Enhancing Employability Skills for Increasing Youth Employability

Author(s):

Ineta Luka(submitting)Tamara Pigozne(presenting)

Conference:

ECER 2014

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 07 B, Adults’ Training and Promotion of Values for Integrated Societies

Paper Session

Time:

2014-09-03

17:15-18:45

Room:

B232A/B Sala de Aulas

Chair:

Salvador Peiró-i-Gregòri

Contribution

The strategy for the current decade in Europe “Europe 2020” is a strategy for smart, sustainable and inclusive growth to increase Europe’s competitiveness through fostering economy based on knowledge, research and innovation as well as improve people’s employability across Europe (Europe 2020, 2010). The third priority – inclusive growth – is associated with a necessity to work out an agenda for new skills and jobs to increase employability (Smarter, greener, more inclusive? 2013) which is related with education levels. The EU data show that better educational attainment increases employability.

In 2013, out of 2’023’825 inhabitants of Latvia 392’612 (19.4%) belonged to the age group of 15-29 (Demography 2012, 2013). The unemployment rate in Latvia in December 2013 constituted 9.5% or 93’321 people. 18’811 (20.2%) of them were aged 15-29. 33’038 unemployed people are long-term unemployed, 3 270 of them were aged 15-29. However, at the same time, State Employment Agency had registered 4’300 job vacancies (SEA, 2013).

The problem lies in the discrepancy between the demand and offer. Lots of studies have been conducted worldwide (Brown, et al., 2003; CBI, 2012; Lowden, et al., 2011; etc.) which point to a gap between the labour market requirements and potential employees’ skills and competencies.

The proposal addresses the issue of analyzing employability skills of young people (aged 15-29) and the possible ways of enhancing their development.

The research questions: 1) What employability skills will be required in the future? 2) What is the level of young people’s employability skills and competencies in Latvia and how to increase it?

Over the last ten years there has been observed sustained interest in the pedagogy of employability (Pegg, et al., 2012). The present contribution explores different concepts of employability skills and the current trends in the field. The term ‘employability’ was first used in 1909 (Beveridge, 1909), regularly appeared in literature since 1940ies (Gazier, 1999), and since then has undergone changes in three different periods. However, the term ‘employability skills’ is comparatively new. Literature review shows that there is not a unanimous interpretation of employability skills. They have been analyzed in terms of ‘hard skills’ and ‘soft skills’ (Andrews, Higson, 2008), generic skills and competencies (Brown, 2003; Rao, 2010; Selvadurai, et al., 2012), personal competencies and key transferable skills (McQuaid, Lindsay, 2005). Although the classifications of employability skills made by different scholars vary considerably (Cotton, 2008), all scholars emphasize their transferable character.

Contemporary world shows a change in the employability patterns and skills needed in the future. The studies conducted across Europe (An Agenda for New Skills and Jobs, 2010; Lowden, et al., 2011) stress the role of transversal skills and entrepreneurial skills. The studies conducted in Latvia (Kasalis, et al., 2013; Projekta, 2013) provide with the skills required by 2030.

Adapting educational and training systems to produce the skills required on the labour market is one of key priorities of „Europe 2020”. Among 13 key actions the following ones are directly connected with learning: organising comprehensive life long learning, matching skills supply with labour market needs, providing the right mix of skills. There is a need for „comprehensive strategies for Lifelong Learning and in particular a new approach to adult learning, based on common principles such as shared responsibility and partnership, effective financing mechanisms, flexible pathways, and quality initial education and targeted continuing training” (An Agenda for New Skills and Jobs, 2010, p.8). These issues are especially topical for Latvia as comparing rankings of the EU countries regarding education and training, in 2011, Latvia ranked on the 22^nd position with the score 4.61, cf. the average 5.3 in the EU (Europe 2020 Competitiveness report, 2012).

Method

This study is part of the study in adult education conducted within the project “A renewed European agenda for adult learning” by Ministry of Education and Science of the Republic of Latvia and supported by European Commission. The aim: to promote collaboration and create a network between all stakeholders involved in adult education in order to enhance adults’ skills, competencies and raise their qualification; further discussions about lifelong learning problems in Latvia; disseminate information about opportunities of acquiring education and raising one’s qualification. The initiative covers five areas. This paper deals with the analysis of Part 2 “Adult Education Resources to Diminish Youth Unemployment”, the aim of which is to elaborate policy initiative proposals for adult education development in Latvia. Exploratory research following the line of pragmatism paradigm, applying mixed-method approach, quantitative and qualitative data analysis, was conducted (Sounders, et al., 2009; Gravetter, Forzano, 2012). The study comprises an online survey (Oganisjana, 2012) which was administered by applying a questionnaire containing a four-point Likert-scale ranking questions, category questions and open questions. The sample comprises 282 respondents (22% male, 78% female) from all five geographic regions of Latvia (29% from Vidzeme, 10% from Kurzeme, 9% from Zemgale, 22% from Latgale, 30% from Riga), aged 15-29. 20% had basic education, 19% general secondary education, 9% vocational education, 53% higher education. 51% are employees, 22% do not have work experience. 15% are fluent in 2 languages, 50% in three, 35% in more languages. Respondents evaluated their traits of character, abilities, key competences, employability skills; reflected on previous education experience focusing on study methods, education quality, skills acquired and their compliance with labour market needs. In the open questions they expressed opinion on ways how to increase education quality and competencies, wrote their success story on getting employment, their extracurricular experience, told why exactly they were successful – which skills, competencies, qualification, etc. had helped them. Data were analyzed using SPSS software (frequencies, Kolmogorov-Smirnov Z test, Cronbach’s Alpha test, Chi-Square test, cluster analysis, etc. and AQUAD software to process and analyze qualitative data (frequencies, linkages, implicants). Research stages: 1) analysis of the literature on employability skills; 2) analysis of the research conducted in the field of eliminating youth unemployment in Latvia; 3) a survey of young people’s activities to eliminate unemployment risks; 4) evaluation of support initiatives provided to the youth; 5) exploration of best practice; 5) elaboration of proposals for increasing youth employability.

Expected Outcomes

Findings indicate general trends of youth unemployment; provide analysis of contribution of different stakeholders in increasing youth entrepreneurial skills and employability; demonstrate best practice patterns in Latvia and world-wide regarding collaboration of youth and entrepreneurs; offer proposals for eliminating youth unemployment in Latvia. Regarding traits of character forming entrepreneurial spirit, most respondents agree possessing such significant attributes: honesty (71%), self-dependence (59%), purposefulness (44%), sociability (47%). They more agree than disagree being energetic (46%), possessing self-assurance (53%), optimism (48%), flexibility (52%), courage (53%). Means 3.68-3.13; medians mostly 3.00; modes 4, 3. They possess such employability skills: teamworking (54%), capability to plan and organize work (47%), ability to make decisions and responsibility for them (51%). They perceive failure as challenge (48%), are ready to solve problems (52%), positively react to changes (56%) which is very significant for employability. They highly evaluate their key competences (means 3.79-2.77; medians 4.00, 3.00; modes 4, 3). Results of Chi-Square test indicate statistically significant differences depending on education level of youth regarding their traits of character, abilities and skills which increase proportionally to the education level. E.g., honesty (χ²(6)=20,100; p=0.003), self-dependence (χ²(6)=13,051; p=0.042), purposefullness (χ²(9)=20,263; p=0.016) are more typical to young people having higher education, less to those having basic education. Depending on employability, honesty (χ²(10)=27,764; p=0.002), flexibility (χ²(10)=27,764; p=0.002), purposefullness (χ²(10)=27,764; p=0.002) are more characteristic to entrepreneurs, self-employed and employees, less to unemployed. Similarly, a higher level of key competences is typical to youth with higher education (χ²(9)=18,672-37,914; p=0.028-0.000) and employers, self-employed, students, employees (χ²(15)=25,880-38,188; p=0.039-0.001), whereas less to those with basic education and unemployed. Ability to identify and cope with risk (χ²(9)=21,660; p=0.010), planning and organising (χ²(9)=43,457; p=0.000), problemsolving (χ²(9)=24,386; p=0.004), making decisions and responsibility for them (χ²(9)=19,748; p=0.020) are employability skills characterizing youth with higher, vocational and general education rather than basic education.

References

- An Agenda for New Skills and Jobs: A European contribution towards full employment. (2010). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Strasbourg, 23.11.2010, COM(2010), 682 final. - Andrews, J., & Higson, H. (2008). Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study. Higher Education in Europe, 33(4), 411-422. - Beveridge, W. (1909) Unemployment: A Problem of Industry. Longman, London. - Brown, P., Hesketh, A., Williams, S. (2003) Employability in a Knowledge-driven Economy. Journal of Education and Work, 16(2), 107-126. - Cotton, K. (2008). Developing employability skills. School Improvement Research Series. Northwest Regional Educational Research Laboratory. - Demography 2012. (2013). Collection of Statistical Data. Riga: Central Statistical Bureau of Latvia. - Europe 2020. (2010). Communication from the Commission. Brussels, 3,3,2010., COM(2010) 220 final. - Gazier, B. (1999). Employability: Concepts and Policies, Infor MISEP Reports No. 67-68, Birmingham, European Employment Observatory. - Gravetter, F.J., Forzano, L.-A.B. (2012). Research Methods for the Behavioral Sciences. Wadsworth: Cengage Learning. - Kasalis, E., Brēķis, E., Jēkabsone, S., Purmalis, K., Bramts, M., Eglīte, G. (2013). Iedzīvotāju novecošanās ietekme uz nākotnes prasmju piedāvājumu Latvijā. - Lowden, K., Hall, S., Elliot, D., & Lewin, J. (2011). Employers’ perceptions of the employability skills of new graduates. Glasgow: University of Glasgow SCRE Centre and Edge Foundation. - McQuaid, R.W., Lindsay, C. (2005). The concept of employability. Urban Studies, 42, 2, 197-219. - Oganisjana, K. (2012) Uzņēmējspēja un uzņēmība. Riga: RaKa - Pegg, A., Waldock, J., Hendy-Isaac, S., Lawton, R. (2012). Pedagogy for Employability. York: The Higher Education Academy. - Rao, M.S. (2010). Soft Skills: Enhancing Employability: Connecting campus with corporate. New Dehli: I.K. International Publishing House Pvt. Ltd. - Selvadurai, S., Choy, E.A., & Maros M. (2012). Generic Skills of Prospective Graduates from the Employers’ Perspectives. Asian Social Science, 8(12), 295-303. - Projekta „Darba tirgus pieprasījuma vidēja termiņa un ilgtermiņa prognozēšanas sistēmas attīstība”. Aktivitātes „Aptaujas darba tirgus jomā” gala ziņojums (2013). Riga: Ministry of Economics. - Smarter, greener, more inclusive? (2013). Indicators to support the Europe 2020 strategy. Eurostat Statistical books, 2013 edition. Luxembourg: Publications Office of the European Union. - Sounders, M., Lewis, P., Thornhill, A. (2009). Research Methods for Business Students. Fifth Edition. Harlow: Pearson Education Ltd. - State Employment Agency. (2013). Pārskats par bezdarba situāciju valstī 2013.gada decembrī. - The Europe 2020 Competitiveness Report: Building a More Competitive Europe. (2012). Geneva: World Economic Forum.

Author Information

Ineta Luka (submitting)

University of Latvia (LU)

Riga

Tamara Pigozne (presenting)

University of Latvia