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

Abstract

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.

The competence-based VET curriculum and teaching of work values: the case of Lithuania

“…For example, one of the key conflicts related to work values faced by VET students is a choice between the current well-being and the future career prospects. High demand for low-skilled labour in different sectors of economy (low-skills equilibrium) attracts a lot of young people, especially those from the at-risk background, to get employed and thus contributes to the dropping-out of such students from VET schools without completing their training and attainment of a vocational qualification (Tūtlys et al , 2022). Such trend becomes highly visible in the periods of socio-economic crises.…”

“…Here the main conflict is between the perceived instrumental value of work as a basic means of subsistence and work perceived as a factor of self-realization and sustainable socialization. While the instrumental value of work is enhanced by the socio-economic constraints (poverty, necessity to provide for students themselves and their families with the resources of subsistence), other work values (cognitive, altruistic, social prestige) are promoted by VET teachers and trainers in seeking to prevent the students from dropping out of VET (Tūtlys et al , 2022). Economic pressures, especially poverty, make students from socially disadvantaged backgrounds (quite abundant in the VET system) to prioritize the acquisition of “practical-operational” competencies, which are necessary for their immediate employment, largely ignoring internalization of work values necessary for holistic development of person and professional.…”