German Vocational Research Articles

App-Based Addiction Prevention at German Vocational Schools: Implementation and Reach for a Cluster-Randomized Controlled Trial

This article examines the implementation, participation rates, and potential determinants of participation in the digital addiction prevention program “ready4life.” A two-arm cluster-randomized trial recruited German vocational students via class-based strategies. Intervention group received 16 weeks of in-app coaching; the control group received health behavior information, with coaching offered after 12 months. Potential determinants of participation were analyzed based on class and individual characteristics. Out of 525 contacted schools, 35 participated, enrolling 376 classes. Implementation during the pandemic required flexible adjustments, with 49.7% of introductions conducted in person, 43.1% digitally via online streaming, and 7.2% received a video link via email. Despite challenges, 72.3% of the vocational students downloaded the app, and 46.7% gave informed consent. Participation rates were highest among (associate) professionals, vocational grammar school classes, classes introduced by females, younger individuals, members of the project team, and classes introduced face-to-face. Female gender, lower social competencies, lifetime cannabis use, higher problematic internet use, and higher perceived stress were associated with higher individual participation. The study highlights the importance of proactive outreach and personalized interventions for addiction prevention programs in vocational schools. While reached students aligned with the aims of the app, tailored recruitment strategies could enhance engagement among under-represented groups. The trial was registered in the German Clinical Trials Register (DRKS): DRKS00022328; registration date 09.10.2020.

Sustaining the Quality Development of German Vocational Education and Training in the Age of Digitalization: Challenges and Strategies

The digital transformation of the working world has been bringing profound impacts on German vocational education and training (VET). This study analyzes the challenges that German VET is experiencing in the context of digitalization as well as the strategies to overcome these challenges. Based on the concept of sustainable cooperation between vocational schools and companies, this study proposed a theoretical framework for preserving the sustainability of VET in the digital era from three dimensions: the capability of industrial service, attractiveness, and adaptability. Meanwhile, through the content analysis method applied to the study of official research and statistical reports, policy documents, journal articles, etc., three key challenges for German VET are found: the insufficient service capacity of German VET for industrial digitalization, the decreasing attractiveness of VET, and the low level of application of digital competencies. German federal agencies have developed multiple strategies in response, including (1) strengthening the capability of training digital talents through the modernization of the training regulations and framework curricula in 2021; (2) reshaping VET as a more promising track for individuals via information support and expanding development pathways; (3) enhancing the willingness to participate in and the capacity to provide vocational training of companies through financial measures; (4) promoting the digital transformation of VET through the financial support of projects and development of practical assistance.

Comparisons between the Chinese and German Vocational Education Systems (VET) Shaped by Sociocultural and Economic Factors

Comparisons between the Chinese and German Vocational Education Systems (VET) Shaped by Sociocultural and Economic Factors

The school workshop as the basis for the continuation school (1908)

Abstract This classic essay—Die Schulwerkstatt als Grundlage der Organisation der Fortbildungsschule—by George Kerschensteiner (1854–1932) is here published for the first time in English, in a translation by Stephanie Wilde and Christopher Winch. The essay was highly influential in the formation of the successful economy in modern Germany. It has had a bearing on the development of modern conceptions of the place of work, career and profession in a human life, and of the significance of this or the development of both the society as a whole and the individual's Bildung. It provides the means to question again some of the assumptions embedded not only in contemporary thinking about vocational education but about the idea of education as a whole. Much turns in the discussion of differences between German and English expressions, and these are discussed in the complementary essay, ‘Re-Reading Kerschensteiner today—Doing VET in German vocational schools’, by Peter Sloane. An introduction to the broader context is provided in ‘Founding German Vocational Education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET Theory’ by Christian Steibe, Dina Kuhlee and Christopher Winch, the Editors of this Special Issue.

Vocational guidance and vocational counsellors (1920)

Abstract This classic essay—‘Berufsberatung und Berufsberater’ by Aloys Fischer (1880–1937) is here published for the first time in English, in a translation by Christopher Winch. Fischer discusses the vocational situation after the end of the First World War and considers the needs of young people seeking to choose an occupation in difficult circumstances. He emphasises that vocational choice is difficult and requires specialist help. To this end he describes what he takes to be the aims and duties of the role of vocational counsellor and describes that kind of preparation that such a counsellor needs in order to properly fulfil his/her role. Much turns in the discussion on differences between German and English expressions, and these are discussed in the complementary essay, ‘Aloys Fischer: Vocational Orientation and Vocational Choice as Fundamental Prerequisite for Vocational Education’ by Erika Gericke, which also explores Fischer's significance in the light of contemporary German VET. An introduction to the broader context is provided in ‘Founding German Vocational Education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET Theory’ by Christian Steibe, Dina Kuhlee and Christopher Winch, the Editors of this Special Issue.

The educational task of the German vocational school (1958)

Abstract This classic essay by Eduard Spranger (1882–1963) is here published for the first time in English, in a translation by Stephanie Wilde. In this contribution Spranger discusses and advocates the need for a vocational school that addresses the civic and individual needs of students as well as the vocational requirements of the nation. He emphasises personal growth, the need for self-knowledge in making a vocational choice and makes a point about the importance of the social role of occupations and the role that being part of a community plays in developing citizenship. He identifies that tasks of the vocational school as both to develop greater self-awareness and to lead young people into civic and vocational engagement. In doing this he acknowledges the influence of Georg Kerschensteiner on his own thought. Much turns in the discussion on differences between German and English expressions, and these are discussed in the complementary essay, ‘The Legitimation of School-based Bildung in the Context of Vocational Education and Training. The Legacy of Eduard Spranger’, by Philipp Gonon. An introduction to the broader context is provided in ‘Founding German Vocational Education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET Theory’ ‘…’ by Christian Steibe, Dina Kuhlee and Christopher Winch, the Editors of this Special Issue.

Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes

Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. Conclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education.

A Study on German ODA to Korea - Focusing on Korean–German Vocational Training Cooperation Projects -

A Study on German ODA to Korea - Focusing on Korean–German Vocational Training Cooperation Projects -

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 development and cultural foundations of dual apprenticeships – a comparison of Germany and Switzerland

ABSTRACT Referring to historical debates and theories on vocational education and training (VET) since the 19th century and developments up to the present day, this paper considers the cultural conditions that were relevant for the emergence and legitimisation of vocational education and training and, in particular, the dual principle of apprenticeships in Germany and Switzerland. With reference to the theories of German Vocational Education Theory that emerged at the beginning of the 20th century and the concept of vocation (Beruf), i.e. the merging of occupation-based work and education, as it was propagated in particular by Georg Kerschensteiner, the development and establishment of dual vocational training in Germany and Switzerland is reconstructed, in line with what became the institutional framework of apprenticeships in the two countries. It is above all the focus on education in schools through Bildung as a pedagogical concept reaching beyond what may technically be associated with skill formation for jobs, but also the understanding that VET should be given a reliable institutional framework, that were crucial for the emergence and establishment of the modern VET system in both countries.

직업계고 학생의 시민교육에 관한 소고 : 독일 직업계고와 비교적 관점에서

본 연구는 취업을 우선 목표로 하며 졸업 후 노동시장으로 진입하는 직업계고(특성화고, 마 이스터고 등) 학생들의 시민교육에 관해 고찰하였다. 지금까지 시민교육에 관한 선행연구들은 일반계고 및 고등교육 대상 학생들을 위한 포괄적인 의미의 민주시민교육에 집중된 데 반해, 직업계고 학생들에 대한 연구는 부족한 실정이다. 따라서 본 연구의 목적은 직업계고 학생들이 직업적 전문성을 기르면서 미래 시민사회에 적응하기 위한 시민역량 강화에 초점을 두고자 한 다. 이를 위해 연구방법으로는 시민교육에 대한 이론적 고찰 등의 문헌연구를 사용하였고, 부 분적으로 사례조사를 위한 인터뷰를 실시하였다. 연구내용에서는 직업교육 선진국인 독일의 정치교육을 중심으로 시민교육이 어떻게 실행되며 변화되고 있는지를 살펴보고, 한국 직업계 고에서의 시민교육의 실태와 노동인권교육 상황을 비교 고찰하였다. 결론적으로 직업계고에서 비교적 소외된 시민교육 지원 실태를 확인하였으며, 이를 통해 학교 단계에서 종국교육이 될 수 있는 직업계고 학생을 위한 시민교육의 의미와 중요성을 환기하고자 하였다.

German Vocational Education in the New Century

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

A Latent Profile Analysis of Career Competence in German Vocational Schools

Vocational schools are the backbone of Germany's dual training system and it is expected that students in such schools have successfully mastered their first career-related decision. However, previous research suggests that attending a vocational school is often based more on practical considerations than on an informed careerdecision making process. Therefore, questions arise about the state of vocational students' career competences and how to support their development on an individual basis. This study aims to shed light on the developmental patterns of students' career competences at German vocational schools. Latent profile analysis of career competence was therefore conducted with data from vocational school students (N = 453). Data collection took place in 2017 in four vocational schools in North Rhine-Westphalia. The participants were on average 18.20 years old (SD = 1.65), and 48% of them were female. Using a standardized questionnaire, they self-assessed 12 facets of their career competences. The results showed 3 profile groups that followed a similar pattern regarding the 12 career competence facets. They mainly differed in their overall career competence level: low developed, intermediate and advanced. Furthermore, a fourth profile that diverged from the three other profiles in terms of career pattern was identified: highly concerned/little-stress-resistant. A multivariate analysis of variance revealed statistical differences among these profile groups in the 12 career competence facets. Multinomial logistic regressions showed significant effects from gender and concrete career aspirations on profile affiliation. Limitations of the study, practical implications, and issues for future research are discussed.

Design Thinking for German Vocational Schools? Discovering of an Innovative Approach by Testing in Teacher Education

Abstract Design Thinking is an innovative approach that solves concrete problems and develops new products. Its constant spreading in industry, business, and non-profit organizations raises the question to which extent this approach may be of importance for German vocational schools. There is an increasing debate among scientists about design thinking in educational contexts, in which different authors regard it as useful for curriculum and school development as well as for coping with everyday school life. To assess the importance of design thinking for German vocational schools, pre-service teachers have tackled vocational school issues with design thinking. The paper concludes that design thinking is indeed of interest to vocational schools and that further work is recommended.

Disappointed expectations? – Is the participation in the transition segment of the German Vocational Education System worthwhile?

Vocational Courses in the transition sector have been evaluated in the scientific and political discourse critically. Nevertheless a lot of students participate in the so called transition system as a result of planned behaviour in order to reach higher school certificates and thereby improve their chances in the apprenticeship system. Against this background the article discusses on the basis of the data of a regional panel study whether the expectations of the graduates of transition sector are met. The results of empirical analysis achieved by propensity score matching indicate that the expectations of the student’s tend to be disappointed.

From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed.
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<Book Review>The History of German Vocational Education and Master System

<Book Review>The History of German Vocational Education and Master System

German Vocational Education and Training System for Labor Market Integration

German Vocational Education and Training System for Labor Market Integration

Effects of Social Networks on Finding an Apprenticeship in the German Vocational Training System

ABSTRACTPrevious research indicates that social relationships can influence the probability of successfully finding a first job. This paper contributes to this field of research by empirically analysing the rarely studied question, if social networks can help adolescents find an apprenticeship in the strongly company-based vocational training system of Germany. In contrast to most previous studies, not only the youth's networks, but also their mothers' networks are taken into account. In addition to the social, the ethnic composition of the networks is also considered. Event data analyses of German panel data on natives and migrants from the project ‘Young Immigrants in the German and Israeli Educational System’ show that adolescents' networks have no effect on the success of an apprenticeship search. In contrast, the mothers' networks play a crucial role.

Punctuated Equilibria: Three ‘Leaps’ in the Evolution of the German Vocational Training System

Germany’s vocational training system evolved into its modern form in the four decades between 1897 and 1937. This evolution did not occur smoothly, but in three bursts of activity, each under a different political regime. After the 1897 Handwerk Law established a partial model for overcoming incentives problems associated with training skilled workers, between 1907 and 1912 the German state organized a ‘coalition of the willing’ among German engineering and machine-tool firms in order to extend the same model to parts of industry. In the mid-1920s, the major Ger- man industrial groups took the initiative to standardize vocational profiles and training schemes. Finally, in the mid-1930s German industry and key national ministries cooperated to give standardized certifications for industrial vocations legal standing on par with those in handicrafts. As a result, hundreds of thousands of young Germans began entering apprenticeships for skilled work.