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Gerhard Bosch
Gerhard BoschUniversität Duisburg EssenInstitut Arbeit und QualifikationForsthausweg. 2LE 50647057 Duisburg
Telefon: +49.203.379-1827; Fax: +49.203.379-1809 Email: [email protected]; www.iaq.uni-due.de
Sicherung der Qualifikationen und der Kompetenzen der Beschäftigten inDeutschland und FrankreichFriedrich-Ebert-Stiftung / Lasaire, 11 April 2011, Paris
Der Einstieg der jüngeren Arbeitskräfte ins Berufsleben und die Sicherung der Kompetenzen der älteren Beschäftigten
Gliederung
1. Jugendarbeitslosigkeit in Europa
2. Berufsbildung und Übergang von Schule in
den Beruf in DE und FR
3. Modernisierung des deutschen
Berufsbildungssystems
4. Berufliche Bildung oder Akademisierung
5. Erwerbsbeteiligung von Älteren
6. Berufliche Weiterbildung in DE und FR
1.1 Scar effects of a bad start
Many studies on long term scar effects of a bad
start Examples:
KahnGraduating from college in a bad economy has large,negative and persistent effects on wages. Lifetimeearnings are substantially lower than they would havebeen if the graduate had entered the labour market ingood times (Lisa B. Kahn (2010), 'The long-term labor market
consequences ofgraduating from college in a bad economy', Labour Economics)
1.2 Scar effects of a bad start
Many studies on long term scar effects of a bad
start Examples:
Bell/Blanchflower 2010: Data from the UK 1958 birth cohort (National Child
Development Study) - Youth unemployment raises unemployment, lowers
wages, worsens health and lowers job satisfaction twenty five
yearslater. No such effects could be found for spells ofunemployment when the respondents were in their
thirties(D.N.F. Bell and D.G. Blanchflower (2009), “What to do about rising
unemployment inthe UK?’, IZA DP #4040)
1.3 Scar effects of a bad start
Recessions may have strong impact on beliefs of
young people:
Giuliano/Spilimbergo: Data self-reported answers from the General Social
Surveyduring early adulthood – They showed that individualsgrowing up during recessions tend to believe that
success inlife depends more on luck than on effort, support moregovernment redistribution, but are less confident in
publicinstitutions and that effects are long-lasting (Paola Giuliano
andAntonio Spilimbergo, 'Growing up in a recession: beliefs and the
macroeconomy', NBERWorking Paper No. 15321, September 2009)
1.5 Scar effects of a bad start
Reasons for scar effects:• Young people as outsiders vulnerable• Personality still developing in adulthood• Access to good jobs and careers increasingly
only with „clean CV‘s“ - without the stigma of a bad start
• Employment and education systems are often not „forgiving“
• Strong age chohortsBut: • National differences in scar effects• Varieties in VET-systems, recruitment
criteria and support for a „second chance“
source: Eurostat
1.6 Seasonally adjusted unemployment rates (%) youth (under 25's) Sep 2010
1.7 Increase of youth unemployment rates in percentage points (Sep. 2008 – Sep. 2010)
source: Eurostat
1.8 Youth unemployment rate in relation to total unemployment rate Sep. 2010
source: Eurostat
2.1 Types of VET
A Heuristic Typology of European VET Systems
Type of VET system Countries
Apprenticeship-basedAustria, Germany, Denmark
Continental school-based
Netherlands, France
Market-led UK, Ireland,
General EducationGreece, Spain, Poland, Hungary
Egalitarian School-based
Finland, Sweden
Upper secondary enrolment rates*
General programmes
Vocational programmesAll programmes Of which: combined school and work based
Apprenticeship-based
Austria 22,7 77,3 33,3
Denmark 52,3 47,7 47,2
Germany 42,6 57,4 42,2
Continental school-based
Netherlands 32,4 67,6 18,5
France 56,2 43,8 12,1
Market-led
UK 58,6 41,4 m
Ireland 65,5 34,5 2,2
General Education
Greece 68,3 31,7 a
Spain 56,6 43,4 1,9
Hungary 76,4 23,6 13,2
Egalitarian School-based
Sweden 42,9 57,1 a
Finland 33,3 66,7 11,5Source: OECD (2009), Education at a glance Table C1.4 Note:*Percentage of upper secondary graduates in the population at the typical age of graduation by programme orientation. m = missing; a = not applicable
2.1 Population that has Attained Upper Secondary Education and Upper Secondary Enrolment Rates by Orientation of Programmes (2006)
8,3%
15%
25%
- 47,5%
42,5%
-5%
1,2%
-17%
23%
-15,4%
Allgemeinbildung
Berufsbildung
ohne mitHauptschulabschluss
Realschulabschluss u. ä.
Fachhoch-schulreife
Hoch-schulreife
Ohne Berufs-ausbildung Nur Duales
SystemDuales System
+ StudiumNur
Studium
Berufs-Fachschul-,
Assistenten-,Beamten-,ausbildung
StudiumDuales System
8,3%
15%
25%
- 47,5%
42,5%
-5%
1,2%
-17%
23%
-15,4%
Allgemeinbildung
Berufsbildung
ohne mitHauptschulabschluss
Realschulabschluss u. ä.
Fachhoch-schulreife
Hoch-schulreife
Ohne Berufs-ausbildung Nur Duales
SystemDuales System
+ StudiumNur
Studium
Berufs-Fachschul-,
Assistenten-,Beamten-,ausbildung
StudiumDuales System
Berufsbildung und allgemein bildende Schulen 2004
2.3 Stellung der Berufsbildung im Bildungssystem
2.4 French system of initial vocational training within the education system (excluding classes which prepare students for the entry exams to the Grandes Écoles and engineering schools)2.4
Note: In grey vocational training programs. Possible re-orientation or pursuit of studies: full arrow.Source: Mehaut 2010
23
2121
181918
15
15
1111
6
63
Doktorat
Master
Lycée général
Collège
Ecole primaire
Ecole maternelle
Licence professionnelle en université, IUT et/ou association avec des lycées, éventuellement en apprentissage
Diplôme universitaire de technologie (DUT), Brevet de technicien superieur (BTS), université (IUT) ou lycée (classes de STS), temps plein ou apprentissage
Brevet d‘études professionnelle (BEP. 2 ans), certificat d‘aptitudes professionnelles (/CAP, 2 ou 3 ans), baccalauréat professionnel (3 ans) en lycée ou apprentissage
Age théorique
2.5 Research on transition from education to work
Myriad studies: • Fast and stable transition in countries with
apprenticeship systems – apprentices are insiders• Relatively fast, but often not sustainable
transitions in market-led systems• Most difficult transitions in countries with GE and
high levels of Employment protection legislation• Difficult transitions from school-based VET –
school leavers are outsiders
Source: Müller/Gangl, Transitions from Education to Work in Europe, Oxford 2003
2.6 Transition from Education to Work: Unemployment rates and labour force experience (in years): ISCED 3 leavers (1990‘s)
2.7 Average duration of school-to-work transition by gender in eight EU Countries 2006*
Country Men Women Both sexesAustria 0,9 0,8 0,9France 1,8 1,5 1,4Germany 0,1 0,1 0,1Greece 3,2 1,8 2,7Hungary 3,5 2,0 2,8Italy 3,4 3,1 3,4Spain 3,8 3,3 3,6Sweden 1,6 1,0 1,4UK 1,9 1,8 1,8EU (unweighted)
1,9 1,5 1,7
*Median time taken by youths to engage in current jobs calculated by subtracting job tenure in current jobs from the time elapsed since completing highest level of education.Source: OECD 2008 Employment Outlook:48
Zwischen 1998 und 2006
62 Berufe neu geschaffen: Gemischte Bilanz
Erfolgreiche neue Berufe (z.B. IT-Berufe 2007: 14 817 Neuabschlüsse )
Misserfolge (z.B. Film/Videoeditor/in 2007: 39 Neuabschlüsse )
162 Berufe modernisiert: Überwiegend positiv, aber Chance verpasst, Berufe in Berufsfamilien zusammenzufassen z.B. im Bürobereich
Spezialinteressen von Verbänden verhindern zum Teil Zusammenfassungen von Berufen
3.1 Modernisierung der Berufe in DE
3.2 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
Class Room-Orientation
Product-Orientation
Project-Orientation
Customer-Orientation
Increasing Work Orientation
Small Products
Complex Products
Orders
Source: Bosch 2000a
3.3 Basic learning forms in vocational training
Hohe Handlungskompetenz auf dezentraler Ebene: erleichtert flache Hierarchien und fördert Diffusion neuer Technologien
Mittlere Führungsebene kommt von unten: Besserer Kommunikationsfluss als in USA oder UK mit großer Kluft zwischen akademischer Führungsebene und un- und angelerntem shop-floor
Geheimnis der hohen Produktivität und Qualität(„Made in Germany“)
Bis zu 30 % Produktivitätsvorteil zwischen D, UK, USA bei gleichen Produkten
International vergleichende Betriebsstudien (z.B. Wagner, Finegold u.a.): Erleichtert moderne Formen des Arbeitsorganisation
3.4 Stärken des dualen Systems der Berufsbildung
4.1 The role of tertiary education
• Percentage of highly skilled jobs (ISCO 1-3) in most developed countries between 15 and 25%
• Share of graduates from tertiary education exceeding the share of highly skilled jobs in many countries
• Increasing mismatch because of expansion of tertiary education
4.2 Share of population in skilled jobs and share of population with tertiary education (2006) share of the 25-to-64-year-old working population in skilled jobs (ISCO 1-3 Managers, Professional, Technicians and Associate Professionals) and share of the 25-to-64-year-old population with tertiary education (2006)
Source: OECD, Education at a glance 2008
4.3 Impacts of the „academic drift“
• Overproduction of graduates • increasing rates of unemployment • increasing inequalities of returns to
higher education
• Displacement of graduates from VET
• Skill shortages at the craft level
• Increasing difficulties to revitalize VET
• Polarization of the skill structure
• Need of new „Vocationalism“ in tertiary education
5.1 Employment rate people aged 55-64 by level of education in FR, DE and SE, in 2005
source: Eurostat: Statistic in focus 15/2006
5.2 Main reasons for high employment rates of all groups in SE compared to DE and FR
- Good basic education and training plus high investments in LLL
- Low age discrimination- No seniority based pay systems- Solidarity wage policy – reduction of
mobility costs- Flat hierarchies- Proactive health and safety policy- High level of gender equality- No early retirement policy
MEN
WOMEN
5.3 The Structure of Earnings by Age and Gender
MEN
WOMEN
5.4 The Structure of Earnings by Age and Gender
6.1 Weiterbildung in DE und FR
In beiden Ländern Rentenreform bildungspolitisch nicht unterfüttert
Deutschland hatte in der Arbeitsmarktpolitik gutes System der zweiten Chance • Förderte Berufsausbildung für
Arbeitslose• Durch Hartz-Reformen Umschulungen
fast eingestellt trotz guter Evaluationsergebnisse
Frankreich - Fondssystem: • Meistens kurze Weiterbildungen• Höhere Abgabe für Leiharbeiter und
befristete Beschäftigte• Zunahme der Weiterbildung durch
Einführung des Droit individuel à la formation
6.2 Participation in further education and training 2007
Participation rate in %Hours of
education training per participant
All 50 years and older
EU-15 34.6 26.4 71
DK 37.6 32.5 121
DE 43.1 33.7 76
FR 34.1 21.3 57
NL 42.1 33.1 59
AT 39.8 30.7 92
SE 69.4 63.7 73
UK 40.3 35.6 48
source: EU Adult Education Survey
6.3 Eintritte in berufliche Weiterbildung SGB II und SGB III, Deutschland gesamt
EINTRITTE
Publikationen
Bosch, Gerhard / Charest, Jean (eds.), 2010: Vocational training: international perspectives. New York [u.a.]: Routledge
Bosch, Gerhard, 2010: In Qualifizierung investieren: ein Weiterbildungsfonds für Deutschland. Expertise. Bonn: FES. Wiso Diskurs
http://library.fes.de/pdf-files/wiso/07668.pdfBosch, Gerhard / Krone, Sirikit / Langer, Dirk
(Hrsg.), 2010: Das Berufsbildungssystem in Deutschland: aktuelle Entwicklungen und Standpunkte. Wiesbaden: VS, Verl. für Sozialwiss