Recently, the issue of vocational education development in Azerbaijan and the training of personnel in accordance with labor market demands has become one of the discussed topics. Entrepreneurs and business representatives frequently state that, in some cases, the knowledge and skills acquired by graduates of vocational schools do not fully align with the needs and demands of real production and service sectors. Particularly, the level of graduates' practical skills, their habits of working with modern technologies, and issues of adaptation to the work environment come to the forefront in these discussions.
In a statement to Modern.az regarding the topic, Azer Badamov, Deputy Chairman of the Milli Majlis Committee on Economic Policy, Industry, and Entrepreneurship, first noted that the purpose of vocational education institutions is to provide workplaces in various sectors of the economy with more professional employees.
“We can say that today there is a greater need for vocational specialties. This is because new enterprises are regularly opening. This increases the demand for vocational specialties. Even contracts are signed between vocational schools and certain enterprises, and the issue of employment for vocationally oriented qualified specialists is immediately resolved. However, this happens in very few cases.”
The Deputy Chairman brought to attention that coordination between entrepreneurs and educational institutions has not yet been established at the required level:
“Therefore, entrepreneurs frequently state that some vocational school graduates do not possess sufficient practical skills to immediately work in the production and service sectors. However, I can say that the material and technical base of vocational schools allows for the provision of vocational specialties at a high level. Cooks, welders, locksmiths, computer specialists, etc., trained in vocational schools do not have difficulty finding jobs. But not all vocational students put in enough effort to master a profession during their studies.”
The Milli Majlis member also added that there is always a need for good professionals.
“Even a good chef leads to an increase in customers coming to a restaurant, and a good welder or locksmith also attracts more customers. From this perspective, if those pursuing vocational education see themselves in the field they are studying, they should thoroughly learn and master that field.”
However, Vasif Qafarov, a member of the Milli Majlis Committee on Science and Education, stated that the opinions expressed regarding the complete non-compliance of personnel trained by vocational education institutions with the real demands of the labor market can be considered justified to a certain extent.
“In some cases, curricula are not promptly adapted to technological and structural changes occurring in the labor market, and as a result, the knowledge and skills acquired by graduates may not fully align with employers' expectations. Alongside this, reforms implemented in the vocational education system in recent years, the creation of new specialties, the application of module-based programs, and the expansion of cooperation with employers can be evaluated as important steps aimed at eliminating existing discrepancies in this field. Overall, the system is in a developmental stage and requires continuous improvement to meet the expectations of the business sector at a higher level.”
The deputy also emphasized that in this context, systematic and continuous cooperation between educational institutions and entrepreneurial entities is of particular importance for structuring vocational education in a manner more aligned with the labor market:
“Such cooperation should not be limited solely to the organization of production practices but should also encompass the development and updating of curricula, the adaptation of curricula to labor market demands, the application of modern equipment, and the involvement of field specialists in the educational process. More active participation of entrepreneurs in the educational process, the integration of real production experience into teaching, and the widespread application of the dual education model are considered important factors that enhance the quality of personnel training aligned with the labor market.
As a continuation of this approach, the regular updating of curricula and the further strengthening of the practical training component are essential for graduates of vocational education institutions to acquire skills that meet the demands of entrepreneurs.”
V. Qafarov noted that for this purpose, the implementation of competence-based and modular education programs, students undergoing broader and longer-term production experience in a real work environment, and the expansion of the use of modern technologies and digital tools in the educational process are important:
“At the same time, special attention to the development of universal competencies such as teamwork, problem-solving, communication, and digital skills can significantly contribute to graduates entering the labor market more prepared and to entrepreneurs being provided with qualified personnel.”
