the dual vocational education and training system in · pdf filefederal institute for...

byDr. Gisela Dybowski
Head of Department Research an Service Concept Development/ International Vocational Training/ Education Marketing
Federal Institute for Vocational Education and Training
Keynote Speech on Dual Vocational Training International Conference 2005 Taiwan / 25. April 2005
The Dual Vocational Education and Training System in Germany

1. Role and Function of the Dual Vocational Education and Training System in Germany
2. Effectiveness and Efficiency of the Dual VET-System
3. Summary
Structure of presentation

Education and Training System in Germany
Lower secondaryschool
Intermediateschool
Lower secondary grammar school
Primary school
Continuing vocational training
Dual VET-System
Company/part-time vocational school
(approx. 51%)
Full-time vocational
schools
(approx. 12%)
Upper secondarygrammar school
(approx. 37%)
Secondary level I 10 to 15/16 years
Primary level 6 to 10 years
Secondary level II 15 to 19 years
Tertiary levelover 19 years
University
Source: OECD Education at a glance 2003
Labour Market

The German VET-System
Dual VET-System On-the-job Training or
In-company Training combined with Part-time Vocational School Training
Private Sector Public Sector
Public Private Partnership
Full-timevocational
schools
Seco
ndar
yle
velI
I

conducted in
on the basis of
supervised by
regulated by States
school supervisionbodies
compulsory attendance atvocational school
Part time vocational schoolscompanies
training contract
chambers
Federal Government
Characteristic Elements of Dual VET-System in GermanyVET
Private Sector Public Sectororganised by +
+
+
+
+
+
carried out as Classroom tuitionTraining at the work place

73%
13%
14%
Funding of Vocational Education and Training (2000)
Part-time Vocational schools: 3,05
billion
Private sector (Enterprises) 14,7 billion
Full-time Vocational Schools: 3,17
billion
Total: 20,92 billion
Public sector

Stakeholders in Dual VET-SystemRepresentatives of theFederal Government
Federal Ministries of Education and Research, Labour and Economics, Interior
Representatives of the States
State Ministries of Education,Economics, Labour andInterior
Representatives of the Trade Unions
Involvement in VET in Germany
Representatives of theEmployers Associations
Organisations of Employers/Industries, Chambers

Co-operation of Stakeholders in Dual VET-System
Federal Ministries, State Ministries, Employers associations and Trade Unions develop:
qualification profiles/VET-standards
examination requirements
duration and contents of training programmes
level of qualification
criteria for quality assurance

Organisational Infrastructure through the Chambers
some 430 in all sectors of the economy, predominantly commerce & industry & crafts act as public authorities in training matters
accreditation of training companies
assessment, testing and certification
monitor and evaluate the training process
maintain training centres for continuing training

2. Effectiveness and Efficiencyof the Dual VET-System
2. Effectiveness and Efficiencyof the Dual VET-System

Benefits of Dual Structured VET
For enterprises next generation of skilled workers assured
low recruitment costs
influence on content and organisation of vocational training

Benefits of Training from the Viewpoint of the EnterprisesApproval rates
9%
0% 20% 40% 60% 80% 100%
Absolutely true / more true than false Partly true More false than true / absolutely false
The best way to introduce employeesinto the enterprise structure
Increases the business valueof the enterprise
Avoidance of the risk of skills bottlenecks
low recruitment costs
Contributes decisively to the futurecompetitiveness of the company
Source: Beicht/Walden/Herget 2004
64%
66%
72%
75%
23%
23%
19%
16%
13%
11%
9%
61% 23% 16%

Influence on content and organisation of VET
VET System:Organisation
Training-standards
Demand Supply
Decision makers
Employersassociations
Labour Market, Economy
Enterprises
Trade unions

For trainees labour market relevant training, i.e. improved chances in the labour market after
completion of training; uniform qualification standards
acquisition of social skills, personality development
motivating situation (earning & learning)

Occupational competence
Methodological competence
Personal & social competence
ability to work in a teamwillingness to cooperateawareness of the impact of technology and of scope for creativity
motivationdecision-makingskills
confidence in handing machinery and installationsa thorough understanding of systems
abstract and logical reasoningproblem-solving strategies
Execution
PlanningM
onito
ring
Range of Qualifications obtained in Dual System

Remuneration during Apprenticeship in selected sectors
550
552
652
660
690
716
721
783
791
833
Western Germany
Office clerk
Cook
Clerk in public administration
Retail trader
Industrial clerk
Electronic technician for building
Industrial mechanic
Insurance salesperson
Scaffold builder
Mason
Source: BiBB

For the state possibility of offering all school leavers vocational training
private sector contribution eases the burden on public budgets
finding partners for developing competitive national training standards

Supply of Training Places and Demand 1992 to 2003
Supply of training places
Demand for training places
550000
600000
650000
700000
750000
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Shortage of training places1996 to 1999 and from 2002
Surplus
Source: BiBB

Youth Unemployment in OECD countries
26,3
25,7
22,2
20,7
20,7
15,7
12,8
11,5
11,5
11,0
9,7
7,7
7,2
7,2
7,0
5,9
5,7
7,5
8,6
10,2
7,3
9,2
6,2
4,2
3
4,5
4,1
8,2
3,7
4,5
4,5
2,4
2,6
2,7
Italien
Griechenland
Spanien
Finnland
Frankreich
Belgien
Schweden
Norwegen
Portugal
Grobritannien
Deutschland
Irland
Dnemark
sterreich
Luxemburg
Niederlande
Schweiz
Arbeitslosigkeit allgemeinJugendarbeitslosigkeit

73%
13%
14%
Funding of Vocational Education and Training (2000)
Part-time Vocational schools: 3,05
billion
Private sector (Enterprises) 14,7 billion
Full-time Vocational Schools: 3,17
billion
Total: 20,92 billion
Public sector

Partners in Standard Setting
Labour Market
Federal Ministries of Education and Research, Labour and Economics, Interior
Enterprises
Standards in VET
Social Partners

3. Summary3. Summary

Dual System its structural elements
Responsibility shared between public and private sectorVET takes place in companies and part-time vocational schools
Approx. 360 nationwide recognised training occupations1.6 mill. trainees, 41 % of which are women
Approx. 484.000 companies providing training (approx. 23.3 % of all companies)

Preconditions for the Dual VET-System in Germany(1) Strategic commitments
a wide consensus in society to provide ALL school leavers with vocational education and training
a powerful strategic concept for training young workers in cooperation with the enterprises
a strategic top-down decision made by the government and employer sides to implement a cooperative system
the willingness of the public sector (government, schools) to accept the private sector as an equal partner in vocational education and training
the willingness of the private sector to accept quality control of its education and training activities
a fundamental Vocational Education and Training Act which regulates the roles of the stakeholders

Private-public partnership: determines the role of the stakeholders, their rights and duties
Clear financing rules: enterprises cover their own training costs (e.g. apprenticeship pay, cost of trainers, material), government funding of schools; research in the field of vocational education and training and training promotion programmes
Organisational infrastructure through the chambers: accreditation of training companies, registration of training and work experience agreements, examinations and certification
Core elements of vocational education and training: necessa

the dual vocational education and training system in · pdf filefederal institute for...

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