Dual System Of Vocational Training Research Articles

Development of a digital training for social and emotional competences for medical assistants in vocational education and training in Germany

This paper describes a digital training for social and emotional competences for prospective medical assistants (MAs) in Germany. Social and emotional competences (SEC) are necessary for the collaboration with colleagues as well as for the contact with clients, patients or customers. The German dual system of vocational education and training (VET) therefore considers them as essential parts of the profile of most training occupations. Nevertheless, few materials exist so far for the systematic training of these competences. In former studies three social and emotional competences have been identified as essential for MAs: emotion regulation, perspective coordination and communication strategies. At the same time development needs have been identified for all of them. To address these needs the three hours online training programme SECOTrain (Social and Emotional Competence Training) has been developed, which offers separate training sessions for all three competences. The aim of the paper is to depict how the fostering of social and emotional competences can be approached via a digital training, report our experiences with this endeavour and to discuss associated advantages as well as challenges and ways to deal with them. Digital formats offer new possibilities and chances for education and training, as they facilitate access to the content in a standardized and efficient way. An independent processing of trainings is made possible, regardless of time and teacher. At the same time, this comes along with a risk of overstraining some learners, as problems of understanding or motivation may occur. SECOTrain transfers pedagogical ideas into the context of digital learning to reduce these risks as much as possible. Each of the three training sessions follows the principles of the Cognitive Apprenticeship approach and is inspired by existing theories and trainings. Video sequences of typical critical interaction situations serve as material for explanation, application and reflection to support a strong practical orientation. Effects of the training will be evaluated in a pretest–posttest-follow-up experimental design. The paper presents goals and content as well as methods, pedagogical principles and theoretical foundation of SECOTrain. Furthermore, results of a small pilot study are presented and discussed with regard to further adjusting the training to the needs of the target group. At the end, an outline of the planned evaluation is given.

THE MAIN CHALLENGES OF DUAL VOCATIONAL EDUCATION AND TRAINING SYSTEM TRANSFER

Developing countries need practical VET systems that will meet the needs of the economic sector. Ukraine is making efforts to introduce a dual system of vocational education and training and has already faced many challenges in this process. This study highlights the difficulties faced by Ukraine during the implementation of the dual form in VET, and the problems of other countries in this process. The purpose of this study is the analysis of the main principles of the transfer of the dual VET form through the prism of the problems that Ukraine has faced. The study is based on such authentic sources as articles, international studies that made it possible to structure the knowledge base to describe the object of the study. The findings show that direct transfer or implementation poses numerous challenges and difficulties and shows that close cooperation between all stakeholders as well as shared awareness and commitment of all participants in education is paramount for successful VET transfer. It is concluded that it is necessary to clearly and systematically consider the issue of direct implementation of the German dual VET experience in another country with the obligatory preliminary study of specific challenges and specific resistance factors.

Why Do High‐Performing School Leavers Aspire to Occupations Atypical of Their Qualification?

In Germany, the dual system of vocational education and training is an attractive alternative to tertiary programmes for school leavers with a higher education entrance certificate (HEEC). Most adolescents with this qualification opt for training occupations where the majority of apprentices hold an HEEC (e.g., bank clerk). This decision seems sensible considering that such training occupations are difficult for people with lower school‐leaving certificates to access and promise better career outcomes. Nevertheless, some adolescents with an HEEC enter occupations that are not typical of their school‐leaving qualification. This article examines under which circumstances adolescents with an HEEC aspire to training occupations atypical of their level of education and thus accept lower career outcomes. Following the rational choice paradigm, we expect differences in perceived benefit and probability of success between school leavers with an HEEC opting for HEEC occupations as opposed to non‐HEEC occupations. Using data from the 2018 DZHW Panel Study of German School Leavers With an HEEC, our logistic regression models show that the individuals’ self‐assessed strengths and their occupational goals explain why they aspire to training occupations atypical of their qualification. Contrary to our assumption, adolescents from academic families are not less likely to aspire to non‐HEEC occupations.

INTEGRATING SKILL-BASED EDUCATION IN INDIAN HIGHER EDUCATION SECTOR: TRANSITIONING FROM ACADEMIA TO WORKPLACE

Skills are considered as the essential pillar for employment and enhanced economic growth of a nation. The persistent industrial market demand for employability skills has provided a requirement to integrate skill-based education in higher education intending to develop graduates' future work-ready. Thereby, a considerable necessity has been felt to align higher education with skill-based education and to incorporate skill-based education as the essential part of the higher education system. Expanding access to skill-based education in higher education can enhance the competitiveness of a nation in the global world. Countries like Switzerland and Germany well-renowned for their extensive dual systems of vocational education and training have attained worldwide recognition. Thus, the present paper focuses on Swiss and Germany dual systems and provides an overview of how such dual system of vocational education and skill training brings together classroom learning and learning at the workplace. Furthermore, in perspective of India, having an advantage of demographic dividend signifies a huge opportunity for the nation to enhance its economic growth by effectively investing in skill-based education and learning to develop the nation’s youth self-reliant and industry work-ready. Thereby, considering the requirement for entrepreneurship and employability, the Indian Government has taken several key initiatives on skill development based higher education leading to the launch of various vocational programmes in higher education. The present paper discusses about such key initiatives and highlights higher education institution initiatives in the form of establishment of Skill Universities in India and outlines the perceived learning outcomes as the development of employability skills. The paper further explores the challenges still facing the skill development system and suggests key recommendations that could be emphasized and adopted to resolve such challenges in the context of India.

Regional Disparities in the Training Market: Opportunities for Adolescents to Obtain a Company-Based Training Place Depending on Regional Training Market Conditions

Context: Due to limited geographical mobility, opportunities for adolescents interested in company-based training are primarily dependent on regional training offers. Competition for company-based training among adolescents varies regionally, and thus, the chance to obtain a training contract varies as well. In this article, we investigate the opportunities for adolescents to obtain company-based training depending on regional training market conditions. We assume that the advantages of obtaining a company-based training place exist in areas of decreased competition among interested adolescents. However, the question is whether those advantages will differ between adolescents depending on characteristics such as school achievement, socioeconomic status or migration background. Furthermore, we assume that, above all, market-induced ease-of-access to company-based training exists for occupations that face hiring challenges and indicates less occupational attractiveness.Methods: The transition from school (after 9th and 10th grade) to company-based training is analysed using data from the German National Educational Panel Study (NEPS, starting cohort 4). This dataset is merged with the official regional training market data regarding local supply and demand ratio for training places (called "SDR") in the dual system of Vocational Education and Training in Germany. Logistic regressions are used to predict the probabilities of obtaining a training place. The focus lies on the interaction effects between SDR and adolescents’ education-related characteristics (school certificates and grade point average), socioeconomic characteristics and migration backgrounds. Subgroup-specific analyses of different clusters of hiring challenges for trainee occupations are used to examine whether these effects are valid for all occupations.Findings: The results confirm regional differences in obtaining a training place depending on the SDR. Here, applicant hierarchies according to educational achievement continue to exist if competition for company-based training among adolescents decreases. Beneficiaries are better-qualified adolescents with poorer GPAs. SDR hardly influences social disparities. However, the advantages of obtaining a company-based training place primarily exist for training occupations with hiring challenges when competition for company-based training among adolescents decreases. These occupations have a significantly lower occupational prestige (ISEI-08) compared to occupations with fewer hiring challenges.Conclusion: The results make it clear that market-induced ease-of-access to company-based training is not necessarily an advantage. Because the findings indicate that the advantages pertain mainly to low-prestige occupations, it can be assumed that career-path disadvantages can arise down the road. Future studies should investigate this in more differentiated ways.

Achieving the Sustainable Development Goals through Company Staff Vocational Training—The Case of the Federal Institute for Vocational Education and Training (BIBB) INEBB Project

Education for sustainable development (ESD) plays a significant role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously tackling the current global ecological challenges. Integration of ESD in Vocational Education and Training (VET) offers opportunities for private sector actors to contribute to reaching these global goals. The dual structure of business-integrated training in Germany further exemplifies a business case and the numerous opportunities available to private companies for engaging with the SDG framework. This briefing paper highlighted available evidence from the ESD literature on VET skills development in advancing the SDGs. Outcomes from best practices were based on the tried-and-tested länder—federal states—piloted vocational training of the Federal Institute for Vocational Education and Training (BIBB) INEBB1 project (INEBB), demonstrating the conditions necessary for vocational education training in sustainability and plausible transfer mechanism within companies. These conditions included (1) the application of deductive concepts, (2) the establishment of blended-learning platforms (place-based and digital), and (3) the adaptation of the criteria and contents from the German Sustainability Codex (DNK) in curriculums designed for the training. This innovative vocational course and certification as specialist training for sustainable development was a model case in bringing the SDGs closer to German companies’ vocational education. INEBB2 sought to upscale applicable and task-based instructions from the experimented model project INEBB1 within different companies through regional, lateral, and vertical transfer strands. The INEBB project model in the review suggested there was a need for further empirical work and policy discourse on educational transfer research in the framework of VET for sustainable development. The INEBB project model integrated the new standard occupational profile items of the environmental protection and the sustainability and digitalised world of work across occupational competencies in the German dual system of vocational education and training that will come into force in August 2021 for all 326 dual training professions.

Differences in Perception Matter \u2013 How Differences in the Perception of Training Quality of Trainees and Trainers Affect Drop-Out in VET

The dual system of vocational education and training (VET) and its quality have recently been receiving scientific attention, partly due to high drop-out rates and to politically-motivated efforts to increase participation in the system (Le Mouillour, 2018). However, it remains controversial as to how quality within training companies should be measured, and from whose perspective, and how the quality of training affects drop-out. Empirical studies mostly target the quality perceptions of trainees or of trainers in isolation. The extent to which output factors such as drop-out rates are influenced by variations in perceptions of quality between both these parties has to this point not been tested. The object of the present study was to present a novel bilateral approach to assessing training quality. For this reason, the effects on drop-out intention of differences in the perception of in-company training quality (incongruences) between trainees and trainers from the same company were examined. An online survey was conducted involving 311 commercial trainees and training officers from 30 German companies. A framework model of workplace learning (Tynjälä, Vocations and Learning,6(1), 11–36, 2013) and a short questionnaire “VET-LQI” (Böhn and Deutscher, Zeitschrift für pädagogische Psychologie: ZfPP, 33, 49–70, 2020) served as the theoretical basis and test instrument respectively. Responses from trainees were matched to those of their corresponding trainers, in order to determine possible differences for every item and scale. Following a weighting method regarding the absolute rating level, 15 input- and process-quality factors of divergence, so called “difference accounting multi-perspective scores” were used as independent variables in multiple regression analyses. The results show that differences in perception of quality not only have a significant effect on drop-out intentions, but also explain drop-out intentions more generally, and with a higher predictive power than the conventional method of merely focusing on the quality perceptions of trainees (adjusted R2 = .439 > .333).

The development of industrial students coaching model under dual vocational training system for entrepreneurial trainer: Concentration in industrial education

The development of industrial students coaching model under dual vocational training system for entrepreneurial trainer: Concentration in industrial education

German Vocational Education in the New Century

After the merger of two Germany States, the German economy has suffered from a lack of growth and social contradictions have appeared day by day. The Dual System of vocational education with German characteristics has also faced many difficulties and challenges. Many scholars even believe that the Dual System in Germany will soon disintegrate, but as a social system, the Dual System of vocational education also has the basic mechanism to change itself to meet the requirements of social development.

A Comparative Study of Vocational Education in China and Germany

Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.

University? No thanks! An empirical study of why German apprentices with the Abitur choose not to go to university

ABSTRACT More than a quarter of all trainees in Germany’s dual vocational training system have the Abitur – the German school-leaving qualification that entitles them to go to university. Some go to university after completing their apprenticeship, but others move straight into full-time employment. There is currently very little reliable empirical data about the reasons for these decisions, particularly among the latter group. This study considers around 1,100 trainees with the Abitur in four different training occupations in the German federal state of North Rhine-Westphalia, investigating the sociodemographic profile and the motives. It also explores in depth and critically discusses the motives of those not intending to go to university. The findings demonstrate that those choosing not to go to university are neither academically weak nor particularly risk-averse in their assessment of their prospects of obtaining a degree. They are more motivated by having a practical orientation, by financial factors and by good employment prospects.

‘Apprenticeship’ in the Italian approach to the dual system

Since 2003, Italy’s legislation on apprenticeships has regulated a scheme under which candidates can obtain upper- and post-secondary-level qualifications – type 1 apprenticeship – that share features with the dual system of vocational education and training (VET) to be found in German-speaking countries. This scheme has never been extensively implemented, not even in the wake of its latest reform in 2015, which made the scheme part of what might be termed the ‘Italian dual system’. The Cedefop review of type 1 apprenticeship identifies several challenges related to features of the scheme’s governance and design that still hamper its full implementation. In a European perspective, these challenges are common to an emerging approach to apprenticeship, characterised by a lack of clarity about its purpose and place within the education and training system. This may cast a shadow over the educational function of apprenticeships, especially as EU policy is to strengthen their educational value by linking them to schooling and formal qualifications.

ВЛИЯНИЕ ДУАЛЬНОЙ СИСТЕМЫ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ НА КАЧЕСТВО ПОДГОТОВКИ ОБУЧАЮЩИХСЯ ОРГАНИЗАЦИЙ СПО

The article presents the results of theoretical and experimental research of a practice-oriented model of the dual system of vocational education. The study is based on the research of the implementation of dual education abroad, and on the analysis of systems of practice-oriented vocational education in the Russian Federation and the Republic of Kazakhstan. The distinctive and structural features of the dual system of vocational education are considered. To ensure the quality of vocational education of college students a practice-oriented model of dual education was developed. The model was created within the framework of the authors’ concept based on the requirements of the system, activity and acmeological approaches. The main research methods were the methods of analysis of the existing system of dual education, modeling of the process of professional training of college students, experiment, survey methods and expert evaluation. Dual vocational education is considered as a system that provides a consistent implementation of the pre-planned process of vocational education and the development of students in the conditions of theoretical training in the institution of vocational education and industrial training at the enterprise. The article presents the refined features of the concepts of “dual education” and “dual system of vocational education”. The main results of the authors are a practiceoriented model of dual education of students in vocational education institutions and the criteria for its effectiveness. It is proved that professional training of vocational education students in the system of dual education provides the increase of education quality and raises the level of personality development of students. The system of dual education guarantees the quality preparation of specialists according to the social order and Federal Educational Standards. The article presents experimental data confirming that the organization of the process of professional training of college students within the practice-oriented model ensures the transition of students to higher levels of quality of educational activity of the organization of vocational training and industrial activity of the enterprise. The results obtained expand the understanding of the role and features of the dual system of vocational education; determine the ways and forms of its implementation. The developed practice- oriented model of dual education is a significant contribution to solving the problems of ensuring the quality of vocational training of students of vocational education.

Дуальна система професійної освіти: за та проти

Дуальна система професійної освіти: за та проти

El sistema de educación dual en México: caso universidad politécnica del valle de Toluca

El presente artículo es resultado de un estudio sobre el sistema dual de formación profesional. En él, se estudia la evolución de la educación en México hasta llegar a la implementación del modelo dual alemán en nuestro país. Además, se analiza la problemática que tienen las empresas durante el reclutamiento, debido a que los aspirantes no desarrollan las competencias necesarias durante su formación para ser buenos candidatos a los puestos de trabajo. También se presentan las ventajas del sistema de educación dual frente al modelo “tradicional”, su implementación en México y las estadísticas del modelo dual aplicado en la Universidad Politécnica del Valle de Toluca con un análisis por carrera y sector productivo.

Training marketing by German companies – which training place characteristics are communicated?

Context: Although the German dual system of vocational education and training makes a major contribution to securing the supply of skilled workers for trade and industry, its function has been under scrutiny for several years. Companies are finding it increasingly difficult to recruit trainees, and increasing numbers of training places are vacant. However, such recruitment problems tend to be concentrated in certain occupations rather than occurring across all sectors equally. This has led to a significant increase in competition among companies seeking to secure the services of trainees in various occupations and calls into question the extent to which such fierce rivalry is reflected in the type of training marketing they conduct. 
 Approach: This paper investigates the training place characteristics companies communicate in their advertisements. Among these characteristics, differences exist in the general conditions of training, requirements for trainees and incentives the companies provide. Latent class analyses were used to investigate the patterns revealed in the training place characteristics and to examine if the frequency with which patterns occur correlates with whether a company is seeking trainees for an occupation with or without recruitment problems and with company size. The analyses were based on data collected from 1,939 small and medium-sized enterprises via standardised telephone interviews conducted at the beginning of 2016. The companies in question had offered training places in one of nine selected dual occupations. Four of the training occupations considered have recruitment problems. There are no recruitment difficulties in the other five.Findings: The single group latent class analysis initially conducted resulted in a model with three latent classes exhibiting clearly differentiated patterns of training place characteristics. As well as focusing on general conditions and the requirements for training, the “aggressive” pattern mainly emphasises the incentives the training place or company offered. The “requirements-oriented” pattern concentrates on the future requirements for trainees. The “basic” pattern communicates only a very few fundamental training place characteristics. A subsequent multi-group latent class analysis revealed evidence that small and medium-sized enterprises offering training are more likely to display an aggressive pattern in occupations with recruitment problems than SMEs providing training in occupations where there are no recruitment difficulties. By the same token, small and medium-sized enterprises with training provisions in occupations with recruitment problems are less likely to exhibit training marketing aligned to the requirements of applicants than firms offering training in occupations without recruitment difficulties, although this is significantly clearer amongst small companies than medium-sized companies. Nevertheless, the class with requirements-oriented marketing constitutes the largest class for all four company groups. Conclusion: The results indicate that conditions in the training market affect the training marketing companies carry out. However, they also show that companies are more likely to use their training marketing to react to recruitment problems that have already occurred rather than take a preventative approach towards such difficulties. For small companies in particular, the limitations in resources available for more elaborate training marketing likely contribute to this approach. Nevertheless, further research is needed to consolidate the outcomes identified here.

General principles of vocational education and training in the tourism education system of the German speaking countries in Western Europe

The article deals with the analysis of tourism education systems of the leading countries of Western Europe, namely Germany, Austria, Switzerland and Luxembourg united in the crosslinguistic category of "German-speaking countries". The peculiarities of institutional and disciplinary components of vocational education in tourism are revealed, the educational-qualification levels of the structural model of tourism education are determined and characterized, the main functions of the vocational schools of tourism are defined, and the peculiarities of vocational training of future skilled workers in the specified countries are outlined. It is defined, that the structural model of tourism education in the German-speaking countries includes the pathway of obtaining professional qualifications, different types of educational establishments, a variety of vocational study programs and degree levels. It is appointed, that the predominant advantage of basic tourism education in the German-speaking countries is the dual system of vocational education and training that enables students getting qualifications in the form of apprenticeship working together with enterprise training providers. A distinctive feature of higher tourism education is the binary structure in which the traditional university sector exists concurrently with the non-university higher education sector. It is defined, that the common feature of tourism education systems in German-speaking countries is the flexibility of educational process and the coherence of educational-qualification levels within vocational schools and higher institutions. It is determined, that the compliance with the principles of consistency and continuity, the focus on providing future skilled workers with the opportunity to obtain appropriate vocational training program in compliance with their needs and abilities are the basic principles of lifelong learning in tourism education. It is proved that the intense competition between organizers of tourism education in German-speaking countries contributes to their desire of following strictly the existing international education standards. The constant modernization of the content of vocational education and training, as well as cooperation with the European and non-European educational partners in the higher tourism education sphere intensifies student mobility and academic activity

The Classroom-Community Connection Design: An Instructional Approach Guided by Service-Learning and Dual System of Vocational Education and Training to Improve Journalism Students' Workplace Readiness and Civic Engagement

Today's rapidly changing media industry poses an ongoing challenge for American institutions of higher education, which are often responsible for educating and preparing the next generation of skilled professionals. This case study examined how a service-learning design guided by the dual system of vocational education and training could help address journalism students' workplace readiness and increase their capacity to contribute to the community.

Connectivity or Complementarity in the Dual System

The relationship between learing at school and in-company learning is essential to the understandig of apprenticeship, not only in the frame of the German dual system of vocational education. Around the year 2000 two theoretical approaches have been presented. Among those, the theory of connectivity has instigated a few studies, one of which is presented in the following contribution.

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.