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7/30/2019 The Dual System Georg Spoettl Universitat Flensburg/Bremen
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Vocational Education and Trainingin Germany The Dual System
Prof. Dr. Georg Spoettl M.A.
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JS - Training
semi - skilled 72 %
Operators,Hand finishers
skilled 7 %Trouble shooters,maintenance
+ 10 %
+ 8 %
Status and expected growth of employment (Spttl, 2000, S. 64)
In the futureincrease of 20%necessary!
Management 15 %
highly skilled 6 %
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e m p
l o y m e n
t s y s t e m t r a
i ni n g
s y s t em
Check outhow allfeaturescouldinteract
requirementsof economic
sectorsdetermine
selection of priority
occupations
requestexistingtraining
programmes
transformmanage
supply
use of New job
descriptionsinfluence
endorsedoccupational
profiles
trigger
support
new or revisedtraining
programmes
turn outtesting instruments
competent &confidentworkforce
bring outassessment &
certificationof occupational
competence
go for it!well
preparedtrainees
building blocks
ational
ualifications
framework
NQF
bridgesand ladders
mobility &flexibility
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Dual System a Simple Concept
It is An alternating training, comprising periods of
training on and off-the-job The Core: Existence of a training contractbetween the employer and the apprentice
Practical training is received in companies
(under guidance of a supervisor or theemployer) and theoretical training in aVocational School (12h per week)
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Dual System Training Contract
Gives the apprentice the status of anemployee in the company
The contract is a written, legally bindingdocument between apprentice & employer Specifies the duration of apprenticeship,
remuneration, the amount of time in for work
on-the-job and for theoretical training in theVocational School The contracts are guided by the Chambers
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Workplace and Classroom as the Fundamental Domains in theDual System
Classroom In The Training Institution Workplace In The Enterprise
Production
Efficiency
Profitability
Learning
Protected Zone
Individual Care
Tapping the best Training Potential of both Domains:This is the Strength of the Dual System in Training
Classroom etc.
Workplace etc.
Coordination bythe Partners
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Beginner
Expert
Orientation andoverview knowledge
Coherent knowledge
Detailed andfunctional knowledge
Specialisedadvanced knowledge
Self-Reliant Problem Solving Experience
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Dual System Occupations & Laws
Approx. 350 Occupational Profiles areavailable within all industrial sectors
The Occupational Profiles are created by theSocial Partners, supported by researchersand coordinated by a Federal Institute (theBIBB)
The Dual System is regulated by theFederal Training Act 1969 (some revisions),the Voc. Training Promotion Act and SchoolLaws of the Lnder
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Structure of the occupations for vehicletechnology in Germany from 2003 on
0
Specialization car technology
Basic subjects
Car MechatronicSpecialization commercial vehicle technology
Specialization motorcycle technology
Specialization vehicle communication technology
1 2 3 3,5
Bodywork and vehicle constructionmechanic
Two-wheel vehicle mechanic
Mechanic for agricultural machine technology
Subject area bodywork technology
Subject area vehicle construction technology
Subject area bicycle technology
Subject area motorcycle technology
Main subjects
2 5 H W O a n
d 2 5 B B I G
Mechanic for bodywork maintenance technology
Subject area bodywork maintenance technology
1st year 2nd year 3. year 4. year
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Dual System Age of Entry, Duration,
Employment Age of entry: approx. 18 years Condition of entry: passed Class 9, 10 or 13 of
General School or High School (Abitur) Duration of training: 3 to 3.5 years (some 2 years) Participation: Number of apprentices in industry and
trade are about 4.2% of all employees (1.7 Mio) Approx. 500.000 companies are participating in the
Dual System (30%) Approx. 60% of the graduates obtain employment
immediately (other go to military service, to further training, to universities..)
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Fundament for the Dual System
Enterprises
2. Occupational Profiles
National Occupational Profiles
1. Work Processes
3. Guidelines for FurtherDetailing
Close Cooperation betweenGeneral Studies andTechnical Training
Technical TrainingInstitutions
General SubjectsEnglishPhysicsMath. etc
Technical TheoreticalTrainingrelated to
Work Processes 1 to x
Close Cooperation ofTechnical Training Institutions
with Enterprises
Practical WorkshopandWorkplace Trainingrelated toWork Processes 1 to x
FurtherBreak Down
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Learning EnvironmentType of Learning
Correlation between different Types of Vocational Learningand Selected Learning Environments
Abstract Learning Classroom
Learning Structured Contentsthrough Demonstration and Doing
Laboratory
Learning Basic Functional Skills School Workshop
Learning Complex / Rare Functional Skills(with Expensive Equipment)
Central Training Facility
Source: Gert Loose, Forschungsbericht, 1988, updated 2002
The Workplace as the Supreme Learning Environment
Learning Basic and ComplexFunctional Skills
(with Expensive Equipment)
Training Facility at Workplace
Learning Functional and Extra-FunctionalSkills in Real Work Environment
Training Corner at Workplace
Workplace
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Learning and Methodological Competence
Human and Social
Competence
Technical Competence
The OccupationalWork Task
Tools, methods andorganisation of
skilled work
Objects ofSkilled Work Requirements for
skilled workand technology
Source: biat / DSP
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Occupational Competencies of a skilled Worker which have to be Assessed
TechnicalCompetencies
Comprisesknowledge andskills regarding
- Objects ofskilled Work
- Tools andmethods usedandorganization ofskilled work
- Requirementsplaced onskilled workand technologybeing usedetc.
SocialCompetencies
HumanCompetencies
MethodicalCompetencies
LearningCompetencies
Ability to carryout criticism in afair manner
- Ability to workin a team andconsider others
- Ability tocommunicateand to exchangeinformation
- Readiness forcooperation
- Readiness forconflict-solvingand consensus
- Willingness toact in a reliable
- Ability to workunder pressure
- Readiness forself-reflection
- Willingness toacceptuncertainties
- Readiness forself-reliantdevelopment
- Ability to setgoals andstructureassignments
- Ability forfinding relevantinformation
- Ability forproblem solvingin workprocesses in aself-reliant way
- Ability to plan,prepare andexecute orders
- Ability tomonitor andassess productquality in a self-reliant way
Ability to applylearningstrategies
- Readiness toconcentratewhen learning
- Ability tolearnindependentlyand in a team
- Awareness oflifelong learning
- Ability for self-reliant learningin a structuredway
A l l C o m p e t e n c i e s
M u s t
b e
D e f
i n e d
i n R e l a t
i o n
t o t h e
W o r k
P r o c e s s
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TEVT system penetration (scope and levels)
v a r i e t y o
f m o
d e s a n
d c e r t i
f i c a
t e s
( f o r m a l a n
d n o n - f o r m a
l )certificate
certificate
diploma
degree
secondary
primary
1
2
3
4
5
VOCATIONAL TRAINING SUB-SYSTEM
TECHNICAL/VOCATIONAL EDUCATION SUB-SYSTEM
GENERAL EDUCATION SUB-SYSTEM
1
2
3
4
5
N A T I O N A L Q U A L I F I C
A T I O N L E V E L S
P R O F I C I E N C Y o r
C O M
P L E X I T Y L E V E L S
"small vessel"
6
"big vessel"
SYSTEM PENETRATION / INTEGRATION
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TERIMA KASIH
THANK YOU
DANKE SCHOEN
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- Rough planningof work
- Calculating- Considering costs
for companies2
Planning of Work- Tools- Methods- Organisations
3
- Evaluation- Delivery- Presentation
These particular requirements have to be met, when carrying outwork assignments
5
- Manufacturing,Maintenance,Service
- Quality Assurance
4
Foreman /Customerplaces anan order
1
Slide 3
Work Process Structure