The Economist story Ein neuer Deal? Germany’s vaunted dual-education system is its latest export hit describes Germany’s dual education system:
URSULA VON DER LEYEN, Germany’s labour minister, likes to point out that the two European Union countries with the lowest unemployment, especially among the young, have dual-education systems: Austria and Germany. Like Switzerland, they have a tradition of combining apprenticeships with formal schooling for the young “so that education is always tied to demand,” she says. When youths graduate, they often have jobs to walk into.
With youth unemployment in Germany and Austria below 8% against 56% in Spain and 38% in Italy, Mrs von der Leyen has won Europe’s attention. Germany recently signed memoranda with Greece, Italy, Latvia, Portugal, Slovakia and Spain to help set up vocational-education systems. Mrs von der Leyen discussed the topic in visits to Madrid in May and to Paris this week. There is even talk of a “new deal” for Europe, including bringing youths from crisis-hit countries to work in Germany and making more loans.
Germany is best known in euro-zone countries for its macroeconomic prescriptions of austerity and structural reform. So it helps politically that it should now be seen assisting people in those countries into jobs. But does its dual-education system deserve so much credit, and should other countries adopt it?
Although based on older traditions, it formally dates from 1969. Youths not interested in, or qualified for, university sign up for a programme in which they work three or four days a week for a firm that pays them and teaches relevant skills. The rest of the time they spend in school, completing mostly specialised courses. Chambers of commerce and industry associations make sure that the work and the teaching are matched. After three years or so, trainees are certified and, if they make a good impression, may stay as full-time workers.
About two in three young Germans go through this system and into about 350 careers. Some end up in blue-collar jobs, others in sales and marketing, shipping and agriculture, or pharmacology and accounting. The practical nature of the education is an advantage, as is the mutual screening between potential employers and employees during training.
Yet the system existed in the 1990s, when Germany was the “sick man of Europe” and had high unemployment. German success today surely owes more to its labour-market and welfare reforms of a decade ago and to unions’ wage restraint. In an ageing and shrinking population, demography also helps, as fewer German graduates choose among more open jobs.
Ludger Wössmann, an economist at the Ifo Institute in Munich, suggests that vocational education can have bad side effects. In his research, countries that combined school and work-based education (Germany, Austria, Denmark and Switzerland) did much better at getting young people into jobs. But early training can turn into a disadvantage by the age of 50. It appears that skills learnt in vocational training “become obsolete at a faster rate.” Low youth unemployment today may thus come at the cost of higher old-age unemployment tomorrow.
Related topics
The Career Technical Education Foundation (CTEF) has a good synopsis of “dual education.”
In Dual System of Education, CTEF explains:
What is the dual system of education supported by industry for career academies with an internship/apprenticeship model? Two partners share the responsibility for education and training. The Career Academy assumes the responsibility for teaching the required curriculum content including theory and practical application. Industry provides the career academy financial support and the training necessary to familiarize the trainee with the technological and organizational aspects of the work processes within the company.
Advantages of the Dual System for the Industry partner:
Secures the skilled labor needed
Reduces the costs to train for positions within the company
Increases motivation and loyalty to the company
Trainee receives job specific qualifications
- Productive performance of trainee
Advantages of the Dual System for the Student:
Recognized Industry Certification
Increased prospects for employment upon completion
Theory and practical application of curriculum
- Certain degree of independence through an “earn while you learn” program
Financing of the Dual System of Education and Training
Industry partners who provide training contribute the largest share
Perkins and other District funding as available from State and Federal Agencies Grants
Dual System of Education and Training provides the opportunity for the successful Career Academy Graduate to:
Earn Industry Certification and/or
Earn college credit upon successful completion of each course while attending the Career Academy
Apply to the University of their choice
orEarn Industry Certification
Enter gainful employment either with their own training company or another company
Continue education process by:
Working with the training company 3.5 days/week
- Attending University or Continuing Education facility 1.5 days/week with company assistance where needed until coursework completed.
To read more please visit the Executive Summary Page
http://careertechedfoundation.org/workforce-development/dual-system-of-education/
As with any education system, there are advantages and disadvantages.
The 2006 article, Dual system is singular success which was published in Times Higher Education reports:
For all its success, the policy is not without its problems. As in Britain, universities were at first loath to recognise an alternative form of higher education. They have been reluctant to give adequate recognition to AMK graduates on university masters programmes.
Employers are anxious about an oversupply of graduates, and they and others claim that some aspects of technical and vocational education are neglected. The relationship with the municipalities and regions is not always smooth, and there is a high dropout rate.
Maintaining a dual system in Finland has been made more difficult by the success of the policy and of the Bologna Process. When AMKs were established, they were the only institutions that offered bachelors degrees; since Bologna, most Finnish universities do. AMKs now also offer masters programmes, although they are mostly part-time schemes for mature students. But some universities are also entering this market. The dual system is thus challenged by “vocational drift”. The challenge for the polytechnics – and for the Government – is to maintain the distinction between the broad aims of the two sectors while recognising that a difference of purpose does not necessarily imply a difference of status. http://www.timeshighereducation.co.uk/206872.article
The United States is also looking a different education formats.
Moi wrote in The International Baccalaureate program and vocational students:
There is an “arms race” going on in American Education. More people are asking whether college is the right choice for many. The U.S. has de-emphasized high quality vocational and technical training in the rush to increase the number of students who proceed to college in pursuit of a B.A. Often a graduate degree follows. The Harvard paper, Pathways to Prosperity argues for more high quality vocational and technical opportunities:
The implication of this work is that a focus on college readiness alone does not equip young people with all of
the skills and abilities they will need in the workplace, or to successfully complete the transition from adolescence
to adulthood. This was highlighted in a 2008 report published by Child Trends, which compared research on the competencies required for college readiness, workplace readiness and healthy youth development. The report found significant overlaps. High personal expectations, self-management, critical thinking, and academic achievement are viewed as highly important for success in all three areas. But the report also uncovered some striking differences. For instance: while career planning, previous work experience, decision making, listening skills, integrity, and creativity are all considered vital in the workplace, they hardly figure in college readiness.http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf
There is a reluctance to promote vocational opportunities in the U.S. because the is a fear of tracking individuals into vocational training and denying certain groups access to a college education. The comprise could be a combination of both quality technical training with a solid academic foundation. Individuals may have a series of careers over the course of a career and a solid foundation which provides a degree of flexibility is desired for survival in the future. See, Why go to college? https://drwilda.wordpress.com/2011/11/28/why-go-to-college/
Michael Alison Chandler is reporting in the Washington Post story, New college-prep IB program could be offered to technical students about giving vocational students the opportunity to participate in the International Baccalaureate program. http://www.washingtonpost.com/local/education/new-college-prep-ib-program-could-be-offered-to-technical-students/2011/11/21/gIQAareS6N_story.html
https://drwilda.com/2011/11/29/the-international-baccalaureate-program-and-vocational-students/
There shouldn’t be a one size fits all in education and parents should be honest about what education options will work for a particular child. Even children from the same family may find that different education options will work for each child.
Resources:
Vocational Education Myths and Realities
http://www.fape.org/idea/How_it_works/voced_myths_8.html
Vocational Education in the United States, The Early 1990s
http://nces.ed.gov/pubs/web/95024-2.asp
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