Cooperative education

A Cooperative Education (BA ) is an academic institution of tertiary education, which offers a degree with a strong practical focus. The theoretical training at the vocational academy is the practical training in a company associated (dual system). The vocational colleges awarded their degrees as state designations.

  • 4.1 Social Services
  • 4.2 technology
  • 4.3 Economics
  • 4.4 Music
  • 5.1 Legal Evaluation
  • 5.2 Career prospects after graduation
  • 5.3 Bachelor accreditation
  • 5.4 recognition abroad
  • 5.5 Master's degree
  • 5.6 promotion
  • 5.7 Nachgraduierung in Baden- Württemberg
  • 6.1 founding idea of Baden-Württemberg
  • 6.2 Founding of Vocational Studies in Baden- Württemberg
  • 6.3 Adaptation in Berlin, Thuringia and Saxony
  • 6.4 Conversion of Vocational Studies for Duale Hochschule Baden -Württemberg

Model of Cooperative Education

Candidates include a three-year training contract with a company, where a half of the training takes place. The other half of the training takes place in the University, with theory and practical phases at intervals of about three months change.

Importance in individual states

State vocational colleges on basis of appropriate vocational college or university laws of each country is available in the following provinces:

  • Saxony
  • Thuringia

The state-run vocational colleges in Baden- Württemberg were converted March 1, 2009 in the Duale Hochschule Baden- Württemberg.

State-recognized vocational colleges under private ownership on the basis of corresponding state laws are in:

  • Hamburg
  • Hesse
  • Lower Saxony
  • Saarland
  • Schleswig-Holstein

In Berlin (Department of the University of Economics and Law Berlin) there are in the context of a university corresponding dual training programs using the concept of cooperative education.

In other countries, such as North Rhine -Westphalia and Rhineland -Palatinate also exist professional academies, but without the relevant institutions belong to the tertiary education sector. Their professional profile is based on classic occupations such as the nursing profession. In Baden- Württemberg has been missed, the term " cooperative education " at the same time setting them up to protect trademark law. The State Higher Education Act, although the use of this term is regulated, but these rules are only valid within the country's borders.

The amended in Lower Saxony in October 2002 Cooperative Education Act allows Lower Saxony vocational colleges, according to an accreditation bachelor's degrees to be awarded as a state-recognized degree. Since July 2004, offer nationwide the first four Lower Saxony universities of cooperative education ( Hameln, Hanover, Lingen and Vienenburg ) to accredited dual bachelor's degree programs. In 2005, the Bachelor's degree programs of Vocational Studies Göttingen and spaces have also been accredited.

In June 2005, the Hamburg Parliament has adopted a cooperative education law. This law is unusual in comparison to the BA- laws of other states in two points. First, it allows both the creation of state BAs, as well as a state-approved BAs in private ownership and secondly, it is called as a state- recognized degree Hamburger vocational colleges only the Bachelors. As the first hamburger BA state-approved, private BA -Hamburg commenced operation in October 2006.

Despite the absence of Cooperative Education Act was in Mecklenburg-Western Pomerania founded the Cooperative Education Mecklenburg -Western Pomerania in 2008 and registered in December 2008 in the Commercial Register of Rostock. The BA Mecklenburg -Vorpommern cooperates with universities in the European Higher Education Area and the Bologna obtains in this way an equal state recognition.

Difference to college

A dual degree program at a vocational academy is basically associated closely with both practical implementation of the acquired academic knowledge in professional practice. The linkage is so tight that the responsible lecturer practical implementation plans together with the company, organized and cared for in the rule. Here lies the main difference between high school courses in which, although often internships are offered, but these are designed to provide no implementation-oriented association with the mediated academic knowledge. The internship is independent of the curriculum are designed to be of practical links with the business.

Requirements for studying

To study at a vocational academy proof of subject-specific or of a university is to be provided. In addition, a training or internship contract with a company for the period of the BA program is required.

The training companies must meet certain requirements, including in particular human and material suitability to teach the prescribed in the study and training plans of the respective disciplines training content.

Study

The study at the University of Cooperative Education is usually in classes with 20 to 30 students., Is in accredited study programs in accordance with the accreditation requirements of the respective work load significantly, composed of contact hours ( lessons), pre-and post times and operational studies and training periods. The size of each study modules calculated from the to be awarded credit points. Here, a credit point to a workload of 25-30 hours. In accredited programs a total of 180 credit points ( credits) must be purchased, with 210 credit points form the BA Berlin and the Duale Hochschule Baden- Württemberg an exception. These correspond to a student's work using more than 5400 hours at 180 credit points.

The basic course is completed after two years with an interim examination ( assistant test). Throughout the course, chores are (practical work, project work, research papers ) to customize and store a variety of exams. The exact distribution of test inputs (for example, the number of research papers in which semester) determines the respective Professional Academy and is regulated by course to course different. The lectures are at least 40% occupied by full-time professors. The majority of the lectures is contested by part-time faculty who are primarily drawn from the companies but also from colleges or universities. For lecturers have practical experience and course content can be quickly adapted to developments in the economy. To participate in the lectures basically Attendance is compulsory.

On the average three-month theory phases in which mainly the necessary expertise for the study should be taught, followed by coordinated practical phases in which this knowledge is to be applied and deepened. This practice phases do not take place in the vocational academy, but in the company. In the practical phases of the trainees are to leave per year between four and six weeks.

The student usually receives over the entire period of training across a training allowance or a salary. It is depending on the operating, year of training and specialization in the Middle 400-1600 euros. Besides, other grants, such as rent, possible. Under some circumstances, child support and federal financial aid may be granted. Some companies also grant bonuses for scripts and books between 50 and 200 Euro per semester.

The course lasts six semesters with no chance of the semester repetition is, and is finished with a thesis or accredited courses of a bachelor 's thesis. All study subjects must be "sufficient" completed in each year of study with a minimum grade. This result is not achieved, the relevant exams can be repeated once. If this test fails with "sufficient " can be filed with the request and approval by the practice partners, a second repeat test. If the student does not achieve this in the "sufficient ", he is expelled. With the de-registration and the training relationship with the operation is terminated.

Courses

The courses at vocational colleges are divided into the areas of social work, engineering and business with some of deepening disciplines. In Hesse there are also vocational academies for music. Currently listed below courses at various academies are offered.

Social Services

  • Working with the elderly
  • Working with disabled people
  • Working with the mentally ill and drug users
  • Network social space work
  • Social Work in Education and profession
  • Working with offenders
  • Social Work in the youth, family and social assistance
  • Residential care and educational assistance
  • Children and young people
  • Physiotherapy
  • Rehabilitation
  • Social Work in Health Care
  • Social Work in Administration / Human Services
  • Social Management
  • Social Economy
  • Social Work in Education and profession

Technology

  • Applied computer science / Applied Computer Science
  • Automotive Management
  • Construction
  • Civil Engineering
  • Construction and Engineering
  • Biotechnology
  • Bioinformatics / Biosystem computer science
  • Electrical Engineering
  • Project Engineering - International Technical Management
  • Facility Management
  • Vehicle technology / engineering
  • Manufacturing process computer science
  • Wood technology, wood construction, building elements
  • Information Technology ( disciplines: Automotive, network and software engineering, computer science engineering, medical information management )
  • Information Systems
  • Information and communication technologies
  • Maintenance and Service Management
  • Refrigeration system technology / Air System Technology
  • Construction
  • Plastics Technology
  • Food Safety
  • Engineering
  • Mechatronics / Automation
  • Media computer science
  • Media Technology and Information Systems
  • Medical
  • Medical computer science
  • Metal
  • Paper Technology
  • Practical computer science
  • Production Technology
  • Quality Management and Manufacturing Technology
  • Safety Engineering ( work safety, radiation protection, environmental )
  • Systems Engineering
  • Technical Management
  • Supply and environmental
  • Industrial Engineering

Economy

  • Bank
  • Construction industry
  • Design Management
  • Service management / marketing
  • Digital Media
  • Energy
  • Facility Management
  • Financial Services
  • Health and social management
  • Trade
  • Trading / Sales Management
  • Trade / Textile Management
  • Craft
  • Real Estate Industry
  • Industry
  • International Business Administration ( BA only at the northern Hesse at the study center of Heidelberg)
  • International Business Administration
  • International Business Information Technology
  • International Business Management ( tri-national )
  • International Hospitality and Tourism Management
  • International Management
  • International Marketing
  • International Tourism and Event Management
  • Media Design
  • Media and communication industry
  • Exhibition and Convention Management
  • Medium-Sized Enterprises
  • Public Economics
  • Online Media
  • Product design
  • Shipping, transport and logistics
  • Taxation and Auditing
  • Textile management
  • Tourism management
  • Insurance
  • Enterprise Resource Planning & Logistics
  • Economic computer science

Music

  • Elementary Music Education
  • Instrumental pedagogy
  • Vocal pedagogy

Completion

Students complete their BA degree with the state -recognized degree "Diplom- ... " (BA) or at accredited degree programs with the state -recognized degree " Bachelor" from. This is not about academic degrees, but state final designations.

Legal Evaluation

With qualifications at vocational colleges are usually the same career opportunities as with professionally relevant graduate degrees at colleges, including the civil service. Unlike colleges vocational academies but not as universities and confer the diploma (BA ) as a " state-recognized degree " rather than academic degrees. This has in professional practice insofar meaning than that BA graduates have received a broad education less than college graduates. The possibilities for further studies in higher education may differ depending on the state and the university, however.

The Ministers of Education (KMK ) recommended on 29 September 1995, Professional Academy graduates regarding the professional rules ( Career advancement, salary law, engineering laws, rules for accountants and auditors, etc.) equal footing with graduates of diploma courses of the technical colleges. The legal implementation is provided in the respective laws of the countries. Within the framework of the Bologna process, the professional academies will offer Bachelor courses, provided that they meet appropriate accreditation requirements. The Bachelor is likewise awarded as a state-recognized degree.

Within " the margin newfound with the federalism reform " will examine the coalition parties in Baden- Württemberg according to the coalition agreement, " the development of the vocational academy for dual college while maintaining their proven structural features ".

In countries of BAs after Baden- württembergischem model, namely state or state- recognized BAs in Thuringia, Saxony, Baden- Württemberg, Hesse and Berlin ( to the integration of the dual degree programs of cooperative education in the University of Berlin School of Economics 2003) that regulate the admission regulations of the universities, the recognition of BA degrees explicitly. In Bavaria and North Rhine -Westphalia for the statements made ​​reservations because the vocational colleges are not universities ( with the exception of professional Academy in Berlin, the Department of a university is ). Also an accreditation does not guarantee academic recognition.

Career prospects after graduation

The odds of a BA graduates to be taken over by his training company, are high, since the operation co-financed training. The retention rate in the training center is located in Baden -Württemberg at an average of 80 %. Disadvantage for a career academy graduates is the focus on his training company, whereas a university degree is generalist. The advantage is that BA graduates with degree have a higher practical relevance and already been able to implement during the training phase the acquired knowledge into practice.

Bachelor accreditation

Due to the Cooperative Education Act in Lower Saxony Lower Saxony Berufsakademien can independently assign the state-recognized degree " Bachelor" after successful accreditation. Thus, vocational academies East Friesland eV and the Vocational Academy Göttingen have gone through the accreditation process ZEvA successful and offer the accredited Bachelor of Arts in Business Administration.

The three-year Bachelor's study courses of Cooperative Education Baden- Württemberg have completed the accreditation process of the Central Evaluation and Accreditation Agency ( ZEvA ) for the first time in May 2006 with a student workload in the amount of initially 180 ECTS credits successfully. In July 2008, the Bachelor's degree programs of Cooperative Education Baden- Württemberg have been accredited by the ZEvA with 210 ECTS points, as the student workload in the operational phases of the dual study would justify delivery of a total of 60 ECTS points.

Since October 2006, the Thuringian vocational academies ( Eisenach and Gera ) have introduced Bachelor's degree programs after accreditation. The state-approved vocational colleges in Hesse give bachelor's degrees. The dual education of Bachelor of Vocational Academy in Hamburg was accredited by the FIBAA in September 2007.

In 2006, the Bachelor's degree programs of cooperative education in the College of Business and Law Berlin have been accredited with 210 ECTS points as intensive course as part of the evaluation process, the Agency for Quality Assurance by Accreditation of Study Programmes ( AQAS ). Nearly 50 % of the time approaches in practice phase would fall on the processing of the given topics from college to practice transfer report and the study projects. The practice phase could be regarded as an integral part of the course and part of self-study, in which the theoretical knowledge could be consolidated and transferred to the concrete issues of everyday working life. Thus, the higher workload can be fully credited to the study and justifies the award of 35 credits / semester.

The accreditation of the Bachelor's study courses is relevant in the context of the requirements of the Standing Conference for the legal classification: According to the " Resolution of the Standing Conference on the classification of the Bachelor's study courses at vocational colleges " of 15 October 2004, the Bachelor's degrees accredited study programs of cooperative education to the bachelor degrees as state designations as academic degrees the colleges and universities on an equal footing university law. According to the explanations in the decision, this means that the vocational academy graduates that further studies should be facilitated at a university. The fact that the recognition of these non- academic degrees in higher education still comes in practice to problems is one of the reasons why the cooperative education in Baden- Württemberg Cooperative State University in 2009 in the so-called ( DH) are transferred.

Recognition abroad

BA students in Baden- Württemberg can do with their degree graduate ... (BA ) received a bachelor 's degree with honors from the Open University in Milton Keynes, Great Britain, whereby the vocational academies promise a simpler classification of accounts abroad. In contrast to a standard bachelor's degree, a distinction is an Honours Degree from four classes, depending on the final grade achieved, and do not entitle the UK in each case to the master program. The obtained each class of this conclusion also called " Classified honors degree " is noted on the Bachelor's degree certificate. The contract awarded bachelor's degree from the Open University is indeed an academic degree, but is recognized as a foreign financial statements and because of the Verleihungsmodalität in Germany not always for a master's program.

In order to obtain the English Bachelors, a student of the University of Cooperative Education at the beginning of the last academic year must enroll at the Open University and pay a registration fee, but do not attend additional events or exams.

Master's degree

Some Berufsakademien offer in cooperation with UK universities to master's degree programs, in which foreign university awards a Master's degree. In addition, the University of Cooperative Education Lörrach offers a master's program in collaboration with the Albert -Ludwigs- University of Freiburg, the University gives the master's degree. In addition, the Professional Academy Berlin offers a master's degree in the field of process and project management.

Promotion

For some years, particularly for qualified applicants, was opened in Baden -Württemberg " very good" or must be completed " with distinction", a direct route to a doctorate at a vocational academy usually with an overall score of their first degree. This results in an aptitude test - without prior acquisition of a university degree or a master - where expected for the aptitude test with a study time of at least two to three years (that is, the corresponding university degree will be rescheduled at this time ) and is generally very good graduates open. The exact procedure will be governed by the doctoral regulations of the Faculty concerned. Therefore, such methods have exceptional nature.

Regular promotion procedures result for Bachelor graduates with a master's degree. In addition to doctoral scholarships consist doctoral programs typically as part of employment relationships as a researcher or as " external student " who finds a university professor whose research interests match their own.

Nachgraduierung in Baden- Württemberg

With the conversion of the former " Cooperative Education Stuttgart " to " Duale Hochschule Baden -Württemberg" the graduates of the University of Cooperative Education has been given the opportunity to perform at the request of a Nachgraduierung. The " state name" Dipl. is - ... (BA ) stripped and as a replacement of the academic degree Dipl. - ... awarded ( DH). Such nachgraduierte graduates are then academics and Germany far doctorate-granting institutions, compared to polytechnic graduates. My BA degree is considered to be " university degree ", which has implications regarding further and may result in retraining of the labor office by himself.

History

Founding idea of Baden- Württemberg

The genesis of the cooperative education in Baden- Württemberg has its origin in the educational situation of the 1960s and early 1970s. The educational optimism of those years led to a rapid expansion of general education and for the establishment of new schools and led to the result in an increase in the number high school graduates, the number of students and, consequently, the number of graduates.

Due to the overload in universities became increasingly concerned that young people are not trained as required and thus ran the risk of being on the road after completing their studies. The company also feared the emergence of a skills gap that could not be filled enough by the new universities.

In 1971, the Daimler -Benz AG took over the Ministry of Baden- Württemberg the proposal to promote the attractiveness of the training of high school graduates in the dual system in that the training should be connected to a kind of " college course system". In the same year this also calls the Stuttgart-based company Robert Bosch GmbH, Daimler -Benz AG and Standard Elektrik Lorenz AG took place. It was agreed that an essential condition for the success of the proposed alternative courses would be to offer graduates a real alternative to "traditional" university. This meant that the new training programs towards a university degree had to open up similar opportunities - comparable in terms of the attainable income, but also comparable in terms of the opportunities for advancement. These conditions, however, could be permanently satisfied only if the quality of the learning content and learning objectives of this new training courses would have a higher education level comparable.

In close cooperation with the Württemberg Administration and Business Academy ( VWA) in Stuttgart and the Commerce and Industry Chamber Middle Neckar developed the three " founders " company's new training program for high school graduates, which was presented to the public on 15 July 1972, the " Stuttgart Model "was born. The following year, the then Minister of Education Professor Wilhelm Hahn announced the outlines of an offensive program for the training of the public. As one of the priorities he mentioned the creation of a cooperative education. The basic idea was here - inspired by the " Stuttgart Model " - the transfer of the dual system in the tertiary sector.

Establishment of Vocational Studies in Baden- Württemberg

On 1 October 1974, the career academies started in Stuttgart and Mannheim as part of a pilot project with a total of 164 students and 51 schools in the two training areas in business and technology. In 1975, at the University of Cooperative Education Stuttgart training area social services on his work. By the year 1981, the vocational colleges in Villingen -Schwenningen, Heidenheim an der Brenz were added, Ravensburg, Karlsruhe, Mosbach and Lörrach.

The " Law on Vocational Academy in Baden- Württemberg" was adopted by the parliament in April 1982 and entered into force on 26 May 1982. The previous model test phase for the new training and study model was completed. The vocational colleges were now enshrined as control equipment in tertiary education in the country.

Already in August 1982 the Council of Ministers decided to expand the Cooperative Education Baden- Württemberg. The total number of students is expected to increase to 1985 to around 5000. Since this capacity expansion of demand for places in the University for a short time was just, was until 1990 a further increase to 12,140 places and the expansion program by 2004, a capacity increase to 18,000 places. Today study at all sites over 20,000 students and there are already over 70,000 graduates of the University of Cooperative Education in the various courses.

True to the mission of Cooperative Education Baden -Württemberg university policy efforts were parallel to the expansion of cooperative education intensified to reach a national recognition of the BA degrees. With the Conference of Ministers in September 1995 expressed in hall recommendation to the states, vocational college graduates how to deal with college graduates, the years of effort had taken a decisive step to a national recognition. The Standing Conference noted that the financial statements of cooperative education on the model of Baden-Württemberg Berufsakademien are statements in the tertiary sector, which fall under the Mutual Recognition Directive of the European Union. This means that the conditions for a Europe-wide recognition were given.

The vocational colleges in Baden- Württemberg had until 28 February 2009, a total of eight sites and three branch offices: Mannheim, Stuttgart ( with the branch office Horb ), Heidenheim, Karlsruhe, Lörrach, Mosbach ( called Branch Bad Mergentheim ), Ravensburg ( with the branch office Friedrichshafen) and Villingen -Schwenningen.

Adaptation in Berlin, Thuringia and Saxony

After German reunification, adapted Berlin, Thuringia and Saxony the model.

Vocational Academy ( founded in 1993 as a study institution of Berlin) was founded in 2003 by an Act of the Congress of Deputies as a department in the University of Berlin School of Economics ( FHW ) integrated. It should stay the particular features and advantages of the dual studies, but also problems that were associated with the lack of permeability of the higher education system, particularly at the secondary and admission to Master's programs are eliminated.

Conversion of Vocational Studies for Duale Hochschule Baden -Württemberg

2009, all vocational colleges in Baden-Württemberg were transferred to the Duale Hochschule Baden- Württemberg. Thus, a new form of higher education was created. The previously independent professional academies were sites of the Cooperative State University, which has only one seat in Stuttgart. Model was the State University System in the United States. The accredited degree programs an academic degree (Bachelor) and no longer recognized degree is awarded after successful completion of the course now.

Comparable deals in Bavaria, Berlin and Hesse

At the Bavarian universities there with college dual an alternative model with approximately equal proportions of academic education and practical training. One possibility is the combination of study in which a vocational / professional education is combined with the study. Another possibility is to study in combination with practice, which includes longer practice periods. In Berlin, there are various work-study programs at universities that follow a similar concept. In Hesse are courses that provide a balanced combination of theory and practice, Cooperative Studies Hesse offered under the campaign.

List of company registers Daimler-Benz Brandenburg Integrated Authority File
96323
de