Journal of US-China Public Administration, ISSN 1548-6591

October 2013, Vol. 10, No. 10, 1028-1034

D DAVID PUBLISHING

Vocational Guidance Need

Ingrida Veipa, Solvita Kozlovska

Jekabpils Agrobusiness College, Jekabpils, Latvia

Vocational guidance is the public and state targeted action in youth preparation for choice of profession,
considering subject’s personality characteristics, as well as the labor market situation; and assistance for youth and
adults in career choices and job placement. Career guidance should be viewed as a single set of services, which
includes: professional information, vocational counseling, vocational choice and the activities in youth adaption
work. According to data of the European Training Foundation, Latvia is in the third place from the end in the
involvement of young people in vocational education. This confirms that vocational education has not big
popularity in Latvian. The aim of the article is to compare national career guidance systems in several countries to
establish the conditions of developing an effective system. The methods used in the research include: analytical
descriptive method, and qualitative research method—interview.

Keywords: career, profession, vocational guidance system

Latvian Vocational Guidance System Characteristics

Vocational education content in accord with the labor market demands ensures the existence of
professional standards and actuality. Employers’ organizations are not able to take full responsibility for the
development of professional standards and competence description. Therefore, this work is currently being
carried out by the Ministry of Education. However, employers’ activity, initiative and the ability of this process
are insufficient. All professions which are in demand in the labor market occupational standards have not been
developed yet because of the forming new professions in labor market. Market economy, forwarding new
demands for professional qualification, is growing faster than the supply of adequate professional education
programs. An important problem that hinders targeted investments into vocational education is the fact that
there is no clearly defined demand of economic sectors for the medium term available. The effect of various
factors draws attention to the fact that man’s personal growth, development, professional activity and
expression are influenced by conditions that are not always associated with personal motivation.
After analyzing a variety of knowledge and skills’ classification, it appears that they improve each other
and should be viewed as interrelated and focused on personal growth and development of life (see Table 1).
These are skills that must be developed at primary, secondary and higher education, through new ways of

Corresponding author: Ingrida Veipa, Master’s Degree in Biology and Master’s Degree in Pedagogy, head of Economics
Department, Jekabpils Agrobusiness College; Ph.D. studies of Economics at Daugavpils University; researcher, Daugavpils
University Latvia-Lithuania Cross-Border Cooperation Programme 2007-2013, Project “Enhancing Entrepreneurship
Development Capacity in Latgale—Utenas Cross-Border Region”; expert, European Social Fund Project “Building Capacity and
Improving Theoretical Klowledge of Leading Executives of Vocational Subjects and Internships”; research fields: marketing of
vocational education, career education, promoting factors of entrepreneurial ability. E-mail: ingrida.veipa@jak.lv.
Solvita Kozlovska, Master’s Degree in Economics, Economics Department, Jekabpils Agrobusiness College; research fields:
company development, human resource management, long-life learning, career education. E-mail: solvita.kozlovska@jak.lv.

 
 VOCATIONAL GUIDANCE NEED 1029

teaching, problem-solving-based learning, which focuses on learning outcomes (knowledge and skills acquired
throughout the learning process), rather than a specific stage of the discharge or the time spent in school.

Table 1
Comparison of Integrated Skills
General skills Business skills Career management skills
Management skills, communication skills,
Communication skills, time management, ability to influence and “sell” their ideas,
Confidence, study and creation of
teamwork, presentation skills, learning to effective co-ordination and planning
possibilities, action planning, compliance
learn, problem-solving, critical thinking, skills, ability to make contacts, appetite
and decision-making, ability to cope with
foreign languages, information and for risk, innovative thinking and
uncertainty (lifelong learning).
communication technologies. creativity, ability to work under dynamic
conditions.
Note. Source: Jaunzeme (2013).

Career guidance system is one of the tools which can facilitate a better matching of skills to support the
transition from one educational level to the next, taking up professional activities for adult to make decision
about their employment as well as to address social inclusion issues. According to the EU policy formulation,
as well as taking into account the high unemployment level of young people between 15 and 24 years old, that
remains stable within 30%-33% among the graduates of general secondary education, 21%-23% among the
graduates of vocational education, and 8%-9% among the graduates of higher education in the period of time
between 2009 and 2012; the career counseling should be strengthened in all stages of education. According to
the Statistics Department data, the number of unemployed youth (aged 15-24 years) had not essentially
decreased from 2008 to 2012. Ensuring systematic implementation of support and availability, it is also
possible to affect the motivation of young people to continue education and not to leave ongoing training
programs. Drop-out rates among young people in vocational education institutions in the first study year
amounts to 20%, in higher education since 2006, the number of drop-outs in Latvian universities throughout the
study period is in the range of 15%-17%, but the average rates have been exceed by industries such as
engineering, manufacturing, and construction (23.8%), natural sciences, mathematics and information
technology (19.1%), and agriculture (35.7%) (Jaunzeme, 2013).
In order to find a common understanding of the complex nature of the career guidance, the main elements
are:
(1) Career-information is required to plan, to start the profession activities and to stay in the labor market.
It includes information about occupations, skills, career paths, educational opportunities, labor market trends
and conditions, educational institutions, non-governmental organizations services. This is the basis of support
system;
(2) Career education in the educational establishments involves activities which are integrated in the
process of learning and are provided by the teachers, career guidance counselors, and other specialists. It
provides an opportunity for pupils and students to understand their abilities and interests, their motivation,
values, and choose their further education and career direction. Implemented activities provide young people
with the knowledge about the labor market;
(3) Career counseling helps people (youth and adults) to clarify their goals and expectations, understand
their identity, make decisions and manage career, which may be planned or unplanned, realize the nearest
employment targets, understand and find employment and skills development opportunities and acquire the

 
1030 VOCATIONAL GUIDANCE NEED

skills which are necessary to maintain employment (CV preparation, job interview skills) (Jaunzeme, 2013).
In Latvia the first thoughts about children career appear when they are in 7th grade but mostly the career
choices are done in the 9th or 12th grades. Whereas in Scandinavia, the child’s career path is being built at an
early age, but during school children can express themselves not only in lessons but also in the various
educational interest activities. It is the teacher’s opportunity to see the children’s abilities and interests. Career
development support measure preventively should be started at childhood from kindergarten to senior citizens
in lifelong learning centres.
“We live at the period when the previous concept ‘I want to get a profession, so I study and work’ in my opinion
doesn’t exist anymore”, said Sintija Lase, a market manager of organization Junior Achievement—Young Enterprise
Latvija at the beginning of 2013, “it simply cannot exist because every year there are new jobs created. Those professions
we will see in five years we can’t see nowadays. So firstly we have to give opportunities to learn and develop all time.
Secondly it is very important to understand the direction in which to develop and acquire strong foundation on which to
build their future profession”. (Aleksejeva, 2013)

Due to the change of economic situation, the number of inhabitants has decreased so people need to have
ability to be flexible to change jobs because the changes in the structure do not longer provide jobs for life, so
lifelong learning is very important. University researcher Inta Jaunzeme in her study “Latvian Situation
Compared to EMKAPT Draft Recommendations to Policy-Makers” indicated that not only education but other
factors were also very important: for example, external factors: professional skills, health, experience, mobility,
job search skills, and adaptability; personal factors: child care, labor market suitability, training and the
availability of transport; and personal circumstances: work culture, family support, informal social contacts,
resources and financing the availability.
Career competence consists of:
(1) Self-knowledge (physical and character traits, emotional traits, interests, values, and skills);
(2) Information and knowledge about learning opportunities and the world of work (about professions,
educational institutions where to acquire chosen profession, requires of the work market, etc.).
The body of different abilities, skills and attitudes is needed to personality for successful inclusion in
education and labor market, as well, for successful realization in life (career management skills that include the
ability to learn, decision-making skills; abilities to correlate interests, skills and possibilities; noticing
profitableness and the ability to use it; social skills, civic skills, intercultural skills). The aim of career education
is to provide student opportunities and support in career competency acquisition (Pudule, 2013).
In Latvia, there have been prepared several hundreds of professional career consultants—masters who are
willing to work in schools, districts in full load, but local governments do not have enough money to pay for
their work or they use the excuses that it is the task of the class teachers and the State Employment Agency.
However, the class teacher … “He or she must be both a psychologist and a social worker. Often the class teacher has
to replace the family to children whose parents are abroad, working for a long time or have family problems. Class teacher
is almost everybody—an educator, a parent, a career counselor. But everything has its limits. We need professional career
consultants. Latvian educational institutions need career counselors”, states I. Lemesonoka, manager of Youth and Parent
Career Information and Consulting centre. (Aleksejeva, 2013)

About 50 career counselors work in Latvia in 2013 but it is not enough.

Due to the load, career counselor is unable to provide individual attention to each student. Instead of it
there are organized career hobby groups which organize excursions to companies. Students are involved in the

 
 VOCATIONAL GUIDANCE NEED 1031

“shadow days” or other career education activities, but it is a fragmentary approach. There are countries with
four to five professionals in each school, and each of them is responsible for its own area.
According to the Cabinet of Ministers Order, March 29, 2006, No. 214 about the concept “the
improvement of the career development support system” in the State Education Development Agency has made
a career development support system: Co-operation Council. It acts as an inter-branch information sharing and
consultative institution in order to develop and promote career development and support services to promote
their quality and contribute to the choice of further education or professional career development that
corresponds to each person’s abilities, interest and age. The exchange of information and discussion on current
issues about the guidance in education and employment sectors are regularly provided as well as the project of
the description of the career counselor job made by the Ministry of Science and Education is being discussed.
The information and methodological materials made by the information and guidance department of the State
Employment Agency are regularly presented and discussed as well as the European Union adopted career
support policy guidance documents, recommendations and their links to national policy1.
State Education Development Agency survey shows that half (49%) of young Latvian adopt their own
careers decision, they do not discuss it with family or career counselor. In addition, only one-third (28%) of
young people assess their “strengths” and the economic sector or occupation where they can use them best.
While the late and chaotic career choice consequences are reflected not only in the individual’s dissatisfaction
with life, but also in a country’s economic development.
Often young people begin to think about their career only after school-leaving exams. Then they make
their decision in a hurry which is mostly based on the choice of an easier way or going to study with others or
looking for a prestigious study place. Such kind of approach later disappoints not only the young people, but its
effects are visible in the economy—both as the overproduction of certain professions, and as a lack of
specialists in the labor market in different sectors and unemployment among young people, said Alexandra
Joma, the Head of the Department of the Information and Guidance of the State Education Development
Agency.
Although a fifth (20%) of respondents indicate that in their lifetime they see themselves as businessmen,
creating and managing their own businesses, however, the same part (20%) of respondents indicate that they
see their career development in the future outside Latvia, but only 5% see it in the biggest regional city of their
native place.
More than a third (39%) of Latvian youth found that the most effective way to find out whether they are
suitable for a profession, is a summer job or practice opportunity. The survey indicates that 14% of young
people in order to effectively explore their suitability for a profession say that it would be a necessary career
advice, but only 2% use it.
Nora Kaleja, a career consultant of the State Education Development Agency, said:
If the young person succeeds in working in the profession or industry that interests him, he may better to explore and
test his suitability for it. Wherewith, the employers, professional training institutions and the country as a whole should
create more opportunities for young people at an early stage to gain work experience, engage in experimental work, short
working practices and get career advice.

At the beginning of October 2013, State Education Development Agency organizes “Career Week” in 11

1
Retrieved from http://viaa.gov.lv/lat/karjeras_atbalsts/kaas_sadarb_pad_apraksts/par_kaas_sadarb_pad/.

 
1032 VOCATIONAL GUIDANCE NEED

Latvian cities.
To encourage young people to think over their career choices, the opportunity to speak to young people
through social networks is also used.
For example, social networking Draugiem.lv has set up an interactive game “Try on the Profession”. The
game offers young people the opportunity to explore different fields of professions which will be required in
the future and where young people can get work with both the professional and higher education. Game “Try
on the Profession” provides for young people an interactive way to slip into the role of one of the top 10
professions: information technology project manager, pharmacist, carpenter, chemical specialist, pastry-cook,
electronics design engineer, occupational health and safety specialist, forester, tourism information and
telecommunications consultant design engineer. Playing the game is possible to know the facts about definite
industry and the professions and skills necessary for successful professional career development, as well as
useful information on where the profession can be learned. This is an example of how companies can get
involved, and at least partly make the functions of career consultants. Interactive game “Try on a Profession” is
available at www.draugiem.lv/SEDA.2
The site www.profesijupasaule.lv is made in Latvia. This interactive site could be like a walk through the
virtual world of the professions, meeting companies and the job descriptions of people who work there, reading
interviews with professionals, and finding out where to learn these professions. This is another tool that can
help young people to choose.
The ways should be found how to support young people’s transition from school to the working world
much better. Imants Lipskis, the director of the department of LM Labour Market Policy, said: “Latvian aims in
the field of employment are to raise the employment rate of people aged 20 to 64 years from 68.9% in 2013 to
73% in 2020. In EU in 2012 on average it was 68.5%. One of the initiatives is to promote the individuals’ own
responsibility and adaptation to labor market conditions”. As I. Lipskis pointed out in the opening of the
conference “Support Guidance System of Lifelong Learning Career Development, Problems and Solutions in
Latvia” on June 28, 2013, the obstructive factors of rational use of human resources are the following: a lack of
education and skills; mobility (professional, regional); subjective factors—fear, unwillingness to take
responsibility and risks; lack of experience; national characteristics (lack of confidence, poor community
identity, independence and self-sufficiency as a life motto); and workers flow from industry to industry
(Brinkmane, 2013).

Examples of Vocational Guidance Systems in Other Countries

Table 2 presented the examples of vocational guidance systems in other countries.

Table 2
The Examples of Vocational Guidance Systems in Other Countries
Country Features of professional guidance
Career guidance in school education: Career guidance in Austrian schools is organized according to the three-tier
model: career teachers provide individual counseling; students receive advice from consultants; and both of them
Austria are supported by school psychology services that can offer special assistance. They are supplemented by teachers
and other special agencies outside the school. Career Center University network has been established and
providing guidance on career choices.
(to be continued)

2
Retrieved from http://viaa.gov.lv/lat/karjeras_atbalsts/euroguidance_sadala/jaunumi/?text_id=20824.

 
 VOCATIONAL GUIDANCE NEED 1033

In addition, these centers are the contact points for different jobs and internships, and a living link with the
business. The Ministry of Education has set up six psychological student counseling service centers to help
students and prospective students at universities and colleges. The main providers of information about careers at
school level are pedagogical advisors.
Basically career education can be divided into two sectors: vocational guidance and professional orientation.
Career guidance is aimed to young people. On average, schools and local employment agencies are responsible
for this sector.
Their collaboration is based on a basic agreement between the Federal Employment Agency and the Standing
Germany Conference on Education and Cultural Affairs in the Federal Republic of Germany. The private sector in the
economy (firms, associations, chamber) is the general partner. They offer a variety of activities such as open days
or practice for students. Trade unions support the dialogue between schools and enterprises. They provide
information about the vocational guidance through the work of the “school and the work environment” (in the
regions)/and offers training courses.3
There are two types of professional orientation centers:
(1) Youth Guidance Center, which is responsible for the guidelines as regards to the transition from compulsory
education to young people’s education and outsourcing services to young people outside education and
employment;
Denmark
(2) Regional Guidance Centers, responsible for the guidelines as regards to the transition from youth education to
higher education.
In order to ensure that all citizens have access to quality information about education and occupation, the
Ministry of Education provides a web-based national guidance portal.4
Career services contain career education, career information and career counseling—its development and
provision. This may include services in schools, universities, colleges, educational institutions, public
Estonia employment services, in companies both in community and private sectors. Security and development of career
services are financed from the state and local budgets, noticeable support comes from the European Lifelong
Learning Programs and the Structural Funds.
8th grade student receives the assessment written by elementary school. With the help of it a pupil can start to
look for a school that would be suitable for him/her. “Primary Advice” is a professional evaluation. This
Netherlands
assessment is based on: marks obtained by a student; the results obtained in other tests; what the student is like in
the class; tendency to specific subjects; this would be officially released on paper.
Two systems for management and consulting have been set up, which improve each other: the schools primary
responsibility is to advise pupils and students, and career employment services are for outside education and
Finland training system. Students are assured that they will receive guidance counseling during the study period and the
final stage of the cycle of learning. Students and their parents have to receive all the information about the school
and the students acquired knowledge, what options it has and its impact for the future.
The vocational educational system in Australia is called VET—Vocational education and training. VET provides
the skills and qualifications of all types of employment, except those which is a need for higher education.
Flexibility of the system allows students to study one or two professions at the same time to gain specialized
skills and knowledge. There are private training organizations, which include private training organizations,
business colleges, companies, experts from different fields, offering training and adult education organizations.
Australia
The aim of these organizations is to make a profit. From 2008 to 2017 in Australia, a program is implemented,
which was initiated by the Australian Government. Due to this program, Australian secondary schools get
support to set up modern workshops with modern technology. In order to promote better results and encourage
young people to get involved and to study in VET system, a “Professional Student Award” and the Prime
Minister’s Award for outstanding knowledge and skills have been set up in Australia.

Summary
Some conclusions are presented as follows:
(1) The similarities of the above mentioned countries, creating professional orientation system are:
(a) Vocational guidance services play an important role in every developed society, particularly in those
that are experiencing rapid economic and social change;
(b) Vocational guidance system has an important role in each country to provide the qualitative workers;
(c) Vocational guidance is linked to schools with different levels (elementary, high school, college, etc.);

3
Guidance systems. Retrieved from http://www.euroguidance.net/?page_id=576.
4
Guidance systems. Retrieved from http://www.euroguidance.net/?page_id=576.

 
1034 VOCATIONAL GUIDANCE NEED

(d) Basically, all countries have both the school psychologists and psychologists who help young people to
choose a career direction;
(e) There are a lot of main objectives and components of national career guidance reforms according to the
EU’s resolution on lifelong learning management and the EU recommendation on guidance policy and practice;
(2) Basically career guidance services are free and are funded from the state, local governments as well as
from EU raised funds;
(3) Educational institutions should work with employers to find out exactly what skills are needed in the
labor market;
(4) It is necessary to popularize career education among young people, so that they could gain more
information about its opportunities, about what it is and what can be learned from it;
(5) A Stage in the guidance system should be created, which would be compulsory for every child and
teenager to constitute it as a norm (e.g., every pupil of form 9 visits a career counselor individually).

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