Vocational Education and Training in Germany – The Dual System

1. Vocational Education and Training
in Germany – The Dual System
Prof. Dr. Georg Spoettl M.A.

4. Status and expected growth of employment
(Spöttl, 2000, S. 64)
Management 15 % In the future
increase of 20%
necessary!
highly skilled 6% + 10 %
skilled Trouble shooters, 7% +8%
maintenance
semi - skilled 72 %
Operators,
Hand finishers
© JS - Training

5. Check out
requirements selection of existing
how all of economic determine priority request training
features sectors occupations programmes
could ge
n er
interact at e manage transform
use of endorsed trigger new or revised
New job influence occupational training
training system
descriptions profiles support programmes
testing instruments turn out
supply
assessment &
competent & well
bring out certification go for it!
confident prepared
of occupational
workforce trainees
competence
e
building blocks
s t ne m o p m
yl
N ational
mobility & Qualifications bridges
flexibility F framework and ladders

6. 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)

7. 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

8. Workplace and Classroom as the Fundamental Domains in the
“Dual System”
Tapping the best Training Potential of both Domains:
This is the Strength of the „Dual System“ in Training
Classroom In The Training Institution Workplace In The Enterprise
Classroom etc.
Coordination by
Learning the Partners Production
Efficiency
Protected Zone
Profitability
Individual Care
Workplace etc.

9. Expert
Specialised
advanced knowledge
Detailed and
functional knowledge
Coherent knowledge
Orientation and
overview
knowledge
Beginner
Self-Reliant – Problem Solving – Experience

10. 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

12. Structure of the occupations for vehicle
technology in Germany from 2003 on
0 1st year 1 2nd year 2 3. year 3 4. year 3,5
Specialization car technology
Specialization commercial vehicle technology
Car Mechatronic
Specialization motorcycle technology
Specialization vehicle communication technology
Mechanic for bodywork maintenance technology
§25 HWO and §25BBIG
Subject area bodywork maintenance technology
Bodywork and vehicle construction Subject area bodywork technology
mechanic
Subject area vehicle construction technology
Subject area bicycle technology
Two-wheel vehicle mechanic
Subject area motorcycle technology
Mechanic for agricultural machine technology
Basic subjects Main subjects

13. 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..)

15. Fundament for the Dual System
Fundament for the Dual System
National Occupational Profiles
1. Work Processes
2. Occupational Profiles
3. Guidelines for Further
Detailing
Technical Training
Institutions Enterprises
Further
Close Cooperation between
Close Cooperation between Break Down Close Cooperation of
General Studies and
General Studies and Technical Training Institutions
Technical Training
Technical Training with Enterprises
General Subjects Practical Workshop
English
Physics Technical Theoretical and
Math. etc
Training Workplace Training
related to related to
Work Processes 1 to x Work Processes 1 to x

16. The Workplace as the Supreme Learning Environment
Correlation between different Types of Vocational Learning
and Selected Learning Environments
Type of Learning Learning Environment
Abstract Learning Classroom
Learning Structured Contents
Laboratory
through Demonstration and Doing
Learning Basic Functional Skills School Workshop
Learning Complex / Rare Functional Skills Central Training Facility
(with Expensive Equipment)
Training Facility at Workplace
Learning Basic and Complex
Functional Skills
(with Expensive Equipment) Training Corner at Workplace
Learning Functional and Extra-Functional Workplace
Skills in Real Work Environment
Source: Gert Loose, Forschungsbericht, 1988, updated 2002

17. Human
Technical
and Social
Competence
Competence
The Occupational
Work Task
Objects of
Tools, methods and Skilled Work Requirements for
organisation of skilled work
skilled work and technology
Learning and
Methodological
Competence … Source: biat / DSP

18. Occupational Competencies of a skilled Worker which have to be Assessed
Occupational Competencies of a skilled Worker which have to be Assessed
Technical Social
Social Human
Human Learning
Learning Methodical
Methodical
Technical
Competencie Competencies
Competencies Competencie
Competencie Competencies
Competencies Competencies
Competencies
Competencie
ss ss
Ability to carry - Willingness to Ability to apply - Ability to set
Ability to carry - Willingness to Ability to apply - Ability to set
All Competencies Must be Defined
out criticism in aa act in aa learning goals and
in Relation to the Work Process
Comprises out criticism in act in learning goals and
fair manner reliable strategies structure
knowledge and fair manner reliable strategies structure
assignments
skills regarding assignments
--Ability to work --
Ability to work --
Readiness to
… Ability to work Ability to work Readiness to
in aa team and
in team and under concentrate - - Ability for
under concentrate Ability for
- Objects of consider others pressure when learning finding relevant
consider others pressure when learning finding relevant
information
skilled Work information
--Ability to --
Readiness for - - Ability to
Ability to
Ability to Readiness for
communicate self-reflection learn --Ability for
- Tools and communicate self-reflection learn Ability for
and to exchange independently problem solving
methods used and to exchange independently problem solving
information --
Willingness to and in aa team
and in team in work
and information Willingness to in work
accept processes in aa
organization of accept processes in
--
Readiness for uncertainties - - Awareness of self-reliant way
skilled work Readiness for uncertainties Awareness of self-reliant way
cooperation lifelong learning
cooperation lifelong learning
- Readiness for - Ability to plan,
- Requirements - Readiness for - Ability to plan,
--
Readiness for self-reliant - - Ability for self- prepare and
placed on Readiness for self-reliant Ability for self- prepare and
conflict-solving development reliant learning execute orders
skilled work conflict-solving development reliant learning execute orders
and consensus in aa structured
and technology and consensus in structured
way - - Ability to
being used etc. way Ability to
monitor and
monitor and
assess product
assess product
quality in aa self-
quality in self-
reliant way
reliant way

33. TEVT – system penetration (scope and levels)
VOCATIONAL TRAINING TECHNICAL/VOCATIONAL GENERAL EDUCATION
SUB-SYSTEM EDUCATION SUB-SYSTEM SUB-SYSTEM
degree 6
PROFICIENCY or COMPLEXITY LEVELS
NATIONAL QUALIFICATION LEVELS
5 diploma 5
variety of modes and certificates
4 certificate 4
(formal and non-formal)
3 3
certificate
2 2
secondary
1 1
"small vessel"
"big vessel" primary
SYSTEM PENETRATION / INTEGRATION

34. TERIMA KASIH
THANK YOU
DANKE SCHOEN

35. Work Process Structure
Work Process Structure
1
Foreman / /
Foreman
Customer - Rough planning
Customer
- Evaluation places an of work
places an
- Delivery an order - Calculating
an order
- Presentation 2 - Considering costs
for companies
5
These particular requirements have to be met, when carrying out
work assignments
3
- Manufacturing,
4 Planning of Work
Maintenance, - Tools
Service - Methods
- Quality Assurance - Organisations
Slide 3
Hoepfner, BOBB/Koch, DSP/2003