German Dual System Research Articles

A Comparative Study on the Difference of Vocational Education between China and Germany

In recent years, China has attached great importance to the development of vocational education, and China is eager to improve itself by learning from the world's advanced vocational education system. China has been cooperating with Germany since the last century and has learned the German dual system. However, there is still a gap between the two until now in vocational education. By comparing the differences between the two countries in vocational education in top-level design, colleges, universities, and society, this paper finds out the differences between China and Germany in vocational education and hopes to find out the problems in the above three aspects as well as in other aspects on the road of development of vocational education in China from these differences and provide some relatively feasible solutions, to further advance the development of vocational education in China. We hope to explore the problems in these three aspects and others in the development of Chinese vocational education from these differences and provide some relatively feasible solutions to further promote the development of Chinese vocational education.

Актуальність використання людського капіталу на підприємствах: міжнародний аспект

The aim of the article is to analyze the relevance of the use of human capital in enterprises in the international context. According to the results of the carried out study, it has been found that human capital is becoming a key factor of competitiveness at the international level. The article examines the relevance of the use of human capital in international enterprises and its impact on their competitiveness. Various approaches to the development and training of staff in different countries of the world, in particular in Japan, the USA, Sweden and Germany, are analyzed. Through the analysis of various models of corporate training and staff management, the article highlights the features of each country and the most effective practices. In particular, Japanese domestic study programs, American corporate universities, Swedish financial well-being programs, and the German dual education system are considered. A general analysis of approaches to the use of human capital in Japan, the United States, Sweden and Germany indicates a significant variety of methods and strategies used in enterprises in these countries. At the same time, there is some convergence in efforts to improve personnel policy and use innovative approaches to human capital management. Japan and Germany focus on long-term development and loyalty to the company, the United States on flexibility and adaptation to change, and Sweden on well-being and social responsibility. The study highlights the importance of adapting human capital management strategies to the specific conditions of each country and to the particular sector of the economy, with a focus on ensuring high productivity, efficiency and competitiveness of enterprises in the global market environment. The carried out analysis helps to understand how each country adapts to the challenges of the modern labor market and the development of its staff.

Integration between Industry and Education: A Study of Localization of German Dual System in China

Integration between Industry and Education: A Study of Localization of German Dual System in China

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.

Regulating markets for post-consumer recycling plastics: Experiences from Germany's Dual System

Different from plastics recycling policies in many European countries, the German Dual System aims to provide a comprehensive regulatory system for post-consumer plastics recycling. Our paper analyses, how the interplay of actors and regulations shaped market processes in that system. Based on 18 expert interviews, we discuss, how institutional factors influenced the system outcome at the level of recycling markets. The Dual System led to the development of three recycling market segments that differ substantially with respect to competition, market behaviour, and market outcomes. While a functioning market for medium quality recycling products was established, also a cost-intensive segment for low-quality products developed. Existing incentives do not provide an appropriate framework for a high-quality market segment to develop. Our analysis shows that the Dual System was partly successful in developing markets for plastics recycling. A continuous adaption of the regulatory environment is required to counteract unwanted developments.

Vocational Education from a Cross-national Perspective: Comparative Analysis of China, Germany, and the United States, with a Case Study of Zhaixing Academy

This study delves into the current state and challenges of vocational education through a comparative study of cross-national vocational education and an analysis of the Zhaixing Academy case. The research reveals that vocational education reform can draw on the experiences of the German dual system, American community colleges, and Chinese vocational education reforms, with a focus on informal education pathways, practice-oriented teaching, and flexible training methods. The Zhaixing Academy case demonstrates the application of practice-oriented teaching approaches in the field of vocational education, emphasizing individual student development needs and the advantages of education outside formal institutions, offering new insights and references for the current Chinese education system. The study proposes that governments and education departments should increase investment in vocational education, encourage collaboration between enterprises and vocational education institutions, and support innovative practice-oriented education. In the future, Zhaixing Academy can continue to focus on education reform, expand the realm of practice-oriented education, promote its educational philosophy and methods, and contribute to the diversification and sustainable development of education.

Study on German Dual System Model Localization Practice in Wuxi—Take Wuxi Institute of Communications Technology as an Example

Study on German Dual System Model Localization Practice in Wuxi—Take Wuxi Institute of Communications Technology as an Example

Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System

Context: Covid-19 poses major challenges for vocational education and training (VET), as VET—in contrast to general education—is closely linked to the economic system and cannot escape the impact of current economic restrictions. Additionally, strict infection control regulations, as well as temporary school and company closures, inhibit the teaching of practical skills at the workplace. Rapid action by the responsible actors is essential to ensure that VET can take place even under these difficult conditions. It can be assumed that both the complex decision-making processes and the multiplicity of actors involved in collective training systems complicate or delay the reaction to this exogenous shock. Using the example of the German dual training system, this explorative article aims to examine the ability of collective training systems to deal with the challenges posed by the pandemic. Methods: Based on a document analysis, various publications (e.g., press releases, reports) by central actors of the German dual system were reviewed, which provided information about the provision of training activities as well as the measures taken or required to counteract the pandemic-related consequences for dual apprenticeships. This corpus of literature was expanded by scientific studies and publications from national or international institutions related to VET. Following a governance-analytical and actor-centred perspective, the documents were analysed with regard to the indications they provide about the realised coordination of action between the actors, the realised processes and outcomes, as well as the levels affected within the VET system.Findings: The way of dealing with the crisis demonstrates that the German dual system is influenced by the actions of various actors at multiple levels. Actors who are involved in the decision-making processes share common interests, resulting in a strategically bound cooperation among them. However, influence or power from bottom-up seems to be rather limited, as not all of the actors considered in this study are included in essential governance processes. Despite the comprehensive reactions to the pandemic, problems and optimisation needs are also apparent, e.g. with regard to vocational orientation or the support of vocational schools.Conclusion: Despite its complexity, the dual system as a collective training model is capable of acting and adapting to face the challenges posed by the pandemic. This may also be due to the historically entrenched corporatist structures within the dual system: Even in times of crisis, the trust in this historically evolved institutional framework leads to a high degree of accountability and cooperation among the decisive actors.

Politics of delegated governance: reforming vocational education and training

AbstractFollowing decades-long inertia, many countries started reforming vocational education and training (VET). Yet, respective reform processes that entail certain traits of the German dual system face challenges linked to domestic constraints. Focusing on secondary education and drawing on the Turkish case, this article examines VET’s transformation from a centralized, school-based, state-dominated system to a system based on school–industry collaboration. It suggests that effective adoption of VET reforms may be facilitated by bipartite coordination between government and employers’ organizations representing small- and medium-sized enterprises (SMEs). It unveils how such coordination led an institutional transformation, fostered by a broad cross-class VET coalition formed in a polarized fashion. Highlighting the role of political ownership and organizational capacity in VET reforms, it traces how the Justice and Development Party (AKP) accommodated SMEs’ demands, while sidelining labor. The article undertakes a power-distributional analysis tackling political conflicts and coalitions as drivers of institutional change and continuity.

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.

Between industry and establishment: recent developments in German collective bargaining and codetermination

ABSTRACT The German dual system of labour relations is at a crossroads. The two cornerstones of the system, collective bargaining at the industry level and codetermination of works councils in companies and establishments, are eroding. Only one third of the workforce is now covered by both institutions. In this situation, trade unions have developed new strategies for revitalisation, including new strategies regarding derogations from collective bargaining agreements, new approaches to organising, and new projects to activate works councils. As a result, the traditional boundaries between union action at the establishment and industry levels, traditionally characterised by a strict separation of roles between works councils and trade unions, are dissolving. The trade unions are now developing active strategies at the establishment level with the aim of strengthening their position in the companies, and strengthening the capacity of works councils to act. At the same time, the importance of works councils as actors in collective bargaining is increasing. This new interplay of actors and levels seems to be an important precondition for the revitalisation of German industrial relations, even if it does not mean that all problems will be solved.

An Analysis of the Localization Practice of German Dual System in China

An Analysis of the Localization Practice of German Dual System in China

Career Adaptability and Vocational Identity of Commercial Apprentices in the German Dual System

The construct of career adaptability has recently gained importance in research on vocational development and has led to a variety of theoretical and empirical approaches. Alongside with vocational identity it has been theorised as the crucial meta-competency of modern career construction. Due to its roots in adolescent career development, career adaptability is not limited to the vocational adjustments of working adults, but is also highly relevant for the pre-occupational orientation processes of adolescents initially developing a vocational identity. Despite the recent increase in empirical research on career adaptability, the field of vocational education has been largely neglected so far. Therefore, a quantitative survey among nearly N = 400 commercial apprentices within the German dual system of VET has been conducted. This study focuses on the replication of the Career Adapt-Abilities Scale (CAAS) among commercial apprentices within the German dual system, and its discrimination against alternative operationalisations of career adaptability. Furthermore, the relationship between career adaptability and vocational identity (operationalised as occupational and organisational identification) was explored. Results showed that the four-dimensional structure of career adaptability covered by the CAAS could be largely replicated in the dual system. In addition, it was found that the CAAS can in part be separated from alternative operationalisations. Finally, the results confirmed career adaptability positively predicts both foci of identification in a cognitive and affective manner. This indicates that career adaptability can be seen as a beneficial factor for vocational education and training as it fosters the vocational ties of apprentices in terms of their identity.

Розширена відповідальність виробника як базовий принцип сучасної системи управління відходами: перспективи правового регулювання в Україні

The purpose of the article is to consider the extended responsibility of the producer as one of the key principles of the European waste management system, as well as the analysis of the best practices for its implementation in the context of approximation of Ukrainian legislation to relevant EU standards. The objectives of the study are: 1. Establishing the essence of the principle of extended liability of the manufacturer and consideration of forms of such liability. 2. Acquaintance with the experience of Germany on the implementation of this principle. 3. Analysis of the state of Ukrainian legislation and relevant legislative proposals. The research methodology is based on philosophical and general scientific principles of cognition (formal logic, comprehensiveness, objectivity, systematization, etc.), as well as methods of analysis, synthesis, scientific comparison and generalization. The legal bases of the study are provided by EU Directives, national legislation of individual European countries and relevant legislation of Ukraine. The information base of the study consists of statistical, sociological and other information on the specified topic. The scientific novelty of the study is to systematize views on extended producer responsibility (principle, strategy, tool or mechanism of waste management, environmental policy approach), consider the latest legislative trends in the implementation of this responsibility in the EU, identify features of the German DSD and assess the prospects in Ukraine. Conclusions: principle of extended producer responsibility is one of the main principles of the waste management system in a circular economy, respectively, which is a key principle of the European waste management system. One of the best-extended producer responsibility systems in Europe is the German Dual System (DSD), an important condition for which was the existence of an effective municipal waste management system. Therefore, the introduction of an extended producer responsibility system without changing the entire waste management system in the country cannot lead to the expected consequences. The analysis of legislative initiatives in this area shows, on the one hand, the state’s attempt to shift the entire burden of creating a system of extended liability on producers, and on the other – the bills contain blocking rules that call into question the beginning of such a system. Taking into account economic, technical, and environmental and other factors, when creating a system of extended producer responsibility, the state must participate in this process through a series of technical, administrative and tax measures while launching a waste management system based on European principles

The «Duales Studium» Adaptation as an Innovation in Ukrainian Tertiary Education: Management Aspects and Results

The fourth industrial revolution and integration of the human capital concept into policymaking attract more attention to the ways of shortening the gap between the demands of the laboгr market and the «supply» of educational establishments. One of the ways to approach ensuring the efficient response is to export and adapt the «made in Germany» dual education/studies models, especially in tertiary education. Ukraine had had no similar systemic approach before the launch of a project on the importing of the dual higher education or dual studies («Duales Studium», DS) by the Friedrich-Ebert-Stiftung Office in Ukraine in 2013 (FES-Ukraine). The article aims to present state of the art with the «import» of the Duales Studium as of 2020 and main findings of the author’s questionnaire survey on the results of the first year of the national experiment in Ukrainian higher educational establishments (HEEs) under the supervision of the Ministry of Education and Science of Ukraine (MES). The author’s questionnaire survey was carried out from February to August 2020. The respondents included 27 higher educational establishments listed in the ministerial Order №1296 on the launch of the national wide dual studies experiment to be conducted in 2019-2023. The answers were obtained from the 23 HEEs, though not all of the answers were valid. The data obtained allowed to do both quantitative and qualitative analysis. The findings show that principles of the dual studies may be successfully adapted and implemented in the Ukrainian tertiary education, despite the lack of many components of German dual system, as well as some misinterpretations or purposeful misuse of the suggested mechanisms on the ground. Ukrainian dual studies may not be called a «dual system» yet, as many elements are still lacking and some cannot be re-created in the national context, but it is a form of studies that may already now be chosen by a student, as is demonstrated by 60 cases implemented by 17 HEEs on the examples of 31 majors and 441 students, out of which 123 are female and 318 male. Therefore, the obtained experience is a source of valuable information for recommendations to the stakeholders (educational institutions, employers and their associations, students, ministries, the Government and local self-government bodies etc.) aimed at boosting their further cooperation. Thus, it creates favourable conditions for training a capable workforce, which is one of the factors of compatibility and growth of both individual economic actors and the national economy as a whole. The authors’ contributions are as follows: elaboration of the draft questionnaire, description of the methodology, data analysis of the first year of the dual studies introduction by Ukrainian HEEs, conclusions and recommendations (Olena Davlikanova); input on experience of Dual Studies organization in Germany from the perspective of companies and HEEs (Prof. Helmut Hofstetter). Keywords dual higher education, dual form of education, dual studies, dual study models, dual tertiary education, Duales Studium, employers, higher educational institutions, human capital, Ministry of Education and Science of Ukraine, pilot project, students, tertiary education.

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.

EXPERIENCE OF PREPARATION OF COMPETITIVE SPECIALISTS IN THE CONDITIONS OF THE IMPLEMENTATION OF DUAL EDUCATION IN HIGH EDUCATION INSTITUTION

The article deals with the problem of competitiveness of higher education students in higher education institutions on the basis of the introduction of dual education, which includes the integration of the theory in higher education institution and practice in an enterprise (office). One of the educational tasks is to provide with a workplace the future specialist in practice and after completing the training, which will support the formation of the necessary competencies and make the student competitive in the labour market. The basis of the development and implementation of dual education is the experience of practice-oriented training in the German dual system and the corresponding models of their implementation. The advantages of this education are highlighted, and certain difficulties are noted, as well as the specifics of its implementation in a given country, taking into account the specifics of this country and its education system.
 It is noted that the introduction of dual education involves a flexible organizational and management structure, innovative technologies, as well as cooperation with enterprises and institutions.

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.

Vocational Education and Training for Farmers and Other Actors in the Agri-Food Value Chain in Africa

The study analyzes the current state of Agricultural Technical and Vocational Education and Training (ATVET) in Africa and presents its challenges and opportunities. A review of the ATVET in selected Sub- Saharan Africa countries shows that there are far too few training opportunities for young people and that often, the training offered does not match the needs of the private sector and of local administrations. ATVET trainings focus primarily on production skills and on producers themselves with too little practical training. ATVET needs to be adapted to the context of increasingly commercial and technical 21st century agricultural systems. We use the German dual ATVET system as a case study for best practices. The study concludes that an effective reform of ATVET in Africa would require policies and initiatives that tackle the general challenges as well as taking advantage of country-specific opportunities.

The Enlightenment of German Dual System to the Cooperation of Chinese Vocational Education with the School, Government and Enterprise

With the increasing international development, varieties of foreign advanced technology and education modes have been well implemented in our our country, including the “dual system” of education — one kind of new vocational education modes in Germany. General speaking, German “dual system” for vocational education connects the school and enterprise closely, the two different education teaching systems and addresses. However, the deeper core meaning is to integrate two different legal systems. This paper made an overall systematic interpretation aiming at the essence, characteristics and influence on Chinese vocational education of German “dual system” of vocational education, in the hope of providing some preferences for the later related research of educational professionals.