.


Special Issue for "Management of Education: Problems and Perspectives"

International Review of Management and 
Marketing

ISSN: 2146-4405

available at http: www.econjournals.com

International Review of Management and Marketing, 2016, 6(S2) 247-252.

International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016 247

The Management of Youth Employment in a Lifelong 
Engineering Education System

Marina V. Morozova1*, Tatyana S. Kust2, Elvira Y. Sokolova3, Svetlana I. Osipova4, 
Natalya Vladimirovna Gafurova5, Valentina I. Vaganova6, Vladimir A. Ovchinnikov7, Ruben O. Agavelyan8

1Yurga Institute of Technology (Affiliated) National Research Tomsk Polytechnic University, Yurga, Russia, 2Yurga Institute of 
Technology (Affiliated) National Research Tomsk Polytechnic University, Yurga, Russia, 3National Research Tomsk Polytechnic 
University, Tomsk, Russia, 4Siberian Federal University, Krasnoyarsk, Russia, 5Siberian Federal University, Krasnoyarsk, Russia, 
6East Siberia State University of Technology and Management, Ulan-Ude, Russia, 7Kuzbas Regional Institute of Vocational 
Education, Kemerovo, Russia, 8Novosibirsk State Pedagogical University, Novosibirsk, Russia. *Email: morozovamarina-1@mail.ru

ABSTRACT

The formation of lifelong engineering (technical) education based on the interaction and collaboration among education, industrial plants and 
business structures contributes to the creation of a youth employment management system which, in turn, makes a contribution to the development 
of human potential that will be able to satisfy the modern social and economic needs of a country. The system of lifelong engineering education 
allows: To create conditions for pupils’ professional orientation toward technical and engineering specialization in their future vocational training; 
to provide conditions to engineering university students for the formation of their skills, habits and professional competence enabling to solve 
professional problems in real industrial production environment with the use of high-technology equipment; to manage and control the graduates’ 
placement through the solution of the above mentioned tasks by increasing the number of young specialists being employed within 1 year after 
graduating from a university and getting an education. The system of lifelong engineering (technical) education enables to cover a large segment 
of the population by vocational training programs, retraining, post-secondary technical and advanced training on the basis of multi-functional 
centers of applied qualifications and educational-sectoral clusters. Practical outcomes of the above specified work will be the formation of an 
efficient youth employment management system and the provision of Russian economy with high-qualified personnel in the priority directions of 
modernization and technological development. Upon the obtained results of this research some scientific problems and priority directions requiring 
further consideration can be distinguished: The study and generalization of foreign and Russian engineering university experience concerning the 
development of youth employment management system through the implementation of innovative models of engineering education organization; 
seeking new areas of activity which will have a positive impact on the quality of lifelong technical education and youth employment. The material 
of the article can be useful and significant for specialists and managers of educational organizations, job centers and production-and-training 
centers by the determination of forms and methods of interaction, as well as selection and arrangement of the instructional content of technicians-
and-engineers’ collaborative training.

Keywords: Lifelong Education, Youth Employment, Interaction 
JEL Classifications: A20, I21, I28

1. INTRODUCTION

The creation of innovative models intended for high-qualified 
engineering lifelong training, the collaboration of educational 
organizations and business structures, active participation of 

the members of educational process in international educational 
and technological space are the priority objectives of vocational 
training development in accordance with the needs of rapidly 
changing economic environment and the goals of community 
and state development. Thus, these priority objectives are one 



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International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016248

of the most efficient tools of youth employment management 
(Russian Federation National Program Development of Education 
in 2013-2020, 2013).

One of the factors of the system effectiveness associated with 
vocational education is the number of higher vocational institution 
graduates and secondary vocational school leavers who were 
employed in accordance with their major (specialization) within 
1 year after getting an education.

The population of young people at the age from 14 till 30 makes 
up 37 million people which constitutes 34 % of economically 
active population of the Russian Federation. It is to be emphasized 
that young citizens of the country possess economic and social 
mobility, imitativeness and have physical health, intellectual 
activity and open-mindedness to scientific and technological 
innovations which is a necessary condition of their adaptation 
to new socioeconomic environment. The number of officially-
registered unemployed young people constitutes about 37% in 
Russia. The share of young people being employed in a real 
sector of economic activity is about 9-18% compared to 62% of 
young people being in the job market. Thus, there is a sustainable 
tendency of human capital loss among young people: These are 
the consequences of the inefficient use of the available potential 
and pose a threat to the state by decelerating its economic growth 
and declining the living standard.

The release of labor force due to the demographic processes 
of decrease in youth population at the age from 17 till 25 on 
12-15% by 2016 compared to 2010 will cause a new tendency 
in this active labor market segment, e.g. the demand in high 
productive workplaces which will result in the improvement of 
human recourse personnel training quality enabling their high 
performance (Pokholkov and Pakhomova, 2015).

Current situation in the youth employment market generates a 
need for developing new approaches to the solution of the problem 
associated with unemployment through the youth employment 
management which is possible in lifelong education environment 
since it creates optimal organizational and pedagogical conditions 
for personal successful professional adaptation, socialization 
and self-realization (Irismetov et al., 2013; Ivanov et al., 2014a; 
2014b; Zaitseva, 2013; Dmitrieva et al., 2015; Sabirov et al., 2015; 
Gallyamova, 2014).

The relevance of this research is determined by the contradiction 
between the engineering education quality and of potential 
employers’ needs which results in low demand in engineering 
university graduates in the labor market. The analysis of the above 
mentioned contradiction shows that the employers are interested in 
hiring specialists who are able to be fully engaged in the professional 
sphere, to realize the key types of professional activity and capable 
of thinking and working independently and autonomously from 
the very first working day at the enterprise (Priymak et al., 2015; 
Khairullina et al., 2016).

The above listed requirements necessitate the need to overcome 
gaps in vocational training, to include some changes in graduates’ 

theoretical knowledge, skills and practical experience, to develop 
the ability to predict future problems and consequences associated 
with these problems, to create advanced models aimed at coping 
with these problems (Kupriyanov et al., 2015; Kozhanova et al., 
2015; Kalimullin and Masalimova, 2016).

It is unfair to state that scientific and pedagogical community 
has conservative views on the engineering education system 
(engineers and technicians’ vocational training) and are against 
the implementation of new paradigms in vocational education. 
The State Standards of new generation and conceive-design-
implement-operate initiatives intended to eliminate contradictions 
between theory and practice in engineering education adopted 
by the majority of engineering universities in Russia issue 
the challenge to develop innovative technologies of lifelong 
engineering personnel training (Crawley, 2011).

Lifelong engineering personnel training ensures competent and 
well-timed professional orientation to technical specializations, 
the formation of professional competence of future specialists 
capable of successful actions based on practical experience, 
skills and knowledge by the solution of professional problems 
in real production environment which will result in considerable 
reduction of time spent on engineering vocational training and 
retraining in accordance with the changing economic requirements, 
using formal and informal organization of education by engaging 
business in the educational process. All these measures, in 
aggregate, allow creating an efficient management system of 
engineering university graduates’ employment (Magomedov and 
Kutepova, 2009).

2. METHODOLOGICAL FRAMEWORK

2.1. Empirical Research Method
Since the aim of the research is to find methods and forms to realize 
a lifelong engineering education system based on the collaboration 
and interaction between education and business as a factor of 
youth employment management, the analysis of observation data 
concerning the changes of secondary school leavers’ professional 
intentions and inclinations, the results of surveys and interviews 
conducted among secondary vocational school leavers, graduates 
and employers on the issue of their satisfaction with vocational 
training quality are the most important initial stages of this research. 
The authors of this study applied a range of allied to pedagogics 
sciences by data gathering, its storage and processing concerning 
secondary engineering university graduates’ placement. The place 
of data gathering was the Siberian Federal District. We studied the 
documents and outcomes of educational activity in engineering 
universities and secondary technical schools in the form of written, 
statistical, technical and other materials, where the percentage of 
engineering university graduates’ employment in accordance with 
their specialty (major) within 1 year after getting an education 
and percentage of youth employed in the production and service 
spheres were taken as a target.

2.2. Methodological Principles
Lifelong education and employment comprise a very complicated 
system which effective study can be provided by the use of the 



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International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016 249

complex of general scientific and specific pedagogical research 
techniques and methods. The authors of this research have chosen 
the following methodological principles: Determinism which 
specifies the need to study the causes of youth unemployment 
from the point of view of their causality due to the impact of one 
or another factors; systemacy requiring the definition of youth 
employment management style, the type of management and 
control of lifelong technical education and collaboration and 
interaction among education, industrial plants and business as 
coherent components of a social and educational comprehensive 
whole; dialectical principle which recognizes the continuity of 
changes, transformation and development of a vocational training 
system, manufacturing and labor market.

2.3. Literature Review
Some studies conducted by Russian scientists were very significant 
for the subject of the given research.

Pokholkov and Pakhomova (2015) presented system analysis of 
the problem associated with the quality of vocational education, 
Ignatyev and Tretyakova (2014) analyzed the management of 
lifelong technical education, Piralova (2010) focused on the 
optimization of modern engineering education.

The study done by Bagautdinova (2004) is of great importance 
with relation to the management of engineering education system 
at regional, federal and municipal levels, Vinokurov et al., 
(2011) investigated the problem of engineering and technical 
personnel certification; Koulz et al. (2009) were concerned with 
the development of national engineering personnel certification 
scheme.

The works conducted by Simonyantz (2014), Bibik and 
Il’yaschenko (2014), Kozlov and Minayev (2004), Vlazneva 
(2014), Loshchilova et al. (2015), Vlasyuk (2007), Shvabauehr 
(2006), Minzer and Babayeva (2012), Buresh and Zhuk (2009) are 
of particular interest for studying the problem of youth employment 
management through the lifelong technical training system. 
Simonyantz (2006) presented various education technologies of 
engineering training through students’ immersion in vocational 
environment of an industrial plant; Bibik and Il’yaschenko (2014) 
analyzed the teaching experience of practice-oriented approach 
by engineering and technical personnel training; the practice 
of using special purpose-oriented method of intercompany 
engineering training was investigated by Kozlov and Minayev 
(2004), Palyanov et al. (2013) performed the analysis of youth 
employment management system through vocational training 
modernization; Vlazneva (2014) focused on the technologies of 
the collaboration and interaction between the labor and educational 
service markets; Loshchilova et al. (2015) considered the models 
of networking interaction between universities and job centers; 
Vlasyuk (2007) described the motivation techniques of future 
engineers’ career guidance and analyzed the problem of graduates’ 
vocational adjustment and social adaptation; Shvabauehr (2006) 
devoted his research to theoretical and methodological grounds of 
lifelong education design; Minzer and Babayeva (2012) focused 
on the design technology of vocational education programs based 
on the integration of formal and informal education; the issues 

associated with the development and foundation of educational 
and research-and-production clusters as a strategy of competitive 
recovery of a region were discussed by Buresh and Zhuk (2009).

Upon the analysis of scientific literature devoted to the problem of 
this research we came to the conclusion that some socioeconomic 
aspects of lifelong technical education are still unstudied. There 
is a lack of research where the problem of engineering university 
graduates’ employment is considered as a pedagogical problem and 
the system of lifelong technical training is studied as a management 
tool of youth employment.

3. RESULTS AND DISCUSSIONS

3.1. The Creation of Multifunctional Centers 
of Applied Qualifications (MCAQ) as a Factor 
of Conflict Resolution between the Quality of 
Engineering Training and Employers’ Needs
The data analysis of empirical studies allowed the authors of this 
paper to determine the key problem which is in the contradiction 
between the quality of engineering and higher education specialists’ 
training who are able to work at engineering posts (bachelors and 
masters) and employers’ needs (their requirements to specialists). 
The quality of graduates’ education in some Russian universities 
does not meet the current requirements due to the deterioration of 
material and technical resources, the lack of up-to-date laboratory 
equipment and crisis in the research and educational personnel 
training (Vinokurov et al., 2011). Employers are interested in the 
following qualities essential for modern engineers: The ability of 
critical thinking (systematic and independently) and the efficient 
solution of professional problems using their knowledge, skills 
and professional competences obtained in university; the ability 
to work in a team; the knowledge of technological processes 
and industrial and business environment; the ability to generate, 
endorse and implement a novel idea; the ability to present their 
own ideas (Ignatyev and Tretyakova, 2014).

The instructional content of engineering educational programs and 
currently used educational technologies hinder from the formation 
of professional competences. The current engineering personal 
training system is not oriented to changing industrial needs. 
There is no adequate prediction system which is able to analyze 
the industrial needs in certain specialists and there is also lack in 
the development of engineering special-purpose training courses 
(Bagautdinova, 2004).

The most important direction on improving quality of engineering 
personnel training should be the activity enabling the collaboration 
and interaction between education and business based on the 
principle of a social partnership, vested by the federal law of 
the Russian Federation about employers’ participation in the 
development and implementation of state policy in the field of 
professional education, adopted in 2007 and the law adopted 
in 2009 which allows universities to establish small innovation 
enterprises. The results of regular monitoring conducted by the 
Soviet of the Federation of legislative and regulatory enforcement 
practice of the adopted laws, however, demonstrate lack of the 
expected effect (Matviyenko, 2013).



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The unresolved contradiction between the quality of engineering 
training and the employers’ needs (requirements to engineers) 
resulted in turning out specialists for job centers, because they 
still do not satisfy the industrial needs, which leads to aggravating 
the problem associated with youth unemployment (Palyanov 
et al., 2013).

A promising direction of the model development of youth 
employment management through the development of lifelong 
technical education system based on the collaboration and 
interaction between education and business is the creation of 
MCAQ on the basis of branch resource centers operating at 
industrial plants. MCAQ will be a connecting link of engineering 
personnel lifelong education as informal education lasting the 
whole life. The main principle of this education is training in 
accordance with the demands in close association with practice, 
flexibility of educational programs, timetable and places where 
the training is conducted (Minzer and Babayeva, 2012).

The main objectives of MCAQ include: The increase of 
youth employment rate through efficient job search by 
engineering university graduates in accordance with their major 
(specialization); individual support given to students and graduates 
concerning their career choice and job placement; the cooperation 
and interaction with potential employers on the issue of steady 
working practice and pre-graduation apprenticeship organization 
and personal graduates’ appointments (distribution) to industrial 
plants; the implementation of probation period programs in 
high-tech companies and plants intended for students and young 
specialists; the formation of consultative committees arranging 
the cooperation of engineering universities, job centers and 
potential employers concerning vocational adjustment and youth 
employment management.

The efficiency of networking forms of interaction between 
education and business based on MCAQ is determined by some 
factors: The use of modern technological sites equipped with 
high-technology facilities being at industrial partners’ disposal for 
educational institution needs; the use of high-qualified research 
and educational potential, e.g., pre-graduation apprenticeship 
heads (tutors) capable of working on high-technology equipment 
and lecturers using efficient innovative educational technologies; 
the implementation of a wide range of a short-term vocational 
training, retraining and advanced programs; rendering of an 
additional educational service on some certain specialties; the use 
of distance learning technologies.

3.2. The Creation of Educational-sectoral Clusters as a 
Factor of Youth Employment Management through a 
Lifelong Vocational Education System
Under the conditions when educational institutions of higher 
education aimed at training of technical and engineering specialists 
lost the support of base plants, the perspective to improve multilevel 
and multidisciplinary vocational education system with the use 
of partnership between engineering universities, implementing 
network forms and employers, including companies of all 
patterns of ownership, is of great importance. This partnership 
forms an educational-sectoral cluster, consisting of a group of 

plants and cooperating organizations, including educational 
institutions, supplementing each other through their interaction 
and collaboration by solving the problem of engineering personnel 
training possessing professional competences, satisfying the needs 
of innovative industry (Loshchilova et al., 2015).

The structure of the educational-sectoral cluster in the system of 
lifelong technical education includes: Engineering universities 
training specialists majoring in certain professional fields; 
educational institutions dealing with the secondary vocational 
education and senior stage of profession-oriented schools which 
train technicians and engineering university entrants; plants 
requiring qualified staff to solve professional problems in industrial 
environment.

Science is a constituent part in this type of cooperation. The 
employer is a consumer of the results of scientific, technical and 
technological advances who realizes his interests by the selection 
of entrants and influences the instructional content of entrants’ 
education and retraining and also takes part in the assessment 
of graduates’ training quality in the framework of Federal 
State Educational Standards (as members of State Attestation 
Commissions). Education as worthwhile welfare is carried out 
for the benefit of people, family, society and state and satisfies 
the needs of society through the satisfaction of the interests of 
industry and business aimed at providing high standards of living 
and competitiveness in the world market (Buresh and Zhuk, 2009).

The principle of the educational-sectoral cluster system operation 
is as follows: Industrial plants transmit information concerning 
the required specialists to their branch ministries and, thus, the 
claim for a certain specialist is carried out through the system 
of a government order. Industrial plants and business provide 
apprenticeship on modern high-technology equipment and 
guarantee to employ the graduates after their graduation from 
university.

The concentration of educational institutions of different types 
of educational level around the engineering university allows 
uniting scientific, educational, methodical, material and technical 
resources of industrial production and business in order to 
implement lifelong technical education system. At the same time, 
the collaboration and interaction between engineering universities 
and basic schools through the introduction of university grades in 
these schools help young people in their vocational engineering 
major choice (specialization choice). In the case, when the leavers 
of branch (profession-oriented) colleges have a chance to reduce 
the time spent on a course completion, the opportunity to enter 
the university-partner increases which helps to solve the problem 
of entrants’ enrolment (Simonyantz, 2014).

Thus, the participants of educational-sectoral clusters get the 
opportunity to:
• Manage the training of high-qualified engineering personnel 

according to the real industry needs
• Increase the number of high-performance working places
• Participate in the system of social partnership on the principles 

of a project-based management.



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Educational-sectoral clusters established on the basis of taking 
into account socioeconomic features of a certain region combine 
efforts of all educational organizations, industrial plants, business, 
job centers aimed at the formation of high-qualified engineering 
personnel; contribute to enhancing (expanding) of vocational 
information and education environment; allow to reduce the 
youth unemployment rate through the creation of employment 
management system; enable to supply industry with young 
specialists.

4. CONCLUSION

In the course of a detailed study of the problem associated with 
youth employment management through the development and 
creation of a lifelong technical education system by the interaction 
and collaboration among education, industrial plants and business, 
the key vectors of activities aimed at improving engineering 
personnel education system and increasing engineering university 
graduates’ employment rate were determined.

The factors contributing to improving engineering personnel 
education system and increasing engineering university graduates’ 
employment rate include: Re-orientation of vocational training 
to developing partnership with industrial plants and business; 
the introduction of a lifelong engineering personnel training 
which will ensure the required knowledge, skills and professional 
competences; the development of cooperation and interaction 
among the participants of youth labor market which will contribute 
to their qualitative modernization (standards of conduct, roles of 
market participants, value orientation of future specialists; the 
increase of information access); the development of employment 
system for young specialists taking into consideration the regional 
personnel needs through the conduction of measures for the 
advancement of employment.

The distinguish feature and the novelty of a lifelong technical 
education system is a stimuli to increase the motivation and 
improve the quality of vocational training of both, students and 
professional and teaching staff. A technical university gets the 
opportunity to increase its image due to mobilization of industrial 
and material recourses, the availability of high-technology places 
for apprenticeship and graduates’ employment, strengthening of 
relations between university and professional associations, making 
of business agreements (commercial contracts) with industrial 
plants, the opportunity to get high-technology and high-paid 
working places, including executive positions.

The forms of interaction and collaboration among education, 
industrial plants and business which lead to improving professional 
competences of engineering university graduates and contributing 
to their successful employment include: The participation of 
industrial plants and business in the development and formation of 
educational programs intended for future engineers and assessment 
of education quality; the conduction of special-purpose and 
profession-oriented training, continued post-secondary technical 
training and education and retraining on the basis of MCAQ and 
educational-sectoral clustes; the conduction of scientific research 
on the themes proposed by industrial plants and business; the 

organization of apprenticeship in a real industrial production 
environment on high-technology equipment; graduates’ placement 
and employment; making of commercial contracts with industrial 
plants and business concerning collaborate scientific research.

Upon the obtained results of this research we can distinguish a 
range of scientific problems and perspective directions requiring 
further consideration: The study and generalization of practical 
experience of leading Russian and foreign universities on the issue 
of the development of a youth employment management system 
through introduction and implementation of innovation models of 
technical education, the search of new scopes of activities which 
will have a positive impact on education quality of engineering 
universities and graduates’ placement and youth employment.

The materials of this article can be useful for specialists, heads 
of educational institutions and production-and-training centers, 
special placement services and job centers by the definition of 
forms and methods of interaction and collaboration, as well as the 
choice and structuring of the instructional content of collaborate 
engineering staff training.

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