German Dual System Research Articles

Physical and energetic approach to providing solid wastes handling system with environmental safety

Implementation features of the principal directions of municipal solid wastes handling system activity (territorial, climatic, economical and others) have stipulated the development of different concepts regarding to urban territories wastes handling, the most known of which are: Complex Waste Management, European Waste Management system (German dual system); «Zero Waste» concept. Each of the above mentioned concepts have got both advantages and disadvantages from ecological, economical, social, technological and organizational and legal points of view. From a perspective of the urban infrastructure environmental safety, an ecological aspect is the most interesting. That is why a new approach is being studied based on the principal points of the Theory of disperse systems sustainability which is called Physical and Energetic Description Concept of the Processes of Environmental Pollution and Restriction of Environmental Pollution with Municipal Solid Wastes. On the basis of the analysis of the municipal solid wastes handling concepts applied in the world and using the principal points of the theory of dispersed system sustainability, the results of the initial stage of the research regarding to studying and classifying municipal solid wastes properties parameters, their energetic parameters and sustainability have been represented by the authors. Herewith, the municipal solid wastes sustainability is considered as a resulting criterion characterizing municipal solid wastes behavior in the environment and allowing to control their behavior with the purpose of sustainability restriction and as a result decreasing the environmental pollution.

Professional psychology in Germany, National Socialism, and the Second World War.

Hundreds of positions for psychologists were established after the National Socialists seized power in 1933. It has accordingly been asserted that professional psychology in Germany experienced significant growth during the National Socialist period. An analysis of archival materials and of a recent collection of biographies indicates otherwise, however. German psychology, in fact, declined because of systematic persecution and a surge of emigration, a deficit that subsequent cohorts were barely able to make up until 1945. The new positions for psychologists were mainly in the military testing service, and could only be filled after manpower was shifted from the civilian to the military sector. In 1941, the Ministry of Science and Education released regulations for an innovative practice-oriented national curriculum for psychology. The move was in line with Nazi policy, but it was initiated by a group of protagonists from psychology under the aegis of the German Psychological Association, not the National Socialist German Workers Party, the government, or the military. The present article elaborates how the conception of practice-oriented, state-approved studies was part of the traditional German dual system of academic and professional qualification, and thus actually predated 1933. The new curriculum was largely not implemented because of the exigencies of the war. However, as a regulatory framework it marked a turning point in the merging of academic and professional psychology in Germany. The relationship between academic and professional psychology is also discussed, along with the role of German psychology vis-à-vis National Socialism and the German military. (PsycINFO Database Record

일학습병행제의 OJT 특성이 참여 근로자의 직무만족에 미치는 영향: 기업규모의 조절효과

The training can be an effective tool for improving productivity and financial performances in corporations. Among various types of training programs, on-the-job training(OJT) is widely adopted by companies around the world. Many studies have reported its significant effect on different organizational outcomes. In addition to learning and organizational outcomes, recent studies have also paid attention to the effect of OJT programs on personal attitudes of employees. They argue that OJT programs positively and significantly influence such personal attitude variables as job satisfaction, job involvement and organizational commitment. This study has two purposes. First, this paper explores the OJT factors that affect employees` job satisfaction. Specifically, it develops hypotheses about the roles of learning motivation of trainees, competency of trainers and quality of OJT programs and learing environments. Second, this paper verifies how the organization size moderates the relationship between OJT factors and job satisfaction. Small and medium enterprises(SMEs) are less likely to have enough resources necessary for successfully designing and implementing structured OJT programs. Employees in those organizations may have limited learning opportunities compared to them in large companies. Therefore, the effect of well designed OJT programs on various outcomes can be greater in SMEs. In this sense, this paper argues that the organization size weakens the relationship between OJT factors and participants` job satisfaction. The smaller the organization size is, the stronger the effect of OJT factors on employees` job satisfaction. In order to achieve the goals, 315 survey were collected from the learning-workers, participating in `work-learning dual system` in Korea. The system is designed to cultivate a practical workforce in industrial fields providing structured and customized training programs based on National Competency Standard(NCS). Similar to German dual system and Swiss apprenticeship system, it is expected to reduce unnecessary expenses and resolve job mismatch between job-seekers and companies. The results of this study are as follows. First, all the OJT factors, which are learning motivation of trainees, competency of OJT trainers and quality of training programs and learning environments, influence the job satisfaction of learning-workers positively and significantly. Second, as hypothesized, the organization size weakens the relationship between two OJT factors, learning motivation and quality of trainers, and job satisfaction.

The Lack of Collaboration Between Companies and Schools in the German Dual Apprenticeship System: Historical Background and Recent Data

On the macro level (federal level) and exo level (state or regional level), the German Dual Apprenticeship System shows a high degree of institutionalised collaboration. However, the companies and vocational schools on the meso level (institutional level and level of the actors), in contrast, are just loosely coupled with a dominant partner (i.e., companies) and a subordinate partner (i.e., vocational schools). How and why these structures have emerged, established and stabilised is part of a complex historical, societal and economical process. The historical developmental will be elaborated in the article. The term ‘dual system’ was invented in Germany in the 1960s, and the intention was to emphasise equal responsibilities, partnership of equals, lively encounters and close collaboration between companies and schools. This vision is not yet a reality, as the presented empirical survey demonstrates. A majority of companies do not or rather seldom collaborate with ‘their’ vocational schools. 74.2% of the companies do not or seldom coordinate their work, and 93% of the companies do not or seldom cooperate with the vocational schools. The German Dual Apprentice­ship System operates on the actual meso level just on the basis of less than 30% of its potentiality. The term ‘parallel systems’ seems to be more appropriate to characterise the actual situation on the meso level than the term ‘dual system’.

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. .

Research on the "The Dual University" Concept in Germany and the Reference Pattern for Applied University in China from Perspectives of Professional Development and Ability Training

In this paper, we conduct research on the "The dual university" concept in Germany and the reference pattern for applied university in China from perspectives of professional development and ability training. The German dual system of higher education, which has created a new way to cultivate advanced applied talents, is of great significance to promote the development transformation of the undergraduate colleges and universities. However, the current domestic study of German dual system of higher education is relatively fragmented, and that most limited to the vocational college. Vocational college seems to be a German dual system of higher education. In fact, in the field of the higher education in Germany, set up the dual system has become a trend of the university curriculum. This paper proposes innovatively the potential combination of the Chinese education system with the dual university concept.

Educational Transfer as Transformation: A Case Study about the Emergence and Implementation of Dual Apprenticeship Structures in a German Automotive Transplant in the United States

The apprenticeship system in Germany is carried out both by companies and vocational schools (the Dual System). The question of whether the German Dual System is transferable is currently being asked in vocational education and training research. The analysis of current transfer discourses alludes to a research desideratum: the actual approaches consider either the input or the output of an educational transfer, but the transfer process in relation to its input and output has not been investigated to date. We focus on this desideratum. In the present case study, the processes emergence and implementation of dual apprenticeship structures is analysed in relation to its input and output in a German automotive transplant in the United States. Transplant organisations provide an ideal case to explore the transfer phenomenon because they have been transferred from a familiar context to a foreign context. The research questions are: firstly, why and how did the need emerge to implement dual apprenticeship structures in the German transplant in the United States (input); secondly, how and in which way have these structures been implemented (process); and thirdly, how can the implemented structures be characterised: as an imitation, adaptation or transformation of the original model (output)? The central findings of the case study are: firstly, that growing contradictions in the production system triggered the implementation process; secondly, that the original Dual System was transformed within the implementation process; and thirdly, that this transformation led to innovative solutions. These findings may not be valid for every transfer at any time, but they reflect that educational transfer of dual apprenticeship structures can be more than just a more or less successful imitation or adaptation.

Design of dual system teaching management system based on.Net Technology

With college enrollment, the number of students continues to soar, significantly increasing the difficulty of teaching management. In the highly developed network of information technology today, how to achieve through modern information technology and efficient integration of network information resources, in order to achieve continuous improvement of the level of education, teaching and simplify management and reduce the human and financial investment, the university has become common Follow hot topic. Based on this, on a systematic and structural design of the .NET technology teaching management system based on a research point, the system through ADO.NET technology to access educational information and database retrieval, XML technology to achieve rights management, Finally, this system functions realization more thorough discussion. This system is used for the teaching management mode of German dual system localization, has a good effect

Federalism and corporatism: On the approaches of policy-making and governance in the dual apprenticeship system in Germany and their functioning today

Compared with England, where new implementations and programmes in the education system are often introduced at a striking pace, the German education system seems to be rather stable in its features and less dynamic in terms of reform and change. Hence, a phenomenon called ‘reform bottleneck’ ( Reformstau) has often been observed. This also applies to the field of Vocational Education and Training (VET), where the dual apprenticeship system with its traditional structural characteristics is still the central institution to prepare young people for work and employment. Although fundamental changes in the system as a result of sudden reform processes have not happened in recent decades, subtle developments have influenced the German VET system and its functioning. The specific legal and institutional construction of the dual apprenticeship system with its two main and interrelated features, federalism and corporatism, is the backbone of the specific approaches of policy-making and governance in German VET. This paper provides an overview of the institutional and legal characteristics of the dual apprenticeship system and discusses the associated approaches of policy-making and governance. Considering the different responsibilities of the public and the private sphere, contextual features of the labour market and of the school system, the paper analyses political reform initiatives, changing stakeholder interests and configurations (in particular of the so-called social partners), and their relevance for the functioning and development of the German dual apprenticeship system.

Labour market developments and their significance for VET in Germany: An overview

The German labour market has seen substantial structural changes, especially over the past decades: there has been a major shift in labour market policy, the service industry is booming and skills requirements have changed dramatically. This article discusses these trends, offering an empirical analysis of the extent to which the German dual VET system is prepared to meet them. For this purpose, the article explores representative data for Germany and looks at the labour market integration of dual VET graduates. The basic assumption is that a mismatch between the dual VET system and the labour market will also become evident at the micro level of individuals. The results show that dual VET graduates enjoy far better protection against unemployment than people without a vocational training qualification. Likewise, they are far less likely to work in temporary employment. The dual VET system thus functions as a ‘safety net’. At the same time, however, the earnings of dual VET graduates are markedly lower than those of higher education graduates. The article concludes by discussing some of the future challenges and opportunities facing the dual VET system.

Vocational Education and Training: Researching the Relationship between School and Work

Researchers and policy makers agree that the relation between school and work is an important characteristic of vocational education and training (VET) and needs attention. The relation itself poses several challenges for research to be successful and useful for policy makers. In this article, we outline these challenges and answer the following question: What needs to be considered when researching the relation between school and work? Our central claim is that research on the relation between school and work needs to (1) take into account contextual conditions of the VET system, including identifying the central actors and their responsibilities within a VET system, (2) take into account the characteristics of VET itself, (3) define the quality of the relation between school and work (depending on the context, characteristics of the VET system and VET itself), and (4) be consistent with respect to chosen research aims and paradigms. To illustrate how these aspects can be taken into account an example of empirical research conducted in the German dual apprenticeship system is described. The readers are provided with guidelines for researchers and policy makers to carry out high quality research on the relation between school and work in VET systems that enables policy makers to make use of the results to improve the relation between school and work in VET systems.

Tui takes dual training to the Turkish Riviera

Purpose – Describes how the German dual system of education and vocational training is being adopted by travel operator Tui in Turkey. Design/methodology/approach – Describes the experiences of two employees at the Robinson Club who are benefiting from the dual system of training and provides information from the human resources (HR) manager responsible for training. Findings – Explains that, apart from being taught by the Robinson Club experts and state schools, trainees spend another year training at the club, with additional modules and then an external examination, which enables them to obtain the certificate of equivalence meaning their qualification is also recognized in Germany. Additional topics covered by the course include marketing, sourcing and more in-depth knowledge about service and kitchen work. Practical implications – Reveals that, to make the Robinson education project happen, Tui is working with the Turkish education ministry, the German pubic-employment service [(ZAV) (the cross-border agency for skilled labor)], the chamber of trade and industry in Hanover and und. Entwicklungsgesellschaft (DEG) and the German investment and development company. Social implications – Highlights the particular value of the training when considered against the background of high unemployment in Turkey. Originality/value – Gives the inside story of how the German dual-training model is being exported abroad.

Conditions for apprentices’ learning activities at work

The aim of this study was to investigate how apprentices’ learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices’ competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the role of school–work alignment and work characteristics as facilitators of apprentices’ work-based learning activities. Outcomes of path modelling showed that apprentices’ engagement in enquiring was facilitated by their perception of work orientation at school. Likewise, if apprentices perceived work as complex and providing autonomy and needs support, they more strongly reflected individually on work-related challenges. Finally, as a consequence of perceiving their work as complex, they sought reflective interactions with others. The study, thus, highlights the importance of challenging, empowering and supportive work environments and of alignment between school and work as facilitators of apprentices’ learning activities at work.

The German dual vocational education and training system as ‘good practice’?

The German Dual System has attracted some considerable attention in recent years, with a number of countries, above all in Southern Europe, trying to introduce similar concepts of structured apprenticeships leading to initial vocational qualifications. Quite manifestly, there is expectation among politicians in particular that such a system might help cope with integration problems of school leavers into the vocational education and training sector and support combating youth unemployment. Focusing on the two ‘learning venues’, however, seems short-sighted as the German vocational education and training system has more working principles than just the dual learning setting. In contrast to the British approach, the German system trusts in a clear orientation of workplace learning along the lines of an ‘occupation’ (Beruf). Besides, the German vocational education and training system as a whole is more complex than it seems, with a still weighty ‘transition system’ and full-time courses in vocational education and training alongside apprenticeships. My argument is that the aspect of ‘good practice’ has to be relativised both against the background of these structural issues and in the face of recent academic drift in the German education system.

Formación Profesional Dual: comparativa entre el sistema alemán y el incipiente modelo español

The German dual system of vocational training has been object of transfer in some countries all over the world, among them Spain. Ind eed, in this article we try to clarify the key elements in the adapting process of this Dual S ystem to our country, analyzing its chances of success. To do this, we contribute a des criptive study of the main elements of the German Dual System. Then, the focus will be in the changes in our country, from the LOMCE project to the legislation governing apprenti ceship and training. As a kind of discussion, we pretend to clarify how cultural and organizational elements of the production system have a strongly influence in the chances of success on the Vocational Training reform policy initiatives. Finally, we com pleted a series of proposals for action that would contribute to the employment and an incr ease in the qualification among Spanish young people.

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

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

Entrepreneurship training in tertiary education: Its development and transfer

Self-employment is becoming an increasingly viable option for growing numbers of young people entering the labour market, so it is important to identify and develop good practice in the delivery of entrepreneurship training. Not only will this enhance the quality of its provision, but it will also serve to ensure that the economic benefits from larger numbers of start-ups and innovatory new businesses are fully realised. The development and transfer of training in entrepreneurship are examined. Recent studies indicate that its provision at the tertiary education level boosts new business formation, and that experiential learning in entrepreneurship provides students with more incentives to start their own enterprises on graduating than formal enrolment in business programmes. These studies further suggest a strong positive correlation between those European universities that have adopted strategies, resources and institutional infrastructures explicitly targeted towards entrepreneurial objectives and the quality of their entrepreneurship training provision. On this basis, tertiary education institutions need to adopt a holistic cross-disciplinary approach, which commits them fully to promoting opportunities for training students in the formation of enterprises and the translation of innovatory ideas into operational businesses. To be effective, this should involve campus-wide provision, as well as outreach and engagement with the community and its businesses. Evidence demonstrates a number of alternative pathways for the transfer of good practice entrepreneurship training to less developed countries. Bottom-up models depend on the establishment of centres of excellence. These need to develop the capacity to engage with their own government policy-makers in shaping national training initiatives along their own good practice lines. Top-down models depend on creating a policy-framework and funding sources sufficient to encourage the adoption of effective entrepreneurship training programmes across the national educational framework. Here the crucial issue is the ability of existing institutions to respond to such opportunities. Between these extremes, the German dual VET system offers an ‘off-the-shelf’ option for the transfer of vocational entrepreneurship training to less developed countries, which still requires extensive adaptation to local conditions.

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

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

The German dual system of initial vocational education and training and its potential for transfer to Asia

Germany has a “dual system” of initial vocational education and training, one that other countries admire and would like to adopt. Can it hand this model over to them? This article argues that doing so will require far more than a simple process of copying. Instead, any transfer must reflect the existing conditions in the country adopting the system, and must be adapted to its unique social, cultural, and economic objectives. In addition, though the dual system can serve as a model, no other country can implement the dual system as a whole, or components one by one. Instead, it must use five constitutive elements in order to transfer the dual spirit of the German model appropriately. The article ends by describing some considerations that apply to the transfer process and reviews some German projects that transferred the system to countries in Asia.

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

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