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Core elements of the dual system are used as a basis to illustrate perspectives for the development of vocational education and training in order to make skilled worker training in Germany a future-proof central pillar.
Various education and training opportunities are open to young people between completion of general lower secondary school and entry into working life depending on their interests and the qualifications they have obtained. Data from the “Integrated Training Reporting System” (iABE) shows how young people are distributed across these different stages of education and training and which changes have occurred during the past twelve years.
What are the challenges faced by vocational education and training and what are the resultant educational policy requirements? The BWP Editorial Office asked members of the “Federal Parliament Select Committee for Education, Research and Technology Impact Assessment”, which includes representatives from the various parties in the Bundestag, to provide statements on five topics – attractiveness of dual training, matching problems on the training market, integration of refugees, training in the digital economy, and vocational schools as a dual partner. The statements offer a summary of different main areas of focus in the positions and programmes of the political parties.
Vocational education and training in German-speaking countries is traditionally aligned to the concept of the training occupation. Both the precise nature of this concept and the requirements made of it have regularly shifted in the past. The present article provides an overview of this development and describes current action areas with regard to structuring the training occupation in a future-oriented way so as to serve as the starting point for a flexible employment biography.
Hartmut Sturm; Alena Billon; Alexander Busenbender
Work and employment are of central significance to the societal integration and participation of young people. This makes a smooth transition from school to vocational education and training or to higher education study even more important. The goal of the Hamburg [Jugendberufsagentur] (JBA) Youth Employment Agency is to ensure that no one is left behind along the route into training, work and employment. It was formed as long ago as 2012, a year before this basic objective was enshrined in the Federal Government Coalition Agreement. This article makes it clear that the focus needs to go beyond combining the services provided with different legal spheres. Political will, conceptual reforms and a pedagogical concept will all be required in order to resolve the future task of securing transition from school to work. The article outlines the fundamental approach adopted within the Hamburg “one-stop shop” concept and presents the initial results of its evaluation.
In August 2016, Austria introduced a law making attendance at school or participation in training mandatory up until the age of 18 (Mandatory Training Act). This forms a central component of the innovative “Training and Education to 18” programme, which introduces extensive reform measures in the fields of prevention, intervention and compensation with the goal of ensuring that all young people in Austria complete initial training wherever possible. The article provides an introduction to the background to the reforms and describes the objectives pursued, the implementation of the measures and associated expectations.
A pilot project has been launched in Rhineland Palatinate with the aim of securing dual vocational education and training across a broad basis and further developing vocational schools in order for this objective to be met. The article describes the existing problem situation and goes on to outline the action areas undertaken in the pilot project. The core process in this regard is action area three, in which nine schools are trialling routes for further development. The initial approach being adopted is explained by using one vocational school as an example. The article concludes by sketching out the challenges that will need to be taken into account for transfer to all vocational schools in the federal state.
Higher vocational education and training is highly significant in Switzerland and also occupies a unique position in international comparative terms. It provides training that is closely related to the needs of the labour market and is in strong demand. The high degree of political commitment to higher vocational education and training is illustrated by a positioning at Tertiary B level. This article states some of the possible reasons for such a success story and discusses the issue of which impetuses could result for upgrading training in Germany.
The aim of the European Erasmus+ Project “Apprenticeship Toolbox” was to present dual training systems in Europe. Within the scope of the project, it became clear that these systems are facing similar challenges. This article presents the challenges and approaches towards reform developed in Austria and Denmark.
Up to 25 per cent of newly concluded training contracts are prematurely dissolved every year. However, only a small proportion of young people will actually bring their involvement in vocational training to an end. Many more will make a renewed attempt to achieve a general educational or vocational qualification. This article uses the longitudinal dataset from the National Educational Panel Survey (NEPS) to investigate the questions of which route is most frequently embarked upon and how this is determined by personal characteristics.
Extra-company training is both an opportunity and a risk. It is the former to the extent that a vocational qualification may be achieved. However, risks are also inherent within this form of training. It is associated with tendencies towards marginalisation, and there is a growing danger of not successfully progressing to employment upon completion. For this reason, there is an interest in discovering how young adults themselves experience vocational education and training in an extra-company institution. This article presents selected results from an exploratory survey in which the extra-company institution is subjected to particular investigation within the context of further education and training aims and prospects.
Digital translation tools, new media, and the increasing significance accorded to project work have all changed the work of translators over recent years. This article describes which new requirements are arising with regard to the competence profile of translators in the context of digital changes and how the structuring of new qualification contents and examination forms is being implemented within the scope of the modernised training regulation.
The main focuses of the Board Meeting, which was chaired by the employer representative Dr. Metternich, were the 2017 Federal Government Report on Vocational Education and Training, the Evaluation Report from the BIBB Board and the integration of refugees. Other objects of discussion were training regulations for persons with disabilities (Section 66 BBiG/Section 42 m HwO) and qualifications in rehabilitation pedagogy for trainers.