Learning outcomes
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In Kosovo and Georgia, many youth explain that their feelings about the relevance and utility of their formal education in their work specifically relates to strong concerns about high unemployment, irrelevance of acquired skills for work, and nepotism and discrimination in the job market. Some high school students interviewed in a focus group in Kosovo state that they believe that poor job opportunities may be affecting interest in education for some youth, who may be discouraged that their efforts will not lead to a livelihood or vocation. Some youth are also frustrated that they cannot receive education in a preferred profession, and if they do, that they cannot find a job in that field. Other youth are further discouraged by what they experience as nepotism in the job market. A young man from the Kosovo RAE community says that “the competition in the labour market is getting stronger, and therefore, people need to have PhD in order to get a job in state institutions, unless they have family ties in the decision-making bodies.” Another university student says, “Nepotism is very much present in our institutions. I just hope that nepotism will end one day and true professionals will manage to get the jobs.” One youth interviewed in Gracanica says that “education is very important, but employment here is not based on competence. That is why nothing functions here.” Youth in North Mitrovica agree that connections matter. One says, “After students finish school, they realize that their education is not enough, that they must find some contact person or bribe someone to find a job.” Still other youth express optimism about the future. For example, a 15-year-old female youth from the RAE community who is still in primary school says, “I haven’t yet decided how I want to continue in the future, but since things are getting better every day, I expect better opportunities.” Some also suggest that more internships should be made available so that youth can make connections and learn practical professional skills through direct experience. Similarly in Georgia, whether or not formal education provides the necessary skills training for various professions and vocations, youth also report widespread nepotism in hiring practices. “Relationship-based decision-making is a problem in Georgia,” says one youth. “If you want to achieve a certain goal, you’re going to need influential contacts and sponsors.” One Telavi State University student says, “We fear we will not be able to use our formal education in Georgia because of the widespread ‘institution of plural acquaintances’ [nepotism]. As such, we are also planning to use our education for self-employment.” Georgia youth also note that, while students are mainly choosing their professional path themselves, their choices are highly shaped by family and a range of other factors. “Family influence is big,” agree Telavi State University students. “Family members often require a young person to follow the profession they represent.” In addition to personal interests, youth also look at the status that a chosen career path will confer on them and are very much influenced by their social environment. Many also make decisions based on what they can afford. Regarding their choices for tertiary education, prestige and accessibility also matter. Overall, students ask that university and school administrations become more organized and actively interested in students’ destinies, including to guide and ensure their employment options. Given high unemployment, decreased demand for skilled labour and family pressures in Tajikistan, it is unclear why youth are more positive about the links between formal education and jobs compared with Kosovo and Georgia. Youth in all of the sites highly value education for “all aspects of life” and for “job preparation.” The ability of high numbers of youth in Tajikistan to migrate in search of work might be part of the explanation. This safety valve might lessen the blow of unemployment prospects for many youth there. The issue is, however, worthy of further research.
Consequences of poor quality education Youth in each country consider eight possible negative consequences of education quality in common, and Tajikistan youth include two additional categories (how they feel valued in and by society, and youth
Demand for Education Innovation: Adolescent and youth perspectives on education quality in the CEECIS Region
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