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Prof. Dr. Gerhard Bosch
Institut Arbeit und Qualifikation
Munscheidstr. 14, D - 45886 Gelsenkirchen
Tel.: +49 209/1707147; Fax: +49 209/1707124,
Email: [email protected] ; http://www.iaq.uni-due.de/
Gerhard Bosch
Skills and competencies for innovation
Advancing innovation: human resources, education and training
OECD / Germany workshop
17-18 November 2008
Seminaris Hotel, Bad Honnef
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Source: BMBF, 2006 Berichtssystem Weiterbildung
1.1 Participation in formal and informal learning
17%
30%
42%
52%
44%
56%
73%78%
Without vocationaltraining
Vocational training
Master, TechnicianBusiness administrator
Tertiary education
Formal Learning
InformalLearning
Gerhard BoschBo08OECDBadHonneff 3.vjj
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2.1 The German Paradox
High Export surplus – lowest percentage of graduates from tertiary education among big OECD countries
Source: Konsortium Bildungsberichterstattung (2006): Bildung in Deutschland, S. 31
Share of graduates from tertiary education (25-35 years) in selected OECD countries 1991 – 2003 (in%)
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12,0 9,0
58,955,7
10,811,8
18,323,6
2003 2020
Tertiary education
Master, technician, business adminstrator
Vocational certificate
Without vocational certificate
Tertiary education
Master, technician, business adminstrator
Vocational certificate
Without vocational certificate
Source: IZA Research Report No. 9, 2007
2.2 Labour demand by skill level in Germany 2003 and 2020 (in %)
Gerhard BoschBo08SPDEssen 5.vjj
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2.3 The German Paradox
Academic bias in analysis of innovation and skills Focus on indicators like R&D, enrollment in tertiary
education Neglect of VET
Good vocational training needed for Introduction and diffusion of innovationsImproving the efficiency of production process
Further VETMasters, Technicians, Business Administrator in
service occupationsMiddle managers from the shop floor
New Hybrid between VET and Tertiary education: Dual study
Gerhard BoschBo08OECDBadHonneff 6.vjj
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3.2 Veränderungen in der Arbeitsorganisation
M.Baethge / V. Baethge-Kinsky / R. Holm / K.Tullius:Dynamische Zeiten – langsamer Wandel: Betriebliche Kompetenzentwicklung von Fachkräften in zentralen Tätigkeitsfeldern der Deutschen Wirtschaft. Schlussbericht des
Forschungsvorhabens: „Kompetenzentwicklung in deutschen Unternehmen. Formen,Voraussetzungen und Veränderungsdynamik“, SOFI, März 2007.
Gerhard BoschBo08OECDBadHonneff 8.vjj
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3.3 Comparison of training curriculain the German metalworking trades 1987 and 2004
- 1987 - 45, 1987 - 16, 2004 – 5 occupations
0
1
2
3
3,5 Duration of training in years
0
1
2
3
3,5
Specific training
Specific training
Basic occupational training
General training for the occupational field
Basic training
1987 2004
Occupational training
Joint core competencies
INTEGRATED LEARNING
0
1
2
3
3,5 Duration of training in years
0
1
2
3
3,5
Specific training
Specific training
Basic occupational training
General training for the occupational field
Basic training
1987 2004
Occupational training
Joint core competences
INTEGRATED LEARNING
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Class Room-Orientation
Product-Orientation
Project-Orientation
Customer-Orientation
Increasing Work Orientation
Small Products
Complex Products
Orders
Source: Bosch 2000a
3.4 Basic learning forms in vocational training
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4.1 Role of SME’s in innovation
Basic research
Appliedresearch
Dev. of new products and
methods
Introduction into markets
Diffusion
Transfer of own or external solutions into markets
Broad diffusion of new technologies
Service innovation
Innovationprocess
Gerhard BoschBo08OECDBadHonneff 11.vjj
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4.2 Main bottlenecks for introduction and diffusion of new technologies – lack of skills
► Proactive approach: development of special training courses
► Chambers of artisans active for example in providing training courses for example in energy saving (heating, insulation) etc.
► Competition for new markets: New skills decisive who is successful
► Advantage of training not provided by one producer: more choice for consumer, no firm-specific standards, better chances for the best solutions
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4.3 Small firm development account in UK
Pilot Program in Leicestershire & Lincolnshire carried out by the ”Centre for Entreprises” launched in 2002
A mechanism to stimulate business led workforce development in small companies (5 – 50 employees)
Training advisor of the Centre and ”Training Champion” appointed by the firm to develop ”Training and Development Plan”
Company receives £ 500 after signing the plan /Centre pays up £ 150 per employee for external training
RESULTS:
280 Training Champions attended workshops 230 approved training plan Average 20 employees per business Average 11 employees per plan
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4.4 Transfer to Germany: Training checks in North-Rhine-Westphalia
For companies with less than 250 employees Grant up to 500 € per cheque/ 50% to be paid by
company Up to 2 cheques per year Cheque only after consultation No cheques for on-the-job training No cheques for training if legal obligation to train No targeting on low skilled or low wage earners
Active marketing and consultation – High utilization
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5.1 Strong impact of regulation on training
Internalise training-incentives in markets/avoid underinvestment
In the product market:A.
In the labour market:B.
Prevailing wage laws
Minimum training requirements for participation in bidsLicensing (such as for doctors, pilots or electricians)
Employment protection which establishes long term relations between employer and employee create incentives for training
Avoiding free rider problem by introducing a levy (as in the Danish apprenticeship system)
Health and safety regulations
Quality standards for products and services(as in health or construction industry)
Safety or liability regulations
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4,3%3,8%
2,8%2,1%
Repeal Statesbefore repeal
Statesretaining law
States thatnever had law
Repeal Statesafter repeal
Source: P. Philips: The US: A tale of two cities. In: G. Bosch / P. Philips: Building chaos (Eds.): an international comparison of deregulation in the construction industry. London: 2003
* Apprentices as a percent of journeymen.
Apprenticeship Training Rates and Prevailing Wage Laws by State Legal Policy *
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World Bank
Individual responsible for own support for living during education and
Market failure in financial sector; therefore only loans
View in some European countries
Public responsibility: simple jobs disappearing
Some individuals not sufficient means
External effects of basic education higher than private returns
Knowledge, immigration and ageing society: more learning needed
6.1 Public responsibility for adult education and training
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Since 2001 an integration of grant and loan systems for young and adult students
Grants and loans for school and vocational certificates and for university study
For learners up to 25 years 34.5% grant / for older learners 82% grant
Grants and loans up to age of 50 years
Entitlements for unpaid training leaves up to 5 years
Education and training supply for adults very flexible
6.2 Grants and loans for adults in Sweden
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Support for living
Grant:100%
no
Increase of private interest
Certificate of Tertiary Education
Advanced further Training
Certificate up to Sec. II
Support for living / tuition fee
Grant: 35Loan: 65
Support for living
Grant: 50Loan: 50
Tuition fee
no
Tuition fee
Grants and Loans Depending on public and private Interest
6.3 Proposal of grants and loans for adults in Germany
Proposed by the High Level Expert Group on financing lifelong learning 2003
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