Promoting Youth Entrepreneurship and Employability through Non-Formal and Informal Learning: The Latvia Case
Keywords:
employability, informal learning, Latvia, non-formal learning, youth entrepreneurship, youth unemployment
Abstract
This paper presents some results of the research on ‘Adult education resources to reduce youth unemployment’, which is a part of the project ‘Implementation of the European agenda for adult learning’. The research applies a mixed-method approach (quantitative and qualitative data analysis). The purpose of the paper is to identify the most/least-efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia as well as to show the relationship between the profile of young adults and their opinion on these methods, forms, and initiatives. The findings show that the young adults stressed the importance of cooperation with employers in organising educational activities, field trips as well as the necessity of having internships, projects, and meetings with entrepreneurs to learn from their experience. The most efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia are as follows: internship in a company or institution, projects, other persons’ experience and success stories, and training enterprises. The least efficient ones are mentoring, business incubators, coaching, individual work/action plan for the young people, business clubs, and business start-up funds/grants. The opinion of young adults on all aspects of non-formal and informal learning methods, forms, and initiatives depends on their profile (gender, education level, employment status, learning experience, etc.).
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References
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Grineviča, L., & Rivža, B. (2015). Legal framework of youth unemployment and entrepreneurship regulation in Latvia. Regional Formation & Development Studies, 1(15), 56–64.
Grineviča, L., Rivža, B., & Kovaļevs, R. (2015). Youth social inclusion trends in the Latvian labour market. Socialiniai tyrimai/Social Research, 1(37), 57–66.
Hoskins, B., Janmaat, J. G., & Villalba, E. (2012). Learning citizenship through social participation outside and inside school: An international, multilevel study of young people’s learning of citizenship. British Educational Research Journal, 38(3), 419–446.
Huber, G. L., & Gürtler, L. (2013). AQUAD 7. Manual: The analysis of qualitative data. Tübingen: Softwarevertrieb Günter Huber. Retrieved from http://www.aquad.de/materials/manual_aquad7/manual-e.pdf
Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New Directions for Adult and Continuing Education, 137, 27–38.
Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to learning. A guide for teachers. New York, NY: Open University Press. Retrieved from http://www.principals.in/uploads/pdf/CurriculumDesignPlanning/Jordan_Approaches_to_Learning_0335226701.pdf
Knipprath, H., & De Rick, K. (2014). The economic benefits of adult learning to low-qualified young adults: Do participation and qualification decrease the risk of unemployment? Vocations and Learning, 7(1), 101–120.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development. Oxford, UK: Elsevier.
Mirci, P. S., & Hensley, P. A. (2010). Leading for innovative practice: Melding theories of organizational change, adult learning, and conditions of learning. CAPEA Education Leadership and Administration, 22, 9–30.
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Murray, S., & Mitchell, J. (2013). The ‘double-edged sword’ of the adult learning environment. Australian Journal of Adult Learning, 53(1), 111–128.
Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: Known worlds and new frontiers. Journal of Small Business Management, 49(1), 55–70.
Nohl, A. M. (2015). Typical phases of transformative learning: A practice-based model. Adult Education Quarterly, 65(1), 35–49.
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OECD. (2017a). OECD skills outlook 2017: Skills and global value chains. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264273351-en
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Oganisjana, K. (2010). Studentu uzņēmības veicināšana studiju procesā: promocijas darba kopsavilkums doktora zinātniskā grāda iegūšanai pedagoģijā [The development of students’ enterprise in study process] (Doctoral dissertation). Riga: University of Latvia.
Oganisjana, K. (2012). Uzņēmējspēja un uzņēmība [Entrepreneurship and enterprise]. Riga: RaKa.
Parker, S. K., Bindl, U. K., & Strauss, K. (2010). Making things happen: A model of proactive motivation. Journal of Management, 36(4), 827–856.
Pīgozne, T. (2014). Pieaugušo izglītības resursi jauniešu bezdarba mazināšanai. Ziņojums „Eiropas programmas īstenošana pieaugušo izglītības jomā’ ietvaros (Granta lēmuma numurs 2012-3753/001-001) [Adult learning resources to diminish youth unemployment. The report developed within the project ‘Implementation of the European agenda for adult learning’ (Grant decision No 2012-3753/001-001)]. Retrieved from http://www.muzizglitiba.lv/sites/default/files/06_Pigozne_jauniesu-bezdarbs.pdf
Rastrigina, O. (2010). Global entrepreneurship monitor: 2008 Latvia report. Riga: Stockholm School of Economics in Riga.
SALTO-YOUTH. (2016). Recognition of youth work and of non-formal and informal learning within youth work: Current European developments. Report. Retrieved from https://www.salto-youth.net/downloads/4-17-3335/5%20Overview%20of%20recognition%20policy%20developments%20April%202016.pdf
SEA (State Employment Agency). (2016). Training and employment opportunities. The webpage of the State Employment Agency. Retrieved from http://www.nva.gov.lv/index.php?cid=320
SEA (State Employment Agency). (2017). An overview of the unemployment situation in the country in May 2017. Retrieved from http://nva.gov.lv/docs/31_595f5005eaaaa3.21582742.pdf
Starineca, O., & Voronchuk. I. (2015). Peculiarities of young specialists on labour market: Case of Latvia. Entrepreneurship and Sustainability Issues, 2(4), 198–208.
The Saeima of the Republic of Latvia. (1995). Augstskolu likums [Law on Institutions of Higher Education. Approved by a decision of the Saeima on 2 November 1995]. Retrieved from http://likumi.lv/doc.php?id=37967
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Walliman, N. (2016). Social research methods. London, UK: SAGE Publications.
Wochowska, M. (2015). Non-formal learning and the acquisition of skills ‒ How does the EU support youth employment? Comparative Economic Research, 18(2), 161–179.
Bakker, A. B., Tims, M., & Derks, D. (2012). Proactive personality and job performance: The role of job crafting and work engagement. Human Relations, 65(10), 1359–1378.
Bertolino, M., Truxillo, D. M., & Fraccaroli, F. (2011). Age as moderator of the relationship of proactive personality with training motivation, perceived career development from training, and training behavioral intentions. Journal of Organizational Behavior, 32(2), 248–263.
Buchert, L. (2014). Learning needs and life skills for youth: An introduction. International Review of Education, 60(2), 163–176.
Cabinet of Ministers of the Republic of Latvia. (2007). Lifelong learning policy for 2007-2013. December 9, 2009 amendments incorporated. Retrieved from http://asemlllhub.org/fileadmin/www.asem.au.dk/LLL_Policies/Latvia_-_Ministry_of_Education_and_Science._Basic_guidelines_of_lifelong_learning_policy_for_2007_-_2013.pdf
Cedefop. (2015). Encouraging adult learning: Despite improvements, adult learning still needs to become more attractive, inclusive, accessible and flexible. Briefing Notes, 9099, August 2015.
Chell, E. (2007). Social enterprise and entrepreneurship: Towards a convergent theory of the entrepreneurial process. International Small Business Journal, 25(1), 5–26.
Collis, J., & Hussey, R. (2009). Business research. Basingstoke, UK: Palgrave Macmillan.
Council of the European Union. (2014). Conclusions on promoting youth entrepreneurship to foster social inclusion of young people. Retrieved from http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/142702.pdf
Criu, R., & Ceobanu, C. (2013). E-learning implications for adult learning. Turkish Online Journal of Distance Education-TOJDE, 14(2), 56–65.
CV Online. (2017). Portal of job vacancies in Latvia. Retrieved from http://www.cv.lv/darba-sludinajumi/q-darba%20pieredze
Dikkers, J. S. E., Jansen, P. G. W., de Lange, A. H., Vinkenburg, C. J., & Kooij, T. A. M. (2010). Proactivity, job characteristics, and engagement: a longitudinal study. Career Development International, 15(1), 59–77.
EAEA (European Association for the Education of Adults). (2011). Country report on adult education in Latvia. Retrieved from http://www.eaea.org/media/resources/ae-in-europe/latvia_country-report-on-adult-education-in-latvia.pdf
EAEA (European Association for the Education of Adults). (2014). Adult education in Europe 2014 ‒ A civil society view. Retrieved from http://www.eaea.org/media/policy-advocacy/adult-education-policy-in-europe-country-reports/ae-in-europe-2014_complete.pdf
Eurofound. (2015). Youth entrepreneurship in Europe: Values, attitudes, policies. Luxembourg: Publications Office of the European Union. Retrieved from https://www.eurofound.europa.eu/publications/report/2015/labour-market/youth-entrepreneurship-in-europe-values-attitudes-policies
European Commission/EACEA/Eurydice. (2015). Adult education and training in Europe: Widening access to learning opportunities. Eurydice Report. Luxembourg: Publications Office of the European Union. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/179en.pdf
European Commission. (2014). Developing the creative and innovative potential of young people through non-formal learning in ways that are relevant to employability. Expert Group Report. Retrieved from http://ec.europa.eu/assets/eac/youth/news/2014/documents/report-creative-potential_en.pdf
European Communities. (2007). Key competences for lifelong learning. European reference framework. Luxembourg: Office for official publications of the European Communities. Retrieved from https://www.erasmusplus.org.uk/file/272/download
Eurostat Statistics. (2017). Unemployment statistics. Data up to June 2017. Retrieved from http://ec.europa.eu/eurostat/statistics-explained/index.php/Unemployment_statistics
Falasca, M. (2011). Barriers to adult learning: Bridging the gap. Australian Journal of Adult Learning, 51(3), 583–590.
Finn, D. (2011). Principles of adult learning: An ESL context. Journal of Adult Education Information Series, 40(1), 34–39.
Flora, C. (2006). Are entrepreneurs born or made? Rural Development News, 28(4), 1–7.
Foote, L. S. (2015). Transformational learning: Reflections of an adult learning story. Adult Learning, 26(2), 84–86.
Gibb, A. A. (2007). Enterprise in education. Educating tomorrow's entrepreneurs. Pentti Mankinen 2007, 1–19. Retrieved from http://www.enorssi.fi/hankkeet/yrittajyyskasvatus/pdf/Gibb.pdf
Grinevica, L., & Kovalevs, R. (2015). Integration of young people into the Latvian labour market. Economics & Business, 27(1), 64–68.
Grineviča, L., & Rivža, B. (2015). Legal framework of youth unemployment and entrepreneurship regulation in Latvia. Regional Formation & Development Studies, 1(15), 56–64.
Grineviča, L., Rivža, B., & Kovaļevs, R. (2015). Youth social inclusion trends in the Latvian labour market. Socialiniai tyrimai/Social Research, 1(37), 57–66.
Hoskins, B., Janmaat, J. G., & Villalba, E. (2012). Learning citizenship through social participation outside and inside school: An international, multilevel study of young people’s learning of citizenship. British Educational Research Journal, 38(3), 419–446.
Huber, G. L., & Gürtler, L. (2013). AQUAD 7. Manual: The analysis of qualitative data. Tübingen: Softwarevertrieb Günter Huber. Retrieved from http://www.aquad.de/materials/manual_aquad7/manual-e.pdf
Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New Directions for Adult and Continuing Education, 137, 27–38.
Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to learning. A guide for teachers. New York, NY: Open University Press. Retrieved from http://www.principals.in/uploads/pdf/CurriculumDesignPlanning/Jordan_Approaches_to_Learning_0335226701.pdf
Knipprath, H., & De Rick, K. (2014). The economic benefits of adult learning to low-qualified young adults: Do participation and qualification decrease the risk of unemployment? Vocations and Learning, 7(1), 101–120.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development. Oxford, UK: Elsevier.
Mirci, P. S., & Hensley, P. A. (2010). Leading for innovative practice: Melding theories of organizational change, adult learning, and conditions of learning. CAPEA Education Leadership and Administration, 22, 9–30.
MoES (The Ministry of Education and Sciences of the Republic of Latvia). (2014). Izglītības attīstības pamatnostādnes 2014-2020. gadam [Guidelines for the development of education for 2014-2020]. Retrieved from http://m.likumi.lv/doc.php?id=266406
Murray, S., & Mitchell, J. (2013). The ‘double-edged sword’ of the adult learning environment. Australian Journal of Adult Learning, 53(1), 111–128.
Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: Known worlds and new frontiers. Journal of Small Business Management, 49(1), 55–70.
Nohl, A. M. (2015). Typical phases of transformative learning: A practice-based model. Adult Education Quarterly, 65(1), 35–49.
NRDC (The National Research and Development Centre for adult literacy and numeracy). (2010a). Final report for: Study on European terminology in adult learning for a common language and common understanding and monitoring of the sector. Retrieved from http://www.pedz.uni-mannheim.de/daten/edz-b/gdbk/10/adultreport_en.pdf
NRDC (The National Research and Development Centre for adult literacy and numeracy). (2010b). European adult learning glossary, level 1. Study on European terminology in adult learning for a common language and common understanding and monitoring of the sector. Call Number: EAC 11/2008. Retrieved from https://ec.europa.eu/epale/sites/epale/files/adultglossary1_en.pdf
NRDC (The National Research and Development Centre for adult literacy and numeracy). (2010c). European adult learning glossary, level 2. Study on European terminology in adult learning for a common language and common understanding and monitoring of the sector. Call Number: EAC 11/2008. Retrieved from http://www.pedz.uni-mannheim.de/daten/edz-b/gdbk/10/adultglossary2_en.pdf
OECD. (2015a). Entrepreneurship support for the unemployed in Latvia. Rapid policy assessments of inclusive entrepreneurship policies and programmes. Report. Paris: OECD Publishing. Retrieved from https://www.oecd.org/latvia/Rapid-Policy-Assesment-Latvia.pdf
OECD. (2015b). Investing in youth: Latvia. Paris: OECD Publishing. Retrieved from http://www.keepeek.com/Digital-Asset-Management/oecd/social-issues-migration-health/investing-in-youth-latvia_9789264240407-en#page4
OECD. (2016a). Education at a glance 2016: OECD indicators. Paris: OECD Publishing. Retrieved from http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance-2016_eag-2016-en#page4
OECD. (2016b). Skills matter: Further results from the survey of adult skills. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264258051-en
OECD. (2017a). OECD skills outlook 2017: Skills and global value chains. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264273351-en
OECD. (2017b). PISA 2015 results (volume IV): Students’ financial literacy. Paris: PISA, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264270282-en
O’Leary, Z. (2010). The essential guide to doing your research project. London, UK: SAGE.
Oganisjana, K. (2010). Studentu uzņēmības veicināšana studiju procesā: promocijas darba kopsavilkums doktora zinātniskā grāda iegūšanai pedagoģijā [The development of students’ enterprise in study process] (Doctoral dissertation). Riga: University of Latvia.
Oganisjana, K. (2012). Uzņēmējspēja un uzņēmība [Entrepreneurship and enterprise]. Riga: RaKa.
Parker, S. K., Bindl, U. K., & Strauss, K. (2010). Making things happen: A model of proactive motivation. Journal of Management, 36(4), 827–856.
Pīgozne, T. (2014). Pieaugušo izglītības resursi jauniešu bezdarba mazināšanai. Ziņojums „Eiropas programmas īstenošana pieaugušo izglītības jomā’ ietvaros (Granta lēmuma numurs 2012-3753/001-001) [Adult learning resources to diminish youth unemployment. The report developed within the project ‘Implementation of the European agenda for adult learning’ (Grant decision No 2012-3753/001-001)]. Retrieved from http://www.muzizglitiba.lv/sites/default/files/06_Pigozne_jauniesu-bezdarbs.pdf
Rastrigina, O. (2010). Global entrepreneurship monitor: 2008 Latvia report. Riga: Stockholm School of Economics in Riga.
SALTO-YOUTH. (2016). Recognition of youth work and of non-formal and informal learning within youth work: Current European developments. Report. Retrieved from https://www.salto-youth.net/downloads/4-17-3335/5%20Overview%20of%20recognition%20policy%20developments%20April%202016.pdf
SEA (State Employment Agency). (2016). Training and employment opportunities. The webpage of the State Employment Agency. Retrieved from http://www.nva.gov.lv/index.php?cid=320
SEA (State Employment Agency). (2017). An overview of the unemployment situation in the country in May 2017. Retrieved from http://nva.gov.lv/docs/31_595f5005eaaaa3.21582742.pdf
Starineca, O., & Voronchuk. I. (2015). Peculiarities of young specialists on labour market: Case of Latvia. Entrepreneurship and Sustainability Issues, 2(4), 198–208.
The Saeima of the Republic of Latvia. (1995). Augstskolu likums [Law on Institutions of Higher Education. Approved by a decision of the Saeima on 2 November 1995]. Retrieved from http://likumi.lv/doc.php?id=37967
The Saeima of the Republic of Latvia. (1998). Izglītības likums [Education Law. Approved by a decision of the Saeima on 29 October 1998] Retrieved from http://likumi.lv/doc.php?id=50759
The Saeima of the Republic of Latvia. (1999). Profesionālās izglītības likums [Vocational Education Law. Approved by a decision of the Saeima on 10 June 1999]. Retrieved from http://likumi.lv/doc.php?id=20244
UNESCO. (2016a). Education 2030. Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Retrieved from http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
UNESCO. (2016b). Recommendation on adult learning and education 2015. ED-2016/WS/29. UNESCO Institute for Lifelong Learning. Retrieved from http://unesdoc.unesco.org/images/0024/002451/245179e.pdf
Walliman, N. (2016). Social research methods. London, UK: SAGE Publications.
Wochowska, M. (2015). Non-formal learning and the acquisition of skills ‒ How does the EU support youth employment? Comparative Economic Research, 18(2), 161–179.
Published
2019-12-20
Section
VARIA
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