survey on employer requirements for...

Survey on Employer Requirements

for Employees

Including 8 professions offered by technical and

vocational education and training institutions

✓ Hairdesser

✓ Nurse

✓ Tailor

✓ Cook

✓ Construction electrician

✓ Construction plumber

✓ Heavy vehicle operator

✓ Welder

Ulaanbaatar

2017

1

RESEARCH INSTITUTE OF LABOUR AND SOCIAL PROTECTION

Survey on Employer Requirements

for Employees

Including 8 professions offered by technical and vocational

education and training institutions

2

Survey undertaken by: Research Sector of Employment Policy(RSEP), Research

Institute of Labour and Social Protection

Survey Team Members:

M.Altansukh Director, Research Institute of Labour and Social Protection

I.Enkhbaatar Head, RSEP

B.Erdenetuya Researcher, RSEP

D.Altangerel Researcher, RSEP

G.Myagmardulam Researcher, RSEP

N.Jargalsaikhan Researcher, RSEP

Address: 5F, House of Labour, Chingis Avenue,

Khoroo 2, Khan-Uul district

Ulaanbaatar, Mongolia

Telephone: 77121286

Web page: www.rilsp.gov.mn

http://institute.khun.gov/

http://udulmur.mn/

3

Content

PREAMBLE ............................................................................................................................. 6

LIST OF TABLES ................................................................................................................... 7

LIST OF FIGURES ................................................................................................................. 8

DEFINITION OF TERMS ................................................................................................. 11

ABBREVIATIONS ............................................................................................................. 12

CHAPTER 1. INTRODUCTION TO SURVEY .................................................................. 13

GOAL AND SCOPE OF SURVEY ................................................................................. 14

CHAPTER 2. SURVEY RESULT ....................................................................................... 15

ECONOMIC ENTITIES COVERED BY SURVEY ....................................................... 16

Employer requirements for employees .......................................................................... 18

Professional skills of new workers .................................................................................. 24

Assessment of TVET institution curricula ...................................................................... 26

CHAPTER 3. DETAILED REPORT PERTAINING TO EACH PROFESSION ........... 29

1. HAIRDRESSER ........................................................................................................ 30

Definition of profession ................................................................................................ 31

1.1.1. Economic entities covered by the survey ....................................................... 31

1.1.2. Requirements for recruitment of new employees ......................................... 32

NEWLY RECRUITED HAIRDRESSER SKILLS ...................................................... 32

1.1.3. Assessment of TVET institution graduates as hairdressers ....................... 32

1.1.4. Reasons of quitting job among hairdressers ................................................. 34

1.1.5. Requirements for open vacancies of hairdressers ....................................... 35

2.1. EMPLOYER REQUIREMENTS FOR HAIRDRESSERS ................................ 35

2.1.1. Skills sought from professional hairdressers ................................................. 35

2.1.2. Assessment of TVET institution curricula ...................................................... 37

2. NURSE ....................................................................................................................... 38


2.1.1. Hospitals covered by survey ............................................................................ 39

2.1.2. Employer requirements for new nurses.......................................................... 40

NEWLY RECRUITED NURSE SKILLS ..................................................................... 41

2.1.3. Assessment of TVET graduates as nurses ................................................... 41

2.1.4. Reasons of quitting job among nurses ........................................................... 42

2.1.5. Skills required for open vacancies of nurses ................................................. 42

2.2. EMPLOYER REQUIREMENTS FOR NURSES ............................................... 43

2.2.1. Skills required from professional nurses ........................................................ 43

2.2.2. Assessment of TVET institution curricula ...................................................... 45

3. TAILOR OF SEWN PRODUCTS ........................................................................... 47


4

3.1.1. The economic entities covered by survey ...................................................... 48

3.1.2. Requirements for new employees ................................................................... 48

NEW EMPLOYEE SKILLS .......................................................................................... 49

3.1.3. Assessment of tailors-TVET institution graduates ........................................ 49

3.1.4. Reasons of quitting job ..................................................................................... 52

3.1.5. Requirements for open vacancies ................................................................... 52

3.2. EMPLOYER REQUIREMENTS FOR EMPLOYEES ....................................... 52

3.2.1. Professional skills required from tailors .......................................................... 52

3.2.2. Assessment of TVET institutions curricula .................................................... 54

4 COOK ......................................................................................................................... 56

Definition of Profession ................................................................................................ 57


4.1.2. Requirements for newly recruited cooks ........................................................ 58

NEW EMPLOYEE SKILLS .......................................................................................... 58

4.1.3. Assessment of cooks who graduated TVET institutions .............................. 58

4.1.4. Reasons of quitting job ..................................................................................... 60

4.1.5. Requirements for open vacancies of cooks ................................................... 60

4.2. EMPLOYER REQUIREMENTS FOR COOKS ................................................. 61

4.2.1. Professional skills required from cooks .......................................................... 61


5. CONSTRUCTION ELECTRICIAN ......................................................................... 65


5.1.1. The construction and office leasing companies covered by the survey .... 66

5.1.2. Requirements for recruitment of electricians ................................................. 67

NEWLY RECRUITED ELECTRICIANS’ SKILLS ..................................................... 67

5.1.3. Assessment of TVET institutions graduates as electricians ....................... 67

5.1.4. Reasons of quitting job among electricians ................................................... 69

5.1.5. Requirements for open positions of electricians ........................................... 70

5.2. EMPLOYER REQUIREMENTS FOR ELECTRICIANS .................................. 70

5.2.1. Knowledge and skills required from construction electricians .................... 70


6. CONSTRUCTION PLUMBER ................................................................................ 73

Definition of job .............................................................................................................. 74


6.1.2. Requirements for recruitment of plumbers .................................................... 74

NEW PLUMBER SKILLS ............................................................................................. 75

6.1.3. Assessment of plumbers who graduated TVET institutions ........................ 75

6.1.4. Reasons of quitting job among plumbers ....................................................... 77

6.1.5. Requirements for open positions of plumbers ............................................... 77

5

6.2. EMPLOYER REQUIREMENTS FOR PLUMBERS ......................................... 77

6.2.1. Skills required from professional plumbers .................................................... 77


7. HEAVY VEHICLE OR EQUIPMENT OPERATOR .............................................. 80


7.1.1. The mining companies covered by survey .................................................... 81

7.1.2. Requirements for recruitment of heavy vehicle operators ........................... 82

NEW HEAVY VEHICLE OPERATOR SKILLS ......................................................... 83

7.1.3. Assessment of heavy vehicle operators who graduated TVET

institutions ...................................................................................................................... 83

7.1.4. Reasons of quitting job among heavy vehicle operators ............................. 84

7.1.5. Requirements for open positions of heavy vehicle operators ..................... 84

7.2. EMPLOYER REQUIREMENTS FOR HEAVY VEHICLE OPERATORS ..... 85

7.2.1. Skills required from professional heavy vehicle operators .......................... 85

7.2.2. Assessment of TVET institutions’ curricula.................................................... 87

8. WELDER........................................................................................................................ 88



8.1.2. Requirements for recruitment of welders ....................................................... 90

NEWLY RECRUITED WELDER SKILLS .................................................................. 91

8.1.3. Assessment of welders that graduated TVET institutions ........................... 91

8.1.4. Reasons to release from work ......................................................................... 92

8.1.5. Requirements for open positions of welders ................................................. 92

8.2. EMPLOYER REQUIREMENTS FOR WELDERS ............................................ 92

8.2.1. Skills required from professional welders ...................................................... 92

8.2.2. Assessment of TVET institutions’ curricula.................................................... 94

CONCLUSIONS .................................................................................................................... 96

SUGGESTIONS AND RECOMMENDATIONS................................................................ 97

APPENDIX 1. HEAVY VEHICLE AND EQUIPMENT ..................................................... 99

REFERENCE ....................................................................................................................... 100

6

PREAMBLE

Research Institute of Labour and Social Protection has carried out for the first time the

Survey on the Employer Requirements for Employees to identify professional skills, and needs

of eight particular professions, that are in demand on the labour market and are commonly

offered by the technical and vocational education and training institutions (TVET).

The purpose of the survey is to identify Employers’ general and special skills

requirements sought from employees in the area of 8 professions, with the aim of preparing

the baseline data to be used by policy developers, decision makers and researchers, who will

improve curriculum of the technical and vocational education and training institutions.

Importance of this survey lies in a number of information and data to be applied and

concentrated on by TVET institutions’ teachers as well as students who major in afore-

mentioned qualifications.

I extend my candid gratitude to the Employers, and their specialists, engineers and

masters, who made a great contribution to our survey, by striving to prepare skilled

professionals and providing valuable information.

I would like you to send your feedback to us in respect of the method and approach of

the survey, while you read the survey outcomes and apply them in your work.

DIRECTOR M.ALTANSUKH

7

LIST OF TABLES

Table 1. Personal attitude and competence required by the Employers (assessed above 3),

by 8 jobs .............................................................................................................................................. 23

Table 2. Factors focused on to recruit new hairdressers, by employee number ..................... 32

Table 3. Hairdressers’ professional skills assessment, by employee number ......................... 34

Table 4. Deficient knowledge and skills among newly recruited hairdressers ......................... 34

Table 5. Priority factors for recruitment of nurses, by worker number ....................................... 40

Table 6. Deficient knowledge and skills of nurses ........................................................................ 41

Table 7. Factors that are focused to recruit new tailors, shown in employee number ............ 49

Table 8. Assessment of tailors’ skills, in employee number ........................................................ 50

Table 9. Deficient knowledge or skills ............................................................................................. 51

Table 10. Assets of importance considered for hiring cooks....................................................... 58

Table 11. Newly recruited cooks’ deficient knowledge and skills ............................................... 59

Table 12. Evaluation of construction electricians, by employee number .................................. 68

Table 13. Skills assessment of plumbers who graduated TVET institutions, by plumber

number ................................................................................................................................................. 76

Table 14. Factors that are focused on for recruitment of heavy vehicle operators, by

employee number .............................................................................................................................. 83

Table 15. Deficient knowledge and skills among newly hired heavy vehicle operators .......... 84

Table 16. Factors considered to recruit welders, shown by workers’ number .......................... 90

Table 17. Welders’ deficient knowledge and skills ....................................................................... 91

8

LIST OF FIGURES

Figure 1. The Employers covered by the survey, employee number, by 8 jobs ...................... 16

Figure 2. The Employers covered by the survey and years of operation, by 8 jobs................ 17

Figure 3. The economic entities that have human resources specialists, in percent .............. 17

Figure 4. The Employers providing training for new entrants, % ................................................ 18

Figure 5. Theoretical knowledge demanded by Employers ........................................................ 18

Figure 6. Personal attitude preferred by Employers ..................................................................... 20

Figure 7. Competence required by Employers .............................................................................. 20

Figure 8. Professional skills demanded by Employers................................................................. 21

Figure 9. Factors considered for recruitment of new workers ..................................................... 24

Figure 10. New workers’ (TVET institution) professional skills ................................................... 24

Figure 11. Evaluation of new workers’ (TVET institution graduates) professional skills ......... 25

Figure 12. Evaluation of TVET institution graduates’ theoretical knowledge............................ 27

Figure 13. Evaluation of graduates’ practical skills ....................................................................... 27

Figure 14. Employer satisfaction towards curriculum of TVET institutions ............................... 28

Figure 15. Employers covered by the survey by employee number .......................................... 31

Figure 16. Employers covered by the survey, by years of operation ......................................... 31

Figure 17. Factors focused on to recruit new hairdressers ......................................................... 32

Figure 18. Newly recruited hairdressers’ skills assessment ........................................................ 33

Figure 19. Knowledge requirement for hairdressers .................................................................... 35

Figure 20. Personal attitude required by the Employers from hairdressers.............................. 36

Figure 21. Personal skills requirements demanded by the Employers from hairdressers ..... 36

Figure 22. Professional skills requirement by the Employers from hairdressers ..................... 37

Figure 23. Assessment of TVET institution graduates’ knowledge and skills .......................... 37

Figure 24. The hospitals covered by survey, by worker number ................................................ 39

Figure 25. The hospitals covered by survey, by year of operation ............................................. 40

Figure 26. Priority of assets for recruitment of nurses ................................................................. 40

Figure 27. Assessment of professional skills of newly graduated nurses ................................. 41

Figure 28. Reasons of leaving job among nurses ........................................................................ 42

Figure 29. Employer requirements for nurses ............................................................................... 43

Figure 30. Attitude demanded from nurses .................................................................................... 43

Figure 31. Employer requirement in respect of personal competence from nurses ................ 44

Figure 32. Professional skills required from nurse ........................................................................ 45

Figure 33. Assessment of graduates’ theoretical knowledge and practical skills .................... 46

Figure 34. The entities covered by the survey, by employee numbers ..................................... 48

Figure 35. The entities covered by the survey, by operating years ........................................... 48

Figure 36. Factors that are focused to recruit new tailors ........................................................... 49

Figure 37. New tailors’ skills assessment ...................................................................................... 50

Figure 38. Deficient skills among newly recruited tailors ............................................................. 51

Figure 39. Knowledge required by Employers from tailors .......................................................... 53

Figure 40. Attitude required from tailors ......................................................................................... 53

Figure 41. Personal competence demanded from tailors ............................................................ 54

Figure 42. Professional skills required from tailors ....................................................................... 54

Figure 43. Assessment of new tailors’ theoretical knowledge and practical skills ................... 55

Figure 44. The restaurants and hotels covered by survey and their employee number ......... 57

Figure 45. The restaurants and hotels covered by survey and their years of operation ......... 57

Figure 46. Assets that are prioritized to hire cooks ...................................................................... 58

Figure 47. Skills assessment of newly graduated cooks ............................................................. 59

9

Figure 48. Reasons of quitting job among cooks .......................................................................... 60

Figure 49. Knowledge required by Employers from cooks .......................................................... 61

Figure 50. Personal attitude required by Employers from cooks ................................................ 62

Figure 51. Personal competence demanded by Employers from cooks ................................... 62

Figure 52. Professional skills demanded from cooks ................................................................... 63

Figure 53. Theoretical knowledge and practical skills of cooks who are graduates of TVET

institutions ........................................................................................................................................... 63

Figure 54. The construction and office leasing companies covered by the survey, by worker

number ................................................................................................................................................. 66

Figure 55. The construction and office leasing companies covered by the survey, by

operating years ................................................................................................................................... 67

Figure 56. Factors of priority for recruitment of electricians ........................................................ 67

Figure 57. Employers’ evaluation over electricians’ skills ............................................................ 68

Figure 58. Deficient skills of newly hired construction electricians ............................................. 69

Figure 60. Knowledge required from construction electricians ................................................... 70

Figure 61. Personal attitude required from construction electricians ......................................... 70

Figure 62. Personal competence required from construction electricians ................................ 71

Figure 63. Professional skills required from construction electricians ....................................... 71

Figure 64. Assessment of electricians who graduated TVET institutions ................................. 72

Figure 65. The economic entities covered by survey, by employee number............................ 74

Figure 66. The economic entities covered by survey, by operating years ................................ 74

Figure 67. Factors that are focused on recruitment of plumbers ................................................ 75

Figure 68. Assessment of construction plumbers’ professional skills ........................................ 75

Figure 69. Deficient skills among newly graduated plumbers ..................................................... 76

Figure 70. Reasons of quitting job among plumbers .................................................................... 77

Figure 71. Theoretical knowledge required from plumbers ......................................................... 78

Figure 72. Attitude required from plumbers ................................................................................... 78

Figure 73. Individual competence required from plumbers ......................................................... 78

Figure 74. Assessment of TVET institutions graduates ............................................................... 79

Figure 75. The mining companies covered by survey, by employee number .......................... 81

Figure 76. The mining companies covered by survey, by operating years ............................... 82

Figure 77. Factors that are focused on for recruitment of heavy vehicle operators ................ 82

Figure 78. Assessment of heavy vehicle operators’ professional skills ..................................... 83

Figure 79. Knowledge required from heavy vehicle operators ................................................... 85

Figure 80. Personal attitude required from heavy vehicle operators ......................................... 85

Figure 81. Personal competence required from heavy vehicle operators ................................. 86

Figure 82. Skills required from heavy vehicle operators .............................................................. 86

Figure 83. Assessment of TVET institutions’ graduates as heavy vehicle operators .............. 87

Figure 84. The Employers covered by survey, by employee number ........................................ 89

Figure 85. The Employers covered by survey, by operating years ............................................ 90

Figure 86. Factors considered to recruit welders .......................................................................... 90

Figure 87. Skills assessment of TVET institutions’ graduates who have just been recruited 91

Figure 88. Knowledge required from welders ................................................................................ 93

Figure 89. Attitude required from welders ...................................................................................... 93

Figure 90. Personal competence required from welders ............................................................. 93

Figure 91. Professional skills required from welders .................................................................... 94

Figure 92. Knowledge and skills assessment of welders who finished TVET institutions ...... 94

Figure 93. Wheel loader .................................................................................................................... 99

Figure 94. Excavator (Hydraulic) ..................................................................................................... 99

10

Figure 95. Bulldozer ........................................................................................................................... 99

Figure 96. Dump truck ....................................................................................................................... 99

Figure 97. Grader ............................................................................................................................... 99

11

DEFINITION OF TERMS

On-the-job training is training conducted in accordance with a specially developed content

or pre-determined plan aimed at providing work skills, practice and capability.1

Employer is a boss or head of an organization who makes decisions independently in respect

of economic activities of the organization and who recruit one or more workers for extended

term under an employment agreement or other agreements or negotiation for his/her own

business which is directly dependent on actual or potential profit from products and services.2

Teamwork is a typical work element where knowledge, data, experience and practice is

shared.

Level of education is an extent of knowledge to be learned at particular phases and

determined by standards of pre-school, primary, secondary and tertiary education

organizations.

Apprenticeship is training of an apprentice under a skilled and experienced worker’s

supervision to tutor professional works.

Practical training is tutoring of skills at industrial or work places under professional’s

supervision.

Profession is a complex of knowledge, skills and practice required for a particular job.

Vocational education is technical knowledge and skills, and occupational and

communication skills development instructed through organized training for particular

technical activity needs.

Vocational training is training that emphasizes to provide, improve, re-train or practice

technical skills required for a particular job or wok, provide occupational and communication

skills, and instruct how to do business.

Technical skills is knowledge, skills and experience that is essential to undertake a particular

technical task.

Skilled worker is a person who acquired knowledge and skills to do a particular job through

schooling or who is certified by an authorized body.

1 Glossary of terms for qualification system and vocational education and training, L.Lkhanyam, S.Tseepel, S.Baatar, 2011 2 Appendix ‘Method to calculate Employment and Workforce Statistics’ to Order 01/68/94 dated June 19 and 16, 2009 by Chairman, NSO and Ministry of Labour and Social Protection

12

ABBREVIATIONS

MLSP – Ministry of Labour and Social Protection

RILSP – Research Institute of Labour and Social Protection

GOLW – General Office of Labour and Welfare

NSO – National Statistics Office

TVET – Technical and vocational education and training

HVO – Heavy Vehicle Operator

OSH- Occupational safety and health

13

CHAPTER 1. INTRODUCTION TO SURVEY

14

GOAL AND SCOPE OF SURVEY

Mongolia prepares required skilled workers through vocational education and training

system, in consideration of labour market demand and skilled workforce needs.

The Research Institute of Labour and Social Protection at the Ministry of Labour and

Social Protection has carried out the Survey on the Employer Requirements for Employees to

identify general and special technical skills requirements of Employers, targeting professions

offered by technical and vocational education and training institutions. The purpose of the

survey is to:

✓ Identify common skills requirements demanded by Employers;

✓ Identify special skills requirements demanded by Employers for selected professions;

✓ Identify primary requirements considered for recruitment; and

✓ Assess whether new employee skills meet the Employer requirements.

The following professions have been chosen for the survey, considering the highest number

of TVET institution graduates, who majored in the professions in the academic year 2015-

2016, the most common professions among entrants in the academic year 2017-2018, and

list of jobs or professions in demand on thet labour market:

1. Hairdresser

2. Nurse

3. Tailor of sewn products

4. Cook

5. Construction electrician

6. Construction plumber

7. Heavy vehicle operator and

8. Welder

Definition of professions, duties and skills have been applied as provided in references

and standards, including ‘Reference on Jobs and Professions’, ‘National Classification and

Definition of Jobs and Professions’, ‘Choosing Profession’, and MNS 6541 : 2015 on General

Requirements for Vocational Education and Training. Based on them, the survey questions

and approach were defined, while data has been collected under qualitative study method.

15

CHAPTER 2. SURVEY RESULT

16

ECONOMIC ENTITIES COVERED BY SURVEY

A total of 110 economic entities, including 11-16 economic entities from mining,

construction, processing industry, health and service sectors each, were selected for the

survey, and data was collected from senior specialists in charge of technical workers,

engineers, and other personnel. The following criteria were considered to select the economic

entities:

1. Recruiting TVET institution graduates for the last 3 years; and

2. Scope of operation of economic entities, absorption of technical workers, and years of

operation.

The selected economic entities have 34000 employees, whose 35 percent is women.

The Employers working hairdressers have the least number of workers, while Employers

working welders, heavy vehicle operators and nurses have relatively high number of workers.

Figure 1. The Employers covered by the survey, employee number, by 8 jobs

Some 13 percent of the selected economic entities is operating up to 5 years, 35 percent is

operating 6-10 years, 18 percent is operating for 11-20 years, 19 percent for 21-50 years, and

15 percent is operating for over 51 years.

13%8%

21%

8%

33%

19%

38%

50%

71%

73%

31%

31%

8%

7%

15%7%

6%

15%

7%

8%

9%

23%13%

19%

15%

47%

25%

8%

7%

6%

40%

9%

15%27%

50%

7% 9%

HVO Welder Cook Nurse Tailor Hairdresser Plumber Electrician

1-9 10-49 50-99 100-199 200-499 500-999 1000 or more

17

Figure 2. The Employers covered by the survey and years of operation, by 8 jobs

Some 74 percent of the selected economic entities have a human resources specialist; 29

percent of the Employers of hairdressers have a human resources specialist and over 50

percent of the other Employers have a human resources specialist.

Figure 3. The economic entities that have human resources specialists, in percent

93 percent of the selected Employers involve new employees in training and provide practical

sessions. All Employers that recruit hairdressers, nurses and construction plumbers provide

training and practical sessions.

20%

13%

46%

6%

8%

7%

40%

25%

31%

13%

17%

64%

36%

54%

6%

23%

6%

25%

29%

36%

31%

20%

44%

25%

42%

18%

20%

13%

50%

8%

9%

15%

HVO

Welder

Cook

Nurse

Tailor

Hairdresser

Plumber

Electrician

1-5 years 6-10 years 11-20 years 21-50 years 51 years or more

29%

55%

67%

77%

80%

88%

92%

100%

Hairdresser

Plumber

Tailor

Cook

HVO

Welder

Electrician

Nurse

18

Figure 4. The Employers providing training for new entrants, %

Employer requirements for employees

This section outlines the requirements demanded by Employers from employees in

terms of theoretical knowledge, personal attitude and competence, and professional skills.

They have been assessed from 1-4 points (1-not important at all, 2-not important, 3-important,

4-very important).

Theoretical knowledge:

All Employers consider that theoretical knowledge is important. Average assessment result is

3.4 points. In particular, the Employers of cooks consider it more important, compared to the

rest.

Figure 5. Theoretical knowledge demanded by Employers

The Employers’ requirements in respect of theoretical knowledge are shown below for each

profession.

Hairdresser:

• Ethics of service workers;

75%

87%

92%

92%

94%

100%

100%

100%

Tailor

HVO

Electrician

Cook

Welder

Plumber

Nurse

Hairdresser

3.4

3.5

3.4

3.0

3.5

3.6

3.0

3.4

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

19

• Type and reason of hair damage and disease;

• Technology to determine hair types, hair wash and care, and scalp massage

Nurse:

• Standard of common actions;

• Relevant legislation on infection control;

• Ethics and procedures for medical worker;

• Nursing care of patients with cardiovascular disorders;

• Operative nursing care;

Tailor:

• Occupational safety and health;

• Ability to read and understand technology-related documents;

• Operating principle, adjustment and service of sewing machines with straight and

zigzag stitches;

• Hand sewing regime, relevant tools

Cook:

• Food safety and hygiene requirements;

• Basic understanding of mess halls;


• Preparation of workplace;

• Processing of food raw materials as per hygienic and technological requirements;

• Classification, type and making technology of salads and appetizers;

• Processing methods of foodstuff

Electrician:

• Basic knowledge of electrical equipment;


• Electrical inspection;

• Reading of work drawing;

• Signage and marking;

Plumber:


• Heating system;

• Plumbing;

• Indoor sewerage and supply, its assembly

Heavy vehicle operator:


• Technical capacity and load of equipment;

• Field driving;

Welder:

• Type and location of welded connection;

• Stitch type of welded connection;


• Design and type of electrical welding equipment.

20

Personal attitude

According to the assessment result on personal attitude by the Employers, its average

is 3.7. The Employers of nurses and welders consider that a good personal attitude is an asset

or very important.

Figure 6. Personal attitude preferred by Employers

Competence

The Employers’ assessment towards competence is 3.2, on an average. The

Employers of nurses recognize that competence in addition to professionalism is very

important.

When we enquired the Employers if they require computer and foreign language

competence, all except the Employers of nurses said no.

Figure 7. Competence required by Employers

Professional skills

The Employers have been enquired whether they consider or require professional

skills set forth in the ‘Reference on Jobs and Professions’, ‘National Classification and

Definition of Jobs and Professions’, ‘Choosing Profession’, and MNS 6541:2015 on General

Requirements for Vocational Education and Training.

Its average is 3.4 according to their answer. The Employers of nurses and heavy

vehicle operators consider that professional skills are of great importance.

3.7

3.6

3.8

3.5

3.9

3.7

3.3

3.7

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

3.0

3.2

3.3

3.1

3.7

3.2

2.9

3.1

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

21

Figure 8. Professional skills demanded by Employers

The most important common professional skills are listed below as defined by the Employers.

Hairdresser:

• Give advice to customers how to care hair;

• Determine hair types;

• Care hair;

• Determine hair types, wash and care hair, and massage scalp;

• Make and apply hair wigs and hair accessories

Nurse:

• Engage with or communicate with clients;

• Measure vital signs;

• Make injection;

• Make tests;

• Comply with common nursing standards and medical guidance;

They are included in the standard of medical technology and common treatment and

diagnosis.

Tailor of sewn products:

• Ensure work preparation;

• Sew straight stitch attaching components;

• Sew to combine prepared components;

• Prepare small components;

• Iron ready products;

• Sew light clothes;

Cook:

• Comply with workplace safety and hygiene requirements;

• Process food materials as per hygiene and technology;

• Make a variety of soups as per technology;

• Operate kitchen equipment;

• Prepare and make main dish as per technology;

• Maintain cook’s documents;

• Make a variety of salads as per technology;

• Make simple food decoration;

3.23.5

3.6

3.0

3.9

3.7

2.6

3.8

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

22

Construction electrician:

• Comply with occupational safety and health requirements;

• Install or mount lights, and do required connections;

• Fix or install electric cables/wire or equipment;

• Prevent from hazard or omission, do calibration and maintenance;

• Connect, install and assemble as per distribution board schemes;

• Do connection of a single or three phase electricity meters;

Construction plumber:


• Assemble indoor heating system and its equipment;

• Assemble floor heating and clean water system;

• Test heating and water pipelines using water and gas;

• Assemble indoor water supply and fire extinguishing system;



• Comply with technical safety;

• Understand technical control panel;

• Manipulate;

• Do technical inspection;

Welder:


• Use welding and repair tools properly;

• Undertake electrical, semi-automated and pneumatic soldering as per technology and

standard;

• Able to read technical graphics or drawing.

Personal attitude and professional skills, which are considered important by the

Employers, are shown below by each job. Handling increased workload, team work,

independent work and good behavior is considered as important attitudes.

23

Table 1. Personal attitude and competence required by the Employers (assessed above 3), by 8 jobs

Profession

Employer requirements

Constr

uction

plu

mber

Constr

uction

ele

ctr

icia

n

We

lder

Tailo

r of sew

n

pro

ducts

Nurs

e

Cook

Hairdre

sser

Heavy v

ehic

le

opera

tor

Personal ability

Teamwork

Independent work

Handling of workload

Dexterity, quickness

Responsibility

Problem solving

Computer skills

Foreign language competence

Personal attitude

Behaving properly

Initiative

Stable working

Punctuality

Keen on profession

Wish and aspiration to do job successfully

Keen on learning or improving

Discipline, good communication

Careful, thorough

Organized

Ethical

Patient, persistent

Professional skills

Comply with OSH

The Employers have been asked if they consider level of education, sex, age,

appearance or body-build to recruit new people. Points between 1 and 4 are allocated.

They have given 2.8 to level of education, 2.6 to age, 2.4 to sex, and 2.0 to appearance

or body-build, which have indicated that they prefer personal behavior and attitude to skills. It

was confirmed by majority of the Employers when information and data were collected. When

this result is allocated to each profession, level of education is considered more for nurses,

while age and sex are considered more for construction plumbers.

24

Figure 9. Factors considered for recruitment of new workers

Professional skills of new workers

The Employers have recruited 525 graduates of TVET institutions for the last 3 years.

The Employers have been asked to evaluate 6-8 major professional skills of these new

workers, using points 1-4 (1-very poor, 2-poor, 3-good, 4-very good). Accordingly, average

point of the graduates’ professional skills pertaining to 8 jobs is 2.4 or not very good. In

particular, hairdressers’ skills are very poor, as the Employers have evaluated.

Figure 10. New workers’ (TVET institution) professional skills

According to the result, only 8 percent of the Employers considers that the new graduates’

professional or technical skills are very good, 37 percent consider they are good, 41 percent

considers they are poor, and 14 percent considers they are very poor. When this result is

allocated to each profession or job, most of the Employers evaluate that the construction

electricians’ skills are good, while most of the Employers evaluate that the hairdressers’ skills

are poor.

2.8

2.1

33.2

2.1

1.1

2.4

1.9

3.3

2

2.5

1.1

2.6

3

1.7

2.82.9

Education Appearance, body-build Age Sex

Plumber Electrician Welder Tailor Nurse Cook Hairdresser HVO

2.3

2.6

2.3

2.6

2.5

2.6

1.7

2.5

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

25

Figure 11. Evaluation of new workers’ (TVET institution graduates) professional skills

Deficient professional or technical skills which have been highlighted most frequently by the

Employers are provided below.

Hairdresser:

• Special occasion hairdo;

• Making and applying hair wigs and hair accessories;

• Defining hair types;

• Technology to wash hair, massage scalp and dry;

Nurse:

• Maintain documents;

• Intravenous injection;

• Testing;

• Care and nursing;

• Compliance with infection control;

• Proper communication with clients;

• Reading prescription;

• Knowledge on professional words and terms and mixture of injection;

Tailor of sewn products:

• Reading and understanding of technological documentation;

• Apparel sewing ability;

• Nomenclature of details;

• Theoretical knowledge of stitches/sewing;

Cook:

• Ordinary food decoration;

• Meat preparation;

• Cooking as per technological cards;

• Cooking technology;

• Names and use of vegetable and sauces;

37%

28%

55%

31%

50%

47%

40%

29%

18%

8%

9%

10%

2%

3%

44%

19%

39%

55%

30%

45%

39%

40%

16%

38%

6%

9%

6%

14%

9%

10%

14%

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

Poor Very poor Good Very good

26

• Chopping technology;

• Knowledge on storage and preservation of foodstuff;

Construction electrician:

• Installation and assembly as per distribution board schemes;

• Electrical connections;

• Independent work;

• Ability to read work drawings;

• Knowledge on material names and types;

Construction plumber:

• Assembly of sheet instruments;

• Assembly of water and heating supply system;

• Assembly of indoor hot and cold water system;

• Ability to read work drawings;

• Compliance with and knowledge of work norm and standards;

• Knowledge and application of material names and types;


• Loading and unloading;

• Manipulation;

• Driving uphill;

• Ability to do technical inspection;

• Knowledge on parts and their capacity;

• Ability of spatial orientation;

• Dump truck operator skills;

Welder:

• Electrical, semi-automated and pneumatic soldering as per technology;

• Compliance with occupational safety and health requirements;

• Stitch welding;

• Knowledge on signage and markng;

• Technology to solder steel and copper;

• Selection of materials and electrode.

Assessment of TVET institution curricula

We have assessed whether the TVET institution curricula and graduates’ theoretical

knowledge and practical skills meet the Employers’ needs or requirements.

As a result, 16 percent of the Employers assumes that the graduates’ theoretical

knowledge is satisfactory, while 58 percent assumes it moderate and 26 percent assumes it

unsatisfactory. When it comes to each profession or job, ‘good’ is given to nurses and ‘poor’

is given to hairdressers.

27

Figure 12. Evaluation of TVET institution graduates’ theoretical knowledge

When the graduates’ practical skills are assessed, 6 percent of the Employers say that

they meet the requirements, 44 percent considers they meet in a moderate level, and 51

percent say that they do not meet the requirements. In other words, graduates’ practical skills

do not meet the Employers’ requirements. In particular, heavy vehicle operators, hairdressers,

and welders cannot work meeting the relevant requirements.

Figure 13. Evaluation of graduates’ practical skills

The assessment covered the Employers’ satisfaction towards the curricula of TVET

institutions where students major in 8 selected jobs. The result shows that 9 percent is

satisfactory, 57 percent is moderately satisfactory, and 34 percent is unsatisfactory. It

demonstrates that the curricula of TVET institutions must be updated. Besides, many

Employers emphasized that the TVET institution teachers’ training approach, skills and

training equipment, practical session environment, students’ attitude and activity may impact

adversely on graduates’ skills development.

The Employers of cooks have better satisfaction towards the curricula, while those of

nurses are contrary. As the Employers said, this inferior evaluation may be relevant to the fact

that all nursing schools pursue a different curriculum.

18%

15%

21%

8%

36%

15%

7%

9%

36%

77%

50%

67%

50%

70%

43%

73%

45%

8%

29%

25%

14%

15%

50%

18%

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

Satisfactory Moderate Unsatisfactory

8%

13%

23%

55%

77%

36%

50%

47%

46%

21%

18%

45%

15%

64%

50%

40%

31%

79%

82%

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

Meeting Meeting moderately Not meeting

28

Figure 14. Employer satisfaction towards curriculum of TVET institutions

There was no single Employer who feels satisfactory towards the curricula of TVET institutions

where hairdressers, welders, and construction plumbers are prepared.

15%

8%

7%

23%

18%

64%

62%

71%

67%

40%

62%

57%

36%

36%

23%

29%

25%

53%

15%

43%

46%

Plumber

Electrician

Welder

Tailor

Nurse

Cook

Hairdresser

HVO

Satidfactory Moderate Unsatisfactory

29

CHAPTER 3. DETAILED REPORT PERTAINING TO EACH

PROFESSION

30

1. HAIRDRESSER

31

Definition of profession

Hairdressers provide the hair care services including haircut, apply different hair styles,

dye hair, and make hair straight or wavy. Main duties include:

✓ Cut, wash, curl or dye hair;

✓ Shape and shave beard;

✓ Adjust and apply hair wigs at customer’s request;

✓ Give advice in respect of hairdo, hair care and hair care products;

✓ Change hair style making longer and fluffy;

✓ Get booking from customers; and

✓ Clean workplace, disinfect tools, and get service fees.3

Hairdressers are classified as man hairdressers, woman hairdressers, and hair care specialist.

600 students graduated TVET institutions as hairdressers in 2016.

1.1.1. Economic entities covered by the survey

The economic entities in Ulaanbaatar, that recruited or are working TVET insitution

graduates, have been selected for the survey. Accordingly, we collected information and data

from directors, managers and master hairdressers of 14 hair and beauty salons. 43 percent of

them have 10-15 workers, 29 percent have 20 or more workers, 21 percent have up to 10

workers, and 7 percent have 16-19 workers.

Figure 15. Employers covered by the survey by employee number

64 percent of them operate permanently for 6-10 years, and 22 percent operate for 11-

15 years.

Figure 16. Employers covered by the survey, by years of operation

3 Classification and definition of national jobs or professions, Ministry of Labour and Social Protection, 2010

21%

43%

7%

29%

1-9 10-15 16-19 Over 20

7%

64%

21%

7%

1-5 years 6-10 years 11-15 years Over 16 years

32

The Employers covered by the survey have 244 workers in total, whose 74 percent is

women, while 49 percent is hairdressers. Some 64 percent of the Employers have up to 10

hairdressers.

1.1.2. Requirements for recruitment of new employees

The Employers consider particular personal development indicators to recruit new

hairdressers more apart from professional or technical skills. The Employers have been asked

if they consider level of education, age, sex, appearance or body-build to recruit new people

as hairdressers. The factors were evaluated by points from 1 to 4 (1-not important at all, 2-not

important, 3-important, and 4-very important).

It is evident that the Employers consider age and appearance to a certain degree for

recruitment of new people. In particular, the Employers, who have up to 10 workers, pay

attention to age. It may be relevant to the fact that he or she is engaged in service. Whereas,

they assume that sex is not a factor to consider for recruitment.

Figure 17. Factors focused on to recruit new hairdressers

Table 2. Factors focused on to recruit new hairdressers, by employee number

Employee

number

Factors focused

Education Age Appearance Sex

1-9 2.7 3.7 3.0 2.7

10-15 2.5 2.8 2.5 1.5

16-19 2.5 2.5 2.5 2.0

Above 20 2.3 2.3 2.7 2.7

NEWLY RECRUITED HAIRDRESSER SKILLS

This section illustrates whether the students who have just finished TVET institutions

meet the Employer requirements pertaining to professional and technical skills.

1.1.3. Assessment of TVET institution graduates as hairdressers

The Employers have recruited 53 new hairdressers for the last 3 years and 53 percent

of them graduated TVET institutions.

Their professional and technical skills have been evaluated against the following 8

indicators. Points from 1 to 4 were used (1-very poor, 2-poor, 3-good, 4-very good).

✓ Knowledge on the characteristics of materials, ingredient, norm and mixture,

and application of them for the relevant purposes

✓ Selection and use of hairdressing tools and equipment

2.5

2.9

2.6

2.1

Education

Age

Appearance

Sex

33

✓ Ability to define hair types, wash and care hair, and massage in scalp

✓ Cutting or doing hair

✓ Curling, straightening or dye of hair

✓ Shape hair or make hair wavy

✓ Special occasion hairdo

✓ Making and applying hair wigs, additional hair and hair accessories.

According to average assessment of the Employers, professional and technical skills of newly

recruited hairdressers are unsatisfactory. Their ability to choose and use hairdressing tools

and equipment is 2.4, which is the highest point, compared to the remaining factors.

Hairdresser’s main duty of cutting, curling and shaping hair is evaluated at 1.6-1.9 points,

which demonstrate that their professional skills are unsatisfactory.

Figure 18. Newly recruited hairdressers’ skills assessment

In terms of the employee number, the Employers who have 16-19 employees have

given 1-1.5 points to all indicators, which means that the employees’ skills are poor.

1.82.4

2.2

1.6

1.6

1.9

1.2

1.3

Aware of characteristics,ingredient, norm, and

compound of materialsapplied in service, use them

for the purposes

Choose and usehairdressing tools and

equipment

Define hair types, wash andcare, massage in scalp

Haircut and hairdo

Make hair wavy or straightusing chemicals, dye hair

Wave or shape hair

Apply night/decorationhairdo

Apply wigs, supplementaryhair, and decoration

34

Table 3. Hairdressers’ professional skills assessment, by employee number

№ Criteria

Employee number

1-9 10-15 16-19 Above

20

1 Knowledge on material features, ingredient, norm and mixture, and application of them for the relevant purposes

1.7 1.8 1.5 2.0

2 Selection and use of hairdressing tools and equipment 2.7 2.5 1.5 2.3

3 Ability to define hair types, wash and care hair, and massage in scalp

2.3 2.2 1.5 2.3

4 Cutting or doing hair 1.7 1.7 1.5 1.3

5 Curling, straightening or dye of hair 1.7 1.7 1.0 1.7

6 Shaping hair or making hair wavy 2.0 1.8 1.0 2.3

7 Special occasion hairdo 1.7 1.2 1.0 1.0

8 Making and applying hair wigs, additional hair and hair accessories

1.7 1.2 1.0 1.3

Newly recruited hairdressers’ knowledge and skills

All Employers assume that new employees’ professional skills are under standard or

unsatisfactory.

The deficiency which is mentioned most frequently by the Employers is a lack of basic

professional knowledge or understanding, rather than professional skills.

Table 4. Deficient knowledge and skills among newly recruited hairdressers

Knowledge Skills

1 Basic knowledge

Wash hair and massage scalp

2 Defining hair types Ability to cut hair

3 Technology to wash hair and massage scalp

Practical skills

4 Process of drying hair Lack of dedication and desire to work, or not being committed

Out of deficiencies named by the Employers, new employees are lack of knowledge on

the technology to define hair type, wash and dry hair, and massage scalp, while they are lack

of ability to wash and dry hair, and massage scalp. The most deficient practical ability is to cut

hair. Therefore, the Employers need to provide training and apprenticeship when they recruit

new hairdressers.

1.1.4. Reasons of quitting job among hairdressers

The Employers have been asked if any of their employees quit job for the last year.

According to them, 17 hairdressers left work.

The most frequently mentioned reasons are provided below:

✓ Pregnancy leave;

✓ Not meeting skills requirements;

✓ Having their own workplace;

✓ Complaint by customers;

✓ Lack of ability to work persistently; and

35

✓ Lack of personal responsibility

The most common reason of quitting job is a pregnancy leave, followed by a lack of skills and

having their own workplace or business. They are followed by a lack of personal responsibility,

such as being always late or absent for many days etc.

1.1.5. Requirements for open vacancies of hairdressers

There were 21 open hairdresser vacancies at the Employers during the information

and data collection. Some 56 percent of the Employers, who have the open vacancies, would

require at least 2.8 years of work experience, on average.

When skills are summarized, the Employers require the following professional skills:

✓ Have a degree 1 or above;

✓ Have ability to cut hair and do special occasion hairdo;

✓ Have ability to wash and dry hair and massage scalp;

✓ Have practical experience;

✓ Have basic knowledge (provide training);

✓ Be responsible, persistent and punctual, and have good personal development

and behavior.

2.1. EMPLOYER REQUIREMENTS FOR HAIRDRESSERS

This section describes the Employers’ professional skills requirements for hairdressers.

2.1.1. Skills sought from professional hairdressers

Priority of the Employer requirements, including professional knowledge, personal

attitude and competence, and technical skills, has been identified (1-not important at all to 4 –

very important).

Personal attitude is on top of priority, which is followed by individuals’ competence.

Knowledge of service ethics, hair damage and hair disease type and reasons, and workplace

organization is important for the Employers.

Figure 19. Knowledge requirement for hairdressers

As evaluated by the Employers, personal attitude is above 2.9 points. Out of them, learning

and improving skills is very important or 3.7.

2.9

3.4

3.12.6

3.4

Occupational safetyand health

Ethics of service worker

Organization or tidinessat workplace

Structure and functionsof skin and scalp

Types and reasons ofhair damage and

disease

36

Figure 20. Personal attitude required by the Employers from hairdressers

Personal skills or competence, except computer skill and leadership, are prioritized by the

Employers for recruitment. In particular, art or technique, swiftness and responsibility are

considered strongly to hire new people.

Figure 21. Personal skills requirements demanded by the Employers from hairdressers

As for professional and technical skills, ability to define hair type, give advice to customers as

to hair care, and care hair is preferred greatly to hire new hairdressers.

3.4

3.5

3.4

3.5

3.73.2

3.3

2.9

3.2

Desire to do job effectively

Proper communicationand discipline

Good personalorganization

Respect to other'sdecision

Keen on learning andimprove knowledge

Behave properly amongcolleagues

Have positive perception

Be initiator

Compliance of ethics code

2.43.1

3.1

2.9

3.13.43.1

3.4

2.3

1.9

Leadership

Teamwork

Independent work

Problem solution

Proactive or initiative

Responsible

Handle workload

Quick and dexterious in hands

Foreign language

Computer skills

37

Figure 22. Professional skills requirement by the Employers from hairdressers

2.1.2. Assessment of TVET institution curricula

When the Employers have been asked if graduates’ theoretical knowledge and practical

skills meet their requirements or expectation, one in every two Employers assume it

unsatisfactory, while 79 percent view that the graduates’ practical skills do not meet their

requirements or expectation. Some 57 percent of the Employers have assessed the curricula

moderate, while 43 percent has considered it is unsatisfactory.

Figure 23 Assessment of TVET institution graduates’ knowledge and skills

Suggestions to improve TVET institution curricula

We have sought the Employers’ suggestions in respect of improving TVET institution

curricula, and the suggestions most frequently mentioned by them are presented below:

1. Increase practical session hours;

2. Conduct practical sessions in effective and responsible manner under a robust

control;

3. Develop or improve capacity of teachers;

4. Provide opportunity to operate or use modern equipment or tools;

5. Provide opportunity to have practical session at large salons.

Half of the Employers expressed that they are willing to cooperate with TVET institutions

to prepare teachers, provide with teachers, and give opportunity to students to have practical

session at their salons.

3.3

3.1

2.6

2.7

2.8

2.6

2.6

2.4

2.0

1.8

1.7

3.4

Define types of hair

Care hair

Shape and make hair wavy

Hairdo, female

Hairdo, male

Shape hair by chemicalmethod

Dye hair and produce color

Apply wigs, additional hairand attach hair extension

Do night hairdo

Hairdo in competition

Manage hairdresser's,transfer new technology and

equipment

Give advice to customers onhair care

7%

43%50%

21%

79%

Satisfactory Moderate Unsatisfactory Meeting Moderate Not meeting

Theoretical knowledge Practical skills

38

2. NURSE

39


Nurses provide uniform and inclusive nursing and care aligned with clients’ healthcare

needs, assess clients’ health, by preparing required care or nursing as per physician’s

guidance, developing a plan and maintaining medical or treatment records.

Main duties include:

• Monitor clients’ health, and report symptoms or changes;

• Record client health data and particular symptoms;

• Provide nursing or care to senior citizens, pregnant women, children and disabled

people;

• Give advice to client’s family members in certain cases (in the case of continuing

treatment);

• Assess client’s health and report to physicians;

• Provide treatment or service in compliance with the applicable Mongolian standards.4

Nurses finish school acquiring technical skills, by which this profession is different from other

professions. Over 200 nurses finished TVET institutions in 2016.

2.1.1. Hospitals covered by survey

We selected 15 secondary and third tier hospitals for the survey and collected

information and data from their senior nurses, heads of nursing units, and human resources

managers.

There are 7536 workers at these hospitals, whose 69.4 percent or 5237 is women.

Some 27 percent have up to 299 workers, another 27 percent have 300-499 workers, 33

percent have 500-799 workers, and 13 percent have over 800 workers.

Figure 24. The hospitals covered by survey, by worker number

These healthcare service providers have been operating for 48 years on average, and

80 percent of them is state-owned hospitals and 20 percent is private hospitals.

31 percent of the hospitals operate for up to 19 years, 19 percent operate for 20-49

years, 25 percent operate 50-79 years, and 25 percent operate for over 80 years. Average

operating time frame of the private hospitals is 7 years.

4 Reference on jobs or profession, 2014

27%

27%

33%

13%

Up to 299 300-499 500-799 Over 800

40

Figure 25. The hospitals covered by survey, by year of operation

3100 nurses work for these Employers. 44 percent of the hospitals have 200 or more nurses,

38 percent have 100-199 nurses, and 12 percent have up to 50 nurses.

2.1.2. Employer requirements for new nurses

Four recruitment requirements have been assessed by the Employers. As a result,

level of education is given 3.3 points or is viewed important, appearance or body-build is given

2 points or is viewed unimportant, sex is given 1.1 points or is viewed not important at all.

Figure 26. Priority of assets for recruitment of nurses

The hospitals, having up to 299 workers, prioritize the level of education, while the

hospitals, having 300-499 workers, consider that level of education and age is very important

and important, respectively. They do not pay attention to appearance and sex at all. The

hospitals, having over 800 workers, assume that none of them is important.

Table 5. Priority factors for recruitment of nurses, by worker number

Worker number Education Appearance Age Sex

Up to 299 3.0 1.5 2.3 1.3

300-499 3.8 1.3 3.0 1.0

500-799 3.8 2.6 2.8 1.0

Above 800 2.5 2.5 2.0 1.0

Mean 3.3 2.0 2.5 1.1

31%

19%25%

25%

1-19 years 20-49 years 50-79 years Over 80 years

3.3

2.5

2.0

1.1

Education

Age

Appearance

Sex

41

NEWLY RECRUITED NURSE SKILLS

This section outlines the Employers’ assessment over new nurses’ knowledge and

skills.

2.1.3. Assessment of TVET graduates as nurses

The hospitals have recruited 349 nurses for the last 3 years, and 146 of them are

graduates of TVET institutions. All hospitals have a human resources department or division.

The new graduates’ professional skills have been assessed by the Employers,

including 7 factors.

According to the assessment, ethics and computer skills are good, engagement with

clients and teamwork is given 2.5 points, while compliance with the common work standards,

infection control and ability to maintain documents are poor.

Figure 27. Assessment of professional skills of newly graduated nurses

Newly recruited nurses’ knowledge and skills

As pointed out by the Employers, graduates lack of basic knowledge, on top of lacking

professional knowledge and skills, which cause problems or difiiculties to the hospitals. When

the graduates took test on theoretical knowledge, result ranged between 40 and 60 percent.

The common deficient knowledge and skills are shown below in the table.

Table 6. Deficient knowledge and skills of nurses

№ Knowledge Skills

1 Awareness of common work standard Ability to handle manual actions

2 Reading prescriptions Nursing and care

3 Compliance with infection control Intravenous injection, blood testing

4 Mixture of medicines and injection Ability to give advice

5 Medical words and terms Ability to communicate with and serve people

6 Knowledge of English Thinking and decision making

7 Theoretical knowledge 40-60% Ethics of medical staff

8 Literacy Teamwork

2.2

2.2

2.3

2.52.5

3.0

3.1

Recordingdocumentation

Comply with infectioncontrol

Comply with standardon common acts

Work in teamCommunicate with

patients

Computer skills

Ethics

42

In addition to the above, they have poor knowledge in respect of legislation and Health

Minister’s decrees and instructions, as provided during interview.

2.1.4. Reasons of quitting job among nurses

118 nurses quit or were released from work for the last one year. Of them, 21.1percent

quit job to go abroad or to work in Korea, 18.4 percent left due to excessive workload, 18.4

percent left to study further, 15.8 percent left due to family issues, and 10.5 percent left for

pregnancy leave and retirement.

As nurses are paid low and workload is high, the Employers cannot fill open vacancies,

facing problems. It is common among the nurses going to Korea to work for better livelihood

and more income.

Figure 28. Reasons of leaving job among nurses

2.1.5 Skills required for open vacancies of nurses

When we were collecting the survey data, we have found out that there were 194 open

vacancies of nurses. 68.7 percent of the Employers said that they would not consider

experience, while 31.3 percent would require 2-3 years of experience.

While most Employers prefer experienced nurses, they have no choice other than to

train those who apply for open vacancies, because very few people apply for open vacancies

of nurses. They spend a lot of time and money to train nurses. Besides, it is very difficult to

maintain the trained nurses in longer time.

Nurses need to meet the following requirements:

1. Ability to handle manual works;

2. Communication, attitude, and ethics;

3. Teamwork;

4. Observance of infection control;

5. Computer skills;

6. Specialized nursing

The above-mentioned abilities are required by most Employers.

A variety of additional skills are demanded from nurses depending on the specifics of

a hospital. The Employers involve newly hired nurses in 14-day unpaid apprenticeship and 3-

month paid apprenticeship program. Then they work independently in shifts.

Going abroad to work21%

Heavy workload18%

Study18%

Family issues16% Retirement,

pregnancy11%

Moving to other hospital

or local …

Low salary8%

Other27%

43

2.2. EMPLOYER REQUIREMENTS FOR NURSES

This section describes the Employer requirements for nurses, including knowledge, skills and

personal attitude.

2.2.1. Skills required from professional nurses

All requirements are considered important ranging from 2.9 to 3.5 as provided by the

Employers. Common work standard is the most important and nurses need to know the

standard fully.

Figure 29. Employer requirements for nurses

Compliance with ethics, good communication, discipline, good behavior, and keeping

medical and client secrets are the most important attitude required by the Employers.

Figure 30. Attitude demanded from nurses

4.0

3.9

3.8

3.7

3.7

3.5

3.5

3.5

3.5

3.3

3.1

3.1

3.0

2.9

Standard on common acts

Legislation on infection control

Legislation and rules on medical worker ethics,…

Basic surgical care and nursing

Care and nursing for cardiovascular disorder

Medical guidance on care and nursing to old-age…

Care and nursing to respiratory system disorder

Care and nursing to renal system disorder

Infection control rules during infection

Nature of nursing to various disorder, reasons of…

Care and nursing to digestive system disorder

Care and nursing during special treatment of cancer

Care and nursing to patients with mental disorder

Care and nursing to injured patients

3.94.0

3.9

3.9

3.8

4.0

4.0

3.7

4.0

Not discriminate patients

Proper communication anddiscipline

Good personal organization

Respect other's decision

Keen on learning andimproving qualification

Properly behave amongcolleagues

Keep secrets of clinic andpatients

Be initiator

Comply with ethics

44

The Employers have been asked to assess nurses’ competence level by 9 factors.

According to the result, foreign language and computer skills are considered important,

ranging from 3.3 to 3.4 points. As for nurses, problem solving, handling workload, teamwork,

and being humane is very important skills which are demanded by the Employers.

Figure 31. Employer requirement in respect of personal competence from nurses

The following specialized professional skills required by the Employers are very

important and must be acquired before employment. As demanded by the Employers, nurses

must, at least, be able to do the actions set forth in the common work standard, operate

medical equipment, maintain documents, and comply with infection control.

3.93.9

3.6

3.8

3.93.8

3.7

3.3

3.4

Caring, sympathetic

Team work

Independent work

Problem solution

ResponsibleHandling workload

Dexterious, quick

Foreign languageknowledge

Computer knowledge

45

Figure 32. Professional skills required from nurse

2.2.2. Assessment of TVET institution curricula

The assessment focused on how graduates’ theoretical knowledge and practical skills

meet the Employers’ employment requirements.

36 percent of the Employers consider that graduates’ theoretical knowledge is

satisfactory, 50 percent consider it is moderate, and 14 percent consider it is unsatisfactory.

13 percent of graduates meet the Employers’ requirement on practical skills, 47

percent meet in a moderate level, while 40 percent do not meet the requirements.

Just 7 percent of the hospitals feel satisfactory toward TVET institution curricula,

however 53 percent is unsatisfactory toward the curricula.

4.0

4.0

4.0

4.0

4.0

4.0

3.9

3.9

3.9

3.9

3.9

3.8

3.8

3.8

3.8

3.8

3.8

3.7

3.7

3.6

Communicate with patients (explain what he/she is going to do, give advice, monitor…)

Do measurement of vital signs (body temperature, breath, arterial pressure, …)

Injection (mix injection, inject in muscles, do intravenous injection,…)

Do test (get blood test from veins, do test of urine, stool test, …)

Adhere to standard on common nursing acts, medicalguidance

Manual works

Patient related operations (screening, stop bleeding, cradle infants, carry patients, operate patient bed, …)

Ability to give advice (feeding, dressing, exercising, application of medication, …)

Comply with operation rules and safety of medicalequipment, tools and materials

Keep recording of documents (record balance of liquid, fill sickness sheet, record nutsing notes…)

Provide complex care and nursing for predominantdisorder

Maintain infection control (Disinfect, wear gloves and uniform …)

Assess patient health status (examine, observe …)

Test by devices (electrocardiagram, measure sugar in blood …)

Do body measurement (body mass index, define ratio of body measurement …)

Operation through digestive way (cleanse stomach, put probang in stomach …)

Assistance during pass away (provide emotional support, help in remains …)

Excretion (apply catheter, ....)

Operations of impact on blood circulation (apply suction cups, apply hot and cold compress …)

Wash (wash whole body of patient, bath infants …)

46

Figure 33. Assessment of graduates’ theoretical knowledge and practical skills

Suggestions to improve TVET institution curricula

Due to a short period apprenticeship and inability to undertake quality apprenticeship,

there are many cases where nurses are not aware of injection standard and cannot do

intravenous injection.

Nurse preparing schools do not have a uniform curriculum and it causes a lot of

challenges to the Employers, as they said. When new technology and equipment are

introduced, nurses must improve their skills accordingly. They need to learn to operate new

equipment or tools and follow safety. Thus, the relevant schools should study needs of

hospitals and reflect them in curricula, as advised by all the Employers. Suggestions to

improve the school’s curricula are summarized below:

• Make apprenticeship period longer;

• Improve quality of apprenticeship and provide suitable environment;

• The relevant schools need to have a common curriculum;

• Improve teachers’ skills;

• Develop nurses’ communication, attitude and ethics;

• Nurses need to communicate properly with clients or people;

• Need to have knowledge on health legislation and procedures;

• Include training standards and programs in curriculum to observe in practice.

36%

50%

14% 13%

47%

40%

Sa

tisfa

cto

ry

Mo

de

rate

Un

sa

tisfa

cto

ry

Me

etin

g

Mo

de

rate

No

t m

eetin

g

Theoretical knowlegde Practical skills

47

3. TAILOR OF SEWN PRODUCTS

48


Tailors stitch, repair and embroider all types of sewn products in accordance with the

relevant technology and standard. In addition, they perform a procedural task to transfer a

good quality product component to next stage, in compliance with safety and hygiene

requirements, technological guidance and rules.5

About 700 people graduated TVET institutions as tailors in the academic year 2015-

2016.

3.1.1. The economic entities covered by survey

12 representatives of clothing factories that apply a conveyor system, European and

national tailor-made garment producers, fashion clothing tailors and sofa producers, all of that

are operating in Ulaanbaatar in a stable manner and have recruited graduates of TVET

institutions, have been selected for the survey in order to collect information and data from

their personnel who are able to define professional skills of tailors.

33 percent of them are tailor shops which have up to 19 workers, 17 percent are tailor-

made national and fashion clothing producers that have 50-199 workers, and 25 percent are

factories having more than 200 workers and entities having 20-49 workers each.

All entities covered by the survey have 933 workers in total, whose 50.8 percent is

tailors. Some 58.3 percent of the entities have 10-49 tailors.

Figure 34. The entities covered by the survey, by employee numbers

One in every two entities has been operating for 1-19 years, while 17 percent has been

operating more than 40 consecutive years.

Figure 35. The entities covered by the survey, by operating years

3.1.2. Requirements for new employees

When the selected entities have been enquired whether they take into account

education, age, sex and appearance or body-build when they recruit new employees. They

5 Jobs and Profession Reference: Tailor, Т.Enkhtuya, D.Narmandakh, 2015

33%

25%

17%

25%

1-19 20-49 50-199 Over 200

50%33%

17%

1-19 years 20-39 years Over 40 years

49

are not very important assets as provided by some of them. Some entities consider such

factors.

Figure 36 Factors that are focused to recruit new tailors

The Employers that have 1-19 workers consider education and sex to a certain degree,

while those that have 20-49 and more than 200 workers consider age to recruit new

employees.

Table 7. Factors that are focused to recruit new tailors, shown in employee number

Employee number

Factors that are focused to recruit tailors

Education Age Appearance Sex

1-19 2.5 2.3 1.0 2.5

20-49 2.0 2.7 1.0 1.3

50-199 1.5 2.0 1.5 2.0

Over 200 2.0 2.7 1.0 1.7

NEW EMPLOYEE SKILLS

This section provides the findings of enquiry which determined whether newly recruited

tailors meet the Employer requirements on skills.

3.1.3. Assessment of tailors-TVET institution graduates

The Employers have recruited 157 tailors for the last 3 years, whose 52 are graduates

of TVET institutions.

The graduates’ professional skills have been assessed by 8 indicators. On an average,

the Employers have given 3 points (good) to their skills such as manual handling, use of tools,

operating principle and settings of straight and zigzag sewing machine, and service; 2.8 points

to the skills including preparation and sewing of simple and key clothing components. They

have provided 2.3 points to graduates’ ability of reading of technological documents and 1.9

points (unsatisfactory) to ability to sew clothing.

2.1

2.4

1.1

1.9

Education

Age

Appearance

Sex

50

Figure 37. New tailors’ skills assessment

Employees’ knowledge on occupational safety and health, and compliance with thereof

is significant in production process. It has been assessed as 2.7 by the Employers, which can

be viewed that they are lack of proper knowledge on this matter.

The Employers that have 1-19 and more than 200 workers have given 3.3 points

(good) to newly recruited tailors’ skills, including ability to operate straight and zigzag sewing

machines, and preparation and sewing of simple and key clothing components.

Table 8. Assessment of tailors’ skills, in employee number

# Criteria

Employee number

1-19 20-49 50-199

Over 200

1 Compliance with occupational safety and health 3.0 2.7 2.5 2.3

2 Preparation and sewing of simple and key clothing components

3.3 2.0 2.5 3.3

3 Reading and understanding of technological documents 2.5 2.7 1.5 2.3

4 Operation, settings and servicing of straight and zigzag sewing machines

3.3 3.0 2.0 3.3

5 Operation, settings and repair of irons 2.3 3.0 2.5 2.7

6 Operation and use of steam pressing irons 2.0 3.0 2.5 3.0

7 Manual handling and tools 3.0 3.3 2.5 3.3

8 Sewing of clothing 2.3 1.3 1.5 2.3

The table above shows that all small and large employers have assessed that the

graduates’ ability to sew clothing and read and understand technological documents is poor

or unsatisfactory.

As found out by the Employers, TVET institution graduates have poor capability to sew

independently and operate the relevant equipment or tools. Thus, they are recruited as

permanent workers after certain period of training and step by step apprenticeship. It induces

additional cost for some companies.

2.7

2.8

2.3

3.0

2.6

2.6

3.1

1.9

Compliance withoccupational safety and

health

Sewing of simple andcore components

Reading andunderstandingtechnological…

Operation principle,calibration and servicingof straight and zig zag…

Ironing procedure,calibration and servicing

Principle and function ofpress ironing

Manual procedure andtools

Sewing of clothes

51

New tailor’s skills

83 percent of the selected Employers said that new tailors’ professional skills are poor

or deficient.

The most frequently repeated lack of skills are unsatisfactory sewing ability, and poor

basic professional knowledge or understanding. They account for 57 percent among others.

Figure 38. Deficient skills among newly recruited tailors

If the skills deficiency or problems named by the Employers are classified as knowledge and

skills, new employees’ basic knowledge is unsatisfactory. For example, they have poor

knowledge regarding sewing machines, equipment, components or small details of a product,

names of details, size of stitches, and sewing technology. As well, they do not have sufficient

practical skills to make straight stitch, and operation of sewing machines. On the other hand,

personal development and independent work are unsatisfactory, too.

Table 9. Deficient knowledge or skills

Knowledge Skill

1 Knoweldge on sewing machines and equipment

Lack of ability to sit at sewing

machine

2 Names of details, and other terms No ability to make straight stitch

3 Knowledge on stitch sizes Poor practical skill

4 Technological knowledge Poor independent work

5 - Poor personal development or behavior

6 - No ability to make stitches of sofa

31%

26%

30%

9%4%

Unable to sew

Lack of basic knowledge or understanding(Names of details, operation principle of sewingmachine)Poor practical skills

Poor technological knowledge

Poor personal development

Interview: Skill can be spoken in relation to a person who has fully acquired sewing technology

and is an indicator how to sew a product quickly and well. Unfortunately, we cannot speak

about skills in relation to newly hired graduates, because they failed to learn sewing technology,

professional terms and perception, operation or use of equipment, and sitting at sewing

machines. We consider personal development or behavior, interest, endeavor or diligence

more rather than professional skills to recruit new employees. Obviously, all new employees

cannot be under-developed. There are good graduates and good students, however, they want

to study further to become designers rather than becoming tailors. In other words, good

graduates do not work as tailors. Director, Sewing Factory

52

75 percent of the Employers provide training and apprenticeship to newly hired tailors.

They are provided with a certain time frame and step by step work as an assistant to a

permanent tailor in order to improve their skills.

3.1.4. Reasons of quitting job

We clarified each and every quit and release from work for the last one year. 60

workers quit job or Employers.

The most frequently provided reasons are summarized below:

✓ Having own workplace

✓ Not meeting skills requirements

✓ Pregnancy leave

✓ Excessive workload

✓ Migration

✓ Studying abroad

✓ Study

✓ Retirement

According to the above, the common reason of quitting job among tailors is having

their own workplace or shop, and it is followed by predominant reasons of dismissal due to an

inability to meet skills requirement, inability to handle workload, and having pregnancy leave.

There are many cases where they leave job in order to go abroad in search of job.

3.1.5. Requirements for open vacancies

We asked the Employers during the data collection whether there have been open

vacancies of tailors. Some 58 percent of them had 75 open positions.

Out of the Employers who have announced open positions, 57 percent would prefer

1-3 years of experience. They provided the following tailor skills requirements:

➢ Able to sew clothing independently;

➢ Able to sew right, clean and quickly;

➢ Be specialized;

➢ Have basic knowledge (details names);

➢ Able to sew basic stitches;

➢ Able to handle workload;

➢ Teamwork;

➢ Good personal development or behavior; and

➢ Have a desire or aspiration to develop further

Some Employers highlighted that genuine desire to proceed tailoring further and good

personal development or behavior is the most important assets.

3.2. EMPLOYER REQUIREMENTS FOR EMPLOYEES

This section describes the Employer requirements of professional skills for tailors.

3.2.1. Professional skills required from tailors

The Employers have assessed their tailors’ knowledge, attitude, personal competence,

and professional skills and have been asked whether they prioritize such indicators (1-least

important, 4-very important).

As they provided, personal competence and professional skills are important, while

personal attitude is the most important.

The Employers have further assessed the following indicators or skills, and the most

important asset includes ability to work while ensuring occupational safety and health and

53

ability to read and understand technological documents, giving 3.5 points. Press ironing (or

pressing) is considered unimportant.

Figure 39. Knowledge required by Employers from tailors

Personal attitude is assessed important, having 3 or more points. Most important thing is to

have a desire or aspiration to do his/her work, being assessed at 3.8. It is ideal of the

Employers.

Figure 40. Attitude required from tailors

3.5

3.0

3.5

3.3

2.7

2.3

3.2

2.7


health

Sewing of simple and corecomponents

Reading andunderstanding

technological documents

Operation principle,calibration and servicing of

straight and zig zag…

Ironing procedure,calibration and servicing

Principle and function ofpress ironing

Manual procedure andtools

Knowledge on clothingdesign

3.8

3.3

3.7

3.4

3.53.5

3.0

3.0

3.0

Have desire to workeffectively

Have goodcommunication and

discipline


Respect other's decision

Wish to improveknowledge and skills

Behave properly amongcolleagues

Be positive

Be initiator

Comply with ethics

54

Figure 41. Personal competence demanded from tailors

As for professional skills, ensuring work preparation, sewing straight stitches attaching

components, and sewing to combine components is important for the Employers.

Figure 42. Professional skills required from tailors

3.2.2. Assessment of TVET institutions curricula

According to the enquiry on whether TVET institution graduates meet the Employer

requirements on theoretical knowledge and practical skills, one in every two Employers

answered that graduates do not meet such requirements. 25 percent view that graduates’

theoretical knowledge is unsatisfactory. 67 percent are moderately satisfactory towards TVET

institutions curricula and 25 percent is unsatisfactory.

3.6

3.3

3.4

3.6

2.2

2.4

Team work

Independent work

Handling of workload

Dexterious in hands

Foreign languageknowledge

Computer knowledge

2.5

2.8

3.1

3.4

3.4

3.1

3.3

2.8

3.0

2.8

Iron components

Iron making shape, andaccording to design

Iron ready products

Ensure work preparation

Sew in straight stitchattaching compoennts

Sew small components

Combine preparedcomponents

Sew outerwear

Sew light clothing

Sew traditional clothing

55

Figure 43. Assessment of new tailors’ theoretical knowledge and practical skills

Suggestions to improve TVET institutions curricula

We received the Employers’ suggestions to improve TVET institutions curricula, as part

of the study. They provided the followings, which have been repeated mostly:

1. Increase practical session hours up to 80 percent, conduct apprenticeship under

supervision of specialized tailors;

2. Develop teachers and improve their capacity;

3. Specilaize in a specific area within profession;

4. Teach skills to operate or use cutting edge technology and equipment

As provided above, the Employers are willing to work with TVET institutions to make training

more efficient or productive as well as prepare their own workforce. They are also able to

provide effective apprenticeship, on-the-job training and provide professional masters who are

able to supervise apprenticeship.

Interview: If students have a classroom training to study theory for initial 3-6

months and then 1-year apprenticeship at factories, followed by a combination

of theory and practice through classroom development, they will be able to

acquire effective and competent abilities. Our factory cooperates with TVET

institutions allowing students to have apprenticeship at our factory and hire some

of them. Students are paid during apprenticeship. Director, Sewing Factory

56

4 COOK

57

Definition of Profession

Cooks make bread, salads and appetizers (vegetable, meat, rice and pasta), soup

(mixed, cream, milk), sauces, and main dishes with vegetable, egg, dairy, flour, rice, pasta,

meat and other by-products, using the relevant equipment and tools, in compliance with

occupational safety and health procedures, as per food production technology and standard.6

They are able to track down and maintain the documents related to medical checkup, food

sampling, occupational safety and health, technological cards, and other basic documentation

in compliance with the applicable standards.

Over 1000 people graduated TVET institutions in 2016 as cooks.


Thirteen restaurants and hotels that are operating in Ulaanbaatar have been selected

for the survey and data has been collected from their senior and chief cooks, and human

resources managers.

They have 1294 workers, whose 55.7 percent is women. 38 percent of the Employers

have 10-49 workers, 31 percent have 50-99 workers, and another 31 percent have more than

100 workers.

Figure 44. The restaurants and hotels covered by survey and their employee number

They have been operating for 7 years on average. 69 percent have been operating up to

9 years and 31 percent have been operating more than 10 years.

Figure 45. The restaurants and hotels covered by survey and their years of operation

6 Job and Profession Reference: Cook, Т.Enkhuya, D.Narmandakh, 2015

38%

31%

31%

1-49 50-99 Over 100

69%

31%

Up to 9 years Over 10 years

58

They all have a human resources specialist. In total, 385 cooks work for them. The

restaurants that have up to 50 cooks are prevailing.

4.1.2. Requirements for newly recruited cooks

According to assessment of the factors which are prioritized by the Employers to hire

cooks, level of education is important, while appearance or body-build and sex are given 2.5

points which means they are important to some degrees, and age is not very important.

Figure 46. Assets that are prioritized to hire cooks

The Employers that have 10-49 workers consider that education is important, while

age, sex and appearance are not important. The Employers that have 50-99 workers consider

education and appearance important, while age and sex are contrary.

Table 10. Assets of importance considered for hiring cooks

Number of workers Education Appearance and body-

build Age Sex

10-49 3.2 2.0 1.8 2.2

50-99 3.5 3.0 1.8 2.3

More than 100 2.5 2.5 2.0 3.0

Average 3.1 2.5 1.9 2.5

NEW EMPLOYEE SKILLS

This section describes about skills of new graduates of TVET institutions.

4.1.3. Assessment of cooks who graduated TVET institutions

The Employers have recruited 212 cooks for the last 3 years, whose 143 are graduates

of TVET institutions.

The Employers have assessed the graduates’ skills by 8 indicators. The result shows

that their ability to do ordinary decoration is poor. Preparation and cooking of a variety of main

dishes, soups and salads, and compliance with occupational safety and health requirements

are given 2.5-2.7 points or moderate.

3.1

2.5

1.9

2.5

Education

Appearance,body-build

Age

Sex

59

Figure 47. Skills assessment of newly graduated cooks

Cooks’ knowledge and skills

We have clarified about newly hired cooks’ knowledge and skills from the Employers.

They are lack of the following knowledge and skills.

Table 11. Newly recruited cooks’ deficient knowledge and skills

№ Knowledge Skills, communication, attitude

1 Unaware of names of sauces Poor ability to cook as per

technological cards

2 Deficient knowledge of teachers Poor handling of workload

3 Poor knowledge of European cuisine

taste, and names of dressing plants

Missing attitude to work, not punctual

4 No knowledge of basic cooking

technique, smoking or grilling

Unsatisfactory skills of teachers

5 Unaware of hot work methodology Absence

6 Cooks do not specialize in specific field,

they major in public cooking

Professionally unethical

7 Insufficient knowledge of cutting

technology

8 Poor knowledge of foodstuff storage and

preservation

9 Unaware of different meat temperature

and specifics

Some restaurant chefs concern that TVET institutions do not major or specialise

students in European or Japanese or Chinese cuisine. They prepare only general cuisine

cooks and it is ineffective in terms of professional knowledge and skills.

It has been obvious that Employers do not wait skillfully prepared graduates, because

most graduates have poor professional knowledge and skills. The Employers also concern

that a lot of insufficiently educated, certificate-holding cooks will finish temporary training

institutions if their curricula is not concentrated on.

2.7

2.7

2.6

2.6

2.5

2.5

2.5

2.3

Operate kitchen equipment

Do primary processing of foodraw materials as per health

and technologicalrequirements

Prepare and cook a variety ofmain dishes as per technology

Comply with occupationalsafety and health

requirements

Prepare a variety of salads orappetizers as per technology

Prepare a variety of soup asper technology

Record cook's documents

Do simple food decoration

60

4.1.4. Reasons of quitting job

As the Employers provided, 124 cooks have been released from work for the last one

year. 22 percent of them left due to family issues, 19 percent were released from work due to

poor professional skills, 15 percent quit to have another job, another 15 percent went abroad

to work, and 11 percent left to study.

According to labour market demand study pertaining to 2012-2016, annual list of in-

demand job or profession includes a cook. Deficient job list of the same period includes a

cook.

As some Employers provided, there are cases where 70-80 percent of newly hired

TVET institution graduates left job.

Figure 48. Reasons of quitting job among cooks

4.1.5. Requirements for open vacancies of cooks

The Employers have explained that cooks, who have just graduated TVET institutions,

cannot make meals in accordance with technological cards, thus they start with primary works

such as washing, preparing and cutting vegetable, and managing foodstuff storage etc.

69.2 percent of the Employers had 29 open positions of cooks and they wanted to hire

people who have 1.6 years of experience.

The requirements for open positions include:

✓ Able to work in a stable manner;

✓ Keen on job or profession;

✓ Compliance with occupational safety and health;

✓ Knowledge on the names of food products;

✓ Be specialized in wok cuisine;

✓ Able to cook as per technological cards;

✓ Work fast;

✓ Able to handle workload and work in team;

✓ Able to learn quickly; and

✓ Able to make salad sauces.

22%

19%

15%

15%

11%

11%

7%Family issues

Lack of skills

Having different job

Going abroad

Study

Unability to handleworkloadOther

61

4.2. EMPLOYER REQUIREMENTS FOR COOKS

This section outlines the Employers’ requirements for cooks in terms of theoretical

knowledge, personal attitude and competence, and professional skills.

4.2.1. Professional skills required from cooks

Skills required from cooks are classified as knowledge, personal attitude and

competence, and professional skills and the Employers have used 8-13 indicators for

evaluation.

Most important indicator out of our selected factors is knowledge of food safety and

health requirements, basic understanding of restaurants or cafeteria, occupational safety and

health requirements, preparedness of workplace, and primary processing of food materials as

per hygiene and technological requirements.

Figure 49. Knowledge required by Employers from cooks

Out of personal attitude or behavior, the Employers have specified that punctuality,

sensibility, neatness, cleanliness, love to job, good personal organization, and responsibility

is most important assets, giving 3.7-3.8 points.

3.2

3.4

3.4

3.4

3.5

3.5

3.6

3.6

3.7

3.7

3.8

3.8

3.9

Use of documents recorded by cook

Technology to prepare seasonings or dressing

Classification and names of soup, preparationtechnology

Classification and names of sauce, preparationtechnology

Classification and names of main dishes, preparationtechnology

Technology to receive and store food raw materials

Classification and names of salad, preparationtechnology

Processing means of food products

Preparation of workplace

Do primary processing of food raw materials as perhealth and technological requirements

Basic understanding of eatery

Occupational safety and health requirements

Food safety and health requirements

62

Figure 50. Personal attitude required by Employers from cooks

As prioritized by the Employers, computer and language skills out of 8 personal

competence are not important to which the Employers gave 2.2-2.4 points, leadership is

important to which the Employers gave 2.8 points, independent and team work, swiftness and

handling workload is very important to which they demand high requirements.

Figure 51. Personal competence demanded by Employers from cooks

The following professional skills have been evaluated by the Employers. Primary

processing of food materials in accordance with hygiene and technological requirements,

technology on making soup, and compliance with occupational safety and health is the most

important assets the Employers demand from cooks.

3.83.8

3.5

3.8

3.7

3.73.8

3.7

3.8

3.8

Punctuality

Neat, clean

Vigilant, watchful

Like qualification

Initiatior

Responsible


Patient, tolerant

Sensible

Able to do job

2.8 3.7

3.7

3.3

3.93.8

2.4

2.2

Leadership

Team work

Independent work

Problem solving

Ability to handleworkload

Quick anddexterious

Knowledge offoreign language

Knowledge ofcomputer

63

Figure 52. Professional skills demanded from cooks


The study focused on whether the training quality of TVET institutions, and theoretical

knowledge and practical skills of graduates meet the Employers’ job requirements.

As evaluated by the selected Employers, 70 percent consider that graduates’

theoretical knowledge is moderate, 15 percent consider it satisfactory, while another 15

percent consider it unsatisfactory. As provided by 23 percent, graduates’ practical skills meet

their job requirements, while 46 percent assume it meets moderately, and 31 percent have

provided that they do not meet the respective requirements.

Figure 53. Theoretical knowledge and practical skills of cooks who are graduates of TVET institutions

23.1 percent of the Employers’ specialists who are responsible for cooks are unsatisfactory

towards TVET institutions curricula, 61.6 percent are moderately satisfactory, and 15.4

percent are satisfactory.

3.8

3.7

3.8

3.6

3.8

3.7

3.7

3.5


requirements

Operate kitchenequipment

Do primary processing offood raw materials as per

health and…

Prepare and cook avariety of salads orappetizers as per…

Prepare and cook avariety of soup as per

technology

Prepare and cook avariety of main dishes as

per technology

Record cook's documents

Do simple fooddecoration

15% 15%

70%

23%

46%31%

Sa

tisfa

cto

ry

Unsa

tisfa

cto

ry

Mo

de

rate

Me

etin

g

Not

me

etin

g

Mo

de

rate

Theoretical knowlegde Practical skills

64


The Employers have been asked if they have suggestions to improve TVET institutions

curriculum. They provided the followings which have been repeated mostly:

• Improve professional ethics, communication and attitude;

• Strengthen teachers’ capacity;

• Add Europen and Asian cuisine technology into curricula;

• Make practical session hours longer; and

• Improve quality of training institutions.

TVET institutions need to investigate the professional cook skills required by high

grade restaurants and add them to their curricula. Apprenticeship or practical session is very

short and its quality is poor. Thus, graduates are unaware of cooking technology, hot work

approaches, and food storage and preservation technology. The Employers consider that

TVET institutions’ specialization is poor.

65

5. CONSTRUCTION ELECTRICIAN

66


Construction electricians perform installation, assembly, calibration and repair of all

types of electrical lines and equipment, along with their fixture, including the following principal

duties:

• Install, assemble, calibrate and repair electrical lines or network;

• Check or investigate electrical design and specifications;

• Check and test electrical system, equipment and other components;

• Extend, install and fix outdoor and indoor electrical wires or cables;

• Install or assemble switchboards, transformers, switches and circuit breakers; and

• Install high voltage overhead power lines.7

Over 600 students graduated TVET institutions as electricians in 2016.

5.1.1. The construction and office leasing companies covered by the survey

We have selected 13 construction and office leasing economic entities based in

Ulaanbaatar that hire TVET institutions graduates or electricians. We collected information

and data from such companies’ engineers, technicians, team foremen and directors who

supervise electricians.

These economic entities have 2030 workers, whose 15 percent is women. 29 percent

of them have 10-49 workers, 22 percent have 100-199, and 14 percent have 50-99 and 200-

999 workers each.

Figure 54. The construction and office leasing companies covered by the survey, by worker number

92 percent of the selected economic entities have engaged in electrical installation for

over 7 years.

7 www.mergejil.mn

7%

29%

14%22%

14%

14%

1-9 10-49 50-99 100-199 200-499 500-999

67

Figure 55. The construction and office leasing companies covered by the survey, by operating years

They have a total of 250 electricians; 38 percent have 6-10 electricians, while 31

percent have up to 5 electricians. 92 percent of the selected economic entities have human

resources specialists.

5.1.2. Requirements for recruitment of electricians


appearance or body-build to recruit electricians. They concentrate on education, but not

appearance or body-build.

Figure 56. Factors of priority for recruitment of electricians

NEWLY RECRUITED ELECTRICIANS’ SKILLS

The Employers have recruited 87 electricians for the last 3 years, whose 50.6 percent

is graduates of TVET institutions.

5.1.3. Assessment of TVET institutions graduates as electricians

According to the Employers’ assessment of professional skills of newly graduated

electricians, ability to install and assemble switchboards using scheme is given 2.2 points

which is the least point, while other skills given 2.5-2.8 points.

8%

46%31%

15%

4-6 years 7-10 years 11-25 years More than 50 years

3.2

2.6

2.6

1.8

Education

Age

Sex


68

Figure 57. Employers’ evaluation over electricians’ skills

The Employers with many workers have provided lower points to electricians’ skills.

Table 12. Evaluation of construction electricians, by employee number

Skill 1-9 10-49 50-99 100-199 Over 200

1 Compliance with occupational safety and health procedure

3.0 3.0 2.0 3.0 2.7

2 Extension, installation and fixture of outdoor and indoor electrical wires or cables

4.0 3.3 2.5 2.3 2.3

3 Installation as per working scheme or drawing 3.0 2.8 2.5 2.7 2.3

4 Installation, assembly and mounting of fixtures for electrical wires or equipment

4.0 2.8 2.5 2.0 2.0

5 Prevention from hazard or fault, calibration and repair

3.0 2.8 3.0 2.0 2.0

6 Connection, installation and assembly of switchboards as per scheme

3.0 2.5 2.5 1.7 2.0

7 Use of instruments 3.0 2.8 2.5 3.0 3.0

8 Knowledge of signs or marks 4.0 2.8 3.0 2.7 2.7

Average 3.4 2.8 2.6 2.4 2.4

Deficient skills among newly hired electricians

More than half of the Employers have provided that the newly recruited electricians are bad at

doing connections and reading drawing.

2.8

2.8

2.6

2.5

2.5

2.2

2.8

2.8


health requirements

Extension, installationand fixture of outdoor andindoor electrical wires or

cables

Installation as perworking scheme or

drawing

Installation, assembly andmounting of fixtures for

electrical wires orequipment

Prevention from hazardor fault, calibration and

repair

Connection, installationand assembly of

switchboards as perscheme

Use of instruments

Knowledge of signs ormarks

69

Figure 58. Deficient skills of newly hired construction electricians

5.1.4. Reasons of quitting job among electricians

For the last one year, 43 construction electricians quit job from the selected Employers. The

predominant reasons of quitting job include poor salary, excessive workload, their own

request, and unsatisfactory professional skills.

Figure 59. Reasons of quitting job among construction electrician

As Employers considered, most of them quit job because they are not keen on their

job or profession or had not chosen suitable job.

15.4

23.1

23.1

30.8

38.5

38.5

46.2

46.2

53.8

61.5

69.2

69.2

Deficient communication skill and personaldevelopment

Unsatisfactory theoretical knowledge

Unawareness of norm or standards

Use of equipment improperly

Incompliance with occupational safety andhealth requirements

Bad at choosing materials and calculation

Unawareness of equipment names andunability to distinguish them

Bad at automated fittings

Poor workplace neatness

Lack of experience

Bad at doing connection and workingindependently

Unability to read work drawings

70

5.1.5. Requirements for open positions of electricians

There have been 16 open positions of construction electricians during the data

collection or survey. The Employers want to hire those who are able to read drawings, handle

workload, keen on job or profession, and able or willing to work longer or in stable manner.

5.2. EMPLOYER REQUIREMENTS FOR ELECTRICIANS

This section describes about knowledge, personal attitude, and professional skills

demanded from construction electricians.

5.2.1. Knowledge and skills required from construction electricians

First of all, knowledge on occupational safety and health, and basic knowledge on

electricity or electrical equipment is sought from construction electricians.

Figure 59. Knowledge required from construction electricians

Personal attitude is considered the most important as provided by the Employers, and it is

followed by punctuality, and stable working.

Figure 60. Personal attitude required from construction electricians

In addition, ability to work in a team and handle workload is very important.

3.8

3.3

3.43.4

3.8

Occupationalsafety and health

Knowledge ofsignage or marking

Ability to doelectrical

inspection

Ability to read workdrawing

Basic knowledgeof electricalequipment

3.8

3.5

3.6

3.6

3.8

3.5

Punctuality

Neat, clean

Behaving properlyamong colleagues

Initiatior

Ability to work instable manner

Patient, tolerant

71

Figure 61. Personal competence required from construction electricians

Common weak skills among construction electricians are incompliance with occupational

safety rules, poor ability to install, assemble or mount electrical wires or cables along with

fixture, do calibration and repair to prevent from hazard or defect, install and fix lights, and

perform or assemble necessary connections.

Figure 62. Professional skills required from construction electricians

Although the Employers require the above-mentioned skills for recruitment, they

provide 2-3 month on-the-job training and paid apprenticeship and then make employment

agreement and set base salary as permanent employees. The Employers want to have paid

trainee workers or apprentice from TVET institutions during peak workload in the spring and

autumn.

3.8

3.5

3.6

3.4

2.5

2.4

Team work

Independent work


Quick anddexterious



72


We clarified how the Employers evaluate curriculum of TVET institutions that prepare

construction electricians.

The Employers’ satisfaction toward their curriculum is moderate or 61 percent.

14.5 percent of the Employers view that newly graduated electricians’ theoretical

knowledge is satisfactory, while 8 percent view that the graduates’ practical skills meet their

requirements.

Figure 63. Assessment of electricians who graduated TVET institutions

As it is vital to elongate practical session hours of TVET students in order to strengthen

their capacity through quality apprenticeship, 61.5 percent of the Employers are willing to work

with TVET institutions to provide apprenticeship opportunity to the students.


The Employers have provided some suggestions to improve TVET institutions

curriculum. They are improvement of apprenticeship, good mentoring how to read drawings

and teaching of basic theoretical knowledge. They added that it is important to work with every

student to provide good skills.

Цахилгаанчдын мэргэжлийн мэдлэгт тавигдах шаардла

Interview: TVET institutions need to extend practical session hours, reduce theoretical session hours, improve training equipment, get financial support from government, and enroll those who are keen onprofession. Director, Construction Company.

73

6. CONSTRUCTION PLUMBER

74

Definition of job

Construction plumbers install and connect air, water and gas lines at housing and office

buildings and industrial facilities, adjust pressure in lines, check leak after installation or

connection, and do maintenance or repair of lines after inspection.8 Over 700 people

graduated TVET institutions as plumbers in 2016.


We selected 11 economic entities that operate in construction and plumbing industry

in Ulaanbaatar and collected information and data from their engineers through individual

interview.

Selected companies have 1929 workers, whose 30 percent is women. Majority of the

selected economic entities have 10-49 workers.

Figure 64. The economic entities covered by survey, by employee number

Out of selected economic entities, 46 percent have been operating for 11-25 years.

Figure 65. The economic entities covered by survey, by operating years

There are 212 plumbers at the selected economic entities; 37 percent of them have 20

or more plumbers, 9 percent have 1-5 plumbers, and 54 percent have 6-20 plumbers.

54.5 percent of them have human resources specialists, but human resources issues

are managed by directors or engineers at 45.5 percent of them.

6.1.2. Requirements for recruitment of plumbers


appearance or body-build to recruit plumbers. They concentrate on age and sex depending

8 www.mergejil.mn

73%9%

18%

10-49 100-199 200 or more

18.2

18.2

45.5

9.1

9.1

4-6 years 7-10 years 11-25 years

26-49 years Over 50 years

75

on work environment and specifics, consider education to a certain degree, and do not pay

attention to appearance or body-build.

Figure 66. Factors that are focused on recruitment of plumbers

The Employers that have 1-5 plumbers consider education more, while those that have

more than 16 plumbers consider age greatly.

NEW PLUMBER SKILLS

The Employers have hired 61 plumbers for the recent 3 years, whose 52.5 percent is

TVET institutions graduates.

6.1.3. Assessment of plumbers who graduated TVET institutions

The Employers have asked to evaluate skills of TVET institutions graduates through

the following 8 indicators.

Skills assessment result is 2.3 points on average, which is poor. Least point is given

to ability to assemble sheet metal materials.

Figure 67. Assessment of construction plumbers’ professional skills

2.8

3.0

3.2

2.1

Education

Age

Sex


2.5

2.4

2.4

2.5

2.4

2.2

2.5

1.8


health

Working on metals oriron

Assembly of heatingsystem

Assembly of indoor coldwater system

Assembly of indoor hotwater system andsewerage system

Assembly of water andheating supply system

Assembly of seweragelines

Assembly of sheet metalmaterials

76

The Employers that have up to 10 plumbers have assessed that plumbers’ ability to

assemble indoor cold-water system, water and heating supply system, and sewerage system

is good.

Table 13. Skills assessment of plumbers who graduated TVET institutions, by plumber number

Skill 1-5 6-10 11-15 16-20 20 or more

1 Compliance with occupational safety and health

1.0 2.5 2.0 1.5 3.0

2 Working on metals or iron . 3.0 3.0 2.0 2.2

3 Assembly of heating system 3.0 2.5 2.5 2.5 2.0

4 Assembly of indoor cold water system 3.0 3.0 2.5 2.5 2.0

5 Assembly of indoor sewerage system 3.0 3.0 2.5 2.5 2.0

6 Assembly of water and heating supply system

3.0 3.0 2.5 2.0 2.2

7 Assembly of sewerage lines 3.0 3.0 2.5 2.5 2.2

8 Assembly of sheet metal materials 1.0 3.0 2.5 1.5 1.7

Average 2.4 2.9 2.5 2.1 2.2

The Employers that have 20 or more plumbers have evaluated that plumbers’

compliance with occupational safety and health requirements is good.

Deficient skills among newly graduated plumbers

As highlighted repeatedly by 15 percent of the Employers, newly recruited plumbers are

unaware of the relevant norm and standards.

Figure 68 Deficient skills among newly graduated plumbers

2%

2%

4%

4%

4%

6%

6%

9%

9%

13%

13%

13%

15%

Unability to hear other's words

Unability to do calculation

Bad at independent installation or assembly

Handling equipment improperly

Unawareness of professional names

Incompliance with occupational safety and…

Deficient theoretical knowledge

Unability to distinguish equipment or tools

Untidiness at workplace

Unawareness of materials

Lack of experience

Unability to read work drawing

Unawareness of norm or standard

77

6.1.4. Reasons of quitting job among plumbers

We have clarified why plumbers have released from work. Prevailing reason is poor

technical skills, which is followed by their own request, personal or family issues, migration,

and low salary.

Figure 69. Reasons of quitting job among plumbers

As Employers presumed, poor practical skills and insufficient learning of necessary

skills are the main reasons. Besides, plumbers quit job during probation period or

apprenticeship.

6.1.5. Requirements for open positions of plumbers

There have been 15 open positions of plumbers when we collected information and

data. Key requirements include ability to read and understand drawings, do electric and

pneumatic soldering, assemble clean and waste water system and heating system, and keen

on job.

The Employers prioritize stable working, in addition to technical skills.

When the Employers hire plumbers, they provide 1-2 month on-the-job training after

which they hire them officially under employment agreement and base salary.

The Employers want to work with TVET institutions to provide opportunity to students

to have apprenticeship at their workplaces. In addition, they are willing to offer scholarship to

skilled students and provide with job after graduation.

6.2. EMPLOYER REQUIREMENTS FOR PLUMBERS

This section describes about knowledge, personal attitude and professional skills

required from plumbers.

6.2.1. Skills required from professional plumbers

The Employers have asked to evaluate plumbers’ knowledge, personal attitude,

personal competence and professional skills.

Most important knowledge required from plumbers is related to occupational safety

and health.

8%

8%

15%

23%

23%

23%

Violation of internal regulations

Inability to handle workload

Low salary

Own request

Migration, family issues

Deficient skill

78

Figure 70. Theoretical knowledge required from plumbers

Punctuality and stable working are most important personal attitude for the Employers.

Figure 71. Attitude required from plumbers

Independent working and handling of workload are vital personal attitude as considered by

Employers.

Figure 72. Individual competence required from plumbers

As for plumbers’ professional skills, ability to work in compliance with occupational

safety and health, install and assemble floor heating, indoor heating supply system, drainage

3.6

3.5

3.2

3.5

3.4

3.3

3.3

3.3

Occupational safety andhealth

Plumbing work

Choose or investigatematerials

Install heating system

Install indoor water supplysystem and sewerage…

Install water and heatingsupply network

Install sewerage network

Install sheet equipment

4

3.7

3.7

3.6

3.8

3.5

Punctuality

Neat, clean


Initiatior


Patient, tolerant

3.4

3.5

3.5

3.2

2.2

2.2

Team work

Independentwork


Quick anddexterious



79

system, fire protection system, water equipment and ventilation system, and test heating and

water lines with water and gas is important.


We have asked from the Employers whether knowledge and skills of TVET institutions

graduates meet their requirements.

18.2 percent of the Employers respond that the graduates’ theoretical knowledge is

satisfactory, but their practical skills do not meet their requirements.

Figure 73. Assessment of TVET institutions graduates

None of the Employers is satisfactory towards TVET institutions curricula, while 63.9

percent is moderately satisfactory toward it.


The Employers have provided suggestions and opinions as to improving TVET

institutions curricula.

They include more practical session hours or apprenticeship period, improving quality

of apprenticeship and ability to read and understand drawing, and making students love job

or profession.

As students’ knowledge pertaining to ventilation system of building is poor, subjects

related to this should be added to curriculum.

Strong focus should be placed on providing support to students to choose right

profession and instruct workplace psychology.

90 percent of the Employers have expressed that they are willing to cooperate on

students’ apprenticeship.

80

7. HEAVY VEHICLE OR EQUIPMENT OPERATOR

81


Heavy vehicle operators transport goods in long and short ranges by performing

loading/unloading pursuant to transportation and weight regime or limitation. Operators of

earthwork and road maintenance equipment operatethe equipment for excavation, grading,

leveling and compaction. Operators’ major duties include:

• Perform excavation and removal of earth, sand, gravel and other materials by

mechanical or hydraulic equipment with backhoe;

• Carry or transfer earth, sand, gravel and other materials by loaders;

• Withdraw and remove mud, sand and gravel out of water by relevant equipment.9

Over 600 students finish TVET institutions as heavy vehicle operators in 2016. Heavy vehicles

include the followings:

1. Wheel loader for excavation and loading;

2. Excavator (hydraulic) for excavation and loading;

3. Bulldozer for leveling and removing;

4. Dump truck for carrying; and

5. Grader for road preparation.

7.1.1. The mining companies covered by survey

We have chosen 15 economic entities that engage in mining of sand, gravel and coal

and coal mines in Tov, Orkhon, Darkhan-Uul and Umnugobi provinces and Ulaanbaatar. We

collected information and data from their mining engineers, mine foremen, mechanics,

dispathers, factory heads, human resources specialists and directors.

These economic entities have 12000 workers, whose 24 percent is women. One third

of these economic entities have 10-49 workers, 27 percent have over 1000 workers, and 13

percent have up to 10 and 200-499 workers each.

Figure 74. The mining companies covered by survey, by employee number

40 percent of them have been operating for 20 or more years, while 53 percent have been

operating up to 10 years.

9 National Job and Profession Classification and Description, 2010

13%

33%

7%13%

7%

27%

1-9

10-49

50-199

200-499

500-999

1000 or more

82

Figure 75. The mining companies covered by survey, by operating years

The mining companies have 1154 heavy vehicle operators; 40 percent of them have

up to 10 operators, 20 percent have more than 200 and 10-49 operators each, and remaining

20 percent have 50-200 operators.

80 percent of the Employers have human resources managers. Plant managers,

directors and managers of the remaining companies are responsible for human resources

issues.

7.1.2. Requirements for recruitment of heavy vehicle operators


appearance or body-build to recruit heavy vehicle operators. They concentrate on education,

consider age and sex to a certain degree, but do not pay attention to appearance or body-

build.

Figure 76. Factors that are focused on for recruitment of heavy vehicle operators

The Employers that have up to 10 workers do not consider level of education important,

while those that have more than 200 workers consider that level of education is important. In

particular, the Employers that have 1000 or more workers prioritize education.

20%

33%

7%

20%

20%

1-5 years

6-9 years

10-19 years

20-49 years

Over 50 years

3.0

2.8

2.9

1.7

Education

Age

Sex


83

Table 14. Factors that are focused on for recruitment of heavy vehicle operators, by employee number

Employee number Factors that are focused on for recruitment of heavy vehicle operators

Education Age Sex Appearance or body-build

Up to 10 2.0 3.0 2.5 2.5

10-49 3.0 2.5 3.5 1.3

50-199 2.0 3.0 3.0 1.0

200-499 3.5 3.0 3.0 1.5

500-999 3.0 3.0 2.0 1.0

1000 or more 3.5 2.8 2.5 2

Total 3.0 2.8 2.9 1.7

NEW HEAVY VEHICLE OPERATOR SKILLS

The Employers have hired 123 heavy vehicle operators for the recent 3 years, whose

57 are TVET institutions graduates. Their skills assessment is provided below.

7.1.3. Assessment of heavy vehicle operators who graduated TVET institutions

The Employers have been asked to evaluate the graduates’ professional skills by 6

indicators.

Average point of evaluation is 2.5. Compliance with occupational safety and health is

given 2.8 points, while graduates’ ability to understand control panels and do repair is

moderate, and driving up, loading/unloading and manipulation is poor.

Figure 77. Assessment of heavy vehicle operators’ professional skills

Newly recruited heavy vehicle operators’ skills

Newly graduated operators are lack of the following knowledge and skills. Operators’

practical skills are very poor and they cannot perform basic duties. They have only primary

understanding such as position of a lever arm. Graduates are unaware of loading capacity

and features of heavy vehicles or equipment.

2.8

2.6

2.6

2.2

2.2

2.3

Compliance withoccupational safety

and health

Maintenance andlubrication

Understanding ofmeaning of signs on

control panel

Manipulation

Loading/unloading

Driving uphill

84

Table 15. Deficient knowledge and skills among newly hired heavy vehicle operators

№ Knowledge Skills

1 Occupational safety and health Operation of heavy vehicles

2 Mining operations, structure and organization

Leveling areas or sites

3 Technical capacity and operating features of heavy vehicle

Maintenance and lubrication

4 Parts Manipulation, loading/unloading

5 Signs on control panel Risk assessment, spatial orientation

6 Understanding of routine repair Operating dump trucks

7 Maintenance and lubrication cycle Output

87 percent of the Employers provide training and apprenticeship to recruit new

operators. Large companies have an independent training unit. Different trainers mentor how

to operate each vehicle or equipment, while managers decide on what vehicle is to be used

for practical session. Apprenticeship is organized at mine sites after learning theory and

practice and students are provided with certificate. The Employers that have a small number

of workers provide training and apprenticeship to new operators.

7.1.4. Reasons of quitting job among heavy vehicle operators

48 heavy vehicle operators were released from job at the Employers for the last one

year. Majority of them were fired due to violation of the Employers’ internal regulations. Some

left the company due to retirement, own request, and family issues. The rest left job because

of:

• Inability to handle workload;

• Going abroad to work;

• Temporary job;

• Poor skills; and

• Delayed salary payment.

7.1.5. Requirements for open positions of heavy vehicle operators

There have been 31 open positions of heavy vehicle operators when we collected

information and data. The Employers would prefer 1-3 years of experience along with the

following requirements:

• Able to comply with occupational safety and health;

• Be aware of various equipment or vehicles, and do lubrication and repair;

• Have a spatial orientation;

• Be aware of traffic rules or industrial work, safety of blasting, and electrical

equipment;

• Able to operate all types of heavy vehicles or equipment;

• Keen on profession; and

• Be sociable and able to work in team.

85

7.2. EMPLOYER REQUIREMENTS FOR HEAVY VEHICLE OPERATORS

This section defines the Employers’ requirements as to knowledge and skills for heavy

vehicle operators.

7.2.1. Skills required from professional heavy vehicle operators

First of all, compliance with occupational safety and health is demanded from heavy

vehicle operators, and it is followed by field operation, knowledge of earthwork, and reading

of drawings.

Figure 78. Knowledge required from heavy vehicle operators

Essential requirement is punctuality which is followed by stable working, being initiative, good

behaviour, and neatness.

Figure 79. Personal attitude required from heavy vehicle operators

The essential personal attitude required from heavy vehicle operators is ability to be a good

team player.

3.9

2.9

3.4

3.5

Occupational safety andhealth requirements

Reading of work drawing

Earthwork

Field driving

4

3.7

3.7

3.7

3.9

3.5

Punctuality

Neat, clean


Initiatior


Patient, tolerant

86

Figure 80. Personal competence required from heavy vehicle operators

The most important assets include working in compliance with occupational safety and

health, adherence to technical safety, and ability to understand content of control panels. They

are followed by major duties related to vehicles or equipment.

As the Employers mentioned, heavy vehicle operators should have knowledge in

respect of vehicle analysis and repair.

Figure 81. Skills required from heavy vehicle operators

3.9

3.8

3.7

3.3

1.9

1.9

Team work

Independent work


Quick and dexterious

Knowledge of foreignlanguage

Knowledge of computer

4.04.0

3.6

3.8

3.83.5

4.0

3.9

3.8

3.7

3.7

Able to comply withoccupational safety and…

Comply with technical safety

Do maintenance andlubrication

Do visual technical inspection

Do pre-start inspection

Do post-start inspectionReading and understanding

of control panel

Manipulation

Loading

Unloading

Driving uphill

Interview: Our operators do maintenance and repair with repairmen. Thus, they must be

able to analyze vehicle and supervise repairmen. We demand our operators to know

every detail of their vehicle and ensure completeness and safety of their equipment.

Mining Engineer

87

7.2.2. Assessment of TVET institutions’ curricula

We have asked from the Employers whether knowledge and skills of TVET institutions’

graduates meet their requirements.

The graduates’ practical skills do not meet the Employers’ requirements; however, 9.1

percent have replied that their theoretical knowledge is satisfactory.

Figure 82. Assessment of TVET institutions’ graduates as heavy vehicle operators

18.2 percent of the Employers is satisfactory towards TVET institutions’ curricula, 45 percent

is not satisfactory, and 36.4 percent is moderately satisfactory.

Suggestions to improve TVET institutions’ curricula

The Employers have provided some suggestions to improve TVET institutions’

curricula.

For TVET institutions:

• Strengthen teachers’ capacity;

• Students, schools and parents should pay attention to students’ activity and

attendance, and motivate students’ attitude, love for or interest in profession they are

majoring;

• If students’ attendance and technical skills are inadequate, involve them in re-training

and grant certificate or diploma if they pass exams;

• Improve teaching and learning of hydraulic system;

• Teach safe handling of electrical equipment;

• Provide primary knowledge how to do maintenance or repair;

• Teach safety of open pit mines and underground mines; and

• Teach capacity, features, and differences of heavy duty equipment or vehicle of

Komatsu, Caterpillar and Hitachi firms

For practical training or apprenticeship:

• Extend apprenticeship period;

• Provide on-the-job training and apprenticeship using modern mining and industrial

equipment or vehicles;

• Make an agreement among apprentice, company and school in order to perform

apprenticeship very well and allow to perform activities set forth in a plan; and

• Teachers should come to a company with students to introduce them;

The Employers who have provided the above suggestions have been working with TVET

institutions to provide apprenticeship and recruit graduates.

The suggestions relate to modern or rebuilt equipment. Equipment and vehicles of

Caterpillar and Komatsu brands are different from one another. When new equipment and

vehicle are bought or renovated, it is compulsory to involve operators in additional training.

0%

82%

18% 9% 18%

73%

Meeting Not meeting Moderate Satisfactory Unsatisfactory Moderate

Practical skills Theoretical knowlegde

88

8. WELDER

89


Welders perform all types of soldering including joining or cutting metal structures with

use of welding equipment and tools. Major duties include:

• Solder metal components using all types of welding equipment, including

pneumatic and electric welding equipment;

• Operate or use welsing equipment and other tools;

• Comply with occupational safety and health procedures for welding;

• Cut metal components using all types of welding equipment;

• Check fault in soldering and measure trims whether they meet technical

requirements or instructions.10

Welding is a profession applied in many industries. Over 900 people finished TVET institutions

as welders in 2016.


We selected 16 economic entities operating in Ulaanbaatar, Darkhan-Uul, and

Umnugobi in processing, construction, mining, electricical, gaseous and steam ventilation, and

transportation industries. We collected information and data from their workforce such as

welders, welding supervisors, mechanics, human resources specialists, and executive

directors.

These economic entities have 17000 workers, whose 27 percent is women. Half of the

these Employers have 1000 or more workforce, and 18.8 percent have less than 50 and 200-

500 workers.

Figure 83. The Employers covered by survey, by employee number

75 percent of them have been operating from 7 to 49 years.

10 National Job and Profession Classification and Description, 2010

19%

6%

19%

6%

50%

1-49 50-199 200-499 500-999 1000 or more

90

Figure 84. The Employers covered by survey, by operating years

88 percent of the Employers have human resources departments, while as for the

remaining entities, directors are in charge of recruitment.

234 welders work for these Employers; 68.8 percent have up to 10 welders, 25 percent

have 10-50 welders, and 6 percent have more than 50 welders.

8.1.2. Requirements for recruitment of welders

The Employers have been asked as part of the survey whether they prioritize age, sex,

appearance or body-build when they recruit welders.

They prioritize sex to recruit welders. As observed during the survey, the Employers

do not want to hire people who are over middle-age and have just graduated school. But, they

do not consider appearance or body-build to recruit welders.

Figure 85. Factors considered to recruit welders

The Employers that have up to 200 workers do not pay attention to the above-mentioned

4 factors. But, those that have more than 200 workers pay attention to age and sex to a certain

degree.

Table 16. Factors considered to recruit welders, shown by workers’ number

Workers’ number Factors considered to recruit welders

Education Age Sex Appearance or body-build

1-49 2.0 2.3 2.3 2.3

50-199 2.0 2.0 2.0 2.0

200-499 2.7 2.7 2.7 2.7

500-999 2.0 3.0 2.0 1.0

1000 or more 3.1 2.7 3.4 2.0

Total 2.7 2.6 2.9 2.1

6%6%

25%

25%

25%

13%1-3 years

4-6 years

7-10 years

11-25 years

26-49 years

Over 50 years

2.7

2.6

2.9

2.1

Education

Age

Sex

Appearance, body-build

91

NEWLY RECRUITED WELDER SKILLS

The economic entities covered by the survey have recruited 51 welders for the last 3

years, whose 24 are graduates of TVET institutions. Their skills have been evaluated as

follows.

8.1.3. Assessment of welders that graduated TVET institutions

The Employers have evaluated newly recruited graduates’ skills by the following 8

indicators.

Average of entire assessment is 2.3 points. Compliance with occupational safety and

health requirements and proper handling of welding and repair tools have been evaluated as

‘Good’, while others have been evaluated as ‘Poor’.

Figure 86. Skills assessment of TVET institutions’ graduates who have just been recruited

Knowledge and skills of TVET institution graduates who have just been recruited

The Employers encounter inadequate knowledge and skills when they recruit welders.

Recently graduated welders handle tools and devices improperly and cannot weld,

because their apprenticeship period is short and inadequate. Moreover, they do not know

technology to weld metals, including copper and steel. Materials and tools they apply in the

course of study are different from that of Employers. For example, they use Chinese electrode

during practical training, which is not used at plants now.

Table 17. Welders’ deficient knowledge and skills

№ Knowledge Skills 1 Inability to choose electrode Incompliance with occupational safety and health,

poor mindset to work in industrial area/environment

2 Poor welding technology awareness Inability to weld as per technology and standard

3 Poor knowledge of the industry Poor pneumatic and semi-atomated welding ability

4 Unawareness of instructions or manual of equipment

Poor cutting and pneumatic or argon welding ability

5 Unawareness of signs and marks Poor ability of stitch welding

6 Poor work organization or arrangement

7 Poor handling of quality and expeditious welding

8 Poor thinking

2.9

2.0

2.4

2.8 2.0

2.0

2.2

2.2


health

Solder as per pneumaticwelding technology

Solder as per electricwelding technology and

standard

Properly handlingwelding and repair tools

Apply argon welding

Solder structure andparts by semi-automated

welding

Cut panels or pipesunder plasma cutting

tools

Reading simple technicaldrawings

92

Majority of the Employers provide practical training and apprenticeship before recruiting

welders. One of the Employers has trainers who are responsible for coaching and improving

professional skills and as welders learn more and improve their skills, tougher soldering tasks

and challenging structure they are able to handle. Thus, they have good welders, as the

Employers talked.

8.1.4. Reasons to release from work

14 welders have been released from work for the last one year from selected Employers.

The reasons can be divided into two: at employee’s request and at Employer’s request.

Dismissal at Employer’s request has been caused by infringement of internal regulations,

disciplinary infringement, poor professional skills, failure to meet requirements, and

irresponsibility. The welders left the Employers because they have had another job, personal

issues, lower salary, study again, retirement, going abroad to work, and family issues.

8.1.5. Requirements for open positions of welders

There have been 6 open positions when we conducted survey. The main requirement

is 1-3 years of work experience. Other requirements are provided below:

• Able to do quality welding and explain work result, have good thinking, and meet

deadlines;

• Able to weld in all spatial positions (vertical, horizontal, on ceiling), able to work at

industrial environment;

• Have good behavior, and be responsible;

• Able to work at height, must have welding grade over 3;

• Able to do electric welding in all spatial positions;

• Professional, able to improvise while welding, be dedicated to work; and

• Good personal organization;

8.2. EMPLOYER REQUIREMENTS FOR WELDERS

This section describes the requirements the Employers demand from welders.

8.2.1. Skills required from professional welders

Essential requirements include ability to comply with occupational safety and health

procedures, and it is followed by knowledge on soldering types and positions, and types of

stitch welding, which are the most important skills for the Employers. Genereally, welders

should have theoretical knowledge, as assumed by the Employers. They also want welders to

know well about types and characteristics of materials and metals they would solder.

93

Figure 87. Knowledge required from welders

The most important personal attitude is stable working, followed by punctuality and craving for

work. The Employers added that welders must be neat, patient, and well-behaved.

Figure 88. Attitude required from welders

Out of personal competences, independent work is essential, which should be followed

by being a good team player, handling workload, and dexterity in hands. Computer and

language skills are not important factors.

Figure 89. Personal competence required from welders

3.9 3.4

3.3

3.7

3.6

3.2

3.4

3.2

3.0

3.2

Compliance with occupationalsafety and health

Organization and type ofelectrical welding equipment

Organization and type ofpneumatic welding equipment

Type and position of weldingconnection

Types of stitch welding

Types of sem-automatedwelding equipment

Inspection of external weldingstitch and means to fold or bend

Operation principle of plasmaequipment

Compressors, operationprinciple

Cutting tools (using benzene orkerosene), safety operation

rules

3.9

3.8

3.7

3.9

4.0

3.7

Punctuality

Neat, clean


Keen on qualification

Ability to work in stablemanner

Patient, tolerant

3.73.9

3.7

3.7

2.4

2.3

Team work

Independent work


Quick and dexterious

Knowledge of foreignlanguage


94

Compliance with occupational safety and health is the number one professional skill.

It is followed by proper handling with soldering tools and equipment, and welding skills.

Figure 90. Professional skills required from welders

8.2.2. Assessment of TVET institutions’ curricula

This section describes how the selected Employers have evaluated the curricula under

which welders are prepared.

Graduates’ practical skills do not satisfy the Employers’ requirements or expectation.

21 percent of the Employers consider that the graduates’ theoretical knowledge is acceptable.

Figure 91. Knowledge and skills assessment of welders who finished TVET institutions

No Employer has provided that training of TVET institutions is acceptable; 29 percent

is unsatisfactory and 71 percent is moderately satisfactory.

Suggestions to improve TVET institutions’ curricula

The Employers have given some suggestions to improve TVET institutions’ curricula.

For teachers of TVET institutions:

● Strengthen teachers’ capacity; and ● All teachers must be professional;

3.8

3.6

3.7

3.7 3.4 3.6

3.4

3.5


Solder as per pneumaticwelding technology

Solder as per electric weldingtechnology and standard

Properly handling weldingand repair tools

Apply argon welding

Solder structure and parts bysemi-automated welding

Cut panels or pipes underplasma cutting tools

Reading simple technicaldrawings

0% 64% 36% 21% 29% 50%

Meeting Not meeting Moderate Satisfactory Unsatisfactory Moderate

Practical skills Theoretical knowlegde

95

For training equipment and training environment:

• Have a modern training laboratory;

• Update curriculum in order to correspond to new technology and equipment;

• Have a good training material basis; for example, provide opportunity to

students to weld using all types of electrodes, and solder a variety of metals

such as copper, steel and nickel, and materials such as pipes;

• Teach how to handle welding equipment and tools;

For apprenticeship:

● Combine theory and practice;

● Extend apprenticeship period; ● Teachers must take part in students’ industrial or field apprenticeship; and ● Provide good quality apprenticeship at plants or field;

They have added the following specific ideas:

• 2+2 program will be effective under which students learn 2 years in Mongolia for theory

and 2 years abroad for apprenticeship.

• TVET institutions must be in constant contact with Employers to receive information

on new tools and equipment;

• All TVET institutions should involve students majoring in welding in the WorldSkills

Competition, and introduce this competition tasks and assessment system in curricula;

• Specifics of construction sector should be added to curricula, for example, welding of

facade;

• Focus on development of individuals, in other words, mentor students to set a goal and

study for it;

• Teach or practice students to make then be able to handle workload;

• Provide more welding classes instead of non-majoring classes, such as basis of

society.

As welding technology has been changing rapidly in recent times, new skills are demanded

from welders due to equipment requirement, not by Employers’ requirement. For instance, as

new welding apparatus has been introduced on the market, welders must improve their skills

in order to operate them.

96

CONCLUSIONS

This survey aimed to collect information and data from the relevant personnel of 110

Employers, that recruit workforce majored in the following eight in-demand professions at

technical and vocational education and training institutions. Selected in-demand professions

are:

✓ Hairdresser

✓ Nurse

✓ Tailor of sewn products

✓ Cook

✓ Construction electrician

✓ Construction plumber

✓ Heavy vehicle operator and

✓ Welder.

Out of selected Employers, 37 percent have been operating 11-50 years, and 15

percent have been operating more than 51 years.

The Employers consider personal attitude and competencies (working in team,

handling of workload, and independent working etc.) in addition to professional knowledge

and skills when they hire employees. However, such criteria are varied for a variety of

profession, which are described in detail herein.

Essential requirement expected by all Employers is a compliance with occupational

safety and health. Ethics of communication and proper behavior are required essentially from

employees such as hairdressers or nurses, who are in direct contact with clients. Criteria and

skills required for each profession are incorporated herein comprehensively.

All Employers consider work experience to a certain degree. However, it is common

among the Employers that personal attitude, not professional skills, is considered greatly due

to a lack of workforce supply. For instance, there is a lack of nurses on the labour market and

demand is high. Hospitals recruit everybody who wants to work as a nurse in a stable manner

in the future.

The economic entities covered by survey have recruited 525 graduates of TVET

institutions for the last 3 years. 93 percent of them have provided training and apprenticeship

to recruit new employees. It incurs overhead cost for some of them. According to assessment

of new employees’ professional skills using 1-4 point system, 8 percent have assessed ‘very

good’, 37 percent view that they are good, 41 percent consider that they are poor, and 14

percent consider they are very poor. Average point is 2.4. The report describes detailed

assessment of each profession.

Just 9 percent of the Employers are satisfactory towards TVET institutions’ curricula,

while 34 percent are unsatisfactory at all. As they have provided, 26 percent consider that

graduates’ theoretical knowledge is poor, and 51 percent consider that graduates’ practical

skills are poor. According to them, it is essential to prepare well-prepared, skilled workforce.

The Employers have highlighted that TVET institution graduates, in particular, heavy vehicle

operators, hairdressers, and welders cannot meet Employers’ requirements or expectation.

97

SUGGESTIONS AND RECOMMENDATIONS

The following suggestions and recommendations are provided to support preparation

of skilled technical workforce at TVET institutions based on the survey findings:

1. Conduct quality apprenticeship at plants or on the site:

TVET institution students should be provided with responsible apprenticeship at

workplaces and factories (hairdressing and beauty salons, tailor shops or factories,

construction companies, and mines) under supervision, in cooperation with Employers.

Period of apprenticeship should be extended and provide students with an opportunity

to have on-the-job training as per agreement under professional’s supervision. The

selected Employers have specified that they are willing to cooperate on preparing

future workforce.

2. Provide training and practice on operation or use of modern equipment:

Focus should be placed on providing TVET institutions with modern equipment to

ensure availability of learning opportunity for students. Seek initiatives to establish a

shared laboratory by private sector investment. Apprenticeship or industrial practice

should use the equipment applied actually by economic entities until establishing the

laboratory in order to provide better practical ability. Students do practice on loader 10

and loader 20, but the Employers use loaders 50. Factories and economic entities

need to solder steel, copper and nickel pipes, but students do not do practice on them.

Therefore, students should study these materials, along with their quality and soldering

technology.

3. Strengthen teachers’ capacity:

Professional trainers’ capacity should be strengthened aligned with development of

modern technology and equipment. TVET institution graduates do not have any

knowledge on equipment or they had studied out-of-date equipment when they are

recruited, which triggers a problem. Professional trainers should supervise students’

apprenticeship at economic entities or on the site, which will also give the trainers

opportunity to develop.

4. Develop personal behavior of TVET institution students:

Most of TVET institution graduates are teenagers. Negligence or carelessness, lack of

goals, and working-for-others attitude is observed a lot when they are at work. It is

common among them to not hear leaders or senior workers’ words, behave

disobediently, unaware of responsibility, and make inferior products, treating task or

work inconsiderately. Besides, focus should be paid on whether they really like their

major. Overall, ethics, responsibility, proper behavior, and nature and opportunities of

profession they major should be taught to students, by adding such content in curricula.

5. Specialize some of professions:

There is a significant shortfall of nurses on the market due to extreme workload and

low pay. According to the result of labour market survey for the recent years, nursing

profession is constantly on the top of 20 highly in-demand jobs. It has been the same

at the economic entities we have conducted our survey. There should be a policy

reform in respect of carrying out a special survey and analysis with regard to demand

and supply of nursing profession, and improve working condition and wages.

The Employers concern that instruction of all technologies on making design,

cutting out according to pattern, and sewing to students restricts an opportunity to have

a good ability. As they assume, they should be specialized in sewing of a single

material such as fur or leather, or cutter or designer, in order to get more skilled.

98

Curricula of nurse preparing schools should be uniform. Tutoring of bakery and

general cuisine for students who major in cooking does not meet market demand and

supply. Thus, content of Asian, in particular, Japanese cuisine, and European cuisine

technology should be added to the curricula.

6. Instruct occupational safety and health, and legislation

Focus should be paid on that requirements of all positions include compliance with

occupational safety and health. In addition, legislation on labour and the respective

industry must be added to curricula for better knowledge and application.

99

APPENDIX 1. HEAVY VEHICLE AND EQUIPMENT

Figure 92 Wheel loader

Figure 93 Excavator (Hydraulic)

Figure 94 Bulldozer

Figure 95 Dump truck

Figure 96 Grader

100

REFERENCE

1. Glossary of terms for qualification system and vocational education and

training, L.Lkhanyam, S.Tseepel, S.Baatar, 2011

2. How to carry out qualitative local labour market assessments, A handbook for

professional schools and institutions, European Training Foundation

3. Reference for jobs and professions, Ministry of Labour, Central Labour

Exchange, GIZ 2014

4. Choosing profession, D.Gombo, Mongol Management Consulting LLC, 2013

5. National Job and Profession Classification and Description 08, Ministry of

Labour and Social Protection, ILO, 2010

6. Comprehensive specialist capability, First edition, National Medical University

7. General Requirement for Vocational education and training MNS 6541 : 2015,

Major: Cook, Ministry of Labour, EU VETP Phase 1

8. General Requirement for Vocational education and training MNS 6541 : 2015,

Major: Welder Ministry of Labour, EU VETP Phase 2

9. MNS 5323 : 2012, Major: Nursing, 2013

10. MNS 4621 : 2008, Medical Technology. Common Treatment and Diagnosis

Actions

11. Reference for jobs and profession-Welder, T.Enkhtuya, D.Narmandakh,

“Vocational education and training in western Mongolia” project, 2015

12. Reference for jobs and profession-Tailor, T.Enkhtuya, D.Narmandakh,


13. Reference for jobs and profession-Cook, T.Enkhtuya, D.Narmandakh,


14. Reference for jobs and profession-Assistant Nurse, T.Enkhtuya,

D.Narmandakh, “Vocational education and training in western Mongolia” project, 2015

15. Capacity-based curriculum, Service sector: Hairdresser, Student handbook

and guidance, “Independent workplace” scholarship program, 2012

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