Dual System Of Vocational Training Research Articles

Public–private partnerships in TVET: adapting the dual system in the United States

Around the world, governments, educators and employers have expressed growing interest in German-style methods of technical and vocational education and training (TVET). In such countries, schools and firms share responsibility for providing technical and vocational education, a model often called the ‘dual system of vocational training and education.’ The dual system means that occupational training occurs at two linked sites, educational institutions and workplaces. Dual education aims at matching the demands of a dynamically changing economy with the skill profiles of those graduating from educational institutions. To a large extent, dual education systems enable young people to acquire not simply technical and occupational skill, but broadly defined competencies that serve as the foundation for rewarding careers and social esteem. Little wonder that many countries have turned with renewed interest to the dual TVET system. However, actual implementation of the dual system outside the core Germanic countries in Europe has proven to be extremely challenging. Successful examples of institutional transplantation are rare. However, in some countries, local partnerships embracing elements of dual education have formed, uniting educational institutions, government entities and firms in partnerships to upgrade TVET. This paper discusses some of the characteristic patterns of such partnerships in the U.S.

Knowledge Spillovers and Absorptive Capacity—Institutional Evidence from the “German Mittelstand”

Recent extensions to the knowledge spillover theory of entrepreneurship (KSTE) show that the successful commercialization of new knowledge by incumbents depends on their absorptive capacities. For policy-makers focusing on increasing incumbents’ innovative performance, the systematic reduction of knowledge filter through improved absorptive capacities thus becomes a crucial goal. While the general working mechanisms of knowledge filter have been analyzed within the KSTE framework, few institutional solutions to increase absorptive capacities have been put forth. This study provides an initial case study explaining a specific institutional framework fostering the systematic penetration of knowledge filters by incumbent firms in the case of German SMEs. Using a set of 177 in-depth interviews with firm representatives, the system of interrelated organizations, institutional arrangements, shared values, and economic incentives associated with the institutional structures for knowledge spillovers for German SMEs are described. I identify institutional characteristics connected to the dual system of vocational training, regulatory measures, and economic incentives mutually enforcing and fostering broad knowledge spillovers. This exploratory approach enables deriving hypotheses for the further study of knowledge filters as well as policy implications for the design of institutions increasing incumbents’ absorptive capacities.

Gobernanza de la formación profesional dual española: entre la descoordinación y la falta de objetivos

La Formación Profesional (FP) dual está en la actualidad en fase de desarrollo en España, representándose como una opción política atractiva para facilitar la transición hacia el empleo de los jóvenes y adaptar sus competencias a los requerimientos productivos. En este contexto, la cuestión de sus estructuras de gobernanza suscita interés, dado que de éstas depende, en buena parte, la eficacia y el éxito de un sistema que requiere una coordinación eficaz entre los distintos agentes con interés en la formación. Este artículo proporciona unas dimensiones de análisis para entender y clasificar los sistemas de gobernanza de la FP dual, analizando a partir de éstas el incipiente sistema español, regulado en 2012, que se compara, a su vez, con los casos de dos países europeos, Dinamarca y Alemania, en los cuales la FP dual está institucionalizada desde hace décadas. Se trata, no obstante, de una comparación asimétrica dado que Dinamarca y Alemania se utilizan como elementos de contraste con el caso español, el cual es analizado con mayor profundidad recurriendo, además de a un análisis normativo, a un trabajo de campo basado en grupos de discusión. El artículo concluye evidenciando que el incipiente sistema español de FP dual actual tiene un amplio margen de mejora en el terreno de la gobernanza, requiriendo un marco legal más coherente y dotado de mayor consistencia, una mejora sustancial de la coordinación entre las distintas administraciones y actores involucrados, un reforzamiento del papel de los representantes de los trabajadores y una definición más precisa de los objetivos perseguidos.

It’s just a matter of perspective?

Prior research has, on the one hand, identified negative consequences of discrimination in general on various individual-level and organizational outcomes. On the other hand, prior literature has discussed barriers to the transfer of knowledge within organizations. However, research into the relationship between these important issues is scant. This paper addresses the unresolved issue how a specific aspect of discrimination, i.e. perceived age discrimination climate, impacts intergenerational knowledge transfer, as an increasingly important type of knowledge transfer. Drawing on social exchange theory, we conceptualize the perception of age discrimination climate as detrimental to intergenerational knowledge transfer through a reduction of job satisfaction and trust. We collected data in the setting of the dual vocational training system of Germany by questioning 432 trainees and trainers. For the training period, each trainee has a formally assigned trainer. By definition, this setting describes a forma...

Knowledge Spillovers and Absorptive Capacity Institutional Evidence from the German Mittelstandd

Recent extensions to the knowledge spillover theory of entrepreneurship (KSTE) show that the successful commercialization of new knowledge by incumbents depends on their absorptive capacities. For policy-makers focusing on increasing incumbents’ innovative performance, the systematic reduction of knowledge filter through improved absorptive capacities thus becomes a crucial goal. While the general working mechanisms of knowledge filter have been analyzed within the KSTE framework, few institutional solutions to increase absorptive capacities have been put forth. This study provides an initial case study explaining a specific institutional framework fostering the systematic penetration of knowledge filters by incumbent firms in the case of German SMEs. Using a set of 177 in-depth interviews with firm representatives, the system of interrelated organizations, institutional arrangements, shared values and economic incentives associated with the institutional structures for knowledge spillovers for German SMEs are described. I identify institutional characteristics connected to the dual system of vocational training, regulatory measures and economic incentives mutually enforcing and fostering broad knowledge spillovers. This exploratory approach enables deriving hypotheses for the further study of knowledge filters as well as policy implications for the design of institutions increasing incumbents’ absorptive capacities.

The dual education system: Implementation possibilities, prerequisites and challenges

The dual education system as a model of secondary vocational education is regarded as an effective way of preparing young people for the world of work and employment. Many countries striving to improve the organization and functioning of secondary vocational education have drawn on the experience of countries with a well-developed dual system of vocational education and training. The German dual education system in particular has served as a model for secondary vocational education reform in a number of countries. Given that other countries' solutions cannot be copied, i.e. transferred directly into a different socio-economic and educational context, this paper considers the possibilities and prerequisites for the successful implementation of dual education in a different environment. It also highlights certain challenges to the implementation of the dual education system, which can also be seen as limiting circumstances to its introduction and implementation. In the discussion section it is pointed out that a program of reform of secondary vocational education first needs to assess the existing situation and the needs within a particular education system, and only then carefully consider which elements of the dual model can be useful for the given system, and how they can be adapted and integrated into the existing context. .

Diagnosis of Transferable Competences of Young People in the Dual Vocational Education—A German Perspective

In Germany the dual vocational education system plays a central role in preparing young people for work. In order to succeed on the labour-market they need competences that go way beyond knowledge and cognitive skills. A quarter of trainees however dropout of vocational education raising questions about their professional action competence. This paper discusses the issue as to what extent subjective ideas of trainees from different occupational fields about their competences compiled using a questionnaire for Social, Methodical, and Personal Competences (SMP-C) are reliable and valid regarding the social, methodical, and personal competence classes. This entails an examination as to whether the SMP-C competence assessment questionnaire features satisfactory psychometric characteristics, on how the formed ability concepts behave towards each other and other constructs, and which competence values can be diagnosed. In order to examine these questions 937 trainees were asked about their competences and tendencies to dropout of vocational training. The analysis attests the assessment procedure overall satisfactory to good reliability, which speaks in favour of surveying social, methodical, and personal ability concepts using the subjective ideas of trainees regarding the application of competences. Furthermore, it seems that a stronger manifestation of specific social, methodical, and personal competences reduces the tendency to dropout of vocational training. Hence it might be possible to prevent early dropout from vocational training through specific strengthening of these competences.

Transitions into vocational education and training by lower and intermediate secondary school leavers. Can male adolescents compensate for their school-based educational disadvantage in comparison with female adolescents?

This paper examines the transitions made by lower secondary school leavers and intermediate secondary school leavers into vocational education and training in Germany. With the basis that boys have long been underperforming girls in school, the paper investigates the question of whether male adolescents continue to be similarly disadvantaged when transitioning into vocational education and training. A distinction must be drawn between the more male-orientated dual system of vocational education and training, which represents the most significant sector in terms of size, and the more female-orientated school-based occupational system, which is much less significant in terms of size. The Transition Study 2011 by the Federal Institute for Vocational Education and Training (BIBB), a representative survey of young adults living in Germany who were born between 1987 and 1993, forms the data basis. Through 5333 interviews, the survey recorded the entire education, training and occupational biography of young adults. We calculate multinomial logistic regression models and perform Cox regressions. The analyses reveal that male adolescents have better opportunities when entering company-based or dual education and training, while female adolescents enjoy advantages when entering school-based vocational education and training. When considering the wider picture—i.e., overall placement into vocational training that leads to full vocational qualification—male adolescents are not identified as more disadvantaged than female adolescents in terms of opportunities. However, while there is little difference in the placement opportunities between male and female adolescents with an intermediate school-leaving qualification, female adolescents with a maximum of a lower secondary school-leaving certificate face significantly worse prospects than comparable male adolescents. Female adolescents leaving school with no more than a lower secondary school-leaving certificate can be regarded as the “losers” when transitioning into vocational education and training. It is our view that the disadvantage this group faces indicates a clear need for action in vocational education and training policy. Changes would appear to be appropriate in both dual and school-based education and training.

Transferencia del sistema de FP dual a España

<p><em>La presión ejercida por diversos organismos comunitarios a favor de la formación profesional dual es patente en España, donde está regulado su desarrollo desde finales de 2012. Transcurrido un trienio, se analiza el proceso de implantación, a través de una investigación-acción, realizada en seis estados de la UE y financiada por el CEDEFOP. El artículo sintetiza las valoraciones de más de 40 expertos españoles, que alertan sobre las dificultades existentes, reflejan las deficiencias observadas y aportan pautas de actuación para un correcto establecimiento de este sistema formativo en todas las CCAAs del estado español.</em></p>

Das duale System in Deutschland (The Dual System of Vocational Training in Germany)

German Abstract Zwei Drittel aller Deutschen habe ihre Berufsausbildung im Rahmen des dualen Systems absolviert. Die Berufsausbildung vermittelt gleichermasen theoretisches Wissen und praktische Fahigkeiten und Fertigkeiten. Dieser kurze Beitrag stellt heraus, welche Rolle mimetisches Lernen wahrend der Ausbildung in Berufsschule und Betrieb spielt. English Abstract Two-thirds of all Germany who have learned a profession have done so via the so-called dual system of vocational training. Such training comprises both theoretical knowledge and practical skills. This brief paper highlights the role that mimetic learning plays in the training, both at trade school and on the job.

Weitere Integrationshürden für Flüchtlinge mit Bleibeperspektive abbauen

Abstract The Federal Government has set in train important reforms to improve access to the labour market also for asylum seekers with a realistic perspective to stay and tolerated residents who are not the object of a work ban. Since ever more people are seeking protection in Germany against political persecution, war or expulsion, this is sensible and necessary. Not all, but many of them will stay in Germany for long periods or even forever. For those people, who have a realistic perspective to stay as recognized refugees or asylum seekers, it is in the own interest of the German society to integrate them rapidly and give them the possibility to earn their living. The reform package already set in place by the Federal Government within the last year will help to achieve this aim, but it is clear already, that there is further need for action. So that asylum seekers and tolerated residents can move successfully into the labour market, they must be supported and given targeted assistance, above all through corresponding measures for learning the language and integration. Especially early and comprehensive measures for the early identification of competencies, qualifications and work experience are needed to facilitate effective access especially to education, the dual vocational training system and employment. Furthermore, remaining legal obstacles regarding access to training and employment for asylum seekers and tolerated residents who are not the object of a work ban need to be further reduced. In addition, there is an urgent need to improve the cooperation of all public authorities involved in the asylum- and integration process as well as the capacity of the public employment service (employment agencies and job centers) to deal with the integration of refugees into the labour market.

The German skill formation model in transition: from dual system of VET to higher education?

The German system of skill formation, in particular the dual system of vocational education and training (VET), is considered in the political economic debate to be a pillar of the German model, mainly for two reasons: On the one hand, training of skilled workers was supported by the specific path of development of diversified quality production from its beginning. On the other hand, the dual VET system represents one of the most important fields for the German corporatist governance system. The article develops the following ideas: the conditions of the German VET system fundamentally changed during the second half of the twentieth century: Cognitive preconditions for VET continuously increased, and since the mid-1960s educational reform and expansion in Germany (old Lander) gradually resulted in increasing higher levels of education and in a differentiation of the educational landscape as well as in a shift in young peoples` educational careers towards higher education. The driving forces behind these developments will be analysed and discussed with respect to their impact on the relation between the dual VET system and higher education. The argumentation results in the following conclusion: Firstly, the broad trend toward upskilling the German labour force will continue and the integration of low-qualified youth into VET and the labour market will become more precarious than in the past. Secondly, corporatist governance of the dual VET-System will come more and more under pressure and become less important in the German educational system as a whole.

Vocational training in India and the duality principle: A case for evidence-based reform

This article explores the notion of the duality principle, as embodied in the German dual system of Vocational Education and Training (VET), within the context of a field survey of skill shortages faced by German and Indian firms operating in India. The study finds that these firms experience problems with the quantity and quality of skills supplied and, in response to these problems, use some form of in-house training for new recruits and employees. Firms also express a willingness to cooperate in skill-development programmes and in joint funding with government. The article makes a strong case for adapting some of the critical elements of the German dual system to render Indian VET more responsive to the labour market and provide a formally structured and integrated system of skill development.

Germany’s dual vocational-training system: Possibilities for and limitations to transferability

Germany’s vocational education and training system, the so-called dual system of vocational education, has drawn increasing attention in recent years. Within the dual system, the company provides practical training while the vocational school supplements this on-the-job learning with theoretical instruction. Furthermore, it is a complex and historically conditioned institutional structure with a large number of differing actors, responsibilities, interests and logics guiding action. Major hurdles in the implementation of dual vocational-training systems are, for example, companies’ lack of willingness to provide training positions in their organizations and the lack of vocational education’s social acceptance. An exact replication in the sense of a 1:1 transfer to another country is thus unrealistic. Any country wishing to import a foreign vocational education and training system must take existing framework conditions into consideration as well as its own educational, social and economic objectives. Reforming education systems is a complex undertaking that needs thorough consideration and considerable patience. And it is best seen as a two-way process, offering both parties an opportunity to learn from one other.

Some boys’ problems in education – what is the role of VET?

The last two decades have seen an increasing political concern in the high dropout rates and low performance in education of boys compared to girls – at times in the form of a ‘moral panic’. This has also been the case in Denmark where ‘the boy problem’ in education now is placed high on the agenda of education policy. The purpose of this article is to examine this ‘boy problem’ in relation to the dual system of vocational education and training (VET) in Denmark. By considering the gender divisions and the value of the VET programmes on the labour market, it explores what kind of problems boys have in VET. Secondly, it explores the role of VET for students at risk of dropping out based on individual qualitative interviews with 106 students, two-thirds male, attending vocational schools in Denmark. The analyses show that most students experience the dual system of VET as a valuable alternative to general education, but social and institutional processes of differentiation in the vocational schools place a significant group of students in a position where they have little chance of completing the programme. In the conclusion, some reflections are made on the effect of a recent reform of VET in relation to these problems.

«OLD WOMAN IN VERY MODERN INTERNATIONAL DRESS» (GERMAN DUAL SYSTEM OF VET IN GERMANY AND IN THE WORLD)

The purpose of authors – the colleagues cooperating within the Russian-German working group on vocational education – is to determine features of the German dual system of vocational education and training (VET) which make it effective and popular not only in Germany, but also in the world. Methods. In the presented article the methodology of comparative research on the basis of the analysis of results of activity of Slovakia, Italy, South Korea, Russia and other countries on reforming of VET system on the basis of experience of Germany is used. Methods of collecting empirical information on the projects started in the specified countries, methods of the conceptual and terminological analysis, interpretation and modeling, a problem method are chosen. Results. Specifics of the German dual system are revealed; the generalized model of dual VET is constructed; features of approaches of the different countries to use positive experience of Germany for development of its own VET systems are characterized. Scientific novelty. The authors point out the consecutive justification of the conditions necessary for quality vocational education in modern market economy relying on results of the comparative analysis of reforming processes of VET systems in different countries. Practical significance. Need of public-private partnership as bases of quality of personnel preparation and ensuring economic competitiveness of the countries is shown and concrete ways of creation of such partnership in a number of the Russian regions are described. The experience presented above can be used throughout the Russian Federation.

Bridging Teaching and Socialisation : Trainers in the German Dual Vocational Training System

Competent teachers and trainers are essential for the quality of education. In the German system of dual vocational training, teachers are responsible for learning processes in vocational schools, while trainers support the young people’s competence development in companies. Three kinds of trainers can be differentiated: fulltime trainers who work in the companies’ training workshop (Lehrwerkstatt), part time trainers accompanying the apprentices during the regular work and external trainers. The focus of this article is to describe the role of trainers in German vocational education and training (VET), to explain how they were trained and to sketch perspectives on the further development of the trainers’ role.

The influence of demographic factors on the supply of company training places in Germany

Background: In the German dual system of vocational education and training, the question arises of whether and how enterprises react to demographic changes by adjusting their supply of training places. Methods: We conduct a time series on Western German data from 1970 to 2011 and construct a panel data set from 1977 to 2011 based on data of the West German states (“Bundeslander”) to estimate the influence of demographic changes over time. Results: We can show that demographic factors strongly influenced the Federal Republic prior to 1990. After the reunification, a positive influence of demographic factors is still observed but only for young people with higher levels of education; in large part, factors related to economic growth and the job market dominate. Conclusions: Our findings suggest that, compared to prior times, policy makers nowadays only have limited abilities to influence the number of training places offered by companies through appeals to community spirit. Instead, strategies of gaining additional training places should be geared towards the economic interests of enterprises.

The German dual vocational training system : the origin of the current architecture

'Today's dual vocational training system in Germany is not the result of conscious planning and development, but rather arose within a complex historical process to form a connected whole' (Greinert 1995, p. 19). The current functionality can thus only be understood against the backdrop of its historical development. This history is the focus of this article. It will trace the establishment of central steering components in light of the respective societal context. The focus of this articles is: (1) the role of guilds (in German 'Zunft') in the Middle Ages and the development of a cultural value system; (2) the role of the state in the bourgeois-capitalist society of the 18th and 19th centuries and the development of corporatist steering.

Imagekampagnen zur dualen Berufsausbildung aus Sicht von Berufsbildungsfachleuten

In view of the growing number of apprenticeship places remaining vacant, political and economic decision-makers are increasingly relying on image campaigns to attract young people to the dual system of vocational education and training as well as to counter the impending lack of skilled workers in the intermediate-level qualification area. This article takes a closer look at how training-related image campaigns are assessed by experts involved in the conceptual development, design and execution of vocational education and training in a variety of contexts. The study is based on an online survey conducted by the Federal Institute for Vocational Education and Training (BIBB) amongst VET experts in autumn 2012. Analysis reveals that assessments of image campaigns to promote the dual system of vocational education and training vary greatly, and that these estimates are strongly associated with the type of institute for which the respondent works.