Vocational Education and Training in Germany – The Dual System

Prof. Dr. Georg Spoettl M.A.

© JS - Training

semi - skilledsemi - skilled 72 %72 %

Operators,Hand finishers

skilledskilled 7 %7 %Trouble shooters, maintenance

+ 10 %

+ 8 %

Status and expected growth of employmentStatus and expected growth of employment(Spöttl, 2000, S. 64)

In the future increase of 20% necessary!

ManagementManagement 15 %15 %

highly skilledhighly skilled 6 %6 %

emp

loym

ent

syst

em

trainin

g

systemCheck out how all features couldinteract

requirementsof economic

sectors

determineselection of

priorityoccupations

requestexistingtraining

programmes

transformmanagegenerate

supply

use of New job

descriptions

influenceendorsed

occupationalprofiles

trigger

support

new or revisedtraining

programmes

turn outtesting instruments

competent &confidentworkforce

bring out

assessment & certification

of occupational competence

go for it!well

preparedtrainees

building blocks

ational

ualifications

framework

N

Q

Fbridges

and laddersmobility &flexibility

Dual System – a Simple Concept

It is• An alternating training, comprising periods of

training on and off-the-job• The Core: Existence of a training contract

between the employer and the apprentice• Practical training is received in companies

(under guidance of a supervisor or the employer) and theoretical training in a Vocational School (12h per week)

Dual System – Training Contract

• Gives the apprentice the status of an employee in the company

• The contract is a written, legally binding document between apprentice & employer

• Specifies the duration of apprenticeship, remuneration, the amount of time in for work on-the-job and for theoretical training in the Vocational School

• The contracts are guided by the Chambers

Workplace and Classroom as the Fundamental Domains in the “Dual System”

Classroom In The Training Institution Workplace In The Enterprise

Production

Efficiency

Profitability

Learning

Protected Zone

Individual Care

Tapping the best Training Potential of both Domains: This is the Strength of the „Dual System“ in Training

Classroom etc.

Workplace etc.

Coordination by the Partners

Beginner

Expert

Orientation andoverview knowledge

Coherent knowledge

Detailed and functional knowledge

Specialised advanced knowledge

Self-Reliant – Problem Solving – Experience

Dual System – Occupations & Laws

• Approx. 350 Occupational Profiles are available within all industrial sectors

• The Occupational Profiles are created by the Social Partners, supported by researchers and coordinated by a Federal Institute (the BIBB)

• The Dual System is regulated by the“Federal Training Act 1969 (some revisions), the Voc. Training Promotion Act and School Laws of the Länder

Structure of the occupations for vehicle technology in Germany from 2003 on

0

Specialization car technology

Basic subjects

Car Mechatronic Specialization commercial vehicle technology

Specialization motorcycle technology

Specialization vehicle communication technology

1 2 3 3,5

Bodywork and vehicle construction mechanic

Two-wheel vehicle mechanic

Mechanic for agricultural machine technology

Subject area bodywork technology

Subject area vehicle construction technology

Subject area bicycle technology

Subject area motorcycle technology

Main subjects

§2

5 H

WO

an

d §

25

BB

IG

Mechanic for bodywork maintenance technology

Subject area bodywork maintenance technology

1st year 2nd year 3. year 4. year

Dual System – Age of Entry, Duration, Employment…

• Age of entry: approx. 18 years• Condition of entry: passed Class 9, 10 or 13 of

General School or High School (“Abitur”) • Duration of training: 3 to 3.5 years (some 2 years)• Participation: Number of apprentices in industry and

trade are about 4.2% of all employees (1.7 Mio)• Approx. 500.000 companies are participating in the

Dual System (30%)• Approx. 60% of the graduates obtain employment

immediately (other go to military service, to further training, to universities..)

Fundament for the Dual SystemFundament for the Dual System

Enterprises

2. Occupational Profiles

National Occupational Profiles

1. Work Processes

3. Guidelines for Further Detailing

Close Cooperation between General Studies and Technical Training

Close Cooperation between General Studies and Technical Training

Technical Training Institutions

General SubjectsEnglishPhysicsMath. etc

Technical TheoreticalTrainingrelated toWork Processes 1 to x

Close Cooperation ofTechnical Training Institutions

with Enterprises

Practical WorkshopandWorkplace Trainingrelated toWork Processes 1 to x

Further Break Down

Learning EnvironmentType of Learning

Correlation between different Types of Vocational Learningand Selected Learning Environments

Abstract Learning Classroom

Learning Structured Contentsthrough Demonstration and Doing

Laboratory

Learning Basic Functional Skills School Workshop

Learning Complex / Rare Functional Skills(with Expensive Equipment)

Central Training Facility

Source: Gert Loose, Forschungsbericht, 1988, updated 2002

The Workplace as the Supreme Learning Environment

Learning Basic and ComplexFunctional Skills

(with Expensive Equipment)

Training Facility at Workplace

Learning Functional and Extra-FunctionalSkills in Real Work Environment

Training Corner at Workplace

Workplace

Learning and Methodological Competence …

Human and Social

Competence

Technical Competence

The OccupationalWork Task

Tools, methods and organisation of

skilled work

Objects of Skilled Work

Requirements for skilled work

and technology

Source: biat / DSP

Occupational Competencies of a skilled Worker which have to be AssessedOccupational Competencies of a skilled Worker which have to be Assessed

Technical Competencies

Technical Competencies

Comprises knowledge and skills regarding …

- Objects of skilled Work

- Tools and methods used and organization of skilled work

- Requirements placed on skilled work and technology being used etc.

Social CompetenciesSocial Competencies

Human Competencies

Human Competencies

Methodical CompetenciesMethodical Competencies

Learning CompetenciesLearning Competencies

Ability to carry out criticism in a fair manner

- Ability to work in a team and consider others

- Ability to communicate and to exchange information

- Readiness for cooperation

- Readiness for conflict-solving and consensus

Ability to carry out criticism in a fair manner

- Ability to work in a team and consider others

- Ability to communicate and to exchange information

- Readiness for cooperation

- Readiness for conflict-solving and consensus

- Willingness to act in a reliable

- Ability to work under pressure

- Readiness for self-reflection

- Willingness to accept uncertainties

- Readiness for self-reliant development

- Willingness to act in a reliable

- Ability to work under pressure

- Readiness for self-reflection

- Willingness to accept uncertainties

- Readiness for self-reliant development

- Ability to set goals and structure assignments

- Ability forfinding relevant information

- Ability for problem solving in work processes in a self-reliant way

- Ability to plan, prepare and execute orders

- Ability to monitor and assess product quality in a self-reliant way

- Ability to set goals and structure assignments

- Ability forfinding relevant information

- Ability for problem solving in work processes in a self-reliant way

- Ability to plan, prepare and execute orders

- Ability to monitor and assess product quality in a self-reliant way

Ability to apply learning strategies

- Readiness to concentrate when learning

- Ability to learn independently and in a team

- Awareness of lifelong learning

- Ability for self-reliant learning in a structured way

Ability to apply learning strategies

- Readiness to concentrate when learning

- Ability to learn independently and in a team

- Awareness of lifelong learning

- Ability for self-reliant learning in a structured way

All

Co

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ete

nc

ies

Mu

st

be

De

fin

ed

in

Rel

ati

on

to

th

e W

ork

Pro

ces

s

TEVT – system penetration (scope and levels)

vari

ety

of

mo

des

an

d c

erti

fica

tes

(fo

rmal

an

d n

on

-fo

rmal

)

certificate

certificate

diploma

degree

secondary

primary

1

2

3

4

5

VOCATIONAL TRAININGSUB-SYSTEM

TECHNICAL/VOCATIONALEDUCATION SUB-SYSTEM

GENERAL EDUCATIONSUB-SYSTEM

1

2

3

4

5

NA

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NA

L Q

UA

LIF

ICA

TIO

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EL

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PR

OF

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NC

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PL

EX

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LE

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"small vessel"

6

"big vessel"

SYSTEM PENETRATION / INTEGRATION

TERIMA KASIHTERIMA KASIH

THANK YOUTHANK YOU

DANKE SCHOENDANKE SCHOEN

- Rough planning of work - Calculating - Considering costs for companies

2

Planning of Work- Tools- Methods - Organisations

3

- Evaluation- Delivery - Presentation

These particular requirements have to be met, when carrying out work assignments

5

- Manufacturing, Maintenance, Service- Quality Assurance

4

Foreman /Customer places an an order

Foreman /Customer places an an order

1

Slide 3

Work Process StructureWork Process Structure

Hoepfner, BOBB/Koch, DSP/2003