a23 inter nation ales dybowski-taiwan april-05

8/3/2019 a23 Inter Nation Ales Dybowski-taiwan April-05

1/28

by

Dr. Gisela DybowskiHead of Department Research an Service Concept Development/

International Vocational Training/ Education Marketing

Federal Institute for Vocational Educationand Training

Keynote Speech on Dual Vocational Training International

Conference 2005 Taiwan / 25. April 2005

The Dual Vocational Education and TrainingSystem in Germany


2/28

1. Role and Function of the Dual VocationalEducation and Training System in Germany

2. Effectiveness and Efficiency of the Dual VET-

System

3. Summary

Structure of presentation


3/28

1. Role and Function of the DualVocational Education

and Training System in Germany

1. Role and Function of the DualVocational Education

and Training System in Germany


4/28

Education and Training System in Germany

Lower secondaryschool

Intermediateschool

Lower secondarygrammar school

Primary school

Continuing vocationaltraining

Dual VET-System

Company/part-timevocational school

(approx. 51%)

Full-timevocational

schools

(approx.12%)

Upper secondarygrammar school

(approx. 37%)

Secondary level I10 to 15/16 years

Primary level6 to 10 years

Secondary level II15 to 19 years

Tertiary level

over 19 years

University

Source: OECD Education at a glance 2003

Labour Market


5/28

The German VET-System

Dual VET-System

On-the-job Training or

In-company Trainingcombined with Part-time Vocational SchoolTraining

Private Sector Public Sector

Public PrivatePartnership

Full-timevocationalschools

Seconda

ry

levelII


6/28

conducted in

on the basis of

supervised by

regulated by States

school supervisionbodies

compulsory attendance atvocational school

Part time vocationalschools

companies

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


7/28

73%

13%

14%

Funding of Vocational Education and Training (2000)

Part-time Vocationalschools: 3,05

billion

Private sector(Enterprises) 14,7 billion

Full-time VocationalSchools: 3,17

billion

Total: 20,92 billion

Publicsector


8/28

Stakeholders in Dual VET-SystemRepresentatives of the

Federal Government

Federal Ministries of Educationand Research, Labour andEconomics, Interior

Representatives

of the States

State Ministries of Education,Economics, Labour andInterior

Representatives

of the Trade Unions

Involvement inVET in Germany

Representatives of the

Employers Associations

Organisations of Employers/Industries, Chambers


9/28

Co-operation of Stakeholders in Dual VET-System

Federal Ministries, State Ministries, Employersassociations and Trade Unions develop:

qualification profiles/VET-standards

examination requirements

duration and contents of trainingprogrammes

level of qualification

criteria for quality assurance


10/28

Organisational Infrastructure through the Chambers

some 430 in all sectors of the economy, predominantlycommerce & industry & crafts act as public authorities intraining matters

accreditation of training companies

assessment, testing and certification

monitor and evaluate the training process

maintain training centres for continuing training


11/28

2. Effectiveness and Efficiency

of the Dual VET-System

2. Effectiveness and Efficiency

of the Dual VET-System


12/28

Benefits of Dual Structured VET

For enterprises

next generation of skilled workers assured

low recruitment costs

influence on content and organisation of vocational training


13/28

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 employees

into the enterprise structure

Increases the business valueof the enterprise

Avoidance of the riskof 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%


14/28

Influence on content and organisation of VET

VET System:

OrganisationTraining-standards

Demand Supply

Decision makers

Employersassociations

Labour Market,Economy

Enterprises

Tradeunions


15/28


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)


16/28

Occupational competence

Methodological competence

Personal & social competence

ability to work in a team willingness to cooperate

awareness of the impact oftechnology and of scopefor creativity

motivation decision-

makingskills

confidence in handing

machinery andinstallations

a thoroughunderstanding ofsystems

abstract and logicalreasoning

problem-solvingstrategies

Execution

Planning

M

onit

orin

g

Range of Qualifications obtained in Dual System


17/28

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


18/28


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


19/28

Supply of Training Places and Demand 1992 to 2003

Supply oftraining places

Demand fortraining places

550000

600000

650000

700000

750000

1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Shortage of training places

1996 to 1999 and from 2002

Surplus

Source: BiBB


20/28

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 allgemein

Jugendarbeitslosigkeit


21/28

73%

13%

14%

Funding of Vocational Education and Training (2000)

Part-time Vocationalschools: 3,05

billion

Private sector(Enterprises) 14,7 billion

Full-time VocationalSchools: 3,17

billion

Total: 20,92 billion

Publicsector


22/28

Partners in Standard Setting

Labour Market

Federal Ministries of

Education and Research,Labour and Economics,Interior

Enterprises

Standards in

VET

Social Partners


23/28

3. Summary3. Summary


24/28

Dual System its structural elements

Responsibility shared between public and private

sectorVET takes place in companies and part-timevocational schools

Approx. 360 nationwide recognised training

occupations

1.6 mill. trainees, 41 % of which are women

Approx. 484.000 companies providing training(approx. 23.3 % of all companies)


25/28

Preconditions for the Dual VET-System in Germany

(1) Strategic commitments

a wide consensus in society to provide ALL school leavers with vocationaleducation and training

a powerful strategic concept for training young workers in cooperation with theenterprises

a strategic top-down decision made by the government and employer sides toimplement a cooperative system

the willingness of the public sector (government, schools) to accept the privatesector 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


26/28

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 promotionprogrammes

Organisational infrastructure through the chambers: accreditation of training

companies, registration of training and work experience agreements, examinationsand certification

Core elements of vocational education and training: necessary components ofvocational training standards; rules for the training agreement; rules for recognition ofprevious learning; apprenticeship pay etc.

Federal Institute for Vocational Education and Training (BiBB): platform fordialogue by decision-makers, development and research institute, carries outresearch, development and advisor activities for politics and practice

Preconditions for the Dual VET-System in Germany

(2) Legal commitment: the Vocational Training Act


27/28

Effectiveness and Efficiency of the Dual system

match

betweensupply anddemand

Comprehensive

range ofCompetencies

Relatively low rateof youth

unemployment

Maximum

exposure tojob reality

betteremployability


28/28

THANK YOU FOR ATTENDANCE!

For further information : www.bibb.de/en

a23 inter nation ales dybowski-taiwan april-05

Documents