EDUCATIO SECTO UD OJEC

A /90 / 0041

0.3.2

r ce ......... - 0 eC811t (,iiraCllu8't8S:

by

U Kyaw Kyaw

yanmar Educa .on Re arch Bur uY on

Fe ry. 1992

A Tracer Study of Recent Graduates:

Implications for Education

and Manpower Planning

by

U Kyaw Kyaw (Department of labour)

Acknowledgement: This paper is the outcome of the collaborative effort of ESS Working Group No. 3(Education and Employment). The working group, chaired by Dr. Thet Lwin (Institute of Economics) includedthe following members: U Tin Nyo (MERB), U Kyaw Kyaw (Department of Labour), Daw Myint Myint Vi(Institute of Economics), U Van Naing (DBE), Daw Win Win Myint (Institute of Economics!, Daw Lai Lai Vu(MERB!, Dr. Mehm Hla Aung Gyi (MERB),Dr. Nyi Nyl (Ministry of Agriculture), U Kan Myint (DTAVE) andU Tun Aye (Ministry of No. 1 Industry).

ABSTRACT

This paper documents the result of a tracer study among graduates of secondary and post­secondary Government education institutions, as well as among completers of private skills trainingcourses. It discusses how tracer studies can be used to assist education and manpower planning.The study questionnaire covers employment history and job attitudes, income, and demographicinformation. To strengthen the effectiveness of education and manpower planning, tracer studiesneed to be organized more regularly, and their findings fed into the decision-making process. Itmight therefore be desirable to set up a Tracer Study Unit which could serve several departmentsand institutions simultaneously.

PREFACE

The Ministry of Education, UNDP and UNESCO are engaged in a joint effort to review the presentstate.of education and manpower training in the Union of Myanmar. This review is being carriedout under the Education Sector Study project, which began in mid-1990. The objective of theproject is to help improving Myanmar's education system so it can make contribute moreeffectively to the country's social and economic development. The first phase of the EducationSector Study (ESS), a detailed diagnosis and analysis of the needs of the education sector, is nowcompleted. A synthesis of the main findings has been issued in a separate report.

This paper is one of a series of working papers produced by Myanmar ESS participants. The seriescovers various important aspects of education, such as quality and efficiency, linkages betweeneducation and employment, costs and financing, school facilities, and sector organization andmanagement. The ESS Working Papers series addresses itself to all professional staff in theeducation sector, as well as to interested researchers. It is hoped that these papers will contributeto stimulate a national discussion on ways and means to improve Myanmar's education system.

Dr. Khin Maung KyweNational Project Director

Antoine SchwartzChief Technical Adviser

OBEDHEDTAVEESSMERB

LIST OF ABBREVIATIONS

Department of Basic EducationDepartment of Higher EducationDepartment of Technical, Agricultural and Vocational EducationEducation Sector StudyMyanmar Education Research Bureau

TABLE OF CONTENTS

Page

I. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1

11. METHODOLOGY AND SURVEY DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 2

Ill. PLACEMENT OF GRADUATES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4

IV. ISSUES AND RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9

V. CONCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10

123456

LIST OF TABLES

Training Institutions Run by the GovernmentSkill Training Course Run By Private EstablishmentsResponse Rate by Type of Graduates/SkillsMatch Between Training and EmploymentType of Training and Extent EmploymentOccupational Expectation of the Trainees

LIST OF GRAPHS

Page

223456

1. Pie Chart Showing the Occupational Expectationof the Trainees: Government Institutions

2. Pie Chart Showing the Occupational Expectationof the Trainees: Private Training Schools

3. Pie Chart Showing the Total Occupational Expectationof the Trainees: Total

CHAPTER I

INTRODUCTION

This paper reports the results of a small tracer study and discusses how tracerstudies can be used as a planning tool to assist education and manpower planning. To makeeducation institutions more efficient, we need to know what happen to graduates. One way is toconduct tracer studies. Such studies are useful for assessing the labour market performance ofgraduates and school leavers.

Uses of Tracer Studies

Tracer studies can be used to achieve the following:

• To collect information on how well the graduates are doing in the labourmarket

• To get feedback from the graduates to modify and upgrade the educationinstitutions

• To meet the needs of the employers

• To make tracer studies as part of labour market information system

• To make use of the labour market information to assist policy planners.

CHAPTERll

METIlODOLOGY AND SURVEY DESIGN

The tracer study questionnaires used include items such as employment status,income, basic demography, waiting time for employment, job changes, attitude to jobs andqualitative feedback on courses and programmes of training institutions.

Samples of fresh graduates from Yangon Institute of Technology (YIT), Civil,Government Technical Institute (GTI), Mandalay, Machine Tools, Agriculture High School, Myittha,during the three academic years 1984/85, 1985/86, 1986/87, were first chosen at random andthen efforts were made to establish contact with those graduates included in the sample. Next,a few individuals who received training in specific skills like Computer Operations, Tailoring andAuto-repairs run by private establishments were also chosen at random and interviewed.

Table 1Training Institutions Run by the Government

No. Training Institutions Academic Year Sample Size1984/85 1985/86 1986/87

Yangon Institute of 203(10) 244(10) 274(10) 30Technology (Civil Eng.)

2 Government Technical 17(5) 48(5) 44(5) 15Institutes (Machine Tools)

3 Agriculture High School 66(5) 50(5) 24(5) 15(Myittha)

Total 286(20) 342(2) 315(20) 60

Note: Sample sizes are given within parenthesis.

Table 2Skill Training Course Run By Private Establishments

No. Training Institutions Intended Interview1988 1989 1990 Total

1 Computing and Typing 5 5 5 152 Tailoring 3 3 3 93 Auto-Workshop 2 2 2 6

Total 30

Interviewers were sent all over the country to contact the graduates selected forinterviewing through local administrative bodies. More than one visit was needed in tracing some

3

respondents for shifts in their places of residents.

It is important to note that the sample sizes for private skill-training courses werefixed in advance for the sake of convenience.

Table 3Response Rate by Type of Graduates/Skills

No. Graduates/ Sample Response ResponseType of Skills Rate %

1. B.E (Civil) 30 27 90.02. GTI (Machine Tools) 15 15 100.0

(Mandalay)3. AHS (Myittha) 15 15 100.04. Computing and Typing 15 15 100.05. Tailoring 9 9 100.06. Auto-workshop 6 6 100.0

Total 90 87 97.0

CHAPfERill

PLACEMENT OF GRADUATES

Relationship Between Type of Diplomas/Degrees and Type of Work

In our study of graduates from some training institutions, both in the formal andnon-formal sectors, we see that some are employed in jobs which are related to their educationaltraining, but a great majority found their jobs do not match with their training or acquired skills.

For example, a graduate of Yangon Institute of Technology is found to take up theprofession of a primary assistant teacher and another as a self-employed shop-keeper. Also agraduate of an Agricultural High School (AHS), took up the post of a Primary Assistant Teacher(PAT). A tracer study on the graduates of computer centres reveal that most of them take up thecourse because of the challenge of a new subject and also because the universities are closed forthe time being. A currently employed PAT attending the course of computer said that her trainingand her work does not relate. She has a bachelor degree with physics major and has the feelingthat she should be employed in a field in which her training might prove to be useful.

Our study reveals that training systems such as computer schools, secretarial,typing schools are currently very popular and heavily attended in the sense that trainees perceivedthat the new market oriented economic policy would create job opportunities for them. Currentlyit is seen that such level of employment has not been reached yet. To those who took up computertraining a few are fortunate enough to find employment in the same institution. Most of thetrainees of typing school usually take it as a pre-course for computer training. Some attended suchcourses to while away before the university opens. Such reasons clearly bring out the fact thatultimately employers are the ones who decide on employment. Since employers have greatinfluence over labour market the most obvious solution is to place training under the control of aboard in which employers receive higher representation.

Table 4Match Between Training and Employment

No. Institute (or) Training Related Not Related

1. Institute of Technology 16 42. Government Technical 8

Institutes3. Agricultural High School 11 14. Computer Training 1 15. Tailoring 1 16. Short Hand and Typing 27. Auto-workshop 5

5

Employment and Unemployment Situation of the Graduates

The tracer study brought into view that among the 87 respondent, 38 per cent arenot employed. Graduates of higher education face unemployment more often than lower educationlevel graduates after completing their studies.

A research was conducted in 1977 to find out the prospect that graduates havein securing jobs, the types of occupation where graduates are placed and how graduates have towait to find jobs. Ten per cent of the graduates from Yangon Arts and Science University, YangonInstitute of Technology, the Institute of Economics, the Institute of Education, the Institute ofAnimal Husbandry and Veterinary Science. the Institute of Agriculture, under the Department ofHigher Education and the Institute of Medicine and the Institute of Dental Science under theMinistry of Health were surveyed. The total response was 41 per cent within two months. Basedon a survey regarding the number of applications submitted for jobs, the highest was found amongthe B. E (Engineering) degree holders and the lowest among the B. Sc degree holders. Six per centof the graduates who were offered the jobs they had applied for, did not accept the job. The mainreasons for this was that either the place of the job was too far out, or there were problems relatedwith the family or the salary was low. Out of the 259 respondents 70 per cent were employedand 30 per cent were not yet employed. B.E. graduates and B.Sc graduates were found to be thelargest in number among those not yet employed.

In the recent survey in 1990, it was found that more than 59 per cent of the YITand 53 per cent of the GTI graduates had found employment. For the AHS graduates the extentof employment was about 80 per cent. Among graduates of Computing & Typing only 40 per centand among Tailoring 22 per cent were able to find employment. Auto-workshop trainees areemployed cent per cent. This is so because the nature of the job is arduous and young people arenot willing take on this type of training highly.

Table 5Type of Training and Extent Employment (Per cent)

No. Type of Institution Employed Unemployed

1. YIT 59.0 41.02. GTI 53.0 47.03. AHS 80.0 20.04. Computing & Typing 40.0 60.05. Tailoring 100.0 0.0

Occupational Expectation of the GraduatGs

The external efficiency of an education system involves relationships betweengeneral and vocational education and between schools and work opportunities, what schools andteachers can be expected to do in preparing for future occupations and what may be expectedfrom a combination of learning in and out of school. The relationships are intricate and diverse andcan be summarized as follows.

6

First to promote economic growth, it is essential to have a trained labour forceequipped to handle technical and managerial problems. This presents a more severe problem fordeveloping countries, where skilled manpower is scarce and enterprises that could provideopportunities both for training and employment is lacking.

Secondly the problem of unemployment in the modern sector among graduates andothers leaving school. In other words, labour supply versus labour demand.

Thirdly - policy makers, employers as well as individual tend to consider formaleducation as passport to jobs in the modern sector. To increase their chances for employment withhigher wage, students tend to remain in school as long as possible, sometimes for more years thanrequired by the available jobs.

Table 6Occupational Expectation of the Trainees

214% 50°

77 25

19 469% 22]0 7% 25°

19 442% 151 ° 9% 33°

No. Training Schools Government

1. AHS 32. No./1) Industrial

Training Centre 10

I. /1 +2) 1386% 310°

3. Tailoring 34. Computing and Typing 65. Auto-workshop

11. /3+4+5) 930% 108°

Ill. Total 22/1 +2+3+4+5) 49% 176°

Private JVC

2

Co-op

7

Figure 1Pie Chart Showing the Occupational Expectation of the Trainees.

Government Institutions

J.V.C (15.7%)

Private (0.0%)

Private Training Schools

8

Total

Private (42.0%)

Government (49.0%)

In our study on trainees from various institutions, we find that 49 per cent of thetrainees wanted to join government departments, 42 per cent the private sector and 9 per cent tlieJVCs. It was found that no one wanted to join the cooperative sector.

Among the trainees interviewed, two large groups were identified: those attendinggovernment training schools and those attending private and non-formal training schools. It wasfound that among those attending government training schools 86 per cent wanted to joingovernment departments and 14 per cent preferred the JVCs. Most of the trainees taking privateor non-formal training desired to join the private sector and to get government jobs as well.

A tracer study of 1976177 graduates also point out that 67 per cent of theograduates wanted to work with state enterprises or departments; less than 1 per cent thecooperative sector and the private sector and the remaining wanted to take up any type of workor set up their own businesses. This is understandable, for the state had been the major employerprior to the adoption of the market oriented economic policy, but after the adoption of the neweconomic policy, trainees actually look forward to join the private sector for work. This factreflected the need for studying the labour market conditions placing more emphasis on employmenteffectiveness of the private sector.

Income is also one of the main factors in the occupational expectation of thegraduates. Our study is concerned with the income generation of graduates. Most begin their workwith very low pay. For the YIT graduates, the majority had to start work with a monthly incomeranging from K 400 - K 750. For technical schools it is much lower, between K 200 - K 450. Mostof them start to work on a flat-payor daily wages basis.

Graduates from the non-formal education sector such as auto-workshop workers,typists were found to earn more than university graduates. This is a natural flow of blue collar jobworkers earning more than white collar job workers in the initial period. The nature of the work isdifferent although there is less wage differential.

CHAYfER IV

ISSUES AND RECOMMENDATIONS

Methodology

Tracer studies are usually ad-hoc exercises covering only a few institutions or typesof graduates. To use tracer studies as an aid to education/manpower policy making, graduatesfrom all the institutions or programmes run by the Ministry of Education and other ministries shouldbe analyzed. To encompass all the institutions and programmes, a sample will need to be selected.To be precise, the question should be asked of what size of sample is necessary to reflect themarket demand for specific types of educated manpower.

Another issue in methodology is formulating questions. At the centre of a tracerstudy is the questionnaire. In designing questions it should be borne in mind that much of theresulting analysis will be statistical and therefore the answers will need to be in a form where bythey can be aggregated. Another important consideration in designing questions is to ensure thattheir meaning is clear and unambiguous. There are some factors to take into account in thewording of questions. All wording should be simple, direct and familiar. Each question should havea single issue.

Operation

The result of tracer studies can be useful to and fed into the work of severalministries, particularly Education, Labour and Planning. There should be a permanent tracer studyunit in one of the above ministries. The advantage of setting up a permanent tracer study unit isthat it can integrate information from tracer studies to national planning purposes. The setting ofa permanent tracer study could develop a series of tracer studies right across to education/trainingsystem.

To improve policy decision on education and manpower, tracer studies need to beorganized as part and parcel of the activities of the institution and the information they generateshould regularly be fed into the policy-making process.

Recommendations

To get up-to date information on the labour market performance of graduates,Tracer Studies should be made regularly.

To train more-people who will be in charge of the tracer studies. The person incharge should have, as a minimum, practical experiences of survey work including coding andanalyzing cross tabulation.

CHAPrER V

CONCLUSION

As this paper reports the results of a small tracer study and discusses tracer studiesas a method of obtaining regular feed-back on the labour market performance of graduates, it canbe used as a tool to assist education and manpower planning. Tracer studies provide informationon the demand for educated workers. Besides this it has other advantages. First, the surveys aresimple to conduct. Secondly, the typical questionnaire used is short and uncomplicated, and caneasily be completed by respondents. The third is that almost all of them can be conducted by mail.They are therefore inexpensive to carry out. The survey can be conducted when graduates returnfor their graduation ceremony. Fourthly I the data collected by tracer studies can be easily analyzedand understood by non-economists. Like all techniques to aid policy-making, tracer studies haveshortcomings. Some of those shortcomings concern data reliability while others stem from theassumptions that underline tracer studies.

LIST OF WORKING PAPER SERIES

1. Education Data Review and Analysis

1.1 Performance Indicators in Basic Educationby U Saw Win (Institute of Economics).

1.2 Performance Indicators in Higher Educationby U Thein Htay (DHE).

1.3 Performance Indicators in Technical, Agricultural and Vocational Educationby U Myat Naing (MERB) and U Nyunt Maung (DTAVE).

1.4 Quantitative Review of Education Staffby U Tun Hla and U Myint Thein (DBE).

1.5 Population Projections (1983-2013) by U Nyan Myint (Institute of Economics).

2. The Quality of Education

2.1 Teacher Quality by Daw 00 Khin Hla (Institute of Education).

2.2 Pedagogy by Oaw Nu Nu Win (Institute of Education).

2.3 Curriculum by U Myint Han (MERB).

2.4 Student Evaluation by Dr. Khin Saw Naing (Institute of Medicine 2).

2.5 Student Characteristics by U Maung Maung Myint (DBE).

3. Education and Employment

3.1 Manpower Demand and Employment Patterns in a Changing Economyby Dr. Thet Lwin (Institute of Economics).

3.2 A Tracer Study of Recent Graduates: Implications for Education and ManpowerPlanning by U Kyaw Kyaw (Department of Labour).

3.3 Linkages between Training Institutions and Employersby U Tun Aye (Ministry of NO.1 Industry), Daw Myint Myint Yi (Institute ofEconomics) and U Van Naing (DBE).

3.4 Education and Work Performance (A Survey of Employers' Perceptions) by DawHla Myint (Institute of Economics).

3.5 Non-Formal Education in Myanmar by Daw Win Win Myint (Institute ofEconomics) and Daw Lai lai Yu (MERB).

3.6 Labour Market Institutions in Myanmar by U Kyaw Kyaw (Department of Labour).

4. Costs and Financing of Education

4.1

4.2

4.3

Management and Administration of the Education Budget by Or. Khin Ohn Thant(Ministry of Planning and Finance).

Government Expenditure on Education by Oaw Soe Soe Aung (Institute ofEconomics) .

Non-Government Expenditure on Education by U Saw Gibson (Yangon University).

5. Education Infrastructure

5.1

5.2

5.3

5.4

The Construction Sector by U Tet Tun (Ministry of Construction), U Nyi Hla Nge(Yangon Institute of Technology), Oaw Naw Joy Loo (Institute of Medicine 1) andOaw Win Win Maw (Institute of Medicine 1).

A Comprehensive Survey of Education Facilities by U Sein Myint (OBE), U NyiHla Nge (Yangon Institute of Technology), Oaw Win Win Myint (Institute ofEconomics), Oaw Naw Joy Loo (Institute of Medicine 1), U Saw Wynn (OBE) andOaw Win Win Maw (In.stitute of Medicine 1).

The Provision of Infrastructure by U Nyi Hla Nge (Yangon Institute ofTechnology), U Nyunt Hlaing (Ministry of No.1 Industry), U Tet Tun (Ministry ofConstruction) and U Sein Myint (OBE).

Norms and Standards for Education Facilities by U Nyi Hla Nge (Yangon Instituteof Technology), Oaw Win Win Maw (Institute of Medicine 1), and U Tet Tun(Ministry of Construction).

6. Organization and Management of the Education System

6.1

6.2

6.3

Organization and Management of Basic Education by Oaw Hla Kyu (OBE) and UMyint Thein (OBE).

The Cluster System for Primary Schools by U Myint Han (MERB).

Organization and Management of Universities and Colleges by U Saw Gibson(Yangon University) and U Thein Htay (OHE).

7. Special Studies

7.1

7.2

7.3

7.4

Economics and Business Education by Oaw Cho Cho Thein (OBE).

The Teaching of Science and Technology by U Khin Maung Kyi (OBE).

The Teaching of English by Or. Myo Myint (Yangon University).

Higher Education by U Myo Nyunt (Institute of Education)