Dual Training System Research Articles

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.

Effective Elements of Industry-Training Center Collaboration in National Dual Training Systems (NDTS) Program

Currently, National Dual Training System (NDTS) program in Malaysia based on job training concepts in the industry still at a low level due to the lack of involvement from the industry. The governments have made an effort to involve high finance allocation in encouraging industry participation but the result is still disappointing. Hence, this reviewed paper describes the industry participation challenges of current NDTS program in Malaysia and takes into consideration based on issue of previous industry involvement, industry awareness and industry governance that influence the participation of industry in training programs.

THE AUTHOR`S COURSE «DEUTSCH NACH ENGLISCH 4» FOR FUTURE MANAGERS IN TOURISM

This paper presents some problematic aspects in scientific methods of experimental research study. As a result of a comprehensive analysis of the development of such experimental education at present it is possible to determine the priority directions of its further modernization, which provide for the needs of the labour market, the formation of an optimal network of tourism management schools, a system of quality assurance of vocational education, diversification of funding by delegating more powers to regional education authorities. The experimental research study results with the author`s course “German after English 4” for future managers in tourism, that are described in the article, are to enhance the role and responsibility of social partners, businesses, trends and quality requirements of the skilled workers. The education market and the labour market should be developed through the implementation of a common methodology for their monitoring on the state basis in order to train future skilled tourist managers in higher educational establishments and creating together with employers on the state basis the vocational schools, that are specialized in training centres for skilled workers using the dual training system.

Competency of national dual training system industry advisors

National Dual Training System (NDTS) is a system of training between the public and the private sector to produce competitive workers (k-worker) who meet the industry needs. This system consists of day release approaches that mean trainees undertake practical studies for four days and one day they receive theories while block release means trainees undertake practical studies for four months in industries and one month they receive theories. This study aimed to determine the advisors’ level of knowledge, skills, attitudes and their relationship with gender and work experience in the NDTS. This descriptive study used questionnaires with a likert scale as an instrument involving 84 respondents of qualified NDTS advisors. The data were analyzed using SPSS 21.0 and the results showed that the advisors had high knowledge, skills and attitudes. The inference analysis showed there was not difference of the level of knowledge, skills and attitudes based on advisors’ gender and the pearson correlation analysis showed that there was not relation between the advisors’ competence and work experience.

The Attractiveness of National Dual Training System (NDTS) Graduates

In line with the government’s policy to improve and streamline skills training in the country, the government took the initiative to upgrade and develop the teaching and learning methods of the skills training system. One of the efforts is the implementation of National Dual Training System (NDTS), which provides special trainings to produce advanced skilled workers that meet the requirements of the industry. This study investigates the attractiveness of NDTS graduates based on the aspect of attractiveness in the industry to help the management and accredited centres identify the needs of employers. The objective of the study is to assess the attractiveness factor of NDTS graduates based on their productivity, the number of hired graduates at a company, salary offered, and the duration in securing employment after they graduate. The study focused on the employers and employees in three main sectors- Government-Linked Companies (GLCs), Multi-National Corporation (MNC) and Small Medium Enterprise (SMEs). The study is a descriptive survey study, which also applied the quantitative method. The instrument utilized was a set of questionnaire, which was analysed using the IBM SPSS Statistics version 22. The perspective of employers and NDTS-graduate employees was also evaluated to determine their scale of recognition on productivity, work quality and program implementation, and also the SLDN graduates themselves. The overall findings substantiate that employers and employees had a positive perception towards the marketability of NDTS graduates in the industry. This shows that employers, especially those from the SMEs were supportive of the implementation of the programme to produce competent and competitive workers for the industry.

The Marketability of National Dual Training System (NDTS) Graduates in the Industry

In line with the government’s policy to improve and streamline skills training in the country, the government took the initiative to upgrade and develop the teaching and learning methods of the skills training system. One of the efforts is the implementation of National Dual Training System (NDTS), which provides special trainings to produce advanced skilled workers that meet the requirements of the industry. This study investigates the marketability of NDTS graduates based on the aspect of marketability in the industry to help the management and accredited centres identify the needs of employers. The objective of the study is to assess the marketability factor of NDTS graduates based on their productivity, the number of hired graduates at a company, salary offered, and the duration in securing employment after they graduate. The study focused on the employers and employees in three main sectors- Government-Linked Companies (GLCs), Multi-National Corporation (MNC) and Small Medium Enterprise (SMEs). The study is a descriptive survey study, which also applied the quantitative method. The instrument utilized was a set of questionnaire, which was analysed using the IBM SPSS Statistics version 20.0. The perspective of employers and NDTS-graduate employees was also evaluated to determine their scale of recognition on productivity, work quality and program implementation, and also the SLDN graduates themselves. The overall findings substantiate that employers and employees had a positive perception towards the marketability of NDTS graduates in the industry. This shows that employers, especially those from the SMEs were supportive of the implementation of the programme to produce competent and competitive workers for the industry.

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...

Kompetensi Pembimbing dalam Sistem Latihan Kemahiran Dua Hala: Satu Sorotan Literatur

National Dual Training System (NDTS) implementation in Malaysia was designed to produce highly skilled and knowledgeable K-workers, equipped with the social skills and learning methodologies. Research used documentation as data collection methods and data was analysed using historical, inductive and deductive reasoning method. The Ninth Malaysia Plan has stated four challenges which need to be addressed in developing the Technical and Vocational Education Training (TVET) sector. One of the issues is competency gaps among instructors. Based on the issue, the research objective is to identify the competency levels among instructors of NDTS. There are three aspects need to be applied by instructors during their teaching and learning session which include (1) technical skills, (2) knowledge, and (3) behaviour. This research is further into assessment as the platform to measure competency quality among the instructors of NDTS. The result showed that, the assessment based competency is able to improve the competency levels among the instructors of NDTS.

Industry Involvement Conceptual Framework for Collaboration of National Dual Training Systems (NDTS) in Malaysia

The issue of industry involvement in skills training programs since the 1950s has shown the level of industry involvement is still low in Malaysia. The government's efforts to involve high finance allocation in encouraging industry involvement also did not show good results. In 9th Malaysia Plan (2005-2010), the Economic Planning Unit (EPU) is targeting 6,300 industries to engage in National Dual Training System (NDTS) program. However, data from NDTS Q-Fact showed that until the end of the 2010, only 1,028 industries involved. In fact, until the end of the 10th Malaysia Plan in 2015, only 3,775 industries involved. This article proposed the framework for industry involvement collaboration of the NDTS programme in Malaysia. The method used in this article is a systematic review that takes previous studies on industry involvement in skills training collaboration into consideration. The framework built based on the organisation factors that influence the involvement of industry that described in these three variables: organisational governance, organisational motivation, organisational behaviour. Construct for each variable will be explained to see its relations with industrial involvement in the aspect of collaboration. Key findings from this study will form a strategic indicator of industrial involvement in implementation of NDTS programme in Malaysia.

Competences as Seen by Teachers and Employers in an Initial Vocational Training Reform

Luxembourg has a dual system of initial vocational training, inspired by the German model, where training takes place alternately in enterprises as well as in schools. Since 2008, a competence-based reform of vocational training is being implemented in the upper level of secondary education in Luxembourg. Semi-structured interviews were carried out with the relevant actors to analyze their strategies and perspectives during and after the reform. It appears that one major difficulty in the implementation of the reform is the difference between schools’ and enterprises’ understanding of what competence-based training is. The majority of teaching staff disagreed with training through competences as it was considered a more difficult and less manageable approach for them than the previous knowledge-based methods. When they adopt the prescribed approach albeit reluctantly, they often attribute it a meaning which is mostly school-based, where competences are seen as skills in exercises based on books and programs and not in professional situations. Enterprises were in favor of curricula based on competences, as they are more suited to the practical work expected in the professional domain. Pupils are confronted directly with practical professional situations at the workplace, but enterprises have problems in implementing explicit, systematic and progressive modular training. Coordination between these two main actors in the training system is poor and problematic; especially with regards to collaboration within the curriculum teams that are expected to develop and update the training modules. A general fatigue with the reform has spread, even if most actors agree, at least verbally, with its general philosophy; and this at a moment when the Ministry wants to implement new changes to the law. In order to make the reform viable, a newly negotiated agreement based on the interests of the different players, especially between enterprises and schools should be achieved. Keywords: competences; vocational training; secondary education; interviews

Competences as Seen by Teachers and Employers in an Initial Vocational Training Reform

Luxembourg has a dual system of initial vocational training, inspired by the German model, where training takes place alternately in enterprises as well as in schools. Since 2008, a competence-based reform of vocational training is being implemented in the upper level of secondary education in Luxembourg. Semi-structured interviews were carried out with the relevant actors to analyze their strategies and perspectives during and after the reform. It appears that one major difficulty in the implementation of the reform is the difference between schools’ and enterprises’ understanding of what competence-based training is. The majority of teaching staff disagreed with training through competences as it was considered a more difficult and less manageable approach for them than the previous knowledge-based methods. When they adopt the prescribed approach albeit reluctantly, they often attribute it a meaning which is mostly school-based, where competences are seen as skills in exercises based on books and programs and not in professional situations. Enterprises were in favor of curricula based on competences, as they are more suited to the practical work expected in the professional domain. Pupils are confronted directly with practical professional situations at the workplace, but enterprises have problems in implementing explicit, systematic and progressive modular training. Coordination between these two main actors in the training system is poor and problematic; especially with regards to collaboration within the curriculum teams that are expected to develop and update the training modules. A general fatigue with the reform has spread, even if most actors agree, at least verbally, with its general philosophy; and this at a moment when the Ministry wants to implement new changes to the law. In order to make the reform viable, a newly negotiated agreement based on the interests of the different players, especially between enterprises and schools should be achieved.Keywords: competences; vocational training; secondary education; interviews

The Development of Work-Process-Orientation Training Material for National Dual Training System (NDTS) Implementation

The Development of Work-Process-Orientation Training Material for National Dual Training System (NDTS) Implementation

Combined modes of gradual change: the case of academic upgrading and declining collectivism in German skill formation

The corporatist-governed dual-training system has been a key example of collective governance in the German capitalist model. However, high-end dual-training is increasingly being offered within post-secondary higher education. Here, firms and universities, not chambers of commerce or trade unions, are the actors negotiating the curricula of and access to a range of ‘dual-study programmes’. This article traces the emergence and expansion of this more firm-specific skills provision system, which diminishes the beneficial constraints for strategic cooperation and, in turn, the provision of collective training standards and transferable skills. The case study builds on the ‘gradual institutional change’ taxonomy, while pointing to the potential benefits of using different modes of change in combination. Through analysing firms’ strategies to initiate change in an institutional grey area between established socio-economic spheres, the article shows how layering, conversion and drift can become interlinked and how each individual process can trigger and feed the next.

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. .

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 necessity of a dual education system for Romanian automotive industry. Case study: The German dual vocational training

According to the official data, Romania has more than 600 companies involved in the automotive industry, with more than 203,600 employees. However the automotive industry is facing a real problem when it comes to finding skilled work force. In the west part of the country, the unemployment rate is negative and companies are forced to find solutions for their lack of personnel. This study presents the solutions that were taken by Germany in order to solve the matter. A dual education system was implemented which combines trainings in a company with vocational education. This kind of system is practiced in countries such as: Germany, Austria, Switzerland and South Korea. As of 2005 young German people can learn one of 356 apprenticeship occupations through this program. In France, dual education has gained a lot of popularity since the 1990s. In order to gain more experience and have multilateral development, in Germany the students are also send to workshops run by guilds or chamber of commerce. The advantages of the dual training system are numerous and this program can help the industry by providing skilled workers with flexible qualifications, solution which may as well be suitable for the Romanian Automotive Industry.

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.

Competences as Seen by Teachers and Employers in an Initial Vocational Training Reform

Luxembourg has a dual system of initial vocational training, inspired by the German model, where training takes place alternately in enterprises as well as in schools. Since 2008, a competence-based reform of vocational training is being implemented in the upper level of secondary education in Luxembourg. Semi-structured interviews were carried out with the relevant actors to analyze their strategies and perspectives during and after the reform. It appears that one major difficulty in the implementation of the reform is the difference between schools’ and enterprises’ understanding of what competence-based training is. The majority of teaching staff disagreed with training through competences as it was considered a more difficult and less manageable approach for them than the previous knowledge-based methods. When they adopt the prescribed approach albeit reluctantly, they often attribute it a meaning which is mostly school-based, where competences are seen as skills in exercises based on books and programs and not in professional situations. Enterprises were in favor of curricula based on competences, as they are more suited to the practical work expected in the professional domain. Pupils are confronted directly with practical professional situations at the workplace, but enterprises have problems in implementing explicit, systematic and progressive modular training. Coordination between these two main actors in the training system is poor and problematic; especially with regards to collaboration within the curriculum teams that are expected to develop and update the training modules. A general fatigue with the reform has spread, even if most actors agree, at least verbally, with its general philosophy; and this at a moment when the Ministry wants to implement new changes to the law. In order to make the reform viable, a newly negotiated agreement based on the interests of the different players, especially between enterprises and schools should be achieved. Keywords: competences; vocational training; secondary education; interviews

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>