How history matters: The emergence and persistence of structural conflict between academic and vocational education: The case of post-Soviet Estonia

Loogma, Krista; Ümarik, Meril; Sirk, Meidi; Liivik, Reeli

doi:10.1007/s10833-018-09336-w

Cited by 10 publications

(10 citation statements)

References 20 publications

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“…So, in addition to education, professionalism, intellectual activity, the intelligentsia is endowed with an active civic position, social competence, which is able to create, disseminate and preserve national cultural values and traditions. However, these basic characteristics are too general; therefore, they do not allow to determine the place of the intelligentsia in the social structure of society (Loogma et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

The Place of Intelligentsia in Socio-Economic Development of Society: The Creative Perspective

et al. 2021

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In the context of the socio-economic approach to determining the place and role of the intelligentsia and its interaction with authorities, often only one point is reviewed, in which the intelligentsia is defined as the most progressive layer of society and at the same time oppressed by the authorities for progressive views. Thus, a search is needed between the desire of society for progress and the search for optimal conditions for coexistence between power and the intelligentsia. The novelty of the work is determined by the fact that the historical basis of the interaction between government and the intelligentsia should be considered not only in a historical perspective but also on the basis of an economic or anthropological approach. The authors of the article determine the role economic nature of the intelligentsia in the positive development of a socio-economic nature in society. The practical significance of the study is determined by the possibility of forming social development programs on the basis of philosophical discussions and determining the place and role of the intelligentsia in social development.

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Section: Resultsmentioning

confidence: 99%

The Place of Intelligentsia in Socio-Economic Development of Society: The Creative Perspective

et al. 2021

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“…Promoting the VET pathway and increasing its attractiveness for youth have proved to be a serious challenge and a political goal for education policy makers of the Baltic countries during the past 30 years. It is explained both by the stigma of VET as a dead-end pathway to career and competence development inherited from the Soviet times (at least valid for the initial stage of the post-Communist transition), as well as by the "elitist" neoliberal orientation of the education reforms favouring mainly general secondary education and higher education pathways as a key sources for development of the individual and national human capital (Loogma et al, 2019). Quite often in the eyes of citizens and young people, VET was regarded as a part of skill formation which serves the short-term interests of businesses in supplying them with cheap labour (just like in the Soviet time VET served as a supplier of narrowly skilled workforce for planned economy - Loogma et al, 2019).…”

Section: Theoretical Framework and Research Methodologymentioning

confidence: 99%

“…, 2019). Quite often in the eyes of citizens and young people, VET was regarded as a part of skill formation which serves the short-term interests of businesses in supplying them with cheap labour (just like in the Soviet time VET served as a supplier of narrowly skilled workforce for planned economy – Loogma et al. , 2019).…”

Section: Skill Formation Institutions Vet and Integration Of At-risk ...mentioning

confidence: 99%

VET ecosystems and labour market integration of at-risk youth in the Baltic countries: implications of Baltic neoliberalism

Tūtlys

Buligina

Dzelme

et al. 2022

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PurposeThe paper seeks to disclose the features and implications of the neoliberal VET and employment policy agendas for the social and institutional VET ecosystems and the integration of at-risk youth in the labour market in the Baltic countries.Design/methodology/approachThe research is based on the comparative policy analysis approach with reference to the theories of social and skill formation ecosystems and the historical institutionalism perspective.FindingsThe research has revealed three interconnected and alternately/simultaneously applied development pathways in the skill formation and vocational education of at-risk youth in the Baltic countries: (1) the market-oriented approach based on fostering immediate employability based on the momentary skills needs in the economy; (2) the state-assistance approach based on ensuring equal access to the VET and employment services by the state and (3) the approach of systemic support to socially disadvantaged or at-risk young people in developing their capabilities.Originality/valueThe originality of the paper lies in a new, holistic and comparative perspective in analysing the implications of the “Baltic neoliberalism” for the development of skill formation systems, VET and employment of at-risk youth in this region.

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“…Additionally, in many countries, applied curricula and/or vocational institutions are more often a route chosen by lower-socioeconomic status (SES) students, despite countries' attempts to make the vocational choice more attractive [10]. In Estonia, vocational education has suffered from Soviet-era stigmatisation [34], and to cope with that, many former vocational education institutions acquired HEI status during reforms in the 2000s [20]. In addition to demand-side deficiencies, due to the rapid market reform in the early 1990s, essential structural reforms were long delayed, and the link between the labour market and vocational education broke down [18].…”

Section: Literature Overview and Case Specificities 21 Varieties Of Higher Education Financing And Educational Accessmentioning

confidence: 99%

“…In addition to demand-side deficiencies, due to the rapid market reform in the early 1990s, essential structural reforms were long delayed, and the link between the labour market and vocational education broke down [18]. Today, even though students in many applied curricula are eligible for additional support not available to students in academic curricula [34], the share of students who pick professional HEI or other vocational tracks is still below the expected average [24], and it is predominantly youths from working-class backgrounds who overwhelmingly participate in it [34,35].…”

Section: Literature Overview and Case Specificities 21 Varieties Of Higher Education Financing And Educational Accessmentioning

confidence: 99%

The Paradox of State-Funded Higher Education: Does the Winner Still Take It All?

Põder

Lauri

2021

Education Sciences

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Contrary to the overall tendency to increase student participation in the financing of higher education, Estonia abolished student tuition fees in 2013. We study the effects of this reform on the students’ access to and progress in higher education, concentrating mostly on the changes in probabilities of rural and remote students being admitted (extensive margin) and graduating within a nominal time (intensive margin). We distinguish between four different outcomes: admission in general, admission to vocational education, admission to high-rank curricula, and graduation within nominal time. We confirm the tendency that a high socioeconomic status increases the probability of being admitted to high-rank curricula and reduces the probability of choosing an applied curriculum, and the 2013 reform did not change that. While the reform weakly improved rural students’ tendency to graduate on time, it diminished the probability that they were admitted to high-rank curricula. So, paradoxically and contrary to the intention of the reform, higher state involvement in higher education financing has not improved the equity in university admission in Estonia in terms of either socioeconomic background or regional disparities. We claim that part of the explanation of that paradox lies in the conditionality of this reform and the combination of a scarce needs-based and a competitive merit-based student support system in Estonia. We see our broader contribution in emphasising the important role of support systems in the future analysis of the potential to improve students’ access.

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How history matters: The emergence and persistence of structural conflict between academic and vocational education: The case of post-Soviet Estonia

Cited by 10 publications

References 20 publications

The Place of Intelligentsia in Socio-Economic Development of Society: The Creative Perspective

The Place of Intelligentsia in Socio-Economic Development of Society: The Creative Perspective

VET ecosystems and labour market integration of at-risk youth in the Baltic countries: implications of Baltic neoliberalism

The Paradox of State-Funded Higher Education: Does the Winner Still Take It All?

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