TRACER STUDY REPORT 2019 1

TVET GRADUATES IN THE CANTON

BOSNIA – PODRINJE GORAZDE

2019 Tracer Study Report

ANALIZA I IZVJEŠTAJ IMPLEMENTACIJE
PRVE FAZE U HNK I BPK
2 Izvještaj mentorskog

programa “Moje znanje - tvoje

buduće zvanje?”

TVET Graduates in the canton

Bosnia – podrinje Gorazde /
BiH 2019 Tracer Study Report
4

I. Table of contents

Table of figures 2
I. Executive Summary 7
II. General overview about the sample 8

I. Table of figures 2.1. Study design 8

2.1.1. Tracer study methodology 8

2.1.2. Target Population and Sample Size 8

Table 1: TVET schools and sample size 12
2.1.3. Study design 9
Graph 2: Age structure of respondents 13
2.1.4. Source of Sample 9
Graph 3: Gender composition of TVET graduates in BiH 13
2.1.5. Sampling Approach 10
Graph 4: Educational background of parents 14
2.1.6. Limitations to the Tracer Study 10
Graph 5: Employment situation of parents 15
2.2. Composition of the sample by region and TVET schools 12
Graph 6: Technical vs. vocational qualifications by gender 15

Graph 7: Prevalence and types of practical training 16 2.3. Socio-demographic characteristics of sample population 13

Graph 8: Organisation of practical training in the company as part of cooperative training 17 2.3.1. Age structure and marital status 13

Graph 9: Assessment of teaching and learning at the TVET school 18 2.3.2. Gender composition 13

Graph 10: Assessment of competency development at the TVET School 19 2.3.3. Social background 14

Graph 11: Assessment of shortcomings in TVET 20 2.3.4. Qualifications and professional profiles of TVET graduates 15
Graph 12: Employment status of TVET graduates 21 III. Data analysis 16
Graph 13: Employer profiles 21
3.1. TVET School 16
Graph 14: Monthly net salary of TVET graduates 22
3.1.1. Practical training 16
Graph 15: Characteristics of graduates’ employment situation 23
3.1.2. Assessment of education and training quality at the TVET School 18
Graph 16: Crucial factors for employment 23
3.2. Employment status of graduates one year after graduation 20
Graph 17: Duration of job search, employed vs. unemployed TVET graduates 24
3.3. Situation of employed graduates 21
Graph 18: Search strategies, employed vs. unemployed TVET graduates 25

Graph 19: Assessment of competency development during TVET by type of practical training* 29
3.4. Job search strategies of employed and unemployed graduates 24

Graph 20: Assessment of shortcomings in TVET by type of practical training* 29 IV. Summary of major findings 26

Table 21: Characteristics of employment and professional profile of employed graduates 30 Annex 29
6 TVET GRADUATES IN BiH TRACER STUDY REPORT 2018 7

I. Executive Summary

In total, 116 graduates from 2 TVET schools in the canton Bosnia-podrinje Gorazde namely the Technical school
“Hasib Hadzovic” and Secondary vocational school “Dzemal Bijedic” participated in the TVET Graduate Tracer
Study 2019. 66% of the surveyed graduates have a technical qualification and 34% a vocational qualification.

With regard to the quality of TVET, most graduates appeared satisfied with their personal experience in the
TVET system. In particular, graduates provided an overall positive feedback about the qualification, commitment
and teaching quality of teaching and training staff. Furthermore it becomes evident that the participation in
practical training – and in cooperative training in particular – as well as the adequate equipment of schools in
order to provide training plays an important role for the development of practical skills and competencies as
well as for graduates’ overall satisfaction with TVET. Not all of the surveyed graduates participated in some form
of practical training during TVET, which influenced their overall perception about the contribution of TVET to
their competency development. In contrast, the responses of graduates, who had participated in regular practical
training in companies and in the school (i.e. cooperative training), provide a relatively positive picture with regard
to the quality of the training organisation in the companies. Nonetheless, some answers regarding the provision
of systematic feedback and the introduction to different work areas in the company indicate that there still
might be areas for improvement in the organisation of practical training in the companies, in order to support
the development of skills and competencies of TVET trainees and help them to gain a better understanding
about the interconnectedness of work processes in a company. However, more information on the companies’
characteristics in which the trainees completed practical training would be necessary in order to assess the
accuracy and relevance of these statements.

One year after graduation from TVET, the unemployment rate among the surveyed TVET graduates lies
considerably above the national average of persons with a comparable qualification profile. The reasons for this
result remain unknown. The average search duration until graduates find employment is 6 months. For many
employed graduates it proved successful to take initiative and contact companies directly. Nonetheless, personal
contacts also seem to play an important role for finding employment and the results indicate that not all graduates
can rely on that kind of social capital.

The overall situation of employed graduates appears satisfying in terms of work tasks, position and income.
However, the results indicate that many TVET graduates are predominantly active in work areas of the company
hierarchy that entail relatively little personal initiative and responsibility. It also becomes evident that a job which
corresponds to the professional qualification is by no means the standard among TVET graduates. Due to the
small sample size, the employment situation of graduates from different disciplines could not be analysed, which
poses a limitation to the current study.
8 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 9

II. General overview about the sample designated population. The smaller the margin of error is, the closer one is to having the exact answer at a given confidence
level.

Confidence level: A measurement of the certainty that the sample is accurately reflecting the population, within its margin
of error. Common standards used by researchers are 90%, 95%, and 99%. A confidence level of 90% means that 90% of the
2.1. Study design time (i.e. 9 out of 10 times) the unknown population parameter (e.g. the mean) is contained in the chosen confidence interval
(i.e. estimate +/- margin of error).

2.1.1. Tracer study methodology

According to the target population of 188 the minimum sample size with a 5% margin error and a confidence level of 90% in
order to be representative was 111.
This Tracer study was conducted within the framework of the “TVET in Bosnia and Herzegovina” project (2017-2019), financed
by BMZ and implemented by GIZ, with the main objective to provide information on the Bosnia-podrinje Gorazde canton TVET
school graduates’ job search methods and current employment statuses, employment conditions and on the job training, as In order to receive the required sample size of 111, 188 student graduates from the canton Bosnia-podrinje were contacted
well as the quality of the received secondary education including the conditions in TVET schools and companies where they through a telephone survey. The number of completed responses in this survey was 116, i.e. the survey has been successfully
have been receiving technical and vocational training. The approach of this Tracer Study is being widely used especially in completed by international standards concerning the sample size.
educational institutions to track and to keep record of students once they graduate from the institution. It is the follow-up of
graduates, in this case the graduates of TVET schools. Its objective is to evaluate ones progress up to the time they get a job
and beyond. It can be viewed as a simple tool designed to measure the relevance of vocational training. It also helps to monitor
the delivery of training.
2.1.3. Study design

The importance of it is displayed due to the fact that it shows the relevance and quality of programs offered by the TVET schools
as well as the conditions the labour market provides to its employees and students receiving technical and vocational training. The study was carried out among the graduates of 2 TVET schools in the canton Bosnia – podrinje Gorazde, in order to gain

The information received in this tracer study will be used for minimizing any possible deficits in a given educational program insights about the relevance and quality of programs offered by the TVET schools, as well as the conditions the labour market

in terms of content, delivery and relevance and for further development of the institution in the context of quality assurance. provides to TVET graduates.

TVET schools, companies and policy makers will benefit from the tracer study since it will help them to know what the status
of their products after graduating is. The importance of this Tracer study is to measure the relevance of vocational training. The study target population consisted of the following groups:

• Graduates of Vocational technical schools (4th grade of education)

• Graduates of Vocational schools (3rd grade of education)

2.1.2. Target Population and Sample size

In the canton Bosnia-podrinje Gorazde a total of 188 students have graduated from the 2 TVET schools in the school year
2017/18 which was also the target population.
2.1.4. Source of Sample

Sample size: The number of completed responses this survey has received. It is being referred to as a sample since it only
The lists of graduates eligible for this survey were provided by the participating TVET schools.
represents a part of the group of TVET student graduates in the canton Bosnia-podrinje Gorazde (or target population).

The provided lists contained basic information of the graduates (Last name, name and home phone number). Taking into
Margin of error: A percentage describing the accuracy of the answer provided by the sample is to the “true value” within the
consideration it was a phone survey, that information was sufficient.
10 TVET GRADUATES IN BiH
2.1.5. Sampling Approach
The lists of all graduates in the school year 2017/18 were provided by 2 TVET schools Technical school “Hasib Hadzovic” and
Secondary vocational school “Dzemal Bijedic”. The lists were then assigned the sequential numbers up to the total of the
eligible population of 188 student graduates. All of the graduates who have provided the necessary information according to
the questionnaire have been included in this tracer study.
In the beginning of the phone survey it became clear that a 50% oversampling was necessary to compensate for non-responses
(i.e. graduates who could not be reached or were not interested in taking part in the survey) in order to achieve the minimum
sample size of 116 graduates.
It was agreed to conduct at least the double number of interviews to achieve a more representative result according to the
norm. Therefore, a number of 160 phone calls were made while the final sample was 116 of completed interviews.
At the beginning of the phone interviews each graduate was assigned a random number which was identical to the number on
the questionnaire used by the interviewers.
The first 116 graduates were the targeted sample; the remaining graduates (in descending order) were the alternates. If a
participant could not be reached by phone or wouldn’t show interest to participate in the survey, the following graduates on the
list were selected. The process continued until the required sample size was reached, even surpassed in this case.
The answers to the prepared questionnaire were registered by the interviewers after the completion of the phone survey, as
well as the number of graduates not reached or uninterested to participate in the survey.
The statistics show that for the school year 2017/18 in the technical schools there were approx. 50% female student graduates.
2.1.6. Limitations of the Tracer Study
The common main disadvantages of tracer studies are low questionnaire response rates, attrition of respondents over the
course of single surveys and significant costs of collection of information if face-to-face interviews are being used as a survey
method. A low response rate means that the analysis may not necessarily reflect the actual situation. Also, the graduates may
not respond for various reasons, e.g. being frustrated could be a reason for some not wanting to participate in the survey.
TRACER STUDY REPORT 2019 11
Limitations of the current tracer study:
a) Inconsistent and partial data on the lists of graduates provided by the TVET schools. The list of graduates provided
by the TVET schools mainly included phone numbers of the parents since the school archives registered only home
phone number or mobile phone number of one parent at the beginning of the education of the student. This of course
resulted in the interviewer not being able to reach the graduates directly but had to make the double amount of calls
instead, in order to obtain the mobile phone number of the graduate. The lists provided had a high percentage of phone
numbers which were disconnected and not active anymore.
b) No Pre-field work awareness and sensitization meetings between field research staff and relevant stakeholders
due to the time limitation. In some cases it was not possible to have meetings with the TVET schools regarding the
implementation of the Tracer study, since it was the end of the school year and the lists of graduates had to be collected
very fast. For future tracer studies the timeframe of collecting the lists has to be timed more carefully in order to have a
better respond, and also be able to crosscheck the received lists and ask for additional information if the ones received
are incomplete or not valid, which was partly the case in this tracer study.
c) Medium percentage of graduates not willing to participate in the survey. Due to the high unemployment rate and
difficult financial situation of the majority of the students it was expected that a certain number of graduates would not
participate in the survey since they do not see any the benefits for themselves. This has not affected the result of the
survey to a great extent but it is a concern for future activities. Out of the available list of 188 graduates for this Tracer
Study, for 72 graduates it was not possible to receive any data. There were two main reasons for that; the first reason
being that from the above mentioned 72 graduates around 25% were not willing to provide the necessary information
needed, while 75% of the above mentioned 78 graduates could not be reached due to not answering or a non-existent
phone numbers on the lists previously provided by the 2 TVET schools.
e) Relatively small geographical coverage of the sample used in this tracer study. Though this kind of Tracer Study was
conducted in BiH in the year 2018, the laws on data protection have limited this year’s Tracer study to just one canton.
Though for next year the Tracer study will also be conducted in Republika Srpska with a large number of schools and
students this Tracer study is limited only to the Bosnia – podrinje Gorazde canton.
f) Very small number of TVET schools covered by the survey. The number of 2 TVET schools is a very small number
covered with this Tracer study from this point of view. However GIZ was limited for the same reason as mentioned under
(e).
12 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 13

2.2. Composition of the sample by region and TVET schools 2.3. Socio-demographic characteristics of sample population

In total, 116 graduates from 2 TVET schools in Goražde participated in the TVET Graduate Tracer Study 2.3.1. Age structure and marital status
2019 (see Table 1). Consequently, the sample size is relatively small and the possibilities for meaningful
in-depth analyses with regard to the situation of TVET graduates are limited.
The majority of respondents were born in 1999 and 2000 and hence were 19 to 20 years old at the time of the survey (see Graph
2). Only a small share of respondents is older or younger.

Table 1: TVET schools and sample size Graph 1: Age structure of respondents Graph 2: Age structure of respondents

Schools Qualifications Frequencies Total % of total 18 1

Electro-technician of 19 34
10

Age
energetics
20 57
Electro-technician of
Sec. technical school H.H. Goražde 9 21 9
telecommunications Graph 1: Age structure
Graph
of respondents
1: Age structure of respondents
51 44
(HHG)
0 10 20 30 40 50 60
Mechanical technician Percent
15 n=116
CNC 18 1 18 1
Being
n=116asked about their living conditions, 97% stated to be unmarried.
Postal technician 17 19 19 34 34

Age

Age
Graph 2: Gender composition of TVET graduates in BiH
Auto mechanic 1 20 20 57 57

Mechatronic technician 2.3.2. Gender9composition

12 21 219
for vehicles
0 100 2010 3020 4030 5040 6050 60
Bar fixer 4 The total sample is composed of 34 % young women
Percent and 66 % young
Percent men. When differentiating by qualification type, the share
34%
of female graduates with a vocational qualification is 27.5%, whereas the share of women with a technicalfemale
qualification is 37%.
Carpenter 4 male
Sec. vocational school D.B. Goražde n=116 n=116 66%
65 56
(DBG) Locksmith 6 Graph 3: Gender composition of TVET graduates in BiH
Graph 2: Gender composition
Graph 2: of
Gender
TVETcomposition
graduates inof
BiHTVET graduates in BiH
Welder 6

Tailor 19
n=116

Cook technologist 5
100 34% 34%
female female
Pastry cook technologist 8 78
80 68 male male
66% 66%
Total     116 100 60
Percent

n=116
40
27
20 12
n=116 n=116 4 3 5 3
0
100 100 Primary education Secondary school First cycle HE Second cycle HE
 Graph 1: Age structure of respondents

14 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 15

18 1

19
Age 34
In contrast, the education statistics of the Agency for Statistics for Bosnia and Herzegovina report a gender ratio for 51,5% Even if the sample size is too small to make valid statements about the relationship between educational attainment and
women20vs. 49,5 % men among graduates from secondary technical schools (srednja tehnička škola) and 30% 57 women vs. employment situation, an analysis of the relationship between the educational attainment and the employment situation of
70% men among graduates from vocational schools (srednja stručna škola) at the end of the school year 2017/18 . Hence, in 1
parents indicates that especially parents, who have only completed primary school, have a disproportionally higher risk of
21 9
comparison to the official education statistics, female graduates appear to be slightly underrepresented, although this might being affected by unemployment.
be related to
0 the professional
10 qualification profiles
20 of the sampled
30 schools (see
40Table 1). However,
50 no information
60is available
Percent
about the gender ratio for specific TVET courses in the TVET population. Graph 5: Employment situation of parents

100
n=116
80
2.3.3.
Graph 2: Socialofbackground
Gender composition TVET graduates in BiH 66
100
60 50 50

Percent
80 34
The educational background and employment status of parents are common indicators to assess the socio-economic status 40 66
of students, which potentially affects education and employment-related decisions. 60 50 50

Percent
20
40 1 0 34
34%
In the current sample of TVET graduates from Goražde, 68% of graduates’ mothers and 78% of fathers
female have completed 0
Permanent
20 employment Part time/temporary work Unemployed
secondary school, whereas 27% of the respondents’ mothers and 12 % of fathers have only completed primary
male school. A higher
66%
education degree is rather uncommon among the graduates’ parents (app. 6-9% of parents). In addition, the educational Employment status father 1
Employment 0 mother
status
n=116 0
background of parents appears to be correlated2, that is parents usually have a similar educational background. Permanent employment Part time/temporary work Unemployed
n=116
2.3.4. Qualifications andEmployment status
professional father of TVET
profiles Employment status mother
graduates
Graph 4: Educational background of parents
n=116
n=116
Graph 4: Technical vs. vocational qualifications by gender
Graph 6 lists the respective qualifications (in absolute frequencies) of TVET graduates in the sample. The distribution of
100
qualifications between schools is shown in Table 1.
78
80 68 Technical qualifications
Graph 4: Technical vs. vocational qualifications by gender
Graph 6: Technical vs. vocational qualifications by gender
60 Postal technician 12 5
Percent

Mechanical technician CNC 4 11

40
Technical qualifications
27 Electrotechnician of telecommunications 2 7
Electrotechnician of energetics 3
Postal technician 7 12 5
20 12 Mechatronic technician for vehicles 1 CNC
4 3 5 3 Mechanical technician 4 11 11
Pastrycook technologist
Electrotechnician of telecommunications 4 2 4 7
0 Cook technologist 2 3
Electrotechnician of energetics 3 7
Primary education Secondary school First cycle HE Second cycle HE
Mechatronic
Vocational qualifications technician for vehicles 1 11
Educational background father Educational background mother Tailortechnologist
Pastrycook 114 4 8
Welder
Cook technologist 6 2 3
n=116 Locksmith 6
n=116 Vocational qualifications
Carpenter 4
Tailor 11 8
Bar fixer 4
Welder 6
Graph 3: Employment
Despite situation of parents
a similar educational background, the mothers are less often employed than fathers (50% of respondents’ mothers Auto mechanic Locksmith
1 6
vs. 66% of fathers). Furthermore, the data shows that temporary work or part-time employment is rather uncommon among 0Carpenter
2 4 46 8 10 12 14 16 18 20
the parental generation. Looking at the employment situation of both parents, in 38% of the cases both parents are employed, Bar fixer 4 Absolute frequencies
Auto mechanic 1
while in 40% of the cases only one parent is employed (of 28% of graduates only the father and of 12% only the mother). In 22%
Female
0 2Male 4 6 8 10 12 14 16 18 20
of the cases, both parents are unemployed (no graph).
Absolute frequencies
nTotal=116 bzw. nTech.=76, nVoc.=40
1 Agency for Statistics for Bosnia and Herzegovina (2019): Demography and Social Statistics. Education Statistics – Secondary Education in the school year 2018/19. No.1. nTotal =116 bzw. nTech.=76, nVoc.=40
2 Spearman’s rho=0.53 Female Male
Graph 5: Prevalence and types of practical training

nTotal=116 bzw. nTech.=76, nVoc.=40

 16 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 17

66% of the surveyed graduates have a technical qualification (3 years) and 34% a vocational qualification (2 years). It must be The majority of participants in cooperative training responded that they got actively involved in the usual work processes in
noted that the single frequencies are relatively small and it is therefore not possible to conduct in-depth analyses with regard the company to some (13%) or a great (83%) extent. Likewise, a majority stated that they had a supervisor or experienced co-
the situation of TVET graduates and specific qualification profiles. worker, who controlled their work (76% to a great extent; 19% to some extent) and also received instructions about works tasks
before getting involved in the actual work process (81% to a great extent; 13% to some extent). Furthermore, 92% (83% to a
great extent; 9% to some extent) of those graduates responded that during their practical training they could make use of the
knowledge that they had acquired in the TVET school.
III. Data analysis
In contrast, only 50% of the respondents considered that the statement “I received continuous feedback about my performance
during the practical training” reflected their personal experience to a great extent, and 33% replied that this statement was
3.1. TVET School true to some extent. Likewise, only 33% of the surveyed graduates considered that the statement “I was introduced to a wide
range of work processes in the company”
14%reflected their practical training experience to a great extent, whereas
Cooperative training 44% claimed
3.1.1. Practical training that this had been the case to some extent.
47% Practical training in school
workshop
Overall, these results show a relatively positive picture with regard to the organisation of practical training from the graduates’
47 % of graduates surveyed reported that they participated in both, practical training in the company and regular training in 39%
point of view. However, depending on the understanding about what objectives should be No practical
achieved withtraining
regularatin-company
all
the school workshop during TVET. Consequently, this training form is labelled as ‘cooperative training’. The majority of those
training being part of the TVET schedule, graduates’ more cautious replies with regard to the availability of continuous
graduates reported that in-company training took place on a regular basis (87.5%), whereas 12.5% completed a summer
performance feedback during practical training and their introduction to different areas of work in the companies still indicate
internship in a company. In contrast, 39% of graduates reported that they received only practical training in the school
room for improvement in the organisation of training on part of the companies.
workshop, but were not involved in any form of in-company training during their time in TVET. Furthermore, another 14% n=116
responded that they did not participate in any relevant form of practical training, neither in the school nor in a company. The
Graph 6: Organisation of practical training in the company as part of cooperative training
latter group consists mainly of graduates with a qualification as postal technician (n=12), electro-technician of energetics (n=2), Graph 8: Organisation of practical training in the company as part of cooperative training
carpenter (n=1) and bar fixer (n=1). It remains unclear, whether the reported lack of practical training among those graduates
has organisational or individual reasons.
Use of knowledge acquired in school 2 6 9 83

Introduction to work processes 4 19 44 33

Graph 7: Prevalence and types of practical training
Continuous feedback 2 15 33 50

Instructions about work tasks 6 13 81

14% Cooperative training Supervisor 6 19 76

14% Cooperative training
Active involvement in work 4 13 83
47% Practical training in school
47% Practical training in school
workshop 0% 20% 40% 60% 80% 100%
workshop
39%
No practical training at allNo practical training at all
39% n=54 Not at all To a little extent To some extent To a great extent

n=54
n=116 Under the assumption that in-company training as part of TVET should support the trainees to improve their skills and
competencies, it seems indispensable that trainees also receive a regular and systematic feedback about their work
n=116
n=116 performance by the respective
Graph 7: Assessment of teachingsupervisors in the
and learning at order to school
TVET better understand their strengths as well as weaknesses and identify
Respondents, who stated that they had participated in cooperative training (n=54) were asked to use a 4-item rating scale3 in
Graph 6: Organisation of practical training in the company as part of cooperative training areas that need improvement. Furthermore, in-company training ideally should provide a trainee with insights about different
order to assess certain statements regarding the organisation of in-company training (see Graph 8).
Graph 6: Organisation of practical training in the company as part of cooperative training areas of work in a company, as it is important to master not only a specific set of typical professional activities but also gain a
better understanding about the different areas of work in a company and how these are interconnected.4
Use of knowledge acquired in school 2 6 9 83 Timetable was kept 1 9 50 41

3 The answer “I don’t know” was given as a fifth option, but was not used by the respondents. Qualification of teachers/trainers 2 8 27 64
Introduction to work processes
Use of knowledge acquired 4in school
19 44 33
2 6 9 83 4 The organisation of in-company training naturally requires time and personnel resources on the part of the companies. As there is no detailed information available on the
companies’ characteristics in which the trainees have completed practical training, the accuracy and relevance of these statements cannot be assessed.
Understandable explanation of content 7 47 45
Continuous feedback 2 15 33 50
Introduction to work processes 4 19 44 33 Work-practice oriented lessons 14 18 34 34
Instructions about work tasks 6 13 81
 47% Practical training in school
18
workshop TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 19
39% No practical training at all

3.1.2. Assessment of education and training quality at the TVET School Graph 10: Assessment of competency development at the TVET School
Graph 8: Assessment of competency development at the TVET School
n=116
With regard to important dimensions regarding teaching and learning quality at school, graduates provide a rather positive
Graph 6: Organisation
feedback about theof qualification
practical training
andinteaching
the company as part
quality of cooperative
of teaching training staff: The majority of respondents considered
and training
Overall satisfaction with TVET 8 60 32
that their teachers and trainers had a good command of the teaching and training content to a great (64%) or some (27%)
extent. Furthermore, the majority stated that teachers and trainers were able to explain the content of the lessons in an Life skills 1 10 70 19
Use of knowledge acquired in school 2 6 9 83
understandable way to a great (45%) or some (47%) extent and that the lessons and/or training took place according to the
Introduction to (41%)
work or
processes Self-employment skills 2 8 47 46
timetable to a great some (50%)4 extent.19 44 33

Continuous feedback 2 15 33 50 Social & ind. competencies 4 49 47

In contrast, regarding
Instructions thework
about equipment
tasks of schools
6 13with machines, tools and further81technical equipment necessary for training, Practical skills 18 14 21 47
only 73% of the graduates stated that this was true to some or a great extent, whereas approximately one third of graduates
Supervisor 6 19 76
considered that this reflected their TVET experience only to a little extent or not at all (15% to a little extent; 13% not at all). Theoretical knowledge 2 6 41 52
Likewise, Active involvement
only 68% in work
of graduates 4 that
considered 13 the content of the lessons was 83
oriented to the actual work-practice, whereas
0% 20% 40% 60% 80% 100%
32% of the respondents stated that this was true to only a little extent (18%) or not at all (14%). When controlling these answers
0% 20% 40% 60% 80% 100% Not at all To a little extent To some extent To a great extent
with further characteristics of the respondents, it becomes clear that the question, whether a graduate had participated in
Not at all To a little extent To some extent To a great extent
some form of practical training (either cooperative training or practical training only in the school workshop) or had received no
n=115
practical training at all is a decisive factor for this rather mixed feedback: Consequently, those graduates, who did not receive
n=54 n=115
any practical training, were rather critical with regard to these dimensions (see also chapter 1.1). Graph 9: Assessment of shortcomings in TVET

Again, the feedback with regard to the development of practical skills and competencies is rather mixed and 69% of graduates
Graph 7: Assessment of teachingGraph
and learning at the TVET of
9: Assessment school
teaching and learning at the TVET school
Training materials/equipment
considered 28a great (47%) or 20
that TVET had supported them to 21 whereas 32% consider
some (21%) extent, 31 this statement true
to only a little extent orofnot
Commitment at all (see Graph 10). Further analyses
staff 73 show that this assessment differs
17 significantly
6 3 between
graduates, who were either involved in regular cooperative training, or only in practical training in school or no training at
Timetable was kept 1 9 Teaching/training methods 67 21 8 4
50 41 all. A significantly higher share of graduates, who had participated in cooperative training stated that TVET had supported
Qualification of teachers/trainers 2 8 Theoretical
the development of knowledge 63 (9%) extent, whereas the feedback
practical skills to a great (84%) or some 29 from graduates,
7 1 who only
27 64
participated in practical
Practicaltraining
skills in the school
22 workshop16is rather mixed.
17 88% of graduates who
44 had not participated in any
Understandable explanation of content 7 47 45
form of practical training considered that TVET did not contribute at all to the develop the practical skills that are required in
Work-practice oriented lessons 14 18 34 34 0% 20% 40% 60% 80% 100%
their profession (see annex Graph 19). Again, this is a clear indication that the integration of practical training in the company
Provision of training equipment 13 15 33 40 Not at all influences
in the TVET schedule significantly To a littlethe
extent
(perceived)Toquality
some ofextent
TVET. To a great extent

0% 20% 40% 60% 80% 100%

n=116
Not at all To a little extent To some extent To a great extent Taking into account all aspects of their experiences in TVET, 32% of graduates stated that they are satisfied to a great extent,
whereas the majority of graduates (60%) are satisfied to some extent. 8% of graduates are satisfied with their time spent in
n=116
TVET only to a little extent.
Graph 10: Employment status of TVET graduates
n=116

When looking at the overall assessment of TVET with regard to graduates’ perception about the effects on the development of2
their competencies (see Graph 10), the majority of TVET graduates stated that TVET had supported them (to a great (52%) or
some (41%) extent) in the development of theoretical skills, social and individual competencies (47% to a great extent; 49% to
some extent) as well as self-employment skills (46% to a great extent; 47% to some extent) and life skills in order to get along
independently in life (19% to a great extent; 70% to some extent).
Likewise, when being asked about their individual perception of the shortcomings in TVET, 61% of respondents stated that
practical skills training was lacking to a considerable extent (i.e. to a great or to some extent) during TVET. 52% reported a lack
of equipment and training materials. In contrast, only a minority of graduates surveyed stated shortcomings in the transfer of
theoretical knowledge (21%), lacking methods in teaching and training (17%) or lacking commitment of teaching and training
staff (15%) (see Graph 11). Hence, these results are in line with previous statements about the competency development during
TVET (see Graph 10) and the assessment of teaching and learning at the TVET school (see Graph 9).
 0% 20% 40% 60% 80% 100%

20 Not at all To a little extent To some extent To a great extent TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 21

n=115
Graph 11: Assessment of shortcomings in TVET National Agency for Statistics5. There are several possible reasons for this considerably higher unemployment rate among
Graph 9: Assessment of shortcomings in TVET
surveyed TVET graduates. First, the official data represents a national average and potentially does not reflect the local labour
market situation and economic structure. Second, official data from the Labour Force Survey does not differentiate by age
Training materials/equipment 28 20 21 31 groups and it is possible that the unemployment rate among young people is considerably higher than the national average.

Commitment of staff 73 17 6 3

Teaching/training methods 67 21 8 4 Graph 12: Employment status of TVET graduates

Theoretical knowledge 63 29 7 1

Practical skills 22 16 17 44

0% 20% 40% 60% 80% 100% 9% employed

28%
Not at all To a little extent To some extent To a great extent 16% looking for employment
currently inactive/studying
n=116
n=116 internship
47%

Apart from the already discussed results with regard to practical training participation, these results also point out shortcomings
in Graph
the equipment of the
10: Employment surveyed
status of TVETTVET schools. Again, further analyses show that these assessments differs significantly
graduates n=116
between graduates, who were involved in regular cooperative training versus those, who only received practical training in n=116
school or no training at all (see annex, Graph 20).
Graph 11: Employer profiles
9% employed
28%
16% looking for employment
3.3.
100% Situation of employed graduates
currently inactive/studying
16%
80% internship
47%
3.2. Employment status of graduates one year after graduation One year after graduating from TVET, the majority of employed
60%
25%graduates is still working> 250 employees
in their first job (97%). 38% are

Percent
50-249 employees
permanently employed, while 56% have a fixed-term employment and 6% reported to work as casual employees. The majority
40% 25%
(97%) reported that their employment is based on a written contract. 10-49 employees
As can be seen in Graph 12, 28% of the TVET graduates stated that they were employed and 9% stated that they did an
20%n=116 < 10 employees
31%
internship at the time of the interview, whereas 47% were looking for employment and 16% stated that they currently do not 3%
3 0%
seek employment because they continue studying. All of the graduates, who continue studying, have a technical qualification. Graph 11: Employer profiles Graph 13: Employer profiles
Public enterprise Private enterprise

n=32 100%
Differentiated by qualification level and only taking the economically active graduates into account, 40% of graduates
16%
with a vocational qualification were employed, whereas 60% reported that they were unemployed. In contrast, 28% of the 80%
Graph 12: Monthly net salary of TVET graduates
25% > 250 employees
economically active graduates with a technical qualification were employed, 19% did an internship and 53% were unemployed. 60%

Percent
50-249 employees
40% 25%
1001 - 1250 BAM 3 10-49 employees
No significant differences based on gender, social background, school, (non-)participation in cooperative training or the final 20%
31% < 10 employees
751 - 1000 BAM 3 3%
grade upon graduation from TVET could be observed with regard to the (un-)employment of TVET graduates. Due to the small
0%
sample size, analyses with regard to the (un-)employment rate by professional profiles were not possible. 501 - 750 BAM Public enterprise 59 enterprise
Private Monthly net income
251n=32
- 500 BAM 34
n=32
In light of these results, the unemployment among TVET graduates from Goražde one year after graduation lies considerably 0 10 20 30 40 50 60 70
above the official average unemployment rate of 19.5% (men 18%; women 22.3%) among persons, who had attained a 5 Graph 12:Force
Labour Monthly
Surveynet
2018salary of TVET graduatesPercent
http://bhas.gov.ba/data/Publikacije/Bilteni/2018/LAB_00_2018_Y1_0_BS.pdf
Official data on the unemployment rate for 2019 based on household surveys was not released at the time of the report, but the monthly statistics on the number of regis-
secondary school and/or specialization degree, as reported for the Federation of Bosnia and Herzegovina for 2018 by the tered unemployed persons (as reported by Employment Agencies) do not show significant deviations from the 2018 data.

n=32
1001 - 1250 BAM 3
Graph 13: Characteristics of graduates’ employment situation
751 - 1000 BAM 3
 9% employed
28% TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 23
22 16% looking for employment
currently inactive/studying
internship
47% Graph 15: Characteristics of graduates’ employment situation
Employers are almost entirely private companies (97%), ranging from small companies with less than 10 employees to medium-
sized and larger companies with more than 250 employees. No cases of self-employment were reported by the graduates.

Overall satisfaction 6 9 66 19
n=116
When asked about their work schedules, 94% of employed graduates stated to work five days per week for 8 hours per day. Relation to qualification 38 13 19 31
Regular overtime work does
Graph 11: Employer not seem to be an issue among employed TVET graduates.
profiles Variety of work tasks 13 63 19 6
Independent work 9 50 38 3

The majority of100% graduates stated that their monthly net income is above 500 BAM and up to 750 BAM (see Graph 14). No Routine activities 3 6 28 63
16% Performance feedback 16 19 44 22
significant differences
80% could be observed between male and female graduates or between graduates with a technical and
a vocational qualification. This result is slightly below the national average net25%salary of 910 BAM (= 465 €)> 250 employees
as reported in the Supervisor 3 13 34 50
60%
Percent

50-249 employees
national statistics for June 2019 . However, when taking into account the most common fields of activity of graduates (see
6 Instruction about work tasks 3 9 28 59
40% 25%
Table 21 in the annex) and comparing them with the official statistics of average net salaries in these areas10-49 employees
for June 2019, such 0% 20% 40% 60% 80% 100%
as manufacturing20% (693 BAM), construction (613 BAM), wholesale and retail trade31% < 10 employees
(676 BAM) as well as accommodation and food
3% Not at all To a little extent To some extent To a great extent
service activities 0%(563 BAM), the monthly net income for the majority of TVET graduates from Goražde is in line with national
Public enterprise Private enterprise n=32
statistics (ibid.).
n=32
Overall satisfaction 6 9 66 19
n=32 Graph 14: Crucialto
Relation factors for employment
qualification 38 into the quality and nature of13the employment
19 of TVET graduates:
31 The majority stated
Further statements provide a good insight
Graph 14: Monthly net salary of TVET graduates
Graph 12: Monthly net salary of TVET graduates Variety
that they have of work tasks
a supervisor 13
or co-worker, who controls their work to63some or a great extent (84%).19 6 continuous
In contrast,
Independent
feedback by employers work
about 9 work performance seems
graduates’ 50 to be less prevalent (66%). Furthermore,
38 3 majority of
the great
Social & ind. Competences 19 3 38 41
Routine
employed graduates activities
(91%) 3 6their regular28
reported that work tasks focus to some or a great63
extent on routine activities, whereas
1001 - 1250 BAM 3 onlyLack of employees
Performance
41% stated inplan
profession
feedback
that they 16
and perform their work38tasks 13 and only
19 independently 31of cases, the work
44 in 25% 2219tasks encompass
751 - 1000 BAM 3 Supervisor
a wide variety of activities to some or3a great
Grades 13 extent.34Overall, 34
the results
9 indicate that TVET 50
41 graduates are predominantly
16 active
Instruction
in work areas ofabout work tasks
the company hierarchy 3 that
9 entail relatively
28 little personal initiative and responsibility.
59
501 - 750 BAM 59 Reputation TVET school 34 13 34 19
Monthly net income
0% 20% 40% 60% 80% 100%
251 - 500 BAM 34 Matching qualification 25 9 9 56
Not atofallthe current
Taking into account all aspects To a little extent (incl.Tothe
employment some extent
position, To a great
work tasks, incomeextent
etc.) the majority of graduates
0 10 20 30 40 50 60 70 0% 20% 40% 60% 80% 100%
states to be satisfied with their employment situation to some (66%) or a great (19%) extent (see Graph 15, item 1).
Percent
n=32 not at all important not very important somewhat important very important

n=32
n=32 Graph 14: Crucial factors for employment Graph 16: Crucial factors for employment
n=32

Graph 13: Characteristics of graduates’ employment situation

When asked about their inception phase at the workplace, the majority of employed graduates responded that they had
Social & ind. Competences 19 3 38 41
received instructions in the usual work tasks (which can be considered as a form of on-the-job training) before being involved Graph 15: Duration of job search, employed vs. unemployed TVET graduates
in the work process (59% to a great extent and 28% to some extent). Lack of employees in profession 38 13 31 19

Grades 34 9 41 16

Asked about the relation of their current employment and their professional qualification, 31% of graduates stated that their Reputation TVET school 34 13 34 19
Unemployed graduates 7 93
work is related to a great extent and 19% of graduates see their current work and qualification related to some extent, whereas
Matching qualification 25 9 9 56
more than 50% of graduates consider their current employment not at all related (38%) or only to a little extent related (13%)
to their professional qualification (see Graph 15, item 2). Table 21 in the annex provides an overview about the characteristics 0% 20% 40% 60% less than 6 months
80% 100%
4
of employment and the professional profile of graduates. Employednot
graduates
at all important 31 not very important 69
somewhat important very6 important
months and longer

6 Agency for Statistics of Bosnia and Herzegovina (2019): Demography and Social Statistics. Average monthly paid off net earnings of persons in employment. No.6. http://
n=32
n=32
bhas.gov.ba/data/Publikacije/Saopstenja/2019/LAB_04_2019_06_0_BS.pdf 0 20 40 60 80 100
Percent

Graph 15: Duration of job search, employed vs. unemployed TVET graduates
 Relation to qualification 38 13 19 31
Variety of work tasks 13 63 19 6
24 Independent work 9 50 38 3 IN BiH
TVET GRADUATES TRACER STUDY REPORT 2019 25
Routine activities 3 6 28 63
Performance feedback n=86
16 19 44 22
When asked about the Supervisor
factors that were
3 13considered important
34 for the current employment,
50the majority of employed Graph 18: Search strategies, employed vs. unemployed TVET graduates7
Graph 16: Search strategies, employed vs. unemployed TVET graduates1
respondents stated
Instruction that work
about matching
tasksqualifications
3 9 (app. 65%)
28 and social and individual competencies
59 (app. 79%) had played a
very or somewhat important role for finding
0%
employment.
20%
Around half40%
of all employed60%
graduates considered
80%
a lack of employees
100% 100
in the respective field as well as school grades and the reputation of the TVET school as (very or somewhat) important, whereas Applied for advertised jobs
Not at all To a little extent To some extent To a great extent
the other half rated these factors as not very or not at all important (see Graph 16). 80
66 Contacted companies directly
n=32 60

Percent
44 Launched job search
Graph 14: Crucial factors for employment 40 31 34 31 advertisements
22 Contacted by the company
3.4. Job search strategies of employed and unemployed graduates 20
3 3 3 3
Social & ind. Competences 19 3 38 41 Relations / personal contacts
0
Lack of employees in profession 38 Employed repondents Unemployed respondents
When looking at the duration of job search after graduation, a third (31%)13
of the currently 31 19 found a job in
employed graduates
Grades
less than 6 months after graduation. The average search
34 duration of employed
9 graduates 41
is 6 months. 16 n=97
n=97
Reputation TVET school 34 13 34 19
In contrast, the majority
Matching(i.e. 93%) of unemployed25
qualification graduates reported
9 9that they had been unsuccessfully
56 searching for a job These results potentially indicate that the social capital of TVET graduates seems to be an important determinant for finding
already for more than 6 months. The average search duration is between 10 and 11 months, which indicates that they have been employment. It seems plausible to assume that unemployed graduates have been less successful in finding employment
0% 20% 40% 60% 80% 100%
searching for employment since leaving TVET (see Graph 17). Some of the graduates, who reported a period of job search less through relations and personal contacts.
Graph 17: Assessment of competency development during TVET by type of practical training*
notthat
than 6 months, stated at allthey
important not very
had already been important
employed somewhat
since graduating important
from very important
TVET. This means that they have not been
continuously unemployed since graduation from TVET. On average, those graduates were employed for 4.5 months before
n=32 for a new job again.
searching Practical skills

No practical training 88% 13%

Graph 17: Duration of job search, employed vs. unemployed TVET graduates
Graph 15: Duration of job search, employed vs. unemployed TVET graduates Not at all
Practical training in school 16% 22% 42% 20% To a little extent
To some extent

In-Company Training 7% 9% 84% To a great extent

Unemployed graduates 7 93

0% 20% 40% 60% 80% 100%

less than 6 months
Employed graduates 31 69 6 months and longer n=116, *significant relationship (p < 0.001)

0 20 40 60 80 100
Graph 18: Assessment of shortcomings in TVET by type of practical training*
Percent
n=86

With regard to the strategies for finding a job, 44% of the employed graduates stated relations as the success factor for finding
their current job, 34% stated that they found their current job employment with support from the state employment agency and
5

31% stated that they had contacted the company on their own initiative. In contrast, the most common job search strategies
cited by unemployed graduates are to seek support of the employment agency (66%), contacting companies directly (31%), or
1
Graduates were given a multiple choice question (“How do you search for a job?” or “By what means did you find your
relying on relations and personal contacts (22%) (see Graph 18).
current job?”).
7 Graduates were given a multiple choice question (“How do you search for a job?” or “By what means did you find your current job?”).
6
26 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 27

IV. Summary of major findings

As the analyses in chapter III.1 showed, TVET graduates from the two surveyed TVET schools in Goražde appeared rather
satisfied with their personal experience in the TVET system. In particular, graduates provided an overall positive feedback
about the qualification and teaching quality of teaching and training staff. Furthermore it is evident that the participation in
practical training - particularly in cooperative training – as well as the adequate equipment of schools to provide training plays
an important role for the development of practical skills and competencies as well as for graduates’ overall satisfaction with
TVET. Overall there is no doubt that the integration of cooperative training into TVET is considered to contribute to the quality
of TVET.

The responses of graduates, who had participated in regular practical training in companies and in the school (i.e. cooperative
training), provide a relatively positive picture with regard to the organisation of training in the companies. Nonetheless,
some answers regarding the provision of systematic feedback and the introduction to different work areas in the company
indicate that there still might be areas for improvement in the organisation of practical training in the companies, in order
to support the development of skills and competencies of TVET trainees and help them to gain a better understanding about
the interconnectedness of work processes in a company. However, more information on the companies’ characteristics in
which the trainees completed practical training would be necessary in order to assess the accuracy and relevance of these
statements.

The results in chapter III.2 show that the unemployment rate among TVET graduates lies considerably above the national
average of persons with a secondary school and/or specialization degree one year after graduation from TVET. The reasons
for this result remain unknown, as the official employment statistics do not provide information on potential variances in
the unemployment rate between regions or age groups. Furthermore, the results suggest that the success in finding a job
is decided relatively quickly after graduation from TVET: The average search duration until finding employment is 6 months.
In contrast, the majority of unemployed TVET graduates have been looking for employment since graduating from TVET (i.e.
almost one year) and only a small number of graduates had been employed in between and were once again unemployed at
the time of the survey. It remains open, whether and how many more TVET graduates will find employment more than one year
after leaving TVET. With regard to search strategies, for many employed graduates it proved successful to take initiative and
contact companies directly. Nonetheless, personal contacts also seem to play an important role for finding employment and
the results indicate that not all graduates can rely on that kind of social capital.

The overall situation of employed graduates appears satisfying in terms of work tasks, position and income. However,
graduates’ responses about the quality of their work indicate that many TVET graduates are predominantly active in work areas
of the company hierarchy that entail relatively little personal initiative and responsibility. When looking at the current area
of work, it becomes clear that a job which corresponds to the professional qualification is by no means the standard among
TVET graduates. Due to the small sample size, the employment situation of graduates from different disciplines could not be
analysed. For future surveys with a sufficiently large sample size, it seems worthwhile to investigate this aspect in more detail.
 3 3 3 3
Relations / personal contacts
0
Employed repondents Unemployed respondents
28 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 29
n=97

ANNEX
GraphGraph
17: Assessment of competency
19: Assessment development development
of competency during TVET by type of practical
during TVET by training*
type of practical training*

Practical skills

No practical training 88% 13%

Not at all
Practical training in school 16% 22% 42% 20% To a little extent
To some extent

In-Company Training 7% 9% 84% To a great extent

0% 20% 40% 60% 80% 100%

n=116, *significant
n=116, *significant relationship
relationship (p < (p < 0.001)
0.001)

Graphof20:
Graph 18: Assessment Assessment
shortcomings of shortcomings
in TVET in TVET
by type of practical by type of practical training*
training*

Practical skills lacking

No practical training 6% 94%

Not at all
Practical training in school 11% 22% 67% To a little extent
1
Graduates were given a multiple choice question (“How do you search for a job?” or “By what means did you
To some find your
extent
current job?”).
In-Company Training 47% 25% 16% 11% To a great extent
6
0% 20% 40% 60% 80% 100%

Training equipment and materials lacking

No practical training 13% 13% 75%

Not at all

Practical training in school 16% 11% 27% 47% To a little extent

To some extent
In-Company Training 47% 29% 18% 5% To a great extent

0% 20% 40% 60% 80% 100%

n=116, *significant relationship (p<0.001)

n=116, *significant relationship (p<0.001)

A BASIC INFORMATION
 TRACER STUDY REPORT 2019 31

Table 21: Characteristics of employment and professional profile of employed graduates

Pastry cook-
14 DBG technical Pastry cook Pastry shop
technologist
TVET Professional Current job title Area of economic
No. Qualification
school qualification (unclassified) activity (unclassified) Pastry cook-
15 DBG technical Pastry cook Pastry shop
technologist
Mechanical Mechanical
1 HHG technical Machine production
technician CNC technician Pastry cook-
16 DBG technical Pastry cook Pastry shop
technologist
Mechanical
2 HHG technical Infantrist Armed forces of BiH
technician CNC Mechanical
17 DBG Locksmith vocational Machine production
technician
Mechanical
3 HHG technical Auto mechanic Car service centre
technician CNC Mechanical
18 DBG Locksmith vocational Ammunition production
technician
Mechanical Administrative
4 HHG technical Call centre
technician CNC worker Mechanical
19 DBG Locksmith vocational Ammunition production
technician
Electro technician of
5 HHG technical Baker Bakery
telecommunications
20 DBG Locksmith vocational Locksmith Tools production

Mechanical
6 HHG Postal technician technical Tool production 21 DBG Locksmith vocational Wood processor Sawmill
technician
Loading, unloading
Mechatronic Mechatronic 22 DBG Welder vocational Mixed store
goods
7 DBG technician for technical technician for Car service centre
vehicles vehicles 23 DBG Welder vocational Welder Production

Mechatronic 24 DBG Tailor vocational Salesman Mixed store

Mechanical
8 DBG technician for technical Ammunition production
technician
vehicles 25 DBG Tailor vocational Driver Mixed store

Mechatronic 26 DBG Tailor vocational Tailor Tailor shop

9 DBG technician for technical Waiter Restaurant
27 DBG Tailor vocational Stitcher Production of clothes
vehicles

28 DBG Tailor vocational Baker Bakery

Mechatronic
10 DBG technician for technical Salesman Retail shop Production and
vehicles 29 DBG Tailor vocational Assembler assembling of plastic
pro
Mechatronic Mechatronic
11 DBG technician for technical technician for Car service centre Production of kitchen
vehicles vehicles 30 DBG Carpenter vocational Construction worker
appliances

12 DBG Cook-technologist technical Cook Restaurant 31 DBG Carpenter vocational Waiter Coffee Shop

13 DBG Cook-technologist technical Cook Restaurant 32 DBG Bar fixer vocational Bar fixer Tool production
32 TVET GRADUATES IN BiH TRACER STUDY REPORT 2018 33

Only for unemployed persons

Dear participant,

My name is ….and I am calling you from the GIZ (the German Development Cooperation) project “TVET in BiH” on 2. If not, what describes your current situation? (Multiple answers possible)
behalf of the Ministry of education of the canton Bosnia – podrinje Gorazde. The GIZ project aims at improving I continued studying / training
the TVET system in Bosnia and Herzegovina with the overall objective of enabling TVET graduates to find 1 @
→ Please continue with question 3
adequate employment in the national labour market.
2 I am busy with my family and/or children → Please continue with question 27
This survey is aimed at collecting information about your education and training and your employment situation 3 @ I am doing an internship → Please continue with question 27
after graduation in order to get a better understanding about the situation of TVET graduates and their labour 4 I am currently looking for employment →Please continue with question 4
market situation and to identify needs for improvement or change. Therefore we would appreciate, if you would 5 @ Other (please specify)
share some information with us. The information you provide will only be used for this purpose.

We will treat all data and responses confidentially. This means that we will not share your personal data with
anyone and the provided information / responses will be analysed anonymously. 3. Please specify your field of studies / training and the type of education / training institution
that you are currently enrolled in
The interview will take approximately 15 minutes. 1 @ Field of studies (please specify): __________________
2 @ Higher Education Institution
THANK YOU FOR YOUR PARTICIPATION!
3 @ Institution of adult education / continuing education
4 @ Other (please specify):___________________________

(Note to the interviewer: If respondent does not have time, motivate him / her to agree on an alternative date / time &
note it down in the interview list!)
→ Please continue with question 27

A BASIC INFORMATION
4. How long do you already search for a job?

Last name and name (anonymization by allocation of sequential code

@@ Months

number in dataset)
Contact phone (anonymization in data set)
5. How do you search for a job (multiple answers possible)?
Name and place of graduated TVET college:

Title of vocational training course / profession: 1 I apply for advertised job vacancies (e.g. internet, newspaper, advertisement boards etc.)
1 @ Vocational secondary school: 2 @ Technical secondary school
2 I contact companies directly (speculative application)
3 I launch advertisements by myself (e.g. internet, newspaper, advertisement boards etc.)
4 I use relations / personal contacts (e.g. parents, relatives, friends)
B JOB SEARCH AND EMPLOYMENT 5 I seek assistance by the State employment office
6 Other (please specify): ……………………………………………………………………………………………….

1. Are you currently employed?

1 @ Yes → Please continue with question 9
6. For which jobs have you been applying? (Multiple answers possible)
2 No →Please continue with question 2 1 @ Jobs related to my profession
2 Jobs unrelated to my profession
34 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 35

7. Did you have any paid work (incl. self-employment) since you graduated from TVET? 13. By what means did you find your current job? (multiple answers possible)
1 @ Yes 1 @ I applied for advertised job vacancies (e.g. internet, newspaper, advertisement boards etc.)
2 No → Please continue with question 27 2 I contacted companies directly (Speculative application)
3 I launch advertisements by myself (e.g. internet, newspaper, advertisement boards etc.)
5 I was contacted by the company
8. In total, how many months of paid work (incl. self-employment) have you had since gradua- 6 I established contacts during an internship / cooperative training / a job after school
tion from TVET? 7 I used relations/personal contacts (e.g. parents, relatives, friends)
1 @ Months 8 I sought assistance by the public employment agency
9 I established my own business
→ Please continue with question 27 10 Other, please specify: ……………………………………………………………………………………

14. Is your employment based on a written contract or agreement?

Only for employed persons
1 Yes
2 No
9. What type of employment is this?
1 @ I have a permanent job
2 I have a temporary / fixed-term job 15. Who is your employer?
3 I do casual jobs
1 Public enterprise (Waterworks, electrical power company, railway, etc.)

4 I am self-employed → please continue with question 17

2 Private enterprise
4 Government Organization (Ministry, municipality, school, police, etc.)
5 Non-Government Organization (NGO)
→ In the event that you currently have more than one job,
Other, please specify:...................................................................................................................................................
the next questions are about the job where you work the most hours. 6

10. Is this your first job since graduation?

16. In your opinion, how important were the following aspects for your employment?
1 @ Yes Not at all Not very Somewhat Very
Don’t know
important important important/ important
No.→ Please specify how many employers you have worked for since graduation:
2 1 2 3 4 5

…………………………………………………………………………………………. a Matching professional qualification

b Reputation of TVET college that I graduated from

11. How long did you search for before you got your first job? c The grades in my diploma

@ Months d Deficit of employees in my profession

e Social and individual competencies
f Relations
12. For how long have you been working in your current job?
g Other, please specify
@ Months
36 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 37

17. How many employees does your current company / organization have approximately? 22. How many days do you work on average per week? (without overtime)
1 @ Only me 1 Working days per week
2 @ Less than 10 employees
3 @ 10-49 employees
4 @ 50-249 employees 23. Do you regularly work overtime?
5 @ More than 250 employees
1 Yes → Please specify the average number of overtime hours per week @
2 No

18. What is your job title? (Support question: What type of work do you do in your job? / Exam-
ple: Machine technician, cook etc. ) 24. What is your approximate monthly net income from your current major employment
(BAM)?
1 Less than 250 BAM
2 251 – 500 BAM
3 501- 750 BAM
4 751 – 1000 BAM
5 1001-1250 BM
6 1251 – 1500 BAM
7 More than 1500 BAM

19. In what kind of industry, business or service do you currently work? (Support question: -9 I do not want to tell
Please describe what your employer makes or does? Example: Car service, restaurant etc.)

25. To learn more about your current work, please tell us to what extent the following state-
ments reflect your situation?
Not at To a little To some To a great
Don’t know
all extent extent extent

1 2 3 4 -9

a
I received instruction in the usual work tasks before I was
regularly involved in the work.
b I have a supervisor / co-worker, who controls my work.
20. In what city do you work? I receive continuous feedback about my performance at the
c
1 Name of the city:……………………………… workplace.
2 I work abroad → Please specify country and city of work: ………………………………………………………………………. d My regular work tasks focus on routine activities.
e I plan, carry out and oversee my work tasks independently.

f My work tasks encompass a wide variety of activities.

g My work is related to the profession I was trained in.

21. How many hours do you work on average per day? (without overtime)
1 Working hours per day Considering all aspects of your current work situation
h @ @ @ @ @ (position, income, work tasks etc.) how satisfied are you with
your current work situation?
38 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 39

Only for self-employed persons

30. Was practical training part of your TVET education?
1 Yes → Please continue with question 31
26. Why did you start your own business?
2 No → Please continue with question 33
1 It was my own wish
2 I inherited the business
3 I did not find wage employment
Other (please specify) ................................................................................................................................................
4

31. In what kind of practical training did you participate?

1 Summer internship in the company
2 Training on a regular basis in the company during the school year (cooperative training)
C QUALITY OF TEACHING/ TRAINING AT TVET COLLEGE
3 Visit to a company before and/or after attending vocational / technical secondary school
4 Regular training in the school workshop

27. What was the final grade in your diploma (when graduating from vocational / technical 5 Other (please specify):

secondary school)?
@ Grade (numerical value, e.g. 2)

28. How many classmates did you have (approximately) in your class? 32. To learn more about your practical training, please tell us to what extent the following state-
@ Classmates
ments reflect your experience?
Not at To a little To some To a great Don’t
all extent extent extent know /
1 2 3 4 -9
29. To learn more about your situation in vocational / technical secondary school, please tell
I was actively involved in usual work processes at my work-
us to what extent the following statements reflect your experiences. a
place / company.
To a
To a little To some Don’t
Not at all great I had a supervisor / experienced co-worker who controlled my
extent extent know b
extent
work.
1 2 3 4 -9
c
I received instructions about work tasks before I got involved
The school provided machines, tools and technical in the actual work.
a

equipment for the training. I received continuous feedback about my performance during
d
The content of the lessons was oriented to the work the practical training.
b

practice I was introduced to a wide range of work/production process-

e
The teachers/trainers were able to explain the content es at the workplace / company.
c

of the lessons in an understandable way. During the practical training I could make use of the knowl-
f @ @ @ @ @
The teachers/trainers themselves had a good com- edge I acquired in the vocational / technical school.
d

mand of the teaching and training content.

The lessons / training took place according to the
e

timetable.
40 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 41

33. To what extent did your vocational education and training help you to develop the follow- D SOCIO-DEMOGRAPHIC CHARACTERISTICS
ing competencies?
Not
To a little To some To a great Don’t
at 35. In which year were you born?
extent extent extent know /
all
1 @ Year
1 2 3 4 -9

TVET helped me to acquire the theoretical knowledge that is

a
required in my profession.
TVET helped me to develop the practical skills that are required
b
in my profession. 36. What is your gender?
TVET helped me to develop the social competencies and indi- 1 @ Female
c
vidual attitudes that are required in the world of work. 2 Male
TVET has laid the foundations that I could (potentially) become
d
self-employed.
e TVET enabled me to get along independently in life.
Considering all aspects of your time in TVET, how satisfied are
f
37. What is your marital status?
you with the education and training you received?
1 @ Unmarried
2 Married

34. In your opinion, what was lacking in your education and training? →
(Note to interviewer: Actively encourage respondents provide specific feedback in the category “other”)
38. Which is the highest educational level attained by your parents (father and mother)?
Not at all To a To some To a great Don’t know
little extent extent A Father B Mother
extent 1 Without education
1 2 3 4 5 2 Primary school
Training of practical skills Secondary school (including)
Transfer of theoretical knowledge - TVET school
Teaching/training methods
- Technical and related schools
3
Commitment of teaching / training staff
- Grammar school
Training materials/equipment
- Art School
Other (please specify) : …………………………………
- Religious School
4 Higher education (Bachelor - First cycle of Higher Education)
5 Higher education (Faculty of Elementary Studies and Masters - 2nd cycle of higher education)
6 Master’s degree
7 Doctorate (PhD)
8 @ @ Don’t know
42 TVET GRADUATES IN BiH TRACER STUDY REPORT 2019 43

39. Do your parents work?

A Father B Mother

1 Yes, permanent employment

2 Yes, part time / temporary work
3 Yes, self-employed
4 No, unemployed
-9 Don’t know

THANK YOU FOR YOUR PARTICIPATION!

(Do not read out loud!) End time of the interview:

Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH

Business location
Bonn and Eschborn, Germany

Project „TVET in BiH“

Splitska 7, 71 000 Sarajevo
Bosnia and Herzegovina
T + 387 33 223 785
F + 387 33 200 494
www.giz.de

On behalf of the
Federal Ministry for Economic Cooperation and Development