A comparison of the vocational training system of Britain and West Germany as experienced by minimum-age school leavers.

The sectoral and occupational structure of Britain and West Germany has increasingly changed over the last fifty years from a manual manufacturing based to a non-manual service sector based one. There has been a trend towards more managerial and less menial type occupations. Britain employs a higher proportion of its population in the service sector than in manufacturing compared to West Germany, except in retailing, where West Germany employs twice as many people as Britain. This is a stable sector of the economy in terms of employment, but the requirements of the workforce have changed in line with changes in the industry in both countries. School leavers in the two countries, faced with the same options (FE, training schemes or employment) have opted for the various options in different proportions: young Germans are staying longer in education before embarking on training and young Britons are now less likely to go straight into employment than ten years ago. Training is becoming more accepted as the normal route into employment with government policy leading the way, but public opinion still slow to respond. This study investigates how vocational training has adapted to the changing requirements of industry, often determined by technological advancements. In some areas e.g. manufacturing industry the changes have been radical, in others such as retailing they have not, but skill requirements, not necessarily influenced by technology have changed. Social-communicative skills, frequently not even considered skills and therefore not included in training are coming to the forefront. Vocational training has adapted differently in the two countries: in West Germany on the basis of an established over-defined system and in Britain on the basis of an out-dated ill-defined and almost non-existent system. In retailing German school leavers opt for two or three year apprenticeships whereas British school leavers are offered employment with or without formalised training. The publicly held view of the occupation of sales assistant is one of low-level skill, low intellectual demands and a job anyone can do. The traditional skills - product knowledge, selling and social-communicative skills have steadily been eroded. In the last five years retailers have recognised that a return to customer service, utilising the traditional skills was going to be needed of their staff to remain competitive. This requires training. The German retail training system responded by adapting its training regulations in a long consultative process, whereas the British experimented with YTS, a formalised training scheme nationwide being a new departure. The thesis evaluates the changes in these regulations. The case studies in four retail outlets demonstrate that it is indeed product knowledge and selling and social-communicative skills which are fundamental to being a successful and content sales assistant in either country. When the skills are recognised and taught well and systematically the foundations for career development in retailing are laid in a labour market which is continually looking for better qualified workers. Training, when planned and conducted professionally is appreciated by staff and customers and of benefit to the company. In retailing not enough systematic training, to recognisable standards is carried out in Britain, whereas in West Germany the training system is nevertheless better prepared to show innovative potential as a structure and is in place on which to build. In Britain the reputation of the individual company has a greater role to play, not ensuring a national provision of good training in retailing.

Developmental TVET rhetoric in-action: the White Paper for post-school education and training in South Africa

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the “definitive statement of the governments vision for the post school system” and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed. (DIPF/Orig.)

Training patterns of German companies in India, China, Japan and the USA: What really works?

The transfer of vocational education and training (VET) systems is currently the subject of lively international debate, but there has so far been very little documentation of the process or analysis of how such transfers are achieved in practical terms. This paper therefore considers the potential for transferring Germany’s ‘dual’ vocational training system to German subsidiaries abroad, specifically in China, India, Japan and the USA. Using the EPRG typology as a theoretical framework, the paper systematises the range of training strategies deployed by German subsidiaries. It analyses the findings of interviews with training officers and Directors of Human Resources in more than 40 German subsidiaries abroad. These interviews show clearly that local factors in the host country exert such a strong influence that it is not possible completely to transfer the German VET system to another country. What is more likely is that an accommodation is reached with local VET structures, local labour market conditions and other socio-cultural features. The findings suggest that policy borrowing in the area of VET is likely to be only partial and will be strongly influenced by the national characteristics of the host country. (DIPF/Orig.)

Berufsschulumfrage 2012. Einflussfaktoren auf die Berufswahl und Verbleibentscheidung von Auszubildenden im Landkreis Mecklenburgische Seenplatte

Berufswahlsentscheidung und die Frage nach dem Gehen oder Bleiben ist nicht nur für viele junge Menschen in ländlichen Regionen eine wichtige Frage, sondern auch für die im Übergang Schule-Beruf arbeitenden Menschen und Akteure der jeweiligen Kommune. Vor dem Hintergrund der Abwanderungstendenzen und der Optimierung der Übergänge Schule-Beruf hat die Stabsstelle Bildung des Landkreises Mecklenburgische Seenplatte repräsentativ 2800 Auszubildende des Landkreises befragt über die Einflussfaktoren für ihre Berufswahl und über ihre Entscheidung hier zu bleiben oder gehen befragt. Die z.T. überraschenden Ergebnisse werden in dieser Studie zusammen mit Handlungsempfehlungen dargestellt. (DIPF/Autor)

Economic competence and financial literacy of young adults. Status and challenges

This book will concentrate on economic competence and financial literacy of young adults in the US, Europe and South America. The subjects of the research are mainly individuals who have begun an apprenticeship or university education. Economic competence and financial literacy are of special interest for this group because they are usually in the unique position of being responsible for managing their own financial affairs autonomously, often for the first time. Furthermore, economic competence is key to social participation and active citizenship. (DIPF/Orig.)

Berufsausbildung und sozio-ökonomischer Wandel. Ursachen der "Krise des dualen Systems" der Berufsausbildung

Zu einem Zeitpunkt, zu dem zahlreiche Entwicklungs- und neuerdings auch Industrieländer das „duale System" der Berufsausbildung in Deutschland als eine Art Idealmodell der beruflichen Qualifizierung entdecken, wachsen die Zweifel, ob dieses Ausbildungssystem angesichts der anhaltenden Expansion von Gymnasium und Hochschule noch eine Zukunftsperspektive hat. Im vorliegenden Beitrag werden die zahlreichen Symptome der Krise des dualen Systems aufgezeigt, es wird versucht, die Ursachen dieser Krise unter sozialhistorischer Fragestellung zu deuten, und es werden die bislang aufgezeigten Vorschläge diskutiert, diese Krise zu überwinden. (DIPF/Orig.)

Die politische Ökonomie der Berufsbildung in Großbritannien und in Deutschland

Der Beitrag wägt die Vor- und Nachteile des dualen Berufsbildungswesens in Deutschland gegen die sehr viel weniger geregelte Ausbildung in Großbritannien ab. Es werden die Interessen dargelegt, die Arbeitgeber daran hindern bzw. ermutigen; eine betriebsspezifische oder aber eine allgemein anwendbare Aus- oder Fortbildung anzubieten. Verglichen werden Muster einer Interventionspolitik und wirtschaftlicher Regulierung mit denen eines Prinzips des freien Marktes, beides in parlamentarischen Systemen. Der Vergleich der britischen und der deutschen Entwicklung zeigt die unterschiedlichen Voraussetzungen beider Gesellschaften, die auch einer Übertragung des dualen Berufsbildungssystems entgegenstehen. (DIPF/Orig.)

Allgemeinbildung und Berufsbildung. Zwei konkurrierende Konzepte der Systembildung in der deutschen Bildungsgeschichte und ihre aktuelle Krise

Berufliche und allgemeine Bildung sind keine curricularen, sondern systemische Gegensätze. Die deutsche Bildungsgeschichte hat sich über zwei soziologisch völlig unterschiedliche, daher auch weder integrier- noch aufeinander reduzierbare Zentren der Systemfindung abgespielt. Reformambitionen, die das nicht zur Kenntnis nehmen, scheitern an den historisch entstandenen Formen, durch die sie selbst möglich geworden sind. (DIPF/Orig.)

Europeanization in VET policy as a process of reshaping the educational space

The EU represents a transforming educational space, where national and supranational boundaries in educational governance are becoming blurred. The EU has become an important actor in educational governance and an important arena for policy learning and transfer. This paper explores how the process of reshaping the educational space manifests itself in the process of the Europeanization of VET policy in the case of Estonia. In Estonia, this process was followed by the growth of executive VET institutions and has developed from rather uncritical initial policy transfer to more active learning from the EU, although conformism can still be seen in cases of the introduction of standardizing policy tools. (DIPF/Orig.)

Christian Efing (Hrsg.): Ausbildungsvorbereitung im Deutschunterricht der Sekundarstufe I. Die sprachlich-kommunikativen Facetten von „Ausbildungsfähigkeit“. Frankfurt am Main: Peter Lang 2013 (371 S.) [Rezension]

Rezension von: Christian Efing (Hrsg.): Ausbildungsvorbereitung im Deutschunterricht der Sekundarstufe I. Die sprachlich-kommunikativen Facetten von „Ausbildungsfähigkeit“. Frankfurt am Main: Peter Lang 2013 (371 S.; ISBN 978-3-631-63387-8)

The Dilemmas of Diffusion: Institutional Transfer & the Remaking of Vocational Training Practices in Eastern Germany, CES Germany & Europe Working Papers, No. 05.10, 1996

Through a case study of the diffusion of the celebrated West Gennan "dual system" of vocational training to the territory of the fonner German Democratic Republic, we develop the argument that local sociopolitical relations matter crucially for the successful transfer and implementation of institutional arrangements. Notwithstanding massive levels of government funding, the presence of complementary supports, and the concerted efforts of Ger­many's social partners, the dual system is experiencing significant difficulties in the new federal states of the East. These difficulties are not due simply to the particular politics of unification (the wholesale transfer of West German institutions whether or not they were appropriate to Eastern Germany) nor even simply to the paucity of dynamic private firms capable of and willing to train new apprentices. The difficulties stem also from the under­ lying weaknesses of the East German sociopolitical infrastructure on which the entire dual system rests. This. hy­ pothesis is elaborated and substantiated through a range of data on training in the East and especially through the use of detailed case studies of Leipzig and Chemrutz.

Joint Antenna Selection and Frequency-Domain Scheduling in OFDMA Systems with Imperfect Estimates from Dual Pilot Training Scheme

Transmit antenna selection (AS) has been adopted in contemporary wideband wireless standards such as Long Term Evolution (LTE). We analyze a comprehensive new model for AS that captures several key features about its operation in wideband orthogonal frequency division multiple access (OFDMA) systems. These include the use of channel-aware frequency-domain scheduling (FDS) in conjunction with AS, the hardware constraint that a user must transmit using the same antenna over all its assigned subcarriers, and the scheduling constraint that the subcarriers assigned to a user must be contiguous. The model also captures the novel dual pilot training scheme that is used in LTE, in which a coarse system bandwidth-wide sounding reference signal is used to acquire relatively noisy channel state information (CSI) for AS and FDS, and a dense narrow-band demodulation reference signal is used to acquire accurate CSI for data demodulation. We analyze the symbol error probability when AS is done in conjunction with the channel-unaware, but fair, round-robin scheduling and with channel-aware greedy FDS. Our results quantify how effective joint AS-FDS is in dispersive environments, the interactions between the above features, and the ability of the user to lower SRS power with minimal performance degradation.

[How can the mentally ill achieve sustained employment? Supported employment versus pre-vocational training]

People with severe mental disorders are often without work, although work may have a positive effect on their health. The paper presents some results in this field from the German S3 guidelines on psychosocial therapies. In terms of evidence-based medicine supported employment (SE - first place then train) has proven to be most effective. Nevertheless, SE is still rare in Germany. Pre-vocational training, however, follows the concept first train then place and is offered in rehabilitation of the mentally ill (RPK) centres in Germany. There is some evidence that the programs are beneficial for users. The UN Convention for the Rights of Persons with Disabilities outlines an obligation for work on an equal basis with others and for vocational training. So far, the German mental health system only partly meets these requirements.

National youth team football players between the conflicting priorities of sports success and vocational training

In view of the risks involved in relying on a professional career in football as a way of making a future living, most players on Swiss National Youth Football Teams pursue some form of vocational training at the same time. This paper investigates the question under what conditions a successful football career is possible when faced with such a dual burden. In order to examine the development process as holistically as possible, a person-oriented approach was chosen. 159 former Swiss National Youth Team players were retrospectively interviewed about their careers, and the data were analysed using the LICUR method (Bergman, Magnusson, & El-Khouri, 2003). This involves identifying certain patterns in the relevant variables of sports career, vocational career and family support, and then comparing these with the performance at the age of peak performance. Through this, it was possible to identify promising patterns of development. It turns out that the critical transition, at the age of about 15–16 years, is characterised overall by stability. The most successful patterns display above-average family support accompanied by above-average professional talent promotion in the clubs. In this constellation, the football players who are later successful pursue vocational training courses leading to low levels of educational qualification.

Maurer, Markus: Skill Formation Regimes in South Asia, A Comparative Study on the Path-Dependent Development of Technical and Vocational Education and Training for the Garment Industry (Komparatistische Bibliothek; Bd. 21). Frankfurt am Main: Peter Lang 2011 [Rezension]

Rezension von: Maurer, Markus: Skill Formation Regimes in South Asia, A Comparative Study on the Path-Dependent Development of Technical and Vocational Education and Training for the Garment Industry (Komparatistische Bibliothek; Bd. 21), Frankfurt am Main: Peter Lang 2011 (449 S.; ISBN Skill Formation Regi)