The Apprenticeship Crisis in Germany : The National Debate and Implications for Full-time Vocational Education and Training

(1)

THOMAS DEISSINGER

The Apprenticeship Crisis in Germany:

The National Debate and Implications for Full-time Vocational Education and Training

Introduction

The fact that in Germany dual apprenticeship training is the major non.-:academic .option for school-leavers to start their working lives implies that scho·ot-based training is not one of the well-known features of the German VET system. Moreover, this focus on the apprenticeship model implies a huge dependence of the VET system on economic parameters and the labour market situation. As vocational full-time schools mostly offer formal school qualifications that only exist out ide the dual sy tern schools arc in fact not prepared to develop a strong 'qualificati n function'. Thi is a particu- larly serious problem in a situation where the supply ofn·aining places fail to meet the demand, and where employers seem to lo e interest in the apprenticeship system.

Against this background, VET policy recently has started to strengthen the work-related features of school-based VET in order to open up pathways and opportunities for young people outside the dual sy tern . .This i e P¥Cially true for Baden-Wiirttemberg through the implementation of practice firms' in the so-called 'vocational colleges (Berufi kollegs). The question raised in this chapter is whether full-time courses in the German VET system can be alter- natives with te pect to the dual system and thus can help to compen- sate for the creeping loss of training opportunities.

Konstanzer Online-Publikations-System (KOPS) URL: http://nbn-resolving.de/urn:nbn:de:bsz:352-0-339053

(2)

Context: The Critical Relationship between the Dual System and Vocational Full-time Schools

On April1, 2005, the new German Vocational Training Act (Beruft- bildungsgesetz) came into operation. One of its major intentions is to link full-time vocational education and training (VET) and vocational preparation more closely to the dual system of apprenticeship training - considered to be the "centrepiece of vocational education.and training in the Federal Republic" (Raggatt 1988, p. 166).

The passing of the Act can be seen as a modest political move to question the omnipresence of the traditional apprenticeship system which has always dominated alternative non-academic pathways in the area of VET (Euler 2000). The following figures illustrate this dominance:

• In 2003, out of2.7 million students attending non-academic vocational courses, only some 700,000 had subscribed to a vocational full-time school, including vocatioJlal preparation schemes (Federal Statistical Office 2004a). Hence the hare of apprentices among these students is around 65 %.

• In 2004, among all courses at Beruftfachschulen (as the largest segment in full-time VET), which lead to vocational qualifications outside the dual system, those that provide for a vocational qualification based on the Vocational Training Act (or corre- spondingly the Craft Regulation Act or Handwerksordnung) only made up 9% in the old and 21% in the new federal states (Fed- eral Ministry of Education and Research 2005, p. 137).

Since an apprenticeship in the dual system gives young people the opportunity to undertake formal qualifications leading into various types of employment within an occupationally structured labour market (Deissinger 1998), its strong focus on tradition and quality control¹has an almost universal character and traditionally

G rmany' apprenticeship system ha its roots in the corporati t framework established by legal sanction in the late nineteenth century (Deissinger I 9~4, Deissinger 2004a), which not only remained virtually unchanged in its cruc1al features up to the establishment ofthe Vocational Training Act (Beruftbildungs-

2

3

recruits the majority of 16-to-19-year-olds2. Even criticaL o.bserv-

~rs agree that,the . ystem certainLy has played its parr in conrriln1t- mg t~ a comparatively-low number of'unskifled employees in in- ternatiOnal terms (Buchtemann et al. 1993, pp. 510f.; Greinert 1994

p. 116). '

The 'tuation.in rhe dual system has rec.enLJ.y been detennined by two .is ues. While the problems at threshold two ..,. for those graduatmg.

from _t~le

_YET y tern - have been perpetuated in the

~ac~

of a still s.urglllg unemployment rate (though partly due to sta-

tJ neal correctiOns), the traini11g or appremjceship market has become one ofthe most heavily discussed political is ues•atthe end of

~e

1990s. Many observers believed and still believe that the tradi-

~onal

care mechanisms .of the German VET system are failing witb Je pect to ~ew economJc and ocial requirements (Greinert 2004, p.

11~). Gre1~e~t

holds that the 'recruiting mechanism , whjch should

~rov1de

^a

tra1~m~

and labour market with qualified apprentices, ha stopped ~nct10nmg becau e companies prefer to recruiJ employee from outs1de

t~e

dual system due to increa ing aspirations towards

gene~·a.l e~uc~tJ~n _ a~ong )':Oll~~

people at the expense of vocational education . Jmliarly the tradthonal 'funding mechanism seems to

gesetz) in ~ 9?9 (Deissinger 1996), but was incorporated in the main into the modem tram~ng syste~. Much earlier in th development compulsory attend- nne~ at part-t1~e voca~1~nal school emerged a. a econd pillar underlying for- malised. v.o~~tw~al trammg. Although lhe dualism of learnjng sites and legal respo~sibJhtJe_s .Is held t~ be the striking feature of the 'German system' of vo~atwnal trammg (G.rcu~crt 1994), it is characterised by working principle which reflect the organ1sat1 n of the training process as a whole and thus reaches far beyond the dual training arrangement. '

In ~003, ^39:0of graduate from lower secondary schools (Hauptschulen), 49%

of mter:ncd1~te ^.econdary. chool (Realschule) leavers and 12% of 'A-level holders (A/:nti~nent~n) from grammar schools (Gymnasien) planned to enter a fonnal app~c~t1cesh1p course in one ofthe 350 occupations in the Dual System (Federal M1mstry of Education and Research 2004b, p. 502).

In 1993 the qu~ta of first-year students in higher education was 25.5% of an age cohort but mcreased by 14.1% to 39.6% in 2003. Also, the quota of 'A- Ieve.l F:'folders' (Abiturienten) increased by 6% in the last ten years (Federal Stat1 t1cal Office 2003).

(3)

fail because apprentice hip are co t-intensive, especially. for companies in the new federal states in the east of Getman~. Fmally according to Greinet1 problems have not been solved wt~b respect to the 'mechanism oflearning places which means1 that penods of theoretical learning in the compul'sory vocational part-time school and periods of practical learning in the workplace are still more or less

separated spheres of learnine:. .

The subsiding rnterest of employers has to be seen as a senous problem in a situation when the supply of traini~g .places regular~y fails to meet the demand (Deissinger 2004b, Deissmger & Hellwig 2004)4. In 2003, at 557,612, the number of new training contracts was down 14,711 on the previous year and, was decreasing by 2.6.%;

it reached an unexpectedly low level (Federal Ministry of EducatiOn and Research 2004b, p. 66). By early October 2003 some 35,?00 young people were still unsuccessful in their search ~o~ apprenticeship placess. Although in 2004 the number of new trammg contracts rose by a slight 2.8% against the

p~evious

year, the :supply

0demand ratio' (Angebots-Nachfrage-Relatwn) dropped to JUSt 95 Yo (Fed- eral Ministry of Education and Research 2005).

Against this background it is not surprising that young ~eople look for alternative pathways into skilled employment by optmg for a full-time course in a vocational school. The following table illus- trates this 'critical' (statistical) relationship between the apprenticeship system and full-time VET:

4

5

Employers deplore that they no longer can recruit q1mlified ap~r~ntices ^vial~le

training market and they associate apprenticeships with an addlltonal financtal burden and not with a useful future investment (Piitz.old & Wahle 2003 P· 473).

This is against the background that the number of apprentices in the ~r~ft ^sec-

tor alone decreased by 100,000 within the last ix year, (Federal Mmtstry of Education and Research 2004b, p. 527).

Change 2002/2003 Change to 200312004 1992 to 2003 Part-time students in the Dual System -3.0%

Students in Beruftfachschu/en attending

courses outside VTA or Craft Regulation Act + 11.9%

New training contracts in the Dual System -6.3%

Students taking up full-time VET outside the

Dual System leading to vocational qualifications +74.9%

Students taking up full-time VET outside the Dual System leading to vocational qualifications

outside VTA or Craft Regulation Act + 132.4%

Students taking up full-time VET outside the Dual System leading to vocational qualifications

based on VTA or Craft Regulation Act +264.2%

Against the backgrOLmd of the critical training market situation, the federal government has introduced the concept of h·aining-pla e developers (Ausbildungsplatzentwickle1). in order to ecure the long-

t~nn ~rov'sion of training places and detach it fi'om'the contingen- cte of the labour market. This includes support for companies to cope with administrative work linked to an apprenticeship, to improve co-operation witb vocational schools and to implement company-specific training plans. Encouraged by a programme called

STAR.egio' regional joint training provision is to be promoted wllich means .that.companies can pool together (A usbildungsverbunde) and therefore can guarantee young people to achieve all the competences pre"Scribed by a training rdinance (Federal Ministry of Education andRe earch 2003b).

In 2004 even the inn·oduction of a training levy re-entered the political agenda. The Act to Secure Pro.vision of Training Place ' (Ben{sausbildungssjcherungsg(!.setz) eoVJ.saged a levy once the train-

in~ s~pply fails to exceed the demand by 15% at the beginning of a

tra.mm~ year (Federal Institute of Vocation_al ]'raining 2004a, p. 2).

'YI~~ thts law the government endeavoured to stren_gthen the respon- stbthty of companies for the provision of ufficient trairung places through an internal funding system (Federal Institute of Vocational Training 2004b, pp. 1-2). Although there has been and still is enor- mous resistance from employers against the Act, the present gov-

(4)

ernment put the law through parliament in May 2004. At.the. same time, the government offered a pact (Ausbildut~g_spaktJ. w1t~ mdus- try and trade unions as an alternative to the levy, wlnch mcludes financial, organisational and human resource measures that sh~uld

guarantee training places for all young people.lt seems that the shg~t

increase in new training; contracts at the end of 2004 was due

t?

th1s training pact. Meanwhile tne govemment has announced that 1t has 'parked.' the law until autumn 2005⁶^•

A New Framework: The Revised Vocational Training Act

In Gennany, training in the dual system is c mposed of institutional component responsible for skm formation and certification in the

contc~t _Qf an_ 'occupation-based approach (Ryan 2QOJ ... p. 136).

Mandatory partLtime courses at the Berujsschule compu~sory ge~

eral education and a training law which provides for nattonal um- form training standards in all occupations reflect this firm. u~der

standing of 'process regulation' and 'quality control' (Detssmger 1996; Raggatt 1988). As the existence of a 'skilled training occupa- tion' (Ausbildungsberuf) is dep.endent on a training ordinance (Ausbildungsordnung) its fO'nnal recognition l'equires, govemmen- tal appro\Yal. An occupation is expected to encompass a br~ad range of elementary vocational qualifications leading to a maxtmum of flexibility and mobility between different workplaces and firms. In the 'old' Vocational Training Act (1969), the Ausschliess/ichkeits- grundsatz (principle of exclusiveness? even made sure t~at trai~ing ordinances represented the only way to lead young people mto skilled employment (Deissinger 1996, p 329f.) .. The idea behind this strict principle, which is now being ~rapually ~oftened has always been

6 7

See www.netzzeittmg.de/arbeitundberuf/295022.htrnl.

"Training for a recogni ed trainee occupation shall be given only Ill acc?rd·

ance with the relevant training regulation . [ ... ). Initial training in occupatwns other than recognised trainee occupations shall not be provided for young per·

sons under 18 years of age unles it is intended to prepare them for a sub- sequent course of instruction" (section 28 of VTA 1969).

ba ed on the cony1tt•on ^th'llta y tematic training course 'pins companies and cha.mtref' (a examining bodies) down to the complete skill range of a given occupation (Beck et al. 19 0).

In 2004 the federal government started to amend tlie Vocational Training Act (Euler & Patzold 2004). It was finally passed by the Bundestag in January 2005 and put into operation in April 2005, referring to the following intentions:

•

the inclusion of vocational preparation schemes within the scope of regulation of the law and with it the implem utation of an appropriate sy tern of qualification modules~

the transferability of credits obtained in chool-ba ed VET via agreements between the federal states and the federal government;

a more intense lnternationalisation of YET by providing opportunities for apprentices to undergo part of their vocational training abroad· and

an ongoing 'fllodemisation of examinations by including the 'ex- tended' final examination in the list of recognised types of final examinationsB.

Nccord ng to the benchmarks for the reform of the Vocational Train- ing Act, the introduction of national competency standards as they have recently beeu implemented in general education seems to become inevitable (Federal Ministry of ducation and Research 2004a, p. 4). However for the time bei11g, modemi arion of the dual ystem seem to happen on the curricular level. It has materiafi ed in tbe creation or revision of training cheme within the.system of skilled training occupations' which now even allow for modest features of modularisation. Implanting module within training schemes as didactical units with a mandatory but optional character (like in the IT occupation cr ated in 1 997) no longer eems to be incompatible

8 The theoretical achievement in the vocation, I ·chool during an apprentice- hip are not recognised in the final examinati n. The integration of the e achieve-

Ill nt i demanded by teachers union uch as the Busincs Teachers Associa- tion (Verband der Lehrer an Wlrtschaftsschu/en), a It hough this i . ·ue mns against the uni n .

(5)

I I I

I

with a holistic notion of competence (Euler 1998, pp. 96ff.; Deis- singer .2004b, p. 91 f.).

Bes1des this ongoing''intemal modeutisation , the new Act passed in 2005 contains quite innovative stipulation that have been et up to re-define the relationship between apprenticeship training in a recognised occupation and full-time VET courses leading to vocational qualifications. Sections 7 and 43 of the new Vocational Train- ing Act try to build 'bridges' between the two sub-systems:

• According to Section 7 the federal tates get the .right to determine which courses in full-time vocational schools or in comparable institutions shall lead to a partial accreditation in a subsequ~ent

apprentice hip. Applications for accreditation have to be ubmit- ted individually to the chambers (as the 'competent bodies').

• According to Section 43, people graduating from a fullrtime.

course Leading to a vocational qualification shall get the penni-- sion to undergo a final examination in a recognised occupation before the chamber, if the occupation trained for in a school is equivalent. This new regulation also includes o-called 'school occupations outside the scope of the Vocational Training Act or the Craft Regulation Act.

It is too early to asses the tonsequences of these new stipulations.

However there is no doubt thal their practical relevance is depend- ent on the value companie and chambers place on full-time VET in general.

Re-defining the Qualification Function of VET in Full-time Vocational Schools

Although full-time VET is multi-functional as against apprenticeships in the dual system, there are obviously links between the two sub-systems. The following chart shows the basic structure of the location of vocational schools within the German education system, ind1cating that VET in schools may prepare, directly of indirectly, both for the tertiary sector and for a follow-up apprenticeship:

Employment

DUAL SYSTEM

Higher Education

189

The 'vocational college' or BK (Ber .

Baden-Wiirttemberg is a t "k· uftkolleg) m the federal state of s n mg example f th ·

ward fuii-time VET in G . ⁰ e ambivalence to- a vocational fuii-time

sc~:~ny._t~emg

one of the major subtypes of enrolled, it can be attended b

w~d curre~tly so~e

14,300 students leaving qualification. These

s~~ent:~s

^{With an}

m~ermediate

^school

vocational full-time school B ifj orne from either the two-year ates from the lower secondaor

e~u

yachschule (which takes gradu- more likely- from

pre-vocai:o~

^tods

no~ally

aged 15 or 16) or- schule). a e ucatwn (Gymnasium or Real-

The BK clearly has a 'double fun t" ,

study a 'professional' or 'occu ( c ,wn ~s young people can 'assistant qualification' ( th pa tonal. qual~fication, namely an assistent) and al o go for

:tgh~r:~~:07Ic as_sista~t

^or.Wirtscha.fts- polytecbnic entrance qualificaf F. o quahficatiOn (m this case a research carried out at th U •?n or_ aclthochschu!J·eife). However:

e mversity of Konstanz (D eissmger . . & ,

(6)

2001) . veals from a student per- Ruf2003, Deissinger 2003, Franz te

spective: . .

• that the occupational (assistant)

qualifi~atiOn (~~rtsc~aft~~

~;sistent in the case of the commercial BK) IS ge~era y no va b . ful or attractive - a result that IS supported by

~::pca;i:::ce

^{as most}

stude~ts

report their

int~ntion

^{to take}

renticeship after finishmg the BK course,

• up

::a:~~e

'parking function' (deferring

func~ion)

^of_the

:K ^~~

. . . . . n the dual system seems to remam restncte to e

~ore enter~Bi_

I) while students in their second

~ear h~ve

^a

cl~ar

ust year d" ,f their goals and motivations mcludmg takmg understan m~ o h. fter the BK II (i.e. the full two-year course);

up an apprentices Ip a .

and 1 f 'bridge' between

that the BK rat11er gssumes the ro e ⁰ a b

• . . . d . d the dual system and therefore cannot e school e ucatton an 1 · t th appren regarded as a substitute or alternative in re atiOn o e - ticeship system.

One of the didactical tools supposed to 'make_

schoo~s t~:a~~~co~:

. h case of the vocational colleges, to mcreas . ·.

and, m t e . . ket value of the assistant qualification IS the market and trammg ~ar , tice firms' (Reetz 1986). In Baden-

on~oing implemen~~~~~:~bungsfirmenl

are seen as lea:ning Wurttemberg, pra~ . T a new face and increase Its at-

::~~=~ee:St:ot~!~~~~~:mployers (Niep?au~ 199~:~:~

all some 90 practice firms are currently in operfathion m c~mplanted

, w··

b g Most o t em are t

school centres in Baden- Urttem e~ .have been introduced in the within BK I and BK II courses a~ . 1997/98. Currently, the

commercial sector on a larger sea e smce

9

. be characterised as follows: (i) it is a The basic features of~ p~actlce fi~ m~y h 1 that works like a nonnal com- fictitious company Wlthm a vocatwna sc oo resented within a practice finn;

pany· (ii) all commercial departments are rep (' ) it co operates with , . 1 hange of goods and money; IV -

(iii) there IS no rea ~xc. . d international network; (v) a real co~- other practice finns wJthm a natwnal an d th duct names for the practice pany nonnally provides support, money an ~ ?r~he practice finn is typically finn; (vi) the number oflessons per week spen '.~ b )

between five and seven (in the BK in Baden-Wurttem erg .

third phase of what i named Future Offen ive Ill' is being implemented with 43 vocational colleges involved and some 70 practice finn in operation (Deis inger & Ruf 2003).

As already men'tiOll.ed, there. ha. been a long-standing djssati - faction with the conspicuou ly low market value of the assistant qualification in relation to apprentice hip qualifications (Feller 2002 Euler 2000). Traditionally there has alway· been a clear preference on th part of companies for the dual system and its graduates. For instance in 2002 only half of all full-time VET students in Ger- many attended cour e leading to 'occupational' qualifications con- idered to be portable on the labottr market. However with the slack- ening n·aining market and the ongoing di cu ion on alternative pathways and the accreditation of chool-based learning with rc-

pcct to occupational qualifications vocational full-tiJue chools could become more occupation-orientated. This would require, however improvement in their relevance both for skilled employment and for a ub e.quent apprenticeship com e. From an educational perspective the.cmcial question-i the extent to which practice finns are able to promote the employability of young people by develop- ing kill in a more or les realistic learning enviromnent which imu- lates problems and work activities normally typical of workplace in companies10 •

Two major results from a re earch project n practice firms in theBK in Baden-Wiirttemberg which ha just been completed, seem remarkable: The fir tone refe~s to the intention or motivation young

I 0 Didactical expectations attached to the practice firm concept refer to the prc- umed benefits f this clearly non-conventional learning arrangement which put both the teacher and the tudent into different roles by requiring a new under tanding of the relati nship between teaching and learning as ppo cd to normal cia sroom setting of lesson in busincs admini !ration or economics.

ft is as umed that practice firms help learners to develop a more substantial understanding ofbusine s proces es and to experience real is lie workplace con- dition· although lhc practice fim1 remains first and fi remost a pedagogical institution. Practice firms are ecn as learning arrangement which have to be m asurcd against lhe criteria lypical for 'aclivity orientation (Hall(l/ungs- orientiel'llng) now seen a the dominant and mo ·t innovative didactical concept within the current VET debale ( zycholl 200 I).

(7)

le associate witb the vocational college; the second one refel'S peotlp tance of the 'assistant qualification' among employer · to le accep . d . 2003 and 2004 only in the federal state of

All data were ra1se m ·

Baden-Wtirttemberg in commercial and .in health and care vocatwna 1 collegesll (1022 students, 224 compames):

f their motivation to attend a vocational college stu-

• In terms dent rated the prospect to ⁰ improve theu· m lVt · · d' 'd u~ 1 c hances o . n the training market as essential followed by the rum to o~tat~ a oiytechnic entrance qualification. The relevance of the asstst- p ant quah tcatwn ts Vl 'fi . , . . rtually irrelevant among the students. There-. I I . b 1 . d that the students view the vocatwna co -

fore 1t may e c mme · h' dl

. t'tut' n which prepares for an apprentices tp an

lege as an ms 1 10 .

or offers pathways into higher education. . . t th tt'tude of companies towards the vocatiOnal

• Wtth respect o e a 1 'd h

. . I I half the DU111ber of ftrms const er t e college m genet a. on Y . • · ·. . . ·

1 d . l'fi t. , as ufficlent for entty mto skll e em-

'ass1stant qua ^t1ca ¹⁰⁰ h

lo ment. Thirty-three percent, however, would accept t at P Y ^c: th BK II (the two year course) should get a re-

graduates 1rom e · h · b

d f of the training period in a follow-up apprentices lp y uc

100

d 27 3 ^o/think that an accreditation should even half a year, an · ¹⁰

stretch to one year.

d t . th BK think that learning in a practice finn in

Although stu ens m e , b fl' h

the BK helps them to develop occupational compete~ce ( em . ~~

Handlun skompetenz) in a way that is better than m conve~tl? . classroo!-based Jearoing, the e

r~ults

yield a rather

pes~~:

. ture of the perception o£i vocatiOnal pathways outstde t . th

~lc

tern and therefore have to be seen as a political

challeng~

^{m e}

ys I . . At

wake of the new Vocationa Trammg c ·

. . S hulversuch 'Berufskolleg It The title of the study is: "Evaluatwnsbencht zu~ . c . fi.ir Kultus Jlfgend

· Stud· · Auftrag des Mmtstenums ' d

mit Obungsfirma ·- Eme Ie Im h auf das Son er-

und Sport des Landes Baden-Wiirttemberg ~nter_Be~~ar=l~ der 'Zukunfls- programm 'Starkung der berutlichen Qua!J~k~tl~n m ~eneration"' (authors·

offensive Baden-Wiirtteii_Jberg - Chancen fiir ~:~ ~u~g(:utumn 2005)).

Thomas Deissinger & MIChael Ruf, yet unpu IS e

Conclusion

Currently, one of the most interesting issues in the German VET context i the shaping of borders' between initial training (apprenticeships) and full-time VET. With its institutional demarcation and more stJlJctured' system (Ryan 200 1 , Raggatt 1988 Harri ' & Dei -

.inger 2003), Gcnnany . eem to fi.nd it more difficult in general than other countries to develop more flexible structures that offer new pathways into skilled employment In addition to the federal political system, one of the reason for the so far rather fainthearted policy in this area seems to be that the country is rather reluctant when it comes to changing the long-standing patterns of responsi- bility within its VET system.

However the strong cultural foundation of dual apprenticeship training implie a huge dependence of the VET ystem on economic paramet r. and the labour market situation. As vocational full-time schools mostly offer formal school qualifications that only exjst outside the dual system, schools are in fact not prepared to develop a strong 'qualification function'. The latter :i neither perceived clearly by students who attend these school' nor by companies who are reluctant to accept these qualifications besides apprenticeships.

Therefore, efforts stretching further than the recent reform of the Vocational Training Act eem necessary. The implementation of practice firms can be seen as one of the tools to stabilise the school- ba. ed VET system in general and to make it more functional in relation to the labour market. This means strengthening the work-related features of school-based VET in order to pen up pathways and opportunities for young people outside the dual system. lt remains an open question whether full-time vocational schools really have to copy more of the apprenticeship sy tem in order to become com- petitive against a system that- even more than the school system- is associated with the cultural heritage of the country.

(8)

References

Beck, U., M. Brater & H. Daheim (1980) Soziologie der Arbeit und der Bentfe.

Grundlagen, Prob/entfeldet; For clumgsergebnisse. Reinbek bei Hamburg:

Rowohlt.

Buchtemann, .• J. Schupp & D.J. Soloff(1993) Obergiinge von der Schulc in den Benaf- Deutschland und USA im Vcrgleich. Mitteilungen aus der Arbeitsmarkl- und Benysforsclwng 26: 507-520.

CzychoH R. (200 I) Handlungsorientienrng und Kompetenzentwicklung in der benaf- liche!l Bildung. Pp. 170- 186 in Didnktik der beruflichen Bildung, B. Bonz (ed.) Baltmannsweiler: Schneider Verlag Hohengehren.

Deissinger, T. ( 1994) The Evolution of the Modern Vocational Training Systems in England and Gennany: a comparative view. Compare. A Joumal of Compara- tive Education 24: 17-36.

(1996) Germany' Vocational Training Act: Its Function as an lnstmrnent of Quality Control within a Tradition-based Vocational Training System. OA:ford Revi w of Educalion 22: 317-336.

( 1998) Bemjlichkeil als "01ganisierendes Prinzip" der deutschen Berufsaus- bi/dung. Markt Schwaben: Eusl.

(2003) Making School Practical: Practice Finns and their Function in the Full- time Vocational School System in Germany. (Paper prepared for the 2003 EUROVET Conference on Occupations and Education in Transition, 12-14 June 2003, Mustiala, Finland· submitted for publication).

(2004a) Apprenticeship ystcms in England and Gem1any: Decline 31)d Sur- vival' . Pp. 28-45 in Towards (t Histo1y of Vocational Education and Training (JIET) in Europe in a Comparative Perspective. Proceedings of the Firs tinter- national Cmtference, October 2002, Florence, Vol. I (CEDEFOP Panorama Series, No. 1 03), W.-D. Greinert & . Hanf (eds.). Luxembourg: Office for Official Publications of the European Communities.

(2004b) Germany's System of Vocational Education and Training: Challenges and Moderni ation Issues. International Journal of Training Research 2, no. I: 7 99.

Deissinger T. & S. Hellwig (2004) Initiatives and trategies to Secure Training Opportunities in the German Vocational Education and Training System. Jour- nal of Adult a11d Continuing Education 10(2): 160- 174. ..

Deis inger, T. & M. Ruf (2003) Wissenschaftliche Evaluation des Ubungsfirmen- konzept in Baden-Wiirttemberg- Skizzienmg des Forschungsvorhaben . Wlrt- sclwfl Plus- Magazinfiir Wlrtschaft und Bildung, no. 1/03: 5-8.

Euler, D. & G. Piitzold (2004) Gelingl mil der Novellienmg des Benaf1 bildungs- ge etzes der Spnmg von der Krisenverwaltung zur Reformgestaltung? Zeitschrifl fiir Benifs- tmd Wirtscha.ftspiidagogik l 00 (I): l- .

Euler D. ( 1998) Modemisienmg des dual en Systems- Problembereiche. Rejormvor- schliige, Konsens- rmd Dissenslinlen (Materittlien zur Bildrmgsplammg und zur Forschungsforderung). Bonn: BLK.

(2000) Bekannt, aber nicht anerkannt- zur Weiterentwicklung der B f:

b'ld · 1 · eru saus-

1 l~ng m sc llll ~s~her Trager chaft. Pp. 7 1-88 in Zukunfl der Beru{Sausbildun . Zwe1!e Moder~mnerung wlfer Beteiligung der berujlichen Jlol/z~itsc:lwlen e~

0. Zammer. Baelefcld: W. Bertelsmann. ·

Federal Institute of Vocational Training (Bundesinstltur fiir Bcnafsbildung) ( 2004a) Zur Kontrove~se urn das Berufsausbi/dungssiclterungsgesetz.

(http://www.b1bb.de/de/ 11693.htm).

:-- (2004b? Sc:hulische Vorbildung der Auszubildenden 1970 und 2002. (http://

www.?t~b.de/dokurnente/ pdf/a22_au weit. tat schaubilder ab0401 Jldf) Federal Mmastry f Educat"o d R 1 - · · · - · ·

. r n an esearc 1 (Bunde mmrstermm ftir Bildung und Forschung) (2003a) Report on Vocational Education and Training for the y, . 2003. Ptw/ I. ~htlp://W'.vw.bmbf.delpublbbb2003_en.pdf). · em (2003b) Au_ btldungsoffensive 2003: Ein Ziel- fiinf innovative Ausbildu _

strukturpro]ekte. Bonn. ngs

(2004a) Eckwerte Reform beruf/iche Bildung.

(http://www.b~~f.de/pub/eckwerte_bbig _reform.pdf).

- (2004b) Berujs~tldung ·bericht2004. (http://www.bmbf.de/pub/bbb 2004. df) - (_2005) ~e~·ufl;blldungsbel:ic~II 2005. (hllp://www.bmbf.de/pub/bbb -2005.p dt):

Fedea a! tat a tacal Office (Stallstasches Bundcsarnt) (2003) Akt11etle E -b · P

d . d . . . . ,rge msse a us

e' ^Illenten ·tatiSttkjill' das Wlntersemester 2003/2004.

(http://www.desta_tis_.de/ presse/deutsch/pk/2003/rgeb _ ws03 04 i.pdf).

- (2004a) Schu~stattsflk. (http://www.de tali ·.de/basisldlbiwi,n;J chuhab8.htm).

- (2004b) Arbettslosenqume. (http://www.destatis.de/indicator ldl arb21 Oad 1 t )

Feller G (2002) L · · 1 Ill .

'. · eastungcn und Defizite der Bcruf.~fachschule als Bildungsgang

~~t ~erufsa~schluss. ~p. 139-157 in Bit dung und Beruf. Au ·bildung und benys-

stlllhlure/1~, l~cmde! ^mder Wissensgese/lsc:hafl, M. Wingcns & R. Sackmann (ed .. ). Wemheun: Juventa.

Franz,~-(200 I) Zu~ Frage der internen Funktionalitiit des Beruftkollegs in Baden- Wurttemberg. Eme empirische Untersuchung unter Bezugnahme auf das BK 11 und . das BK Fremdsprachen, Unveri:iffentlichte Diplomarbeit UniversitiitKonsta Gremert: W_D. (1994) "The German System" q(flocationat'Training. Histo~ ~;~

gamzatwn, Prospects. Baden-Baden: Nomo Verlag. ' - (2004) D~s ,d~uts~he System" der Berufsausbildung amEnde seiner Entwick-

~ung? Zeltsch~!fi .(Ur Berufs- und Wirtscha.ftspiidc1gogik 100 (I): 106-115.

Harns, ~-& T. Derssmger (2003) Learning Cultures for Apprenticeships: A Com- parasonofGermanyaJJCIAutralia Pp 23-33 1'nE · h' L ·

p . . . · · nne mg earmng Cultures.

loc:ee~mgs of the 1 lth Annual International Co1!{erence ₀₁₁Post-com ·ul·o

E~ttcatwn and 71-t:ining Vol. 2, J. Searle, I. Yashin-Shaw & D. RocbucC(eds

Y

. Bra bane: Australaan Academic Press. · ·

M•lle~

Idriss, C. (20?2) Cha_llenge and Change in the German Vocational System . san e 1990. 0Ajord ReVIew of Education 28 (4): 473 90

Niep,'~~u.

H.T. ( 1999 ..

Di~

^Dbung^firmaals didaktisches K

nze~t

^zur^w,iterentwick-

w .. g des Kaufinannaschen Berufskollegs. Sc!wlverwa/nmg. Ausgabe B(u/en- nurttemberg 8(12): 267-269.

(9)

Patzold, G. & M. Wahle (2003) Das duale System der Berufsausbildung zwischen Erosionstendenzen und Modernisiemngschancen. Pp. 4 71-489 in Brmifs-und Wirtschajispiidagogik von A-Z, Diskussion Berufsbildung, Vol. 4, A. Bredow et al. (eds.). Baltmannsweiler: Schneider Verlag Hohengehren.

Raggatt, P. ( 1 988) Quality Control in the Dual System of West Germany. Oxford Review of Education 14: 163-186.

Reetz, L. ( 1986) Konzeptionen der Lernfirma. Ein Beitrag zur Theorie einer Organi- sationsform wirtschaftsbemflichen Lernens im Betriebsmodell Wirtschaft und Erziehung 38: 351-365.

Ryan, P. (200 I) Apprenticeship in Britain- Tradition and Innovation. Pp. 133-157 in Berufliche Bildung zwischennationaler Tradition und globaler Entwicklung, T. Deissinger (ed.). Baden-Baden: Nomos Verlag.

The Apprenticeship Crisis in Germany : The National Debate and Implications for Full-time Vocational Education and Training