This study explores the relationship between 15-year-olds results in the PISA 2018 assessment of ... more This study explores the relationship between 15-year-olds results in the PISA 2018 assessment of global competence and citizens’ political views. In particular, we look at the correlations of 18 EU nation-states citizens’ political preferences (right-leaning) and students’ non-cognitive skills, attitudes, and values. Data from the OECDs’ PISA global competence and European Social Survey for the year 2018 were used. After the analysis, it can be presumed that the higher share of the right-leaning population in the country is associated with lower students’ global competencies.
Straipsnyje pristatomos Lietuvos bendrojo ugdymo turinio (toliau – UT) formavimo tendencijos, į j... more Straipsnyje pristatomos Lietuvos bendrojo ugdymo turinio (toliau – UT) formavimo tendencijos, į jas žvelgiant kaip į tarptautinių tyrimų nulemtus pokyčius. Teoriniu pagrindu analizuojamas švietimas atsižvelgiant į globalizacijos kontekstą. Pateikiama UT veikiančių jėgų – tarptautinių organizacijų apžvalga. Gilinamasi į EBPO vykdomą tarptautinį penkiolikmečių pasiekimų tyrimą (PISA) bei jo įtaką užsienio valstybių švietimo sistemoms. Remiantis pusiau struktūruoto ekspertų interviu metu surinktų duomenų analize ir teorine tyrimo dalimi, identifikuojama tarptautinių tyrimų įtaka Lietuvos bendrajam UT. Išvadose teigiama, kad dėl tarptautinių lyginamųjų tyrimų koncentruojantis į aukštus pasiekimus ir įgūdžius su gamyba susijusiose disciplinose, Lietuvos bendrasis ugdymo turinys siaurėja, taip atsitraukdamas nuo švietimo kaip holistinio socialinės sanglaudos stiprinimo ir visuomenės gerovės didinimo šaltinio. Atsižvelgiant į tai, keltini pagrįsti Lietuvos švietimo politikos kryptingumo kl...
The main goal of this article is to analyze the trends of general curriculum development in the c... more The main goal of this article is to analyze the trends of general curriculum development in the context of international assessments. A brief review of international organizations and international researches affecting the curriculum is provided. This article in detail analyzes the Programme for International Student Assessment (PISA), carried out by the Organisation for Economic Cooperation and Development (OECD), with a triennial international survey, which is aimed to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students and the influence the program has on the education systems of foreign countries: Germany, Japan, and Denmark. In addition, this article analyzes the potential influence of the said survey on the general curriculum in Lithuania. The last part describes the methodological particularities of the empirical survey and performs the analysis of data collected during the semi-structured interviews of experts. The participants of...
Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM lab... more Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM labour force supply. It is often believed that education systems are the bottleneck of economic growth and that by increasing the supply of STEM (science, technology, engineering, mathematics) graduates we will get more and better payed jobs. But a growing body of evidence suggests that in many STEM fields there is an adequate supply or even oversupply of STEM majors. Still, technologically advanced capitalist countries advocate for more STEM workforce regardless of an overcrowded market. Echoing foreign neoliberal trends, Lithuanian education policy makers are on the same STEM shortage hype-train, and reforms are full steam ahead. Methods. To explore perceived lack of Lithuanian STEM labour force supply an assessment of STEM graduates’ (n=3720) occupational destinations one year after graduation and average salaries in those professions was conducted employing a descriptive statistical ana...
What labour market? A critical STEM supply shortage investigation: Lithuanian case, 2020
Abstract
Aim. The main objective of this investigation is to explore perceived lack of Lithuanian... more Abstract Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM labour force supply. It is often believed that education systems are the bottleneck of economic growth and that by increasing the supply of STEM (science, technology, engineering, mathematics) graduates we will get more and better payed jobs. But a growing body of evidence suggests that in many STEM fields there is an adequate supply or even oversupply of STEM majors. Still, technologically advanced capitalist countries advocate for more STEM workforce regardless of an overcrowded market. Echoing foreign neoliberal trends, Lithuanian education policy makers are on the same STEM shortage hype-train, and reforms are full steam ahead.
Methods. To explore perceived lack of Lithuanian STEM labour force supply an assessment of STEM graduates’ (n=3720) occupational destinations one year after graduation and average salaries in those professions was conducted employing a descriptive statistical analysis.
Results. Findings show that there is no general shortage of STEM labour supply; the majority (54% n=2023) of all recent STEM degree holders in Lithuania do not work in STEM jobs. The majority of graduates usually do not reach national average income one year after graduation.
Conclusions. Persuasion of students to study STEM degrees based on better labour market outcomes is misleading and possibly unethical. The principal theoretical implication of this paper is the acknowledgment that low STEM graduate employment does not necessarily signify a failing education system. Rather, this is an opportunity to look beyond human capital and labour market discourse which, arguably, prevents STEM education to realize its revolutionary potential.
The main goal of this article is to analyze Lithuanian trends of general curriculum development i... more The main goal of this article is to analyze Lithuanian trends of general curriculum development in the context of international assessments. A brief review of international organizations and international researches affecting the curriculum is provided. This article in detail analyzes the Programme for International Student Assessment (PISA), carried out by the Organisation for Economic Cooperation and Development (OECD), with a triennial international survey, which is aimed to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students and the influence the program has on the education systems of foreign countries: Germany, Japan, and Denmark. In addition, this article analizes the potential influence of the said survey on the general curriculum in Lithuania. The last part describes the methodological particularities of the empirical survey and performs the analysis of data collected during the semi-structured interviews of experts. The participants of the survey are education experts, whose current activities and experience are related to the general curriculum and the factors affecting its changes. A deeper and critical part of the study consists of the conclusions, which, based on expert opinions, identify the impact of international surveys on the general curriculum of Lithuania. Changes observed in other countries that have suffered from the so called “PISA shock” can also be seen in the Lithuanian education system. The conclusions state that, as a result of international comparative surveys which focus on high scores in production-related subjects and skills, the general curriculum of Lithuania becomes narrower, thus undermining the educational notion of developing holistic social cohesion and prosperity for society. Taking this into account, rightful questions regarding the direction of Lithuanian education policy are raised.
This study explores the relationship between 15-year-olds results in the PISA 2018 assessment of ... more This study explores the relationship between 15-year-olds results in the PISA 2018 assessment of global competence and citizens’ political views. In particular, we look at the correlations of 18 EU nation-states citizens’ political preferences (right-leaning) and students’ non-cognitive skills, attitudes, and values. Data from the OECDs’ PISA global competence and European Social Survey for the year 2018 were used. After the analysis, it can be presumed that the higher share of the right-leaning population in the country is associated with lower students’ global competencies.
Straipsnyje pristatomos Lietuvos bendrojo ugdymo turinio (toliau – UT) formavimo tendencijos, į j... more Straipsnyje pristatomos Lietuvos bendrojo ugdymo turinio (toliau – UT) formavimo tendencijos, į jas žvelgiant kaip į tarptautinių tyrimų nulemtus pokyčius. Teoriniu pagrindu analizuojamas švietimas atsižvelgiant į globalizacijos kontekstą. Pateikiama UT veikiančių jėgų – tarptautinių organizacijų apžvalga. Gilinamasi į EBPO vykdomą tarptautinį penkiolikmečių pasiekimų tyrimą (PISA) bei jo įtaką užsienio valstybių švietimo sistemoms. Remiantis pusiau struktūruoto ekspertų interviu metu surinktų duomenų analize ir teorine tyrimo dalimi, identifikuojama tarptautinių tyrimų įtaka Lietuvos bendrajam UT. Išvadose teigiama, kad dėl tarptautinių lyginamųjų tyrimų koncentruojantis į aukštus pasiekimus ir įgūdžius su gamyba susijusiose disciplinose, Lietuvos bendrasis ugdymo turinys siaurėja, taip atsitraukdamas nuo švietimo kaip holistinio socialinės sanglaudos stiprinimo ir visuomenės gerovės didinimo šaltinio. Atsižvelgiant į tai, keltini pagrįsti Lietuvos švietimo politikos kryptingumo kl...
The main goal of this article is to analyze the trends of general curriculum development in the c... more The main goal of this article is to analyze the trends of general curriculum development in the context of international assessments. A brief review of international organizations and international researches affecting the curriculum is provided. This article in detail analyzes the Programme for International Student Assessment (PISA), carried out by the Organisation for Economic Cooperation and Development (OECD), with a triennial international survey, which is aimed to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students and the influence the program has on the education systems of foreign countries: Germany, Japan, and Denmark. In addition, this article analyzes the potential influence of the said survey on the general curriculum in Lithuania. The last part describes the methodological particularities of the empirical survey and performs the analysis of data collected during the semi-structured interviews of experts. The participants of...
Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM lab... more Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM labour force supply. It is often believed that education systems are the bottleneck of economic growth and that by increasing the supply of STEM (science, technology, engineering, mathematics) graduates we will get more and better payed jobs. But a growing body of evidence suggests that in many STEM fields there is an adequate supply or even oversupply of STEM majors. Still, technologically advanced capitalist countries advocate for more STEM workforce regardless of an overcrowded market. Echoing foreign neoliberal trends, Lithuanian education policy makers are on the same STEM shortage hype-train, and reforms are full steam ahead. Methods. To explore perceived lack of Lithuanian STEM labour force supply an assessment of STEM graduates’ (n=3720) occupational destinations one year after graduation and average salaries in those professions was conducted employing a descriptive statistical ana...
What labour market? A critical STEM supply shortage investigation: Lithuanian case, 2020
Abstract
Aim. The main objective of this investigation is to explore perceived lack of Lithuanian... more Abstract Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM labour force supply. It is often believed that education systems are the bottleneck of economic growth and that by increasing the supply of STEM (science, technology, engineering, mathematics) graduates we will get more and better payed jobs. But a growing body of evidence suggests that in many STEM fields there is an adequate supply or even oversupply of STEM majors. Still, technologically advanced capitalist countries advocate for more STEM workforce regardless of an overcrowded market. Echoing foreign neoliberal trends, Lithuanian education policy makers are on the same STEM shortage hype-train, and reforms are full steam ahead.
Methods. To explore perceived lack of Lithuanian STEM labour force supply an assessment of STEM graduates’ (n=3720) occupational destinations one year after graduation and average salaries in those professions was conducted employing a descriptive statistical analysis.
Results. Findings show that there is no general shortage of STEM labour supply; the majority (54% n=2023) of all recent STEM degree holders in Lithuania do not work in STEM jobs. The majority of graduates usually do not reach national average income one year after graduation.
Conclusions. Persuasion of students to study STEM degrees based on better labour market outcomes is misleading and possibly unethical. The principal theoretical implication of this paper is the acknowledgment that low STEM graduate employment does not necessarily signify a failing education system. Rather, this is an opportunity to look beyond human capital and labour market discourse which, arguably, prevents STEM education to realize its revolutionary potential.
The main goal of this article is to analyze Lithuanian trends of general curriculum development i... more The main goal of this article is to analyze Lithuanian trends of general curriculum development in the context of international assessments. A brief review of international organizations and international researches affecting the curriculum is provided. This article in detail analyzes the Programme for International Student Assessment (PISA), carried out by the Organisation for Economic Cooperation and Development (OECD), with a triennial international survey, which is aimed to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students and the influence the program has on the education systems of foreign countries: Germany, Japan, and Denmark. In addition, this article analizes the potential influence of the said survey on the general curriculum in Lithuania. The last part describes the methodological particularities of the empirical survey and performs the analysis of data collected during the semi-structured interviews of experts. The participants of the survey are education experts, whose current activities and experience are related to the general curriculum and the factors affecting its changes. A deeper and critical part of the study consists of the conclusions, which, based on expert opinions, identify the impact of international surveys on the general curriculum of Lithuania. Changes observed in other countries that have suffered from the so called “PISA shock” can also be seen in the Lithuanian education system. The conclusions state that, as a result of international comparative surveys which focus on high scores in production-related subjects and skills, the general curriculum of Lithuania becomes narrower, thus undermining the educational notion of developing holistic social cohesion and prosperity for society. Taking this into account, rightful questions regarding the direction of Lithuanian education policy are raised.
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Papers by Jogaila Vė
Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM labour force supply. It is often believed that education systems are the bottleneck of economic growth and that by increasing the supply of STEM (science, technology, engineering, mathematics) graduates we will get more and better payed jobs. But a growing body of evidence suggests that in many STEM fields there is an adequate supply or even oversupply of STEM majors. Still, technologically advanced capitalist countries advocate for more STEM workforce regardless of an overcrowded market. Echoing foreign neoliberal trends, Lithuanian education policy makers are on the same STEM shortage hype-train, and reforms are full steam ahead.
Methods. To explore perceived lack of Lithuanian STEM labour force supply an assessment of STEM graduates’ (n=3720) occupational destinations one year after graduation and average salaries in those professions was conducted employing a descriptive statistical analysis.
Results. Findings show that there is no general shortage of STEM labour supply; the majority (54% n=2023) of all recent STEM degree holders in Lithuania do not work in STEM jobs. The majority of graduates usually do not reach national average income one year after graduation.
Conclusions. Persuasion of students to study STEM degrees based on better labour market outcomes is misleading and possibly unethical. The principal theoretical implication of this paper is the acknowledgment that low STEM graduate employment does not necessarily signify a failing education system. Rather, this is an opportunity to look beyond human capital and labour market discourse which, arguably, prevents STEM education to realize its revolutionary potential.
Aim. The main objective of this investigation is to explore perceived lack of Lithuanian STEM labour force supply. It is often believed that education systems are the bottleneck of economic growth and that by increasing the supply of STEM (science, technology, engineering, mathematics) graduates we will get more and better payed jobs. But a growing body of evidence suggests that in many STEM fields there is an adequate supply or even oversupply of STEM majors. Still, technologically advanced capitalist countries advocate for more STEM workforce regardless of an overcrowded market. Echoing foreign neoliberal trends, Lithuanian education policy makers are on the same STEM shortage hype-train, and reforms are full steam ahead.
Methods. To explore perceived lack of Lithuanian STEM labour force supply an assessment of STEM graduates’ (n=3720) occupational destinations one year after graduation and average salaries in those professions was conducted employing a descriptive statistical analysis.
Results. Findings show that there is no general shortage of STEM labour supply; the majority (54% n=2023) of all recent STEM degree holders in Lithuania do not work in STEM jobs. The majority of graduates usually do not reach national average income one year after graduation.
Conclusions. Persuasion of students to study STEM degrees based on better labour market outcomes is misleading and possibly unethical. The principal theoretical implication of this paper is the acknowledgment that low STEM graduate employment does not necessarily signify a failing education system. Rather, this is an opportunity to look beyond human capital and labour market discourse which, arguably, prevents STEM education to realize its revolutionary potential.