Auf einem Symposium des Skills Development Scotland (SDS) in Glasgow wurde diskutiert, wie man mehr Elemente der Lehrlingsausbildung bzw. des dualen Systems in das schottische Bildungssystem einführen kann. In mehreren Vorträgen und Diskussionsrunden stellten Personalverantwortliche von Unternehmen ihre Erfahrung mit Lehrlingsausbildung dar, Politik und Verwaltung formulierten Unterstützungsangebote und in den Pausen standen „echte“ Lehrlinge zu Fragen und Gesprächen bereit. In Schottland wird das deutsche duale Ausbildungssystem bewundert. Das Interesse an neueren Entwicklungen aus Deutschland, zum Beispiel bezüglich der Dualisierung der akademischen Bildung ist groß. Eine Präsentation von Clemens Wieland, Senior Project Manager im Programm "Chance Ausbildung - jeder wird gebraucht!" der Bertelsmann Stiftung.

1. The future of Germany's apprenticeship system:
Beyond the dual model
Clemens Wieland
Glasgow, November 19th 2015

2. Page 2
The case of Germany
19 November 2015
Agenda:
The dual vocational training system
Trends and further development
Current challenges
1
2
3

3. Page 3
The case of Germany
19 November 2015
The dual principle: learning in a vocational school and at
the workplace
Curriculum in the vocational school
 Safety regulations
 Energy supply
 Optics
 Acoustics
 …
Picture credit: Sharayanan, License: CC BY-SA 3.0
Curriculum at the workplace
 Lighting a person on stage
 Working with actors, directors
 Complying with safety regulations
 …
Picture credit: Pixabay, License: CC0
Apprenticeship Event Technician

4. Page 4
The case of Germany
19 November 2015
Government, employers, and trade unions are partners in
delivering vocational training
Government Businesses
 Design of vocational profiles
 Administering VET
 Funding
 Finding training places
 Ensuring quality
Vocational
schools
Training at
the workplace
Trade Unions

5. Page 5
The case of Germany
19 November 2015
The 330 dual vocational profiles are designed by the
social partners and the government
Businesses identify
the demand for a
new profile
Social partners and the
relevant ministry agree
on a framework
Employers and trade
unions appoint experts to
work out the curriculum
Coordination between
federal government and
the states  curriculum
for vocational schools
Enactment of
regulation for
the new profile
Consensus
principle

6. Page 6
The case of Germany
19 November 2015
Different elements contribute to ensuring the quality of
VET in Germany
Qualification of teachers and trainersNational standards
 Binding curriculum for each
profession
 Adaptation of vocational
profiles to new requirements
 Trainers need to fulfill
personal and professional
requirements
 Teachers in VET-schools
need a university degree
Examination Quality control
Quality
 Examination through
independent bodies
(chambers)
 Accreditation of training
companies by chambers

7. Page 7
The case of Germany
19 November 2015
Agenda:
The dual vocational training system
Trends and further development
Current challenges
1
2
3

8. Page 8
The case of Germany
19 November 2015
Not all young people who would like to start an
apprenticeship are able to find one
School
Apprenticeship
250.000 young people in
the transition system
People without VET face
high unemployment risks
5.5
19.6
0,0
5,0
10,0
15,0
20,0
25,0
with VET without VET
Unemployment rate in %
(Source: Institut für Arbeitsmarkt- und Berufsforschung (IAB),
data for 2011)

9. Page 9
The case of Germany
19 November 2015
Academic drift: more and more young people want an
academic degree instead of a vocational education
300.000
350.000
400.000
450.000
500.000
550.000
600.000
2005 2010 2015 2020 2025 2030
1st year students 1st year apprentices
(Source: Bertelsmann Stiftung 2015: Nachschulische Bildung 2030 – Trends und Entwicklungsszenarien)

10. Page 10
The case of Germany
19 November 2015
Academisation: not everyone wants to be a philosopher –
demand for profession-oriented studies
The percentage of 1st-year students at
universities of applied sciences grows
More students in dual bachelor degrees
30.000
35.000
40.000
45.000
50.000
55.000
60.000
65.000
70.000
0
5
10
15
20
25
30
35
40
45
1999 2012
+ 37 %
Percentage of 1st-year students at
universities of applied sciences
Students in dual bachelor programmes
Source: Datenbank AusbildungPlus, BIBB Source: Statistisches Bundesamt

11. Page 11
The case of Germany
19 November 2015
How it used to be: a clear separation between vocational
and academic educational paths
9-year school 10-year school Abitur (University entrance certificate)
Labour-Market
Vocational Education
(dual or school-based)
Higher VET
Bachelor
Master
Vocational Education Higher Education

12. Page 12
The case of Germany
19 November 2015
And now? Post-secondary educational trajectories are
more varied and less linear
9-year school 10-year school Abitur (University entrance certificate)
Labour-Market
Vocational Education
(dual orschool-based)
Higher VET
Bachelor
Master
Vocational Education Higher Education
Dual
Studies

13. Page 13
The case of Germany
19 November 2015
Agenda:
The dual vocational training system
Trends and further development
Current challenges
1
2
3

14. Page 14
The case of Germany
19 November 2015
Political framework: Blur the borders of traditional learning
to avoid dead-end streets
Labour-Market
School
Un-
qualified
Dual Education
VET
University Lifelong Learning
DualStudies
“Easy”VET
University
Unqualified
DualEducationVET
School
Tomorrow
Yesterday

15. Thank you very much for your attention!
Contact:
Clemens Wieland
+49 5241 81-81352
Clemens.wieland@bertelsmann-stiftung.de