gerhard bosch

Prof. Dr. Gerhard Bosch

Institut Arbeit und Qualifikation

Munscheidstr. 14, D - 45886 Gelsenkirchen

Tel.: +49 209/1707147; Fax: +49 209/1707124,

Email: [email protected] ; http://www.iaq.uni-due.de/

Gerhard Bosch

Skills and competencies for innovation

Advancing innovation: human resources, education and training

OECD / Germany workshop

17-18 November 2008

Seminaris Hotel, Bad Honnef

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Source: BMBF, 2006 Berichtssystem Weiterbildung

1.1 Participation in formal and informal learning

17%

30%

42%

52%

44%

56%

73%78%

Without vocationaltraining

Vocational training

Master, TechnicianBusiness administrator

Tertiary education

Formal Learning

InformalLearning

Gerhard BoschBo08OECDBadHonneff 3.vjj

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2.1 The German Paradox

High Export surplus – lowest percentage of graduates from tertiary education among big OECD countries

Source: Konsortium Bildungsberichterstattung (2006): Bildung in Deutschland, S. 31

Share of graduates from tertiary education (25-35 years) in selected OECD countries 1991 – 2003 (in%)

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12,0 9,0

58,955,7

10,811,8

18,323,6

2003 2020

Tertiary education

Master, technician, business adminstrator

Vocational certificate

Without vocational certificate

Tertiary education

Master, technician, business adminstrator

Vocational certificate

Without vocational certificate

Source: IZA Research Report No. 9, 2007

2.2 Labour demand by skill level in Germany 2003 and 2020 (in %)

Gerhard BoschBo08SPDEssen 5.vjj

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2.3 The German Paradox

Academic bias in analysis of innovation and skills Focus on indicators like R&D, enrollment in tertiary

education Neglect of VET

Good vocational training needed for Introduction and diffusion of innovationsImproving the efficiency of production process

Further VETMasters, Technicians, Business Administrator in

service occupationsMiddle managers from the shop floor

New Hybrid between VET and Tertiary education: Dual study


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3.2 Veränderungen in der Arbeitsorganisation

M.Baethge / V. Baethge-Kinsky / R. Holm / K.Tullius:Dynamische Zeiten – langsamer Wandel: Betriebliche Kompetenzentwicklung von Fachkräften in zentralen Tätigkeitsfeldern der Deutschen Wirtschaft. Schlussbericht des

Forschungsvorhabens: „Kompetenzentwicklung in deutschen Unternehmen. Formen,Voraussetzungen und Veränderungsdynamik“, SOFI, März 2007.


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3.3 Comparison of training curriculain the German metalworking trades 1987 and 2004

- 1987 - 45, 1987 - 16, 2004 – 5 occupations

0

1

2

3

3,5 Duration of training in years

0

1

2

3

3,5

Specific training

Specific training

Basic occupational training

General training for the occupational field

Basic training

1987 2004

Occupational training

Joint core competencies

INTEGRATED LEARNING

0

1

2

3

3,5 Duration of training in years

0

1

2

3

3,5

Specific training

Specific training

Basic occupational training

General training for the occupational field

Basic training

1987 2004

Occupational training

Joint core competences

INTEGRATED LEARNING


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Class Room-Orientation

Product-Orientation

Project-Orientation

Customer-Orientation

Increasing Work Orientation

Small Products

Complex Products

Orders

Source: Bosch 2000a

3.4 Basic learning forms in vocational training


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4.1 Role of SME’s in innovation

Basic research

Appliedresearch

Dev. of new products and

methods

Introduction into markets

Diffusion

Transfer of own or external solutions into markets

Broad diffusion of new technologies

Service innovation

Innovationprocess


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4.2 Main bottlenecks for introduction and diffusion of new technologies – lack of skills

► Proactive approach: development of special training courses

► Chambers of artisans active for example in providing training courses for example in energy saving (heating, insulation) etc.

► Competition for new markets: New skills decisive who is successful

► Advantage of training not provided by one producer: more choice for consumer, no firm-specific standards, better chances for the best solutions


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4.3 Small firm development account in UK

Pilot Program in Leicestershire & Lincolnshire carried out by the ”Centre for Entreprises” launched in 2002

A mechanism to stimulate business led workforce development in small companies (5 – 50 employees)

Training advisor of the Centre and ”Training Champion” appointed by the firm to develop ”Training and Development Plan”

Company receives £ 500 after signing the plan /Centre pays up £ 150 per employee for external training

RESULTS:

280 Training Champions attended workshops 230 approved training plan Average 20 employees per business Average 11 employees per plan


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4.4 Transfer to Germany: Training checks in North-Rhine-Westphalia

For companies with less than 250 employees Grant up to 500 € per cheque/ 50% to be paid by

company Up to 2 cheques per year Cheque only after consultation No cheques for on-the-job training No cheques for training if legal obligation to train No targeting on low skilled or low wage earners

Active marketing and consultation – High utilization


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5.1 Strong impact of regulation on training

Internalise training-incentives in markets/avoid underinvestment

In the product market:A.

In the labour market:B.

Prevailing wage laws

Minimum training requirements for participation in bidsLicensing (such as for doctors, pilots or electricians)

Employment protection which establishes long term relations between employer and employee create incentives for training

Avoiding free rider problem by introducing a levy (as in the Danish apprenticeship system)

Health and safety regulations

Quality standards for products and services(as in health or construction industry)

Safety or liability regulations


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4,3%3,8%

2,8%2,1%

Repeal Statesbefore repeal

Statesretaining law

States thatnever had law

Repeal Statesafter repeal

Source: P. Philips: The US: A tale of two cities. In: G. Bosch / P. Philips: Building chaos (Eds.): an international comparison of deregulation in the construction industry. London: 2003

* Apprentices as a percent of journeymen.

Apprenticeship Training Rates and Prevailing Wage Laws by State Legal Policy *


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World Bank

Individual responsible for own support for living during education and

Market failure in financial sector; therefore only loans

View in some European countries

Public responsibility: simple jobs disappearing

Some individuals not sufficient means

External effects of basic education higher than private returns

Knowledge, immigration and ageing society: more learning needed

6.1 Public responsibility for adult education and training


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Since 2001 an integration of grant and loan systems for young and adult students

Grants and loans for school and vocational certificates and for university study

For learners up to 25 years 34.5% grant / for older learners 82% grant

Grants and loans up to age of 50 years

Entitlements for unpaid training leaves up to 5 years

Education and training supply for adults very flexible

6.2 Grants and loans for adults in Sweden


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Support for living

Grant:100%

no

Increase of private interest

Certificate of Tertiary Education

Advanced further Training

Certificate up to Sec. II

Support for living / tuition fee

Grant: 35Loan: 65

Support for living

Grant: 50Loan: 50

Tuition fee

no

Tuition fee

Grants and Loans Depending on public and private Interest

6.3 Proposal of grants and loans for adults in Germany

Proposed by the High Level Expert Group on financing lifelong learning 2003


gerhard bosch

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