Key Issues and International Experiences of Tracer Studies

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Key Issues and International Experiences of Tracer Studies Harald Schomburg, Senior Consultant, Germany Second

Key Issues and International Experiences of Tracer Studies Harald Schomburg, Senior Consultant, Germany Second Seminar of the Project Fostering Competencies (FOSTERC) Belarus State Economic University in cooperation with Baltic Sea Region University Network Minsk (Belarus), 21 – 22 March 2018 h. [email protected] de www. qtafi. de

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key aspects of the methodology 4. New Tracer Study developments 5. Conclusions 23/05/2017

Schomburg, Key Issues and International Experiences of Tracer Studies High Demand on Tracer Studies

Schomburg, Key Issues and International Experiences of Tracer Studies High Demand on Tracer Studies are very often a key instrument for monitoring and evaluation in projects of donor agencies (like World Bank, ADB, GIZ, JICA) in the TEVET and HE area Accreditation and accountability Labor market relevance as a key indicator of the quality of education Assessment and further development of study/traing programmes based on LM feedbacks (Skills Observatoty)

Schomburg, Key Issues and International Experiences of Tracer Studies WORLD BANK and other donor

Schomburg, Key Issues and International Experiences of Tracer Studies WORLD BANK and other donor agencies project: Let’s work (global partnership) New Methods Generate new methods and approaches to measure, understand, and strengthen the creation of more and better jobs. Measuring the impact of private sector investments on jobs Tracer studies is one of three new methods Source: https: //www. letswork. org/

Schomburg, Key Issues and International Experiences of Tracer Studies University Kassel, Germany http: //www.

Schomburg, Key Issues and International Experiences of Tracer Studies University Kassel, Germany http: //www. unikassel. de/einrichtungen/en/incher/home. html

Schomburg, Key Issues and International Experiences of Tracer Studies Research at the University Kassel

Schomburg, Key Issues and International Experiences of Tracer Studies Research at the University Kassel (Germany) Research Centre of the University of Kassel (part of the university) since more than 30 years (International Centre of Higher Education Research-Kassel) About 20 researchers, and about 15 doctoral students Research focus: Higher education and work; HE systems and structures; (international) graduate surveys (CHEERS; REFLEX; PROFLEX; HEGESCO) International network of graduate surveys (INGRADNET)

Schomburg, Key Issues and International Experiences of Tracer Studies International Tracer Study Cooperation: INGRADNET

Schomburg, Key Issues and International Experiences of Tracer Studies International Tracer Study Cooperation: INGRADNET International Network of Graduate Tracer Studies Africa Cameroon, Ghana, Kenya, Malawi, Namibia, Nigeria, South Africa, Uganda, Tanzania Central America Costa Rica, El Salvadore, Honduras, Guatemala, Mexico, Nicaragua, Panama Asia INGRADNET Europe Indonesia, Iran, Japan, Kyrgyzstan, Oman, Philippines, Vietnam Austria, Belgium, Czech Republic, Estonia, Finland, France, Italy, Netherlands, Norway, Portugal, Romania, Serbia, Slovenia, Spain, Sweden, Switzerland, United Kingdom

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key aspects of the methodology 4. New Tracer Study developments 5. Conclusions 23/05/2017

Schomburg, Key Issues and International Experiences of Tracer Studies What are (Graduate) Tracer Studies?

Schomburg, Key Issues and International Experiences of Tracer Studies What are (Graduate) Tracer Studies? Similar terms Graduate survey Tracer study Alumni research Follow-up study Graduate career tracking Target population Graduates of an institution of TEVET/HE (regardless the kind of degree) Surveyed after graduation

Schomburg, Key Issues and International Experiences of Tracer Studies Objectives of Institutional Tracer Studies

Schomburg, Key Issues and International Experiences of Tracer Studies Objectives of Institutional Tracer Studies 1. Development of the education institution (e. g. curriculum) 2. To evaluate the relevance of education (assessment) Data from graduates 3. To contribute to the accreditation process (accountability) 4. To inform students, parents, lecturers and administrators

Schomburg, Key Issues and International Experiences of Tracer Studies The Conceptual Framework of Tracer

Schomburg, Key Issues and International Experiences of Tracer Studies The Conceptual Framework of Tracer Studies Tracer study VET/HE Input Study conditions and provisions Labor market signals Output Student Input Students‘ bio data, experiences, motives Process Kowledge, skills, competences, motivation, grades Outcomes Transition, employment, work, professional success service to society Teaching and learning Context: Labour market – region – country; socio-economic development and personal development

Schomburg, Key Issues and International Experiences of Tracer Studies Parents‘ education Socio-biographic background Gender

Schomburg, Key Issues and International Experiences of Tracer Studies Parents‘ education Socio-biographic background Gender TEVET/higher education Structures Sociocultural conditions Country Region Knowledge society Prior education Motives and abilities Study conditions Curricula Study behaviour Competences Transition process Employment and work Globalisation, internationalisation Labour market conditions Life course

Schomburg, Key Issues and International Experiences of Tracer Studies Key Measurement Problems of Graduate

Schomburg, Key Issues and International Experiences of Tracer Studies Key Measurement Problems of Graduate Surveys: the Questionnaire and the Statistical Analysis Which indicators do we need? How to measure the labour market signals? Which factors are relevant to explain the success of the graduates besides higher education? To what extent is the professional success/career caused by higher education? Which elements of higher education (study conditions and provisions, etc) have an impact? Recommendations for improvements based on Tracer Studies; statistical analysis of the causal links (SEM approach)

Schomburg, Key Issues and International Experiences of Tracer Studies Example: The Complexity of Transition

Schomburg, Key Issues and International Experiences of Tracer Studies Example: The Complexity of Transition The first five years after graduation Further study, professional training First degree Further education and training „Regular“ employment First temporary employment Job search, unemployment Family

Schomburg, Key Issues and International Experiences of Tracer Studies Key Problems of the Use

Schomburg, Key Issues and International Experiences of Tracer Studies Key Problems of the Use of the Results The results are always time related: In which year was the survey conducted? Which graduates were invited to participate? Which graduates participated (response rate? ) At what timeafter graduation was the survey conducted? Many context factors have to be taken into account Individual abilities and motivation Labor market situation Education and training before and after Causal effects of the course of study/training are difficult to measure

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key aspects of the methodology 4. New Tracer Study developments 5. Conclusions 23/05/2017

Schomburg, Key Issues and International Experiences of Tracer Studies Vast Variety of Tracer Studies

Schomburg, Key Issues and International Experiences of Tracer Studies Vast Variety of Tracer Studies Different Design Elements of Tracer Studies The scope (target population) Sample or census Time after graduation Methods of data collection (online survey? ) Single or mixed cohort approach Cross-sectional or panel study Questionnaire, questions and answers Questionnaire modules for study programmes

Schomburg, Key Issues and International Experiences of Tracer Studies Examples of Different Tracer Study

Schomburg, Key Issues and International Experiences of Tracer Studies Examples of Different Tracer Study Approaches Simple approach (seldom) United Kingdom: First destination survey (six months after; focus only on employment status at one time point; one page length) Complex approach (frequent) E. g. France, Germany, Italy, Netherlands, Norway, Switzerland (one to two years after graduation; panel study about 3 to 5 years after graduation; competencies, work requirements, mobility, competences, retrospective study assessment; 10 to 30 pages length)

Schomburg, Key Issues and International Experiences of Tracer Studies CHEERS und REFLEX – European

Schomburg, Key Issues and International Experiences of Tracer Studies CHEERS und REFLEX – European Research Projects CHEERS Careers after Higher Education: an European Research Study (data collection 2000; 36, 000 graduates) REFLEX The Flexible Professional in the Knowledge Society (data collection 2005; 37, 000 graduates)

Schomburg, Key Issues and International Experiences of Tracer Studies The CHEERS Team – Researchers

Schomburg, Key Issues and International Experiences of Tracer Studies The CHEERS Team – Researchers from 12 Countries (2000 in Dijon) Austria, Czech Republic, Finland, France, Germany, Italy Japan, Netherlands, Norway, Spain, Sweden, United Kingdom (A group of CHEERS researchers during a workshop in Dijon, France)

The REFLEX Team – Researchers from 11 Countries Schomburg, Key Issues and International Experiences

The REFLEX Team – Researchers from 11 Countries Schomburg, Key Issues and International Experiences of Tracer Studies (2004 in Valencia, Spain) Austria, Finland, France, Germany, Italy, Japan, Netherlands, Norway, Spain, Switzerland, United Kingdom

Schomburg, Key Issues and International Experiences of Tracer Studies Key Design Elements of CHEERS

Schomburg, Key Issues and International Experiences of Tracer Studies Key Design Elements of CHEERS and REFLEX Conducted about four (CHEERS) to five (REFLEX) years after graduation Only one cohort (graduates of the year 1995) At least 3 -years-study programs Only first degree (e. g. Bachelor, Diplom, Laurea) Cross-sectional survey Standardized questionnaires – agreed by researchers from 20 countries in Europe and Japan

Schomburg, Key Issues and International Experiences of Tracer Studies Tracer studies: Number of Variables

Schomburg, Key Issues and International Experiences of Tracer Studies Tracer studies: Number of Variables and Method of Data Collection Tracer Study Number of variables Data collection About 3 - 20 Different methods About 300 Online Germany (KOAB network; 2015) 500 Online CHEERS (international graduate survey; 1999) 600 Paper REFLEX (international graduate survey; 2005) 400 Online + paper U. S. NACE (2014) Namibia NCHE (universities; 2014)

Schomburg, Key Issues and International Experiences of Tracer Studies The Two Sides of Methodology:

Schomburg, Key Issues and International Experiences of Tracer Studies The Two Sides of Methodology: Measurement and Representation The content of the questionnaire The process of the survey

Schomburg, Key Issues and International Experiences of Tracer Studies Most Used Method: One Cohort

Schomburg, Key Issues and International Experiences of Tracer Studies Most Used Method: One Cohort of Graduates Asked About One to Two Years After graduation If the graduates are asked too short after graduation they cannot provide meaningful information about employment and work Six months after is too early At least one year after can be recommended Only one cohort = graduates who finished their studies/training at the same time point Mixed cohort approach provides too heterogenous results (meaning? ) Participation rate of the youngest cohort is often much higher

Schomburg, Key Issues and International Experiences of Tracer Studies Methods of Data Collection Written

Schomburg, Key Issues and International Experiences of Tracer Studies Methods of Data Collection Written standardized questionnaires Self-administered paper questionnaires Telephone interviews Online surveys are mostly used now Lime. Survey (open source, PHP, My. SQL: http: //www. limesurvey. org/en/ ) Survey. Monkey - https: //www. surveymonkey. com/ QTAFI (open source, PHP, My. SQL: http: //www. qtafi. de/ )

Schomburg, Key Issues and International Experiences of Tracer Studies Optimal Design of Graduate Surveys

Schomburg, Key Issues and International Experiences of Tracer Studies Optimal Design of Graduate Surveys Graduate survey Student survey Seldom Most frequent Less frequent Exit Survey Graduate Survey II 1 - 2 years 4 - 5 years Time After Graduation

Schomburg, Key Issues and International Experiences of Tracer Studies Key Design Elements of Graduate

Schomburg, Key Issues and International Experiences of Tracer Studies Key Design Elements of Graduate Tracer Study Systems in Europe Country/survey Regularity Timing Language of reports Germany - KOAB Every year 1. 5 and 5 years after Germany - DZHW Every 4 years 1, 5, and 10 years after German France - CEREQ Every 3 years after French Italy - ISTAT Every 3 years after Italian Italy - Alma. Laurea Every year 1, 3, and 5 years after Italian Netherlands Every year 1 year after Dutch Switzerland Every 2 years after German, French, Italian Norway Every 2 years 6 months after Norwegian

Schomburg, Key Issues and International Experiences of Tracer Studies Best Source Regarding Tracer Study

Schomburg, Key Issues and International Experiences of Tracer Studies Best Source Regarding Tracer Study Systems in Europe Sense Publishers 2011

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key aspects of the methodology 4. New Tracer Study developments 5. Conclusions 23/05/2017

Schomburg, Key Issues and International Experiences of Tracer Studies Traditional and New Type of

Schomburg, Key Issues and International Experiences of Tracer Studies Traditional and New Type of Graduate Surveys Traditional type – representative sample survey to inform the Ministry and other key stakeholders Since more than 30 years E. g. France, Germany, Italy, Norway, Switzerland Irrelevant for individual institution Relevant for research New type – institutional graduate surveys (all graduates from one institution of TEVET/HE) (France), Germany, Hungary, Italy, Indonesia, the Netherlands, Romania Combination of a National Monitor and a feedback instrument for TEVET/HE institutions Relevant for individual institutions (reports for individual institutions, study program level breakdown of results) Relevant for a national monitor and research

Consultants; Research institute Ministry of HE: Donor agency Researcher University A University B Data

Consultants; Research institute Ministry of HE: Donor agency Researcher University A University B Data Researcher Data Schomburg, Key Issues and International Experiences of Tracer Studies The Old Type of (National) Tracer Studies: the School/University Delivers Data (e. g. Addresses) University C

Schomburg, Key Issues and International Experiences of Tracer Studies The New Type of Graduate

Schomburg, Key Issues and International Experiences of Tracer Studies The New Type of Graduate Surveys: the Network Approach (KOAB, Germany) About 45 -70 institutions of HE in Germany are cooperating in conducting regular tracer studies Uni 1 Uni 80 Uni … Uni 2 INCHERKassel Uni 6 Uni 3 Uni 4 Uni 5

Schomburg, Key Issues and International Experiences of Tracer Studies The Bridge Concept – Institutional

Schomburg, Key Issues and International Experiences of Tracer Studies The Bridge Concept – Institutional Development and Research Vertical match – overeduction/ undereducation Quality assurance (accreditation) Alumni and career service Evaluation, information, marketing Institutional Development Institutional Tracer Study Skills (mis)match study and work Study conditions and professional success Research

Schomburg, Key Issues and International Experiences of Tracer Studies The New Approach of Tracer

Schomburg, Key Issues and International Experiences of Tracer Studies The New Approach of Tracer Studies Long term perspective: implementation of regular tracer studies Capacity buildung • Tracer Studies should be organized as a learning process • Training and cooperation (network) is needed High quality of data (standardisation of processes) International standards (design, use of instruments, comparison of results)

Schomburg, Key Issues and International Experiences of Tracer Studies The New Tracer Study Network

Schomburg, Key Issues and International Experiences of Tracer Studies The New Tracer Study Network Approach: Capacity Building for a Learning Organisation Staff training Concept and planning A cycle of 12 – 24 months Staff training Field phase/data collection Staff training Data analysis and interpretation

Schomburg, Key Issues and International Experiences of Tracer Studies Examples of Tracer Studies With

Schomburg, Key Issues and International Experiences of Tracer Studies Examples of Tracer Studies With a New Approach Regular tracer studies in Oman Sustainable tracer studies in the TEVET sector Kyrgyzstan Sustainable tracer studies in the TEVET and HE sector Malawi Namibia Macedonia Consolidation of the network approach Indonesia (INDOTRACE) Germany (KOAB)

Schomburg, Key Issues and International Experiences of Tracer Studies Oman: Tracer study 2015 New

Schomburg, Key Issues and International Experiences of Tracer Studies Oman: Tracer study 2015 New directorate of Tracer Studies within the Ministry of Higher Education Cooperation with the HE institutions SMS and phone calls Tracer study 2015 with 18, 000 respondents

Schomburg, Key Issues and International Experiences of Tracer Studies Kyrgyzstan: sustainable tracer study methodology

Schomburg, Key Issues and International Experiences of Tracer Studies Kyrgyzstan: sustainable tracer study methodology Since 2013 support from the European Training Foundation (ETF) Development of a sustainable tracer study methodology with and for initial and secondary TEVET providers in the Kyrgyz Republic Capacity building for TEVET provider staff (initial and secondary TEVET) Joint development of a first questionnaire 18 TEVET providers in the survey 2014 About 1, 500 respondents, mainly online Extension of number of participating institutions 2015

Schomburg, Key Issues and International Experiences of Tracer Studies Malawi – Higher Education and

Schomburg, Key Issues and International Experiences of Tracer Studies Malawi – Higher Education and TEVET Skills Development Project (SDP) for skills development in selected public institutions with support from the World Bank National Council for Higher Education (NCHE) Network of institutions of higher education and capacity building/training First surveys 2016 of selected institutions All institutions of higher are required to do tracer studies

Schomburg, Key Issues and International Experiences of Tracer Studies NAMIBIA – Higher Education Driving

Schomburg, Key Issues and International Experiences of Tracer Studies NAMIBIA – Higher Education Driving force: National Council for Higher Education (NCHE) First tracer study with a consultant had rather low quality New initiative 2013 to build a network of institutions of higher education and capacity building/training First survey 2014/2015 (census, cohort 2012, 3 years after graduation, online survey (QTAFI 2)) Successful Tracer Study 2017: 25 % response rate; only online questionnaire (QTAFI) Tracer studies in the TEVET sector are planned

Schomburg, Key Issues and International Experiences of Tracer Studies Macedonia Skills and Innovation Support

Schomburg, Key Issues and International Experiences of Tracer Studies Macedonia Skills and Innovation Support Project at Ministry of Education and Science, funded by the World Bank New “Observatory of Skills” will be established Launch of activities to build capacity and carry out surveys and analyses, notably graduate tracer studies in TEVET and higher education (2015 -2016) All TEVET and HE institutions; 2 years after graduation; census; online survey (QTAFI 3 software) Support from European Training Foundation (ETF)

Schomburg, Key Issues and International Experiences of Tracer Studies Tracer (2011) Study Romania Survey

Schomburg, Key Issues and International Experiences of Tracer Studies Tracer (2011) Study Romania Survey of the cohort 2009 (Field phase November 2010 – March 2011) Total number of graduates: 152, 000 Total number of contacted graduates: 107, 000 Total number of responses: 38, 800 Gross response rate: 26 % Net response rate: 36 % Kooij: Tracer Studies in Romania 22. 10. 2012

Schomburg, Key Issues and International Experiences of Tracer Studies Romania: Response Development Field phase

Schomburg, Key Issues and International Experiences of Tracer Studies Romania: Response Development Field phase with three reminder contacts Considerably parallel conduction by the universities Kooij: Tracer Studies in Romania 22. 10. 2012

KOAB Network: about 50, 000 participants every year since the cohort 2011 DZHW (national

KOAB Network: about 50, 000 participants every year since the cohort 2011 DZHW (national sample): about 15, 000 participants 100, 000 90, 000 80, 000 Number of respondents Schomburg, Key Issues and International Experiences of Tracer Studies High Participation of Graduates in the Institutional Graduate Surveys in Germany 70, 000 62, 000 60, 000 50, 000 38, 000 40, 000 34, 000 38, 000 49, 000 48, 000 34, 000 30, 000 20, 000 15, 000 6, 000 10, 000 0 15, 000 10, 000 DZHW (2005) KOAB (2006) KOAB (2007) KOAB (2008) KOAB (2009) DZHW (2009) KOAB (2010) KOAB (2011) KOAB (2012) KOAB (2013) DZHW (2013) National Graduate Surveys in Germany – Graduation Cohorts KOAB (2014)

100 KOAB Network: 50 -45 % response rate DZHW (national sample): only about 25

100 KOAB Network: 50 -45 % response rate DZHW (national sample): only about 25 % response rate 90 80 Net response rate Schomburg, Key Issues and International Experiences of Tracer Studies High Response Rates in Institutional Graduate Surveys in Germany 70 60 50 50 49 48 48 47 46 47 47 45 40 30 25 25 25 20 10 0 DZHW KOAB KOAB DZHW KOAB (2005) (2006) (2007) (2008) (2009) (2010) (2011) (2012) (2013) (2014) National Graduate Surveys in Germany – Graduation Cohorts

Schomburg, Key Issues and International Experiences of Tracer Studies Key Issues of the Network

Schomburg, Key Issues and International Experiences of Tracer Studies Key Issues of the Network Tracer Studies in Germany Every university has an individual questionnaire (2009: 160 surveys were administrated at the same time by INCHER-Kassel) Every university has a project coordinator (= researcher) At least 6 training workshops per survey + national and international conferences Response rate: 50 %

Schomburg, Key Issues and International Experiences of Tracer Studies CONGRAD: Conducting graduate surveys and

Schomburg, Key Issues and International Experiences of Tracer Studies CONGRAD: Conducting graduate surveys and improving alumni services for enhanced strategic management and quality improvement CONGRAD will address the need of higher education institutions in Serbia, Montenegro and Bosnia and Herzegovina to improve their institutional strategic management and self-evaluation capacities by the establishment of a Graduate Contacts Collection System and the implementation of regular Graduate Surveys. http: //www. congrad. org/tempus

Schomburg, Key Issues and International Experiences of Tracer Studies INDONESIA – Development of a

Schomburg, Key Issues and International Experiences of Tracer Studies INDONESIA – Development of a Monitoring System INDOTRACE – a network of tracer studies since 2010 Units conducting the tracer studies: Career Service Centers Since 2012 small grants of the Ministry of Education for universities to conduct tracer studies 2012 -2015 only about 30 grants 2016 big shift: now 200 grants will be available 2017 Plan: 400 Institutions of Higher Education should do a Tracer Study Central data base in the Ministry Technical support / training for the universities provided by Indonesian tracer study experts

Number of tracer studies at institutions of higher education Number of tracer studies Schomburg,

Number of tracer studies at institutions of higher education Number of tracer studies Schomburg, Key Issues and International Experiences of Tracer Studies of Institutions of Higher Education in Indonesia 2013 -2016 (grants) 450 400 350 300 250 200 150 100 50 0 400 27 2013 27 34 2015 2016 Year of conduction of tracer studies 2017

Schomburg, Key Issues and International Experiences of Tracer Studies ITB Bandung – Indonesia: Regular

Schomburg, Key Issues and International Experiences of Tracer Studies ITB Bandung – Indonesia: Regular and Fast Publication of Results Very high response rate: 2014: More than 90 %; only online questionnaire Source: https: //karir. itb. ac. id/tracerstudy/report

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key

Outline 1. Introduction: Who and where? 2. Theoretical framework of tracer studies 3. Key aspects of the methodology 4. New Tracer Study developments 5. Conclusions 23/05/2017

Schomburg, Key Issues and International Experiences of Tracer Studies Lessons Learned from Tracer Studies

Schomburg, Key Issues and International Experiences of Tracer Studies Lessons Learned from Tracer Studies in Different Countries High response rates are possible to achieve in almost all countries Availability and quality of addresses (methods used to update addresses) seems not to be a real problem High quality of the data is a pre-requisite of the relevance of the findings for research and institutional development Documentation of survey procedures and data editing is necessary – culture of critique

Schomburg, Key Issues and International Experiences of Tracer Studies Open Questions Can Institutional Tracer

Schomburg, Key Issues and International Experiences of Tracer Studies Open Questions Can Institutional Tracer Studies deliver relevant data to substitute a separate National Tracer Study? How to ensure comparability of Institutional Tracer Studies? Who collects the data and is responsible for data quality? How to build a system of Tracer Studies which is flexible and relevant for the institutions and for researchers (and the Ministry of Education) at the same time? How to exchange systematically the experiences to improve the future Tracer Studies (building a learning culture)?

Schomburg, Key Issues and International Experiences of Tracer Studies Perspectives of a Good Tracer

Schomburg, Key Issues and International Experiences of Tracer Studies Perspectives of a Good Tracer Studies The implementation of Institutional Tracer Studies is a long term perspective (5 to 10 years) Network approach of institutions (cooperation) helps A central (national) support unit is needed Handbooks/Guides are available

Schomburg, Key Issues and International Experiences of Tracer Studies International exchange and cooperation: INGRADNET

Schomburg, Key Issues and International Experiences of Tracer Studies International exchange and cooperation: INGRADNET Tracer Study Researchers from Africa, America, Asia and Europe during the International Conference „Experiences with Link and Match in Higher Education: Results of Tracer Studies Worldwide“ EXLIMA (Bali, 2012)

Schomburg, Key Issues and International Experiences of Tracer Studies Indonesian Tracer Study Network: INDOTRACE

Schomburg, Key Issues and International Experiences of Tracer Studies Indonesian Tracer Study Network: INDOTRACE Bali, Indonesia 2015

Schomburg, Key Issues and International Experiences of Tracer Studies Next International Tracer Study Conference

Schomburg, Key Issues and International Experiences of Tracer Studies Next International Tracer Study Conference 15 th-16 th November 2018, Bali, Indonesia See http: //www. exlima. org/

Thank you very much for your attention Further information and tools: Web site http:

Thank you very much for your attention Further information and tools: Web site http: //ingradnet. org Tracer study handbook: Harald Schomburg (2016): Carrying out tracer studies. In: ETF/CEDEFOP/ILO (eds. ): Guide to anticipating and matching skills and jobs. Volume 6. Torino: ETF http: //ingradnet. org/images/schomburg_2016_carrying_out_tracer_studies. pdf 23/05/2017