Introduction and background

Choosing an educational institution is a key step for students and their parents, which affects their future career path. Factors determining the choice of school include not only the student's interests and abilities, but also the influences of the environment, for example the wishes of parents, the proximity of the school to the place of residence, the recommendation of friends or the quality and prestige of the school. One of the aspects that can influence the choice of school is the evaluation of graduates' success on the labor market. Systematic monitoring of graduate careers – known as graduate tracking or tracking – provides educational institutions with feedback that is key to improving the quality of educational programs and adapting them to the demands of the labor market (DZS, 2022). It is also an issue that is part of the school's strategic management and tells about a whole range of aspects and processes taking place in a modern school. Monitoring and work with graduates also tells about the quality and management of the pedagogical process (Veteška, Svobodová, 2022 and Svobodová, Kursch and Veteška, 2022). The satisfaction of pupils of schools using quality management systems in the Czech environment was dealt with by the research of Liška and Veteška (2021).

In the Czech Republic and at the European level, the monitoring of graduates is perceived as an important tool for improving the quality of educational policy. The National Pedagogical Institute of the Czech Republic implements long-term questionnaire surveys, the aim of which is to map the career paths of graduates and identify their success on the labor market (DZS, 2022). At the same time, recommendations of the EU Council from 2012, 2017 and 2020 are available, which emphasize the importance of collecting data on the employment and satisfaction of graduates as a basis for creating educational policies and adjusting educational programs (Recommendations of the EU Council, 2012; 2017; 2020).

The aim of monitoring graduates is not only to obtain data on their employment rate, but also to determine the consistency between the education they have achieved and their employment. This process includes an analysis of competencies and skills that are key for employers. This enables schools to flexibly adapt the content of education to the current requirements of the labor market and to identify weaknesses, for example insufficient practical experience of pupils or outdated educational programs. The data obtained from the tracking of graduates brings benefits on several levels. For schools, they are a valuable tool for identifying areas for improvement and strengthening the relevance of educational programs (Veteška, Svobodová, 2022). For students and their parents, they provide important information for deciding on the choice of school. At the system level, these data contribute to the strategic planning of educational policy, employment support and adaptation to the changing requirements of the labor market (EU Council Recommendation, 2020).

Methodology

The monitoring of graduates was carried out at a secondary vocational school in Prague, which is considered an example of good practice in the field of education and care of pupils. The aim of the study was to evaluate the satisfaction of graduates with the quality of teaching, the approach of teachers and the quality of the school environment, while special attention was paid to the benefit of foreign mobility for further professional and study application. The results were intended to provide information for the school's management with regard to its further development and to contribute to the awareness of potential applicants.

192 graduates of the school, who completed it between 2015 and 2022, took part in the research. The questionnaire survey took place from November 2 to 20, 2022, and was carried out electronically via the Microsoft Forms platform. Returnability was supported by the involvement of former classroom teachers, who addressed the respondents across the board, and by choosing a research date outside the examination period of universities. The questionnaire contained 37 questions, including five open-ended ones, and focused on the areas of satisfaction with the quality of teaching, the school climate and the use of the acquired education in further study or employment. To ensure validity, the questionnaire was tested on a sample of five graduates and adjusted based on their feedback.

Data analysis was carried out using Microsoft Excel software. The closed questions were evaluated on a four-point scale from "strongly disagree" to "strongly agree" and were analyzed with regard to average values, median and standard deviation. Open questions were processed using the coding method according to the principles of grounded theory, while the answers were divided into categories according to the frequency of occurrence. The results were also compared with data from the previous years 2018–2020, which were published in the Proceedings of Adult Education 2021 (Liška, Nazarov, 2022).

The selection of the school for the investigation was based on several criteria, including its size (over 900 pupils), quality of education, international certification, material equipment and involvement in the Erasmus+ program. The school has long been appreciated by the Czech School Inspectorate for the high quality of teaching, the friendly atmosphere and the connection between theoretical teaching and practice. The analysis of the data shows that graduates of this school most often continue their studies at universities focused on law, economics or humanities.

Results

The obtained results indicate high satisfaction of the graduates with the quality of teaching, the friendliness of the teachers and the school environment, while foreign mobilities were evaluated as a significant benefit for professional and personal development. The data analysis shows that the majority of graduates are employed in the field or follow-up studies, which testifies to the effectiveness of the education provided. The research also identified some areas in which the school could further improve its services, for example in the area of ​​connecting graduates with current pupils.

It turned out that choosing a school is a complex and complex process for students, which includes several important factors. Many respondents emphasize the importance of interesting, unique and relevant educational programs, which can be a decisive factor when choosing a school. This aspect has a large overlap, because the offer of original and attractive fields can increase the competitiveness of schools, which requires a regular revision of educational programs and their adaptation to current trends in the labor market.

An important role is also played by the quality of language education, which is one of the main factors in choosing a school and subsequent application on the labor market. Programs such as Erasmus+ and foreign internships further highlight this importance, as language skills are becoming a necessity in a globalized world. Many respondents stated that practical teaching in combination with stays abroad helped them in finding a job and further studies. Schools should systematically expand these opportunities and make them more accessible, because they increase the attractiveness of the school and improve the employability of graduates.

The positive climate and environment of the school also contributes to this, which includes both the attitude of the teachers and modern equipment. All of this is key to motivating students and their overall satisfaction with their studies, which is subsequently reflected in academic results and the prestige of the school. The choice of a school is therefore the result of a combination of several factors that influence each other, such as the quality of fields, teaching, availability of the school and the prestige of the institution.

Several interesting findings and recommendations emerged from the survey results, which are generalizable and can be applied to a wider educational context. It was confirmed that a safe and pleasant school environment is a key factor for the overall satisfaction of pupils. The best rated factor was the statement "I felt safe at the secondary school", which confirms that the psychological and physical safety of pupils is necessary for a positive evaluation of the school. Schools should emphasize not only the quality of teaching, but also the creation of a safe and supportive environment for pupils. The quality of teaching as a whole was evaluated positively, but some of its aspects, for example the possibility of independent development of pupils, were evaluated less favorably.

The lack of space for independent thinking and completing tasks can be perceived as a weakness, and therefore educators should ensure a balance between structured teaching and the support of pupils' independence. In the area of ​​foreign mobilities, the factor "Influence of foreign mobilities" was evaluated less positively, which may be related to the different quality of internships or conditions abroad. Schools should better communicate expectations and opportunities for stays abroad, ensure quality preparation and choose internships that have a direct benefit for the professional development of students.

An important aspect for the quality of the research is also the clarity of the wording of the questions, which, despite the piloting of the questionnaire, was reflected in some ambiguous wording of the questions. Another problem was the drop in teacher quality ratings compared to previous years. Differences in the assessment of some aspects of teaching point to diverse experiences of pupils with the same factors. For example, a high standard deviation was found in the question of teachers' interest in the professional development of pupils. Schools should strive to ensure consistent quality of teaching across different classes and grades.

Despite the declines in partial areas, such as the quality of teaching, the overall satisfaction of pupils at the monitored school remains stable. This suggests that overall satisfaction is influenced by a combination of several factors, such as school climate, teacher support and teaching quality. Long-term monitoring of research data allows identifying trends and long-term problems, such as the declining quality of teachers, which is key for strategic planning and improving the school environment.

Discussion

Based on the discussion of the results, several conclusions can be drawn that have wider applicability in the educational system. Tracing graduates and monitoring their satisfaction with the school is a useful tool for school management, which helps identify areas for improving teaching and the school environment. This tool can be used to monitor long-term results and to adapt the educational process to the current needs of the labor market. The satisfaction of pupils (and graduates) is a key indicator of the quality of the educational process.

Various aspects, such as the quality of teaching, the attitude of teachers, the school climate and foreign internships, influence the overall impression of pupils from the school and can have a direct influence on their future decisions, whether it is a career path, continuing studies or personal development. The quality of teachers has a fundamental influence on student satisfaction and the overall success of education. Appropriate training and regular evaluation of teachers can improve teaching and support student development.

If the quality of teaching is assessed as insufficient, it is necessary to focus on the professional development of pedagogues and their preparation for teaching. A safe, supportive and motivating school environment is a key factor in ensuring student satisfaction. When pupils feel safe and have a positive attitude towards the school environment, it increases their overall satisfaction, which is an important indicator of the quality of the school environment.

Based on the research results, it is recommended to focus on several key areas that can significantly improve the quality of education:

  • Greater emphasis on the quality of teachers and their continuous professional development.
  • Regular tracking of graduates and comparison of year-on-year results to monitor trends.
  • Supporting the development of pupils not only in the educational but also in the professional context, which can help in their future career.

Conclusion

Monitoring school graduates and their satisfaction with the school allows identifying areas for improving teaching and the school environment. This process can also help monitor long-term results and adapt the educational process to the current needs of the labor market. Student satisfaction, both during studies and after graduation, is a key indicator of the quality of the educational process.

Factors such as the quality of teaching, the attitude of teachers, the school climate and foreign internships influence the overall impression of pupils and can have a direct influence on their decisions about a career path, further study or personal development. The high quality of teachers is essential for the satisfaction of pupils and the success of education, and therefore it is necessary to focus on the professional development of teachers and their regular evaluation. A high-quality school climate, which is safe, supportive and motivating, significantly contributes to the overall satisfaction of pupils and is an important indicator of school quality.

For more accurate and reliable results, it is important to ensure greater representativeness of the sample and clarity of the questions. Consistent year-to-year monitoring of research results and comparison of trends provides schools with valuable information for strategic management and early recognition of problems, which facilitates the adoption of appropriate measures to improve the educational process. Foreign mobilities and internships have a significant impact on the professional development of graduates. Although their assessment may be influenced by specific conditions in the destination, the benefit for career development is indisputable.

Schools should create opportunities for foreign experiences, with an emphasis on quality preparation and the selection of suitable destinations. Based on the results of the research, it is recommended to focus on improving the quality of teachers, regular tracking of graduates, year-on-year comparison of results and support for the development of pupils in an educational and professional context.

Authors: PhDr. Roman Liška, Ph.D. Mgr. Jalal Nazarov Department of andragogy and educational management Faculty of Pedagogy, Charles University Czech Republic

This text was created as part of the Cooperatio program (Charles University, Faculty of Education, 2022-2026), scientific field Education and Pedagogy (GEED).

List of used information sources

A graduate as a mirror of a vocational school, 2022. Online. Available from: https://www.dzs.cz/statistiky/absolvent-jako-zrcadlo-odborne-skoly. [cit. 2024-07-10].

Council Recommendation of 20 November 2012, 2012. Online. Available from: https://education.ec.europa.eu/cs/focus-topics/improving-quality/inclusive-education/common-values [cit. 2024-07-10].

Council Recommendation dated 20 November 2017, 2017. Online. Available from: Https://eur-lex.europa.eu.. [cit. 2024-07-10].

Council Recommendation dated 24 November 2020, 2020. Online. Available from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32020H1202(01). [cit. 2024-07-10].

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