<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Introduction of work-based learning (WBL) in Latvia has required new approaches in decision making of different stakeholders. Experience from countries with long-standing WBL tradition has shown the numerous advantages but also the challenges this approach presents. One of these challenges is the need for new forms and mechanisms of cooperation among the key stakeholders – policy makers, public administrators, employers, educators and social partners. The current paper analyses the results of scientific research in this field, as well as uses the empirical results of two surveys performed by the authors: a survey of public sector experts and a survey of employers in Latvia. In order to obtain detailed results, the evaluations of respondents on multiple aspects analysed in the surveys were evaluation in the scale 1–10. The data of both surveys have been analysed by descriptive analysis, cross-tabulations and multivariate analysis – factor analysis. The results have indicated that the views of employers and social partners on the most of the key aspects of introduction and implementation of WBL are similar. However, a more profound analysis has to be performed in order to develop proposals or the most efficient approach to WBL.</p></abstract>

Introduction of work-based learning (WBL) in Latvia has required new approaches in decision making of different stakeholders. Experience from countries with long-standing WBL tradition has shown the numerous advantages but also the challenges this approach presents. One of these challenges is the need for new forms and mechanisms of cooperation among the key stakeholders – policy makers, public administrators, employers, educators and social partners. The current paper analyses the results of scientific research in this field, as well as uses the empirical results of two surveys performed by the authors: a survey of public sector experts and a survey of employers in Latvia. In order to obtain detailed results, the evaluations of respondents on multiple aspects analysed in the surveys were evaluation in the scale 1–10. The data of both surveys have been analysed by descriptive analysis, cross-tabulations and multivariate analysis – factor analysis. The results have indicated that the views of employers and social partners on the most of the key aspects of introduction and implementation of WBL are similar. However, a more profound analysis has to be performed in order to develop proposals or the most efficient approach to WBL.

Role of Social Partners for Work-Based Learning: Results of Surveys

Economics and Business

This work is licensed under the Creative Commons Attribution 4.0 Public License.

{"article-title":"Role of Social Partners for Work-Based Learning: Results of Surveys"}

Introduction of work-based learning (WBL) in Latvia has required new approaches in decision making of different stakeholders. Experience from countries with...

Role of Social Partners for Work-Based Learning: Results of Surveys

Publié en ligne: 10 sept. 2016

Pages: 82 - 89

DOI: https://doi.org/10.1515/eb-2016-0025

Mots clés
Employers, public administration, vocational education and training, work-based learning

© 2016 Ilze Buligina et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution 4.0 Public License.

Role of Social Partners for Work-Based Learning: Results of Surveys

Publié en ligne: 10 sept. 2016

Pages: 82 - 89

DOI: https://doi.org/10.1515/eb-2016-0025

Mots clésEmployers, public administration, vocational education and training, work-based learning

© 2016 Ilze Buligina et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution 4.0 Public License.

Mots clés
Employers, public administration, vocational education and training, work-based learning