Promoting Emotional Intelligence in Vocational Education as a Method to Achieve Employability of Graduates

Abstract

Emotional intelligence can play an important role in an individual's education and career success. The purpose of this study is to evaluate the opinion of employers on the importance of competencies related to emotional intelligence in the recruitment process in Latvia, as well as the extent to which these competencies can be developed in vocational education and training. Total of 750 companies participated in this research, rating the importance of competencies and the performance of vocational education institutions using a four-point Likert scale. The list of methods currently applied in vocational education developing emotional intelligence competencies was developed through in-depth interviews with the managers of vocational education institutions. The research results show that most of employers evaluate ability to work independently, work motivation and problem-solving skills as very important in the recruitment process. Vocational education institutions need to pay more attention to improving ability to take responsibility in students. The main methods used by vocational education institutions to develop competencies linked to emotional intelligence are extra-curriculum activities, international events and mobility, as well as work-placements, which are supplements to education programmes rather than core curriculum, indicating to low link between emotional intelligence competencies and expected learning outcomes of vocational education. The research provides the basis for reconsidering the vocational education curriculum in the light of its contribution to development of competencies that are highly valued in the labour market.

Recent developments and challenges of the introduction of dual training for SMEs in countries around the Baltic Sea Region with a special emphasis on Lithuania

“…Other studies are indicating that a stronger focus on extra-curriculum activities and a diversification of teaching and learning methods to promote more social, self-management and emotional competences (Līce, 2019a) and intentions to encourage each student to take responsibility about his personal growth and his ambitions (Kiris, 2019) are the right development path for the Latvian VET system. This is supported by other findings, indicating positive relationship between employability and the opportunity to develop planning and selforganising competencies in vocational education (Līce, 2019b). The majority of Latvian employers support the introduction of WBL in the Latvian VET system but does not feel fully prepared to do actually offer the training positions (Buligina et al, 2014).…”

Emotional Intelligence and Success in Initial Vocational Education and Training: A Study Among Healthcare Assistants and Social Care Workers

“…This literature review also illustrated how interventions to improve emotional competences could be adapted to the VET context (particularly the cohabitation of two training places, the heterogeneity of the considered professions, their priorities in terms of emotional management, etc.). In addition, a recent study investigated EI in VET and showed its relevance in improving employability (Līce & Sloka, 2019). However, the role of EI in VET continues to be underestimated and can benefit from further investigation, especially in training sectors where emotions play a central role, such as health and social care.…”