NATIONAL VOCATIONAL EDUCATION AND TRAINING CENTRE

ANALYSIS

оf the requirements for monitoring VET graduates’ destinations

Skopje, 2013

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The analysis has been produced by the following members of the working group: 1. Zoran Jovcevski, advisor at the National VET Centre, Skopje

2. Ardijana Isahi Paloshi, advisor at the National VET Centre, Skopje

3. Roza Arsovska, advisor at the National VET Centre, Skopje

Members of the research team: 1. Lepa Trpcevska, advisor at the National VET Centre, Skopje 2. Elizabeta Jovanovska Radanovik, advisor at the National VET Centre, Skopje 3. Branko Aleksovski, advisor at the National VET Centre, Skopje 4. Lidushka Vasilevska, advisor at the National VET Centre, Skopje

5. Ridvan Zeqiri, advisor at the National VET Centre, Skopje 6. Cedomir Dimovski, advisor at the National VET Centre, Skopje 7. Laste Spasovski, PhD, advisor at the National VET Centre, Skopje

Working group coordinator – Ardijana Isahi Paloshi

Review - Zoran Velkovski

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TABLE OF CONTENTS LIST OF ABBREVIATIONS... ..................................................................................5 Review…………………………………………………………………………………….6 Introduction............................................................................................................16 1. Global overview of secondary education in the Republic of Macedonia..............................................................................................................18 2. Current state of monitoring the VET in the Republic of Macedonia ………………......................................................................................21 3.Research methodology ………....... ...................................................................23 3.1. Problem framework and research requirements ............................................23 3.2. Subject matter and objectives of research…..................................................24 3.3. Research tasks………………..........................................................................24 3.4. Research methods, techniques and instruments............................................25 3.5. Organization and progress of research….......................................................27

3.5.1.Preparatory stage..............................................................................27

3.5.2.Implementation stage .......................................................................28

3.5.3.Analysis and interpretation of results stage …..................................28

3.5.4. Chronological organization of research........................................29 4. Research scope.................................................................................................30 5. Analysis and interpretation of research results …..............................................33 5.1. Perceptions of VET management on monitoring of students’ post - graduation destinations ………………...................................................................34

5.2. Perceptions of VET teaching staff on the monitoring of students’ post-graduation destinations..........................................................................................42

5.3. Perceptions of VET students on the monitoring of their post-VET graduation destinations…………………………………….........................................................48

5.4. Perceptions of employers on the monitoring of VET students’ post-graduation destinations……………..........................................................................................57

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5.5. Perceptions of the local self-government on the monitoring of VET students’ post-graduation destinations……………………….................................................66 5.6. Perceptions of unemployed VET students on the monitoring of VET students’ post-graduation destinations .…………………………………………....................73

5.7. Perceptions of institutions in charge of VET on the monitoring VET students’ post-graduation destinations ………………………………………….......................74 6. Final conclusions on the systemic monitoring of VET students’ post-graduate destinations……………….....................................................................................76 7. Recommendations for building a system for monitoring VET students’ post-graduation destinations …………………………………….....................................79

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LIST OF ABBREVIATIONS

EARM – Employment Agency of the Republic of Macedonia

BED – Bureau for Education Development

NEC – National Examinations Centre

NEI – National Education Inspectorate

ECVET - European credit system for vocational education and training

EMIS – Educational Management Information System

EQF – European Qualifications Framework

EU – European Union

AULSG – Association of units of local self-government

IT – Information technology

MES – Ministry of Education and Science

NQF – National Qualifications Framework

PPS – Pedagogical and psychological service

LM – Labour market

VSE – vocational secondary education

VE – Vocational education

VET – Vocational education and training

VSS – Vocational secondary school

CSSS – City of Skopje Secondary School

SSEE– Secondary School of Electrical Engineering

SMS – Secondary Municipal School

VETC– Vocational Education Training Centre

AEC – Adult Education Centre

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REVIEW

OF THE ANALYSIS of the requirements to monitor VET students’ post-graduation destinations, conducted by the National VET Centre

The above-mentioned analysis was conducted correctly and consistently. The

approach used by the authors, is based on a comprehensive theoretical analysis

of the problem and on the results of an empirical research. The structure has

successiveness and homogeneity and corresponds with the classic

methodological approach in researching social occurrences i.e. it respects the

rule: start general build individual.

The subject of this research is to determine the need for monitoring the

destinations of students after they graduate form their VET schools.

The authors attempted to determine the current situation in terms of monitoring

VET graduates’ destinations and tried to create opportunities for installing a VET

monitoring system. This objective defines the research as applicable with a special

focus on determining the ways to monitor VET and as utilizing existing databases.

In an attempt to answer these issues, the authors establish “communication”

between the situation in our country, and similar systems in other countries, mostly

in the developed European countries. Such “communication” is being researched

under a broader systematic plan and as a condition determined by changes in

theoretical perceptions of the importance to monitor students’ post-graduation

progress, and by the best practice examples conditional upon the time and place

of implementation.

The concrete indicators for systemic solutions and the best practice examples

from countries around the world have been treated as an essential framework that

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attempts to situate and compare the system for monitoring VET students’ progress

in the Republic of Macedonia.

This is done using historically - descriptive, analytical - synthetical and empirical

approach, helped by a methodological discourse that ensures founded and

sufficiently applicable results.

Methodological approach:

Under the documentary review, the surveys and interviews performed, the

objectives of this analysis have been operationalized through a broad consultation

with various parties concerned and relevant for the researched topic. The main

sources of information represented various questionnaires designed for the VET

management, the VET teaching staff and the VET students, the employers, the

local community, as well as interviews and focus groups with the VET graduates

who were unemployed and representatives of the institutions in charge of VSE.

The theoretical base of the analysis was complemented by an analysis of

numerous documents such as: the Law on Secondary Education, the Law on

Vocational Education and Training, the Report on collaborative evaluation of the

influence of the reformed four-year VET, the calls for enrolment of students in

secondary education and so on, a goal being to provide relevant data and

indicators of the situation and of the need for systemic monitoring of VET students’

post-graduation destination.

The research meets the criteria for regional and sectoral coverage, relevance and

validity. It involved 128 unemployed persons, three of whom finished their

vocational education in the academic year 2007/2008, while 125 finished their

vocational education in the academic year 2008/2009. The following sectors have

been covered: 46 respondents from the technical sector, 22 respondents from the

social sector, 20 respondents from the healthcare sector, 16 respondents from the

agricultural sector and 24 respondents from the services sector.

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The Analysis covered 13 municipalities and the City of Skopje, 28

employers/companies and the institutions in charge of VET (MES, BED and

VETC).

This methodology utilized, ensured realization of numerous tasks, which are in fact

operationalization of the set objectives, such as:

- Scan the current situation in terms of monitoring destinations of VET

graduates;

- Ascertain the need to monitor VET graduates’ destinations;

- Identify the institutions that need to be involved in setting up, functioning

and maintenance of the monitoring system;

- Determine the willingness of VET secondary schools to participate in

monitoring their graduates, in other words, continue to watch over their VET

graduates.

- Examine possibilities and ways for interactive functioning of vocational

secondary schools with the VET graduates, in terms of their further

monitoring.

- Detect the technical-technological (IT) equipment in VSS.

- Set guidelines for establishing, using and maintaining databases for VET

monitoring. Results: The Analysis provides applicable perceptions of the needs for monitoring VET

graduates’ destinations, hence in the long-term, positive changes are possible in

schools’ organizational and technical cultures, while expecting that some

conclusions would be adopted as VET standards in the Republic of Macedonia.

The Analysis gives a clear picture of the current situation of monitoring the VET

graduates’ destinations, and opens up possibilities for improving in terms of the

usefulness, application and sustainability of a systemic monitoring of the VET.

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The results provide sufficient indicators for raising greater interest among

education policy-makers in the country, and for ensuring adequate involvement

and participation of the education and scientific institutions, and the institutions

supporting VET.

The Analysis clearly underscores the need for creating a relevant system for

monitoring VSE students based on integrated databases, which would have key

impact on improving the quality of planning and designing the vocational education

network, as well as improving the quality of interaction among VET, labour market

and higher education.

The authors rightly conclude that installing a system for monitoring students in

VET is a necessity that would ensure:

- Creation of preconditions for better and more adequate planning of

education processes in vocational schools;

- Better career counseling for students after they graduate from vocational

education;

- Greater quantity and quality of individual’s approach to the education

system;

- Appropriate changes in the vocational schools’ network;

- Better coordination between VSE and the labour market, and

- Improved quality of future systemic evaluations of vocational education in

the Republic of Macedonia.

Following on from consultations done with parties concerned (management,

teaching staff and students in vocational secondary schools, employers, local self-

government, students who have graduated and have unemployed status, and the

institutions in charge of vocational secondary education) about systemic

monitoring of students’ destinations after they graduate from VET schools), the

results thereof provide foundation for authors’ conclusions on the necessity to

install a system for monitoring students’ post-VSE destinations.

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The authors find the main arguments for their stance in the conclusions that:

- there is no system in the country for monitoring students’ destinations after

graduation from the VSE;

- the cooperation of parties concerned in VSE is unsatisfactory;

- analysing the VSR situation, and the building of educational policies, are

obstructed by absence of databases on VSE trends, especially students’

transition.

- All parties involved in the consultation process, underlined the need to

establish a monitoring system and showed great motivation and willingness

to participate in building such a system.

Potential threats for setting up a system for monitoring students’ destinations are:

insufficient financial resources, lack of human resources training, lack of human

resources in general and insufficient quality of equipment available. In addition to

these threats, the following weaknesses have been identified as obstacles to the

establishing a VET monitoring system:

- poor cooperation between employers and VET schools;

- Municipalities do not conduct research on the labour market adequately and

there is inconsistent data on the labour market needs;

- Municipalities do not have data on VET graduates’ destinations;

- The VET schools and relevant institutions (VETC, MES, AULSG, EARM,

universities) which should be involved in setting up, operation, maintenance

and development of the VET graduates’ monitoring system, do not have the

institutional capacity (organizational, technical-technological, resources and

competent personnel) and budgets to set-up electronic system for

monitoring with associated databases, analysis and planning in VET, in

order to improve its quality.

This analysis is based on individual elaboration and interpretation of the results

from the respondents’ feedback on the instruments. The description of perceptions

is represented as a result of the individual and institutional declarations by

respondents. Based on the relevant indicators from respondents’ perceptions, the

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synthesis of common stands pertaining to certain similar issues and the

comparisons drawn, the authors offer final conclusions and recommendations for

building the proposed model, a monitoring system for VET graduates’ destinations

in the country. In this sense, the authors recommend:

- Installing a system for monitoring students’ destinations after they complete

the VSE.

- The system for monitoring VET graduates’ destinations should be

characterized by an individualized approach in all its segments;

- The institutional foundation of the system is made up of: schools, VETC,

MES, AULSG, EARM and the universities, with precisely defined

procedures, roles and competences among themselves;

- The solution for systemic monitoring of VET graduates’ destinations, should

be optimized with the establishment of special professional services/sectors

(independent or as integral part of other similar services in schools, career

centres, etc.) of heterogeneous composition, which would be in charge of

databases in terms of their analytical management and usage.

- To strengthen institutional capacities (organizational, technical-

technological, material, competent personnel) and provide finances to

establish system for electronic monitoring of VET graduates’ destinations

with established databases, analysis and planning in VET, aimed at

improving its quality.

- The systemic monitoring of VET graduates’ destinations should be

projected within a timeframe of five to seven years after they complete

vocational secondary education.

- Software applications should provide unified databases in accordance with

requests and needs for systemic monitoring of VET graduates’ destinations.

- The design of the databases should be frame-standardized for all relevant

participants and they should provide adequate information about individuals

concerned;

- The projection and installation of systematic monitoring of VET graduates’

destinations should be enabled with heterogeneous communication

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(synthesis of various forms of communication and use of good IT skills of

monitored individuals), not just one form of communication when sharing

information.

- The process of communication and sharing knowledge in the system for

monitoring VET graduates’ destinations should be well thought out,

organised and carried out by a professional service and professionals

competent in statistical data-processing and data-analysis in accordance

with the education needs in improving quality of the education process.

- VET schools should strengthen their cooperation with businesses and

universities and should undertake a role of mediators connecting their

students with the businesses and the higher education. Conclusion Close inspection of the content shows authors’ great efforts to view the subject

matter of the research from various aspects so that their recommendations at the

end of the Analysis, are clear and substantiated, which lends additional quality to

this research. In certain segments it appears as if the authors have simplified the

problem and drawn conclusions that are seemingly not additionally substantiated.

This does not impact on the quality of the Analysis, because it predominantly

refers to known phenomena that largely substantiate themselves. In this way the

authors have designed the paper more for the experts in mind rather than readers

who would not be very familiar with the subject matter; however it is sufficiently

clear for those for whom it is meant – the creators of educational policy and other

concerned parties in VSE.

The applied analytical approach refers to an important, but relatively marginalized

problem in the country’s education. This is significant, especially from the aspect

of peculiarities and the current state of vocational secondary education in the

country and the need to strengthen this part of the education system, with

continuous monitoring and full disclosure of positive and negative experiences in

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this area. Modern economy changes with such great dynamics that it is necessary

to permanently monitor the situation and react promptly depending on the needs

for new occupations and/or profiles. The mutual dependence between labour

market and education requires sustainable monitoring and evaluation system that

would inspect the impact of VSE on the labour market and higher education, and

would register and promptly respond to signals sent by students in vocational

secondary education, employers, universities, schools and other concerned

parties.

Also, the analysis functionally connects and precisely places the significance and

the role of all key factors that determine the subject matter of the research, and

offers a sound foundation for well-founded interpretation and recommendations

that would be applied in the country. Thus, the authors’ approach is fully justified

and offers the reader a complete picture and healthy arguments for the proposed

methodology for analysis of the research.

The analysis reflects the current situation and determines the needs for monitoring

students’ destinations after they complete VSE based on the perceptions of the

management, the teaching staff and students from vocational secondary schools,

the employers, the local self-government, the students who have graduated and

have unemployment status, and the institutions in charge of vocational secondary

education.

One of the major problems that occur in all attempts to analyse or investigate the

situation in vocational secondary education in the country, is the absence of

precise data and a highly - centralized data sources. The analysis gives a good

platform for data collection, not only for research activities but for good monitoring

of students’ progress and their destination after they complete education, detecting

trends and deviations and for good planning of future interventions. Building a

system for monitoring students is a long-time wish which we hope can come true

easily, thanks to the results of this research.

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The results of the research yield applicable perceptions about ways to monitor

vocational education and how established databases should be used. In this

sense, positive changes in the organizational and technical school culture are

possible in the long run. It is also expected that certain information can turn into

adopted standards for vocational education in the Republic of Macedonia.

The results of this research provoke further research in this field because this

important component is insignificantly present in the education in the Republic of

Macedonia, especially in the field of the vocational secondary education. Also, the

analysis gives a clear picture about the current situation with the ways to monitor

vocational education, and thus opens up possibilities for improving the situation in

terms of the appropriateness, the use and the sustainability of systemic monitoring

of students’ destinations after VSE. The authors rightly expect their research to stir

great interest among the institutions that create the education, namely the Ministry

of Education, the relevant state bodies, the secondary schools in the country and

the scientific institutions - in terms of meeting the principles and factors for

designing the necessary databases, foremostly in improving the quality in planning

and creating the vocational education network, as well as in improving the quality

of linkages between vocational education, the labour market and higher education.

The analysis is a significant effort to shed light on an exceptionally important issue

in the vocational secondary education. This paper is in itself an important source,

stimulation and support to further research in this field. Because of this it can be

concluded that it is a paper that aspires to reach conclusions and open up a series

of important topics in our education system. The practical implications it suggests

and carries as its own potential, make this paper important from the aspect of

opportunities for new initiatives.

Skopje, 20/06/2013 Zoran Velkovski, Ss. Cyril and Methodius University- Skopje

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INTRODUCTION

Vocational secondary education is one of the fundamental factors for

society development from economic, technical and technological, cultural,

demographic or other aspects. VSE has three basic functions: preparing citizens

to actively participate in solving various social, professional, family and individual

problems, then training competent individuals/staff who will then become part of

the labour process and which has a direct impact on the labour market situation,

and a preparation for progressing towards higher education institutions, directly, or

via on- the-job training.

The rapid scientific and technological progress requires greater integration,

interconnection between science and technology on one hand and human

activities on the other, which results in greater emphasis on requirements for

adequate competences that individuals gain during vocational education so that

they can become part of the labour market and continue their education. All this

implies that the quality of vocational secondary education should be constantly

maintained, increased and raised to a higher level. The interventions and changes

in VSE can be done in various ways: changes to curricula and syllabi, introducing

new forms and methods of work, training of the teaching staff, equipping schools,

etc.

However, is a certain intervention or change in VSE worthwhile without

relevant data and indicators?

The main motive for the Analysis of the needs to monitor VET graduates’

destinations (further in referred to as the Analysis), was the realization that the

vocational secondary education requiring changes is, in fact, very sensitive to

changes if they are not substantiated with relevant data and indicators for their

validity.

The analysis provides useful facts about the need to monitor students’

destinations after the completion of VSE, so in that sense, positive changes in the

organizational-technical school culture are possible in the long run, while some

information is expected to turn into adopted standards for vocational education in

the Republic of Macedonia.

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The analysis gives a clear picture about the current situation with

monitoring VET students’ destinations after the completion of VSE, thus opening

up possibilities for improving the situation in terms of the usefulness, application

and sustainability of systemic monitoring of vocational education. Also, the

analysis is expected to create interest for adequate involvement and participation

of institutions that create education, deliver the education process, the scientific

institutions and the institutions that support VSE - in order to establish the

principles and the factors for designing the necessary databases, mostly for

greater quality in planning and designing the VET network, as well as to better link

vocational education to the labour market and the higher education.

1. Global overview of secondary education in the Republic of Macedonia The education system in the R. Macedonia, depicted in figure 1, is delivered

through its three sub-systems: primary, secondary and higher education.

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In 2007, with the adoption of the Law on Mandatory Secondary Education1,

the secondary education, and its two types - grammar (general) school and

vocational education - became mandatory. Grammar schools, in general, prepare

students for higher education, while vocational schools prepare students to work

1 Law on Secondary Education (alterations and amendments), “Official Gazette of the Republic of Macedonia” no.49/07 dated 18 April 2007

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as well as to continue their education. The ratio of number of students in VSE and

grammar schools is 58% in vocational schools to 42% in grammar schools2.

According to the Law on Secondary Education, secondary education

including the VSE, takes place in secondary schools that can be public or private.

Public schools can be state, municipal and schools of the City of Skopje. The

network of public schools is determined by the Government of the Republic of

Macedonia upon a proposal of the line minister3. Secondary education in the

country is carried out in 99 public schools (8 state, 66 municipal, 4 rehabilitation

centres and 21 schools by the City of Skopje)4.

Since 1991, ethnic minorities have the right to secondary education tuition

in their mother tongue, in a manner prescribed by law.

The Law on Secondary Education from 1995 states that training and

education in public secondary schools can be done in the language and script of

the ethnic minority, however minority members are obliged to study the

Macedonian language as well.

In accordance with the above-mentioned law, instruction in public

secondary schools can be in one of the global languages, while in private schools

in a second foreign language too5.

Secondary education is normatively and legally regulated under various

laws and by-laws.

Vocational education can have the following forms: vocational training,

vocational training for occupations, technical education, post-secondary school

and adult education6.

Majority students in the formal system of vocational secondary education

attend technical and vocational schools for occupations (more than 90%)7,8,9. The

2 „Колаборативна евалуација на влијанието на реформираното четиригодишно средно стручно образование“, МОН, ЕТФ, ЦСОО, стр. 41, Скопје, 2010 год. 3 Law on Secondary Education (consolidated text), “Official Gazette of the Republic of Macedonia” no. 52 dated July 2002 4 Call for enrollment of students in public secondary schools in the academic 2012/2013 in the Republic of Macedonia, MES, 2013 5 „Колаборативна евалуација на влијанието на реформираното четиригодишно средно стручно образование“, МОН, ЕТФ, ЦСОО, стр. 19, Скопје, 2010 год. 6 Law on Vocational Education and Training, “Official Gazette of R. Macedonia” no. 71 dated 8 June 2006

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curricula in these two education segments are composed of the following three

parts: general education, vocational education and practical training.

In the general education segment, the curricula are general educational, in

the vocational segment they are vocational and in the practical training the

programme is for practical instruction. All curricula proscribe norms about

adequate teaching staff.

The vocational secondary education in technical schools embeds 14

occupations and 48 educational profiles9, however the tendency is to reduce the

number of occupations (26) in two and three year vocational education10 to 14, as

is the case in the four-year VSE.

According to the curricula used in public schools, 15 are grammar schools,

43 are vocational schools, 35 are both grammar and vocational schools, 5 are art

schools, one is a sports school, while 4 are schools for students with special

education needs11.

The number of vocational secondary schools by occupation is: agriculture

and veterinary medicine – 11, forestry and woodwork – 7, geology-mining and

metallurgy – 5, mechanical engineering – 23, electrical engineering – 17,

chemistry and technology – 11, textile and leather – 14, graphic arts – 7, personal

services – 8, construction and geodesy – 6, traffic – 11, catering and tourism – 9,

economics-law and trade – 16 and medicine – 1412.

Currently, majority of vocational schools are heterogeneous or more

precisely they are both grammar and vocational schools, or several occupations

are taught there.

7 Call for enrollment of students in public secondary schools in academic 2010/2011 in the Republic of Macedonia, MES, 2011. 8 Call for enrollment of students in public secondary schools in academic 2011/2012 in the Republic of Macedonia, MES, 2012. 9 Call for enrollment of students in public secondary schools in academic 2012/2013 in the Republic of Macedonia, MES, 2013. 10 Curricula for educational profiles in four and three year vocational secondary education in the Republic of Macedonia, Bureau of Education Development, Skopje, June 2002 11 Call for enrollment of students in public secondary schools in academic 2012/2013 in the Republic of Macedonia, MES, 2013. 12 Call for enrollment of students in public secondary schools in academic 2000/2010 in the Republic of Macedonia, MES, 2010.

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Lessons are carried out in classes which, in accordance with the Law on

Secondary Education, number a maximum of 34 students, while the average

number of students per class, according to the State Statistical Office for the

academic 2008/2009, was 28.94 students, within a total 94,545 students in

secondary education.

The curricula for vocational and theoretical subjects and the practical

classes require teaching aids, equipment and materials, which is a problem for

some schools since they lack them. Vocational secondary education ends with a

state matura and a final exam13.

2. Current state of monitoring vocational secondary education in the Republic of Macedonia In the past period very little attention has been given to a systemic monitoring of

vocational secondary education in the Republic of Macedonia. The introduction of

ICT in education, including vocational secondary education, opened up some

possibilities and needs for credible and precise information, organised and

updated data for adequate use, etc. Instead, everything was incidental,

enthusiastically created and applied, without systematic solutions and adequate

focus on the importance of the need to monitor vocational secondary education in

general.

The biggest breakthrough in the monitoring of VSE was made in 2010, with the

initiative introducing the EMIS (Education Management Information System)

application.

The web-based EMIS application is a tool for collection, inspection and

presentation of data/information important for the education process in the primary

and secondary education in the R. Macedonia. This system should contribute to a

transparent and efficient process of funding education within the decentralized

13 Law on Secondary Education (alterations and amendments), Official Gazette of the Republic of Macedonia no. 81/08 dated 07 July 2008.

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education system, with possibilities for reconstruction and investment in school

infrastructure, continuous development of teaching and other staff, as well as

monitoring students’ progress.

The EMIS system is an integrated system which optimizes the process of

collecting data, communication with other institutions as well as generating all

necessary reports and statistics. EMIS collects, processes and presents data

about students as well as their achievements in the education process in public

and secondary schools in R. Macedonia.

EMIS also controls the above-mentioned processes and procedures that are

under the authority of the National Education Inspectorate.

The database that this application uses is of the ORACLE family, more precisely

version ORACLE 11g. The system allows consistent data extraction in XML, MS

Excel and similar formats of documents, which makes the exchange of data with

other systems simple. The application is web-based and allows user access

through any internet client. In order to be able to use the system, the user needs a

personal computer with Internet or Intranet network in order to access the server

i.e. the place where the Internet application is located14.

EMIS does not treat the issue of monitoring VET graduates’ destinations, which

is an important component for a planned development of the vocational secondary

education.

3. Research methodology

3.1. Problem framework and research requirements

Education is the main prerequisite for survival and development of every

modern society. Under the fast pace of demographic, social, political, economic,

scientific and technological changes, its importance has significantly increased.

Education plays a vital role in the economic development of modern societies and

14 Информациски систем за управување со образованието (Education Managemennt Information System – EMIS), Упатство за користење, Вер. РА1, Ултра доо, Скопје 2010

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in creating opportunities for active participation of citizens in solving various social,

professional, family and individual issues.

Vocational secondary education is of exceptional importance for the

individual because it allows gaining knowledge, abilities and skills, i.e.

competences needed for the labour market and/or for progress to higher

education. This place of the VSE in the secondary education system imposes

need for systemic monitoring of students after completion of vocational secondary

education in terms of their transition to the labour market or to higher education.

Monitoring the destination of graduate students is more than necessary,

primarily because it:

• Creates preconditions for better and more appropriate planning of

education in the vocational schools;

• Improves school counselling service for the students who complete

vocational education;

• Contributes to greater quantity and quality of the individual approach to

education;

• Contributes to appropriate change in the vocational schools network;

• Contributes to better coordination between VSE and the labour market;

and

• Contributes to a better quality of the future systematic evaluations of the

vocational education in the Republic of Macedonia. 3.2. Subject and objectives of the research

The subject of this research is to ascertain the needs for monitoring

students’ paths after they complete the education in a vocational school.

Following European trends and the numerous projects carried out in the last

ten years in the Republic of Macedonia, the question is: “What happens with

students after they graduate from vocational secondary education?”

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Usually replies from schools and other institutions are arbitrary, without

relevant information about drop-outs, about the inclusion of graduates in the labour

market and the students’ progress to higher education, because there is no

system for monitoring students after they graduate from the vocational schools, i.e.

no data exists. This implies bad planning, inadequate interventions in reducing or

increasing the network of vocational schools, insufficient links between vocational

education, the labour market and higher education.

The objective of the research is to ascertain the current situation in terms of

monitoring the graduates’ destinations and creating opportunities to improve the

situation in this area.

3.3. Research tasks

As aligned to the subject of this research and in order to reach the research

objective and make it operational, a certain sequence and realization of the

research tasks are in order.

The research tasks are the following:

• Scanning the current situation in terms of monitoring the paths of students who

graduated from vocational secondary schools.

• To ascertain the need to monitor students’ destinations after completion of the

VSE.

• Identify institutions that should be involved in the foundation, functioning and

maintenance of the monitoring system.

• Determine the readiness of vocational secondary schools, to participate in the

monitoring of their graduate students, in other words to continue taking care of

their students after they leave VSE.

• Research options and methods for interactive functioning of vocational

secondary schools with graduate students in terms of their further monitoring.

• Define existing technical and technological (information) equipment in VSS.

• Define standard operating protocols for setting-up, use and maintenance of

databases used in monitoring VSE.

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3.4. Research methods, techniques and instruments From a methodological point of view, the following were used in the framework of

the research:

• Operational methods:

-description

-comparison

-evaluation and review

-subject examination

• Research procedures:

-content analysis

-interview

• Research instruments:

-interview protocol

-questionnaires

The main research sources of information were the five different

questionnaires designed for: management, teaching staff and VSS students,

employers, the local community as well as the interviews focused on groups of

unemployed persons who completed their VSE in the academic 2007/2008 and

2008/2009, and the interviews with representatives of institutions in charge of

VSE. These instruments were designed by the authors for the needs of this

research, having in mind its subject, the objectives and its tasks.

The management questionnaire consists of 23 questions, 22 of which are

closed type and one is an open type question. It is structured in such a way as to

provide information based on the conclusions of the management about the

situation and the need to systematically monitor students’ destinations after

completion of VSE.

The teaching staff questionnaire consists of 20 questions, 17 of which are

closed type and three are open type questions. It is structured in such a way as to

provide information based on conclusions of the teaching staff on the situation and

the need to systematically monitor students’ destinations after completion of the

VSE.

25

The students’ questionnaire consists of 22 questions, 19 of which are

closed and three are open type questions. It is structured in such a way as to

provide information based on students’ conclusions on the situation and the need

to systematically monitor their destinations after the completion of VSE.

The employers’ questionnaire consists of 15 questions, 13 of which are

closed and two are open type questions. It is structured in such a way as to

provide information based on the conclusions of the employers about the situation

and the need to systematically monitor students’ destinations after completion of

the VSE.

The questionnaire focusing on the local self-government is composed of 16

questions, 11 of which are closed and five are open type questions. It is structured

in such a way as to provide information based on the conclusions of the municipal

education sector representatives about the situation and the need to

systematically monitor students’ destinations after their completion of VSE.

The interviews done with the groups of unemployed persons and

representatives of institutions in charge of VSE had a similar purpose, to provide

information about the situation and the need for systematic monitoring of students’

destinations after completion of VSE.

Various documents were analysed for the purpose of the research, such as:

the Law on Secondary Education, the Law on Vocational Education and Training,

the Report from the collaborative evaluation of the impact of the reformed four-

year vocational secondary education, the calls for enrolment of students in

vocational secondary schools and others, all these aimed at providing relevant

information and indicators of the situation and the need to systematicaly monitor

graduates’ destinations after VSE.

3.5. Research organization and progress

The research was organized and carried out in three stages:

a) preparatory stage;

b) stage of realisation;

and

26

c) stage of analysis and interpretation of results.

3.5.1. Preparatory stage During the preparatory stage, plans were made for everything that needed

to be done in order to have a successful research. For this purpose:

• A base of questions was compiled that were later used as foundation for

designing the questionnaires for the management, for the teaching staff, the

students, the employers, the local self-government, the unemployed and

questionnaires for the representatives of institutions in charge of VSE;

• Occupations that exist in vocational secondary education were segmented into

five sectors (technical, social, healthcare, agriculture and services sector);

• The number of respondents for each group was determined, as well as the

number and type of vocational secondary schools to be covered in the

research;

• Informative talks were held with the management of all involved vocational

schools and the competent persons from EARM in order to acquaint them with

the research subject and research objective;

• School principals assigned persons to implement the questionnaires in their

school;

• The final versions of the data collection instruments were developed;

• The instruments were printed in line with the number of respondents;

• Documents such as laws and by-laws, reports, analyses, evaluations,

programmes, calls for enrolment of students in VSE etc., which would be used

in the research, were identified.

3.5.2. Stage of realization During this stage, data was collected using the instruments developed. For

that purpose:

• A precise number of questionnaires were distributed to each school;

• Schools submitted the filled-in questionnaires to the research team within the

agreed deadline;

27

• A quantitative control and a classification of questionnaires were based on the

group of respondents;

• Interviews were done with the group of unemployed persons and the

representatives of VSE institutions;

• The documents necessary for the research objectives, were procured.

3.5.3. Stage of analysis and interpretation of results During the stage of analysis and interpretation of results, information

received from the management, the teaching staff, the students, the employers,

the local self-government, the unemployed persons and the representatives of

institutions in charge of VSE were processed in reference to the subject matter,

the objectives and the tasks of the research. For this purpose:

• A programme in MS Excel was developed for statistical processing of data;

• Data was entered and statistically processed for each respondent and for each

question;

• Each question was analysed and interpreted in accordance with the views

expressed by the respondents and the institutions;

• Conclusions were interpreted based on evident indicators that were statistically

substantiated, as well as on the statements by the focus-groups;

• Certain conclusions were made based on the analysis of relevant documents

and the long experience of the analysis’ authors in VSE.

3.5.4. Research delivery timetable The research was effectively carried out in five months. The timetable of the

delivery, i.e. the temporal dimension of the research is given in Table 1.

Table 1: Research delivery timetable

STAGE

2013- months - weeks

Month -1 Month – 2 Month - 3 Month - 4 Month - 5

I II III

IV I II III

IV I II III

IV I II III

IV I II III

IV

28

Preparation

Realisation

Analysis and

interpretation

of results

4. Research scope

The greatest part of the formal VSE in the Republic of Macedonia, i.e. over

80% of vocational education in general, is realised as four-year technical

education. Because of this and due to the fact that technical education allows

graduates to be involved in the LM and transit towards higher education after

successfully taking the state matura, the research scope was focused on this type

of vocational education, implemented in 14 occupations and 48 educational

profiles15 in 78 public VSS16.

The research was designed based on the following two criteria:

-all sectors should be covered

and

-students from the final fourth year of VSE should be included.

“Researched sector” implies a group of related and similar educational

occupations or one occupation which cannot be correlated with similar occupation

because of its specifics. Encompassing all sectors means covering all 14

occupations in technical (four-year) vocational secondary education in five sectors:

technical, social, healthcare, agriculture and services. Individual occupations by

sector, are given in Table 2.

15 Syllabi for education profiles in vocations or group of vocations in the four-year vocational education in the Republic of Macedonia, Vocational and Educational Training Centre, Skopje, 2007 16 Call for enrolment of students in public secondary schools in the academic year 2012/2013 in the Republic of Macedonia, MES, 2013

29

Table 2: Individual occupations by sectors

ORD. NO.

SECTOR OCCUPATIONS

1. Technical -electrical engineer

-mechanical engineer

-traffic technician

-construction-geodesy

-geology-mining and metallurgy

-chemistry and technology

-textile and leather

2. social -economics, law and trade

3. healthcare -healthcare

4. agriculture -agriculture-veterinary medicine

-forestry - woodworking

5. services -graphic design

-catering and tourism

-personal services

Inclusion of students from the final fourth year of VSE, ensured provision of

relevant information from those who are about to complete the process of

education and should continue their individual development.

The research covered all sectors in 16 vocational schools, and the following

groups were surveyed during the research:

- 51 representatives from vocational schools management (principals-16, assistant

principals-17, councellors and psychologists-180);

- 247 teachers in these vocational schools, 109 of whom (44%) teaching general

education subjects and 138 (56%) teaching vocational subjects,

and

30

- 344 students of the final, fourth year.

The individual coverage of occupations, management, teachers and

students as per vocational schools is shown in Table 3.

In addition to the research segment focusing on systemic monitoring of

students’ destinations conducted in vocational schools, there was also a research

carried out at the National Employment Agency on 128 unemployed persons,

three of whom completed their vocational education in the academic year

2007/2008, while 125 in the academic year 2008/2009. The following sectors were

covered: 46 respondents came from the technical sector, 22 respondents from the

social sector, 20 respondents from the healthcare sector, 16 from the agricultural

sector and 24 from the services sector.

The Analysis also covered 13 municipalities and the City of Skopje, 28

employers/companies and the institutions in charge of VSE (MES, BED and

VETC).

Table 3: Coverage of occupations in schools

Ord. no.

school occupations management

teachers students

1. CSSS Vlado Tasevski - Skopje

-electrical engineer -mechanical engineer -traffic technician

4 27 30

2. SSEE Mihajlo Pupin -Skopje -electrical engineer 4 10 20

3. CSSS Pange Karagjozov - Skopje -healthcare 3 16 20

4. CSSS Lazar Tanev - Skopje

-catering and tourism 3 10 20

5. CSSS Marija Kiri Sklodovska - Skopje

-chemistry and technology -personal services 4 15 21

6. CSSS Cvetan Dimov - Skopje

-economic, law and trade 4 13 20

7. SMS Kiro Burnaz - Kumanovo

-agriculture-veterinary medicine -chemistry and technology -personal services

4 12 16

8. SMS Jande Sandanski - Stip

-healthcare 1 24 16

9. SMS Gjorce Petrov – Kavadarci

Forestry and woodwork 3 15 20

31

10. SMS Kole Nedelkovski - Veles

-electrical engineer -mechanical engineer -traffic technician

3 15 21

11. SMS Gjorgjo Naumov - Bitola

- electrical engineer -mechanical engineer

3 15 20

12. SMS Dimitar Vlahov –Strumica

-agriculture and veterinary medicine 3 15 20

13. SMS Gostivar - Gostivar

-economics, law and trade 3 15 40

14. SMS Riste Risteski Ricko - Prilep

- electrical engineer -mechanical engineer -graphics

3 15 20

15. SMS Mosa Pijade - Tetovo

-agriculture and veterinary medicine -chemistry and technology -catering and tourism -electrical engineer

3 15 20

16.

SMS Vanco Pitosevski - Ohrid

-catering and tourism 3 15 20

∑ 51 247 344

5. Analysis and interpretation of research results The analysis and interpretation of the research results were based on

conclusions provided by the management, the teaching staff and the students from

VSS, the employers, the local self-government, the unemployed persons and the

representatives of institutions in charge of VSE, in relation to monitoring the

destinations of VSE graduates.

The analysis is based on individual elaboration and interpretation of results

i.e. the respondents’ responses to every question in the instruments. The

description of conclusions is a result of respondents’ declarations, individual and

institutional. Based on relevant indicators from respondents’ views and

conclusions, and after a synthesis of common denominators for similar questions

and comparison thereof, final conclusions and recommendations were provided.

An exceptionally important factor for successful functioning of every VSS,

thus vocational secondary education as a whole, is awareness of students’

32

movement after they complete their school education. It is of crucial importance to

know students’ position within the labour market, higher education, etc.

5.1. Perceptions of management about monitoring students’ destinations after school completion

For the management to be able to plan and initiate improvements in

school’s functioning, it ought and needs to know, what was happening with their

students after they complete vocational secondary education.

The perceptions of the following schools’ management: CSSS Vlado

Tasevski – Skopje, SSEE Mihajlo Pupin – Skopje, CSSS Pance Karagjozov –

Skopje, CSSS Lazar Tanev – Skopje, CSSS Marija Kiri Sklodovska – Skopje,

CSSS Cvetan Dimov – Skopje, SMS Kiro Burnaz – Kumanovo, SMS Jane

Sandanski – Stip, SMS Gjorce Petrov – Kavadarci,m SMS Kole Nedelkovski –

Veles, SMS Georgi Naumov – Bitola, SMS Dimitar Vlahov – Strumica, SMS

Gostivar – Gostivar, SMS Riste Risteski Ricko – Prilep, SMS Mosa Pijade –

Tetovo and SMS Vanco Pitosevski – Ohrid, all ascertain the situation and the need

for systemic monitoring of students’ destinations after they leave the secondary

school.

What are the perceptions of the management of vocational secondary

schools included in the research, on the monitoring students’ destinations after

they complete the vocational education?

When asked if they knew what was happening with their students after they

graduate, six respondents from six schools (12%) replied affirmatively, 16 from 10

schools (31%) replied negatively, and 29 from all 16 schools (57%) replied their

knowledge was inconsiderable.

This perception of schools’ management shows that they have no

information about what was happening with their students after their VCE

graduation, and what they did know was insignificant, i.e. information gathered in

incidental contacts and in informal communication.

The lack of information about the status of students post-graduation, was

also confirmed by management’s answer to the question “is there an electronic

33

system (software solution) for monitoring students’ status (employed, unemployed,

continued their education, etc.) after they graduate from your school”, to which all

respondents (100%) said there was no such thing, which undoubtedly points out to

lack of systemic monitoring of students’ status after vocational secondary

education graduation.

Management’s evaluation on the need to introduce an electronic system

(software solutions) for monitoring students’ status (employed, unemployed,

continued their education, etc.). after graduation from vocational secondary school

and to create a database, is as follows:

• One respondent (2%) of the total respondents, has chosen the option “not

necessary”;

• Five respondents from four schools (9%) of the total respondents, has chosen

the option “not very necessary”;

• 26 respondents from 13 schools (51%) of the total respondents, has chosen

the option “necessary”;

• Seven respondents from six schools (14%) of the total respondents chose the

option “very necessary”

and

• 12 respondents from 10 schools (24%) of the total respondents chose the

option “indispensable”.

Synthesis of results shows that the need for introducing an electronic

system for monitoring VSS graduates’ destinations and for creating a database, is

mostly represented by “necessary” and “indispensable”, as shown in Chart 1. The

results show that there is undoubtedly a need for systemic monitoring of students’

destinations after they complete their VSE.

34

Chart 1

Underlining the need for systemic monitoring of graduates’ destinations,

school management stated that this monitoring would contribute to improving the

enrolment policy that would be based on relevant information, substantiated

insight about the position of graduates who can influence the projection of

professional orientation and career development of future generations from the

schools, to greater links between education and the labour market and developing

occupational and educational profiles in line with labour market needs, ten to

comparing students’ results achieved in school with the results post-school, to

opening new possibilities for evaluation and self-assessment of school’s work,

confirmation of the results achieved, etc.

In line with these statements, when asked “do you believe that the system

for monitoring students’ status could change schools’ enrolment policies”, 36%

respondents or 70% of all sixteen schools responded affirmatively, two

35

respondents from two schools (4%) answered negatively, and 13 respondents

from 9 schools or 26%, said that maybe this monitoring system could change

enrolment policies at school level.

The responses of management when asked “is the school willing to take

part in building a system for comprehensive monitoring of secondary vocational

education” were the following: 39 respondents or 76% of all 16 schools answered

in the affirmative, 10 or 20% of seven schools answered in the affirmative if they

were tasked to do such a thing, while two respondents from two schools or 4%

answered in the negative. The results indicate great awareness for the need to

have a system for monitoring vocational secondary education, as well as

willingness of school management to take part in building a system for

comprehensive monitoring of vocational secondary education.

The perception of management about who should be in charge of the

comprehensive monitoring of vocational secondary education and updating the

database at the school is as follows:

• The option “a trained teacher” received no response;

• Five respondents from three schools or 9% of all respondents, chose the

option “a trained member of the pedagogical-psychological staff”;

• 21 respondents from 10 schools or 41% of all respondents, chose the option “a

person specially trained to work with databases and information competences”;

and

• 25 respondents from 12 schools or 50% of all respondents chose the option “a

special service with a heterogeneous composition (teacher, pedagogue-

psychologist, IT specialist).”

The analytical review of management opinion on who should be in charge

of such comprehensive monitoring of vocational secondary education and

updating of school database, shows that the optimal solution would be to establish

a special service with a heterogeneous composition that would be in charge of the

database usage and management, as per educational needs. Chart 2 shows

management’ opinion on who should manage the database for systemic

monitoring of graduates’ destinations.

36

Chart 2

The views of the VSS management on institutions and their priority

involvement in the establishment of a monitoring system for vocational secondary

education, are shown in Table 4.

Quantification of percentages expressed from the views on the need for

institutional involvement, was made in three categories: “must be involved”,

“involvement desirable” and “does not have to be involved”.

Table 4. Quantification of institutions’ involvement in systematic monitoring of vocational secondary education, as per views of VSS management

Ord.

no.

Institution

Must be

involved

(expressed in

%)

Involvement

desirable

(expressed in

%)

Does not

have to be

involved

(expressed in

%)

1. Vocational secondary schools 86 14 0

37

(VSS)

2. Ministry of Education and

Science (MES) 78 20 2

3. Vocational and Educational

Training Centre (VETC) 92 8 0

4. Bureau for the Development of

Education (BDE) 40 50 10

5. National Examinations Centre

(NEC) 25 25 50

6. Employment Agency of the

Republic of Macedonia (EARM) 66 32 2

7. Universities 33 55 12

8. Association of local self-

government units (ALSGU) 27 55 18

9. National Education Inspectorate

(NEI) 23 20 57

As per the schools management views on institutional involvement in the

set-up of a system for monitoring vocational secondary education, and their views

on systematic monitoring of school graduates’ destinations i.e. their status after

leaving vocational secondary schools shown in Table 4, there are:

• Institutions that have to be involved in systemic monitoring of vocational

secondary education: VSSs, the VETC, the MES and the EARM;

• Institutions whose involvement in systemic monitoring of vocational secondary

education, is desirable: universities, the AULSG and the BED;

and

• Institutions that do not have to be involved in systemic monitoring of vocational

secondary education: the NEC and the NEI.

When asked “do you have technical-technological (IT) equipment for setting

up and updating a database on school graduates”, management responded as

38

follows: 32 respondents from 14 schools or 63%, said “yes”, three respondents

from two schools or 6% said “no”, while 16 respondents from nine schools or 31%

said that the equipment they have was insufficient.

These responses confirm that schools have satisfactory level of IT

equipment, however it should be upgraded in future.

The management also responded to the following questions:

• „have you, as a school manager, been visited by an employer in the last three

years and has the employer expressed intentions to employ some graduates”: 20

respondents from 11 schools or 39% said “yes”, while 31 respondents from 14

schools or 61% said “no”;

• „have you, as a school manager, been visited by higher education

representatives and have they consulted you on school graduates for the purpose

of creating their education policy”: 21 respondents from 13 schools or 41% said

“yes”, while 30 respondents from 15 schools or 59% said “no”

and

• „have you, as a school manager, been visited by representatives of the National

Employment Agency with regards to unemployed persons registered in the current

year”: 15 respondents from 10 schools or 29% said “yes”, while 36 respondents

from all 16 schools or 71% said “no”.

The analysis of management’s opinions about meeting representatives of

employers, higher education and the EARM, which is indicative of the cooperation

among vocational schools and the above-mentioned subjects, shows that such

cooperation is poor, fragile and insufficient, and with considerable negative

connotation, as shown in Chart 3 below.

39

Chart 3

Management’s expectations from changes expected to occur on national

level by introduction of a system for monitoring students’ employment status

(employed, unemployed, continued their education, etc.) after school graduation,

are as follows: better and reasonable enrolments policy in terms of engagement of

adequately qualified staff, greater awareness and hence availability of more

precise data on school graduates movement, greater links between the needs of

education and the needs of the labour market, availability of databases that would

produce relevant indicators and create opportunities for new investments in some

country regions based on the available human resources data, also changes in the

vocational schools network driven by the LM needs, direct and/or indirect impact

on employment rates, and so on.

According to the VSS management views on what would be the biggest

problem in setting up a system for monitoring school graduates’ destinations, and

ranked from one to six (one for to the biggest problem, whereas six for the least

one), definitely the greatest problems are insufficient finances and the lack of

human resources trainings, then poor quality of schools equipment and insufficient

human resources, and lastly, the least problem is the insufficient quantity of

40

equipment and insufficient premises. Managements’ rankings of potential

problems during setting up a system for monitoring school graduates’ paths, are

shown in Chart 4.

Chart 4

5.2. Perceptions by teaching staff about monitoring school graduates’ destinations

Teaching staff are directly involved in knowledge provision, improving skills

and identifying students’ abilities in the course of the education process. Of

exceptional importance for assessing the quality of teaching staff work and for

raising awareness about their fundamental role in the education process, are the

destinations i.e. the status of schools’ graduates in terms of competences they

gained during their education which are important for the labour market, higher

education or some other option.

Perceptions by the teaching staff from: CSSS Vlado Tasevski – Skopje,

SSEE Mihajlo Pupin – Skopje, CSSS Pance Karagjozov – Skopje, CSSS Lazar

Tanev – Skopje, CSSS Marija Kiri Sklodovska – Skopje, CSSS Cvetan Dimov –

Skopje, SMS Kiro Burnaz – Kumanovo, SMS Jane Sandanski – Stip, SMS Gjorce

41

Petrov – Kavadarci,m SMS Kole Nedelkovski – Veles, SMS Georgi Naumov –

Bitola, SMS Dimitar Vlahov – Strumica, SMS Gostivar – Gostivar, SMS Riste

Risteski Ricko – Prilep, SMS Mosa Pijade – Tetovo and SMS Vanco Pitosevski –

Ohrid, ascertain the situation and the need for systemic monitoring of students’

destinations after they leave the secondary school.

What are the perceptions of the teaching staff in vocational secondary

schools included in the research, in terms of monitoring school graduates’

destinations?

When asked whether they knew what was happening with their students

after they complete their school education, 32 respondents from 12 schools or

13% replied affirmatively, 71 respondents from all 16 schools or 29% replied

negatively, while 144 from all 16 schools or 58% said their knowledge is

insufficient.

This perception by the teaching staff shows they lack information about

what was happening with their students after they complete their school education,

while what they do know is insignificant, i.e. information gained from incidental

contacts, informal and ad-hoc communication, contacts on the social networks,

reunions, etc.

The lack of information about what was happening with the vocational

secondary education graduates, has also been confirmed by teaching staff’

answers to the question “is there an electronic system (software solution) for

monitoring students’ status (employed, unemployed, continued their education,

etc.) after they complete their school education”, to which all 247 respondents or

100% said that there is no such thing, and which undoubtedly shows there was no

systemic monitoring of students’ status after vocational secondary education.

The teaching staff evaluation of the need for introduction of an electronic

system (a software solution) for monitoring students’ status (employed,

unemployed, continued their education, etc.) after graduation from vocational

secondary school and creating a monitoring database, is as follows:

• 15 respondents from six schools or 6% of respondents chose the option “not

necessary”;

42

• 30 respondents from 12 schools or 12% of respondents chose the option “not

very necessary”;

• 110 respondents from all 16 schools or 44% of respondents chose the option

“necessary”;

• 55 respondents from all 16 schools or 22% of respondents chose the option

“very necessary”

and

• 37 respondents from 13 schools or 16% of respondents chose the option

“indispensable”.

Synthesis of those responses shows that the need for an electronic system

for monitoring VSS graduates’ destinations and for creating a monitoring

database, is mostly in the range of “necessary” and “indispensable”, as shown in

Chart 5 below. Results show that there is undoubtedly a need for systemic

monitoring of students’ destinations after they complete their VSE.

Chart 5

43

Teachers believe that the information collected under systemic monitoring

of graduates’ destinations, would ensure a more functional instruction, more

adequate development of occupations and occupational profiles, adequate

selection of occupations and profiles for future generations, more indicators of

success i.e. the quality of teaching, objective introduction of new education

programmes, monitoring students’ achievements resulting from knowledge and

competences they acquired, then sharing experiences, personal satisfaction,

insight into the quality of staff produced by schools, indicators for changing

schools’ training and educational strategies, changes in schools enrolment policy,

etc.

These are the teachers’ responses to the following questions:

• “are you as a teacher willing to take part in setting up a system for

monitoring your vocational school graduates”: 201 respondents from all 16

schools or 81% said “yes”, while 46 respondents from 11 schools or 19% said

“no”.

• “are you as a teacher willing to update your school database”: 204

respondents from all 16 schools or 83% said “yes”, while 43 respondents from 11

schools or 17% said “no”.

These perceptions by teachers show their considerable awareness of the

need to systemically monitor students’ destinations, and also that they are quite

motivated to take part in setting up and updating the system for monitoring

students’ destinations/status.

When asked “do you have technical-technological (IT) equipment for

setting up and updating a database about your school graduates”, teachers

responded as follows: 114 respondents from all 16 schools or 46% said “yes”, 47

respondents from 11 schools or 19% said “no”, while 86 respondents from all 16

schools or 35% said the equipment they had was insufficient.

These teacher responses show and confirm that schools have a

satisfactory level of IT equipment; however it needs to be upgraded.

Asked “whether as a teacher they have had the need to identify their

schools graduates” teachers responded: 84 respondents from all 16 schools or

44

34% said “yes”, 83 respondents from 14 schools or 34% said “no”, while 80

respondents from all 16 schools or 32% said that they rarely needed information

about graduate students. Chart 6 shows teachers’ perceptions on their needs to

know the graduate students status.

Chart 6

Such opinion by the teachers confirms that in their work so far, they needed

information about the destinations of their graduate students.

According to teachers’ responses, they needed information about their

graduates’ destinations, for the following reasons: organise classes with direct

involvement of competent former students as motivators for other students,

validate their own work, obtain indicators for sustainability and development of an

occupation and its profiles, solve expert problems, organise jubilees, social

inclusion of vulnerable students, etc.

Asked “do you have your own statistical database about graduates whom

you have mentored”, teachers responded in the following way: 13 respondents

45

from six schools or 5% said “yes”, 234 respondents from all 16 schools or 95%

said “no”.

These teachers’ responses on availability of individual statistical databases

for their former mentored graduates, show they do not exist, while those who said

they have some databases are mostly handwritten records which are incomplete

and thus unusable as such.

After synthesizing the benefits teachers believe would be gained from the

introduction of a systemic monitoring of vocational graduates, the following beliefs

should be underlined: objective insight into the quality of teachers’ work,

motivation for greater commitment, improved planning for enrolment in vocational

secondary schools and faculties, strengthening the links between education and

LM, relevant indicators of teachers’ successes or failures to qualify personnel and

to promote good – performing teachers, greater possibilities for organizing debates

with former and current students in order to have proper insight into all benefits

offered to students during their education, better guidance for future generations,

adequate changes to the vocational schools network, occupations and

occupational profiles, improving schools’ image, building a communication

network, impact on staff employment, greater interest for vocational education,

greater awareness, and greater confidence.

Teaching staff did not make any particular suggestions or proposals for

building a system/model for monitoring school graduates, except the one that a

systemic monitoring should be comprehensive, uniformity should be featured in

databases and interaction between relevant institutions of the VSE, the LM and

higher education.

5.3. Perceptions of students about monitoring their destinations after completion of vocational schools The key factor for setting up systemic monitoring of school graduates’

destinations, are the students themselves. Very important components are the

level of students’ IT competences and their awareness of the need for systemic

46

monitoring of their destinations after they complete and leave vocational

education.

The perceptions of students from the final fourth, year in CSSS Vlado

Tasevski – Skopje, SSEE Mihajlo Pupin – Skopje, CSSS Pance Karagjozov –

Skopje, CSSS Lazar Tanev – Skopje, CSSS Marija Kiri Sklodovska – Skopje,

CSSS Cvetan Dimov – Skopje, SMS Kiro Burnaz – Kumanovo, SMS Jane

Sandanski – Stip, SMS Gjorce Petrov – Kavadarci, SMS Kole Nedelkovski –

Veles, SMS Georgi Naumov – Bitola, SMS Dimitar Vlahov – Strumica, SMS

Gostivar – Gostivar, SMS Riste Risteski Ricko – Prilep, SMS Mosa Pijade –

Tetovo and SMS Vanco Pitosevski – Ohrid, ascertain the situation and the need

for systemic monitoring of students’ destinations i.e. their status after they leave

secondary school.

What are the perceptions of students in vocational secondary schools

included in the research, in terms of monitoring their destinations after they

complete the education process in the vocational school?

Asked “does the school familiarize you with future career possibilities

(employment, higher education, other training, etc.) after leaving secondary

school”: 122 respondents from all 16 schools or 35% replied affirmatively, 120

respondents from all 16 schools or 35% answered negatively, while 102

respondents from all 16 schools or 30% replied they received very little guidance o

their career prospects in the school.

These opinions show that there is no career guidance for VSE students, or

that if there was, it is of poor and inconsistent quality.

Asked whether the school has information technology that allows them to

use the Internet: 248 respondents from 15 schools or 72% said “yes”, 36

respondents from seven schools or 10% said “no”, while 60 respondents from 15

schools or 18% chose the option “very little”.

These responses show and confirm that schools have a satisfactory level of

IT equipment; however it should be upgraded.

When asked who can use the IT equipment at school, students responded:

47

• 12 respondents from three schools or 4% of respondents said “no one is

allowed to use it”;

• 25 respondents from 10 schools or 7% of respondents said “only teachers are

allowed to use it”;

• 175 respondents from all 16 schools or 51% of respondents said “students can

use it only in class and in the presence of a teacher, while teachers can use it

outside classes too”,

and

• 132 respondents from all 16 schools or 38% of respondents said “both

students and teachers can use it equally during and after classes”.

Related to the question ‘who can use the IT equipment at school’, is the

students’ opinion on what it was mostly used for. Thus, 140 respondents from all

16 schools or 40% said “for class purposes”, 148 students from 16 schools or

43% said “for surfing the Internet”, 15 respondents from seven schools or 4% said

that “only teachers use it, for their own purposes” and 22 respondents from 10

schools or 7% said that they “do not know” what the IT equipment at school is

used for.

The interpretation of the students’ opinions about who can use the IT

technology at school and for what purpose, shows that students can generally

use IT only during class, in the presence of a teacher, mostly for searching the

Internet, and incidentally they can use it outside of class.

Here are the students’ responses to the questions:

“do you have a computer and internet at home”: 317 respondents from all 16

schools or 92% said “yes”, while 27 respondents from 10 schools or 8% said

“no”.

“where do you use internet services most frequently”:

• 13 respondents from five schools or 4% chose the option “I do not use the

internet”;

• 24 respondents from 11 schools or 7% chose the option “at school”;

• 217 respondents from all 16 schools or 63% chose the option “at home”;

48

• 83 respondents from 14 schools or 24% chose the option “both at home and at

school equally”

and

• Seven respondents from five schools or 2% chose the option “somewhere

else” (Internet café, cafes, friends, etc.).

Asked “do you have your own e-mail address”, 318 respondents from all 16

schools or 92% said they have their own e-mail, while 26 respondents from 7

schools or 8% said they did not.

After synthesis of responses to questions on owning computers and

internet at home, on the usage of internet and on e-mail addresses, it can be

concluded that 92% of students have their own computers, use the Internet and

have their own e-mail, which means that they are able to communicate

electronically, while 8% of the students do not use the internet and do not have

their own e-mail, which means that they are not able to communicate

electronically.

Students’ possibilities for electronic communication is shown in Chart 7.

Chart 7

49

Students were also asked about their views and positions on monitoring of

their status after they completion of vocational secondary education.

When asked if they wanted to keep communication with the school after

they complete their education, 289 respondents from all 16 schools or 84% said

they would like to, while 55 respondents from all 16 schools or 16% said they

would not like to keep in touch with the school after they complete VSE.

Similar to students’ opinions on whether they would like to keep in touch

with the school after they complete VSE, are their views on the question “would

you be willing, at school’s request and after graduation from VSE, to provide the

school at least one a year, with information on your destination (such as: are you

unemployed, are you employed and where, have you progressed to higher

education and where, etc.)”. 286 respondents from all 16 schools or 83%

answered in the affirmative, while 58 respondents from 12 schools or 17%

answered in the negative.

The students who opposed to remaining in touch and to sharing information

about their status post – VSE, gave the following reasons for their objection:

• They did not see any need or reason to remain in touch with the school and

share information about their status;

• They were not motivated to remain in touch with their school;

• They were not inventive to continue communication;

• They had some bad feelings because of unprofessional conduct of some

teachers;

• The school did not manage to instill a sense of belonging and care in some

students during their four-year education;

• Bad teacher-student communication

and

• They would leave the Republic of Macedonia in order to continue their

education and change their place of residence.

The analysis of perceptions of those students who would like and are able to

remain in touch with the school after completion of their vocational secondary

50

education, shows a high percentage of 83%, which is a good precondition for

setting up systemic monitoring of VSE graduates’ destinations. The ratio of

students willing and able to keep in touch with the school, and those not willing

and able to communicate with the school after their graduation, is shown in Chart

8.

Chart 8

Students’ views on the timeframe necessary for monitoring their

destinations, are as follows: 229 respondents from all 16 schools or 67% said up

to five years, 72 respondents from 15 schools or 21% said from five to seven

years, while 43 respondents from 13 schools or 12% said over seven years.

In accordance with students’ estimates, the five-year timeframe after they

complete vocational secondary education is optimal for providing information and

systemic monitoring of their destinations.

Asked whether they see any personal benefit from providing information to

the school about their destinations after completion of VSE (information such as:

are they unemployed, are they employed and where, are they in higher education

and where, etc.), 227 respondents from all 16 schools or 66% said there would be

51

personal benefits, while 117 respondents from all 16 schools or 34% do not see

any personal benefit.

The benefits which students would gain from sharing information with the

school (information such as: are they unemployed, are they employed and where,

are they in higher education and where, etc.) and from the systemic monitoring of

their destinations after the completion of vocational secondary education are:

• Assistance and sharing information about possible future employment;

• Getting information and advice on the labour market and higher education

situation;

• Having a sense of security because there is an institution they can turn whej

facing a problem;

• Building partnership and cooperation with the school;

• Getting references for future employers;

and

• Possibilities to use school’s resources (equipment).

Students’ views on the most suitable form of communication and

information provision to the school (information such as: are they unemployed,

are they employed and where, are they in higher education and where, etc.) are

as follows:

• Eight respondents from seven schools or 2% chose the option “phone

communication”;

• 91 respondents from all 16 schools or 26% chose the option “e-mail

communication”;

• 131 respondents from all 16 schools or 38% chose the option “direct

communication by visiting the school”; and

• 114 respondents from all 16 schools or 33% chose “any type of

communication”.

The ratio of students’ views on communication preferences is shown in

Chart 9.

52

Chart 9

The analysis of students’ views on the most suitable forms of

communication and information provision to the school about their destinations

post - vocational secondary education, shows that when designing and setting up

systemic monitoring, a heterogeneous communication (a synthesis of several

forms of communication), not just one form of communication, should be made

available.

When asked what they were going to do after they finish vocational

secondary education, students replied: 214 respondents from 16 schools or 62%

said they would progress to higher education, 70 respondents from 14 schools or

20% said that they would look for work, while 60 respondents from 15 schools or

18% said they did not know what they were going to do after graduation from VSE.

These responses show the students status after they leave vocational

secondary school, and pinpoints institutions such as: schools, faculties, the EARM

and the VETC as major stakeholders that should be directly involved in the

systemic monitoring of vocational secondary education. However students who did

53

not know what they were going to do after secondary education, i.e. the category

of students who would not find their place on the labour market or in higher

education, cannot be overlooked.

Students’ estimates of the need for setting up a monitoring system for their

post-graduation destinations in order to provide continuous help for personal

development, is as follows:

• 15 respondents from eight schools or 4% chose the option “not necessary”;

• 195 respondents from all 16 schools or 57% chose the option “necessary”;

• 84 respondents from all 16 schools or 24% chose the option “indispensable”

and

• 50 respondents from 14 schools or 15% chose the option “do not know”.

The synthesis of results shows that the need for setting up a system for

monitoring students’ destinations after they complete vocational secondary

education is mostly in the scope of “necessary” and “indispensable”, which means

there is undoubtedly a need for such systemic monitoring.

The ratio of students’ estimates of the need for a systemic monitoring of

their destinations after VSE, is shown in Chart 10.

54

Chart 10

5.4. Perceptions of employers about monitoring graduates’ destinations

Employers are direct users of knowledge and skills students gained during

their VSE. Of exceptional importance for evaluation of the workforce quality, are

employers perceptions, i.e. their active role in systemic monitoring of students who

graduated. Information from employers and their awareness of the need to provide

information on vocational secondary education graduates and their status on the

labour market, are an important factor for successful functioning of the systemic

monitoring.

Employers’ perceptions, presented in Table 6, ascertain the situation and

the need for systemic monitoring of students’ destinations after they leave

secondary school.

55

Table 6: Employers

ORD. NO.

COMPANY CITY ACTIVITY

1. Agroinvest Stip Primary milk production 2. Amorteks Kocani Trade in textiles 3. Allinad Kocani Services with metal products 4. EvroBalkan Kocani Services 5. Elida Turs Ohrid Tourism and catering 6. Via Prom Ohrid Production of confectionery goods 7. Trend trejd Ohrid Trade and services 8. Kosista Ohrid Trade in foodstuffs 9. Tekstil-Struga Struga Textile services

10. Internacional 2 Struga Production of bakery products 11. Impala Struga Stonemasonry 12. Kapital media grup Skopje Publishing 13. PE Komunalna Higiena Skopje Public utilities and hygiene 14. Inboh-Arhivski centar Skopje Archiving 15. Mobil Porto 3M Skopje Trade 16. Floks KM Skopje Real estate 17. SK mebel Skopje Trade in furniture 18. Pingvin market Skopje Trade 19. Tabernakul-pecatnica Skopje Publishing 20. Hisar Kompani Skopje Transportation 21. Zlate Trans Skopje Transportation 22. Viza-ugostitelstvo Skopje Catering 23. Debarca Komerc Skopje Trade 24. Nidzo Komerc Skopje Trade 25. AL-MA-DE Skopje Production and trade 26. DTGM ADOR STIL Skopje Trade in beauty products 27. DPTU MULTI MIKS Skopje Production and trade in food 28. Propoint-pecatnica Skopje Publishing

What was the opinion of employers involved in the research, on the

monitoring of students’ destinations after they complete their vocational

education?

56

Asked “was there a vocational secondary school in the proximity of your

company, that produced adequate personnel for employment in your company”,

15 respondents or 54% answered affirmatively, while 13 respondents or 46%

answered negatively.

These employers’ perceptions show there are vocational schools in their

region partially only, and this could be the result of either the factual situation or

the employers’ unawareness that there was a vocational school in their region.

These are employers’ responses:

• Do you cooperate with schools in your region: one respondent or 4% answered

affirmatively, 21 respondents or 75% answered negatively, while six

respondents or 21% said they had partial cooperation; and

• Do you cooperate with any vocational school on the territory of the Republic of

Macedonia: one respondent or 4% answered affirmatively, 20 respondents or

71% answered negatively, while seven respondents or 25% said they have

partial or occasional cooperation.

The analysis of employers’ positions on their cooperation with vocational

schools shows there is no cooperation between the, and that even if there was

any cooperation, it was partial and occasional. Usually, partial cooperation results

from incidental visits schools pay to companies or from practical training, as well.

Employers’ perceptions on the cooperation with vocational secondary

schools is shown in Chart 11.

57

Chart 11

The poor cooperation between employers and VSE schools is also

confirmed with answers to the question “does your company accept students for

practical training”, to which five respondents or 18% said “yes”, 22 respondents or

78% said “no”, while one respondent or 4% chose the option “occasionally”.

As a result of the poor cooperation between schools and employers, it

would be quite normal to expect that employers do not have a system for

monitoring students’ destinations or monitoring their progress while they are in the

company, which is confirmed with the fact that 100% of employers said they did

not have such a monitoring system.

When asked “do you give priority to students who had practical training in

your company when hiring new staff”, 13 respondents or 46% answered

affirmatively, 10 respondents or 36% answered negatively, while five respondents

or 18% said they sometimes gave priority to students who had their practical

training in the company.

58

This shows that the practical training in companies influences the hiring of

new staff, and this impact would be even greater if the cooperation between

schools and employers deepened and had greater scope.

When asked “did your company have lack of personnel with vocational

secondary qualifications”, 10 respondents or 36% answered “yes”, 14 respondents

or 50% said “no”, while four respondents or 14% chose the option “sometimes”.

This perception indicates to a partial lack of workforce, whereas employers

usually hire staff under ads, personal contacts, information from EARM and from

current personnel.

When asked “is the company willing to cooperate with the schools in

creating school’s enrolment policy, i.e. to state their needs for adequate education

training for some occupations”, 15 respondents or 54% answered affirmatively,

eight respondents or 28% answered negatively, while five respondents or 18%

said they were willing to cooperate to certain extent.

This stance of employers indicates their openness and willingness to

cooperate with vocational schools, and the need for better connections with

schools in future.

Employers’ responses were identical when they were asked: “do you

believe there is a need for systemic monitoring of students graduating from VSE,

which could provide you with information about personnel with vocational

qualifications adequate for positions in your company” and “if there was a system

for monitoring students’ status after their graduation, would you use it when hiring

new staff”, 23 respondents or 82% said “yes”, while five respondents or 18% said

“no”.

The analysis of employers’ perceptions shows that there is great awareness

of the need for systemic monitoring of VSE graduates. Employers need easier,

faster and more appropriate access to information about personnel with vocational

qualifications suitable for jobs available in their companies, as well as faster and

easier access to workforce. Employers’ perception on the need for monitoring VSE

graduates and to what extent this system would be used, is shown in Chart 12.

59

Chart 12

Employers’ assessment on the need to set up a system for monitoring VSE

graduates’ destinations, is as follows:

• Two respondents or 7% chose the option “not necessary”;

• Three respondents or 10% chose the option “not very necessary”;

• 13 respondents or 47% chose the option “necessary”;

• Six respondents or 22% chose the option “very necessary”; and

• Four respondents or 14% chose the option “indispensable”.

Synthesis of results shows the need for setting up a system for VSE

graduates’ monitoring, was mostly placed in the scope of “necessary” and

“indispensable”, which means that there is undoubtedly a need for such systemic

monitoring.

60

Ratio of employers’ estimates on the need for a VSE graduates’ monitoring

system, is shown in Chart 13.

Chart 13

When it comes to who should be in charge of updating the monitoring

database, employers’ opinions are as follows: 10 employers or 36% believe that

schools should be in charge of the database, 13 or 46% believe that municipalities

should do it, while five or 18% believe that the database should be maintained and

updated by some other institution, such as the EARM or the VETC.

This shows that the maintenance and updating of the database should

involve various institutions that would share roles, participation and responsibility.

Employers’ views on institutions and their priority in setting up the system

for monitoring the VSE graduates’ destinations i.e. the status of students after

vocational secondary education, are shown in Table 6.

Quantification of percentages relating to the need to involve certain

institutions, was done under the following three categories: “must be involved”,

“involvement desirable” and “does not have to be involved”.

61

Table 6. Quantification of institutional involvement in systemic monitoring of vocational secondary education as seen by employers

Ord. no.

Institution

Must be involved (in %)

Involvement desirable (in

5)

Does not have to be involved (in

5) 1. Vocational secondary schools

(VSS) 93 7 0

2. Ministry of Education and Science (MES)

85 11 4

3. Vocational and educational training centre (VETC)

90 6 4

4. Bureau of Education Development (BED)

35 54 11

5. National Examinations Centre (NEC)

14 22 64

6. Employment Agency of the Republic of Macedonia (EARM)

75 25 0

7. universities 18 78 4 8. Association of units of local self-

government (AULSG) 14 61 25

9. National education inspectorate (NEI)

14 28 58

In line with employers’ views on the institutional involvement in setting up a

system for monitoring the destinations, i.e. the status of students after vocational

secondary education, shown in Table 6, there are:

• Institutions that must be involved in systemic monitoring of students’

destinations, i.e. their status after vocational secondary education: VSSs, the

VETC, the MES and the EARM;

• Institutions whose involvement is desirable in the systemic monitoring of

students’ destinations, i.e. their status after vocational secondary education:

universities, the EARM and the BED; and

62

• Institutions that do not have to be involved in systemic monitoring of students’

destinations, i.e. their status after vocational secondary education: the NEC

and the NEI.

Those views of employers are almost identical to the views expressed by

vocational secondary schools’ management on the institutional involvement in

setting up the system for monitoring students’ destinations, i.e. their status after

completion of the VSE.

According to employers’ views on what would be the biggest problem in setting

up the system for monitoring students’ destinations, ranking them from one to six

(one for the greatest problem, whereas six to the least one), definitely the greatest

problems identified were insufficient finances and lack of human resources

training, followed by lack of human resources, insufficient quantity of equipment,

then the poor quality of equipment, and lastly, the least problem was insufficient

premises. Employers’ rankings of potential problems during introducing a system

for monitoring students’ paths, are shown in Chart 14.

Chart 14

63

When asked whether companies would participate in setting up a system

for monitoring students’ status after completion of vocational education, 13

respondents or 46% answered affirmatively, while 15 or 54% answered negatively.

This shows that employers’ are partly willing to participate in setting up a

system for monitoring students’ post vocational education status.

5.5. Perceptions by the local self-government on monitoring students’ destinations after completion of the education process The decentralization in the Republic of Macedonia brought about certain

changes in the functioning of the education system. Certain competences and

jurisdictions in terms of organization and functioning of vocational secondary

schools, have been transferred to municipalities, i.e. the local self-government. As

direct participants in charge of VSS, and thus the education system, the local self-

government’s perceptions about the systemic monitoring of students, are of great

importance. Information received from municipalities and their awareness of the

necessity to monitor VSE graduates’ destinations, are an important factor in a

successful set-up of a systemic monitoring of students.

The perceptions of representatives of education sectors from the

municipalities of Veles, Tetovo, Strumica, Ohrid, Prilep, Gostivar, Kumanovo,

Kavadarci, Bitola, Stip, Aerodrom, Karpos, Cair and the City of Skopje, are a

representation of the situation and the need for systemic monitoring of students’

status after they leave vocational secondary schools.

What are the perceptions of the local self-government, i.e. the municipalities

involved in this research, about the monitoring of students’ destinations after they

complete their vocational education?

When asked if there was a vocational secondary school in their

municipality, 13 respondents or 93% answered affirmatively, while one respondent

or 7% answered negatively.

This indicates that there are vocational schools in almost all regions in the

country.

64

The municipalities identify vocational secondary schools on their territory as

well as the vocations taught in those schools, and they are enlisted in full.

This suggests that there is cooperation between municipalities and

vocational secondary schools, and that municipalities are aware of the local staff’

qualifications.

This conclusion is also confirmed by municipal responses when asked if

they cooperated with vocational schools in creating schools’ enrolment policies

and if they presented the need for certain education programmes in a particular

occupation, to which eight respondents or 58% answered affirmatively, two

respondents or 14% answered negatively, while four respondents or 28% reported

the cooperation as only partial.

Asked whether they researched the labour market needs in their

municipalities, three respondents or 21% answered affirmatively, six respondents

or 43% answered negatively, while five respondents or 36% said they only partially

researched the labour market.

These responses suggest that the labour market is insufficiently researched

and that there are inconsistencies in information available on the labour market

requirements, because there is no unified and methodological research approach

at local level.

Municipalities’ perception that the labour market was insufficiently

researched, have also been confirmed by responses from some municipalities,

which state that they did the research as follows: to ascertain requirements for

enrolment of future students in vocational secondary schools, to provide school

guidelines about the necessary profiles in accordance with the local economic

development and the municipal’s projected policies, and to ensure transparency

and awareness of the possibilities the vocational education offers locally for the

future students.

Asked if the municipality has information/statistical data about what

happened with students upon completion of vocational secondary education, no

municipality answered affirmatively, 11 municipalities or 79% said they had no

information/statistical data, while three municipalities or 21% reporting they had

65

only partial data. The partial data that municipalities have, are data from the

EARM, which do not provide broader relevant information.

This suggests that there is no information/data on local level about

students’ destinations after they complete the vocational school.

This is also confirmed by municipalities’ responses to question referring to

the existence of a system for monitoring VET schools’ graduates by the local self-

government, to which all municipalities reported there was no such system.

All municipalities stated the need for a system for monitoring vocational

education graduates, which suggests that local self-governments are greatly

aware of this problem.

The situation in the municipalities in terms of databases about students’

enrolments is slightly different. When asked if they had databases on students

enrolled in their municipal schools, nine respondents or 64% answered in the

affirmative, while five respondents or 36% answered in the negative.

This shows that municipalities have made some progress in setting up

databases for students enrollments in VET schools, although the fact that a

significant percentage of municipalities do not have such data should not be

overlooked.

Municipalities that have databases for VET students’ enrollments, use them

mostly to: plan the number of students and classes, schedule classes, organise

instruction, monitor situation with students enrolled in VET, determine the influx of

students to other municipalities, create local enrolment policies and to determine

the situation with potential staff needs.

When asked to estimate the need for an electronic system (software

solution) for monitoring students’ status (employed, unemployed, continued

education, etc.) after they graduate from their VET schools, and for creating a

database, the municipalities responded:

• No respondent chose the options “not necessary” and “not very necessary”;

• Eight respondents or 57% of the total number of respondents chose the option

“necessary”;

66

• One respondent or 7% of the total number of respondents chose the option

“very necessary”

and

• Five respondents or 36% of the total number of respondents chose the option

“indispensable”.

The synthesis of results shows that the need for an electronic system (a

software solution) for monitoring students’ status (employed, unemployed,

continued their education, etc.) after they graduate from their VET schools, and for

creating a database, is fully in the scope of “necessary” and “indispensable”, as

shown in Chart 15. The results show that there is undoubtedly a need for systemic

monitoring of the movement and destinations of students after they complete their

vocational secondary education.

Chart 15

67

When it comes to identifying those in charge of maintaining and updating

the database, the opinion of the local self-government is as follows: four

municipalities or 29% believe schools should be in charge of such database, two

municipalities or 14% believe that it should be done by municipalities themselves,

while eight municipalities or 57% believe that maintenance and updating of such

database should be done by some other institution, such as: EARM, VETC, MES,

the faculties and specialized centres or institutions.

These opinions of the local self-government show various institutions

should be in charge of maintaining and upgrading the database with shared roles,

participation and responsibility.

Local self-government underlines that the electronic system (software

solution) for monitoring students’ status (employed, unemployed, continued their

education, etc.) after they graduate from VET schools, and the creation of

database would be useful for creating the enrolment policy and for justified

changes in the network of vocational schools. This is also confirmed by

municipalities’ responses when asked if they believed an electronic system would

help the enrolment policy in their municipality, to which 11 municipalities or 79%

answered in the affirmative, three municipalities or 21% said that this system

would be only partially helpful, while no municipality answered in the negative.

The institutions identified by local self-governments as needed to be

involved in setting up a systematic monitoring of students’ status after vocational

secondary education, are shown in Table 7.

The quantification of percentages referring to the need to involve certain

institutions, was done in three categories: “must be involved”, “involvement

desirable” and “does not have to be involved”.

68

Table 7. Quantification of institutional involvement in systemic monitoring of vocational secondary education, as seen by local self-government

Ord. no.

Institution

Must be involved (in

%)

Involvement desirable (in

%)

Does not have to be involved (in

%) 1. Vocational secondary schools

(VSS) 64 22 14

2. Ministry of Education and

Science (MES) 79 21 0

3. Vocational and Educational

Training Centre (VETC) 79 21 0

4. Bureau for the Development of

Education (BoED) 36 50 14

5. National Examinations Centre

(NEC) 7 79 14

6. Employment Agency of the

Republic of Macedonia (EARM) 79 21 0

7. Universities 36 50 14 8. Association of units of local self-

government (AULSG) 71 22 7

9. National Education Inspectorate

(NEI) 21 21 58

In accordance with employers’ views on the involvement of institutions in setting up

a monitoring system, i.e. the status of students after vocational secondary education,

shown in Table 6, there are:

• Institutions that must be involved in the systemic monitoring of students’

destinations, i.e. their status after vocational secondary education: VSSs,

VETC, MES, EARM and AULSG;

69

• Institutions whose involvement is desirable in the systemic monitoring of

students’ destinations, i.e. their status after vocational secondary education:

universities, BED, and NEC

• Institutions that do not have to be involved in systematic monitoring of students’

destinations, i.e. their status after vocational secondary education is NEI.

These perceptions of local self-government are similar to those of the

management of vocational secondary schools and the employers, related to the

involvement of the institutions in setting up a system for monitoring the

destinations, i.e. students’ status after vocational secondary education.

According to the municipalities’ opinions about what would be the biggest

problem in setting up the system for monitoring students’ destinations, ranking

them from one to six (one for the greatest problem, and six for the least problem),

definitely the greatest problem reported was insufficient finances and the lack of

training for human resources, followed by lack of human resources, insufficient

quantity of equipment, then poor quality of equipment, and lastly, the least problem

was insufficient premises. Municipalities’ rankings of possible problems when

setting up a system for monitoring students’ paths, are shown in Chart 15.

Chart 15

70

5.6. Perceptions of students with the status of unemployed persons, about monitoring students’ destinations after they complete their education

Students who have graduated and have the status of unemployed persons

are a category of respondents who can meritoriously assess and evaluate the

need for systemic monitoring of students’ destinations after they complete the

education. Foremostly, because they have completed their education process in a

vocational school and can realistically present the situation in terms of the need for

systemic monitoring of students’ destinations from the aspect of their position.

Judging by responses of respondents who have completed their vocational

secondary education, the following conclusions can be drawn:

Schools do not have a strategy for promotion of possibilities for future

employment of students who graduate from VSE. Schools’ contacts and

cooperation with companies are poor, incidental or nonexistent. There are

individual cases when some teachers keep records of students’ telephone

numbers and addresses; however students were not contacted after they

completed VSE nor were they informed about concrete employment

opportunities.

Opportunities for transfer to higher education, are presented at schools by

some faculties and college in presentation events, however the number of

private faculties doing this is significantly greater.

The majority of interviewed unemployed persons (around 85%) use Internet

and have e-mail addresses. The remainder of respondents do not have

computers for economic reasons.

Respondents were almost unanimous in their desire to stay in touch with their

schools after they completed vocational secondary education.

Respondents were willing to continuously inform the school about their

destination and professional development.

Respondents believe that they should be in continuous communication with the

school in a period of up to five (5) years after they complete VSE.

Many respondents believe that there should be communication with their

school until their actual employment, and they believe that the advantage of

71

this process is the opportunity to get help when looking for work and they see

the school as an intermediary between them and companies. Largest percent

of unemployed do not plan to continue their education at faculties for financial

reasons and lack of financial support available

Almost all respondents were unanimous that the process of communication

with the schools should be well planned, organised and carried out by a

professional service and trained staff. They prefer direct communication with

meetings on school premises; they would inform the schools over the phone

about meetings’ dynamics. Respondents also do not have anything against

another type of well-planned communication with schools.

Respondents support the initiative for setting up a system for monitoring

students’ professional development even after they complete vocational

secondary education, in order to get continued aid in personal development.

They are unanimous that it is necessary to establish a system for monitoring

students’ destinations after they complete vocational secondary education.

5.7. Perceptions of institutions in charge of vocational secondary education about monitoring students’ destinations after they complete the education

In order for institutions in charge of vocational secondary education (MES,

BED and VETC) to plan and initiate improvements in the education system, they

should and have to know what is happening with students after completion of

vocational secondary education.

The perceptions of representatives of institutions in charge of VSE (MES,

BED and VETC) ascertain the situation and the need for systemic monitoring of

students’ paths, i.e. status after they leave the vocational secondary school.

In accordance with the opinions of respondents from institutions in charge

of vocational secondary education, the following conclusions can be drawn:

There is no system for monitoring the students’ status (employed, unemployed,

continued their education, etc.) after they complete their education.

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There are no records or data kept that would give answers to the question:

“what is happening with students after they complete VSE”.

It is very necessary to set up an electronic system (a software solution) for

monitoring students’ status (employed, unemployed, continued their education,

etc.) after they complete their education and to create a database for them.

Institutions that have to be involved in creating, setting up and the functioning

of the systemic monitoring of students’ status are: VSSs, VETC, MES, EARM

and the universities, while the involvement of BoED, NEC, AULSG and NEI is

desirable.

For the purposes of enrolments at vocational schools, the MES uses data from

the EARM, then the analyses at local level and the macro-economic policy of

R. Macedonia.

From an institutional point of view, the electronic system (software solution) for

monitoring students’ status (employed, unemployed, continued their education,

etc.) after they complete their education and creating such database, would be

most beneficial for the purposes of:

1. creating enrolment policies for vocational schools;

2. planning and implementing additional reforms or interventions in vocational

education;

3. better and more adequate planning of the education process;

4. better communication between vocational education and the labour market;

5. optimizing the network of vocational schools;

6. better guidance for students;

7. creating pre-conditions and possibilities for redefining occupations and

qualifications for personnel demanded by the labour market.

Within he Ss. Cyril and Methodius University, there is an integrated university

software which allows for adequate students records, which also contains

information about vocational secondary schools of enrolled students.

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6. Final conclusions about systemic monitoring of students’ destinations after they complete the education process

Based on the interpretation and analysis of information received from the

management, the teaching staff and the students in vocational secondary schools,

then from employers, the local self-government, the students who have graduated

and have the status of unemployed persons, and from the institutions in charge of

vocational secondary education, about systemic monitoring of students’

destinations after they graduate from VET schools, the following can be

concluded:

There is no systemic monitoring of students’ destinations i.e. status after

vocational secondary education.

There is a great need for setting up systemic monitoring of the movement and

the destinations of students after they complete their vocational secondary

education.

Schools and all relevant stakeholders are greatly willing to participate in the

building of a system for monitoring students’ destinations, i.e. status after VSE.

The optimal solution for systemic monitoring of students’ paths after VSE would

be to establish special professional services/sectors with a heterogeneous

composition, within the frames of the competent institutions, that would be in

charge of the databases and their analytical application, in line with educational

needs.

The institutions that need to be involved in the systemic monitoring of students’

destinations after VSE are: vocational secondary schools, the Vocational and

Educational Training Centre, the Employment Agency of the Republic of

Macedonia, the Ministry of Education and Science, the universities and the

Association of Units of Local Self-Government.

The systemic monitoring of students’ destinations after VSE should be person-

centred, comprehensive, with unified databases.

The students’ IT literacy, the use of Internet services and e-mail

communication are at a high level.

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A large percentage of students are willing and able to remain in contact with

the school after they complete their vocational secondary education in order to

provide information about their destinations.

A large percentage of students see a personal benefit from providing

information about their destinations after VSE.

A timeframe of five to seven years after the completion of vocational secondary

education should be sufficient for providing information and systematic

monitoring of one individual’s destination.

The systemic monitoring of students’ destinations should be projected and

established with heterogeneous (synthesis of several forms of communication),

not just one form of communication when sharing information.

Potential threats for setting up the system for monitoring students’ destinations

are insufficient funds, the lack of training of human resources, lack of human

resources and insufficient quality of the equipment.

There is mostly no cooperation between employers and schools, and even if

there is, it is partial and occasional.

Employers are open and willing to cooperate with vocational schools and

believe there is a need for systemic monitoring of students who have

graduated.

There is cooperation between municipalities and vocational secondary schools

and awareness of the qualifications of the personnel produced locally.

Municipalities do not adequately research the labour market and there are

inconsistencies in the information about the demands of the labour market.

Municipalities do not have information/data about students’ destinations after

they complete the education process in a vocational school; however the local

self-government is aware that there is a need for systemic monitoring of

students’ destinations.

The electronic system (a software solution) for monitoring the students’ status

(employed, unemployed, continued their education, etc.) and a database for

them would mostly help with: designing the enrolment policy of vocational

schools, planning and implementing additional reforms or interventions in

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vocational education, better and more adequate planning of the education

process, better communication between vocational education and the labour

market, optimizing the network of vocational schools, better professional

guidance for the students and creating preconditions and possibilities for

redefining occupations and occupational profiles, i.e. qualifications for

prrsonnel that are in demand on the labour market.

The schools and the institutions (VETC, MES, AULSG, EARM and the

universities) that should be involved in setting up, in the functioning, the

maintenance and the development of the system for monitoring students’

destinations do not have the necessary institutional capacities (organizational,

technical-technological, material, competent human resources) and finances

for establishing a systemic electronic monitoring with databases, their analysis

and making projections for vocational secondary education in order to improve

its quality.

The absence of a system for monitoring students’ destinations leads to

insufficient transparency, sharing unsubstantiated information, inadequate

information and inadequate treatment of their professional development.

7. Recommendations for building a system for monitoring students’ destinations after completion of vocational secondary education

Based on the analysis of the opinions on monitoring students’ destinations

after they complete vocational secondary education in the Republic of Macedonia,

the final conclusions and the importance of this issue for improving the quality of

VSE, various recommendations can be made about building a system for

monitoring students’ destinations after they complete vocational secondary

education.

The recommendations refer to successfully setting up, maintaining and

developing the system for monitoring students’ destinations after they complete

vocational secondary education.

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Recommendations

It is necessary to establish a system for monitoring students’ destinations after

they complete VSE.

The system for monitoring students’ destinations after they complete VSE

should have an individualized approach in all segments. Schools, VETC, MES, AULSG and universities should be involved in setting

up, maintaining and developing the system for monitoring students’

destinations after they complete VSE with precisely defined procedures, roles

and competences. The solution for systemic monitoring of students’ destinations should be

optimized with the establishment of special professional services/sectors

(independent or as an integral part of similar existing services in schools,

career centres, etc.) with heterogeneous composition that would be in charge

of the databases in terms of their analytical organization and application. It is necessary to strengthen the institutional capacities (organizational,

technical-technological, material, competent human resources) and to provide

funding for setting up systemic electronic monitoring of students’ destinations

after they complete vocational secondary education with databases and

projections in vocational secondary education in order to improve its quality. The systemic monitoring of students’ destinations could be projected for a

period of five to seven years after they complete vocational secondary

education The software applications should provide unified databases, in accordance with

the demands and requests for systematic monitoring of students’ destinations

after they complete VSE. The design of the databases should be harmonized in the frames of all relevant

participants and they should ensure adequate information for each individual. The systemic monitoring of students’ destinations should be projected and

established with heterogeneous communication (synthesis of several forms of

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communication and using the good IT competences of the monitored

individuals), not just one form of communication when sharing information. The process of communication and sharing information within the system for

monitoring students’ destinations after they complete vocational secondary

education should be well thought-out, organised and carried out by

professionals competent for statistical processing of data and their analysis in

line with educational needs, with the goal of improving the quality of the

education process. Schools should strengthen their cooperation with companies and faculties and

have the role of mediators between their students, the labour of market and

higher education. The analysis reflects the current situation and ascertains the need for

monitoring students’ destinations after they complete vocational secondary

education based on the perceptions of the management, teaching staff and

students in vocational secondary schools, employers, the local self-government,

students who have graduated and have the status of unemployed persons and

the institutions in charge of vocational secondary education.

The analysis should open up possibilities for improving the situation when it

comes to the systemic monitoring of students’ destinations after they complete

vocational secondary education, which would result with better quality in

vocational education.

The analysis should contribute to the design and setup of a model for

monitoring students’ destinations after they complete vocational secondary

education, a model that should set the course for positive changes in the

organizational-technical culture in educational institutions, help with the

standardization of certain perceptions about monitoring VSE and also provoke

further research in this field and develop new models and solutions for improving

the quality of vocational secondary education.