Vocational training implementation of the dual system Michael Geggus Ines RohrdantzHerrmann Handwerk

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Vocational training implementation of the
dual systemMichael Geggus Ines
Rohrdantz-Herrmann Handwerkskammer Karlsruhe
PHARE Business Support Programme of the European
Union UEAPME - SME FIT II
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Table of contents

• Basic structure of the Education System of
  Germany
• Notion of the term Apprenticeship
• History and Principles of German VET-System
• 3.1. Evolution of the concept of dual
  apprenticeship
• 3.2. Highly standardised state-controlled market
  model
• 3.3. Dual training system
• Transition to the labour market
• 4.1. School-to-work transition
• 4.2. Youth unemployment rates and labour force
  experiences

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1. Basic structure of the Education System of
Germany
Education-System in Germany
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2. Notion of the term Apprenticeship

• Standardised understanding on apprenticeship?
• ? common elements of apprenticeship training
• - The relation employer-apprentice is
  regularized by a contract
• - The apprentice is trained at least partly
  within the real work process
• - The apprenticeship concludes with the
  knowledge of the competences
• necessary to fulfil the occupation
• Implicit extra functional skills are
  transmitted

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3. History and Principles of German
VET-System3.1. Evolution of the concept of dual
apprenticeship

• 3.1.1 Review of the concept vocationalism
• Guilds and vocational socialisation
• Learning by imitating
• ? basis and centrepiece of vocationally
  structured system

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3. History and Principles of German
VET-System3.1. Evolution of the concept of dual
apprenticeship

• 3.1.2 Industrialisation and freedom of trade
• 3.1.3 Evolution of the chambers
• 3.1.4 The Vocational Training Act
  (Berufsbildungsgesetz)

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3. Principles of German VET-System3.2. Highly
standardised state-controlled market model

• Overview over structure
• 3.2.1 High degree of stakeholder involvement
• Social partners, ministries, chambers etc
• 3.2.2 High level of skills
• Permeable ? Multi-skilling enables workforces to
  move vertically (other employments) and
  horizontally (further education)

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3.2.1 High degree of stakeholder involvement
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3.2.1 High degree of stakeholder involvement
Focus on the regional levela) Craft Sector in
Germany

• The enterprises provide goods and services for
  private households and also for enterprises in
  all sectors, since they have qualifications which
  enable them to respond to individual demands with
  a multivarious supply.
• The skilled trades in Germany are thus considered
  to be an independent economic sector separate
  from industry and commerce.
• They form an important social and economic group
  within the group of small and medium-sized
  enterprises (SMEs).

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3.2.1 High degree of stakeholder involvement
Focus on the regional level b) tasks/services of
the chambers of crafts (vocational and further
vocational training)

• Chambers are corporations under public law. They
  represent the interests of their member
  enterprises face-to-face to politics and
  administration of the state.
• Organization of the vocational education
• Advising of apprentices and enterprises
• Control of the education and training
• Organization of examinations
• Carrying out an inter company apprentice
  instruction
• Offering of further vocational trainings

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3. Principles of German VET-System3.3. Dual
training system

• 3.3.1 Organisation of learning in the dual system
• Structured relationship between on-the-job and
  off-the-job training ? high coporate and
  vocational identity
• Overview over structure
• 3.3.2 Key Features of dual apprenticeship in
  German
• 3.3.3 Duality of the learning locations?

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3.3.2 Key Features of dual apprenticeship in
GermanInteraction between learning locations
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3.3.2 Key Features of dual apprenticeship in
GermanExample for a training regulation
Motor vehicle mechatronics technician Duration of
traineeship 31/2 years The venues for training
are company and part-time vocational school
(Berufsschule). Field of activity Motor vehicle
mechatronics technicians work in the planning,
maintenance, testing, diagnosis, repair,
equipping and refitting of motor vehicles in the
areas of automobile, commercial vehicle,
motorcycle and vehicle communications technology.
The training takes place with vehicle
manufacturers and in service enterprises. Occupati
onal skills Motor vehicle mechatronics
technicians carry out maintenance and repair work
both independently and as part of a team, taking
into account environmental protection,
work safety, health protection and quality
assurance, and in a customer-oriented manner.
They procure and evaluate information, and plan
and document their work. They analyse electrical,
electronic, mechanical, pneumatic and hydraulic
systems, ascertain and eliminate errors and
malfunctions. They utilize computer-aided
information and communications systems for the
preparation of test reports. Motor vehicle
mechatronics technicians diagnose and ascertain
errors and malfunctions as well as their
causes maintain, test and adjust vehicles and
systems disassemble, assemble and repair motor
vehicles and motor vehicle systems, subassemblies
and components equip, adapt and retrofit motor
vehicles and motor vehicle systems examine
vehicles in accordance with road traffic
regulations operate and put into service
vehicles and vehicle systems update systems and
test equipment communicate with internal and
external customers in a situationally
appropriate manner plan and regulate operational
procedures and evaluate results apply quality
assurance measures.
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3.3.2 Key Features of dual apprenticeship in
GermanExample occupational classification in
crafts
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3.3.3 Duality of the learning locations?a)
learning locations of the dual system

• Vocational
• school

company
Bildungs- akademie
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3.3.3 Duality of the learning locations?b)
near-the-job training/further
educationTraining center Bildungsakademie I/II
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3.3.3 Duality of the learning locations?b)
near-the-job training/further
educationTraining center BildungsakademieII/II

• The Bildungsakademie (BiA) of the Chamber of
  Crafts Karlsruhe was founded in 1977 as an
  education center for apprentices.
• The BiA disposes 650 workshops and theory places
  and is one of the biggest education centers in
  the region.
• The education academy has an annual sales volume
  of Euros 5.230,000
• The BiA employs 35 employees, 15 instructors and
  20 employees in the management and the course and
  house management
• We have every year 5.500 apprentices in the field
  of inter company training and over 3,600
  customers in the field of further education
  trainings. (economics and law modern
  technologies EDV/CAD etc)

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3.2.2 High level of skillsc) to complete the
dual system The meaning of the master craftsman

• The master is a further education degree in the
  skilled crafts which is achieved by taking the
  examination for master craftsman's diploma
  successfully.
• This certifies him comprehensive theoretical and
  practical knowledge in his skilled crafts, in
  business interests and the questions of
  education.
• It allows him to command a workshop as well as to
  train apprentices in his skilled crafts.
• The master craftsperson is a specialist by his
  triple qualification for his branch, as a
  businessman and as an instructor.

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4. Transition to the labour market4.1.
School-to-work transition
1. transition 2. transition
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4. Transition to the labour market4.2. Youth
unemployment rates and labour force experiences
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Do you have questions?Thank you!
PHARE Business Support Programme of the European
Union UEAPME - SME FIT II