76
Germany’s system of vocational education and training: challenges and modernisation issues
Thomas Deissinger, University of Konstanz/Germany
Abstract
The German education system has recently come under fire with the publication of various international studies on student performance (OECD 2000; 2003). And in the first national ‘Education Report’
(Bildungsbericht) published in October 2003 (Avenarius et al. 2003), the German ministers of education point out serious deficiencies in the country’s school system, with too many drop-outs, too few achievers of higher education entrance qualifications and too little support for students coming from poorer families. However, in a remarkable common press declaration released on 17 September 2003, the ministers of education in Austria, Switzerland and the three southern federal states1 deplored the fact that studies such as the recent OECD paper (OECD 2003) tend to neglect or completely ignore the overall significance of formal apprenticeships, which are not only the most striking common educational feature of the three German-speaking countries, but are also the learning pathway for the
‘ordinary school leaver’. The ministers claimed that the ‘Dual System’ with its apprenticeship focus, offers viable and well-accepted routes into skilled employment and modes of socialisation without being part of the formal education system, and they eventually appealed to the OECD to ‘accept and investigate the status of vocational education’.
This debate, which is also fostered by the announcement of the German Federal Government’s determination to substantially increase the number of students entering higher education, brings into focus the tendency in Germany to stick to established modes and practices by valueing
‘continuance of tradition’ (Phillips 1995, p. 61). It also throws new light Erschienen in: International Journal of Training Research ; 2 (2004), 1. - S. 76-99
on both the firmly rooted three-tier approach in the country’s secondary school system (Ertl 2000) and on the country’s vocational pathways that have for decades been considered to be reliable and successful, especially in international terms. One of the outstanding examples of a clear disinclination to reform is the Dual System of apprenticeship training. Although it may be argued that Germany’s high educational participation in post-compulsory secondary education is mainly due to the apprenticeship system (83% of 25-64 year-olds have reached this level),2 both the apprenticeship system and the full-time vocational schools now face challenges that have a national and an international dimension.
Besides globalisation and the changing nature of industrial work organisation (Baethge & Baethge-Kinsky, 1998), Germany’s re-unification and a slackening economy continue to put strain on the national budget, on the labour market and on the education and training system (Miller Idriss 2002). Against this background, modernisation issues have emerged which touch the relationship between full-time and part-time VET as well as the nature of apprenticeships.
Characteristics of the German system of vocational education and training
4HE $UAL 3YSTEM OF INITIAL VOCATIONAL TRAINING IN 'ERMANY OWES MUCH OF ITS REPUTATION TO THE FACT THAT IT HAS REMAINED ONE OF THE MOST FREQUENTLY THOUGH NOT NECESSARILYSUCCESSFULLY COPIEDTRAININGSYSTEMSINTHEWORLD!RNOLD'REINERT &URTHERMOREITISOFTENQUOTEDWHENITCOMESTOWORKINGOUTCONTRASTSWITH OTHERCOUNTRIESINCLUDING!USTRALIAEG$EISSINGERCB+EATINGETAL
#OFFEY2HODES"URKE2EULING /BVIOUSLYTHERESEEMSTOEXISTA NUMBEROFMAJORDISCREPANCIESBETWEENWHATMAYBECALLEDTHE@!NGLO3AXONMODEL OF6%4ASREALISEDINTHE5+OR!USTRALIAANDTHE@$UAL3YSTEMIN'ERMANYWITH ITSLONGSTANDINGAPPRENTICESHIPTRADITION$EISSINGERB
Working principles of apprenticeships in the dual system
!LTHOUGH THE COMBINATION OF LEARNING AND WORK WITHIN THE BOUNDS OF A DUALISM OF @LEARNING SITES PARTTIME VOCATIONAL SCHOOL AND TRAINING COMPANY IS NORMALLY CONSIDEREDTOBETHEQUINTESSENTIALFACETOFTHE'ERMANSYSTEMOFVOCATIONALTRAINING 'REINERT ITS WORKING PRINCIPLES ARE MORE COMPLEX )TS CRUCIAL PHILOSOPHY IS VOCATIONALISM WHICH MEANS THAT TRAINING IS WORKPLACE LED AND PREDOMINANTLY PRACTICALSTRESSINGTHEIMPORTANCEOFWORKEXPERIENCEDURINGTHETRAININGPERIOD)T ENCOMPASSESAHOLISTICSETOFCOMPETENCESDElNED@AROUNDTHEWORKPLACE(ARNEY
$EISSINGER AND BASED ON NATIONAL QUALIlCATION STANDARDS ACCORDING TO THE 6OCATIONAL 4RAINING !CT OR "ERUFSBILDUNGSGESETZ $EISSINGER 2AGGATT )NTERMSOFITS@MACROSTRUCTURETHE$UAL3YSTEMISDETERMINEDBY THESTATESACTIVEROLETHATSECURESOCCUPATIONALSTANDARDSANDCONDITIONSOFSKILLED APPRENTICESHIP 5NLIKE OTHER COUNTRIES THAT HAVE APPRENTICESHIPS AS PART OF THEIR TRAININGSYSTEMSTHELAWIN'ERMANYSTIPULATESWHATMAKESANAPPRENTICESHIP2YAN P ANDTRAININGTHUSBECOMESLEGALLYENFORCEABLEWHILEATTHESAMETIME BEINGRELEVANTTOTHESKILLDEMANDSOFEMPLOYERS2AGGATT
!GAINST THIS BACKGROUND THE 'ERMAN @TRAINING CULTURE "ROWN %VANS IS BASED ON THE NOTION THAT VOCATIONAL TRAINING SHOULD NOT ONLY BE A SPECIlC FORM OF EMPLOYMENT BUT ALSO AN EDUCATIONAL ISSUE 4HEREFORE UNDER THE FEDERAL STATE EDUCATIONACTSITISMANDATORYFORSCHOOLLEAVERSUNDERTHEAGEOFEIGHTEENWHOARE NOTINHIGHERORFURTHEREDUCATIONTOATTENDTHELOCALPARTTIMEVOCATIONALSCHOOLON ASANDWICHORDAYRELEASEBASISMAKINGTHESYSTEMA@DUALSYSTEM ,ESSONSINTHE VOCATIONALSCHOOLINCLUDEVOCATIONALSUBJECTSRELEVANTTOTHERESPECTIVEOCCUPATION BUTALSOGENERALSTUDIESSUCHAS'ERMAN%NGLISHOR3PORTS'EORG+ERSCHENSTEINER IS WIDELY HELD TO BE THE FATHER OF THE 'ERMAN VOCATIONAL SCHOOL AND HIS CONVICTION THAT @EDUCATION FOR THE ORDINARY MAN AND WOMAN MUST BE WOVEN INTOTHEPRACTICALWORKOFLIFE(IGGINSONP CLEARLYSHAPEDNOTJUSTTHE DUALISM OF THE SYSTEM BUT ALSO UNDERLINED THE IDEA OF "ERUF OR VOCATION WHICH IN +ERSCHENSTEINERS EYES STOOD FOR THE MAJOR ROUTE BY WHICH AN INDIVIDUAL OUGHT TO ACHIEVEHISORHERPERSONALDEVELOPMENT3UCHANIDEALWITHOUTITSVOCATIONALBIAS REFERSBACKTO(UMBOLDTSEDUCATIONALTHEORYDEVELOPEDATTHEBEGINNINGOFTHETH CENTURY WHICH WAS THEN ASSOCIATED WITH THE CONCEPT OF NONUTILITARIAN ACADEMIC EDUCATION"ILDUNG OFTHEUPPERCLASSES"LANKERTZ"LANKERTZPPFF :ABECKA
(OWEVERTHEMOSTINTERESTINGASPECTOF'ERMANYS$UAL3YSTEMISTHEFACTTHATON THECOMPANYSIDETHESTATESFUNCTIONISRESTRICTEDTOSECURINGQUALITYSTANDARDSINA PREDOMINANTLYFORMALMANNER"ESIDESPUBLICINSTITUTIONSSUCHASTHE&EDERAL-INISTRY OF %DUCATION AND 2ESEARCH "-"& THE &EDERAL )NSTITUTE OF 6OCATIONAL 4RAINING
"I"" ANDTHEVARIOUSFEDERALSTATEMINISTRIESOFEDUCATIONRELIABLEPARTICIPATIONOF lRMSISONEOFTHEKEYREQUIREMENTSFORTHESUCCESSFULWORKINGOFVOCATIONALTRAINING )TMAYBEARGUEDTHATTHETRAININGMARKETIN'ERMANY@HASTHECHARACTEROFASUPPLIERS MARKET'REINERTP.#6%2P /NCEATRAININGCONTRACTHAS BEEN SIGNED THE lRM ACCEPTS THE PRINCIPAL lNANCIAL RESPONSIBILITY FOR THE TRAINING PROCESSINCLUDINGALLDIRECTANDINDIRECTCOSTSSUCHASTRAININGPERSONNELMACHINERY TRAININGADMINISTRATIONANDSOCIALINSURANCECONTRIBUTIONS4HESYSTEMBEINGFUNDED PRINCIPALLY BY EMPLOYERS REmECTS THE PRINCIPLE THAT COMPANIES PROVIDE TRAINING OPPORTUNITIESONAVOLUNTARYBASIS7HILETHEOVERALLTRAININGPARTICIPATIONQUOTAIN 'ERMANYISALMOSTINTHEOLDANDINTHENEWFEDERALSTATES AT PARTICIPATIONBIGCOMPANIESTRAINTOAVERYLARGEEXTENT)NCOMPANIESINVESTED
NEARLY BILLIONINTHE$UAL3YSTEMWITHANAVERAGETRAININGOUTLAYPERAPPRENTICE CURRENTLYRATEDAT PA"EICHT7ALDEN 4HEREFORETHECOSTARGUMENT ISONEOFTHEMOSTIMPORTANTREASONSCOMPANIESGIVEFORNOTOFFERINGMORETRAINING OPPORTUNITIESINTHEAPPRENTICESHIPSYSTEM
!LTHOUGHTHETRAININGPROVIDEDWITHINBUSINESSESISESSENTIALITISNOTDESIGNEDTOLEAD TOOVERSPECIALISEDTRAININGSINCEPRIORITYISGIVENTO@BROADBASEDKNOWLEDGEANDTHE ACQUISITIONOFBASICTECHNIQUES'£HIN-£HAUTP &ORTHISPURPOSETHE ADMINISTRATIVEANDORGANISATIONALCONTRIBUTIONOFTHECHAMBERSISINDISPENSABLE4HE 6OCATIONAL4RAINING!CT$EISSINGER PLACESVOCATIONALTRAININGINTHEHANDSOF lRMS AND CHAMBERS AND THUS EMPHASISES THE PRINCIPLE OF SELFGOVERNMENT :ABECK B 4HE@COMPETENTAUTHORITIESnASTHECHAMBERSARENAMEDBYLAWnMONITOR INCOMPANY TRAINING SUPPORT TRAINING COMPANIES AND HOLD EXAMS FOR JOURNEYMEN SKILLEDINDUSTRIALWORKERSCOMMERCIALCLERKSANDMASTERS
4HUS THE ELEMENTS INVOLVED IN THE 'ERMAN TRAINING SYSTEM CAN BE SUMMARISED AS FOLLOWS
• 6OCATIONALISMLINKEDTOTHENOTIONOF"ERUF
• &ORMALSTATEQUALITYCONTROL
• $UALISMOFLEARNINGSITES
• #OMPULSORYATTENDANCEATTHEVOCATIONALPARTTIMESCHOOL
• #OMMITMENTANDINVOLVEMENTOFCHAMBERSANDCOMPANIES
#LEARLY THE 'ERMAN APPRENTICESHIP SYSTEM IS NOT ONLY THE CURRENT @CENTREPIECE OF VOCATIONAL EDUCATION AND TRAINING IN THE &EDERAL 2EPUBLIC 2AGGATT P BUTITGOESBACKTOSTRONGCULTURALFOUNDATIONSINCLUDINGTHELONGSTANDINGTRADITION OF CRAFT TRAINING WHICH ACTUALLY DATES BACK TO THE -IDDLE !GES .#6%2
#OMPAREDWITHOTHER%UROPEANCOUNTRIESnESPECIALLY"RITAIN$EISSINGER nTHE GENESIS OF THE MODERN VOCATIONAL TRAINING SYSTEM WAS THE OUTCOME OF CRUCIAL STATE ACTIVITIESTOREVITALISETHEANCIENTCRAFTSYSTEM4HESYSTEMBECAMEA@DUALTRAINING SYSTEM DURING THE lRST TWO DECADES OF THE TH CENTURY WHEN VOCATIONAL PARTTIME SCHOOLSREPLACEDTHECONTINUATIONSCHOOLSALTHOUGHCOMPULSIONWASONLYENFORCEDIN TOACCOMPANYAPPRENTICESHIPSANDTOGIVEYOUNGPEOPLEEDUCATION@THROUGHTHE VOCATION4HECHAMBERSOFINDUSTRYANDCOMMERCEBEGANHOLDINGEXAMINATIONSFOR INDUSTRIALWORKERSAROUNDTHEMIDDLEOFTHESBASEDONTRAININGRECOMMENDATIONS -UTH3CHÓTTEPPFF 3INCETHENINDUSTRIALASWELLASCOMMERCIAL TRAINING HAS BEEN SUBJECT TO THE CORPORATIST FRAMEWORK ASSOCIATED WITH THE CRAFT TRAININGTRADITIONANDISANECONOMICALLYRELEVANTPARTOFTHEEMPLOYMENTSECTOR )NCOMPARING'ERMANDUALAPPRENTICESHIPSWITHMODERNAPPRENTICESHIPSINTHE5+
2YAN P REFERS TO THE KEY DIFFERENCES BETWEEN THE TWO COUNTRIES AND INDICATESTHATTHEREMAYBESOME@OVERREGULATIONOFTHE'ERMANSYSTEM
xTHECONTRASTTO'ERMANYISSHARP4HEREISNOEQUIVALENTOF 'ERMANYSMINIMUMTRAININGPERIODSMANDATORYPARTTIMECOURSESAT THE"ERUFSSCHULEANDCOMPULSORYGENERALEDUCATION-OREGENERALLY WHILEINCONTINENTAL%UROPEAPPRENTICESHIPISINTEGRATEDINTOTHENATIONAL EDUCATIONSYSTEMSTRADDLINGTHEWORLDSOFEDUCATIONANDTRAINING
"RITISHAPPRENTICESHIPISLOCATEDlRMLYONTHETRAININGSIDE/NE POTENTIALBENElTOF"RITISHARRANGEMENTSISGREATERADAPTABILITYAND mEXIBILITYOFTRAININGCONTENTINRESPONSETOECONOMICCHANGE4HETIME THATITTAKESTOREVISEAPPRENTICESHIPCURRICULAIN'ERMANYISWELLKNOWN x
!PPRENTICESHIPS ARE OFFERED TO YOUNG PEOPLE IN A RANGE OF RECOGNISED SKILLED OCCUPATIONS AND ALTHOUGH DECLINING SINCE THE MID S 2EINBERG (UMMEL PF THE SYSTEM STILL TAKES IN SOME OF YEAR OLD SCHOOL LEAVERS ON THEIR WAY TO INDEPENDENT ADULTHOOD INCLUDING THOSE WITH A HIGHER EDUCATION ENTRANCEQUALIlCATION!BITUR WHOMAKEUPAROUNDOFALLAPPRENTICES5NLIKE IN MOST OTHER %UROPEAN COUNTRIES WITH THE EXCEPTION OF!USTRIA AND 3WITZERLAND APPRENTICESHIPSIN'ERMANYEXISTINNEARLYALLBRANCHESOFTHEECONOMYINCLUDINGTHE PROFESSIONSANDPARTSOFTHECIVILSERVICE
#OMPLYING WITH THE CRAFT TRADITION SMALL AND MEDIUMSIZED COMPANIES ARE MAJOR SUPPLIERSOFTRAININGOPPORTUNITIES$EISSINGERB )NTHE#RAFT2EGULATION
!CT(ANDWERKSORDNUNG ENCAPSULATEDEARLIERLEGISLATIONDATINGBACKTOTHELATETH CENTURY $EISSINGER BY MAKING PROVISIONS AFFECTING VOCATIONAL TRAINING IN GENERALANDTHETAKINGONANDINSTRUCTIONOFAPPRENTICESINPARTICULAR+NRR PP FF )T DElNED A LIST OF TRADES AS CRAFT OCCUPATIONS "ENNER PP F 4HISLAWHASBEENINEXISTENCEEVERSINCEASAPARALLELCODETOTHE6OCATIONAL 4RAINING !CT 4HERE ARE NO CRUCIAL DEVIATIONS FROM THE PRINCIPLES UNDERLYING THE GENERALFRAMEWORKTYPICALOFAPPRENTICESHIPTRAININGIN'ERMANYWITHTHEEXCEPTION OF A @FULLSCALE PROOF OF COMPETENCE (OWEVER THIS IS ONLY INDIRECTLY LINKED TO APPRENTICESHIPSASITMAINLYAFFECTSTHERIGHTTOESTABLISHACRAFTBUSINESSFORDETAILS SEE+NRR 4HISISCURRENTLYATSTAKEWITHTHE'ERMANGOVERNMENTSINTENTIONTO LIBERALISELABOURMARKETSINORDERTOCOMPLYWITH%UROPEANLAW
$ESPITEBEINGMOREORLESSIGNOREDINTHECONTEXTOFINTERNATIONALSCHOOLPERFORMANCE STUDIES APPRENTICESHIPS HAVE TO BE SEEN AS PART OF THE EDUCATIONAL SYSTEM AND IN 'ERMANY!USTRIA AND 3WITZERLAND 'RUBER 'ONON THEY STILL PROVIDE RESPECTED PATHWAYS INTO THE WORLD OF WORK FOR THE MAJORITY OF SCHOOL LEAVERS )N 'ERMANY NEITHER THE EXPANSION OF FULLTIME VOCATIONAL COURSES IN SCHOOLS NOR THE IDEOLOGICALLY MOTIVATED CRITIQUE OF THE $UAL 3YSTEM DURING THES AND S PUTTHESYSTEMATSTAKEDESPITEITBEINGBRANDEDASASYSTEMOFEXPLOITATIONBYTHE
@EMANCIPATORY EDUCATIONAL MOVEMENT +ELL $EISSINGER PP FF
"AETHGE 4HE ACCUSATION OF THE TIME AGAINST APPRENTICESHIP TRAINING THAT IT WAS A @DEAD END ROAD IS NOT VALID THESE DAYS SINCE IT IS THIS VOCATIONAL EDUCATION
SYSTEMASAWHOLETHATOPENSUPVARIOUSPATHWAYSLEADINGTOGENERALQUALIlCATIONS EGTHE!BITURIETHEGENERALHIGHEREDUCATIONENTRANCEQUALIlCATION ORVOCATIONAL QUALIlCATIONSEGTECHNICIANQUALIlCATIONSINTHEVOCATIONALSPECIALTRAININGSCHOOLS ANDHELPSYOUNGPEOPLETOPROGRESS4HEFOLLOWINGCHARTILLUSTRATESTHESETRAJECTORIES WITHINTHE'ERMANSYSTEMINTHECASEOFTHESCHOOLLEAVERCOMINGFROMTHELOWER SECONDARYSCHOOL
4ABLE
Polytechnic University Polytechnic University
VFTS VFTS VFTS VFTS
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VFTS VFTS
Voc Prep Voluntary 10th
Year school year
Ordinary school-leaving qualification (age 15/16)
Lower secondary school (5 or 6 years)
Functional diversity of full-time vocational schools
)N TERMS OF STUDENT NUMBERS THE $UAL 3YSTEM PARTICIPANTS OUTWEIGH THE NUMBERS INFULLTIMEVOCATIONALSCHOOLS/UTOFNEARLYMILLIONSTUDENTSINNONACADEMIC 6%4 IN MILLION WERE UNDERGOING AN APPRENTICESHIP IN THE $UAL 3YSTEM ATTENDED AN ORDINARY VOCATIONAL FULLTIME SCHOOL "ERUFSFACHSCHULE WITH THE OPTION OF ENTRY LEVEL VOCATIONAL TRAINING IN SPECIlED OCCUPATIONAL AREAS SUCH ASNURSINGORPHYSIOTHERAPYDEPENDINGONTHETYPEOFSCHOOLANDTHEFEDERALSTATE (OWEVERTHENUMBEROFSTUDENTSATTENDINGTHREEOFTHEMAJORSUBTYPESINFULLTIME 6%4VOCATIONALFOUNDATIONYEARVOCATIONALPREPARATIONCOURSESORDINARYVOCATIONAL FULLTIMESCHOOLS INCREASEDBETWEENANDFROMTO)TMAY BEARGUEDTHATTHEREISANEMPIRICALINTERACTIONBETWEENTHISRISEANDTHESITUATIONIN THETRAININGMARKET!SCOMPANIESEXPRESSDOUBTSABOUTTHEFUTUREDEMANDFORSKILLED EMPLOYEESANDCOMPLAINABOUTTHELACKOFTRAININGMATURITYAMONGSCHOOLLEAVERS THELATTERHAVETOSEARCHFORALTERNATIVEPATHWAYSAPHENOMENONWHICHISAGGRAVATED BY THE REGIONAL AND OCCUPATIONAL IMBALANCES IN THE TRAINING MARKET INCLUDING THE DIFlCULTSITUATIONINEASTERN'ERMANY4HEREFORETHENUMBERSOFSTUDENTSENTERING HIGHER EDUCATION AND THE INmUX INTO VOCATIONAL FULLTIME SCHOOLS HAVE INCREASED IN RECENTYEARSANDARELIKELYTORISEFURTHERINTHEFORTHCOMINGYEARSFORALLlGURESSEE
&EDERAL-INISTRYOF%DUCATIONAND2ESEARCH
"ESIDES WHAT MAY BE CALLED THE @PARKING FUNCTION OF VOCATIONAL SCHOOLS DUE TO TRAININGMARKETRESTRAINTS2EINBERG(UMMELP THERELATIONSHIPBETWEEN THE$UAL3YSTEMANDTHEVARIOUSSUBTYPESOFSCHOOLBASEDVOCATIONALEDUCATIONAND TRAINING SYSTEMS UNDER THE AUSPICES OF THE FEDERAL STATES APPEARS TO BE AMBIVALENT 4HIS MEANS THAT VOCATIONAL SCHOOLS BASICALLY SERVE THREE FUNCTIONS DEPENDING ON THE COURSE AND THE INSTITUTION OFFERING IT &ELLER 2EINISCH +ELL
$EISSINGER2UF
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s 6OCATIONAL TRAINING MOSTLY TWO TO THREE YEARS WHICH MEANS LEADING YOUNG PEOPLETOACHIEVEAPORTABLEOCCUPATIONALQUALIlCATIONOUTSIDETHE$UAL3YSTEM )N TERMS OF VOCATIONAL TRAINING SCHOOLBASED 6%4 IS CONSIDERED COMPLEX SINCE VOCATIONALFULLTIMESCHOOLSMAYOFFERCOURSESLEADINGTOQUALIlCATIONSEITHERWITHIN OROUTSIDETHESCOPEOFTHE6OCATIONAL4RAINING!CT)NADDITIONSOMESCHOOLSDELIVER ENTRYLEVELTRAININGBASEDONSPECIALISEDFEDERALREGULATIONSSUCHASINTHEAREAOFHEALTH OCCUPATIONS WHILST THE ORDINARY FULLTIME VOCATIONAL SCHOOLS "ERUFSFACHSCHULEN PROVIDE FOR A WIDE RANGE OF STUDENTS AND ASPIRATIONS 4HERE ARE SCHOOLS THAT OFFER
AFULLOCCUPATIONALQUALIlCATIONANDTHEREAREINSTITUTIONSTHATONLYPARTLYFOCUSON OCCUPATIONRELEVANTCOMPETENCIESASTHEYDELIVEREITHERSCHOOLQUALIlCATIONSSUCH ASTHEINTERMEDIATESECONDARYSCHOOLLEAVINGCERTIlCATE ORCONCENTRATEONVOCATIONAL PREPARATION&ELLER /NEOFTHEBIGGESTPROBLEMSISTHELACKOFACCEPTANCEFROM THE LABOUR MARKET FOR MOST VOCATIONAL QUALIlCATIONS OBTAINED IN SCHOOLBASED FULL TIMECOURSESAGAINSTTHEBACKGROUNDOFALONGESTABLISHED$UAL3YSTEM%ULER /WINGTOSPACECONSTRAINTSINTHISPAPERITISNOTPOSSIBLETODISCUSSTHESEFUNCTIONS IN MORE DEPTH 4HEREFORE THE "ERUFSKOLLEG VOCATIONAL COLLEGE IN THE FEDERAL STATE OF "ADEN7ÓRTTEMBERGHA BEENS CHOSEN TO ILLUSTRATE THE AMBIVALENCE OF FULLTIME VOCATIONAL EDUCATION IN 'ERMANY 4HE VOCATIONAL COLLEGE IS A SCHOOL THAT CAN BE ATTENDED BY STUDENTS WITH A MEDIUMLEVEL SCHOOL LEAVING QUALIlCATION MITTLERER
"ILDUNGSABSCHLUSS WHICH MAY BE OBTAINED IN A VOCATIONAL FULLTIME SCHOOL FOR EXAMPLE IN A "ERUFSFACHSCHULE OR IN GENERAL EDUCATION IN THE 'YMNASIUM OR THE 2EALSCHULE 4HEFOLLOWINGTABLESHOWSWHERETHE"ERUFSKOLLEG"+ ISLOCATEDWITHIN THESCHOOLSYSTEMOF"ADEN7ÓRTTEMBERG
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"ADEN7ÓRTTEMBERG
BRANCHES
Commercial Schools Technical Nutrition/Home Economics Social Pedagogy SCHOOL TYPES
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3 years
BK I BK Languages Dual BK
6 years
BK II
FULL-TIME PART-TIME
%NTRYREQUIREMENTS
s 6OCATIONAL&ULLTIME3CHOOLLOWERSECONDARYEDUCATIONYEAR(AUPTSCHULE s (IGHER6OCATIONAL3CHOOLINTERMEDIATESECONDARYEDUCATIONYEAR2EALSCHULEOR
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s 6OCATIONAL#OLLEGEINTERMEDIATESECONDARYEDUCATIONYEAR2EALSCHULEOR 6OCATIONAL&ULLTIME3CHOOL
s 6OCATIONAL0ARTTIME3CHOOLINTHE$UAL3YSTEMLOWERSECONDARYEDUCATIONYEAR (AUPTSCHULE
"+COURSESHOLDTHEFOLLOWINGOPTIONSALTHOUGHTHEIRDOMINANTFUNCTIONWITHTHE EXCEPTIONOFTHE"+)ANDTHE$UAL"+ ISNOWTOPROVIDESTUDENTSWITHAPOLYTECHNIC ENTRANCEQUALIlCATIONINADDITIONTOTHEIROCCUPATIONALQUALIlCATIONACONCEPTTHATIS LIKELYTOEMERGEASTHEREGULARMODELINTHEFUTUREFOLLOWINGTHEGROWINGTENDENCYOF 'ERMANSCHOOLLEAVERSTOSTRIVEFORHIGHEREDUCATION
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s "+"USINESS)NFORMATION-ANAGEMENTnTWOYEARS s "+WITHPRACTICElRMnTWOYEARS
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s ;$UAL"+SPECIALPARTTIMESCHOOLFORAPPRENTICESWITHAGRAMMAR SCHOOLLEAVINGQUALIlCATION nTWOYEARS=
4HE FACT THAT APPRENTICESHIP SHORTAGES AND TRAINING MARKET IMBALANCES ARE LIKELY TOPERSISTISPUTTINGSTRAINONTOSCHOOLBASEDVOCATIONALEDUCATIONANDTRAININGINA SPECIlCWAY0OLICYMAKERSCONTINUALLYCLAIMTHATTHEAPPRENTICESHIPSYSTEMHASTO BESTRENGTHENEDWHILEATTHESAMETIMEINSISTINGTHATPROGRESSIONINTOHIGHEREDUCATION OUGHTTOBEPUSHED4HUSTHE@MULTIFUNCTIONALITYOFVOCATIONALSCHOOLSHASTOBE SEENINANEWLIGHT4HEIRPRESENTFUNCTIONISSTRONGLYLINKEDTOENTRYINTOFURTHEROR HIGHEREDUCATIONRATHERTHANTOTHEPURPOSEOFDELIVERINGLABOURMARKETQUALIlCATIONS BUTASSCHOOLSHAVETOSERVEANINCREASINGLYDIVERSECLIENTELETEACHERSINFUTUREARE LIKELYTOBEFACEDWITHAWIDERANGEOFSTUDENTSWITHDIFFERENTASPIRATIONS4HE"ADEN 7ÓRTTEMBERG -INISTRY OF %DUCATION IS CURRENTLY INTENT ON lNDING WAYS TO INCREASE THELABOURMARKETRELEVANCEOFSCHOOLBASEDQUALIlCATIONSTHISPARTICULARLTAFFECTSTHE VOCATIONALCOLLEGESANDTHEACCEPTANCEANDPORTABILITYOFTHEASSISTANTQUALIlCATION /NEOFTHEDIDACTICALTOOLSWHICHISSUPPOSEDTOHELPACHIEVETHISGOALISTHEONGOING IMPLEMENTATIONOFPRACTICElRMSINEACHOFTHESTATESVOCATIONALCOLLEGES$EISSINGER 2UF 4HISCOULDEVENTUALLYRESULTINANEWPOLICYTOSTRENGTHENTHEVOCATIONAL QUALIlCATION FUNCTION OF SCHOOLS IN GENERAL AND COPE WITH THE GROWING NUMBER OF SCHOOLLEAVERSWHOWANTTOSTEPINTO6%4ASAPATHWAYINTOHIGHEREDUATION
Problem issues and challenges
,OOKING AT THE WORKING PRINCIPLES OF THE $UAL 3YSTEM ESPECIALLY THE VOCATIONAL PRINCIPLE AS ITS @DElNING ELEMENT -ILLER )DRISS P IT BECOMES EVIDENT
THATVOCATIONALTRAININGISEMBEDDEDINA@STRESSlELDBETWEENPRIVATEINTERESTSAND PRIVATECOMMITMENTINTHElELDOFAPPRENTICESHIPSONTHEONEHANDANDPUBLICAND STATEINTERFERENCEINORDERTOSECUREASMANYTRAININGOPPORTUNITIESASPOSSIBLEAND MAINTAINSTANDARDSOFTRAININGOUTCOMESONTHEOTHER+ELL )NTHEPASTDECADE THE'ERMAN$UAL3YSTEMHASBEENINCREASINGLYCRITICISEDFORITSOBSOLESCENCEINTHE FACE OF A RAPIDLY CHANGING ECONOMIC AND SOCIAL ENVIRONMENT EG 'EISSLER -OREOVER THE SERIOUS SITUATION IN THE TRAINING MARKET ESPECIALLY IN THE EAST OF 'ERMANY HAS EMERGED AS AN IMPORTANT ISSUE OF PUBLIC CONCERN )N THE TASK OF PROVIDING ALL APPLICANTS WITH A TRAINING PLACE WAS AGAIN ASSOCIATED WITH MAJOR CHALLENGES!TTHENUMBEROFNEWTRAININGCONTRACTSWASDOWNON THEPREVIOUSYEARANDDECREASINGBYREACHEDANUNEXPECTEDLYLOWLEVEL&OR THETRAININGYEARTHATBEGANINAUTUMNTHE&EDERAL,ABOUR/FlCEREPORTEDAN DECREASEINAVAILABLETRAININGPLACESINTHEWESTERNSTATESAGAINSTTHEPRECEDING YEARWHICHMEANSTHATBYEARLY/CTOBERTHEREWERESTILLYOUNGPEOPLE SEEKINGANAPPRENTICESHIPPLACE"OTHTHEINDUSTRIALANDTHECRAFTSECTORBEINGTHE TWOSTRONGHOLDSOFTRAININGPROVISIONSUFFEREDMAJORDECLINES
4ABLE$ISTRIBUTIONOFAPPRENTICESANDCHANGESRENUMBERS TOPREVIOUS YEARNEWCONTRACTS ACCORDINGTOAREAOFEMPLOYMENTTRAININGSECTOR
;WESTERN'ERMANY=
share in 2002 change on 2001
Industry and trade 53.0 % - 8.3 %
Craft trades 31.2 % - 7.0 %
Professions 10.4 % - 1.5 %
Public sector 2.5 % - 2.5 %
Agriculture 2.1 % + 2.9 %
Domestic services 0.7 % - 3.9 %
4ABLE$ISTRIBUTIONOFAPPRENTICESANDCHANGESRENUMBERS TOPREVIOUS YEARNEWCONTRACTS ACCORDINGTOAREAOFEMPLOYMENTTRAININGSECTOR
;EASTERN'ERMANY=
share in 2002 change on 2001
Industry and trade 59.3 % - 5.8 %
Craft sector 27.6 % - 10.5 %
Professions 5.4 % - 5.0 %
Public sector 2.8 % - 8.1 %
Agriculture 3.6 % + 0.6 %
Domestic services 1.2 % - 4.0 %
!CCORDINTTOTHE&EDERAL-INISTRYOF%DUCATIONAND2ESEARCH THEFOLLOWING FACTORSWERERESPONSIBLEFORTHESERIOUSSITUATIONINTHETRAININGMARKET
s THEWEAKECONOMY
s INSECURITIESABOUTTHEFUTUREDEMANDFORSKILLEDEMPLOYEES s LACKOFTRAININGMATURITYAMONGSCHOOLLEAVERS
s REGIONALANDOCCUPATIONALIMBALANCESINTHETRAININGMARKET
4HE&EDERAL'OVERMENTHASMADEITCLEARITCONSIDERSTHE$UAL3YSTEMISINACRITICAL STATEANDHASANNOUNCEDANUMBEROFCOMPENSATINGMEASURESTORELIEVETHEUNSTABLE SITUATION IN THE TRAINING MARKET !LTHOUGH THESE MEASURES ARE PARTLY OUTSIDE THE 'ERMANTRAININGTRADITIONTHEYARENEVERTHELESSSEENINTHECONTEXTOFTHEHIGHRESPECT THATHASALWAYSBEENPAIDTOVOCATIONALTRAINING)NTHE&EDERAL4RAINING2EPORT
&EDERAL-INISTRYOF%DUCATIONAND2ESEARCHP ITISARGUEDTHATx THESE CHALLENGESCALLFORCONTINUEDANDINCREASEDINITIATIVESAIMING ATTHEQUALITATIVEIMPROVEMENTOFTHEVOCATIONALEDUCATIONANDTRAINING OFALLTHOSECONCERNED3OUNDANDBROADBASEDVOCATIONALEDUCATION ANDTRAININGOFALLYOUNGPEOPLEISANDWILLREMAINONEOFTHEMOST IMPORTANTCORNERSTONESOFTHEABILITYOFINDUSTRYANDSOCIETYALIKETOMEET FUTURECHALLENGES
)THASALSOBECOMEOBVIOUSSEE4ABLE THATTHENEWFEDERALSTATESEASTERN'ERMANY ARE PARTICULARLY AFFECTED AS THE CRAFT TRADITION THERE IS NOT AS STRONG AS IN THE WEST AND COMPENSATION COMING FROM PUBLIC FUNDS DOES NOT MATCH DElCIENCIES IN THE PRIVATESECTOR.EVERTHELESSIN/CTOBERTHE&EDERAL'OVERNMENTWASHOPING TO REDUCE THE NUMBER OF @UNPROVIDED APPLICANTS IN THE EASTERN STATES FROM TO BY OFFERING PUBLICLY lNANCED ALTERNATIVES TO SCHOOL LEAVERS !T THE SAME
TIME GOVERNMENT DOES NOT WANT THE SYSTEM TO CHANGE FUNDAMENTALLY BUT WANTS TO SEEMODERNISATIONTAKINGPLACEWITHINITSBOUNDARIES4HEREFORETHEFOCUSREMAINS PRIMARILYONEMPLOYERSASMAJORPROVIDERSOFAPPRENTICESHIPTRAINING
"YPROVIDINGANAPPROPRIATEGENERALFRAMEWORKTHE&EDERAL 'OVERNMENTSFUTUREVOCATIONALEDUCATIONANDTRAININGPOLICYWILL FOCUSAMONGOTHERTHINGSONSUPPORTINGINDUSTRYINITSEFFORTSTO SUPPLYANUMBEROFTRAININGPLACESTHATMATCHESTHEDEMAND4HIS FRAMEWORKWILLINCLUDEBOTHAREFORMOFVOCATIONALEDUCATIONAND TRAININGLAWANDANECONOMICPOLICYFURTHERINGSMALLANDMEDIUM SIZEDENTERPRISES)NADDITIONTOECONOMICRECOVERYSUCHAPOLICY CANPLAYAMAJORROLEINTHISSITUATION!TTHESAMETIMEREFORMS STARTEDDURINGTHEPASTLEGISLATIVEPERIODWILLBEVIGOROUSLYPURSUED THESEREFORMSWEREDESIGNEDTOMODERNISETHEINITIALANDCONTINUING VOCATIONALEDUCATIONANDTRAININGSYSTEMMAKEITMOREmEXIBLEAND OPENITUPATTHEINTERNATIONALLEVEL
&EDERAL-INISTRYOF%DUCATIONAND2ESEARCHP
$ESPITE THIS SUPPORT FOR PRIVATELY FUNDED APPRENTICESHIPS THE GOVERNMENT HAS BEEN FORCED TO SUBSIDISE TRAINING SCHEMES CREATED FOR THE PURPOSE OF ESTABLISHING ALTERNATIVEWAYSOFVOCATIONALPREPARATIONANDINTEGRATIONDUETOTHEFRAGILEECONOMIC FRAMEWORK IN EASTERN 'ERMANY )N AGAINST A BACKGROUND OF RISING YOUTH UNEMPLOYMENTTHE*5-0PROGRAMME*5GEND-IT0ERSPEKTIVEnWHICHMEANS9OUTH WITH0ERSPECTIVES WASINITIATEDWITHTHEAIMOFBRINGINGYOUNGPEOPLEINTOTRAINING BEYONDTHEREGULARTRAININGMARKET"UNDESMINISTERIUMFÓR!RBEITUND3OZIALORDNUNG
"UNDESMINISTERIUMFÓR"ILDUNGUND&ORSCHUNG )NSPECIALTRAINING PLACEPROGRAMSFOREASTERN'ERMANYLEDTOADDITIONALTRAININGOPPORTUNITIES MOSTLY PROVIDED BY EXTERNAL PROVIDERS "ILDUNGSTRØGER IN COOPERATION WITH LOCAL EMPLOYERSYOUNGPEOPLEJOINEDTHE)MMEDIATE!CTION0ROGRAMFOR9OUNG 0EOPLEWHICHWASDEVELOPEDTOCREATEREGULARTRAININGPLACES
4HE&EDERAL4RAINING2EPORTPUTSTHENUMBEROFSCHEMESLAUNCHEDINATAND THENUMBEROFNEWLYCREATEDAPPRENTICESHIPSAT3INCEATOTALOF TRAINING PLACES HAVE BEEN CREATED UNDER THE VARIOUS SCHEMES USING PUBLIC MONEY 4HIS ILLUSTRATES THAT THE $UAL 3YSTEM IN ITS TRADITIONAL FORM FEATURING EMPLOYERS AS TRAININGPROVIDERSANDFUNDERSOFAPPRENTICESHIPSCANNOLONGERBESEENASTHEONLY NONACADEMICROUTEINTOEMPLOYMENT4HEGROWINGIMPORTANCEOFSTATEINVOLVEMENT WITHIN THE SYSTEM IS ALSO UNDERLINED BY THE RISING NUMBER OF ATTENDEES OF SCHOOL BASED VOCATIONAL PREPARATION COURSES AS WELL AS FULLTIME STUDENTS IN VOCATIONAL EDUCATIONANDTRAININGOFWHOMINATTENDEDCOURSESLEADINGTOVOCATIONAL QUALIlCATIONS CONSIDERED TO BE PORTABLE ON THE LABOUR MARKET &EDERAL -INISTRY OF
%DUCATIONAND2ESEARCHPPF
4O ADDRESS THE TRAINING MARKET PROBLEM MORE CLEARLY THE FEDERAL GOVERNMENT HAS RECENTLYINTRODUCEDTHECONCEPTOFTRAININGPLACEDEVELOPERS!USBILDUNGSPLATZENTWI CKLER INORDERTOSECURETHELONGTERMPROVISIONOFTRAININGPLACESANDDETACHITFROM THECONTINGENCIESOFTHELABOURMARKET4HISINCLUDESHELPINGCOMPANIESCOPEWITH THE ADMINISTRATIVE WORK INVOLVED IN AN APPRENTICESHIP ESTABLISH COOPERATION WITH VOCATIONALSCHOOLSANDSETUPCOMPANYSPECIlCTRAININGPLANS7ITHANOTHERPROGRAM CALLED@34!2EGIOREGIONALJOINTTRAININGPROVISIONISTOBEPROMOTEDBYCOMPANIES POOLING TOGETHER IN ORDER TO ENABLE YOUNG PEOPLE TO ACHIEVE ALL THE COMPETENCES WITHINAGIVENOCCUPATIONALTRAININGSCHEME-OREOVERTHEINTRODUCTIONOFATRAINING LEVY SEEMS TO BE LIKELY AS THE TWO RULING PARTIES IN THE FEDERAL GOVERNMENT 3OCIAL
$EMOCRATSAND'REENS HAVEINPRINCIPALAGREEDTOTHISPRINCIPLE4HISCOULDMEAN THATCOMPANIESNOTENGAGEDINTRAININGWOULDHAVETOCONTRIBUTEOFTHEIRPAYROLL INTO A FUND OUT OF WHICH ADDITIONAL TRAINING PLACES COULD BE CREATED 4HIS MOVE HASTOBESEENAGAINSTTHEFACTTHATATTHEENDOF3EPTEMBERONLYSCHOOL LEAVERSCOULDBEPROVIDEDWITHATRAININGOPPORTUNITYLEAVINGSCHOOLLEAVERS STILLSEARCHING'ERMANEMPLOYERSHOWEVERHAVEPREVIOUSLYREFUSEDSUCHAMOVE FEARINGTHATTHISCOULDEVENTUALLYLEADTOEVENFEWERTRAININGPLACES
Modernisation moves
)N ITS 7HITE 0APER PUBLISHED IN %UROPEAN #OMMISSION THE %UROPEAN
#OMMISSIONPOINTEDOUTTHATLIFELONGLEARNINGSHOULDBECOME@THEOVERALLOBJECTIVE TO WHICH THE NATIONAL EDUCATIONAL COMMUNITIES CAN MAKE THEIR OWN CONTRIBUTIONS 4WOYEARSLATERINTHE7HITE0APERON4EACHINGANDTRAININGn4OWARDSTHELEARNING SOCIETY %UROPEAN #OMMISSION THE CONCEPT OF LIFELONG LEARNING BECAME ASSOCIATEDWITHTHEIDEAOFA@PERSONALSKILLSCARDDESIGNEDTOENABLEEVERY%UROPEAN CITIZEN TO ACQUIRE AND DOCUMENT NEW KNOWLEDGE AND SKILLS IN VARIOUS FORMAL AND INFORMALLEARNINGENVIRONMENTS!GAINSTTHISBACKGROUNDTHESTRONGCULTURALFOCUS ONAPPRENTICESHIPSIN'ERMANYCARRIESSOMEOBVIOUSAMBIVALENCEWHICHISATLEAST INDIRECTLYLINKEDTOTHEVOCATIONALPRINCIPLE
• /NTHEONEHANDAPPRENTICESHIPQUALIlCATIONSREPRESENTENTRYLEVEL QUALIlCATIONSWHICHHELPPEOPLEBECOMECOMPETENTFORAGIVEN OCCUPATION3TRICTLYSPEAKINGTHISIMPLIESTHATTHESESKILLSSHOULD LASTFORTHEWHOLEWORKINGLIFE
• /NTHEOTHERHANDAPPRENTICESHIPQUALIlCATIONSARETHEBASIS OFALLFURTHERTRAININGACTIVITIESBOTHINFORMALCOMPANYBASED TRAININGANDTRAININGGIVENINFORMALLEARNINGENVIRONMENTSEG MASTERCRAFTSMANORTECHNICIANCOURSES 4HISIMPLIESTHATSKILLS DEVELOPMENTWITHINCOMPANIESHUMANRESOURCEDEVELOPMENT NORMALLYBEGINSATACOMPARATIVELYHIGHLEVEL
4HE FACT THAT THE $UAL 3YSTEM IS STILL THE MAJOR THOUGH NOT THE EXCLUSIVE FOCUS OF VOCATIONAL EDUCATION AND TRAINING POLICY IMPLIES THAT MODERNISATION IS MAINLY HAPPENING WITHIN THE EXISTING SYSTEM A PHENOMENOM THAT MAY BE CALLED PROCESS INNOVATION OR INTERNAL MODERNISATION 2ATHER THAN UNDERTAKING RADICAL REFORM OF THESYSTEMINTERNALMODERNISATIONMEANSTHATREFORMSTAKEPLACEWITHINTHEEXISTING STRUCTURAL ENVIRONMENT OF A VOCATIONAL EDUCATION AND TRAINING SYSTEM USING ITS INSTITUTIONSANDORGANISATIONALPATTERNS7ITHRESPECTTOTHEAPPRENTICESHIPSYSTEMTWO CONCEPTSOFSUCHA@MILDSTRATEGYCANBEIDENTIlEDI THEONGOINGMODERNISATIONOF TRAININGCOURSESANDII THEIMPLEMENTATIONOFSPECIlCFEATURESOFMODULARISATION
Modernisation of training schemes
4HEPOLICYOFMODERNISATIONTRIESTOTAKEACCOUNTOFTHENEEDTOINTEGRATENEWWORKPLACE DEVELOPMENTSINTOTHEEXISTINGSYSTEMOFVOCATIONALTRAININGSAWTHEEMERGENCE OFSEVENNEWTRAININGOCCUPATIONSANDSCHEMESUNDERWENTREVISIONPROCEDURES -OVES TOWARDS A MORE UPTODATE TRAINING SYSTEM TRY TO LINK THE TRADITIONAL NOTION OF VOCATIONALISM ASSOCIATED WITH THE 'ERMAN TERMS "ERUFSPRINZIP OR "ERUmICHKEIT
$EISSINGER WITHTHECHANGINGPATTERNSOFWORKORGANISATIONANDTHEEMERGENCE OFNEWTECHNOLOGIESINTRADEANDINDUSTRYPRODUCEDBYTHEGROWINGIMPORTANCEOFDATA PROCESSINGANDTHEEXPANDINGSCOPEOFCOMMUNICATIONTECHNOLOGY
4HEGENERALPRINCIPLESUNDERLYINGTHEREVISIONOFTRAININGSCHEMESBEGINNINGINTHE LATESMAYBESUMMARISEDASFOLLOWS3CHELTENPPFF3TEEGER PPFF3ANDER
• 4RAININGCONTENTSHOULDTOBESPECIlEDWITHINTHECONTEXTOFA CLEARLYDElNEDCOURSEWHICHOFFERSTHEOPPORTUNITYTODEVELOPSKILLS ONABROADSCALE
• 4RAININGSCHEMESSHOULDLEADTOCOMPETENCIESWHICHALLOW EMPLOYEESTOPLANEXECUTEANDASSESSTHEIRWORKONTHEIROWN
• &LEXIBILITYREQUIREMENTSFOREMPLOYERSANDEMPLOYEESSHOULDBE TAKENINTOACCOUNTINTHEDEVELOPMENTOFTRAININGOCCUPATIONS
• ,IFELONGLEARNINGSHOULDBECOMEONEOFTHECORNERSTONESOF VOCATIONALTRAININGPOLICYBYOPENINGUPOPPORTUNITIESTORETRAIN DUETOTHECHANGINGNATUREOFWORKENVIRONMENTSANDTECHNOLOGIES
• 4RAININGSHOULDCORRESPONDWITHTHEGROWINGIMPORTANCEOF COMMUNICATIONSKILLSKEYORGENERICCOMPETENCIESASWELLAS CUSTOMERORIENTATIONINTHEWORKINGPROCESS
3INCETHEPASSINGOFTHE6OCATIONAL4RAINING!CTINMOSTTRAININGORDINANCES HAVE UNDERGONE SOME KIND OF REVISION OR REDElNITION WHILE NEW SCHEMES HAVE BEENCREATED$EISSINGERA 4HESEOCCUPATIONSNOWCOVERMORETHANOF
ALLAPPRENTICESHIPSINTHE$UAL3YSTEM&OREXAMPLEINOCCUPATIONSWERE EITHERNEWLYCREATEDORRECEIVEDSOMEKINDOFFUNDAMENTALREDElNITIONOFTRAINING OBJECTIVES AND TRAINING CONTENTS -AJOR INNOVATIONS INCLUDE THE SUBSTANTIAL RE DElNITIONANDREORGANISATIONOFTRAININGSCHEMESINTHEMETALANDELECTRICALTRADES INTHELATESBUTALSOTWOPOPULARCOMMERCIALOCCUPATIONSIEOFlCECLERKAND COMMUNICATIONSCLERK WHICHWEREGIVENANEWFACEATTHEBEGINNINGOFTHES 3TILLER 2EINISCH /NE OF THE MOST SIGNIlCANT MODERNISATION PROJECTS GAVEBIRTHTOTHEFAMILYOF)4OCCUPATIONSINTRODUCEDIN WHICHTOOKTHE$UAL 3YSTEMBEYONDITSCRAFTBASEDPAST-ÓLLERETAL0ETERSEN7EHMEYER 4HESEFOUROCCUPATIONSLINKMODERNINFORMATIONTECHNOLOGYANDDATAPROCESSINGWITH TECHNICALANDCOMMERCIALAPPLICATIONS&ROMANEDUCATIONALPOINTOFVIEWTRAINING FORTHESEOCCUPATIONSALSOIMPLIESNEWWAYSOFTEACHINGMETHODOLOGYANDCOMPLEX LEARNINGARRANGEMENTS0ØTZOLD BUTCERTAINLYMAKESTHEMMOREDEMANDINGTHAN CONVENTIONALINDUSTRIALORCRAFTOCCUPATIONS4HEREFORETHESEOCCUPATIONSARETYPICAL PATHWAYS FOR SCHOOL LEAVERS FROM THE GRAMMAR SCHOOLS OR FROM HIGHER VOCATIONAL SCHOOLSOREVENFORDROPOUTSFROMUNIVERSITIES$OSTALPF
!SEARLYASSOMEOFTHEMAJORCRAFTOCCUPATIONSALSOUNDERWENTREORGANISATION IN LINE WITH RELATED INDUSTRIAL SCHEMES IN THE METAL AND ELECTRICAL TRADES 4HIS MODERNISATIONMAYBESEENASANATTEMPTTOGIVETHECONSERVATIVELYSTRUCTUREDCRAFT SECTORAMOREUPDATEDOUTLOOKINTHEFACEOFGLOBALISATIONANDINTERNATIONALISATION OFTHEECONOMY"ORCHETAL+LEIN 4HESTRUCTURALFEATURESOFTHISRE DElNITIONOFTRAININGSCHEMESMAYBESUMMARISEDASFOLLOWS3CHELTENPP FF
• /CCUPATIONSNOLONGEREXISTINDEPENDENTLYAS@MONOOCCUPATIONS BUTAREGROUPEDTOGETHERINAFAMILYOFRELATEDTRAININGSCHEMES
• /CCUPATIONSARETRAINEDFORTHREEANDAHALFYEARSFORMERLYTHREE YEARS
• !FAMILYOFOCCUPATIONSHASACOMMONBASICTRAININGYEARWHERE THEFOUNDATIONSARELAIDFORSPECIALISATIONANDDIFFERENTIATION
• 3PECIALISATIONINTHESECONDHALFOFTHESECONDYEARNORMALLY REFERSTOASPECIlCOCCUPATIONWHILEINTHELASTONEANDAHALFYEARS DIFFERENTIATIONOCCURSWITHINEACHSINGLEOCCUPATION
!NOTHER MAJOR INNOVATION MAY BE SEEN IN THE REDElNITION OF TRAINING SCHEMES UNDERLYING APPRENTICESHIP FOR OFlCE CLERKS ONE OF THE FEW COMMERCIAL TRAINING PROlLES ALSO USED IN THE CRAFT SECTOR AND A TYPICAL EXAMPLE OF A SMALL BUSINESS COMMERCIAL QUALIlCATION 2EINISCH "USCHFELD ET AL PP F (ERE KEYCOMPETENCIES3CHLÓSSELQUALIlKATIONEN ARESUPPOSEDTOSTRETCHOVERTHEWHOLE TRAINING PERIOD BY ADDING THOSE QUALIlCATIONS COMMON TO RELATED OCCUPATIONS IN THISCASETHECOMMUNICATIONSCLERK 3UCHQUALIlCATIONSAREDElNEDASFUNDAMENTAL QUALIlCATIONS3OCKELQUALIlKATIONEN ANDTHEYARESUPPOSEDTOBECOMELESSRELEVANT IN THE TRAINING SYLLABUS WITH THE YEARS OF TRAINING AND MAKE ROOM FOR OCCUPATION SPECIlC SKILLS )N THE CONTEXT OF THE NEW )4 OCCUPATIONS THEY ARE CALLED CORE
QUALIlCATIONS+ERNQUALIlKATIONEN 4HISPRINCIPLEAPPEARSTOBEDOMINANTINMOST OFTHENEWLYCREATEDSCHEMESWHICHINCLUDETYPICAL@MONOOCCUPATIONSASWELLAS FAMILIESOFRELATEDOCCUPATIONS
Modularisation
!LTHOUGHSOMEOFTHENEWERTRAININGOCCUPATIONSNOWALLOWFORMORESPECIALISATION ANDmEXIBILITYLIKETHOSEINTHEMETALANDELECTRICALTRADESANDALSOINTHE)4SECTOR THEYONLYMAKETENTATIVEUSEOFMODULARISATION4HISMAKESACCESSTODIFFERENTLEVELS WITHINTHEQUALIlCATIONPROCESSVIRTUALLYIMPOSSIBLEBUTCLARIlESTHEDISTINGUISHING FEATURESBETWEENTHE'ERMANCONCEPTOF"ERUFANDTHEPHILOSOPHYOFCOMPETENCE BASEDEDUCATIONANDTRAININGTYPICALFOR!NGLO3AXONCOUNTRIESSUCHAS!USTRALIAAND
"RITAIN -ISKO 7OLF 7HILE THE MOVE TOWARDS MORE mEXIBLE TRAINING SCHEMESHASBECOMEASSOCIATEDWITHEXPECTATIONSTHATTHISMIGHTEVENTUALLYLEADTO MORE TRAINING PLACES AND MORE EFlCIENT TRAINING ARRANGEMENTS IN COMPANIES SOME HAVEVOICEDCONCERNTHATTHESCOPEFORREFORMISRATHERLIMITEDSINCEDIFFERENTCULTURES USEDIFFERENTMEANINGSOFMODULARISATION$EISSINGERA3LOANE0ILZ )N 'ERMANY THE DEBATE CIRCLED FOR QUITE A WHILE AROUND THE QUESTION OF WHETHER MODULARPRINCIPLESAREGENERALLYCOMPATIBLEWITHTHEORGANISATIONALFEATURESOFTHE
$UAL3YSTEMBUTTHEREISNOWAGENERALUNDERSTANDINGTHATREFORMSSHOULDTAKEPLACE WITHINTHESYSTEM
&ROMANINSTITUTIONALANDDIDACTICALPOINTOFVIEWTHREEWAYSOFMODULARISATIONMAY BEDISTINGUISHED$EISSINGERA
• $ISINTEGRATIONCONCEPT4HISMEANSDISSOLVINGOCCUPATIONAL PATTERNSBYESTABLISHINGAMODULARSYSTEMWITHVARIABLEACCESS OPPORTUNITIESANDmEXIBLELEVELSOFQUALIlCATIONSTANDARDS7ITH THEIRSIMILARCERTIlCATIONSYSTEMS%NGLANDAND3COTLANDHAVE ESTABLISHEDACOMPETENCEAPPROACHLINKEDTOMODULARISABLE QUALIlCATIONSTHATAREDElNEDBYEMPLOYERSANDASSESSEDINTHE WORKPLACE(ODGSON3POURS0ILZ 4HISSYSTEMHAS BEENDESIGNEDTOSUBSTITUTETRADITIONALQUALIlCATIONSANDTOBRIDGE THESPHERESOFGENERALANDVOCATIONALEDUCATION
• $IFFERENTIATIONCONCEPT)MPLANTINGMODULESWITHINTRAINING SCHEMESASDIDACTICALUNITSDOESNOTNECESSARILYMEANGIVINGUP OCCUPATIONALSKILLFORMATION%ULERPPFF 6OCATIONAL PROlLESWITHELECTIVEMODULESSUCHASTHE)4OCCUPATIONS OFFER MOREmEXIBILITYINTERMSOFTRAININGCONTENTBUTREMAINPORTABLE INACONVENTIONALWAYSINCETHEYSTILLSTANDFORHOLISTICSETSOF COMPETENCES4HEADVANTAGEOUSEFFECTSOFSUCHA@MILDSTRATEGYOF MODULARISATIONMAYBESEENINADAPTINGTHEEXISTINGTRAININGSYSTEM TOTECHNOLOGICALDEVELOPMENTSMOREEASILYANDMOREQUICKLY
• 3UPPLEMENTATIONCONCEPT)NCREASINGTHENUMBEROFFORMALLEVELS ATWHICHVOCATIONALQUALIlCATIONSAREOBTAINEDISATHIRDWAYTO MODULARISEATRAININGSYSTEM0ROVIDINGMOREmEXIBILITYTOTHE DIFFERENTLEVELSOFEDUCATIONALACHIEVEMENTSOFYOUNGPEOPLE SEEMSATLEASTATlRSTGLANCEMOREAGREEABLEAMONGINTEREST GROUPSINVOLVEDIN'ERMANVOCATIONALTRAININGPOLICYTHANTHE DISINTEGRATIONAPPROACH4HISINCLUDESPROVIDINGOPPORTUNITIES FORMOREABLELEARNERSWITHINUNIFORMTRAININGSCHEMESTOATTAIN ADDITIONALFORMALQUALIlCATIONS0AHL2ACH !TTHEOTHER ENDOFTHEQUALIlCATIONLADDERDIFFERENTIATIONCOULDLEADTOSPECIAL TRAININGCOURSESFORWEAKERLEARNERSINCLUDINGNEWSTAGESTRUCTURED TRAININGSCHEMESWHICHTHE6OCATIONAL4RAINING!CTACTUALLYALLOWS FOR.
)NITS&EDERAL4RAINING2EPORTTHEFEDERALGOVERNMENTREFERSTOMODULESINFOUR AREASOFDEVELOPINGANDMODERNISINGTHEEXISTING6%4SYSTEM&EDERAL-INISTRYOF
%DUCATIONAND2ESEARCHPFF
s 3OMEOFTHENEWTRAININGOCCUPATIONSINCLUDINGTHEABOVE MENTIONED)4COURSESALREADYPROVIDEFORFORMSOFSPECIALISATION INTHETHIRDTRAININGYEARBYOFFERINGEMPLOYERSELECTIVEMODULESTO CHOOSEFROM
s 4HEFEDERALGOVERNMENTWANTSTOLINKVOCATIONALPREPARATION COURSESTHATAREBECOMINGMOREIMPORTANTINTHEWAKEOFA SHRINKINGTRAININGMARKETMORECLOSELYWITHINITIALTRAININGINTHE APPRENTICESHIPSYSTEM
s )TISINTENDEDTODEVELOPNEWWAYSANDMEANSTOENABLEYOUNG PEOPLETOUSECREDITSFROMCOURSESINFULLTIMEVOCATIONALSCHOOLS FORTHEIRlNALAPPRENTICESHIPEXAMINATION
s -ODERNISATIONINITIATIVESALSOPICKUPTHEIDEAOFESTABLISHING NEWFORMSOFASSESSMENTSSUCHASTHE@EXTENDEDOR@STRETCHED lNALEXAMINATIONWHICHALLOWSFORCREDITTRANSFERABILITYOFINTERIM EXAMINATIONSTOTHECHAMBEREXAMINATION
4HEGOVERNMENTHASANNOUNCEDTHATITWANTSTOINITIATEAREVISIONOFTHE6OCATIONAL 4RAINING!CTPICKINGUPTHEABOVEMENTIONEDREFORMOPTIONS&EDERAL-INISTRYOF
%DUCATIONAND2ESEARCHP !TTHESAMETIMEPOLICYSEEMSTOBEHEADING TOWARDSCREATINGBOUNDARIESBETWEENDIFFERENTAREASOF6%4MOREPERMEABLEWHICH IMPLIESTHATTHEOVERALLIMPORTANCEOFTHE$UAL3YSTEMCOULDBECOMELESSWEIGHTYIN FUTUREYEARSWITHOUTGIVINGUPTHEBELIEFTHATTRAININGINCOMPANIESSTILLHASAVIABLE ANDRELEVANTROUTEINTOEMPLOYMENTFORTHEMAJORITYOFSCHOOLLEAVERS
Conclusion
$ESPITEMODERNISATIONEXPECTATIONSTHEFEATURESOFTHE$UAL3YSTEMSTILLAPPEARTO BEUNCHANGEDANDMODERNISATIONOCCURS@INTERNALLYRATHERTHANTHROUGHACHANGEOF PARADIGMORUNDERLYINGPRINCIPLES(OWEVERCHALLENGESHAVETURNEDOUTTOBELESS SOLVABLETHANINTHEPASTESPECIALLYWHENITCOMESTOTHEVOLATILETRAININGMARKETWITH ITSDEPENDENCEONTHESTATEOFTHENATIONALECONOMY!SWELLTHEREARECHALLENGES CAUSEDBYALTERNATIVEAPPROACHESTO6%4SUCHAS@VOCATIONALACADEMIES$EISSINGER OR THE LIKELY EXPANSION OF @VOCATIONALISED UNIVERSITY OR POLYTECHNIC COURSES WITHTHEPROJECTEDREFORMOFUNIVERSITYSYSTEMSWITHINTHE%UROPEAN5NION!PART FROM THAT THE $UAL 3YSTEM STILL DOES NOT BUILD BRIDGES TO THE ACADEMIC WORLD FOR EXAMPLE THROUGH DOUBLE QUALIlCATIONS THAT ARE PROMINENT IN THE 6%4 SYSTEMS OF
&RANCE !USTRIA AND EVEN 3WITZERLAND $EISSINGER D 'RUBER 'ONON
!STOTHEFUTUREPERSPECTIVESOFTHE$UAL3YSTEMANOTHERCRUCIALQUESTIONMIGHTBE WHETHERTHERAPIDLYEXPANDINGSERVICESSECTORINCLUDINGDATAPROCESSINGANDINNOVATIVE CUSTOMERORIENTATED SERVICES WILL BE WILLING OR ABLE TO FOLLOW ITS @PHILOSOPHY OF TRAINING ESPECIALLY THE VOCATIONAL PRINCIPLE 4HE FUTURE APPEAL OF APPRENTICESHIPS WILLALSODEPENDONOTHERNATIONSEXPERIENCESWITHMORE@OPENOR@MARKETORIENTED APPROACHESTO6%4ANDTHEIRFUNCTIONALLINKSBOTHINQUANTITATIVEANDINQUALITATIVE TERMS WITH THE NATIONAL AND INTERNATIONAL LABOUR MARKETS 7HILSTEVER THE PRIME CONCERN OF VOCATIONAL TRAINING POLICY IN 'ERMANY REMAINS ON INITIAL TRAINING THERE CANBENODOUBTTHATTHETRAININGMARKETWILLREMAINTHEBIGGESTCHALLENGE)TISALSO OBVIOUSTHATTHEOVERALLDECLINEINAPPRENTICESHIPINTAKESOVERRECENTYEARSISDUETOTHE SUPPLYSIDEOFTHETRAININGMARKETANDNOTTOYOUNGPEOPLESLACKOFENTHUSIASMFORTHE
$UAL3YSTEMINGENERAL2EINBERG(UMMELP !FTERYEARSOFSUBSTANTIAL SUPPORTFROMEMPLOYERS'ERMANYNOWSEEMSTOHAVEJOINEDTHOSECOUNTRIESTHATARE TRYINGTOCONVINCETHEPRIVATESECTOROFTHEBENElTSOFSKILLFORMATION
0ROFESSOR$R4HOMAS$ESSINGERIS0ROFESSOROF"USINESS%DUCATIONATTHE5NIVERSITY OF+ONSTANZ'ERMANY
Endnotes
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References
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