lessons 14 18 34 34
Provision of training equipment 13 15 33 40 2 0% 20% 40% 60% 80% 100%
Not at all To a little extent To some extent To a great extent
n=116
2 14% Cooperative training
47% Practical training in school 18 workshop TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 19 39% No practical training at all
3.1.2. Assessment of education and training quality at the TVET School Graph 10: Assessment of competency development at the TVET School
Graph 8: Assessment of competency development at the TVET School n=116 With regard to important dimensions regarding teaching and learning quality at school, graduates provide a rather positive Graphfeedback 6: Organisation about the of qualificationpractical training and in teachingthe company quality as part of ofteaching cooperative and trainingtraining staff: The majority of respondents considered Overall satisfaction with TVET 8 60 32 that their teachers and trainers had a good command of the teaching and training content to a great (64%) or some (27%) extent. Furthermore, the majority stated that teachers and trainers were able to explain the content of the lessons in an Life skills 1 10 70 19 Use of knowledge acquired in school 2 6 9 83 understandable way to a great (45%) or some (47%) extent and that the lessons and/or training took place according to the Self-employment skills 2 8 47 46 timetableIntroduction to a great to (41%)work orprocesses some (50%)4 extent.19 44 33
Continuous feedback 2 15 33 50 Social & ind. competencies 4 49 47 In contrast, regarding the equipment of schools with machines, tools and further technical equipment necessary for training, Instructions about work tasks 6 13 81 Practical skills 18 14 21 47 only 73% of the graduates stated that this was true to some or a great extent, whereas approximately one third of graduates Supervisor 6 19 76 considered that this reflected their TVET experience only to a little extent or not at all (15% to a little extent; 13% not at all). Theoretical knowledge 2 6 41 52 Likewise, Activeonly 68% involvement of graduates in work considered4 that13 the content of the lessons was 83oriented to the actual work-practice, whereas 0% 20% 40% 60% 80% 100% 32% of the respondents stated that this was true to only a little extent (18%) or not at all (14%). When controlling these answers 0% 20% 40% 60% 80% 100% Not at all To a little extent To some extent To a great extent with further characteristics of the respondents, it becomes clear that the question, whether a graduate had participated in Not at all To a little extent To some extent To a great extent some form of practical training (either cooperative training or practical training only in the school workshop) or had received no n=115 practical training at all is a decisive factor for this rather mixed feedback: Consequently, those graduates, who did not receive n=54 n=115 any practical training, were rather critical with regard to these dimensions (see also chapter 1.1). Graph 9: Assessment of shortcomings in TVET
Again, the feedback with regard to the development of practical skills and competencies is rather mixed and 69% of graduates Graph 7: Assessment of teachingGraph and learning 9: Assessment at the TVET ofschool teaching and learning at the TVET school consideredTraining materials/equipment that TVET had supported them to28 a great (47%) or 20some (21%) extent,21 whereas 32% consider31 this statement true
to only a littleCommitment extent or of not staff at all (see Graph 10). Further analyses73 show that this assessment differs17 significantly6 3 between graduates, who were either involved in regular cooperative training, or only in practical training in school or no training at Teaching/training methods 67 21 8 4 Timetable was kept 1 9 50 41 all. A significantly higher share of graduates, who had participated in cooperative training stated that TVET had supported Theoretical knowledge Qualification of teachers/trainers 2 8 27 64 the development of practical skills to a great (84%) or some63 (9%) extent, whereas the feedback29 from graduates,7 1 who only participated in practicalPractical training skills in the school workshop is rather mixed. 88% of graduates who had not participated in any Understandable explanation of content 7 47 45 22 16 17 44 form of practical training considered that TVET did not contribute at all to the develop the practical skills that are required in 0% 20% 40% 60% 80% 100% Work-practice oriented lessons 14 18 34 34 their profession (see annex Graph 19). Again, this is a clear indication that the integration of practical training in the company Provision of training equipment 13 15 33 40 in the TVET schedule significantlyNot at all influencesTo a little extentthe (perceived)To somequality extent of TVET. To a great extent
0% 20% 40% 60% 80% 100% n=116 Not at all To a little extent To some extent To a great extent Taking into account all aspects of their experiences in TVET, 32% of graduates stated that they are satisfied to a great extent,
whereas the majority of graduates (60%) are satisfied to some extent. 8% of graduates are satisfied with their time spent in n=116 TVET only to a little extent. Graph 10: Employment status of TVET graduates n=116
Likewise, when being asked about their individual perception of the shortcomings in TVET, 61% of respondents stated that When looking at the overall assessment of TVET with regard to graduates’ perception about the effects on the development of2 their competencies (see Graph 10), the majority of TVET graduates stated that TVET had supported them (to a great (52%) or practical skills training was lacking to a considerable extent (i.e. to a great or to some extent) during TVET. 52% reported a lack some (41%) extent) in the development of theoretical skills, social and individual competencies (47% to a great extent; 49% to of equipment and training materials. In contrast, only a minority of graduates surveyed stated shortcomings in the transfer of some extent) as well as self-employment skills (46% to a great extent; 47% to some extent) and life skills in order to get along theoretical knowledge (21%), lacking methods in teaching and training (17%) or lacking commitment of teaching and training independently in life (19% to a great extent; 70% to some extent). staff (15%) (see Graph 11). Hence, these results are in line with previous statements about the competency development during TVET (see Graph 10) and the assessment of teaching and learning at the TVET school (see Graph 9).
3 Graph 8: Assessment of competency development at the TVET School
Overall satisfaction with TVET 8 60 32
Life skills 1 10 70 19
Self-employment skills 2 8 47 46
Social & ind. competencies 4 49 47
Practical skills 18 14 21 47
Theoretical knowledge 2 6 41 52
0% 20% 40% 60% 80% 100%
20 Not at all To a little extent To some extent To a great extent TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 21
n=115 Graph 11: Assessment of shortcomings in TVET National Agency for Statistics5. There are several possible reasons for this considerably higher unemployment rate among Graph 9: Assessment of shortcomings in TVET surveyed TVET graduates. First, the official data represents a national average and potentially does not reflect the local labour market situation and economic structure. Second, official data from the Labour Force Survey does not differentiate by age
Training materials/equipment 28 20 21 31 groups and it is possible that the unemployment rate among young people is considerably higher than the national average.
Commitment of staff 73 17 6 3
Teaching/training methods 67 21 8 4 Graph 12: Employment status of TVET graduates Theoretical knowledge 63 29 7 1
Practical skills 22 16 17 44
0% 20% 40% 60% 80% 100% 9% employed 28% Not at all To a little extent To some extent To a great extent 16% looking for employment
currently inactive/studying n=116 n=116 internship 47%
Apart from the already discussed results with regard to practical training participation, these results also point out shortcomings
in Graphthe equipment 10: Employment of the status surveyed of TVET TVET graduates schools. Again, further analyses show that these assessments differs significantly n=116 between graduates, who were involved in regular cooperative training versus those, who only received practical training in n=116 school or no training at all (see annex, Graph 20). Graph 11: Employer profiles 9% employed 28% 16% looking for employment 3.3.100% Situation of employed graduates currently inactive/studying 16% 80% internship 47% 25% > 250 employees 3.2. Employment status of graduates one year after graduation One60% year after graduating from TVET, the majority of employed graduates is still working in their first job (97%). 38% are permanently employed, while 56% have a fixed-term employment and 6% reported to work50-249 as casual employees employees. The majority 25%
Percent 40% (97%) reported that their employment is based on a written contract. 10-49 employees As can be seen in Graph 12, 28% of the TVET graduates stated that they were employed and 9% stated that they did an 20% n=116 31% < 10 employees internship at the time of the interview, whereas 47% were looking for employment and 16% stated that they currently do not 3% 0% seek employment because they continue studying. All of the graduates, who continue studying, have a technical qualification. 3 Graph 11: Employer profiles Graph 13: Employer profiles Public enterprise Private enterprise
100% Differentiated by qualification level and only taking the economically active graduates into account, 40% of graduates n=32 16% 80% with a vocational qualification were employed, whereas 60% reported that they were unemployed. In contrast, 28% of the Graph 12: Monthly net salary of TVET graduates 25% > 250 employees economically active graduates with a technical qualification were employed, 19% did an internship and 53% were unemployed. 60% 50-249 employees 25%
Percent 40% 1001 - 1250 BAM 3 10-49 employees No significant differences based on gender, social background, school, (non-)participation in cooperative training or the final 20% < 10 employees 751 - 1000 BAM 31% grade upon graduation from TVET could be observed with regard to the (un-)employment of TVET graduates. Due to the small 3 3% 0% sample size, analyses with regard to the (un-)employment rate by professional profiles were not possible. 501 - 750 BAM Public enterprise Private59 enterprise Monthly net income 251n=32 - 500 BAM 34 n=32 In light of these results, the unemployment among TVET graduates from Goražde one year after graduation lies considerably 0 10 20 30 40 50 60 70
above the official average unemployment rate of 19.5% (men 18%; women 22.3%) among persons, who had attained a 5 Graph Labour 12 Force: Monthly Survey net 2018 salary http://bhas.gov.ba/data/Publikacije/Bilteni/2018/LAB_00_2018_Y1_0_BS.pdf of TVET graduatesPercent Official data on the unemployment rate for 2019 based on household surveys was not released at the time of the report, but the monthly statistics on the number of regis- secondary school and/or specialization degree, as reported for the Federation of Bosnia and Herzegovina for 2018 by the tered unemployed persons (as reported by Employment Agencies) do not show significant deviations from the 2018 data.
n=32 1001 - 1250 BAM 3 Graph 13: Characteristics of graduates’ employment situation 751 - 1000 BAM 3
501 - 750 BAM 59 Monthly net income 251 - 500 BAM 34
0 10 20 30 40 50 60 70 Percent
n=32 4 Graph 13: Characteristics of graduates’ employment situation
4 9% employed 28% 22 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 23 16% looking for employment currently inactive/studying internship 47% Employers are almost entirely private companies (97%), ranging from small companies with less than 10 employees to medium- Graph 15: Characteristics of graduates’ employment situation sized and larger companies with more than 250 employees. No cases of self-employment were reported by the graduates.
era satisfactio n=116 When asked about their work schedules, 94% of employed graduates stated to work five days per week for 8 hours per day. e atio to ua ificatio Regular overtimeGraph 11: Employer work does profiles not seem to be an issue among employed TVET graduates. ariet of or tas s de e de t or
The majority of100% graduates stated that their monthly net income is above 500 BAM and up to 750 BAM (see Graph 14). No outi e acti ities 16% erfor a ce feed ac significant differences80% could be observed between male and female graduates or between graduates with a technical and a vocational qualification. This result is slightly below the national average net25% salary of 910 BAM (= 465 >€) 250 as reportedemployees in the u er isor 60% national statistics for June 20196. However, when taking into account the most common fields of activity50-249 of graduates employees (see structio a out or tas s 25%
Percent 40% Table 21 in the annex) and comparing them with the official statistics of average net salaries in these areas10-49 for employeesJune 2019, such 20% as manufacturing (693 BAM), construction (613 BAM), wholesale and retail trade31% (676 BAM) as well as accommodation< 10 employees and food 3% ot at a o a itt e e te t o so e e te t o a great e te t service activities 0%(563 BAM), the monthly net income for the majority of TVET graduates from Goražde is in line with national n=32 statistics (ibid.). Public enterprise Private enterprise era satisfactio n=32 Further ra h statements e atio Crucia to factors provide ua ificatio for a e o e t good insight into the quality and nature of the employment of TVET graduates: The majority stated Graph 14: Monthly net salary of TVET graduates Graph 12: Monthly net salary of TVET graduates that they have ariet a supervisor of or tas s or co-worker, who controls their work to some or a great extent (84%). In contrast, continuous feedback by employers de e de t about or graduates’ work performance seems to be less prevalent (66%). Furthermore, the great majority of ocia i d Co ete ces employed graduates outi e (91%) acti ities reported that their regular work tasks focus to some or a great extent on routine activities, whereas 1001 - 1250 BAM 3 only ac 41% stated erfor a ceof e o ees that they feed ac i plan rofessio and perform their work tasks independently and only in 25% of cases, the work tasks encompass 751 - 1000 BAM 3 a wide variety of activities u er isor to some rades or a great extent. Overall, the results indicate that TVET graduates are predominantly active in work structio areas of a out the company or tas s hierarchy that entail relatively little personal initiative and responsibility. 501 - 750 BAM 59 e utatio schoo Monthly net income 251 - 500 BAM 34 atchi g ua ificatio Taking into account all aspects ot at of a the current o a itt e employment e te t (incl. o the so e position, e te t work tasks, o a greatincome e te t etc.) the majority of graduates 0 10 20 30 40 50 60 70 states to be satisfied with their employment situation to some (66%) or a great (19%) extent (see Graph 15, item 1). Percent ot at a i orta t ot er i orta t so e hat i orta t er i orta t
n=32 n=32 ra h Crucia factors for e o e t Graph 16: Crucial factors for employment
Graph 13: Characteristics of graduates’ employment situation When asked about their inception phase at the workplace, the majority of employed graduates responded that they had ocia i d Co ete ces received instructions in the usual work tasks (which can be considered as a form of on-the-job training) before being involved ra h uratio of o search e o ed s u e o ed graduates in the work process (59% to a great extent and 28% to some extent). ac of e o ees i rofessio
rades
Asked about the relation of their current employment and their professional qualification, 31% of graduates stated that their e utatio schoo e o ed graduates work is related to a great extent and 19% of graduates see their current work and qualification related to some extent, whereas atchi g ua ificatio more than 50% of graduates consider their current employment not at all related (38%) or only to a little extent related (13%) ess tha o ths to their professional qualification (see Graph 15, item 2). Table 21 in the annex provides an overview about the characteristics 4 of employment and the professional profile of graduates. o ed ot graduates at a i orta t ot er i orta t so e hat i orta t er i orta t o ths a d o ger
6 Agency for Statistics of Bosnia and Herzegovina (2019): Demography and Social Statistics. Average monthly paid off net earnings of persons in employment. No.6. http:// n=32 bhas.gov.ba/data/Publikacije/Saopstenja/2019/LAB_04_2019_06_0_BS.pdf Percent
ra h uratio of o search e o ed s u e o ed graduates
e o ed graduates
ess tha o ths
o ed graduates o ths a d o ger
Percent
era satisfactio e atio to ua ificatio ariet of or tas s
24 de e de t or TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 25 outi e acti ities erfor a ce feed ac Graph 18: Search strategies, employed vs. unemployed TVET graduates7 When asked about the u er isor factors that were considered important for the current employment, the majority of employed ra h earch strategies e o ed s u e o ed graduates respondents structio stated a out that or matching tas s qualifications (app. 65%) and social and individual competencies (app. 79%) had played a very or somewhat important role for finding employment. Around half of all employed graduates considered a lack of employees in the respective field as well as school grades and the reputation of the TVET school as (very or somewhat) important, whereas ied for ad ertised o s ot at a o a itt e e te t o so e e te t o a great e te t the other half rated these factors as not very or not at all important (see Graph 16). Co tacted co a ies direct au ched o search
ra h Crucia factors for e o e t Percent ad ertise e ts Co tacted the co a Job search strategies of employed and unemployed graduates 3.4. ocia i d Co ete ces e atio s erso a co tacts ac of e o ees i rofessio o ed re o de ts e o ed res o de ts When looking at the duration of job search after graduation, a third (31%) of the currently employed graduates found a job in less than 6 months after graduation. rades The average search duration of employed graduates is 6 months. n=97 e utatio schoo
In contrast, the majority atchi g (i.e. ua ificatio 93%) of unemployed graduates reported that they had been unsuccessfully searching for a job These results potentially indicate that the social capital of TVET graduates seems to be an important determinant for finding already for more than 6 months. The average search duration is between 10 and 11 months, which indicates that they have been employment. It seems plausible to assume that unemployed graduates have been less successful in finding employment searching for employment since leaving TVET (see Graph 17). Some of the graduates, who reported a period of job search less through relations and personal contacts. ra h ssess e t of co ete c de e o e t duri g t e of ractica trai i g than 6 months, stated ot that at a they i orta t had already been ot er employed i orta t since graduatingso e hat from i orta t TVET. This means er i orta tthat they have not been
continuously unemployed since graduation from TVET. On average, those graduates were employed for 4.5 months before searching for a new job again. Practical skills
o ractica trai i g Graph 17: Duration of job search, employed vs. unemployed TVET graduates ra h uratio of o search e o ed s u e o ed graduates ot at a
ractica trai i g i schoo o a itt e e te t o so e e te t o a great e te t e o ed graduates Co a rai i g
ess tha o ths o ed graduates o ths a d o ger sig ifica t re atio shi
ra h ssess e t of shortco i gs i t e of ractica trai i g Percent n=86
With regard to the strategies for finding a job, 44% of the employed graduates stated relations as the success factor for finding their current job, 34% stated that they found their current job employment with support from the state employment agency and 31% stated that they had contacted the company on their own initiative. In contrast, the most common job search strategies cited by unemployed graduates are to seek support of the employment agency (66%), contacting companies directly (31%), or Graduates were given a multiple choice question (“How do you search for a job?” or “By what means did you find your relying on relations and personal contacts (22%) (see Graph 18). current job?”). 7 Graduates were given a multiple choice question (“How do you search for a job?” or “By what means did you find your current job?”). 26 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 27
IV. Summary of major findings
As the analyses in chapter III.1 showed, TVET graduates from the two surveyed TVET schools in Goražde appeared rather satisfied with their personal experience in the TVET system. In particular, graduates provided an overall positive feedback about the qualification and teaching quality of teaching and training staff. Furthermore it is evident that the participation in practical training - particularly in cooperative training – as well as the adequate equipment of schools to provide training plays an important role for the development of practical skills and competencies as well as for graduates’ overall satisfaction with TVET. Overall there is no doubt that the integration of cooperative training into TVET is considered to contribute to the quality of TVET.
The responses of graduates, who had participated in regular practical training in companies and in the school (i.e. cooperative training), provide a relatively positive picture with regard to the organisation of training in the companies. Nonetheless, some answers regarding the provision of systematic feedback and the introduction to different work areas in the company indicate that there still might be areas for improvement in the organisation of practical training in the companies, in order to support the development of skills and competencies of TVET trainees and help them to gain a better understanding about the interconnectedness of work processes in a company. However, more information on the companies’ characteristics in which the trainees completed practical training would be necessary in order to assess the accuracy and relevance of these statements.
The results in chapter III.2 show that the unemployment rate among TVET graduates lies considerably above the national average of persons with a secondary school and/or specialization degree one year after graduation from TVET. The reasons for this result remain unknown, as the official employment statistics do not provide information on potential variances in the unemployment rate between regions or age groups. Furthermore, the results suggest that the success in finding a job is decided relatively quickly after graduation from TVET: The average search duration until finding employment is 6 months. In contrast, the majority of unemployed TVET graduates have been looking for employment since graduating from TVET (i.e. almost one year) and only a small number of graduates had been employed in between and were once again unemployed at the time of the survey. It remains open, whether and how many more TVET graduates will find employment more than one year after leaving TVET. With regard to search strategies, for many employed graduates it proved successful to take initiative and contact companies directly. Nonetheless, personal contacts also seem to play an important role for finding employment and the results indicate that not all graduates can rely on that kind of social capital.
The overall situation of employed graduates appears satisfying in terms of work tasks, position and income. However, graduates’ responses about the quality of their work indicate that many TVET graduates are predominantly active in work areas of the company hierarchy that entail relatively little personal initiative and responsibility. When looking at the current area of work, it becomes clear that a job which corresponds to the professional qualification is by no means the standard among TVET graduates. Due to the small sample size, the employment situation of graduates from different disciplines could not be analysed. For future surveys with a sufficiently large sample size, it seems worthwhile to investigate this aspect in more detail.
ra h earch strategies e o ed s u e o ed graduates
ied for ad ertised o s Co tacted co a ies direct au ched o search
Percent ad ertise e ts Co tacted the co a e atio s erso a co tacts o ed re o de ts e o ed res o de ts
28 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 29
ANNEX
ra hGraph ssess e t 19: Assessment of co ete c of competency de e o e t developmentduri g t eduring of ractica TVET by trai i g type of practical training*
Practical skills
o ractica trai i g ot at a
ractica trai i g i schoo o a itt e e te t o so e e te t
Co a rai i g o a great e te t
n=116, *significant sig ifica t relationship re atio shi (p < 0.001)
ra h ssess e tGraph of 20: shortco i gs Assessment i of shortcomings t e of ractica in TVET trai i g by type of practical training*
Practical skills lacking
o practical training ot at all
ractical training in school o a little e tent Graduates were given a multiple choice question (“How do you search for a job?” or “By what means o some did you e tent find your current job?”). n ompany raining o a great e tent
Training equipment and materials lacking
No practical training 13% 13% 75% Not at all
Practical training in school 16% 11% 27% 47% To a little extent To some extent In-Company Training 47% 29% 18% 5% To a great extent
0% 20% 40% 60% 80% 100%
n significant relationship (p . ) n=116, *significant relationship (p<0.001)
A BASIC INFORMATION
ast name and name (anonymization by allocation of sequential code
number in dataset)
ontact phone (anonymization in data set) ame and place of graduated college itle of vocational training course profession
ocational secondary school echnical secondary school
TRACER STUDY REPORT 2019 31
Table 21: Characteristics of employment and professional profile of employed graduates
Pastry cook- 14 DBG technical Pastry cook Pastry shop technologist TVET Professional Current job title Area of economic No. Qualification school qualification (unclassified) activity (unclassified) Pastry cook- 15 DBG technical Pastry cook Pastry shop technologist Mechanical Mechanical 1 HHG technical Machine production technician CNC technician Pastry cook- 16 DBG technical Pastry cook Pastry shop technologist Mechanical 2 HHG technical Infantrist Armed forces of BiH technician CNC Mechanical 17 DBG Locksmith vocational Machine production technician Mechanical 3 HHG technical Auto mechanic Car service centre technician CNC Mechanical 18 DBG Locksmith vocational Ammunition production technician Mechanical Administrative 4 HHG technical Call centre technician CNC worker Mechanical 19 DBG Locksmith vocational Ammunition production technician Electro technician of 5 HHG technical Baker Bakery telecommunications 20 DBG Locksmith vocational Locksmith Tools production
Mechanical 6 HHG Postal technician technical Tool production 21 DBG Locksmith vocational Wood processor Sawmill technician Loading, unloading Mechatronic Mechatronic 22 DBG Welder vocational Mixed store goods 7 DBG technician for technical technician for Car service centre vehicles vehicles 23 DBG Welder vocational Welder Production
Mechatronic 24 DBG Tailor vocational Salesman Mixed store Mechanical 8 DBG technician for technical Ammunition production technician vehicles 25 DBG Tailor vocational Driver Mixed store
Mechatronic 26 DBG Tailor vocational Tailor Tailor shop 9 DBG technician for technical Waiter Restaurant 27 DBG Tailor vocational Stitcher Production of clothes vehicles
28 DBG Tailor vocational Baker Bakery Mechatronic
10 DBG technician for technical Salesman Retail shop Production and vehicles 29 DBG Tailor vocational Assembler assembling of plastic pro Mechatronic Mechatronic
11 DBG technician for technical technician for Car service centre Production of kitchen 30 DBG Carpenter vocational Construction worker vehicles vehicles appliances
12 DBG Cook-technologist technical Cook Restaurant 31 DBG Carpenter vocational Waiter Coffee Shop
13 DBG Cook-technologist technical Cook Restaurant 32 DBG Bar fixer vocational Bar fixer Tool production 32 TVET GRADUATES IN BiH TRACER STUDY REPORT 2018 33
Only for unemployed persons Dear participant,
My name is ….and I am calling you from the GIZ (the German Development Cooperation) project “TVET in BiH” on 2. If not, what describes your current situation? (Multiple answers possible) behalf of the Ministry of education of the canton Bosnia – podrinje Gorazde. The GIZ project aims at improving I continued studying / training the TVET system in Bosnia and Herzegovina with the overall objective of enabling TVET graduates to find 1 @ → Please continue with question 3 adequate employment in the national labour market. 2 I am busy with my family and/or children → Please continue with question 27 This survey is aimed at collecting information about your education and training and your employment situation 3 @ I am doing an internship → Please continue with question 27 after graduation in order to get a better understanding about the situation of TVET graduates and their labour 4 I am currently looking for employment →Please continue with question 4 market situation and to identify needs for improvement or change. Therefore we would appreciate, if you would 5 @ Other (please specify) share some information with us. The information you provide will only be used for this purpose.
We will treat all data and responses confidentially. This means that we will not share your personal data with anyone and the provided information / responses will be analysed anonymously. 3. Please specify your field of studies / training and the type of education / training institution that you are currently enrolled in The interview will take approximately 15 minutes. 1 @ Field of studies (please specify): ______2 @ Higher Education Institution THANK YOU FOR YOUR PARTICIPATION! 3 @ Institution of adult education / continuing education 4 @ Other (please specify):______
(Note to the interviewer: If respondent does not have time, motivate him / her to agree on an alternative date / time & note it down in the interview list!) Please continue with question 27 → A BASIC INFORMATION 4. How long do you already search for a job? @@ Months Last name and name (anonymization by allocation of sequential code number in dataset) Contact phone (anonymization in data set) 5. How do you search for a job (multiple answers possible)? Name and place of graduated TVET college:
Title of vocational training course / profession: 1 I apply for advertised job vacancies (e.g. internet, newspaper, advertisement boards etc.)
2 1 @ Vocational secondary school: 2 @ Technical secondary school I contact companies directly (speculative application) 3 I launch advertisements by myself (e.g. internet, newspaper, advertisement boards etc.)
4 I use relations / personal contacts (e.g. parents, relatives, friends)
B JOB SEARCH AND EMPLOYMENT 5 I seek assistance by the State employment office
6 Other (please specify): ……………………………………………………………………………………………….
1. Are you currently employed? 6. For which jobs have you been applying? (Multiple answers possible) 1 @ Yes → Please continue with question 9
2 No →Please continue with question 2 1 @ Jobs related to my profession
2 Jobs unrelated to my profession 34 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 35
7. Did you have any paid work (incl. self-employment) since you graduated from TVET? 13. By what means did you find your current job? (multiple answers possible)
1 @ Yes 1 @ I applied for advertised job vacancies (e.g. internet, newspaper, advertisement boards etc.) 2 No → Please continue with question 27 2 I contacted companies directly (Speculative application) 3 I launch advertisements by myself (e.g. internet, newspaper, advertisement boards etc.)
5 I was contacted by the company 8. In total, how many months of paid work (incl. self-employment) have you had since gradua- 6 I established contacts during an internship / cooperative training / a job after school tion from TVET? 7 I used relations/personal contacts (e.g. parents, relatives, friends) 1 @ Months 8 I sought assistance by the public employment agency
9 I established my own business
→ Please continue with question 27 10 Other, please specify: ……………………………………………………………………………………
14. Is your employment based on a written contract or agreement? Only for employed persons 1 Yes 2 No 9. What type of employment is this? 1 @ I have a permanent job 2 I have a temporary / fixed-term job 15. Who is your employer?
1 3 I do casual jobs Public enterprise (Waterworks, electrical power company, railway, etc.) 2 Private enterprise 4 I am self-employed → please continue with question 17 4 Government Organization (Ministry, municipality, school, police, etc.)
5 Non-Government Organization (NGO) → In the event that you currently have more than one job, Other, please specify:...... the next questions are about the job where you work the most hours. 6
10. Is this your first job since graduation? 16. In your opinion, how important were the following aspects for your employment? Not at all Not very Somewhat Very 1 @ Yes Don’t know important important important/ important No.→ Please specify how many employers you have worked for since graduation: 2 1 2 3 4 5 …………………………………………………………………………………………. a Matching professional qualification
b Reputation of TVET college that I graduated from
11. How long did you search for before you got your first job? c The grades in my diploma @ Months d Deficit of employees in my profession e Social and individual competencies
f Relations 12. For how long have you been working in your current job? g Other, please specify @ Months 36 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 37
17. How many employees does your current company / organization have approximately? 22. How many days do you work on average per week? (without overtime)
1 @ Only me 1 Working days per week 2 @ Less than 10 employees 3 @ 10-49 employees 4 @ 50-249 employees 23. Do you regularly work overtime? 1 5 @ More than 250 employees Yes → Please specify the average number of overtime hours per week @ 2 No
18. What is your job title? (Support question: What type of work do you do in your job? / Exam- ple: Machine technician, cook etc. ) 24. What is your approximate monthly net income from your current major employment (BAM)? 1 Less than 250 BAM 2 251 – 500 BAM 3 501- 750 BAM 4 751 – 1000 BAM 5 1001-1250 BM 6 1251 – 1500 BAM 7 More than 1500 BAM 19. In what kind of industry, business or service do you currently work? (Support question: -9 I do not want to tell Please describe what your employer makes or does? Example: Car service, restaurant etc.)
25. To learn more about your current work, please tell us to what extent the following state- ments reflect your situation? Not at To a little To some To a great Don’t know all extent extent extent
1 2 3 4 -9
I received instruction in the usual work tasks before I was a regularly involved in the work.
b I have a supervisor / co-worker, who controls my work. 20. In what city do you work? I receive continuous feedback about my performance at the c 1 Name of the city:……………………………… workplace.
2 I work abroad → Please specify country and city of work: ………………………………………………………………………. d My regular work tasks focus on routine activities.
e I plan, carry out and oversee my work tasks independently.
f My work tasks encompass a wide variety of activities.
21. How many hours do you work on average per day? (without overtime) g My work is related to the profession I was trained in. 1 Working hours per day Considering all aspects of your current work situation h @ @ @ @ @ (position, income, work tasks etc.) how satisfied are you with your current work situation? 38 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 39
Only for self-employed persons 30. Was practical training part of your TVET education?
1 Yes → Please continue with question 31 26. Why did you start your own business? 2 No → Please continue with question 33 1 It was my own wish 2 I inherited the business 3 I did not find wage employment Other (please specify) ...... 4 31. In what kind of practical training did you participate?
1 Summer internship in the company
2 Training on a regular basis in the company during the school year (cooperative training) C QUALITY OF TEACHING/ TRAINING AT TVET COLLEGE 3 Visit to a company before and/or after attending vocational / technical secondary school 4 Regular training in the school workshop 27. What was the final grade in your diploma (when graduating from vocational / technical 5 Other (please specify): secondary school)? @ Grade (numerical value, e.g. 2)
28. How many classmates did you have (approximately) in your class? 32. To learn more about your practical training, please tell us to what extent the following state- @ Classmates ments reflect your experience? Not at To a little To some To a great Don’t all extent extent extent know /
1 2 3 4 -9 29. To learn more about your situation in vocational / technical secondary school, please tell I was actively involved in usual work processes at my work- us to what extent the following statements reflect your experiences. a place / company. To a To a little To some Don’t Not at all great I had a supervisor / experienced co-worker who controlled my extent extent know extent b work. 1 2 3 4 -9 I received instructions about work tasks before I got involved c The school provided machines, tools and technical in the actual work. a equipment for the training. I received continuous feedback about my performance during d The content of the lessons was oriented to the work the practical training. b practice I was introduced to a wide range of work/production process- e The teachers/trainers were able to explain the content es at the workplace / company. c of the lessons in an understandable way. During the practical training I could make use of the knowl- f @ @ @ @ @ The teachers/trainers themselves had a good com- edge I acquired in the vocational / technical school. d mand of the teaching and training content. The lessons / training took place according to the e timetable. 40 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 41
33. To what extent did your vocational education and training help you to develop the follow- D SOCIO-DEMOGRAPHIC CHARACTERISTICS ing competencies? Not To a little To some To a great Don’t at extent extent extent know / 35. In which year were you born? all 1 @ Year 1 2 3 4 -9
TVET helped me to acquire the theoretical knowledge that is a required in my profession. TVET helped me to develop the practical skills that are required b in my profession. 36. What is your gender? TVET helped me to develop the social competencies and indi- 1 @ Female c vidual attitudes that are required in the world of work. 2 Male TVET has laid the foundations that I could (potentially) become d self-employed.
e TVET enabled me to get along independently in life. Considering all aspects of your time in TVET, how satisfied are f 37. What is your marital status? you with the education and training you received? 1 @ Unmarried
2 Married
34. In your opinion, what was lacking in your education and training? →
(Note to interviewer: Actively encourage respondents provide specific feedback in the category “other”) 38. Which is the highest educational level attained by your parents (father and mother)? Not at all To a To some To a great Don’t know little extent extent A Father B Mother extent 1 Without education 1 2 3 4 5 2 Primary school Training of practical skills Secondary school (including)
Transfer of theoretical knowledge - TVET school Teaching/training methods - Technical and related schools Commitment of teaching / training staff 3 - Grammar school Training materials/equipment - Art School Other (please specify) : ………………………………… - Religious School 4 Higher education (Bachelor - First cycle of Higher Education)
5 Higher education (Faculty of Elementary Studies and Masters - 2nd cycle of higher education)
6 Master’s degree
7 Doctorate (PhD)
8 @ @ Don’t know 42 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 43
39. Do your parents work?
A Father B Mother
1 Yes, permanent employment 2 Yes, part time / temporary work 3 Yes, self-employed 4 No, unemployed -9 Don’t know
THANK YOU FOR YOUR PARTICIPATION!
(Do not read out loud!) End time of the interview: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Business location Bonn and Eschborn, Germany
Project „TVET in BiH“ Splitska 7, 71 000 Sarajevo Bosnia and Herzegovina T + 387 33 223 785 F + 387 33 200 494 www.giz.de
On behalf of the Federal Ministry for Economic Cooperation and Development