Dual Universities and the Dual System –is there a new

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18

Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education

Dual Universities and the Dual System – is there a new shift towards academic pathways in Germany?

Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz



2

Table of contents

• The German VET context• Tertiarisation and Academic Drift• Tertiarisation of VET – the contribution of

Dual Universities• Will there be a substitution effect?



3

lower secondaryschool leaving

certificate

intermediateschool leaving

certificate

other full-timevocational

schools

vocationalcolleges/

higher vocationalschools

HEentry

qualifi-cation

(Abitur)

Dual System (in-company training and part-time

vocational schools)

Universities orpolytechnics

10

16

18/19

24Ageconventional pathways

detours and alternative routes

Germany‘s Education and VET system



4

Statistics on the Dual System

−Some 1.3 million young people (2016) undergo apprenticeships in the dual system(mostly 3-year courses)

−Around 1.2 million attend full-time / school-based courses in VET (2017)

−As against some 2.8 million students in higher education (2017/18)

−Companies and vocational part-time schools train young people in 326 different training occupations (2017)

−97 % of initial training contracts are exclusively financed by employers

−Share of training companies = 19.8% % (2016)

−27.5 % of apprentices (2017) get their training in the craft sector (trades)

−Apprentices amount to 4.9 % of the workforce (2016)

Sources: BMBF 2018; BIBB 2018; Statistisches Bundesamt 2018



5

Table of contents





Two parallel tendencies in the German context

Academisation and Tertiarisation:

• Traditional academic pathways gaining importance(grammar school, university)

• Higher school certificates are obtainable in full-time VET

• Hybrid qualifications (rather weak segment of VET)

Vocationalisation:

• Higher Education develops new forms of applied and/or highly specialised courses (Bachelor courses)

• Higher Education picks up traits of the VET system

Source: Deissinger/Ott 20166



7

Tertiarisation is definitely taking place !

The German case

However, it is the full-time VET system, not the Dual System, that functions as a contributor to tertiarisation since it provides young people with higher school qualifications

At the same time, Higher Education increasingly becomes more „vocational“ by partly copying the dual system and by offering more labour market relevant qualifications – TERTIARISATION OF VET

The traditional „meritocratic“ motivation has become stronger



8

HE beginners in Germany –1995-2016



Rise of Higher Education Participation 1980-2016

Source: Felder 20179



10



Apprentices holding a higher education entitlement(2009-2014)

All new training contracts Apprentices entitled to study

absolute absolute in %

2009 561 171 112 032 20.3

2010 559 032 116 769 21.0

2011 565 824 129 804 23.1

2012 549 003 130 968 24.0

2013 525 897 131 934 25.3

2014 518 394 134 808 26.2

Source: BiBB (2016)

11



12

• Number of new training contracts• (1997 – 2015)

Source: BIBB 2016



13


The German case






14

o There are 4 sub-systems of full-time VET:

§ Courses leading to an occupational qualification according to the Vocational Training Act or the Craft Regulation Act (i.e. outside the dual system)

§ Courses leading to an occupational qualification according to federal state law (e.g. in child care or physiotherapy)

§ Courses leading to a nationally recognized qualification in the health sector (hospital nurses, nurses for the elderly)

§ Courses leading to an educational qualification (e.g. the intermediate school qualification or Abitur – mostly Berufsfachschule and Higher Vocational School)

VET in full-time schools – different sub-systems

Deissinger/Smith/Pickersgill 2006



15

• The contribution of full-time VET towards tertiarisation• (1960-2010, Baden-Württemberg)

Source: Statistisches Landesamt Baden-Württemberg, 2012

Hochschulreife = general university entrance qualification

Fachhochschulreife = university of applied sciences entrance qualification

Mittlerer Abschluss = intermediate secondary school qualification

Hauptschulabschluss = lower secondary school qualification



16

Table of contents

• The German VET context• Tertiarisation and Academic Drift• Tertiarisation of VET – the contribution

of Dual Universities• Will there be a substitution effect?



17


The German case






18

“Tertiarisation of VET” – four meanings in the German context

• Some of these schools also

may provide hybrid

qualifications (HQ) to young

people - e.g. the vocational college (Berufskolleg)

• HE institutions develop new

courses (Bachelor-Master)

with growing specialisation

and differentiation, e.g. specialised undergraduate

courses in Business

Administration

• HE institutions copy the VET

model of the dual system by

establishing an alternative

pathway into HE for grammar school leavers - e.g.

vocational academies or dual

universities (Duale Hochschulen)

• Vocational full-time schools

work as providers of higher

school qualifications - e.g.

the higher commercial school (Wirtschaftsgymnasium)

Deissinger/Ott 2016



19

Upper Secondary Education

Universities Polytechnics/„Universities

of Applied Sciences“

Vocational Academies/

“Dual Universities“

„Universitiesof Education“

Higher Education in Germany (federal state of Baden-Württemberg)



Characteristics of former „vocational academies“(dual tertiary institutions/„Dual Universities“)

• „Premium apprenticeship“ coupled with academic studies

• „Academic dual system“ (half/half)

• Full university entrance qualification required

• Training contract required for admission

• Attractive training allowances for students

• Three-year courses leading to Bachelor degree

• High degree of practice orientation and more specialisationthan at conventional universities

• Some courses are even coupled with a training certificate in the dual system (chamber exam)

Source: Krone 2015; Deissinger 2000; Zabeck/Deissinger199520



Advantages of former „vocational academies“(dual tertiary institutions/„Dual Universities“)

Company side

• Needs of workplaces can be met more directly

• Serving the “middle ranks” of management etc.

• Binding “apprentice students” to the company in the long run

Students

• Attractive training allowances

• Good chances to remain in the company after graduation

• High degree of practice orientation and more specialisation than at conventional universities

• Bachelor degree can be used for entering a Master even at university

Source: Krone 2015; Deissinger 2000; Zabeck/Deissinger 1995; Institut für Arbeit und Qualifikation 2016, 17ff. 21



22

Table of contents





23

Will there be a substitution effect?

Master thesis by Corinna Felder (Konstanz 2017)

Identifying recruitment patterns of manufacturing companies in the South of Germany (BW) – Interviews and online survey

N = 90

Comparing

“Industriekaufmann/-frau” (industrial clerke) – an apprenticeshipqualification

and

“Bachelor Betriebswirtschaft (Industrie)” at Duale Hochschule Baden-Württemberg – a degree in Business Administration



24

Do you prefer graduates from higher education for jobsin the commercial field?

(according to size of company)

Source: Felder 2017



25

Change of recruitment pattern in the last 8 years?

Source: Felder 2017



26

Will there be a future substitution effect?

Source: Felder 2017



27

Conclusion

Source: Felder 2017

Conclusions can be made only tentatively

In the case of the specific region and the qualification/degree on which the thesis was based

- Companies mostly do not seem to change their recruitment pattern substantially

- Though larger companies are more likely to do this

- The “industrial clerk” remains an important reference for companies

Restrictions:

• The study looked at a specific region

• The study looked at a small sample of companies

• Though it looked at the federal state which had “invented” the concept of a “Dual University”



28

References

• Aff, J. (2006). Berufliche Bildung in Vollzeitschulen – konjunkturabhängige Hebamme des dualen Systems oder eigenständige bildungspolitische Option?, in: Eckert, M./Zöller, A. (Ed.), Der europäische Berufsbildungsraum – Beiträge der Berufsbildungsforschung (6. Forum der Arbeitsgemeinschaft Berufsbildungsforschungsnetz, 19.-20. September 2006, Erfurt), Bielefeld (W. Bertelsmann), pp. 125-138.

• BMBF (2018). Berufsbildungsbericht 2018, Bonn (BMBF.)• BiBB (2016). Datenreport zum Berufsbildungsbericht 2016, Bielefeld (W. Bertelsmann)• BiBB (2018). Datenreport zum Berufsbildungsbericht 2018, Bielefeld (W. Bertelsmann).• Deissinger, Th. (2000). The German „Philosophy“ of Linking Academic and Work-based Learning in Higher

Education – The Case of the „Vocational Academies“, in: Journal of Vocational Education and Training, Vol. 52, No. 4, pp. 609-630.

• Deissinger, Th./Smith, E./Pickersgill, R. (2006). Models of Full-time and Part-time Vocational Training for School-leavers: A comparison between Germany and Australia, in: International Journal of Training Research, Vol. 4, No. 1, pp. 30-50.

• Deissinger, Th. (2007). “Making Schools Practical”: Practice firms and their function in the full-time vocational school system in Germany, in: Education and Training, Vol. 49, No. 5, pp. 364-379.

• Deissinger, Th. (2010). Dual System, in: Peterson, P./Baker, E./McGaw, B. (Eds.), International Encyclopedia of Education, 3rd Edition, Vol. 8, Oxford (Elsevier), pp. 448-454.

• Deissinger, Th. (2010). Warum funktionieren berufliche Vollzeitschulen in Deutschland anders als in Österreich? – Kritische Anmerkungen im Zeichen nationaler und internationaler Problemlagen, in: Fortmüller, R./Greimel-Fuhrmann, B. (Eds.), Wirtschaftsdidaktik - Eine Tour d’Horizon von den theoretischen Grundlagen zur praktischen Anwendung. Festschrift für Josef Aff, Wien (Manz), pp. 181-189.



29

References

• Deissinger, Th./Aff, J./Fuller, A./Jorgensen, C.H., Eds. (2013). Hybrid Qualifications: structures and problems in the context of European VET policy, Bern (Peter Lang).

• Deissinger, Th./Ott, M. (2016).Tertiarisation of Vocational Education and Training and its implications -problems and issues in Germany and France, in: Bohlinger, S./Dang, T. K. A./Glatt, M. (Eds.), Education Policy: mapping the landscape and scope, Frankfurt a. M. (Peter Lang), pp. 267-296.

• Felder, C. (2017). Das Ausbildungsverhalten von Unternehmen im Zeichen zunehmender Akademisierung. Eine empirische Studie zum Ausbildungsberuf „Industriekaufmann/-frau“ und zum dualen Studiengang „BWL-Industrie“, Master thesis, University of Konstanz.

• Greinert, W.-D. (1994). The "German System" of Vocational Training. History, Organization, Prospects, Baden-Baden (Nomos).

• Harris, R./Deissinger, Th. (2003). Learning Cultures for Apprenticeships: a comparison of Germany and Australia, in: J. Searle/I. Yashin-Shaw/D. Roebuck (Eds.), Enriching Learning Cultures. Proceedings of the 11th Annual International Conference on Post-compulsory Education and Training. Vol. 2. Brisbane (Australian Academic Press), pp. 23-33.

• Institut für Arbeit und Qualifikation (2016). Dual Studieren und dann? Ergebnisse einer bundesweiten Befragung dual Studierender (www.iaq.uni-due.de/iaq-report).

• Krone, S. (2015). Dual Studieren im Blick, Wiesbaden (VS Verlag).• Matthes, S. et al. (2014). Wenn Angebot und Nachfrage immer seltener zusammenfinden. Wachsende

Passungsprobleme auf dem Ausbildungsmarkt: Analysen und Lösungsansätze, Bonn (BiBB).• Zabeck, J./Deissinger, Th. (1995). Die Berufsakademie Baden-Württemberg als Evaluationsobjekt: Ihre

Entstehung, ihre Entwicklung und derzeitige Ausgestaltung sowie ihr Anspruch auf bil¬dungspolitische Problemlösung, in: Zabeck, J./Zimmermann, M. (Eds.), Anspruch und Wirklichkeit der Berufsakademie Baden-Württemberg. Eine Evaluationsstudie, Weinheim (Deutscher Studien Verlag), pp. 1-28



Thanks for your attention!

Documents

Dual Universities and the Dual System –is there a new