The Dual System Georg Spoettl Universitat Flensburg/Bremen

7/30/2019 The Dual System Georg Spoettl Universitat Flensburg/Bremen

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Vocational Education and Trainingin Germany The Dual System

Prof. Dr. Georg Spoettl M.A.


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JS - Training

semi - skilled 72 %

Operators,Hand finishers

skilled 7 %Trouble shooters,maintenance

+ 10 %

+ 8 %

Status and expected growth of employment (Spttl, 2000, S. 64)

In the futureincrease of 20%necessary!

Management 15 %

highly skilled 6 %


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e m p

l o y m e n

t s y s t e m t r a

i ni n g

s y s t em

Check outhow allfeaturescouldinteract

requirementsof economic

sectorsdetermine

selection of priority

occupations

requestexistingtraining

programmes

transformmanage

supply

use of New job

descriptionsinfluence

endorsedoccupational

profiles

trigger

support

new or revisedtraining

programmes

turn outtesting instruments

competent &confidentworkforce

bring outassessment &

certificationof occupational

competence

go for it!well

preparedtrainees

building blocks

ational

ualifications

framework

NQF

bridgesand ladders

mobility &flexibility


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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 contractbetween the employer and the apprentice

Practical training is received in companies

(under guidance of a supervisor or theemployer) and theoretical training in aVocational School (12h per week)


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Dual System Training Contract

Gives the apprentice the status of anemployee in the company

The contract is a written, legally bindingdocument between apprentice & employer Specifies the duration of apprenticeship,

remuneration, the amount of time in for work

on-the-job and for theoretical training in theVocational School The contracts are guided by the Chambers


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Workplace and Classroom as the Fundamental Domains in theDual System

Classroom In The Training Institution Workplace In The Enterprise

Production

Efficiency

Profitability

Learning

Protected Zone

Individual Care

Tapping the best Training Potential of both Domains:This is the Strength of the Dual System in Training

Classroom etc.

Workplace etc.

Coordination bythe Partners


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Beginner

Expert

Orientation andoverview knowledge

Coherent knowledge

Detailed andfunctional knowledge

Specialisedadvanced knowledge

Self-Reliant Problem Solving Experience


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Dual System Occupations & Laws

Approx. 350 Occupational Profiles areavailable within all industrial sectors

The Occupational Profiles are created by theSocial Partners, supported by researchersand coordinated by a Federal Institute (theBIBB)

The Dual System is regulated by theFederal Training Act 1969 (some revisions),the Voc. Training Promotion Act and SchoolLaws of the Lnder


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Structure of the occupations for vehicletechnology in Germany from 2003 on

0

Specialization car technology

Basic subjects

Car MechatronicSpecialization commercial vehicle technology

Specialization motorcycle technology

Specialization vehicle communication technology

1 2 3 3,5

Bodywork and vehicle constructionmechanic

Two-wheel vehicle mechanic

Mechanic for agricultural machine technology

Subject area bodywork technology

Subject area vehicle construction technology

Subject area bicycle technology

Subject area motorcycle technology

Main subjects

2 5 H W O a n

d 2 5 B B I G

Mechanic for bodywork maintenance technology

Subject area bodywork maintenance technology

1st year 2nd year 3. year 4. year


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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..)


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Fundament for the Dual System

Enterprises

2. Occupational Profiles

National Occupational Profiles

1. Work Processes

3. Guidelines for FurtherDetailing

Close Cooperation betweenGeneral Studies andTechnical Training

Technical TrainingInstitutions

General SubjectsEnglishPhysicsMath. etc

Technical TheoreticalTrainingrelated to

Work Processes 1 to x

Close Cooperation ofTechnical Training Institutions

with Enterprises

Practical WorkshopandWorkplace Trainingrelated toWork Processes 1 to x

FurtherBreak Down


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Learning EnvironmentType of Learning

Correlation between different Types of Vocational Learningand Selected Learning Environments

Abstract Learning Classroom

Learning Structured Contentsthrough Demonstration and Doing

Laboratory

Learning Basic Functional Skills School Workshop

Learning Complex / Rare Functional Skills(with Expensive Equipment)

Central Training Facility

Source: Gert Loose, Forschungsbericht, 1988, updated 2002

The Workplace as the Supreme Learning Environment

Learning Basic and ComplexFunctional Skills

(with Expensive Equipment)

Training Facility at Workplace

Learning Functional and Extra-FunctionalSkills in Real Work Environment

Training Corner at Workplace

Workplace


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Learning and Methodological Competence

Human and Social

Competence

Technical Competence

The OccupationalWork Task

Tools, methods andorganisation of

skilled work

Objects ofSkilled Work Requirements for

skilled workand technology

Source: biat / DSP


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Occupational Competencies of a skilled Worker which have to be Assessed

TechnicalCompetencies

Comprisesknowledge andskills regarding

- Objects ofskilled Work

- Tools andmethods usedandorganization ofskilled work

- Requirementsplaced onskilled workand technologybeing usedetc.

SocialCompetencies

HumanCompetencies

MethodicalCompetencies

LearningCompetencies

Ability to carryout criticism in afair manner

- Ability to workin a team andconsider others

- Ability tocommunicateand to exchangeinformation

- Readiness forcooperation

- Readiness forconflict-solvingand consensus

- Willingness toact in a reliable

- Ability to workunder pressure

- Readiness forself-reflection

- Willingness toacceptuncertainties

- Readiness forself-reliantdevelopment

- Ability to setgoals andstructureassignments

- Ability forfinding relevantinformation

- Ability forproblem solvingin workprocesses in aself-reliant way

- Ability to plan,prepare andexecute orders

- Ability tomonitor andassess productquality in a self-reliant way

Ability to applylearningstrategies

- Readiness toconcentratewhen learning

- Ability tolearnindependentlyand in a team

- Awareness oflifelong learning

- Ability for self-reliant learningin a structuredway

A l l C o m p e t e n c i e s

M u s t

b e

D e f

i n e d

i n R e l a t

i o n

t o t h e

W o r k

P r o c e s s


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TEVT system penetration (scope and levels)

v a r i e t y o

f m o

d e s a n

d c e r t i

f i c a

t e s

( f o r m a l a n

d n o n - f o r m a

l )certificate

certificate

diploma

degree

secondary

primary

1

2

3

4

5

VOCATIONAL TRAINING SUB-SYSTEM

TECHNICAL/VOCATIONAL EDUCATION SUB-SYSTEM

GENERAL EDUCATION SUB-SYSTEM

1

2

3

4

5

N A T I O N A L Q U A L I F I C

A T I O N L E V E L S

P R O F I C I E N C Y o r

C O M

P L E X I T Y L E V E L S

"small vessel"

6

"big vessel"

SYSTEM PENETRATION / INTEGRATION


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TERIMA KASIH

THANK YOU

DANKE SCHOEN


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- Rough planningof work

- Calculating- Considering costs

for companies2

Planning of Work- Tools- Methods- Organisations

3

- Evaluation- Delivery- Presentation

These particular requirements have to be met, when carrying outwork assignments

5

- Manufacturing,Maintenance,Service

- Quality Assurance

4

Foreman /Customerplaces anan order

1

Slide 3

Work Process Structure

Documents

The Dual System Georg Spoettl Universitat Flensburg/Bremen