Dual Vocational Education And Training Research Articles

Is labour migration disrupting dual vocational education and training systems? Empirical evidence from the Danish and Norwegian construction sectors

This article studies how labour migration affects dual vocational education and training (VET) systems. We argue that because dual VET systems rely on employers engaging in training, an alternative source of labour – such as labour migrants – may make employers less likely to train, especially when pressure on industrial relations institutions makes it possible for employers to use migrant labour as low-wage labour. Drawing on linked employer-employee register data from Denmark and Norway, we us logistic and Poisson regression to analyse whether changes in the level of labour migration in regional subsectors of the construction sector in these two countries affects firms’ hiring of apprentices. We find that despite dissimilar developments in the labour migration level, these levels nonetheless correlate with the intake of apprentices in both countries. The results suggest that labour migration into countries with dual VET systems may have long-term effects on their skill formation systems.

Changing Occupations or Changing Companies—Predictors of Different Types of Premature Contract Terminations in Dual Vocational Education and Training Programs

In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals’ intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees’ socialization and performance indicators. Third, we examine to what extent trainees’ decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals’ training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program (1) to those who changed occupations (N = 417) and (2) to those who changed training companies (N = 378). The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees’ self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees’ intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees’ intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies’ socialization tactics and positively affected by adolescents’ pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make.

Drivers and barriers of implementing a dual VET programme in Nepal

PurposeThe authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.Design/methodology/approachThe 5C protocol distinguishes five categories of drivers and barriers of education reforms: commitment, capacity, clients, content and context. The authors build on the 5C protocol to develop a qualitative empirical framework based on semi-structured interviews amongst stakeholders.FindingsThe results show that involved actors are committed. Capacity in terms of available resources also represents an implementation driver, but companies lack information about the programme. Consequently, industry associations should receive a more prominent role in the motivation of companies to provide training places. The content category is the most challenging implementation barrier because the programme represents a substantial change, compared to the current vocational education and training (VET) programmes in Nepal.Originality/valueFirst, the authors propose a framework for a qualitative content analysis to analyse the drivers and barriers of implementing and scaling-up education reforms. Second, the authors provide novel information about drivers and barriers of an education reform in Nepal.

An Empirical Case of Education Policy Implementation in Serbian VET

Purpose: Education policy implementation is as important as policy design. This study applies a literature-based, multi-dimensional framework for success factors and barriers to vocational education and training (VET) reform implementation in the case of a new dual VET law in Serbia. We use the framework to assess factors related to implementation, then relate these factors to actual implementation progress to determine how factors relate to progress. In this application of the framework, we examine whether implementation success requires high scores in every dimension. Methods: This is a mixed methods study. We conduct document analysis of key resources related to the structure and intention of the reform. We also statistically analyze a dataset of two rounds of interviews conducted during the pre- and early-implementation phases. These interviews include key stakeholders from the public and private sectors, and from national, regional, and local-level actors. We examine how the framework's dimensions and determinants relate to implementation progress. Results: The implementation of the law is moving forward in Serbia, making this a successful case of progress in policy implementation. Despite this progress, the factors for implementation are not all strong. We find that the content dimension of the framework is a barrier, capacity is unclear, and context, commitment, and clients—actors' engagement— drive implementation progress. Thus, although the implementation process is imperfect in its determinants, it is successfully progressing and already forming the new system. Conclusions: Based on our results we argue that—even if the framework describes factors that affect VET reform implementation—not all elements are necessary for VET reform implementation to progress. Policymakers can start without perfect implementation conditions and may benefit from striving for "good enough" across dimensions rather than perfect in any one dimension. We discuss potential mechanisms and identify pathways for future research, including moving in the direction of causal research.

Development, predictors, and effects of trainees' organizational identification during their first year of vocational education and training.

The vocational identity of trainees is one component of their professional competence and is considered to be a central goal of vocational education and training (VET) programs. From the numerous identity constructs and conceptualizations, this study focuses on the organizational identification of trainees, that is, the extent to which trainees internalize the values and goals of their training company and perceive themselves as part of this company. We are specifically interested in the development, predictors, and effects of trainees' organizational identification, as well as the interrelations between organizational identification and social integration. We use longitudinal data of n = 250 trainees in dual VET programs in Germany at the very beginning of their VET program (t1), after 3 months (t2), and after 9 months (t3). A structural equation model was used to analyze the development, predictors, and effects of organizational identification for the first 9 months of training and the cross-lagged effects between organizational identification and social integration. The results showed a high stability of trainees' organizational identification over the first 9 months. Regarding the predictors, the results indicated positive direct and indirect effects of the formal socialization tactics implemented by the training company, as well as of support by the trainer at the beginning of the training. However, collegial support at the beginning of the training did not seem to play a significant role in organizational identification. Moreover, organizational identification positively affected trainees' emotional engagement and self-perceived competence while negatively predicting dropout intentions after 9 months of training. Finally, the cross-lagged effects between organizational identification and social integration were not significant, and only at t3 were these constructs positively correlated. However, regarding the development, predictors, and effects, very similar results were found for organizational identification and social integration. The results underline the positive significance of organizational identification for the individual, the company, and society, even at this early stage of training. The results are discussed regarding both their scientific and practical implications.

The Implementation of Dual Vocational Education and Training in Spain: Analysis of Company Tutors in the Tourism Sector

Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands.Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies.Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company.Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.

Place of Residence Does Matter for Educational Integration: The Relevance of Spatial Contexts for Refugees’ Transition to VET in Germany

For the mostly young refugees who arrived in Germany around 2015/2016, completing vocational education and training (VET) represents the most promising opportunity for professional and social integration. However, access opportunities to VET are characterized by spatial inequalities: German districts vary considerably according to labour market structure, economic productivity and demographic development, which constitute the supply and demand for training places in the dual VET sector, to which refugees predominantly have access. This paper examines if the transition chances of young refugees aged 18–30 to VET depend on their place of residence. For this, we analysed the IAB-BAMF-SOEP Survey of Refugees (n = 5216) using multi-level discrete-time event history analysis. On the supply side, higher economic productivity (measured by GDP), a low unemployment rate and a greater number of small versus large businesses in the district are positively associated with refugees’ transition chances. On the demand side, an increasing number of school leavers with no school-leaving certificate and of refugees in the district are negatively associated with the respective chances. Our results suggest that spatial characteristics essentially matter for young refugees’ training opportunities and thus support recommendations to reform current distribution policies, in which central spatial contextual factors remain largely disregarded.

Implementation of dual vocational education and training in Spain: the case of the Basque Country

ABSTRACT School-based vocational education and training (VET) systems are undergoing important changes with a view to strengthening their work-based learning component and, overall, their relationships with the local production environment. This paper looks at the introduction of dual VET in the Basque Country within the Spanish and European contexts. Based on an analysis of existing official information and literature as well as qualitative research carried out by the authors, the distinctive characteristics of the Basque system are documented and studied. It is shown that there has been a continuity in the ideas and relationships which have configured its trajectory from the early 1980s onwards, and that new instruments and elements of the system have been developed in the region even before those elements were fully formalised at national level in Spain.

Dual Vocational Education and Training Systems’ Governance Model and Policy Transfer: The Role of the European Union in Its Diffusion

Some southern member states have undertaken the reform of their vocational education and training (VET) systems so as to promote dual apprenticeship, such as that which is promoted in Germany. During this process, the European Union (EU) has exercised an extensive influence. This paper advances the analysis of the role exercised by the EU in this stage of cross-national attraction by analysing the model of VET governance promoted by European institutions. The methodology consists of a reflexive thematic analysis of the EU VET texts. A total of 35 texts from the EU institutions was analysed by using NVivo. This produced three themes under the overarching theme of fostering a more pluralistic governance system: promoting cooperation among stakeholders in the design, management and financing of the system, enhancing social dialogue and strengthening responsiveness to change in the world of work. This analysis concludes that the EU, as an agent of the policy transfer process, encourages the implementation of a cooperative governance model of VET systems, such as that present in the dual VET systems of certain member states with collective skill formation governance regimens such as Germany, Austria and Denmark.

The effect of dual vocational education and training on grades and graduation in Catalonia, Spain

ABSTRACT Dual vocational education and training (VET) has recently been introduced in Catalonia, as in the whole of Spain, and it should be the only VET system in the near future. However, Dual VET still coexists with traditional VET. The former has much more on-the-job training, companies are more involved in curricula design and training management, and trainees receive a salary or a scholarship. This study analysed the effect of Dual VET on students’ grades and degree completion. We use the whole population of Catalan students during four academic years (from 2015–2016 to 2018–2019) that completed their degree. We employ an instrumental variable approach to explain grades at completion. Results show that Dual VET had a positive effect on grades irrespective of the method and outcome used (standardised or non-standardised grades). In fact, our instrumental variables estimation showed a greater impact than the ordinary least squares results. In addition, Dual VET also increased the probability of graduation. Thus, the transformation of the Catalan VET into a Dual VET may have positive effects, since the latter improves course completion and grades.

The Role of Parents’ Native and Migrant Contacts on the Labour Market in the School-to-Work Transition of Adolescents in Germany

Abstract This study investigates how parents’ native and migrant contacts in the German labour market affect the likelihood of children obtaining a company-based apprenticeship [dual vocational education and training (VET)] after lower secondary education. Furthermore, it assesses the extent to which characteristics of parents’ social networks explain ethnic inequalities in this school-to-work transition. Using longitudinal data from Starting Cohort 4 (ninth-graders) of the National Educational Panel Study, we show that the number of migrant contacts in parents’ networks does not affect the outcome of adolescents’ apprenticeship search. This applies to both migrant and native adolescents. However, if parents have many native contacts, the chances of adolescents obtaining a company-based apprenticeship increases in both groups. In addition, controlling for the composition of parents’ networks substantially reduces the gap between natives and migrants in the transition to dual VET. Further analyses show that this is mainly due to differences in the number of native labour market contacts between native and migrant parents. Our findings indicate that differences in parents’ endowment with labour market relevant social capital constitute yet another hurdle for immigrant children in the transition from school to working life.

Transition from School to Work \u2013 Explaining Persistence Intention in Vocational Education and Training in Switzerland

Vocational education and training (VET) programs are typically regarded as the means to enable successful school-to-work transitions. However, high rates of premature contract terminations in VET programs suggest that adolescents face difficulties during this transition. This paper aims to examine the determinants of persistence intention, claiming that persistence intention is a crucial indicator of imminent dropout decisions. The analysis is based on a longitudinal data set of trainees in dual VET programs in Switzerland (n = 1,163) containing two measurement points (before and after the transition from school to VET). Drawing on Social Cognitive Career Theory (Lent & Brown, 2008, 2013), we are interested in the effects of work adjustment indicators, selected characteristics of the vocational choice process, and environmental support before and after the transition on trainees’ persistence intention. We use structural equation modeling to analyze both direct and indirect effects of different predictor variables on persistence intention. The results show significantly positive effects of both occupational self-efficacy and perceived person-vocation fit during the training program on trainees’ persistence intention. Moreover, there are only indirect effects of anticipated person-vocation fit and occupational self-efficacy at the end of compulsory education. Trainees’ relationship with the trainer also has an indirect effect on persistence intention. Social integration in the workplace is both directly and indirectly linked to persistence intention. Overall, the model explains 48% of the variance in persistence intention. Implications for VET programs and future research are discussed.

Drop-out in dual VET: why we should consider the drop-out direction when analysing drop-out

Despite high drop-out rates from vocational education and training (VET) throughout most countries and a long research tradition on potential drop-out reasons, little is known about the effects exerted on drop-out intentions by the quality of training. Furthermore, only rarely do scholars distinguish between different drop-out directions, and systematic insights on possibly differing causes are scarce. This study explores the factors influencing four directions of drop-out intention (‘upwards’, ‘downwards’, ‘company change’, ‘occupation change’). Linear regression modelling is used to analyse survey data on the motivation, socio-demographic aspects and competency of 562 trainees as industrial management assistants in Germany and on how they perceived the training quality. The results show that different directions of drop-out intention stem from various factors, with training quality in general having the largest effect. Additionally, the findings indicate a two-tier-scheme of influence factors, ‘core’ and ‘direction-typical’ factors.

Research in International Transfer of Vocational Education and Training – A Systematic Literature Review

Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation.

The advantages and disadvantages of Polish dual vocational education from the perspective of students, school representatives and employers

ABSTRACT The idea of dual vocational education and training (VET) has developed almost since VET education in Poland was established when the nation became a sovereign country in 1919. VET reforms – during the 20 years before the Second World War and after 1945 – were carried out to support rising industry and other developing areas of the economy. Recent reforms (passed in 2015 and 2017) strengthen significantly the meaning of the dual character of vocational education in Poland. This article presents Polish data from the international project ‘Improving Expertise on Labour Relations’ Impact on Youth Employability in Central and South-Eastern Europe’ (EaSI grant VS/2016/0104). The research concerned the improvement of vocational education and the employability of students and young workers, especially regarding the idea and practice of dual VET education. The data were gathered using individual semi-structured and focus group interviews. The use of SWOT analysis has highlighted the multilevel nature of the VET learning environment and its advantages and disadvantages perceived from the perspective of many stakeholders – school representatives, employers and also students. The central question of the analysis is about the possible pathways of changes that could improve the existing system.

Meet the need – the role of vocational education and training for the youth labour market

AbstractTo combat negative trends in the youth labour market, policymakers around the world support vocational education and training (VET) programmes. This paper investigates how enrolment rates in upper‐secondary education programmes – general education, school‐based VET and dual VET – affect ten youth labour market indicators on integration and job quality. We run first‐difference generalized method of moments regressions on panel data of 36 countries for 2004 through 2014. We complement the existing literature by dealing with unobserved heterogeneity across time and reverse causality and by analysing non‐linear effects that might arise due to general equilibrium effects. Our findings show that school‐based VET and dual VET have different effects: school‐based VET's effect on the labour market depends on the outcome indicator and country, whereas dual VET overall improves both labour market integration and job quality. Depending on the labour market indicator, we find evidence for both linear and non‐linear effects. In educational reforms, policymakers should therefore consider the non‐linear and heterogeneous effects of VET.

Finding a job after unemployment—education as a moderator of unemployment scarring in Norway and German-speaking Switzerland

Abstract Using data collected with a factorial survey experiment in Norway and Switzerland, we analyze how employers react to unemployment spells when screening job applications. Our focus is on whether unemployment scarring varies depending on the applicants’ level of education and the duration and timing of the unemployment spell. We find unemployment scars of similar size in the two countries. Interestingly, education moderates the strength of unemployment scarring: in the Swiss context, graduates from vocational education and training (VET) programs are the most severely affected by unemployment, even years after regaining employment; this is not the case in Norway. We contribute to the unemployment scarring literature and to comparative scholarship on school-to-work transitions by exposing a trade-off of dual VET systems, which are known to provide a safety net from unemployment. Our findings show that these same systems can cause scars that are particularly long-lasting to VET graduates who fall into unemployment.

Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia

As the German vocational education and training (VET) system, with its dual learning environment in both firms and vocational schools, is an international benchmark, many concepts and projects are aiming to transfer this approach to other countries and education systems. In such contexts, it is important to consider the specific concepts and requirements of educational transfer. This paper outlines success factors and hindrances for such endeavors. Therefore, a literature review is combined with empirical survey results from Germany. This is directed at a specific project regarding a transfer of the dual VET system from Germany to Tunisia, but it also exemplifies general factors for any such concept transfer. As important success factors, “quality assurance” and “perspectives for graduates”, for example, are identified.

The Costa Rican business sector’s concepts of the transfer of German dual training

This article analyzes the tripartite social dialogue of an inter-institutional commission in Costa Rica, which took place from February 27 to September 1, 2017. During this time the Costa Rican state the business sector and unions discussed ways to implement dual vocational education and training (VET) in Costa Rica, using the German model as a reference. Here, the focus is on the business sector’s concepts regarding if and how the German dual VET model should be transferred to Costa Rica. the findings are based on two interviews with Costa Rican business representatives and the observation of dialogue table meetings with representatives from the state, the business sector and unions. Based on the premise that discourses express and influence social practices, it is analyzed how the structure of the business sector’s arguments relate to Toulmin’s model of argumentation. It is concluded that from the Costa Rican business sector’s point of view, the policy of dual education in VET is essential to gain economic strength in a global market. However, for these business groups, the model must be “tropicalized” in a way that redefines some of the bases of the German reference model, such as union participation, distribution of training costs as well as the legal status of the apprentice. Therefore, it is concluded that the discussion on the dual model of VET was used as a window of opportunity to promote reforms that would favor the business sector.

Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) System

This study examines how recently graduated journeymen, vocational teachers, and workplace trainers view the integration between learning at school and at work in a dual vocational education and training (VET) system, and how these views might be influenced by the duration and the sequencing of school- and work-based learning periods. Research indicates that effective implementation of the dual VET system is contingent upon successful integration of learning experience at the two venues. Recent graduates, workplace trainers, and teachers in all 51 certified trades answered an electronic questionnaire (667 participants, response rate 24%). Factor analysis of responses to 22 statements resulted in the identification of five factors. Findings show that the learning venues were parallel rather than integrated. Communication and collaboration between teachers and workplace trainers were limited and recent graduates, in particular, did not experience the program as a coherent whole. The results also showed important variations in the perspectives of the three groups of participants. The duration of the workplace learning period was not found to be associated with perceptions of program integration. Some limited effects of sequencing were found, but no clear pattern emerged. This study adds to knowledge on learning and integration, and indicates possible ways of improving program coherence and integration in a dual VET system.