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LITHUANIA
PhD Daiva Bukantait
Prof. Dr. Habil. Rimantas Lauackas
PhD student Tomas Sabaliauskas
Vytautas Magnus Univeristy,
K.Donelaicio 52- 401, 44244 Kaunas, Lithuania
Paper presented at the European Conference on Educational Research Post Graduate and New
Researcher Pre-Conference, University of Geneva, 11 September 2006
The article presents the results of the survey that was carried out in 2006 in vocational schools of
Lithuania. The aim of the survey was to analyse what factors encouraged the young people to choose a
vocational school, how much this choice was influenced by vocational counselling at secondary
schools, what aspirations for further studies young people had and whether the students were satisfied
with their studies at a vocational school.
Introduction
The prestige of the vocational training in Lithuania is not sufficient. The part of young people
who choose vocational schools in Lithuania is twice less than the European average. What factors
influence such a small number of candidates to vocational schools? Is it the school prestige, student
motivation or other reasons?
The makers of the education policy note that these who choose vocational schools do not
usually consider the demand of particular professions, which puts the market out of balance and
complicates the development of the countrys economy. On the one hand, the choice might be
influenced not by a certain vocation but search for social assistance. But on the other hand, a particular
choice might be limited by smaller possibilities to continue studies at a higher school, and ambition to
acquire a higher social status. This article will try to answer these questions.
The Research Subject is motivation of the young people who chose to study at vocational
schools.
The Research Objective is to analyse the motives of young people to study at vocational
schools and their plans for further studies.
The Research Tasks:
1. to determine the motives that encourage young people to choose a vocational school;
2. to find out what influence vocational counselling had on the choice of the profession;
3. to distinguish positive and negative differences that students see between their studies at a
secondary and vocational school;
4. to estimate what students are going to do after finishing the vocational school and the
graduates plans for their further studies.
The Research Hypotheses:
- the average mark of students who enter higher levels of vocational schools are higher than
those who enter lower levels
- Students who had counselling on choosing a profession are more satisfied with their
studies at a vocational school
- A bigger half of the vocational school graduates would like to continue their studies after
finishing school.
- Students from cities have a bigger inclination to continue their studies
Methods of Research:
- Questionnaire
Statistical Data Analysis. In order to perform this analysis a Statistic Analysis Program
Package SPSS 10 and also the Program Package EXEL were used;
The hypotheses were checked by Kruskall Walis test and calculation of the Chi Square.
Only 22,4% of respondents had lessons on profession choice at a secondary/main school. 69%
are satisfied with their studies at a vocational school. 49,2% of respondents have answered that they
had no lessons on profession (only 52,3% of them like their studies at a vocational school).
It can be supposed that the students come to vocational schools not having been provided with
knowledge about the services supplied by the schools, and not quite understanding their choice.
According to Arends (1998, students who have a strong need to communicate study better. Lower
results are usually shown by these whose need of communication is not very big. If students are not
very communicative, they are more successful with more reserved teachers, and the students with a
stronger need for authority try harder, if they are encouraged.
In order to evaluate the communication of vocational school students with their group mates, 7
statements were presented as one of the strongest motives of motivation. A bigger half of the
respondents of all levels indicated that the group where they study was friendly.
Having analysed the answers given by male and female students, several statistically meaningful
differences were noticed. More girls say that they have more than one friend in a group, or would like
to have more friends, while the boys tend to claim that their group is friendly and that in principle it is
not important to have close friends from their school.
The learning motivation is also influenced by the study environment. Therefore, we asked to
evaluate if the school where the respondents study was cosy.
Arends (1998) indicates that an efficient study environment has the following peculiarities:
- General atmosphere where students trust themselves, their peers and group,
- Structures and processes when the students communicative needs are satisfied, when
they communicate with their teachers and other students,
- Environment where students acquire necessary group and inter-personal communication
skills so that they can fulfil different tasks .
A third of all level students characterize their school as cosy, while another third think that
theres something missing to be called cosy; a forth of students think that their school is not cosy,
and the rest do not care about the cosiness of their school.
Analysing the male and female students answers about their school, several statistically
important differences were noticed. The girls tend to call their school cosy, try to decorate it and state
that students can join different clubs at school, whereas the boys note that the teachers are bad.
Being asked to indicate several positive features why it is worth to study at a vocational school
comparing to the main/secondary school, the students marked may different reasons. (see Table 1)
Table 1
Summary of the answers to the question: Could you indicate several positive features why it is
better to study at a vocational school
Per cent from
Ite
Per cent from
Variants of answers
Number all responses to
m.
all respondents
the question
1
Students acquire both secondary education and
334
90,76%
37,03%
profession
2
The studies are easier, more fun, more
266
72,28%
29,49%
interesting, the study load is smaller
3
Students get a scholarship
154
41,85%
17,07%
4
Better teachers ( they explain the subject better,
are more understanding and attentive, friendlier
148
40,22%
16,41%
and treat students as equals)
5
You become independent quicker
54
14,67%
5,99%
6
The school gives a better preparation for
36
9,78%
3,99%
practical activities
4
7
8
9
10
11
12
26
32
7,07%
8,70%
2,88%
3,55%
24
6,52%
2,66%
14
3,80%
1,55%
12
6
3,26%
1,63%
1,33%
0,67%
These reasons were grouped and the following main positive features of a vocational school
were distinguished:
- opportunity to acquire both secondary education and profession
- easier, more fun, more interesting, studies
- a scholarship,
- better, more understanding, attentive and friendlier teachers
- opportunity to become independent quicker,
- having more free time
Being asked to indicate negative features why it is worse to study at a vocational school the
students were active and distinguished even more features. ( see table 2)
Table 2
Summary of the answers to the question: Why is it worse o study at a vocational school?
Per cent from
Per cent
Item
all responses
Variants of answers
Number
from all
.
to the
respondents
question
Bad image of vocational schools; negative public
28
15,38%
3,10%
opinion towards them
Big load of studies
58
31,87%
6,43%
Compulsory attendance, too many rules
14
7,69%
1,55%
Poor study environment ( lack of technical
equipment and rooms; need for repairs)
Students are noisier; poorer discipline; lack of
general order and culture
Low teachers competence and qualification
Most students have low motivation for learning;
poor study results
Too easy to study as the level of teaching is low;
teachers are too lenient to the students
We have to tidy up the rooms (wash floors)
Strict (hostile) teachers
Too much responsibility for the student ( a lot of
self-studies)
Poor organization of practical training placement,
internships abroad
32
17,58%
3,55%
28
15,38%
3,10%
44
24,18%
4,88%
4,40%
0,89%
34
18,68%
3,77%
6
4
3,30%
2,20%
0,67%
0,44%
3,30%
0,67%
4,40%
0,89%
2,20%
0,44%
The analysis and grouping the students answers has shown that it is worse to study at a
vocational school because of:
- Bad image of vocational schools, negative public opinion towards them
- Big load of studies,
- Poor study environment ,
- Students are noisy, bad discipline, lack of general order and culture.
Judging from the answers we can suppose that the students were open and sincere while
answering the questions. It was also noticed that a part of student had evaluated the same features as
positive whereas the others as negative ones (too easy to study, big load).
We are glad to note that notwithstanding the enumerated negative features, the bigger part of
students express a strong positive opinion stating that they like to study at a vocational school..
After finishing the vocational school the majority of students would like to work according to
their profession - 42,1% students of all levels (48,5%- the first level and 40,4% of the second). (see
Picture 1)
K planuojate veikti, baig profesin mokykl
26
46
42
48
12
10 24
Vykti usien
32
78
66
56
62
94
96
14
6 12
Kita
0
Pirma pakopa
82
72
26
8
8
118
72
36
32
1822
112
110
84
30
158
Antra pakopa
20
40
60
80
Treia pakopa
100
120
140
160
Ketvirta pakopa
Picture 2 . What are you going to do after finishing the vocational school
A third of all students would like to work and study: especially the respondents of the second
(38,2%) and fourth (34,6%) levels. Over a third of students would like to continue their studies at a
college. 25,2% students of the first level, 23,5% of the second, 24% of the third and 17,3% of the
fourth level are considering an opportunity to go abroad. The largest per cent of the second level
students (44,1%) would like to work wherever they could find a job. A third of the fourth level students
want to continue their studies at a university. The smallest part are thinking of starting their own
business and continuing studies at a higher level of a vocational school.
About half of the students of vocational schools (56,3%) would like to continue their studies at
a college or university, a higher level of a vocational school, or both work and study.
33,9% of young people would like to start working right after finishing their studies at a
vocational school.
The implication of the Chi Square has showed that students under 20 are more eager to
continue their studies after finishing vocational schools than older students.
The survey has also revealed that girls are more enthusiastic to continue their studies than the
boys: 63,1% of girls, and 47,1% of boys. 27,7% of girls and even 42,4%.of boys would like to start
their professional career right after finishing the vocational school .
Conclusions:
I.
1. The hypothesis that the average mark of the students who enter the higher level of a vocational
school is higher than that of those who enter the lower level has been confirmed.
2. The hypothesis that the students who at a secondary/main school had lessons on profession
choice are more satisfied with their studies at a vocational school has been confirmed.
3. The hypothesis that a bigger part of the students of vocational schools would like to continue
their studies after finishing the school has been confirmed. However, it cannot be claimed that
the city residents would like to continue their studies more than these from the country.
II.
4. The main motives that influence the choice of a vocational school by the students of all levels
are as follows:
a. Desire to acquire a profession and become independent in a shorter time,
b. Smaller study load,
c. Low average marks of a secondary/ main school and understanding that it will be too
difficult to study at a secondary or higher school.,
d. Advice given by the teachers of a secondary/.main school or parents to choose a
vocational school,
5. The choice of the vocational school is not influenced by the image of the vocational school,
teachers qualification, friends recommendations and received social allowances.
6. Most students of the forth level are studying at a vocational schools because they were not able
to enter a college or university..
7. Male students more than female considered their friends opinion about choosing the
vocational school..
III.
8. Students who had lessons on profession choice in the main/secondary school are more satisfied
with their studies at a vocational school.
9. Those students of the first, third and forth levels who had lessons on profession choice at a
secondary/main school, like their profession more than those who did not have.
10. Most students come to vocational schools without having previous knowledge on the services
supplied by the schools and not fully understanding their choice.
IV.
11. The students of vocational schools indicated the following main positive differences between a
main/secondary school and a vocational school:
a. Opportunity to acquire a profession together with secondary education
b. Easier studies, smaller loads,
c. Scholarship,
d. Better (more understanding, tolerant, attentive) teachers,
e. Opportunity to become independent in a shorter time.
12. The respondents indicated the following main negative differences between a main/secondary
school and a vocational school:
a. Poor image of a vocational school,
b. Negative public opinion to vocational schools,
c. Noisy study environment, poor discipline,
d. Too small study load.
V.
13. On finishing the vocational schools the young people would like:
7
a.
b.
c.
d.
Head of administration of the Centre for Vocational Education and research at Vytautas Magnus
University.
Manager of scientific Journal Vocational education: research and realities published by Vytautas
Magnus University.
Member of editorial secretary of European Journal of Vocational Education published by CEDEFOP.
Scientific research: Information and communication (ICT) technologies in education, Teacher ICT
literacy, ICT competencies, Implementation of ICT into system of education.
t.sabaliauskas@smf.vdu.lt