report on conducted analysis of local job market

8/10/2019 REPORT on Conducted Analysis of Local Job Market

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PROJECT Positioning level V qualification in BiH

REPORT

on conducted analysis of local job market for creating

plan and program for level V qualifications

Nermin Oru

March 2014


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Content

1. Introduction......................................................................................................................................... 3

1.1. About project............................................................................................................................... 4

2. Metodology......................................................................................................................................... 6

2.1. Introduction.................................................................................................................................. 6

2.2. Targeted group for level V........................................................................................................... 8

2.3.Needs for specific skills within certain occupations clusters...................................................... 9

2.4. Needs for specific skills within certain occupations.................................................................... 9

2.5. Gathering necessary data........................................................................................................... 10

3. Analyzing data.................................................................................................................................. 11

4. Conclusions....................................................................................................................................... 19

5. References......................................................................................................................................... 20

6. Appendix........................................................................................................................................... 21


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1. Introduction

All countries in the world, both developed and developing, are facing rapid changes in

society which pose new challenges in respect to flexibility and pace of adjustment to those

changes. The thing that is, for a while now, particular challenge to policy makers in all

countries is the means of adjusting formal education to the needs of job market. One of the

key factors which influence discord between skills provided by educational system of a

country and requirements of job markets is, just as well, tardiness and inflexibility of those

educational systems when it comes to adjustment to ever growing changes in job market, in

respect to structure of industrial sector, on top of technological advances which influence

work descriptions within a sector. Additional problem faced by the countries in transition is a

sudden change in structure of industries which was not accompanied by adequate adjustment

in educational system. As one of those countries in transition, which in addition suffered

great losses and destruction of industrial capacity, as well as loss of higher education

workforce during the 1990s, Bosnia and Herzegovina is facing many challenges. According

to many researches so far (e.g. ETF, 2006, Arandarenko & Bartlett, 2012) BiH falls within

countries with significant dissonance between education and job market (skills mismatch).

Therefore, every contribution to decrement this disparity is welcomed.

As one of educational institutions in BiH, with the aim of participating in processes

which will lead to improving services of education system to job market, International

University of Sarajevo (IUS) initiated project Positioning level V qualification in BiH,

which is financed by Delegation of the European Union to Bosnia and Herzegovina. One of

the activities on this project is researching local job market with the goal of gathering

adequate information which will be used in further phases of the project, for which the

creation and implementation of plans and programs of the level V qualifications in partner

schools was predicted. First part of this phase of the project is dedicated to developing

methodology for gathering information on the job market for development of future plans and

programs in partner schools, which will also be offered to other schools in BiH for

development of their plans and programs compatible with demands of job markets. Second

plan of this phase is analysis of local job market in accordance with developed methodology

in two cantons in which partner schools are located. Results of the first phase of the project

are presented in this report. Detailed description of the methodology is presented in the first


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part (with additional tools for its use, such as polls, questionnaires, and instructions, all

attached in the appendix of this report), whilst the results of the analysis are shown in the

second part of this report.

1.1. About Project

Within the scope of activities and intensifying scientific researches, International

University of Sarajevo (IUS) has started with the implementation of new project under the

name Positioning level V qualification in BiH. Realization of this project, through the

means of financial assistance, was made possible by the Delegation of European Union to

Bosnia and Herzegovina.

The goal of the project Positioning level V qualification in BiH was enhancing the

formal educational system in wood and furniture industry sector, through the development of

adequate plans and programs which are adjusted with the needs of the job market, which will,

furthermore, provide the students with additional knowledge and skills needed for quality

performance at work in companies in this sector. It is expected that activities of this project

will, through enhancement of quality and productiveness of the work force within the sector,

positively influence the international competitiveness within this sector. Previous researchesin the sector (such as USAID FIRMA) have shown that the lack of quality in the education of

the work force is one of the key reasons for low competitiveness and for factors which

negatively influence further development of this sector within the BiH.

Within the scope of this project following activities were planned:

Analysis of the needs in the job market and skills mismatch (presented in this

report)

Analysis of the best practice in the European Union

Development of plans and program for the level V

Development of plans and program for training of teachers for the level V

Creating model for fast implementation of new teaching plans and programs,

which correspond to need of the job market

Increasing capacities of schools for conducting the level V education

Increase of employment of students who completed level V training


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Partners in this project are JU Mjeovita srednja kola ivinice and

JU Mjeovita srednja kola "Musa azim ati" Olovo. In cooperation with these schools,

through this project, it is planned to have the first generation of finished master studies at IUS

according to the new plan and program for training teachers in schools, as well as the first

generation of students who finished level V of the wood working industry education.

For a better implementation of the project, advisory body which includes wide spectra

of interested parties was formed (stakeholders), which follow activities on this project and

provide suggestions and insights related to the implementation of all activities associated to

this project. The list of members of advisory bodies of the project includes representatives of

following institutions:

The ministry of Civil Affairs

Federal Ministry of Education and Science

Ministry of Education, Science, Culture and Sport from the Tuzla Canton

Ministry of Education, Science, Culture and Sport from the Zenica-Doboj

Canton

Chamber of Commerce of the Sarajevo Canton

Chamber of Commerce of the Tuzla Canton

Chamber of Commerce of the Zenica-Doboj Canton

Association of Employers in BiH

Eco Company, d.o.o. Sarajevo

D. D. Konjuh Zivinice

Federal Employment Institute

Besides, expert team which participates in realization of this project regularly

publishes consultations with wider community which can provide useful suggestions on all

results of individual activities project, through individual meetings and workshops which are

organized on IUS, all with purpose of producing results which include consensus of all

interested parties.


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2. Methodology

2.1. Introduction

First phase of project Positioning level V qualification in BiH, which is conducted

by International University of Sarajevo, High Schools Musa azim ati Olovo and

ivinice, is regarding analysis of job market in the areas of Zenica -Doboj and Tuzla cantons.

The primary aim of this analysis of local job markets is to provide necessary information

which will serve for development of quality teaching plan for Level V qualifications. The aim

of the methodology presented in this document is not exclusively to serve solely for this

project, but to potentially be an example of methodology for gathering information about job

market for development of future plans and programs in schools that are partners, as well as

other schools in BiH for development of their plans and programs in accordance with job

market needs. In accordance with that, in the process of development of the methodology it

was taken into account that it should be as simple as possible (as long as it does not

jeopardize its quality, that is its ability to respond to previously stated aims), so that future

research regarding needs of job markets for the development of plans and programs could be

implemented by schools employees, without needing to invest significant funds for those

purposes.

Before the development of methodology itself, it was necessary to define job market.

In that purpose results of preliminary desk and terrain research results were used, as well as

consultations with representatives of schools and companies from targeted sector. Based on

that information, it was established that geographical definition of job market for two partner

schools within municipalities is general, considering low mobility of workforce in BiH

generally (which was determined by analysis of existing reports and terrain research), since

people, mostly, are looking for jobs and employment in the municipalities of their residence.

However, with regard of greater encompassing potential market for highschool graduates

within these two municipalities, secondary job market was defined and it includes territory of

cantons plus Sarajevo as secondary job market for high school graduates from Olovo.

Considering sector definitions of job markets, problem is, somewhat more

complicated considering that preliminary research has shown that employers often employ

high school graduates which have not finished schools with wood making curriculums, which

points out to great degree of substitutability of skills between sectors. Unfortunately, this


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mobility of work force between sectors, considering it is regarding greatly diverse skill sets

(for example employing a waiter to be a wood maker) is not a sign of quality of education

which equips students with vast transferable skills. On the contrary, this serves as indicator of

very poor educational system, where companies face the need of equally expensive informal

education and prequalification for their workforce and for those who do not have adequate

formal education. Based on that, we can conclude that all those who graduated from high

school, regardless of the kind of formal education, can be treated as equal candidates on the

job market for wood making industry. It was also important in the decision making that

students who finished 4 years of high school from all the different programs, can enroll in

level V education for wood sector.

After defining borders of the job market, which is necessary for establishing needed

data and correct sampling for future analysis, the next step was clear defining of goals of the

research. As it was already mentioned in introduction of this report, primary goal of this

research is to provide adequate information about local job markets to experts who will work

on development of plans and programs for level V qualifications. Based on that, with proper

understanding of the task of development of plan and program for level V qualifications,

three primary goals of researching job market were developed, and those are:

1.

What is the target group for level V?

2. What are the needs for specific skills within a certain group of skill trade, in

respect to another?

3. What are the needs for specific skills within a certain skill trade?

In order to get these answers, it was needed to define adequate methods of gathering

and analyzing data about job market, including the sample of examinees. In the principle,

answers to these questions was highly possible to obtain based on available statistical data

from reports from institutions which deal with analysis of job markets and wood industry,

polls from employers, whilst only certain information about specific skills was necessary to

obtain through interviews with limited number of employers. The organization of workload

was prcised in the way so that key experts for analysis of job markets (IUS representative)

develops methodology for researching in consultations with experts for analysis for job

markets delegated by partner schools, and to analyze gathered data, whilst the local experts


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(school representatives) will do the terrain research. The connection between aims of

research, examinees and methods of research is presented in graph 1.

Graph 1. The visualization of connection between the basic elements of the

methodological approach

Source: author

The basic elements of methodology, by pre-defined key issues of the research are

presented in report below.

2.2. Targeted group for level 5

For level 5 qualification at least three target groups of students of this program can be

determined. Those are: graduates of fourth year of this program, unemployed, and employees

of companies who need further training of skills. Level 5 students can be people from any of

those three categories, but during the development of curriculum it is necessary to define

dominant group, or the one that has special focus of this program in order to have the best

respond to needs of exactly that group.

In order to obtain the answer of question which group will be target group of level 5

several different methods of data collection will be used, where potential interest for this

program within each group will be explored. For identification of graduate interest

questionnaire for students will be used (Appendix 1). Data obtained from Public Employment


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Service will be used to determine the needs for retraining and additional education of

unemployed (Appendix 6). Questionnaire for companies will be used to determine the need

for retraining and additional education of company employees (Appendix 2) and interviews

with CEOs of chosen companies (Appendix 3). In order to determine companies which will

be the pattern for survey of employers and interviews with owners/CEOs, data from schools

about the companies where former students are employed will be used.

Statistical analysis of the data collected will provide an answer on the potential and

interest of certain target groups, and on the basis of these results level 5 qualification program

will be created.

2.3. Needs for specific skills within the certain occupations' clusters

On the basis of available statistical data, it is necessary to determine current status and

further needs for personnel by type of occupation in wood industry. Data from statistical

reports of various institutions and data that will be collected from companies (Appendices 2

and 3) will be used for this part of analysis.

Statistical analysis of the collected data will provide an answer about the current level

of mismatch between the demands for certain professions and their availability, and show thepotential of introduction of level 5. The results of this analysis will be used for capacity

planning for the enrolment of students in the level 5 qualification, and to define the possible

focus of this program to certain professions. Results of these analyzes will be used to develop

level 5 qualification program.

2.4. Needs for specific skills within the certain occupation

For this analysis, it is necessary to have a survey and interviews among employers

(Appendices 2 and 3), in order to define the need for upgrading the existing knowledge and

skills, and types of skills needed by employers.

Statistical analysis of the data collected will provide an answer on the current level of

mismatch between the need for certain specific skills within each profession and their

availability, and to define a list of skills that need to be improved through the level 5

qualifications. Results of these analyzes will be used to create level 5 qualification program.


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2.5. Gathering necessary data

Data within this labour market analysis will be collected from: institutions that have

administration data and/or are already dealing with labour market analyzes and/or wood sector; final

year students of schools that are partners in the project; and the owner/CEOs of the companies from

wood sector in the municipality. The method of collecting data from each of the sources is explained

below.

a. Letter to institutions

In order to collect all available data about the labour market and the wood sector in

the municipality and the canton in which the school is located, letter will be addressed to the

institutions in charge of administrative data and/or are already dealing with labour market

analyzes and/or wood sector, such as Municipal Public Employment Service, cantonal

chamber of commerce, business associations in the wood sector, etc. The full list will be

defined by researchers from the partner schools. Appropriate appendix (Appendices 5-7),

with an explanation of the data that they should deliver, will be attached to letter to

institutions.

In a letter to Central Employment Service, before sending table from the appendix 6,

it is necessary that researchers from the schools in the remaining fields of the first column

indicate all other occupations related to the wood sector for which there are programs in their

schools, and to leave 2-3 fields for other occupations related to wood sector where there can

still be registered unemployed, and what will be written by employees of the bureau, as it was

explained in the introduction of Appendix 6.

During the process of collecting data from the schools themselves, beside curriculum, and

data of enrolment in the directions, a short explanation is needed to be written (up to 1 page),

which will be the answer to the questions set out in Appendix 5, which will be written or

collected through interviews with the school principals by a researcher. Answers to these

questions will be additional useful information for the creation of curriculum for the level 5.


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b. Student Survey

Survey (Appendix 1) will be distributed among all students of 3rd and 4thgrades in

high schools, whose programs are related to the wood industry, as a means of gathering data

about their interest. The student survey has been developed using questions chosen from a

previous survey of high school education, implemented by LSE for the project Mapping

VET politics and practices for social involvement and social cohesion in West Balkans,

Turkey and Israel, which was founded by EuropeanTraining Foundation, and survey sets

from previous, similar, researches, chosen while reviewing literature for methodology design.

c. Employer Survey

Survey (Appendix 2) is needed to be distributed to as many employers located near

the high schools as possible (because they are the ones who will be offering most jobs to the

students, once they graduate). The survey can be distributed via fax, e-mail, or in person. The

type of employers varies depending on the wood industry structure in that area. Therefore, it

could be big companies, but also small businessmen with just a few employees.

d. Interviews with the Employers

Interviews with a certain number (5-6) employers who usually employ graduatestudents will be implemented as half-structured interviews, which mean that questions from

Appendix 3 will be used as an introduction in order to gather all useful information regarding

local working market and upgrade high school curriculum. During the interview, the

researcher will keep a detailed record of the employersanswers, all useful information and

comments given by the employer. After the interview, the researcher will write a short report

which will sum up the answers and gathered information.

3. Data Analysis

All the collected data, delivered by local experts, contain a total of 75 surveys filled

by students, 19 by employers, 19 surveys on semi-structural interviews with employers, and

one by each targeted institution (Biroa za zapoljavanje, Kantonalnih privrednih komora,

Kantonalnih ministarstava PV). Survey data is analyzed via statistical analysis, while

interview data are analyzed qualitatively, and the quantitative analysis results are compared

because of triangulation. Results of the data analysis are presented in the extension of the

report.


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Student Survey

In the first part, we present the results of the student survey. The goal of the survey

was to keep it simple, so that these questionnaires could be used in schools in future surveys

of similar focus. Therefore it had a limited set of questions. Still the collected data gave a lot

of useful information for extraction of interest of high school students about the Level V

qualifications and possible guidelines. Out of 75 students surveyed, there were 61,7% of male

students, and the average age is 18,39. The replies to the question about their plans after

finishing high school are presented in graphs 2 and 3.

Graph 2. Do you plan to look for a paid job after finishing your education?

Source:Authors calcualtion

Sketch 3. If you do not plan to look for a paid job, what do you plan to do after

finishing your education?

76%

20%

4%

Da

Ne

Ne znam


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Source:Authors calcualtion

From this, we can see that the majority of students do plan to look for a job after

graduating from high school, which is in accordance to previous surveys. This is linked to

limitations about the continuation of education. For example, students who finish 3 years of

high school cannot enroll into universities, by the law of education. As we can conclude from

the Sketch 3, almost 40% of students plan to continue their education, while a smaller

number have other plans (like taking care of their parents, or moving out). Still, taking into

consideration a very high rate of unemployment among young people in Bosnia and

Herzegovina (60%), a high number of those who had intentions to find a job, in the end

decide to continue their education. The level of pessimism concerning chances in the work

market is clear from the sketch below.

0.00

10.00

20.00

30.00

40.00

50.00

60.00

1 2 3 4 5 6 7 n/a


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Graph 4. How likely is it that you will find a job after graduating from high school?

Source:Authors calculation

Here we can see that only a quarter of students believe that they will have the

opportunity to find a job in less than 6 months, while more than a half (51%) do not believe

that they will manage to find a job even in a year.

One of the key problems is disharmony between skills required by employers and

skills acquired in high schools. Therefore, the students were asked about the number of

practical classes. The results are placed below.

Image 4. Are you satisfied with number of practical classes in your education?

13%

12%

20%

51%

4%

a. Za mjesec dana

b. Za est mjeseci

c. Za godinu dana

d. Za due vrijeme

e. Ne znam

a. At schools b. In the companies

77%

20%

3%

Da

Ne

Nema

odgovora

1%

38%

61%

Da

Ne

Nema odgovora


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The big difference between the answers about practical classes at schools and at

companies, and a high percent of those who did not answer at all can be explained with data

from previous surveys, which show that many practical occupations do not organize practical

classes in local companies, mostly because there is no cooperation between schools and local

job market.

The average answer to the question about the likeliness of using their skills acquired

at schools at their first job is 3.17 on Likert Scale from 1 to 5, which means that their

expectations about using the skills are pretty limited.

The students have also been asked about their interest about Level V qualifications.

Out of the total number of surveyed students, 56,7% of them replied positively. The answers

to the question about the skills which would be useful for the attendants of Level V to

acquire, and which they themselves lack, are presented in the graph below.

Graph 5. What do you think, which improvement of knowledge and skills would be

good in the program?

Source:Authors calculation

Most of the surveyed believe that it is necessary to acquire skills in maneuvering

modern machines and equipment (circa 33%), and skills in managing and designing products.

Interestingly, no one mentioned entrepreneurship skills as important. The reasons can be

found in the fact that the students themselves do not know much about entrepreneurship.

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

1 2 3 4 5 6 n/a


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Survey of Employers

In addition to students survey, the survey of employers was conducted, which is

combined with interviews with the same employers. The survey had used a shorter

questionnaire (Appendix 3) which includes only the questions that are closed and which can

be easily quantified, with the goal of shortening the time required for the interview. Other

information were gathered through interviews. For survey and interviewing employers the

stratified sample was used, where the strata are defined on the basis of the sector structure

established through the available statistical data.

Of the 19 companies surveyed, only one is the state and all other are privately owned.

The average number of employees in the company is 40.8 and varies from 4 to 260

employees. According to company size (defined by number of employees), micro and small

companies account for 90%, while medium and large account for around 5%, which is

consistent with the previously determined structure of the sector. By type of business, the

companies engaged in the manufacturing of furniture account for 58%, companies that

produce hardware account for 26%, while the remaining firms are those that deal with the

primary wood processing, production of parquet and similar products.

On average, 88.5% of employees in these firms have been those who are employeddirectly in production, while employees with secondary education account for about 36% of

employees in these companies. Last year, these companies employed a total of 110 persons,

or 5.8 per individual firms. Of these, 56.3% of persons employed are with secondary

education. In the coming year it is planned to hire 38 new workers, or 2.11 per firm, of which

89.7% of workers will be with secondary education. This suggests that the labor market in

this sector is quite active and that the need for new workers, especially those with specific

skills, is significant. Also, from the current number of employees in this sector it is not

expected that any of them next year will retire, which indicates that the workforce in this

sector is relatively young.

The average value of the response to the question of how difficult it is to find the

appropriate personnel in the labor market, according to the Likert scale 1-5, is 3.21, which

indicates that employers, despite the extremely high unemployment rate, however, have

difficulties finding adequate personnel. The same is true for the retention of staff; the

question of how difficult it is to retain adequate staff in the labor market, respondentsanswered an average of 3.05 on a scale from 1 to 5. This is particularly important in a


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situation where, due to the failure of the education system, the company invested heavily in

the further education of its employees. By the departure of personnel the company is losing a

significant investment. This may also be the reason for the reduction of such investments in

non-formal education below the required level, the situation of inability to retain staff.

Answers to the question of how firms generally employ new staff indicate that these

are all companies recommendations, and in some cases public announcements for

competitions. Neither firm has responded that their staff is employed through contacts with

schools. On the question of the extent of applying skills learned in school in their companies,

employers have responded with a 3.8 on a scale from 1 to 5, which is quite satisfactory.

However, when talking about the skills that they feel graduates of these schools are usually

missing, employers usually specify whole list of specific skills. Those most frequently

mentioned are creativity, work discipline, self organization and knowledge of new

technologies. When it comes to skills newly employed workers, employers believe, generally

miss in their firms are self-initiative, creativity, organization, experience and leadership

skills.

Companies were also asked questions about the ways in which they conducted the

training and retraining of their employees. Of the total number of the companies surveyed,

around 37% hires and re-qualify workers who have other types of secondary qualifications

for jobs in manufacturing that requires secondary qualification in wood industry. They are

mainly mechanical and electrical direction. Approximately 68% of the companies organize

trainings for employees, and all trainings are organized within the company. Possible reasons

for this could be lack of such trainings on the market. It was necessary to check this in details

through interviews, along with some other information that is needed to collect to better

understand the responses from the survey.

Interviews with employers

Interviews with employers showed significant differences between the data held by

employers (eg the total number of companies, export, etc.) and those officially publish in the

reports of statistical institutions in BiH. This further confirms the importance of collecting

data through direct contacts with employers, and the importance of involving schools in the

process of creating curricula. Schools, through methodological access similar to one used in


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this study can collect and deliver useful information that can be used to create better curricula

to the higher levels of decision making, and more precisely decide enrollment quotas.

Through interviews with 19 employers, after basic information through a survey were

collected, we obtained detailed information on their needs for specific skills, and discussed

ways in which this can be improved. Based on the information gathered, it was found that

companies that operate in the wood industry in the Zenica-Doboj and Tuzla Canton

specifically require two types of skilled labor:

1. VKV (highly qualified artisan) skilled master carpenter with specialized

practical skills, which are in line with the trends of technological development, such as

management skills with modern machinery,

2. Managers needed by small companies, which possess management skills with

a whole set of knowledge and skills, such as knowledge of technological issues, procurement

of raw materials, calculation, communication skills, and the like.

Interviews showed that the current situation with the workforce with formal education

for the timber industry is such that these employees generally have no or have insufficient

practical experience, and that their more general skills (communication, teamwork,

leadership) are also very limited and far below demands of the workplace for which they

should be trained. Of the skills that employers believe are especially needed for jobs in that

these should be employed, we can extract the following skills: maintaining continuity of

quality, the application of new technologies, knowledge of technological processes, skills of

more technological operations, communication skills, design and management and

organization of work tasks.

Employers are generally interested in retraining existing workers, given the gap

between their skills and the requirements of the job, and believe that the formal education

system (such as the 5th degree) could be more effective than formal education. The only

problem is that they highlight the problem of financing modes of fifth degree, because the

market price may be beyond the capability of employers (and especially beyond the

capability of unemployed workers), so here is expected support of the states with appropriate

subsidies for this type of education. Also, it would be useful to have this level of education

used in a variety of active employment measures as a means of upgrading and retraining of

the unemployed.


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Data from schools

In addition to data from students and employers, data were also collected on the attitudes

of staff in secondary schools participating in the project on the potential of the sector and the

needs of level V in the wood-processing profession. Data from the schools show that in these

schools currently have no active programs of vocational guidance and assistance in finding

work for students who complete their education. However, the information which they

possess says that most students relatively quickly find their first job. For example, in the

period 2000-2008 in Zivinice, 30-40% of students found job within two months upon

graduation, and 80% within one year, which can be considered satisfactory if we take into

consideration the general high level of unemployment in Bosnia and very bad economic

situation in these cantons.

The statistics show that number of students in schools are decreasing, which is primarily due

to the negative natural growth, in addition to the current problems faced by leading

employers (Konjuh Zivinice, Stupanica Olovo). However, the increase in the number of

craft shops engaged in the processing of wood suggests that the demand for these skills have

an upward trend in the future. As such, it is important now to motivate students to enroll

programs related to wood processing, which are offered in these two schools. It is particularly

important to point out that neighboring municipalities do not have schools with wood-

processing programs, so the competition with these schools is significantly lower.

4. Conclusions

Based on the above presented results of the analysis of data collected through the first

phase of the project, ie analysis of the local labor market, here we summarize the main

conclusions that can serve as answers to questions defined in the methodology as the primary

objective of this research.

As for the target groups, the analysis presented above suggests that companies are

potentially the most significant users of formal education in secondary schools through the

level V qualification, as they need to further improve the skills of their employees. So, the

most important groups of participants level V should be current employees of the company,

who do not always have a formal four-year education in wood sector processing. This is


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important to consider when creating plans and programs, as well as in determining the criteria

for admission of students in the level V.

However, one should not ignore the established interest for level V among graduates

and the unemployed, who may represent an interesting market for level V degree, especially

through various active labor market measures.

When it comes to programs for which there is a particular demand in local markets

analyzed, it was found that these are "skilled carpenter" and "foreman". However, in the

process of creation of the curriculum for these programs, it is necessary to continue

consulting the companies, so the final term direction could be different, all while meeting the

demands of the labor market.

Specific skills that employers are particularly interested in are the communication,

management and design. This must be taken into account when developing curriculum, and

in adequate way plan modules that will equip students with required arts. However, it is

important to understand that the goal of any formal program is not to train students in

accordance with the requirements of a single employer, but it is necessary to take into

account the degree of portability of skills, both within and between sectors.

5. References

Arandarenko, M. i W. Bartlett (2012) Labour Market and Skills in the Western Balkans,

FREN, Beograd

European Training Foundation (2006) Labour Market Review of Bosnia and Herzegovina,

ETF Report

Bartlett, W. et. al. (2012) Mapping of VET policies and practices for social inclusion and

social cohesion in the Western Balkans, Turkey and Israel, ETF Report


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6. Appendix

1. QUESTIONNAIRE FOR STUDENTS

This survey is part of project that our school carry out in cooperation with International

University of Sarajevo, and which is funded by the European Commission. The survey is

anonymous. Please answer all questions. Thank you in advance.

1) How old are you? _______ [years old]

2)

What is your gender? [male / female]

3) For which occupation are you studying? (please write)_____________________________

4) Do you intend to look for paid work after school? [Yes /No]

5) If you do not, do you intend to

a. go to a higher education? [Yes /No]

b.

go to university? [Yes /No]

c. take care of family at home? [Yes /No]

d. work in family business [Yes /No]

e. work voluntarily [Yes /No]

f. move out [Yes /No]

g. Other (pleae specify) __________________________________

6) How likely is it that you find a job after graduation in this school

a.

For one month __

b. For six months __

c. For one year __

d. For a longer period of time __

7) Which company you would like to work in, and what type of work:

___________________________________________________________________________

_______________________________


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2. QUESTINNAIRE FOR COMPANIES

This survey is part of project that our school carry out in cooperation with International

University of Sarajevo, and which is funded by the European Commission. The survey is

anonymous. Please answer all questions. Thank you in advance.

1. Sub-sector (eg. Furniture, wondows, ...) ________________________________________

2. Ownership status:

a) In majority state ownership b) In majority private ownership

3. Number of employees: ____. From that high-school-education in wood department: ____ Number

of emplyees in manufactoring: ____

4. Number of employees last year: _____. From that high-school-education in wood department:

_____

5. Plan of employment for following year: _____. From that high-school-education in wood

department: _____

6. How many of your employees with high-school-education in wood department will be retired in the

following 5 years? _____

7. How difficult is to find the appropriate personnel in the labor market: (1= none, 2= little, 3=sightly,

4=a lot, 5=very much) [1_2_3_4_5]

8. How difficult is to keep the appropriate personnel in the labor market: (1= none, 2= little,

3=sightly, 4=a lot, 5=very much) [1_2_3_4_5]

9. Mainly in which way you employ new staff:

a) Vacancies

b) Contacts with local schools

c) Recommendations

d) Other (please specify): __________________________

10. To what degree are skills gained at school applicable to your company (1= none, 2= little,

3=sightly, 4=a lot, 5=very much) [1_2_3_4_5]

11. What skills you believe are the most frequently missing among school graduates?

__________________________________________________________________________________

__________________________________________________________________________________

______________


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12. What skills you believe are a general lack of newly hired workers in your company? ____

___________________________________________________________________________

___________________________________________________________________________

13. Does your company employ and re-class workers who have other types of high-shool-education

for manufacturing jobs that require high-school-education in wood department?

[Yes /No]

14. If YES, which the most common? _________________________________________________

15. Does your company organize training for emplyees? [Yes /No]

If YES, are those trainings organized:

a) within the company b) outside of company


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3. QUESTIONNAIRE FOR SEMI-STRUCTURED INTERVIEW WITH CEO OF

COMPANY

1. What is your opinion about the skills gained in the framework of formal education?

2. Would you be interested in a program of retraining and additional training that would be

organized by the school within the 5th grade?

3. In your opinion, what additional skills would be the most useful to your employees?

4. In your opinion, how will needs for skills in your sector change, and what is already

needed to be involved in curriculum by education insitutions?

report on conducted analysis of local job market

Documents