Survey on Employer Requirements for...
Transcript of Survey on Employer Requirements for...
Survey on Employer Requirements
for Employees
Including 8 professions offered by technical and
vocational education and training institutions
✓ Hairdesser
✓ Nurse
✓ Tailor
✓ Cook
✓ Construction electrician
✓ Construction plumber
✓ Heavy vehicle operator
✓ Welder
Ulaanbaatar
2017
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RESEARCH INSTITUTE OF LABOUR AND SOCIAL PROTECTION
Survey on Employer Requirements
for Employees
Including 8 professions offered by technical and vocational
education and training institutions
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Survey undertaken by: Research Sector of Employment Policy(RSEP), Research
Institute of Labour and Social Protection
Survey Team Members:
M.Altansukh Director, Research Institute of Labour and Social Protection
I.Enkhbaatar Head, RSEP
B.Erdenetuya Researcher, RSEP
D.Altangerel Researcher, RSEP
G.Myagmardulam Researcher, RSEP
N.Jargalsaikhan Researcher, RSEP
Address: 5F, House of Labour, Chingis Avenue,
Khoroo 2, Khan-Uul district
Ulaanbaatar, Mongolia
Telephone: 77121286
Web page: www.rilsp.gov.mn
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Content
PREAMBLE ............................................................................................................................. 6
LIST OF TABLES ................................................................................................................... 7
LIST OF FIGURES ................................................................................................................. 8
DEFINITION OF TERMS ................................................................................................. 11
ABBREVIATIONS ............................................................................................................. 12
CHAPTER 1. INTRODUCTION TO SURVEY .................................................................. 13
GOAL AND SCOPE OF SURVEY ................................................................................. 14
CHAPTER 2. SURVEY RESULT ....................................................................................... 15
ECONOMIC ENTITIES COVERED BY SURVEY ....................................................... 16
Employer requirements for employees .......................................................................... 18
Professional skills of new workers .................................................................................. 24
Assessment of TVET institution curricula ...................................................................... 26
CHAPTER 3. DETAILED REPORT PERTAINING TO EACH PROFESSION ........... 29
1. HAIRDRESSER ........................................................................................................ 30
Definition of profession ................................................................................................ 31
1.1.1. Economic entities covered by the survey ....................................................... 31
1.1.2. Requirements for recruitment of new employees ......................................... 32
NEWLY RECRUITED HAIRDRESSER SKILLS ...................................................... 32
1.1.3. Assessment of TVET institution graduates as hairdressers ....................... 32
1.1.4. Reasons of quitting job among hairdressers ................................................. 34
1.1.5. Requirements for open vacancies of hairdressers ....................................... 35
2.1. EMPLOYER REQUIREMENTS FOR HAIRDRESSERS ................................ 35
2.1.1. Skills sought from professional hairdressers ................................................. 35
2.1.2. Assessment of TVET institution curricula ...................................................... 37
2. NURSE ....................................................................................................................... 38
Definition of profession ................................................................................................ 39
2.1.1. Hospitals covered by survey ............................................................................ 39
2.1.2. Employer requirements for new nurses.......................................................... 40
NEWLY RECRUITED NURSE SKILLS ..................................................................... 41
2.1.3. Assessment of TVET graduates as nurses ................................................... 41
2.1.4. Reasons of quitting job among nurses ........................................................... 42
2.1.5. Skills required for open vacancies of nurses ................................................. 42
2.2. EMPLOYER REQUIREMENTS FOR NURSES ............................................... 43
2.2.1. Skills required from professional nurses ........................................................ 43
2.2.2. Assessment of TVET institution curricula ...................................................... 45
3. TAILOR OF SEWN PRODUCTS ........................................................................... 47
Definition of profession ................................................................................................ 48
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3.1.1. The economic entities covered by survey ...................................................... 48
3.1.2. Requirements for new employees ................................................................... 48
NEW EMPLOYEE SKILLS .......................................................................................... 49
3.1.3. Assessment of tailors-TVET institution graduates ........................................ 49
3.1.4. Reasons of quitting job ..................................................................................... 52
3.1.5. Requirements for open vacancies ................................................................... 52
3.2. EMPLOYER REQUIREMENTS FOR EMPLOYEES ....................................... 52
3.2.1. Professional skills required from tailors .......................................................... 52
3.2.2. Assessment of TVET institutions curricula .................................................... 54
4 COOK ......................................................................................................................... 56
Definition of Profession ................................................................................................ 57
4.1.1. The economic entities covered by survey ...................................................... 57
4.1.2. Requirements for newly recruited cooks ........................................................ 58
NEW EMPLOYEE SKILLS .......................................................................................... 58
4.1.3. Assessment of cooks who graduated TVET institutions .............................. 58
4.1.4. Reasons of quitting job ..................................................................................... 60
4.1.5. Requirements for open vacancies of cooks ................................................... 60
4.2. EMPLOYER REQUIREMENTS FOR COOKS ................................................. 61
4.2.1. Professional skills required from cooks .......................................................... 61
4.2.2. Assessment of TVET institutions curricula .................................................... 63
5. CONSTRUCTION ELECTRICIAN ......................................................................... 65
Definition of profession ................................................................................................ 66
5.1.1. The construction and office leasing companies covered by the survey .... 66
5.1.2. Requirements for recruitment of electricians ................................................. 67
NEWLY RECRUITED ELECTRICIANS’ SKILLS ..................................................... 67
5.1.3. Assessment of TVET institutions graduates as electricians ....................... 67
5.1.4. Reasons of quitting job among electricians ................................................... 69
5.1.5. Requirements for open positions of electricians ........................................... 70
5.2. EMPLOYER REQUIREMENTS FOR ELECTRICIANS .................................. 70
5.2.1. Knowledge and skills required from construction electricians .................... 70
5.2.2. Assessment of TVET institutions curricula .................................................... 72
6. CONSTRUCTION PLUMBER ................................................................................ 73
Definition of job .............................................................................................................. 74
6.1.1. The economic entities covered by survey ...................................................... 74
6.1.2. Requirements for recruitment of plumbers .................................................... 74
NEW PLUMBER SKILLS ............................................................................................. 75
6.1.3. Assessment of plumbers who graduated TVET institutions ........................ 75
6.1.4. Reasons of quitting job among plumbers ....................................................... 77
6.1.5. Requirements for open positions of plumbers ............................................... 77
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6.2. EMPLOYER REQUIREMENTS FOR PLUMBERS ......................................... 77
6.2.1. Skills required from professional plumbers .................................................... 77
6.2.2. Assessment of TVET institutions curricula .................................................... 79
7. HEAVY VEHICLE OR EQUIPMENT OPERATOR .............................................. 80
Definition of profession ................................................................................................ 81
7.1.1. The mining companies covered by survey .................................................... 81
7.1.2. Requirements for recruitment of heavy vehicle operators ........................... 82
NEW HEAVY VEHICLE OPERATOR SKILLS ......................................................... 83
7.1.3. Assessment of heavy vehicle operators who graduated TVET
institutions ...................................................................................................................... 83
7.1.4. Reasons of quitting job among heavy vehicle operators ............................. 84
7.1.5. Requirements for open positions of heavy vehicle operators ..................... 84
7.2. EMPLOYER REQUIREMENTS FOR HEAVY VEHICLE OPERATORS ..... 85
7.2.1. Skills required from professional heavy vehicle operators .......................... 85
7.2.2. Assessment of TVET institutions’ curricula.................................................... 87
8. WELDER........................................................................................................................ 88
Definition of profession ................................................................................................ 89
8.1.1. The economic entities covered by survey ...................................................... 89
8.1.2. Requirements for recruitment of welders ....................................................... 90
NEWLY RECRUITED WELDER SKILLS .................................................................. 91
8.1.3. Assessment of welders that graduated TVET institutions ........................... 91
8.1.4. Reasons to release from work ......................................................................... 92
8.1.5. Requirements for open positions of welders ................................................. 92
8.2. EMPLOYER REQUIREMENTS FOR WELDERS ............................................ 92
8.2.1. Skills required from professional welders ...................................................... 92
8.2.2. Assessment of TVET institutions’ curricula.................................................... 94
CONCLUSIONS .................................................................................................................... 96
SUGGESTIONS AND RECOMMENDATIONS................................................................ 97
APPENDIX 1. HEAVY VEHICLE AND EQUIPMENT ..................................................... 99
REFERENCE ....................................................................................................................... 100
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PREAMBLE
Research Institute of Labour and Social Protection has carried out for the first time the
Survey on the Employer Requirements for Employees to identify professional skills, and needs
of eight particular professions, that are in demand on the labour market and are commonly
offered by the technical and vocational education and training institutions (TVET).
The purpose of the survey is to identify Employers’ general and special skills
requirements sought from employees in the area of 8 professions, with the aim of preparing
the baseline data to be used by policy developers, decision makers and researchers, who will
improve curriculum of the technical and vocational education and training institutions.
Importance of this survey lies in a number of information and data to be applied and
concentrated on by TVET institutions’ teachers as well as students who major in afore-
mentioned qualifications.
I extend my candid gratitude to the Employers, and their specialists, engineers and
masters, who made a great contribution to our survey, by striving to prepare skilled
professionals and providing valuable information.
I would like you to send your feedback to us in respect of the method and approach of
the survey, while you read the survey outcomes and apply them in your work.
DIRECTOR M.ALTANSUKH
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LIST OF TABLES
Table 1. Personal attitude and competence required by the Employers (assessed above 3),
by 8 jobs .............................................................................................................................................. 23
Table 2. Factors focused on to recruit new hairdressers, by employee number ..................... 32
Table 3. Hairdressers’ professional skills assessment, by employee number ......................... 34
Table 4. Deficient knowledge and skills among newly recruited hairdressers ......................... 34
Table 5. Priority factors for recruitment of nurses, by worker number ....................................... 40
Table 6. Deficient knowledge and skills of nurses ........................................................................ 41
Table 7. Factors that are focused to recruit new tailors, shown in employee number ............ 49
Table 8. Assessment of tailors’ skills, in employee number ........................................................ 50
Table 9. Deficient knowledge or skills ............................................................................................. 51
Table 10. Assets of importance considered for hiring cooks....................................................... 58
Table 11. Newly recruited cooks’ deficient knowledge and skills ............................................... 59
Table 12. Evaluation of construction electricians, by employee number .................................. 68
Table 13. Skills assessment of plumbers who graduated TVET institutions, by plumber
number ................................................................................................................................................. 76
Table 14. Factors that are focused on for recruitment of heavy vehicle operators, by
employee number .............................................................................................................................. 83
Table 15. Deficient knowledge and skills among newly hired heavy vehicle operators .......... 84
Table 16. Factors considered to recruit welders, shown by workers’ number .......................... 90
Table 17. Welders’ deficient knowledge and skills ....................................................................... 91
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LIST OF FIGURES
Figure 1. The Employers covered by the survey, employee number, by 8 jobs ...................... 16
Figure 2. The Employers covered by the survey and years of operation, by 8 jobs................ 17
Figure 3. The economic entities that have human resources specialists, in percent .............. 17
Figure 4. The Employers providing training for new entrants, % ................................................ 18
Figure 5. Theoretical knowledge demanded by Employers ........................................................ 18
Figure 6. Personal attitude preferred by Employers ..................................................................... 20
Figure 7. Competence required by Employers .............................................................................. 20
Figure 8. Professional skills demanded by Employers................................................................. 21
Figure 9. Factors considered for recruitment of new workers ..................................................... 24
Figure 10. New workers’ (TVET institution) professional skills ................................................... 24
Figure 11. Evaluation of new workers’ (TVET institution graduates) professional skills ......... 25
Figure 12. Evaluation of TVET institution graduates’ theoretical knowledge............................ 27
Figure 13. Evaluation of graduates’ practical skills ....................................................................... 27
Figure 14. Employer satisfaction towards curriculum of TVET institutions ............................... 28
Figure 15. Employers covered by the survey by employee number .......................................... 31
Figure 16. Employers covered by the survey, by years of operation ......................................... 31
Figure 17. Factors focused on to recruit new hairdressers ......................................................... 32
Figure 18. Newly recruited hairdressers’ skills assessment ........................................................ 33
Figure 19. Knowledge requirement for hairdressers .................................................................... 35
Figure 20. Personal attitude required by the Employers from hairdressers.............................. 36
Figure 21. Personal skills requirements demanded by the Employers from hairdressers ..... 36
Figure 22. Professional skills requirement by the Employers from hairdressers ..................... 37
Figure 23. Assessment of TVET institution graduates’ knowledge and skills .......................... 37
Figure 24. The hospitals covered by survey, by worker number ................................................ 39
Figure 25. The hospitals covered by survey, by year of operation ............................................. 40
Figure 26. Priority of assets for recruitment of nurses ................................................................. 40
Figure 27. Assessment of professional skills of newly graduated nurses ................................. 41
Figure 28. Reasons of leaving job among nurses ........................................................................ 42
Figure 29. Employer requirements for nurses ............................................................................... 43
Figure 30. Attitude demanded from nurses .................................................................................... 43
Figure 31. Employer requirement in respect of personal competence from nurses ................ 44
Figure 32. Professional skills required from nurse ........................................................................ 45
Figure 33. Assessment of graduates’ theoretical knowledge and practical skills .................... 46
Figure 34. The entities covered by the survey, by employee numbers ..................................... 48
Figure 35. The entities covered by the survey, by operating years ........................................... 48
Figure 36. Factors that are focused to recruit new tailors ........................................................... 49
Figure 37. New tailors’ skills assessment ...................................................................................... 50
Figure 38. Deficient skills among newly recruited tailors ............................................................. 51
Figure 39. Knowledge required by Employers from tailors .......................................................... 53
Figure 40. Attitude required from tailors ......................................................................................... 53
Figure 41. Personal competence demanded from tailors ............................................................ 54
Figure 42. Professional skills required from tailors ....................................................................... 54
Figure 43. Assessment of new tailors’ theoretical knowledge and practical skills ................... 55
Figure 44. The restaurants and hotels covered by survey and their employee number ......... 57
Figure 45. The restaurants and hotels covered by survey and their years of operation ......... 57
Figure 46. Assets that are prioritized to hire cooks ...................................................................... 58
Figure 47. Skills assessment of newly graduated cooks ............................................................. 59
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Figure 48. Reasons of quitting job among cooks .......................................................................... 60
Figure 49. Knowledge required by Employers from cooks .......................................................... 61
Figure 50. Personal attitude required by Employers from cooks ................................................ 62
Figure 51. Personal competence demanded by Employers from cooks ................................... 62
Figure 52. Professional skills demanded from cooks ................................................................... 63
Figure 53. Theoretical knowledge and practical skills of cooks who are graduates of TVET
institutions ........................................................................................................................................... 63
Figure 54. The construction and office leasing companies covered by the survey, by worker
number ................................................................................................................................................. 66
Figure 55. The construction and office leasing companies covered by the survey, by
operating years ................................................................................................................................... 67
Figure 56. Factors of priority for recruitment of electricians ........................................................ 67
Figure 57. Employers’ evaluation over electricians’ skills ............................................................ 68
Figure 58. Deficient skills of newly hired construction electricians ............................................. 69
Figure 60. Knowledge required from construction electricians ................................................... 70
Figure 61. Personal attitude required from construction electricians ......................................... 70
Figure 62. Personal competence required from construction electricians ................................ 71
Figure 63. Professional skills required from construction electricians ....................................... 71
Figure 64. Assessment of electricians who graduated TVET institutions ................................. 72
Figure 65. The economic entities covered by survey, by employee number............................ 74
Figure 66. The economic entities covered by survey, by operating years ................................ 74
Figure 67. Factors that are focused on recruitment of plumbers ................................................ 75
Figure 68. Assessment of construction plumbers’ professional skills ........................................ 75
Figure 69. Deficient skills among newly graduated plumbers ..................................................... 76
Figure 70. Reasons of quitting job among plumbers .................................................................... 77
Figure 71. Theoretical knowledge required from plumbers ......................................................... 78
Figure 72. Attitude required from plumbers ................................................................................... 78
Figure 73. Individual competence required from plumbers ......................................................... 78
Figure 74. Assessment of TVET institutions graduates ............................................................... 79
Figure 75. The mining companies covered by survey, by employee number .......................... 81
Figure 76. The mining companies covered by survey, by operating years ............................... 82
Figure 77. Factors that are focused on for recruitment of heavy vehicle operators ................ 82
Figure 78. Assessment of heavy vehicle operators’ professional skills ..................................... 83
Figure 79. Knowledge required from heavy vehicle operators ................................................... 85
Figure 80. Personal attitude required from heavy vehicle operators ......................................... 85
Figure 81. Personal competence required from heavy vehicle operators ................................. 86
Figure 82. Skills required from heavy vehicle operators .............................................................. 86
Figure 83. Assessment of TVET institutions’ graduates as heavy vehicle operators .............. 87
Figure 84. The Employers covered by survey, by employee number ........................................ 89
Figure 85. The Employers covered by survey, by operating years ............................................ 90
Figure 86. Factors considered to recruit welders .......................................................................... 90
Figure 87. Skills assessment of TVET institutions’ graduates who have just been recruited 91
Figure 88. Knowledge required from welders ................................................................................ 93
Figure 89. Attitude required from welders ...................................................................................... 93
Figure 90. Personal competence required from welders ............................................................. 93
Figure 91. Professional skills required from welders .................................................................... 94
Figure 92. Knowledge and skills assessment of welders who finished TVET institutions ...... 94
Figure 93. Wheel loader .................................................................................................................... 99
Figure 94. Excavator (Hydraulic) ..................................................................................................... 99
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Figure 95. Bulldozer ........................................................................................................................... 99
Figure 96. Dump truck ....................................................................................................................... 99
Figure 97. Grader ............................................................................................................................... 99
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DEFINITION OF TERMS
On-the-job training is training conducted in accordance with a specially developed content
or pre-determined plan aimed at providing work skills, practice and capability.1
Employer is a boss or head of an organization who makes decisions independently in respect
of economic activities of the organization and who recruit one or more workers for extended
term under an employment agreement or other agreements or negotiation for his/her own
business which is directly dependent on actual or potential profit from products and services.2
Teamwork is a typical work element where knowledge, data, experience and practice is
shared.
Level of education is an extent of knowledge to be learned at particular phases and
determined by standards of pre-school, primary, secondary and tertiary education
organizations.
Apprenticeship is training of an apprentice under a skilled and experienced worker’s
supervision to tutor professional works.
Practical training is tutoring of skills at industrial or work places under professional’s
supervision.
Profession is a complex of knowledge, skills and practice required for a particular job.
Vocational education is technical knowledge and skills, and occupational and
communication skills development instructed through organized training for particular
technical activity needs.
Vocational training is training that emphasizes to provide, improve, re-train or practice
technical skills required for a particular job or wok, provide occupational and communication
skills, and instruct how to do business.
Technical skills is knowledge, skills and experience that is essential to undertake a particular
technical task.
Skilled worker is a person who acquired knowledge and skills to do a particular job through
schooling or who is certified by an authorized body.
1 Glossary of terms for qualification system and vocational education and training, L.Lkhanyam, S.Tseepel, S.Baatar, 2011 2 Appendix ‘Method to calculate Employment and Workforce Statistics’ to Order 01/68/94 dated June 19 and 16, 2009 by Chairman, NSO and Ministry of Labour and Social Protection
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ABBREVIATIONS
MLSP – Ministry of Labour and Social Protection
RILSP – Research Institute of Labour and Social Protection
GOLW – General Office of Labour and Welfare
NSO – National Statistics Office
TVET – Technical and vocational education and training
HVO – Heavy Vehicle Operator
OSH- Occupational safety and health
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CHAPTER 1. INTRODUCTION TO SURVEY
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GOAL AND SCOPE OF SURVEY
Mongolia prepares required skilled workers through vocational education and training
system, in consideration of labour market demand and skilled workforce needs.
The Research Institute of Labour and Social Protection at the Ministry of Labour and
Social Protection has carried out the Survey on the Employer Requirements for Employees to
identify general and special technical skills requirements of Employers, targeting professions
offered by technical and vocational education and training institutions. The purpose of the
survey is to:
✓ Identify common skills requirements demanded by Employers;
✓ Identify special skills requirements demanded by Employers for selected professions;
✓ Identify primary requirements considered for recruitment; and
✓ Assess whether new employee skills meet the Employer requirements.
The following professions have been chosen for the survey, considering the highest number
of TVET institution graduates, who majored in the professions in the academic year 2015-
2016, the most common professions among entrants in the academic year 2017-2018, and
list of jobs or professions in demand on thet labour market:
1. Hairdresser
2. Nurse
3. Tailor of sewn products
4. Cook
5. Construction electrician
6. Construction plumber
7. Heavy vehicle operator and
8. Welder
Definition of professions, duties and skills have been applied as provided in references
and standards, including ‘Reference on Jobs and Professions’, ‘National Classification and
Definition of Jobs and Professions’, ‘Choosing Profession’, and MNS 6541 : 2015 on General
Requirements for Vocational Education and Training. Based on them, the survey questions
and approach were defined, while data has been collected under qualitative study method.
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CHAPTER 2. SURVEY RESULT
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ECONOMIC ENTITIES COVERED BY SURVEY
A total of 110 economic entities, including 11-16 economic entities from mining,
construction, processing industry, health and service sectors each, were selected for the
survey, and data was collected from senior specialists in charge of technical workers,
engineers, and other personnel. The following criteria were considered to select the economic
entities:
1. Recruiting TVET institution graduates for the last 3 years; and
2. Scope of operation of economic entities, absorption of technical workers, and years of
operation.
The selected economic entities have 34000 employees, whose 35 percent is women.
The Employers working hairdressers have the least number of workers, while Employers
working welders, heavy vehicle operators and nurses have relatively high number of workers.
Figure 1. The Employers covered by the survey, employee number, by 8 jobs
Some 13 percent of the selected economic entities is operating up to 5 years, 35 percent is
operating 6-10 years, 18 percent is operating for 11-20 years, 19 percent for 21-50 years, and
15 percent is operating for over 51 years.
13%8%
21%
8%
33%
19%
38%
50%
71%
73%
31%
31%
8%
7%
15%7%
6%
15%
7%
8%
9%
23%13%
19%
15%
47%
25%
8%
7%
6%
40%
9%
15%27%
50%
7% 9%
HVO Welder Cook Nurse Tailor Hairdresser Plumber Electrician
1-9 10-49 50-99 100-199 200-499 500-999 1000 or more
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Figure 2. The Employers covered by the survey and years of operation, by 8 jobs
Some 74 percent of the selected economic entities have a human resources specialist; 29
percent of the Employers of hairdressers have a human resources specialist and over 50
percent of the other Employers have a human resources specialist.
Figure 3. The economic entities that have human resources specialists, in percent
93 percent of the selected Employers involve new employees in training and provide practical
sessions. All Employers that recruit hairdressers, nurses and construction plumbers provide
training and practical sessions.
20%
13%
46%
6%
8%
7%
40%
25%
31%
13%
17%
64%
36%
54%
6%
23%
6%
25%
29%
36%
31%
20%
44%
25%
42%
18%
20%
13%
50%
8%
9%
15%
HVO
Welder
Cook
Nurse
Tailor
Hairdresser
Plumber
Electrician
1-5 years 6-10 years 11-20 years 21-50 years 51 years or more
29%
55%
67%
77%
80%
88%
92%
100%
Hairdresser
Plumber
Tailor
Cook
HVO
Welder
Electrician
Nurse
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Figure 4. The Employers providing training for new entrants, %
Employer requirements for employees
This section outlines the requirements demanded by Employers from employees in
terms of theoretical knowledge, personal attitude and competence, and professional skills.
They have been assessed from 1-4 points (1-not important at all, 2-not important, 3-important,
4-very important).
Theoretical knowledge:
All Employers consider that theoretical knowledge is important. Average assessment result is
3.4 points. In particular, the Employers of cooks consider it more important, compared to the
rest.
Figure 5. Theoretical knowledge demanded by Employers
The Employers’ requirements in respect of theoretical knowledge are shown below for each
profession.
Hairdresser:
• Ethics of service workers;
75%
87%
92%
92%
94%
100%
100%
100%
Tailor
HVO
Electrician
Cook
Welder
Plumber
Nurse
Hairdresser
3.4
3.5
3.4
3.0
3.5
3.6
3.0
3.4
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
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• Type and reason of hair damage and disease;
• Technology to determine hair types, hair wash and care, and scalp massage
Nurse:
• Standard of common actions;
• Relevant legislation on infection control;
• Ethics and procedures for medical worker;
• Nursing care of patients with cardiovascular disorders;
• Operative nursing care;
Tailor:
• Occupational safety and health;
• Ability to read and understand technology-related documents;
• Operating principle, adjustment and service of sewing machines with straight and
zigzag stitches;
• Hand sewing regime, relevant tools
Cook:
• Food safety and hygiene requirements;
• Basic understanding of mess halls;
• Occupational safety and health;
• Preparation of workplace;
• Processing of food raw materials as per hygienic and technological requirements;
• Classification, type and making technology of salads and appetizers;
• Processing methods of foodstuff
Electrician:
• Basic knowledge of electrical equipment;
• Occupational safety and health;
• Electrical inspection;
• Reading of work drawing;
• Signage and marking;
Plumber:
• Occupational safety and health;
• Heating system;
• Plumbing;
• Indoor sewerage and supply, its assembly
Heavy vehicle operator:
• Occupational safety and health;
• Technical capacity and load of equipment;
• Field driving;
Welder:
• Type and location of welded connection;
• Stitch type of welded connection;
• Occupational safety and health;
• Design and type of electrical welding equipment.
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Personal attitude
According to the assessment result on personal attitude by the Employers, its average
is 3.7. The Employers of nurses and welders consider that a good personal attitude is an asset
or very important.
Figure 6. Personal attitude preferred by Employers
Competence
The Employers’ assessment towards competence is 3.2, on an average. The
Employers of nurses recognize that competence in addition to professionalism is very
important.
When we enquired the Employers if they require computer and foreign language
competence, all except the Employers of nurses said no.
Figure 7. Competence required by Employers
Professional skills
The Employers have been enquired whether they consider or require professional
skills set forth in the ‘Reference on Jobs and Professions’, ‘National Classification and
Definition of Jobs and Professions’, ‘Choosing Profession’, and MNS 6541:2015 on General
Requirements for Vocational Education and Training.
Its average is 3.4 according to their answer. The Employers of nurses and heavy
vehicle operators consider that professional skills are of great importance.
3.7
3.6
3.8
3.5
3.9
3.7
3.3
3.7
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
3.0
3.2
3.3
3.1
3.7
3.2
2.9
3.1
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
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Figure 8. Professional skills demanded by Employers
The most important common professional skills are listed below as defined by the Employers.
Hairdresser:
• Give advice to customers how to care hair;
• Determine hair types;
• Care hair;
• Determine hair types, wash and care hair, and massage scalp;
• Make and apply hair wigs and hair accessories
Nurse:
• Engage with or communicate with clients;
• Measure vital signs;
• Make injection;
• Make tests;
• Comply with common nursing standards and medical guidance;
They are included in the standard of medical technology and common treatment and
diagnosis.
Tailor of sewn products:
• Ensure work preparation;
• Sew straight stitch attaching components;
• Sew to combine prepared components;
• Prepare small components;
• Iron ready products;
• Sew light clothes;
Cook:
• Comply with workplace safety and hygiene requirements;
• Process food materials as per hygiene and technology;
• Make a variety of soups as per technology;
• Operate kitchen equipment;
• Prepare and make main dish as per technology;
• Maintain cook’s documents;
• Make a variety of salads as per technology;
• Make simple food decoration;
3.23.5
3.6
3.0
3.9
3.7
2.6
3.8
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
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Construction electrician:
• Comply with occupational safety and health requirements;
• Install or mount lights, and do required connections;
• Fix or install electric cables/wire or equipment;
• Prevent from hazard or omission, do calibration and maintenance;
• Connect, install and assemble as per distribution board schemes;
• Do connection of a single or three phase electricity meters;
Construction plumber:
• Comply with occupational safety and health requirements;
• Assemble indoor heating system and its equipment;
• Assemble floor heating and clean water system;
• Test heating and water pipelines using water and gas;
• Assemble indoor water supply and fire extinguishing system;
Heavy vehicle operator:
• Comply with occupational safety and health requirements;
• Comply with technical safety;
• Understand technical control panel;
• Manipulate;
• Do technical inspection;
Welder:
• Comply with occupational safety and health requirements;
• Use welding and repair tools properly;
• Undertake electrical, semi-automated and pneumatic soldering as per technology and
standard;
• Able to read technical graphics or drawing.
Personal attitude and professional skills, which are considered important by the
Employers, are shown below by each job. Handling increased workload, team work,
independent work and good behavior is considered as important attitudes.
23
Table 1. Personal attitude and competence required by the Employers (assessed above 3), by 8 jobs
Profession
Employer requirements
Constr
uction
plu
mber
Constr
uction
ele
ctr
icia
n
We
lder
Tailo
r of sew
n
pro
ducts
Nurs
e
Cook
Hairdre
sser
Heavy v
ehic
le
opera
tor
Personal ability
Teamwork
Independent work
Handling of workload
Dexterity, quickness
Responsibility
Problem solving
Computer skills
Foreign language competence
Personal attitude
Behaving properly
Initiative
Stable working
Punctuality
Keen on profession
Wish and aspiration to do job successfully
Keen on learning or improving
Discipline, good communication
Careful, thorough
Organized
Ethical
Patient, persistent
Professional skills
Comply with OSH
The Employers have been asked if they consider level of education, sex, age,
appearance or body-build to recruit new people. Points between 1 and 4 are allocated.
They have given 2.8 to level of education, 2.6 to age, 2.4 to sex, and 2.0 to appearance
or body-build, which have indicated that they prefer personal behavior and attitude to skills. It
was confirmed by majority of the Employers when information and data were collected. When
this result is allocated to each profession, level of education is considered more for nurses,
while age and sex are considered more for construction plumbers.
24
Figure 9. Factors considered for recruitment of new workers
Professional skills of new workers
The Employers have recruited 525 graduates of TVET institutions for the last 3 years.
The Employers have been asked to evaluate 6-8 major professional skills of these new
workers, using points 1-4 (1-very poor, 2-poor, 3-good, 4-very good). Accordingly, average
point of the graduates’ professional skills pertaining to 8 jobs is 2.4 or not very good. In
particular, hairdressers’ skills are very poor, as the Employers have evaluated.
Figure 10. New workers’ (TVET institution) professional skills
According to the result, only 8 percent of the Employers considers that the new graduates’
professional or technical skills are very good, 37 percent consider they are good, 41 percent
considers they are poor, and 14 percent considers they are very poor. When this result is
allocated to each profession or job, most of the Employers evaluate that the construction
electricians’ skills are good, while most of the Employers evaluate that the hairdressers’ skills
are poor.
2.8
2.1
33.2
2.1
1.1
2.4
1.9
3.3
2
2.5
1.1
2.6
3
1.7
2.82.9
Education Appearance, body-build Age Sex
Plumber Electrician Welder Tailor Nurse Cook Hairdresser HVO
2.3
2.6
2.3
2.6
2.5
2.6
1.7
2.5
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
25
Figure 11. Evaluation of new workers’ (TVET institution graduates) professional skills
Deficient professional or technical skills which have been highlighted most frequently by the
Employers are provided below.
Hairdresser:
• Special occasion hairdo;
• Making and applying hair wigs and hair accessories;
• Defining hair types;
• Technology to wash hair, massage scalp and dry;
Nurse:
• Maintain documents;
• Intravenous injection;
• Testing;
• Care and nursing;
• Compliance with infection control;
• Proper communication with clients;
• Reading prescription;
• Knowledge on professional words and terms and mixture of injection;
Tailor of sewn products:
• Reading and understanding of technological documentation;
• Apparel sewing ability;
• Nomenclature of details;
• Theoretical knowledge of stitches/sewing;
Cook:
• Ordinary food decoration;
• Meat preparation;
• Cooking as per technological cards;
• Cooking technology;
• Names and use of vegetable and sauces;
37%
28%
55%
31%
50%
47%
40%
29%
18%
8%
9%
10%
2%
3%
44%
19%
39%
55%
30%
45%
39%
40%
16%
38%
6%
9%
6%
14%
9%
10%
14%
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
Poor Very poor Good Very good
26
• Chopping technology;
• Knowledge on storage and preservation of foodstuff;
Construction electrician:
• Installation and assembly as per distribution board schemes;
• Electrical connections;
• Independent work;
• Ability to read work drawings;
• Knowledge on material names and types;
Construction plumber:
• Assembly of sheet instruments;
• Assembly of water and heating supply system;
• Assembly of indoor hot and cold water system;
• Ability to read work drawings;
• Compliance with and knowledge of work norm and standards;
• Knowledge and application of material names and types;
Heavy vehicle operator:
• Loading and unloading;
• Manipulation;
• Driving uphill;
• Ability to do technical inspection;
• Knowledge on parts and their capacity;
• Ability of spatial orientation;
• Dump truck operator skills;
Welder:
• Electrical, semi-automated and pneumatic soldering as per technology;
• Compliance with occupational safety and health requirements;
• Stitch welding;
• Knowledge on signage and markng;
• Technology to solder steel and copper;
• Selection of materials and electrode.
Assessment of TVET institution curricula
We have assessed whether the TVET institution curricula and graduates’ theoretical
knowledge and practical skills meet the Employers’ needs or requirements.
As a result, 16 percent of the Employers assumes that the graduates’ theoretical
knowledge is satisfactory, while 58 percent assumes it moderate and 26 percent assumes it
unsatisfactory. When it comes to each profession or job, ‘good’ is given to nurses and ‘poor’
is given to hairdressers.
27
Figure 12. Evaluation of TVET institution graduates’ theoretical knowledge
When the graduates’ practical skills are assessed, 6 percent of the Employers say that
they meet the requirements, 44 percent considers they meet in a moderate level, and 51
percent say that they do not meet the requirements. In other words, graduates’ practical skills
do not meet the Employers’ requirements. In particular, heavy vehicle operators, hairdressers,
and welders cannot work meeting the relevant requirements.
Figure 13. Evaluation of graduates’ practical skills
The assessment covered the Employers’ satisfaction towards the curricula of TVET
institutions where students major in 8 selected jobs. The result shows that 9 percent is
satisfactory, 57 percent is moderately satisfactory, and 34 percent is unsatisfactory. It
demonstrates that the curricula of TVET institutions must be updated. Besides, many
Employers emphasized that the TVET institution teachers’ training approach, skills and
training equipment, practical session environment, students’ attitude and activity may impact
adversely on graduates’ skills development.
The Employers of cooks have better satisfaction towards the curricula, while those of
nurses are contrary. As the Employers said, this inferior evaluation may be relevant to the fact
that all nursing schools pursue a different curriculum.
18%
15%
21%
8%
36%
15%
7%
9%
36%
77%
50%
67%
50%
70%
43%
73%
45%
8%
29%
25%
14%
15%
50%
18%
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
Satisfactory Moderate Unsatisfactory
8%
13%
23%
55%
77%
36%
50%
47%
46%
21%
18%
45%
15%
64%
50%
40%
31%
79%
82%
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
Meeting Meeting moderately Not meeting
28
Figure 14. Employer satisfaction towards curriculum of TVET institutions
There was no single Employer who feels satisfactory towards the curricula of TVET institutions
where hairdressers, welders, and construction plumbers are prepared.
15%
8%
7%
23%
18%
64%
62%
71%
67%
40%
62%
57%
36%
36%
23%
29%
25%
53%
15%
43%
46%
Plumber
Electrician
Welder
Tailor
Nurse
Cook
Hairdresser
HVO
Satidfactory Moderate Unsatisfactory
29
CHAPTER 3. DETAILED REPORT PERTAINING TO EACH
PROFESSION
30
1. HAIRDRESSER
31
Definition of profession
Hairdressers provide the hair care services including haircut, apply different hair styles,
dye hair, and make hair straight or wavy. Main duties include:
✓ Cut, wash, curl or dye hair;
✓ Shape and shave beard;
✓ Adjust and apply hair wigs at customer’s request;
✓ Give advice in respect of hairdo, hair care and hair care products;
✓ Change hair style making longer and fluffy;
✓ Get booking from customers; and
✓ Clean workplace, disinfect tools, and get service fees.3
Hairdressers are classified as man hairdressers, woman hairdressers, and hair care specialist.
600 students graduated TVET institutions as hairdressers in 2016.
1.1.1. Economic entities covered by the survey
The economic entities in Ulaanbaatar, that recruited or are working TVET insitution
graduates, have been selected for the survey. Accordingly, we collected information and data
from directors, managers and master hairdressers of 14 hair and beauty salons. 43 percent of
them have 10-15 workers, 29 percent have 20 or more workers, 21 percent have up to 10
workers, and 7 percent have 16-19 workers.
Figure 15. Employers covered by the survey by employee number
64 percent of them operate permanently for 6-10 years, and 22 percent operate for 11-
15 years.
Figure 16. Employers covered by the survey, by years of operation
3 Classification and definition of national jobs or professions, Ministry of Labour and Social Protection, 2010
21%
43%
7%
29%
1-9 10-15 16-19 Over 20
7%
64%
21%
7%
1-5 years 6-10 years 11-15 years Over 16 years
32
The Employers covered by the survey have 244 workers in total, whose 74 percent is
women, while 49 percent is hairdressers. Some 64 percent of the Employers have up to 10
hairdressers.
1.1.2. Requirements for recruitment of new employees
The Employers consider particular personal development indicators to recruit new
hairdressers more apart from professional or technical skills. The Employers have been asked
if they consider level of education, age, sex, appearance or body-build to recruit new people
as hairdressers. The factors were evaluated by points from 1 to 4 (1-not important at all, 2-not
important, 3-important, and 4-very important).
It is evident that the Employers consider age and appearance to a certain degree for
recruitment of new people. In particular, the Employers, who have up to 10 workers, pay
attention to age. It may be relevant to the fact that he or she is engaged in service. Whereas,
they assume that sex is not a factor to consider for recruitment.
Figure 17. Factors focused on to recruit new hairdressers
Table 2. Factors focused on to recruit new hairdressers, by employee number
Employee
number
Factors focused
Education Age Appearance Sex
1-9 2.7 3.7 3.0 2.7
10-15 2.5 2.8 2.5 1.5
16-19 2.5 2.5 2.5 2.0
Above 20 2.3 2.3 2.7 2.7
NEWLY RECRUITED HAIRDRESSER SKILLS
This section illustrates whether the students who have just finished TVET institutions
meet the Employer requirements pertaining to professional and technical skills.
1.1.3. Assessment of TVET institution graduates as hairdressers
The Employers have recruited 53 new hairdressers for the last 3 years and 53 percent
of them graduated TVET institutions.
Their professional and technical skills have been evaluated against the following 8
indicators. Points from 1 to 4 were used (1-very poor, 2-poor, 3-good, 4-very good).
✓ Knowledge on the characteristics of materials, ingredient, norm and mixture,
and application of them for the relevant purposes
✓ Selection and use of hairdressing tools and equipment
2.5
2.9
2.6
2.1
Education
Age
Appearance
Sex
33
✓ Ability to define hair types, wash and care hair, and massage in scalp
✓ Cutting or doing hair
✓ Curling, straightening or dye of hair
✓ Shape hair or make hair wavy
✓ Special occasion hairdo
✓ Making and applying hair wigs, additional hair and hair accessories.
According to average assessment of the Employers, professional and technical skills of newly
recruited hairdressers are unsatisfactory. Their ability to choose and use hairdressing tools
and equipment is 2.4, which is the highest point, compared to the remaining factors.
Hairdresser’s main duty of cutting, curling and shaping hair is evaluated at 1.6-1.9 points,
which demonstrate that their professional skills are unsatisfactory.
Figure 18. Newly recruited hairdressers’ skills assessment
In terms of the employee number, the Employers who have 16-19 employees have
given 1-1.5 points to all indicators, which means that the employees’ skills are poor.
1.82.4
2.2
1.6
1.6
1.9
1.2
1.3
Aware of characteristics,ingredient, norm, and
compound of materialsapplied in service, use them
for the purposes
Choose and usehairdressing tools and
equipment
Define hair types, wash andcare, massage in scalp
Haircut and hairdo
Make hair wavy or straightusing chemicals, dye hair
Wave or shape hair
Apply night/decorationhairdo
Apply wigs, supplementaryhair, and decoration
34
Table 3. Hairdressers’ professional skills assessment, by employee number
№ Criteria
Employee number
1-9 10-15 16-19 Above
20
1 Knowledge on material features, ingredient, norm and mixture, and application of them for the relevant purposes
1.7 1.8 1.5 2.0
2 Selection and use of hairdressing tools and equipment 2.7 2.5 1.5 2.3
3 Ability to define hair types, wash and care hair, and massage in scalp
2.3 2.2 1.5 2.3
4 Cutting or doing hair 1.7 1.7 1.5 1.3
5 Curling, straightening or dye of hair 1.7 1.7 1.0 1.7
6 Shaping hair or making hair wavy 2.0 1.8 1.0 2.3
7 Special occasion hairdo 1.7 1.2 1.0 1.0
8 Making and applying hair wigs, additional hair and hair accessories
1.7 1.2 1.0 1.3
Newly recruited hairdressers’ knowledge and skills
All Employers assume that new employees’ professional skills are under standard or
unsatisfactory.
The deficiency which is mentioned most frequently by the Employers is a lack of basic
professional knowledge or understanding, rather than professional skills.
Table 4. Deficient knowledge and skills among newly recruited hairdressers
Knowledge Skills
1 Basic knowledge
Wash hair and massage scalp
2 Defining hair types Ability to cut hair
3 Technology to wash hair and massage scalp
Practical skills
4 Process of drying hair Lack of dedication and desire to work, or not being committed
Out of deficiencies named by the Employers, new employees are lack of knowledge on
the technology to define hair type, wash and dry hair, and massage scalp, while they are lack
of ability to wash and dry hair, and massage scalp. The most deficient practical ability is to cut
hair. Therefore, the Employers need to provide training and apprenticeship when they recruit
new hairdressers.
1.1.4. Reasons of quitting job among hairdressers
The Employers have been asked if any of their employees quit job for the last year.
According to them, 17 hairdressers left work.
The most frequently mentioned reasons are provided below:
✓ Pregnancy leave;
✓ Not meeting skills requirements;
✓ Having their own workplace;
✓ Complaint by customers;
✓ Lack of ability to work persistently; and
35
✓ Lack of personal responsibility
The most common reason of quitting job is a pregnancy leave, followed by a lack of skills and
having their own workplace or business. They are followed by a lack of personal responsibility,
such as being always late or absent for many days etc.
1.1.5. Requirements for open vacancies of hairdressers
There were 21 open hairdresser vacancies at the Employers during the information
and data collection. Some 56 percent of the Employers, who have the open vacancies, would
require at least 2.8 years of work experience, on average.
When skills are summarized, the Employers require the following professional skills:
✓ Have a degree 1 or above;
✓ Have ability to cut hair and do special occasion hairdo;
✓ Have ability to wash and dry hair and massage scalp;
✓ Have practical experience;
✓ Have basic knowledge (provide training);
✓ Be responsible, persistent and punctual, and have good personal development
and behavior.
2.1. EMPLOYER REQUIREMENTS FOR HAIRDRESSERS
This section describes the Employers’ professional skills requirements for hairdressers.
2.1.1. Skills sought from professional hairdressers
Priority of the Employer requirements, including professional knowledge, personal
attitude and competence, and technical skills, has been identified (1-not important at all to 4 –
very important).
Personal attitude is on top of priority, which is followed by individuals’ competence.
Knowledge of service ethics, hair damage and hair disease type and reasons, and workplace
organization is important for the Employers.
Figure 19. Knowledge requirement for hairdressers
As evaluated by the Employers, personal attitude is above 2.9 points. Out of them, learning
and improving skills is very important or 3.7.
2.9
3.4
3.12.6
3.4
Occupational safetyand health
Ethics of service worker
Organization or tidinessat workplace
Structure and functionsof skin and scalp
Types and reasons ofhair damage and
disease
36
Figure 20. Personal attitude required by the Employers from hairdressers
Personal skills or competence, except computer skill and leadership, are prioritized by the
Employers for recruitment. In particular, art or technique, swiftness and responsibility are
considered strongly to hire new people.
Figure 21. Personal skills requirements demanded by the Employers from hairdressers
As for professional and technical skills, ability to define hair type, give advice to customers as
to hair care, and care hair is preferred greatly to hire new hairdressers.
3.4
3.5
3.4
3.5
3.73.2
3.3
2.9
3.2
Desire to do job effectively
Proper communicationand discipline
Good personalorganization
Respect to other'sdecision
Keen on learning andimprove knowledge
Behave properly amongcolleagues
Have positive perception
Be initiator
Compliance of ethics code
2.43.1
3.1
2.9
3.13.43.1
3.4
2.3
1.9
Leadership
Teamwork
Independent work
Problem solution
Proactive or initiative
Responsible
Handle workload
Quick and dexterious in hands
Foreign language
Computer skills
37
Figure 22. Professional skills requirement by the Employers from hairdressers
2.1.2. Assessment of TVET institution curricula
When the Employers have been asked if graduates’ theoretical knowledge and practical
skills meet their requirements or expectation, one in every two Employers assume it
unsatisfactory, while 79 percent view that the graduates’ practical skills do not meet their
requirements or expectation. Some 57 percent of the Employers have assessed the curricula
moderate, while 43 percent has considered it is unsatisfactory.
Figure 23 Assessment of TVET institution graduates’ knowledge and skills
Suggestions to improve TVET institution curricula
We have sought the Employers’ suggestions in respect of improving TVET institution
curricula, and the suggestions most frequently mentioned by them are presented below:
1. Increase practical session hours;
2. Conduct practical sessions in effective and responsible manner under a robust
control;
3. Develop or improve capacity of teachers;
4. Provide opportunity to operate or use modern equipment or tools;
5. Provide opportunity to have practical session at large salons.
Half of the Employers expressed that they are willing to cooperate with TVET institutions
to prepare teachers, provide with teachers, and give opportunity to students to have practical
session at their salons.
3.3
3.1
2.6
2.7
2.8
2.6
2.6
2.4
2.0
1.8
1.7
3.4
Define types of hair
Care hair
Shape and make hair wavy
Hairdo, female
Hairdo, male
Shape hair by chemicalmethod
Dye hair and produce color
Apply wigs, additional hairand attach hair extension
Do night hairdo
Hairdo in competition
Manage hairdresser's,transfer new technology and
equipment
Give advice to customers onhair care
7%
43%50%
21%
79%
Satisfactory Moderate Unsatisfactory Meeting Moderate Not meeting
Theoretical knowledge Practical skills
38
2. NURSE
39
Definition of profession
Nurses provide uniform and inclusive nursing and care aligned with clients’ healthcare
needs, assess clients’ health, by preparing required care or nursing as per physician’s
guidance, developing a plan and maintaining medical or treatment records.
Main duties include:
• Monitor clients’ health, and report symptoms or changes;
• Record client health data and particular symptoms;
• Provide nursing or care to senior citizens, pregnant women, children and disabled
people;
• Give advice to client’s family members in certain cases (in the case of continuing
treatment);
• Assess client’s health and report to physicians;
• Provide treatment or service in compliance with the applicable Mongolian standards.4
Nurses finish school acquiring technical skills, by which this profession is different from other
professions. Over 200 nurses finished TVET institutions in 2016.
2.1.1. Hospitals covered by survey
We selected 15 secondary and third tier hospitals for the survey and collected
information and data from their senior nurses, heads of nursing units, and human resources
managers.
There are 7536 workers at these hospitals, whose 69.4 percent or 5237 is women.
Some 27 percent have up to 299 workers, another 27 percent have 300-499 workers, 33
percent have 500-799 workers, and 13 percent have over 800 workers.
Figure 24. The hospitals covered by survey, by worker number
These healthcare service providers have been operating for 48 years on average, and
80 percent of them is state-owned hospitals and 20 percent is private hospitals.
31 percent of the hospitals operate for up to 19 years, 19 percent operate for 20-49
years, 25 percent operate 50-79 years, and 25 percent operate for over 80 years. Average
operating time frame of the private hospitals is 7 years.
4 Reference on jobs or profession, 2014
27%
27%
33%
13%
Up to 299 300-499 500-799 Over 800
40
Figure 25. The hospitals covered by survey, by year of operation
3100 nurses work for these Employers. 44 percent of the hospitals have 200 or more nurses,
38 percent have 100-199 nurses, and 12 percent have up to 50 nurses.
2.1.2. Employer requirements for new nurses
Four recruitment requirements have been assessed by the Employers. As a result,
level of education is given 3.3 points or is viewed important, appearance or body-build is given
2 points or is viewed unimportant, sex is given 1.1 points or is viewed not important at all.
Figure 26. Priority of assets for recruitment of nurses
The hospitals, having up to 299 workers, prioritize the level of education, while the
hospitals, having 300-499 workers, consider that level of education and age is very important
and important, respectively. They do not pay attention to appearance and sex at all. The
hospitals, having over 800 workers, assume that none of them is important.
Table 5. Priority factors for recruitment of nurses, by worker number
Worker number Education Appearance Age Sex
Up to 299 3.0 1.5 2.3 1.3
300-499 3.8 1.3 3.0 1.0
500-799 3.8 2.6 2.8 1.0
Above 800 2.5 2.5 2.0 1.0
Mean 3.3 2.0 2.5 1.1
31%
19%25%
25%
1-19 years 20-49 years 50-79 years Over 80 years
3.3
2.5
2.0
1.1
Education
Age
Appearance
Sex
41
NEWLY RECRUITED NURSE SKILLS
This section outlines the Employers’ assessment over new nurses’ knowledge and
skills.
2.1.3. Assessment of TVET graduates as nurses
The hospitals have recruited 349 nurses for the last 3 years, and 146 of them are
graduates of TVET institutions. All hospitals have a human resources department or division.
The new graduates’ professional skills have been assessed by the Employers,
including 7 factors.
According to the assessment, ethics and computer skills are good, engagement with
clients and teamwork is given 2.5 points, while compliance with the common work standards,
infection control and ability to maintain documents are poor.
Figure 27. Assessment of professional skills of newly graduated nurses
Newly recruited nurses’ knowledge and skills
As pointed out by the Employers, graduates lack of basic knowledge, on top of lacking
professional knowledge and skills, which cause problems or difiiculties to the hospitals. When
the graduates took test on theoretical knowledge, result ranged between 40 and 60 percent.
The common deficient knowledge and skills are shown below in the table.
Table 6. Deficient knowledge and skills of nurses
№ Knowledge Skills
1 Awareness of common work standard Ability to handle manual actions
2 Reading prescriptions Nursing and care
3 Compliance with infection control Intravenous injection, blood testing
4 Mixture of medicines and injection Ability to give advice
5 Medical words and terms Ability to communicate with and serve people
6 Knowledge of English Thinking and decision making
7 Theoretical knowledge 40-60% Ethics of medical staff
8 Literacy Teamwork
2.2
2.2
2.3
2.52.5
3.0
3.1
Recordingdocumentation
Comply with infectioncontrol
Comply with standardon common acts
Work in teamCommunicate with
patients
Computer skills
Ethics
42
In addition to the above, they have poor knowledge in respect of legislation and Health
Minister’s decrees and instructions, as provided during interview.
2.1.4. Reasons of quitting job among nurses
118 nurses quit or were released from work for the last one year. Of them, 21.1percent
quit job to go abroad or to work in Korea, 18.4 percent left due to excessive workload, 18.4
percent left to study further, 15.8 percent left due to family issues, and 10.5 percent left for
pregnancy leave and retirement.
As nurses are paid low and workload is high, the Employers cannot fill open vacancies,
facing problems. It is common among the nurses going to Korea to work for better livelihood
and more income.
Figure 28. Reasons of leaving job among nurses
2.1.5 Skills required for open vacancies of nurses
When we were collecting the survey data, we have found out that there were 194 open
vacancies of nurses. 68.7 percent of the Employers said that they would not consider
experience, while 31.3 percent would require 2-3 years of experience.
While most Employers prefer experienced nurses, they have no choice other than to
train those who apply for open vacancies, because very few people apply for open vacancies
of nurses. They spend a lot of time and money to train nurses. Besides, it is very difficult to
maintain the trained nurses in longer time.
Nurses need to meet the following requirements:
1. Ability to handle manual works;
2. Communication, attitude, and ethics;
3. Teamwork;
4. Observance of infection control;
5. Computer skills;
6. Specialized nursing
The above-mentioned abilities are required by most Employers.
A variety of additional skills are demanded from nurses depending on the specifics of
a hospital. The Employers involve newly hired nurses in 14-day unpaid apprenticeship and 3-
month paid apprenticeship program. Then they work independently in shifts.
Going abroad to work21%
Heavy workload18%
Study18%
Family issues16% Retirement,
pregnancy11%
Moving to other hospital
or local …
Low salary8%
Other27%
43
2.2. EMPLOYER REQUIREMENTS FOR NURSES
This section describes the Employer requirements for nurses, including knowledge, skills and
personal attitude.
2.2.1. Skills required from professional nurses
All requirements are considered important ranging from 2.9 to 3.5 as provided by the
Employers. Common work standard is the most important and nurses need to know the
standard fully.
Figure 29. Employer requirements for nurses
Compliance with ethics, good communication, discipline, good behavior, and keeping
medical and client secrets are the most important attitude required by the Employers.
Figure 30. Attitude demanded from nurses
4.0
3.9
3.8
3.7
3.7
3.5
3.5
3.5
3.5
3.3
3.1
3.1
3.0
2.9
Standard on common acts
Legislation on infection control
Legislation and rules on medical worker ethics,…
Basic surgical care and nursing
Care and nursing for cardiovascular disorder
Medical guidance on care and nursing to old-age…
Care and nursing to respiratory system disorder
Care and nursing to renal system disorder
Infection control rules during infection
Nature of nursing to various disorder, reasons of…
Care and nursing to digestive system disorder
Care and nursing during special treatment of cancer
Care and nursing to patients with mental disorder
Care and nursing to injured patients
3.94.0
3.9
3.9
3.8
4.0
4.0
3.7
4.0
Not discriminate patients
Proper communication anddiscipline
Good personal organization
Respect other's decision
Keen on learning andimproving qualification
Properly behave amongcolleagues
Keep secrets of clinic andpatients
Be initiator
Comply with ethics
44
The Employers have been asked to assess nurses’ competence level by 9 factors.
According to the result, foreign language and computer skills are considered important,
ranging from 3.3 to 3.4 points. As for nurses, problem solving, handling workload, teamwork,
and being humane is very important skills which are demanded by the Employers.
Figure 31. Employer requirement in respect of personal competence from nurses
The following specialized professional skills required by the Employers are very
important and must be acquired before employment. As demanded by the Employers, nurses
must, at least, be able to do the actions set forth in the common work standard, operate
medical equipment, maintain documents, and comply with infection control.
3.93.9
3.6
3.8
3.93.8
3.7
3.3
3.4
Caring, sympathetic
Team work
Independent work
Problem solution
ResponsibleHandling workload
Dexterious, quick
Foreign languageknowledge
Computer knowledge
45
Figure 32. Professional skills required from nurse
2.2.2. Assessment of TVET institution curricula
The assessment focused on how graduates’ theoretical knowledge and practical skills
meet the Employers’ employment requirements.
36 percent of the Employers consider that graduates’ theoretical knowledge is
satisfactory, 50 percent consider it is moderate, and 14 percent consider it is unsatisfactory.
13 percent of graduates meet the Employers’ requirement on practical skills, 47
percent meet in a moderate level, while 40 percent do not meet the requirements.
Just 7 percent of the hospitals feel satisfactory toward TVET institution curricula,
however 53 percent is unsatisfactory toward the curricula.
4.0
4.0
4.0
4.0
4.0
4.0
3.9
3.9
3.9
3.9
3.9
3.8
3.8
3.8
3.8
3.8
3.8
3.7
3.7
3.6
Communicate with patients (explain what he/she is going to do, give advice, monitor…)
Do measurement of vital signs (body temperature, breath, arterial pressure, …)
Injection (mix injection, inject in muscles, do intravenous injection,…)
Do test (get blood test from veins, do test of urine, stool test, …)
Adhere to standard on common nursing acts, medicalguidance
Manual works
Patient related operations (screening, stop bleeding, cradle infants, carry patients, operate patient bed, …)
Ability to give advice (feeding, dressing, exercising, application of medication, …)
Comply with operation rules and safety of medicalequipment, tools and materials
Keep recording of documents (record balance of liquid, fill sickness sheet, record nutsing notes…)
Provide complex care and nursing for predominantdisorder
Maintain infection control (Disinfect, wear gloves and uniform …)
Assess patient health status (examine, observe …)
Test by devices (electrocardiagram, measure sugar in blood …)
Do body measurement (body mass index, define ratio of body measurement …)
Operation through digestive way (cleanse stomach, put probang in stomach …)
Assistance during pass away (provide emotional support, help in remains …)
Excretion (apply catheter, ....)
Operations of impact on blood circulation (apply suction cups, apply hot and cold compress …)
Wash (wash whole body of patient, bath infants …)
46
Figure 33. Assessment of graduates’ theoretical knowledge and practical skills
Suggestions to improve TVET institution curricula
Due to a short period apprenticeship and inability to undertake quality apprenticeship,
there are many cases where nurses are not aware of injection standard and cannot do
intravenous injection.
Nurse preparing schools do not have a uniform curriculum and it causes a lot of
challenges to the Employers, as they said. When new technology and equipment are
introduced, nurses must improve their skills accordingly. They need to learn to operate new
equipment or tools and follow safety. Thus, the relevant schools should study needs of
hospitals and reflect them in curricula, as advised by all the Employers. Suggestions to
improve the school’s curricula are summarized below:
• Make apprenticeship period longer;
• Improve quality of apprenticeship and provide suitable environment;
• The relevant schools need to have a common curriculum;
• Improve teachers’ skills;
• Develop nurses’ communication, attitude and ethics;
• Nurses need to communicate properly with clients or people;
• Need to have knowledge on health legislation and procedures;
• Include training standards and programs in curriculum to observe in practice.
36%
50%
14% 13%
47%
40%
Sa
tisfa
cto
ry
Mo
de
rate
Un
sa
tisfa
cto
ry
Me
etin
g
Mo
de
rate
No
t m
eetin
g
Theoretical knowlegde Practical skills
47
3. TAILOR OF SEWN PRODUCTS
48
Definition of profession
Tailors stitch, repair and embroider all types of sewn products in accordance with the
relevant technology and standard. In addition, they perform a procedural task to transfer a
good quality product component to next stage, in compliance with safety and hygiene
requirements, technological guidance and rules.5
About 700 people graduated TVET institutions as tailors in the academic year 2015-
2016.
3.1.1. The economic entities covered by survey
12 representatives of clothing factories that apply a conveyor system, European and
national tailor-made garment producers, fashion clothing tailors and sofa producers, all of that
are operating in Ulaanbaatar in a stable manner and have recruited graduates of TVET
institutions, have been selected for the survey in order to collect information and data from
their personnel who are able to define professional skills of tailors.
33 percent of them are tailor shops which have up to 19 workers, 17 percent are tailor-
made national and fashion clothing producers that have 50-199 workers, and 25 percent are
factories having more than 200 workers and entities having 20-49 workers each.
All entities covered by the survey have 933 workers in total, whose 50.8 percent is
tailors. Some 58.3 percent of the entities have 10-49 tailors.
Figure 34. The entities covered by the survey, by employee numbers
One in every two entities has been operating for 1-19 years, while 17 percent has been
operating more than 40 consecutive years.
Figure 35. The entities covered by the survey, by operating years
3.1.2. Requirements for new employees
When the selected entities have been enquired whether they take into account
education, age, sex and appearance or body-build when they recruit new employees. They
5 Jobs and Profession Reference: Tailor, Т.Enkhtuya, D.Narmandakh, 2015
33%
25%
17%
25%
1-19 20-49 50-199 Over 200
50%33%
17%
1-19 years 20-39 years Over 40 years
49
are not very important assets as provided by some of them. Some entities consider such
factors.
Figure 36 Factors that are focused to recruit new tailors
The Employers that have 1-19 workers consider education and sex to a certain degree,
while those that have 20-49 and more than 200 workers consider age to recruit new
employees.
Table 7. Factors that are focused to recruit new tailors, shown in employee number
Employee number
Factors that are focused to recruit tailors
Education Age Appearance Sex
1-19 2.5 2.3 1.0 2.5
20-49 2.0 2.7 1.0 1.3
50-199 1.5 2.0 1.5 2.0
Over 200 2.0 2.7 1.0 1.7
NEW EMPLOYEE SKILLS
This section provides the findings of enquiry which determined whether newly recruited
tailors meet the Employer requirements on skills.
3.1.3. Assessment of tailors-TVET institution graduates
The Employers have recruited 157 tailors for the last 3 years, whose 52 are graduates
of TVET institutions.
The graduates’ professional skills have been assessed by 8 indicators. On an average,
the Employers have given 3 points (good) to their skills such as manual handling, use of tools,
operating principle and settings of straight and zigzag sewing machine, and service; 2.8 points
to the skills including preparation and sewing of simple and key clothing components. They
have provided 2.3 points to graduates’ ability of reading of technological documents and 1.9
points (unsatisfactory) to ability to sew clothing.
2.1
2.4
1.1
1.9
Education
Age
Appearance
Sex
50
Figure 37. New tailors’ skills assessment
Employees’ knowledge on occupational safety and health, and compliance with thereof
is significant in production process. It has been assessed as 2.7 by the Employers, which can
be viewed that they are lack of proper knowledge on this matter.
The Employers that have 1-19 and more than 200 workers have given 3.3 points
(good) to newly recruited tailors’ skills, including ability to operate straight and zigzag sewing
machines, and preparation and sewing of simple and key clothing components.
Table 8. Assessment of tailors’ skills, in employee number
# Criteria
Employee number
1-19 20-49 50-199
Over 200
1 Compliance with occupational safety and health 3.0 2.7 2.5 2.3
2 Preparation and sewing of simple and key clothing components
3.3 2.0 2.5 3.3
3 Reading and understanding of technological documents 2.5 2.7 1.5 2.3
4 Operation, settings and servicing of straight and zigzag sewing machines
3.3 3.0 2.0 3.3
5 Operation, settings and repair of irons 2.3 3.0 2.5 2.7
6 Operation and use of steam pressing irons 2.0 3.0 2.5 3.0
7 Manual handling and tools 3.0 3.3 2.5 3.3
8 Sewing of clothing 2.3 1.3 1.5 2.3
The table above shows that all small and large employers have assessed that the
graduates’ ability to sew clothing and read and understand technological documents is poor
or unsatisfactory.
As found out by the Employers, TVET institution graduates have poor capability to sew
independently and operate the relevant equipment or tools. Thus, they are recruited as
permanent workers after certain period of training and step by step apprenticeship. It induces
additional cost for some companies.
2.7
2.8
2.3
3.0
2.6
2.6
3.1
1.9
Compliance withoccupational safety and
health
Sewing of simple andcore components
Reading andunderstandingtechnological…
Operation principle,calibration and servicingof straight and zig zag…
Ironing procedure,calibration and servicing
Principle and function ofpress ironing
Manual procedure andtools
Sewing of clothes
51
New tailor’s skills
83 percent of the selected Employers said that new tailors’ professional skills are poor
or deficient.
The most frequently repeated lack of skills are unsatisfactory sewing ability, and poor
basic professional knowledge or understanding. They account for 57 percent among others.
Figure 38. Deficient skills among newly recruited tailors
If the skills deficiency or problems named by the Employers are classified as knowledge and
skills, new employees’ basic knowledge is unsatisfactory. For example, they have poor
knowledge regarding sewing machines, equipment, components or small details of a product,
names of details, size of stitches, and sewing technology. As well, they do not have sufficient
practical skills to make straight stitch, and operation of sewing machines. On the other hand,
personal development and independent work are unsatisfactory, too.
Table 9. Deficient knowledge or skills
Knowledge Skill
1 Knoweldge on sewing machines and equipment
Lack of ability to sit at sewing
machine
2 Names of details, and other terms No ability to make straight stitch
3 Knowledge on stitch sizes Poor practical skill
4 Technological knowledge Poor independent work
5 - Poor personal development or behavior
6 - No ability to make stitches of sofa
31%
26%
30%
9%4%
Unable to sew
Lack of basic knowledge or understanding(Names of details, operation principle of sewingmachine)Poor practical skills
Poor technological knowledge
Poor personal development
Interview: Skill can be spoken in relation to a person who has fully acquired sewing technology
and is an indicator how to sew a product quickly and well. Unfortunately, we cannot speak
about skills in relation to newly hired graduates, because they failed to learn sewing technology,
professional terms and perception, operation or use of equipment, and sitting at sewing
machines. We consider personal development or behavior, interest, endeavor or diligence
more rather than professional skills to recruit new employees. Obviously, all new employees
cannot be under-developed. There are good graduates and good students, however, they want
to study further to become designers rather than becoming tailors. In other words, good
graduates do not work as tailors. Director, Sewing Factory
52
75 percent of the Employers provide training and apprenticeship to newly hired tailors.
They are provided with a certain time frame and step by step work as an assistant to a
permanent tailor in order to improve their skills.
3.1.4. Reasons of quitting job
We clarified each and every quit and release from work for the last one year. 60
workers quit job or Employers.
The most frequently provided reasons are summarized below:
✓ Having own workplace
✓ Not meeting skills requirements
✓ Pregnancy leave
✓ Excessive workload
✓ Migration
✓ Studying abroad
✓ Study
✓ Retirement
According to the above, the common reason of quitting job among tailors is having
their own workplace or shop, and it is followed by predominant reasons of dismissal due to an
inability to meet skills requirement, inability to handle workload, and having pregnancy leave.
There are many cases where they leave job in order to go abroad in search of job.
3.1.5. Requirements for open vacancies
We asked the Employers during the data collection whether there have been open
vacancies of tailors. Some 58 percent of them had 75 open positions.
Out of the Employers who have announced open positions, 57 percent would prefer
1-3 years of experience. They provided the following tailor skills requirements:
➢ Able to sew clothing independently;
➢ Able to sew right, clean and quickly;
➢ Be specialized;
➢ Have basic knowledge (details names);
➢ Able to sew basic stitches;
➢ Able to handle workload;
➢ Teamwork;
➢ Good personal development or behavior; and
➢ Have a desire or aspiration to develop further
Some Employers highlighted that genuine desire to proceed tailoring further and good
personal development or behavior is the most important assets.
3.2. EMPLOYER REQUIREMENTS FOR EMPLOYEES
This section describes the Employer requirements of professional skills for tailors.
3.2.1. Professional skills required from tailors
The Employers have assessed their tailors’ knowledge, attitude, personal competence,
and professional skills and have been asked whether they prioritize such indicators (1-least
important, 4-very important).
As they provided, personal competence and professional skills are important, while
personal attitude is the most important.
The Employers have further assessed the following indicators or skills, and the most
important asset includes ability to work while ensuring occupational safety and health and
53
ability to read and understand technological documents, giving 3.5 points. Press ironing (or
pressing) is considered unimportant.
Figure 39. Knowledge required by Employers from tailors
Personal attitude is assessed important, having 3 or more points. Most important thing is to
have a desire or aspiration to do his/her work, being assessed at 3.8. It is ideal of the
Employers.
Figure 40. Attitude required from tailors
3.5
3.0
3.5
3.3
2.7
2.3
3.2
2.7
Compliance withoccupational safety and
health
Sewing of simple and corecomponents
Reading andunderstanding
technological documents
Operation principle,calibration and servicing of
straight and zig zag…
Ironing procedure,calibration and servicing
Principle and function ofpress ironing
Manual procedure andtools
Knowledge on clothingdesign
3.8
3.3
3.7
3.4
3.53.5
3.0
3.0
3.0
Have desire to workeffectively
Have goodcommunication and
discipline
Good personalorganization
Respect other's decision
Wish to improveknowledge and skills
Behave properly amongcolleagues
Be positive
Be initiator
Comply with ethics
54
Figure 41. Personal competence demanded from tailors
As for professional skills, ensuring work preparation, sewing straight stitches attaching
components, and sewing to combine components is important for the Employers.
Figure 42. Professional skills required from tailors
3.2.2. Assessment of TVET institutions curricula
According to the enquiry on whether TVET institution graduates meet the Employer
requirements on theoretical knowledge and practical skills, one in every two Employers
answered that graduates do not meet such requirements. 25 percent view that graduates’
theoretical knowledge is unsatisfactory. 67 percent are moderately satisfactory towards TVET
institutions curricula and 25 percent is unsatisfactory.
3.6
3.3
3.4
3.6
2.2
2.4
Team work
Independent work
Handling of workload
Dexterious in hands
Foreign languageknowledge
Computer knowledge
2.5
2.8
3.1
3.4
3.4
3.1
3.3
2.8
3.0
2.8
Iron components
Iron making shape, andaccording to design
Iron ready products
Ensure work preparation
Sew in straight stitchattaching compoennts
Sew small components
Combine preparedcomponents
Sew outerwear
Sew light clothing
Sew traditional clothing
55
Figure 43. Assessment of new tailors’ theoretical knowledge and practical skills
Suggestions to improve TVET institutions curricula
We received the Employers’ suggestions to improve TVET institutions curricula, as part
of the study. They provided the followings, which have been repeated mostly:
1. Increase practical session hours up to 80 percent, conduct apprenticeship under
supervision of specialized tailors;
2. Develop teachers and improve their capacity;
3. Specilaize in a specific area within profession;
4. Teach skills to operate or use cutting edge technology and equipment
As provided above, the Employers are willing to work with TVET institutions to make training
more efficient or productive as well as prepare their own workforce. They are also able to
provide effective apprenticeship, on-the-job training and provide professional masters who are
able to supervise apprenticeship.
Interview: If students have a classroom training to study theory for initial 3-6
months and then 1-year apprenticeship at factories, followed by a combination
of theory and practice through classroom development, they will be able to
acquire effective and competent abilities. Our factory cooperates with TVET
institutions allowing students to have apprenticeship at our factory and hire some
of them. Students are paid during apprenticeship. Director, Sewing Factory
56
4 COOK
57
Definition of Profession
Cooks make bread, salads and appetizers (vegetable, meat, rice and pasta), soup
(mixed, cream, milk), sauces, and main dishes with vegetable, egg, dairy, flour, rice, pasta,
meat and other by-products, using the relevant equipment and tools, in compliance with
occupational safety and health procedures, as per food production technology and standard.6
They are able to track down and maintain the documents related to medical checkup, food
sampling, occupational safety and health, technological cards, and other basic documentation
in compliance with the applicable standards.
Over 1000 people graduated TVET institutions in 2016 as cooks.
4.1.1. The economic entities covered by survey
Thirteen restaurants and hotels that are operating in Ulaanbaatar have been selected
for the survey and data has been collected from their senior and chief cooks, and human
resources managers.
They have 1294 workers, whose 55.7 percent is women. 38 percent of the Employers
have 10-49 workers, 31 percent have 50-99 workers, and another 31 percent have more than
100 workers.
Figure 44. The restaurants and hotels covered by survey and their employee number
They have been operating for 7 years on average. 69 percent have been operating up to
9 years and 31 percent have been operating more than 10 years.
Figure 45. The restaurants and hotels covered by survey and their years of operation
6 Job and Profession Reference: Cook, Т.Enkhuya, D.Narmandakh, 2015
38%
31%
31%
1-49 50-99 Over 100
69%
31%
Up to 9 years Over 10 years
58
They all have a human resources specialist. In total, 385 cooks work for them. The
restaurants that have up to 50 cooks are prevailing.
4.1.2. Requirements for newly recruited cooks
According to assessment of the factors which are prioritized by the Employers to hire
cooks, level of education is important, while appearance or body-build and sex are given 2.5
points which means they are important to some degrees, and age is not very important.
Figure 46. Assets that are prioritized to hire cooks
The Employers that have 10-49 workers consider that education is important, while
age, sex and appearance are not important. The Employers that have 50-99 workers consider
education and appearance important, while age and sex are contrary.
Table 10. Assets of importance considered for hiring cooks
Number of workers Education Appearance and body-
build Age Sex
10-49 3.2 2.0 1.8 2.2
50-99 3.5 3.0 1.8 2.3
More than 100 2.5 2.5 2.0 3.0
Average 3.1 2.5 1.9 2.5
NEW EMPLOYEE SKILLS
This section describes about skills of new graduates of TVET institutions.
4.1.3. Assessment of cooks who graduated TVET institutions
The Employers have recruited 212 cooks for the last 3 years, whose 143 are graduates
of TVET institutions.
The Employers have assessed the graduates’ skills by 8 indicators. The result shows
that their ability to do ordinary decoration is poor. Preparation and cooking of a variety of main
dishes, soups and salads, and compliance with occupational safety and health requirements
are given 2.5-2.7 points or moderate.
3.1
2.5
1.9
2.5
Education
Appearance,body-build
Age
Sex
59
Figure 47. Skills assessment of newly graduated cooks
Cooks’ knowledge and skills
We have clarified about newly hired cooks’ knowledge and skills from the Employers.
They are lack of the following knowledge and skills.
Table 11. Newly recruited cooks’ deficient knowledge and skills
№ Knowledge Skills, communication, attitude
1 Unaware of names of sauces Poor ability to cook as per
technological cards
2 Deficient knowledge of teachers Poor handling of workload
3 Poor knowledge of European cuisine
taste, and names of dressing plants
Missing attitude to work, not punctual
4 No knowledge of basic cooking
technique, smoking or grilling
Unsatisfactory skills of teachers
5 Unaware of hot work methodology Absence
6 Cooks do not specialize in specific field,
they major in public cooking
Professionally unethical
7 Insufficient knowledge of cutting
technology
8 Poor knowledge of foodstuff storage and
preservation
9 Unaware of different meat temperature
and specifics
Some restaurant chefs concern that TVET institutions do not major or specialise
students in European or Japanese or Chinese cuisine. They prepare only general cuisine
cooks and it is ineffective in terms of professional knowledge and skills.
It has been obvious that Employers do not wait skillfully prepared graduates, because
most graduates have poor professional knowledge and skills. The Employers also concern
that a lot of insufficiently educated, certificate-holding cooks will finish temporary training
institutions if their curricula is not concentrated on.
2.7
2.7
2.6
2.6
2.5
2.5
2.5
2.3
Operate kitchen equipment
Do primary processing of foodraw materials as per health
and technologicalrequirements
Prepare and cook a variety ofmain dishes as per technology
Comply with occupationalsafety and health
requirements
Prepare a variety of salads orappetizers as per technology
Prepare a variety of soup asper technology
Record cook's documents
Do simple food decoration
60
4.1.4. Reasons of quitting job
As the Employers provided, 124 cooks have been released from work for the last one
year. 22 percent of them left due to family issues, 19 percent were released from work due to
poor professional skills, 15 percent quit to have another job, another 15 percent went abroad
to work, and 11 percent left to study.
According to labour market demand study pertaining to 2012-2016, annual list of in-
demand job or profession includes a cook. Deficient job list of the same period includes a
cook.
As some Employers provided, there are cases where 70-80 percent of newly hired
TVET institution graduates left job.
Figure 48. Reasons of quitting job among cooks
4.1.5. Requirements for open vacancies of cooks
The Employers have explained that cooks, who have just graduated TVET institutions,
cannot make meals in accordance with technological cards, thus they start with primary works
such as washing, preparing and cutting vegetable, and managing foodstuff storage etc.
69.2 percent of the Employers had 29 open positions of cooks and they wanted to hire
people who have 1.6 years of experience.
The requirements for open positions include:
✓ Able to work in a stable manner;
✓ Keen on job or profession;
✓ Compliance with occupational safety and health;
✓ Knowledge on the names of food products;
✓ Be specialized in wok cuisine;
✓ Able to cook as per technological cards;
✓ Work fast;
✓ Able to handle workload and work in team;
✓ Able to learn quickly; and
✓ Able to make salad sauces.
22%
19%
15%
15%
11%
11%
7%Family issues
Lack of skills
Having different job
Going abroad
Study
Unability to handleworkloadOther
61
4.2. EMPLOYER REQUIREMENTS FOR COOKS
This section outlines the Employers’ requirements for cooks in terms of theoretical
knowledge, personal attitude and competence, and professional skills.
4.2.1. Professional skills required from cooks
Skills required from cooks are classified as knowledge, personal attitude and
competence, and professional skills and the Employers have used 8-13 indicators for
evaluation.
Most important indicator out of our selected factors is knowledge of food safety and
health requirements, basic understanding of restaurants or cafeteria, occupational safety and
health requirements, preparedness of workplace, and primary processing of food materials as
per hygiene and technological requirements.
Figure 49. Knowledge required by Employers from cooks
Out of personal attitude or behavior, the Employers have specified that punctuality,
sensibility, neatness, cleanliness, love to job, good personal organization, and responsibility
is most important assets, giving 3.7-3.8 points.
3.2
3.4
3.4
3.4
3.5
3.5
3.6
3.6
3.7
3.7
3.8
3.8
3.9
Use of documents recorded by cook
Technology to prepare seasonings or dressing
Classification and names of soup, preparationtechnology
Classification and names of sauce, preparationtechnology
Classification and names of main dishes, preparationtechnology
Technology to receive and store food raw materials
Classification and names of salad, preparationtechnology
Processing means of food products
Preparation of workplace
Do primary processing of food raw materials as perhealth and technological requirements
Basic understanding of eatery
Occupational safety and health requirements
Food safety and health requirements
62
Figure 50. Personal attitude required by Employers from cooks
As prioritized by the Employers, computer and language skills out of 8 personal
competence are not important to which the Employers gave 2.2-2.4 points, leadership is
important to which the Employers gave 2.8 points, independent and team work, swiftness and
handling workload is very important to which they demand high requirements.
Figure 51. Personal competence demanded by Employers from cooks
The following professional skills have been evaluated by the Employers. Primary
processing of food materials in accordance with hygiene and technological requirements,
technology on making soup, and compliance with occupational safety and health is the most
important assets the Employers demand from cooks.
3.83.8
3.5
3.8
3.7
3.73.8
3.7
3.8
3.8
Punctuality
Neat, clean
Vigilant, watchful
Like qualification
Initiatior
Responsible
Good personalorganization
Patient, tolerant
Sensible
Able to do job
2.8 3.7
3.7
3.3
3.93.8
2.4
2.2
Leadership
Team work
Independent work
Problem solving
Ability to handleworkload
Quick anddexterious
Knowledge offoreign language
Knowledge ofcomputer
63
Figure 52. Professional skills demanded from cooks
4.2.2. Assessment of TVET institutions curricula
The study focused on whether the training quality of TVET institutions, and theoretical
knowledge and practical skills of graduates meet the Employers’ job requirements.
As evaluated by the selected Employers, 70 percent consider that graduates’
theoretical knowledge is moderate, 15 percent consider it satisfactory, while another 15
percent consider it unsatisfactory. As provided by 23 percent, graduates’ practical skills meet
their job requirements, while 46 percent assume it meets moderately, and 31 percent have
provided that they do not meet the respective requirements.
Figure 53. Theoretical knowledge and practical skills of cooks who are graduates of TVET institutions
23.1 percent of the Employers’ specialists who are responsible for cooks are unsatisfactory
towards TVET institutions curricula, 61.6 percent are moderately satisfactory, and 15.4
percent are satisfactory.
3.8
3.7
3.8
3.6
3.8
3.7
3.7
3.5
Comply with occupationalsafety and health
requirements
Operate kitchenequipment
Do primary processing offood raw materials as per
health and…
Prepare and cook avariety of salads orappetizers as per…
Prepare and cook avariety of soup as per
technology
Prepare and cook avariety of main dishes as
per technology
Record cook's documents
Do simple fooddecoration
15% 15%
70%
23%
46%31%
Sa
tisfa
cto
ry
Unsa
tisfa
cto
ry
Mo
de
rate
Me
etin
g
Not
me
etin
g
Mo
de
rate
Theoretical knowlegde Practical skills
64
Suggestions to improve TVET institutions curricula
The Employers have been asked if they have suggestions to improve TVET institutions
curriculum. They provided the followings which have been repeated mostly:
• Improve professional ethics, communication and attitude;
• Strengthen teachers’ capacity;
• Add Europen and Asian cuisine technology into curricula;
• Make practical session hours longer; and
• Improve quality of training institutions.
TVET institutions need to investigate the professional cook skills required by high
grade restaurants and add them to their curricula. Apprenticeship or practical session is very
short and its quality is poor. Thus, graduates are unaware of cooking technology, hot work
approaches, and food storage and preservation technology. The Employers consider that
TVET institutions’ specialization is poor.
65
5. CONSTRUCTION ELECTRICIAN
66
Definition of profession
Construction electricians perform installation, assembly, calibration and repair of all
types of electrical lines and equipment, along with their fixture, including the following principal
duties:
• Install, assemble, calibrate and repair electrical lines or network;
• Check or investigate electrical design and specifications;
• Check and test electrical system, equipment and other components;
• Extend, install and fix outdoor and indoor electrical wires or cables;
• Install or assemble switchboards, transformers, switches and circuit breakers; and
• Install high voltage overhead power lines.7
Over 600 students graduated TVET institutions as electricians in 2016.
5.1.1. The construction and office leasing companies covered by the survey
We have selected 13 construction and office leasing economic entities based in
Ulaanbaatar that hire TVET institutions graduates or electricians. We collected information
and data from such companies’ engineers, technicians, team foremen and directors who
supervise electricians.
These economic entities have 2030 workers, whose 15 percent is women. 29 percent
of them have 10-49 workers, 22 percent have 100-199, and 14 percent have 50-99 and 200-
999 workers each.
Figure 54. The construction and office leasing companies covered by the survey, by worker number
92 percent of the selected economic entities have engaged in electrical installation for
over 7 years.
7 www.mergejil.mn
7%
29%
14%22%
14%
14%
1-9 10-49 50-99 100-199 200-499 500-999
67
Figure 55. The construction and office leasing companies covered by the survey, by operating years
They have a total of 250 electricians; 38 percent have 6-10 electricians, while 31
percent have up to 5 electricians. 92 percent of the selected economic entities have human
resources specialists.
5.1.2. Requirements for recruitment of electricians
The Employers have been asked if they consider level of education, sex, age,
appearance or body-build to recruit electricians. They concentrate on education, but not
appearance or body-build.
Figure 56. Factors of priority for recruitment of electricians
NEWLY RECRUITED ELECTRICIANS’ SKILLS
The Employers have recruited 87 electricians for the last 3 years, whose 50.6 percent
is graduates of TVET institutions.
5.1.3. Assessment of TVET institutions graduates as electricians
According to the Employers’ assessment of professional skills of newly graduated
electricians, ability to install and assemble switchboards using scheme is given 2.2 points
which is the least point, while other skills given 2.5-2.8 points.
8%
46%31%
15%
4-6 years 7-10 years 11-25 years More than 50 years
3.2
2.6
2.6
1.8
Education
Age
Sex
Appearance,body-build
68
Figure 57. Employers’ evaluation over electricians’ skills
The Employers with many workers have provided lower points to electricians’ skills.
Table 12. Evaluation of construction electricians, by employee number
Skill 1-9 10-49 50-99 100-199 Over 200
1 Compliance with occupational safety and health procedure
3.0 3.0 2.0 3.0 2.7
2 Extension, installation and fixture of outdoor and indoor electrical wires or cables
4.0 3.3 2.5 2.3 2.3
3 Installation as per working scheme or drawing 3.0 2.8 2.5 2.7 2.3
4 Installation, assembly and mounting of fixtures for electrical wires or equipment
4.0 2.8 2.5 2.0 2.0
5 Prevention from hazard or fault, calibration and repair
3.0 2.8 3.0 2.0 2.0
6 Connection, installation and assembly of switchboards as per scheme
3.0 2.5 2.5 1.7 2.0
7 Use of instruments 3.0 2.8 2.5 3.0 3.0
8 Knowledge of signs or marks 4.0 2.8 3.0 2.7 2.7
Average 3.4 2.8 2.6 2.4 2.4
Deficient skills among newly hired electricians
More than half of the Employers have provided that the newly recruited electricians are bad at
doing connections and reading drawing.
2.8
2.8
2.6
2.5
2.5
2.2
2.8
2.8
Compliance withoccupational safety and
health requirements
Extension, installationand fixture of outdoor andindoor electrical wires or
cables
Installation as perworking scheme or
drawing
Installation, assembly andmounting of fixtures for
electrical wires orequipment
Prevention from hazardor fault, calibration and
repair
Connection, installationand assembly of
switchboards as perscheme
Use of instruments
Knowledge of signs ormarks
69
Figure 58. Deficient skills of newly hired construction electricians
5.1.4. Reasons of quitting job among electricians
For the last one year, 43 construction electricians quit job from the selected Employers. The
predominant reasons of quitting job include poor salary, excessive workload, their own
request, and unsatisfactory professional skills.
Figure 59. Reasons of quitting job among construction electrician
As Employers considered, most of them quit job because they are not keen on their
job or profession or had not chosen suitable job.
15.4
23.1
23.1
30.8
38.5
38.5
46.2
46.2
53.8
61.5
69.2
69.2
Deficient communication skill and personaldevelopment
Unsatisfactory theoretical knowledge
Unawareness of norm or standards
Use of equipment improperly
Incompliance with occupational safety andhealth requirements
Bad at choosing materials and calculation
Unawareness of equipment names andunability to distinguish them
Bad at automated fittings
Poor workplace neatness
Lack of experience
Bad at doing connection and workingindependently
Unability to read work drawings
70
5.1.5. Requirements for open positions of electricians
There have been 16 open positions of construction electricians during the data
collection or survey. The Employers want to hire those who are able to read drawings, handle
workload, keen on job or profession, and able or willing to work longer or in stable manner.
5.2. EMPLOYER REQUIREMENTS FOR ELECTRICIANS
This section describes about knowledge, personal attitude, and professional skills
demanded from construction electricians.
5.2.1. Knowledge and skills required from construction electricians
First of all, knowledge on occupational safety and health, and basic knowledge on
electricity or electrical equipment is sought from construction electricians.
Figure 59. Knowledge required from construction electricians
Personal attitude is considered the most important as provided by the Employers, and it is
followed by punctuality, and stable working.
Figure 60. Personal attitude required from construction electricians
In addition, ability to work in a team and handle workload is very important.
3.8
3.3
3.43.4
3.8
Occupationalsafety and health
Knowledge ofsignage or marking
Ability to doelectrical
inspection
Ability to read workdrawing
Basic knowledgeof electricalequipment
3.8
3.5
3.6
3.6
3.8
3.5
Punctuality
Neat, clean
Behaving properlyamong colleagues
Initiatior
Ability to work instable manner
Patient, tolerant
71
Figure 61. Personal competence required from construction electricians
Common weak skills among construction electricians are incompliance with occupational
safety rules, poor ability to install, assemble or mount electrical wires or cables along with
fixture, do calibration and repair to prevent from hazard or defect, install and fix lights, and
perform or assemble necessary connections.
Figure 62. Professional skills required from construction electricians
Although the Employers require the above-mentioned skills for recruitment, they
provide 2-3 month on-the-job training and paid apprenticeship and then make employment
agreement and set base salary as permanent employees. The Employers want to have paid
trainee workers or apprentice from TVET institutions during peak workload in the spring and
autumn.
3.8
3.5
3.6
3.4
2.5
2.4
Team work
Independent work
Ability to handleworkload
Quick anddexterious
Knowledge offoreign language
Knowledge ofcomputer
72
5.2.2. Assessment of TVET institutions curricula
We clarified how the Employers evaluate curriculum of TVET institutions that prepare
construction electricians.
The Employers’ satisfaction toward their curriculum is moderate or 61 percent.
14.5 percent of the Employers view that newly graduated electricians’ theoretical
knowledge is satisfactory, while 8 percent view that the graduates’ practical skills meet their
requirements.
Figure 63. Assessment of electricians who graduated TVET institutions
As it is vital to elongate practical session hours of TVET students in order to strengthen
their capacity through quality apprenticeship, 61.5 percent of the Employers are willing to work
with TVET institutions to provide apprenticeship opportunity to the students.
Suggestions to improve TVET institutions curricula
The Employers have provided some suggestions to improve TVET institutions
curriculum. They are improvement of apprenticeship, good mentoring how to read drawings
and teaching of basic theoretical knowledge. They added that it is important to work with every
student to provide good skills.
Цахилгаанчдын мэргэжлийн мэдлэгт тавигдах шаардла
Interview: TVET institutions need to extend practical session hours, reduce theoretical session hours, improve training equipment, get financial support from government, and enroll those who are keen onprofession. Director, Construction Company.
73
6. CONSTRUCTION PLUMBER
74
Definition of job
Construction plumbers install and connect air, water and gas lines at housing and office
buildings and industrial facilities, adjust pressure in lines, check leak after installation or
connection, and do maintenance or repair of lines after inspection.8 Over 700 people
graduated TVET institutions as plumbers in 2016.
6.1.1. The economic entities covered by survey
We selected 11 economic entities that operate in construction and plumbing industry
in Ulaanbaatar and collected information and data from their engineers through individual
interview.
Selected companies have 1929 workers, whose 30 percent is women. Majority of the
selected economic entities have 10-49 workers.
Figure 64. The economic entities covered by survey, by employee number
Out of selected economic entities, 46 percent have been operating for 11-25 years.
Figure 65. The economic entities covered by survey, by operating years
There are 212 plumbers at the selected economic entities; 37 percent of them have 20
or more plumbers, 9 percent have 1-5 plumbers, and 54 percent have 6-20 plumbers.
54.5 percent of them have human resources specialists, but human resources issues
are managed by directors or engineers at 45.5 percent of them.
6.1.2. Requirements for recruitment of plumbers
The Employers have been asked if they consider level of education, sex, age,
appearance or body-build to recruit plumbers. They concentrate on age and sex depending
8 www.mergejil.mn
73%9%
18%
10-49 100-199 200 or more
18.2
18.2
45.5
9.1
9.1
4-6 years 7-10 years 11-25 years
26-49 years Over 50 years
75
on work environment and specifics, consider education to a certain degree, and do not pay
attention to appearance or body-build.
Figure 66. Factors that are focused on recruitment of plumbers
The Employers that have 1-5 plumbers consider education more, while those that have
more than 16 plumbers consider age greatly.
NEW PLUMBER SKILLS
The Employers have hired 61 plumbers for the recent 3 years, whose 52.5 percent is
TVET institutions graduates.
6.1.3. Assessment of plumbers who graduated TVET institutions
The Employers have asked to evaluate skills of TVET institutions graduates through
the following 8 indicators.
Skills assessment result is 2.3 points on average, which is poor. Least point is given
to ability to assemble sheet metal materials.
Figure 67. Assessment of construction plumbers’ professional skills
2.8
3.0
3.2
2.1
Education
Age
Sex
Appearance,body-build
2.5
2.4
2.4
2.5
2.4
2.2
2.5
1.8
Compliance withoccupational safety and
health
Working on metals oriron
Assembly of heatingsystem
Assembly of indoor coldwater system
Assembly of indoor hotwater system andsewerage system
Assembly of water andheating supply system
Assembly of seweragelines
Assembly of sheet metalmaterials
76
The Employers that have up to 10 plumbers have assessed that plumbers’ ability to
assemble indoor cold-water system, water and heating supply system, and sewerage system
is good.
Table 13. Skills assessment of plumbers who graduated TVET institutions, by plumber number
Skill 1-5 6-10 11-15 16-20 20 or more
1 Compliance with occupational safety and health
1.0 2.5 2.0 1.5 3.0
2 Working on metals or iron . 3.0 3.0 2.0 2.2
3 Assembly of heating system 3.0 2.5 2.5 2.5 2.0
4 Assembly of indoor cold water system 3.0 3.0 2.5 2.5 2.0
5 Assembly of indoor sewerage system 3.0 3.0 2.5 2.5 2.0
6 Assembly of water and heating supply system
3.0 3.0 2.5 2.0 2.2
7 Assembly of sewerage lines 3.0 3.0 2.5 2.5 2.2
8 Assembly of sheet metal materials 1.0 3.0 2.5 1.5 1.7
Average 2.4 2.9 2.5 2.1 2.2
The Employers that have 20 or more plumbers have evaluated that plumbers’
compliance with occupational safety and health requirements is good.
Deficient skills among newly graduated plumbers
As highlighted repeatedly by 15 percent of the Employers, newly recruited plumbers are
unaware of the relevant norm and standards.
Figure 68 Deficient skills among newly graduated plumbers
2%
2%
4%
4%
4%
6%
6%
9%
9%
13%
13%
13%
15%
Unability to hear other's words
Unability to do calculation
Bad at independent installation or assembly
Handling equipment improperly
Unawareness of professional names
Incompliance with occupational safety and…
Deficient theoretical knowledge
Unability to distinguish equipment or tools
Untidiness at workplace
Unawareness of materials
Lack of experience
Unability to read work drawing
Unawareness of norm or standard
77
6.1.4. Reasons of quitting job among plumbers
We have clarified why plumbers have released from work. Prevailing reason is poor
technical skills, which is followed by their own request, personal or family issues, migration,
and low salary.
Figure 69. Reasons of quitting job among plumbers
As Employers presumed, poor practical skills and insufficient learning of necessary
skills are the main reasons. Besides, plumbers quit job during probation period or
apprenticeship.
6.1.5. Requirements for open positions of plumbers
There have been 15 open positions of plumbers when we collected information and
data. Key requirements include ability to read and understand drawings, do electric and
pneumatic soldering, assemble clean and waste water system and heating system, and keen
on job.
The Employers prioritize stable working, in addition to technical skills.
When the Employers hire plumbers, they provide 1-2 month on-the-job training after
which they hire them officially under employment agreement and base salary.
The Employers want to work with TVET institutions to provide opportunity to students
to have apprenticeship at their workplaces. In addition, they are willing to offer scholarship to
skilled students and provide with job after graduation.
6.2. EMPLOYER REQUIREMENTS FOR PLUMBERS
This section describes about knowledge, personal attitude and professional skills
required from plumbers.
6.2.1. Skills required from professional plumbers
The Employers have asked to evaluate plumbers’ knowledge, personal attitude,
personal competence and professional skills.
Most important knowledge required from plumbers is related to occupational safety
and health.
8%
8%
15%
23%
23%
23%
Violation of internal regulations
Inability to handle workload
Low salary
Own request
Migration, family issues
Deficient skill
78
Figure 70. Theoretical knowledge required from plumbers
Punctuality and stable working are most important personal attitude for the Employers.
Figure 71. Attitude required from plumbers
Independent working and handling of workload are vital personal attitude as considered by
Employers.
Figure 72. Individual competence required from plumbers
As for plumbers’ professional skills, ability to work in compliance with occupational
safety and health, install and assemble floor heating, indoor heating supply system, drainage
3.6
3.5
3.2
3.5
3.4
3.3
3.3
3.3
Occupational safety andhealth
Plumbing work
Choose or investigatematerials
Install heating system
Install indoor water supplysystem and sewerage…
Install water and heatingsupply network
Install sewerage network
Install sheet equipment
4
3.7
3.7
3.6
3.8
3.5
Punctuality
Neat, clean
Behaving properlyamong colleagues
Initiatior
Ability to work instable manner
Patient, tolerant
3.4
3.5
3.5
3.2
2.2
2.2
Team work
Independentwork
Ability to handleworkload
Quick anddexterious
Knowledge offoreign language
Knowledge ofcomputer
79
system, fire protection system, water equipment and ventilation system, and test heating and
water lines with water and gas is important.
6.2.2. Assessment of TVET institutions curricula
We have asked from the Employers whether knowledge and skills of TVET institutions
graduates meet their requirements.
18.2 percent of the Employers respond that the graduates’ theoretical knowledge is
satisfactory, but their practical skills do not meet their requirements.
Figure 73. Assessment of TVET institutions graduates
None of the Employers is satisfactory towards TVET institutions curricula, while 63.9
percent is moderately satisfactory toward it.
Suggestions to improve TVET institutions curricula
The Employers have provided suggestions and opinions as to improving TVET
institutions curricula.
They include more practical session hours or apprenticeship period, improving quality
of apprenticeship and ability to read and understand drawing, and making students love job
or profession.
As students’ knowledge pertaining to ventilation system of building is poor, subjects
related to this should be added to curriculum.
Strong focus should be placed on providing support to students to choose right
profession and instruct workplace psychology.
90 percent of the Employers have expressed that they are willing to cooperate on
students’ apprenticeship.
80
7. HEAVY VEHICLE OR EQUIPMENT OPERATOR
81
Definition of profession
Heavy vehicle operators transport goods in long and short ranges by performing
loading/unloading pursuant to transportation and weight regime or limitation. Operators of
earthwork and road maintenance equipment operatethe equipment for excavation, grading,
leveling and compaction. Operators’ major duties include:
• Perform excavation and removal of earth, sand, gravel and other materials by
mechanical or hydraulic equipment with backhoe;
• Carry or transfer earth, sand, gravel and other materials by loaders;
• Withdraw and remove mud, sand and gravel out of water by relevant equipment.9
Over 600 students finish TVET institutions as heavy vehicle operators in 2016. Heavy vehicles
include the followings:
1. Wheel loader for excavation and loading;
2. Excavator (hydraulic) for excavation and loading;
3. Bulldozer for leveling and removing;
4. Dump truck for carrying; and
5. Grader for road preparation.
7.1.1. The mining companies covered by survey
We have chosen 15 economic entities that engage in mining of sand, gravel and coal
and coal mines in Tov, Orkhon, Darkhan-Uul and Umnugobi provinces and Ulaanbaatar. We
collected information and data from their mining engineers, mine foremen, mechanics,
dispathers, factory heads, human resources specialists and directors.
These economic entities have 12000 workers, whose 24 percent is women. One third
of these economic entities have 10-49 workers, 27 percent have over 1000 workers, and 13
percent have up to 10 and 200-499 workers each.
Figure 74. The mining companies covered by survey, by employee number
40 percent of them have been operating for 20 or more years, while 53 percent have been
operating up to 10 years.
9 National Job and Profession Classification and Description, 2010
13%
33%
7%13%
7%
27%
1-9
10-49
50-199
200-499
500-999
1000 or more
82
Figure 75. The mining companies covered by survey, by operating years
The mining companies have 1154 heavy vehicle operators; 40 percent of them have
up to 10 operators, 20 percent have more than 200 and 10-49 operators each, and remaining
20 percent have 50-200 operators.
80 percent of the Employers have human resources managers. Plant managers,
directors and managers of the remaining companies are responsible for human resources
issues.
7.1.2. Requirements for recruitment of heavy vehicle operators
The Employers have been asked if they consider level of education, sex, age,
appearance or body-build to recruit heavy vehicle operators. They concentrate on education,
consider age and sex to a certain degree, but do not pay attention to appearance or body-
build.
Figure 76. Factors that are focused on for recruitment of heavy vehicle operators
The Employers that have up to 10 workers do not consider level of education important,
while those that have more than 200 workers consider that level of education is important. In
particular, the Employers that have 1000 or more workers prioritize education.
20%
33%
7%
20%
20%
1-5 years
6-9 years
10-19 years
20-49 years
Over 50 years
3.0
2.8
2.9
1.7
Education
Age
Sex
Appearance,body-build
83
Table 14. Factors that are focused on for recruitment of heavy vehicle operators, by employee number
Employee number Factors that are focused on for recruitment of heavy vehicle operators
Education Age Sex Appearance or body-build
Up to 10 2.0 3.0 2.5 2.5
10-49 3.0 2.5 3.5 1.3
50-199 2.0 3.0 3.0 1.0
200-499 3.5 3.0 3.0 1.5
500-999 3.0 3.0 2.0 1.0
1000 or more 3.5 2.8 2.5 2
Total 3.0 2.8 2.9 1.7
NEW HEAVY VEHICLE OPERATOR SKILLS
The Employers have hired 123 heavy vehicle operators for the recent 3 years, whose
57 are TVET institutions graduates. Their skills assessment is provided below.
7.1.3. Assessment of heavy vehicle operators who graduated TVET institutions
The Employers have been asked to evaluate the graduates’ professional skills by 6
indicators.
Average point of evaluation is 2.5. Compliance with occupational safety and health is
given 2.8 points, while graduates’ ability to understand control panels and do repair is
moderate, and driving up, loading/unloading and manipulation is poor.
Figure 77. Assessment of heavy vehicle operators’ professional skills
Newly recruited heavy vehicle operators’ skills
Newly graduated operators are lack of the following knowledge and skills. Operators’
practical skills are very poor and they cannot perform basic duties. They have only primary
understanding such as position of a lever arm. Graduates are unaware of loading capacity
and features of heavy vehicles or equipment.
2.8
2.6
2.6
2.2
2.2
2.3
Compliance withoccupational safety
and health
Maintenance andlubrication
Understanding ofmeaning of signs on
control panel
Manipulation
Loading/unloading
Driving uphill
84
Table 15. Deficient knowledge and skills among newly hired heavy vehicle operators
№ Knowledge Skills
1 Occupational safety and health Operation of heavy vehicles
2 Mining operations, structure and organization
Leveling areas or sites
3 Technical capacity and operating features of heavy vehicle
Maintenance and lubrication
4 Parts Manipulation, loading/unloading
5 Signs on control panel Risk assessment, spatial orientation
6 Understanding of routine repair Operating dump trucks
7 Maintenance and lubrication cycle Output
87 percent of the Employers provide training and apprenticeship to recruit new
operators. Large companies have an independent training unit. Different trainers mentor how
to operate each vehicle or equipment, while managers decide on what vehicle is to be used
for practical session. Apprenticeship is organized at mine sites after learning theory and
practice and students are provided with certificate. The Employers that have a small number
of workers provide training and apprenticeship to new operators.
7.1.4. Reasons of quitting job among heavy vehicle operators
48 heavy vehicle operators were released from job at the Employers for the last one
year. Majority of them were fired due to violation of the Employers’ internal regulations. Some
left the company due to retirement, own request, and family issues. The rest left job because
of:
• Inability to handle workload;
• Going abroad to work;
• Temporary job;
• Poor skills; and
• Delayed salary payment.
7.1.5. Requirements for open positions of heavy vehicle operators
There have been 31 open positions of heavy vehicle operators when we collected
information and data. The Employers would prefer 1-3 years of experience along with the
following requirements:
• Able to comply with occupational safety and health;
• Be aware of various equipment or vehicles, and do lubrication and repair;
• Have a spatial orientation;
• Be aware of traffic rules or industrial work, safety of blasting, and electrical
equipment;
• Able to operate all types of heavy vehicles or equipment;
• Keen on profession; and
• Be sociable and able to work in team.
85
7.2. EMPLOYER REQUIREMENTS FOR HEAVY VEHICLE OPERATORS
This section defines the Employers’ requirements as to knowledge and skills for heavy
vehicle operators.
7.2.1. Skills required from professional heavy vehicle operators
First of all, compliance with occupational safety and health is demanded from heavy
vehicle operators, and it is followed by field operation, knowledge of earthwork, and reading
of drawings.
Figure 78. Knowledge required from heavy vehicle operators
Essential requirement is punctuality which is followed by stable working, being initiative, good
behaviour, and neatness.
Figure 79. Personal attitude required from heavy vehicle operators
The essential personal attitude required from heavy vehicle operators is ability to be a good
team player.
3.9
2.9
3.4
3.5
Occupational safety andhealth requirements
Reading of work drawing
Earthwork
Field driving
4
3.7
3.7
3.7
3.9
3.5
Punctuality
Neat, clean
Behaving properlyamong colleagues
Initiatior
Ability to work instable manner
Patient, tolerant
86
Figure 80. Personal competence required from heavy vehicle operators
The most important assets include working in compliance with occupational safety and
health, adherence to technical safety, and ability to understand content of control panels. They
are followed by major duties related to vehicles or equipment.
As the Employers mentioned, heavy vehicle operators should have knowledge in
respect of vehicle analysis and repair.
Figure 81. Skills required from heavy vehicle operators
3.9
3.8
3.7
3.3
1.9
1.9
Team work
Independent work
Ability to handleworkload
Quick and dexterious
Knowledge of foreignlanguage
Knowledge of computer
4.04.0
3.6
3.8
3.83.5
4.0
3.9
3.8
3.7
3.7
Able to comply withoccupational safety and…
Comply with technical safety
Do maintenance andlubrication
Do visual technical inspection
Do pre-start inspection
Do post-start inspectionReading and understanding
of control panel
Manipulation
Loading
Unloading
Driving uphill
Interview: Our operators do maintenance and repair with repairmen. Thus, they must be
able to analyze vehicle and supervise repairmen. We demand our operators to know
every detail of their vehicle and ensure completeness and safety of their equipment.
Mining Engineer
87
7.2.2. Assessment of TVET institutions’ curricula
We have asked from the Employers whether knowledge and skills of TVET institutions’
graduates meet their requirements.
The graduates’ practical skills do not meet the Employers’ requirements; however, 9.1
percent have replied that their theoretical knowledge is satisfactory.
Figure 82. Assessment of TVET institutions’ graduates as heavy vehicle operators
18.2 percent of the Employers is satisfactory towards TVET institutions’ curricula, 45 percent
is not satisfactory, and 36.4 percent is moderately satisfactory.
Suggestions to improve TVET institutions’ curricula
The Employers have provided some suggestions to improve TVET institutions’
curricula.
For TVET institutions:
• Strengthen teachers’ capacity;
• Students, schools and parents should pay attention to students’ activity and
attendance, and motivate students’ attitude, love for or interest in profession they are
majoring;
• If students’ attendance and technical skills are inadequate, involve them in re-training
and grant certificate or diploma if they pass exams;
• Improve teaching and learning of hydraulic system;
• Teach safe handling of electrical equipment;
• Provide primary knowledge how to do maintenance or repair;
• Teach safety of open pit mines and underground mines; and
• Teach capacity, features, and differences of heavy duty equipment or vehicle of
Komatsu, Caterpillar and Hitachi firms
For practical training or apprenticeship:
• Extend apprenticeship period;
• Provide on-the-job training and apprenticeship using modern mining and industrial
equipment or vehicles;
• Make an agreement among apprentice, company and school in order to perform
apprenticeship very well and allow to perform activities set forth in a plan; and
• Teachers should come to a company with students to introduce them;
The Employers who have provided the above suggestions have been working with TVET
institutions to provide apprenticeship and recruit graduates.
The suggestions relate to modern or rebuilt equipment. Equipment and vehicles of
Caterpillar and Komatsu brands are different from one another. When new equipment and
vehicle are bought or renovated, it is compulsory to involve operators in additional training.
0%
82%
18% 9% 18%
73%
Meeting Not meeting Moderate Satisfactory Unsatisfactory Moderate
Practical skills Theoretical knowlegde
88
8. WELDER
89
Definition of profession
Welders perform all types of soldering including joining or cutting metal structures with
use of welding equipment and tools. Major duties include:
• Solder metal components using all types of welding equipment, including
pneumatic and electric welding equipment;
• Operate or use welsing equipment and other tools;
• Comply with occupational safety and health procedures for welding;
• Cut metal components using all types of welding equipment;
• Check fault in soldering and measure trims whether they meet technical
requirements or instructions.10
Welding is a profession applied in many industries. Over 900 people finished TVET institutions
as welders in 2016.
8.1.1. The economic entities covered by survey
We selected 16 economic entities operating in Ulaanbaatar, Darkhan-Uul, and
Umnugobi in processing, construction, mining, electricical, gaseous and steam ventilation, and
transportation industries. We collected information and data from their workforce such as
welders, welding supervisors, mechanics, human resources specialists, and executive
directors.
These economic entities have 17000 workers, whose 27 percent is women. Half of the
these Employers have 1000 or more workforce, and 18.8 percent have less than 50 and 200-
500 workers.
Figure 83. The Employers covered by survey, by employee number
75 percent of them have been operating from 7 to 49 years.
10 National Job and Profession Classification and Description, 2010
19%
6%
19%
6%
50%
1-49 50-199 200-499 500-999 1000 or more
90
Figure 84. The Employers covered by survey, by operating years
88 percent of the Employers have human resources departments, while as for the
remaining entities, directors are in charge of recruitment.
234 welders work for these Employers; 68.8 percent have up to 10 welders, 25 percent
have 10-50 welders, and 6 percent have more than 50 welders.
8.1.2. Requirements for recruitment of welders
The Employers have been asked as part of the survey whether they prioritize age, sex,
appearance or body-build when they recruit welders.
They prioritize sex to recruit welders. As observed during the survey, the Employers
do not want to hire people who are over middle-age and have just graduated school. But, they
do not consider appearance or body-build to recruit welders.
Figure 85. Factors considered to recruit welders
The Employers that have up to 200 workers do not pay attention to the above-mentioned
4 factors. But, those that have more than 200 workers pay attention to age and sex to a certain
degree.
Table 16. Factors considered to recruit welders, shown by workers’ number
Workers’ number Factors considered to recruit welders
Education Age Sex Appearance or body-build
1-49 2.0 2.3 2.3 2.3
50-199 2.0 2.0 2.0 2.0
200-499 2.7 2.7 2.7 2.7
500-999 2.0 3.0 2.0 1.0
1000 or more 3.1 2.7 3.4 2.0
Total 2.7 2.6 2.9 2.1
6%6%
25%
25%
25%
13%1-3 years
4-6 years
7-10 years
11-25 years
26-49 years
Over 50 years
2.7
2.6
2.9
2.1
Education
Age
Sex
Appearance, body-build
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NEWLY RECRUITED WELDER SKILLS
The economic entities covered by the survey have recruited 51 welders for the last 3
years, whose 24 are graduates of TVET institutions. Their skills have been evaluated as
follows.
8.1.3. Assessment of welders that graduated TVET institutions
The Employers have evaluated newly recruited graduates’ skills by the following 8
indicators.
Average of entire assessment is 2.3 points. Compliance with occupational safety and
health requirements and proper handling of welding and repair tools have been evaluated as
‘Good’, while others have been evaluated as ‘Poor’.
Figure 86. Skills assessment of TVET institutions’ graduates who have just been recruited
Knowledge and skills of TVET institution graduates who have just been recruited
The Employers encounter inadequate knowledge and skills when they recruit welders.
Recently graduated welders handle tools and devices improperly and cannot weld,
because their apprenticeship period is short and inadequate. Moreover, they do not know
technology to weld metals, including copper and steel. Materials and tools they apply in the
course of study are different from that of Employers. For example, they use Chinese electrode
during practical training, which is not used at plants now.
Table 17. Welders’ deficient knowledge and skills
№ Knowledge Skills 1 Inability to choose electrode Incompliance with occupational safety and health,
poor mindset to work in industrial area/environment
2 Poor welding technology awareness Inability to weld as per technology and standard
3 Poor knowledge of the industry Poor pneumatic and semi-atomated welding ability
4 Unawareness of instructions or manual of equipment
Poor cutting and pneumatic or argon welding ability
5 Unawareness of signs and marks Poor ability of stitch welding
6 Poor work organization or arrangement
7 Poor handling of quality and expeditious welding
8 Poor thinking
2.9
2.0
2.4
2.8 2.0
2.0
2.2
2.2
Compliance withoccupational safety and
health
Solder as per pneumaticwelding technology
Solder as per electricwelding technology and
standard
Properly handlingwelding and repair tools
Apply argon welding
Solder structure andparts by semi-automated
welding
Cut panels or pipesunder plasma cutting
tools
Reading simple technicaldrawings
92
Majority of the Employers provide practical training and apprenticeship before recruiting
welders. One of the Employers has trainers who are responsible for coaching and improving
professional skills and as welders learn more and improve their skills, tougher soldering tasks
and challenging structure they are able to handle. Thus, they have good welders, as the
Employers talked.
8.1.4. Reasons to release from work
14 welders have been released from work for the last one year from selected Employers.
The reasons can be divided into two: at employee’s request and at Employer’s request.
Dismissal at Employer’s request has been caused by infringement of internal regulations,
disciplinary infringement, poor professional skills, failure to meet requirements, and
irresponsibility. The welders left the Employers because they have had another job, personal
issues, lower salary, study again, retirement, going abroad to work, and family issues.
8.1.5. Requirements for open positions of welders
There have been 6 open positions when we conducted survey. The main requirement
is 1-3 years of work experience. Other requirements are provided below:
• Able to do quality welding and explain work result, have good thinking, and meet
deadlines;
• Able to weld in all spatial positions (vertical, horizontal, on ceiling), able to work at
industrial environment;
• Have good behavior, and be responsible;
• Able to work at height, must have welding grade over 3;
• Able to do electric welding in all spatial positions;
• Professional, able to improvise while welding, be dedicated to work; and
• Good personal organization;
8.2. EMPLOYER REQUIREMENTS FOR WELDERS
This section describes the requirements the Employers demand from welders.
8.2.1. Skills required from professional welders
Essential requirements include ability to comply with occupational safety and health
procedures, and it is followed by knowledge on soldering types and positions, and types of
stitch welding, which are the most important skills for the Employers. Genereally, welders
should have theoretical knowledge, as assumed by the Employers. They also want welders to
know well about types and characteristics of materials and metals they would solder.
93
Figure 87. Knowledge required from welders
The most important personal attitude is stable working, followed by punctuality and craving for
work. The Employers added that welders must be neat, patient, and well-behaved.
Figure 88. Attitude required from welders
Out of personal competences, independent work is essential, which should be followed
by being a good team player, handling workload, and dexterity in hands. Computer and
language skills are not important factors.
Figure 89. Personal competence required from welders
3.9 3.4
3.3
3.7
3.6
3.2
3.4
3.2
3.0
3.2
Compliance with occupationalsafety and health
Organization and type ofelectrical welding equipment
Organization and type ofpneumatic welding equipment
Type and position of weldingconnection
Types of stitch welding
Types of sem-automatedwelding equipment
Inspection of external weldingstitch and means to fold or bend
Operation principle of plasmaequipment
Compressors, operationprinciple
Cutting tools (using benzene orkerosene), safety operation
rules
3.9
3.8
3.7
3.9
4.0
3.7
Punctuality
Neat, clean
Behaving properlyamong colleagues
Keen on qualification
Ability to work in stablemanner
Patient, tolerant
3.73.9
3.7
3.7
2.4
2.3
Team work
Independent work
Ability to handleworkload
Quick and dexterious
Knowledge of foreignlanguage
Knowledge ofcomputer
94
Compliance with occupational safety and health is the number one professional skill.
It is followed by proper handling with soldering tools and equipment, and welding skills.
Figure 90. Professional skills required from welders
8.2.2. Assessment of TVET institutions’ curricula
This section describes how the selected Employers have evaluated the curricula under
which welders are prepared.
Graduates’ practical skills do not satisfy the Employers’ requirements or expectation.
21 percent of the Employers consider that the graduates’ theoretical knowledge is acceptable.
Figure 91. Knowledge and skills assessment of welders who finished TVET institutions
No Employer has provided that training of TVET institutions is acceptable; 29 percent
is unsatisfactory and 71 percent is moderately satisfactory.
Suggestions to improve TVET institutions’ curricula
The Employers have given some suggestions to improve TVET institutions’ curricula.
For teachers of TVET institutions:
● Strengthen teachers’ capacity; and ● All teachers must be professional;
3.8
3.6
3.7
3.7 3.4 3.6
3.4
3.5
Comply with occupationalsafety and health
Solder as per pneumaticwelding technology
Solder as per electric weldingtechnology and standard
Properly handling weldingand repair tools
Apply argon welding
Solder structure and parts bysemi-automated welding
Cut panels or pipes underplasma cutting tools
Reading simple technicaldrawings
0% 64% 36% 21% 29% 50%
Meeting Not meeting Moderate Satisfactory Unsatisfactory Moderate
Practical skills Theoretical knowlegde
95
For training equipment and training environment:
• Have a modern training laboratory;
• Update curriculum in order to correspond to new technology and equipment;
• Have a good training material basis; for example, provide opportunity to
students to weld using all types of electrodes, and solder a variety of metals
such as copper, steel and nickel, and materials such as pipes;
• Teach how to handle welding equipment and tools;
For apprenticeship:
● Combine theory and practice;
● Extend apprenticeship period; ● Teachers must take part in students’ industrial or field apprenticeship; and ● Provide good quality apprenticeship at plants or field;
They have added the following specific ideas:
• 2+2 program will be effective under which students learn 2 years in Mongolia for theory
and 2 years abroad for apprenticeship.
• TVET institutions must be in constant contact with Employers to receive information
on new tools and equipment;
• All TVET institutions should involve students majoring in welding in the WorldSkills
Competition, and introduce this competition tasks and assessment system in curricula;
• Specifics of construction sector should be added to curricula, for example, welding of
facade;
• Focus on development of individuals, in other words, mentor students to set a goal and
study for it;
• Teach or practice students to make then be able to handle workload;
• Provide more welding classes instead of non-majoring classes, such as basis of
society.
As welding technology has been changing rapidly in recent times, new skills are demanded
from welders due to equipment requirement, not by Employers’ requirement. For instance, as
new welding apparatus has been introduced on the market, welders must improve their skills
in order to operate them.
96
CONCLUSIONS
This survey aimed to collect information and data from the relevant personnel of 110
Employers, that recruit workforce majored in the following eight in-demand professions at
technical and vocational education and training institutions. Selected in-demand professions
are:
✓ Hairdresser
✓ Nurse
✓ Tailor of sewn products
✓ Cook
✓ Construction electrician
✓ Construction plumber
✓ Heavy vehicle operator and
✓ Welder.
Out of selected Employers, 37 percent have been operating 11-50 years, and 15
percent have been operating more than 51 years.
The Employers consider personal attitude and competencies (working in team,
handling of workload, and independent working etc.) in addition to professional knowledge
and skills when they hire employees. However, such criteria are varied for a variety of
profession, which are described in detail herein.
Essential requirement expected by all Employers is a compliance with occupational
safety and health. Ethics of communication and proper behavior are required essentially from
employees such as hairdressers or nurses, who are in direct contact with clients. Criteria and
skills required for each profession are incorporated herein comprehensively.
All Employers consider work experience to a certain degree. However, it is common
among the Employers that personal attitude, not professional skills, is considered greatly due
to a lack of workforce supply. For instance, there is a lack of nurses on the labour market and
demand is high. Hospitals recruit everybody who wants to work as a nurse in a stable manner
in the future.
The economic entities covered by survey have recruited 525 graduates of TVET
institutions for the last 3 years. 93 percent of them have provided training and apprenticeship
to recruit new employees. It incurs overhead cost for some of them. According to assessment
of new employees’ professional skills using 1-4 point system, 8 percent have assessed ‘very
good’, 37 percent view that they are good, 41 percent consider that they are poor, and 14
percent consider they are very poor. Average point is 2.4. The report describes detailed
assessment of each profession.
Just 9 percent of the Employers are satisfactory towards TVET institutions’ curricula,
while 34 percent are unsatisfactory at all. As they have provided, 26 percent consider that
graduates’ theoretical knowledge is poor, and 51 percent consider that graduates’ practical
skills are poor. According to them, it is essential to prepare well-prepared, skilled workforce.
The Employers have highlighted that TVET institution graduates, in particular, heavy vehicle
operators, hairdressers, and welders cannot meet Employers’ requirements or expectation.
97
SUGGESTIONS AND RECOMMENDATIONS
The following suggestions and recommendations are provided to support preparation
of skilled technical workforce at TVET institutions based on the survey findings:
1. Conduct quality apprenticeship at plants or on the site:
TVET institution students should be provided with responsible apprenticeship at
workplaces and factories (hairdressing and beauty salons, tailor shops or factories,
construction companies, and mines) under supervision, in cooperation with Employers.
Period of apprenticeship should be extended and provide students with an opportunity
to have on-the-job training as per agreement under professional’s supervision. The
selected Employers have specified that they are willing to cooperate on preparing
future workforce.
2. Provide training and practice on operation or use of modern equipment:
Focus should be placed on providing TVET institutions with modern equipment to
ensure availability of learning opportunity for students. Seek initiatives to establish a
shared laboratory by private sector investment. Apprenticeship or industrial practice
should use the equipment applied actually by economic entities until establishing the
laboratory in order to provide better practical ability. Students do practice on loader 10
and loader 20, but the Employers use loaders 50. Factories and economic entities
need to solder steel, copper and nickel pipes, but students do not do practice on them.
Therefore, students should study these materials, along with their quality and soldering
technology.
3. Strengthen teachers’ capacity:
Professional trainers’ capacity should be strengthened aligned with development of
modern technology and equipment. TVET institution graduates do not have any
knowledge on equipment or they had studied out-of-date equipment when they are
recruited, which triggers a problem. Professional trainers should supervise students’
apprenticeship at economic entities or on the site, which will also give the trainers
opportunity to develop.
4. Develop personal behavior of TVET institution students:
Most of TVET institution graduates are teenagers. Negligence or carelessness, lack of
goals, and working-for-others attitude is observed a lot when they are at work. It is
common among them to not hear leaders or senior workers’ words, behave
disobediently, unaware of responsibility, and make inferior products, treating task or
work inconsiderately. Besides, focus should be paid on whether they really like their
major. Overall, ethics, responsibility, proper behavior, and nature and opportunities of
profession they major should be taught to students, by adding such content in curricula.
5. Specialize some of professions:
There is a significant shortfall of nurses on the market due to extreme workload and
low pay. According to the result of labour market survey for the recent years, nursing
profession is constantly on the top of 20 highly in-demand jobs. It has been the same
at the economic entities we have conducted our survey. There should be a policy
reform in respect of carrying out a special survey and analysis with regard to demand
and supply of nursing profession, and improve working condition and wages.
The Employers concern that instruction of all technologies on making design,
cutting out according to pattern, and sewing to students restricts an opportunity to have
a good ability. As they assume, they should be specialized in sewing of a single
material such as fur or leather, or cutter or designer, in order to get more skilled.
98
Curricula of nurse preparing schools should be uniform. Tutoring of bakery and
general cuisine for students who major in cooking does not meet market demand and
supply. Thus, content of Asian, in particular, Japanese cuisine, and European cuisine
technology should be added to the curricula.
6. Instruct occupational safety and health, and legislation
Focus should be paid on that requirements of all positions include compliance with
occupational safety and health. In addition, legislation on labour and the respective
industry must be added to curricula for better knowledge and application.
99
APPENDIX 1. HEAVY VEHICLE AND EQUIPMENT
Figure 92 Wheel loader
Figure 93 Excavator (Hydraulic)
Figure 94 Bulldozer
Figure 95 Dump truck
Figure 96 Grader
100
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