Dual education system

As a dual training, also dual vocational training system, refers to the parallel training in companies and vocational schools and tertiary education at the vocational academy. The system is mandatory especially in the German education system.

Prerequisite for vocational training in the dual system in Germany is a vocational training contract and in Austria, Switzerland and South Tyrol ( Italy) a training contract with a company. The consequently to visit vocational school is dependent on the location and from the regional affiliation of the operation. The practical part of the training the trainees will be taught in the factories, the theoretical part takes over the vocational school. Moreover, it is in many places at vocational schools also possible to acquire additional qualifications.

When attending a vocational school ( school with a vocational qualification ), dual training is ensured by the general / theoretical and practical workshop instruction.

In-company training

The basis for the company training the respective training regulations of the profession.

Training priorities in § 1 and § 14 of the Vocational Training Act are:

• Provision of specialist skills, knowledge and skills. The so-called " vocational skills ". This follows the content of the training regulations for each profession
• Allow first work experience
• Promotion of character
• Avoidance of hazards (eg, physical dangers avoided by complying with the UVV)

The in-company training takes place in three to four days per week, to one to two days (country regulations: depending on the design profession and training year ) vocational school days are offered. Alternatively, so-called Block instruction is performed. This means that the trainee or apprentice for up to eight weeks at a time is only complete in school. It is often supplemented by the vocational training that in our own workshops to the craft guilds and chambers ( Germany ) taking place. These inter-company courses to the training gaps, which are created by the specialization of many companies compensate. The duration of these courses may be three to four weeks per year. Some courses are, depending on the design profession, prescribed in the respective training regulations (eg welding courses for auto mechanics ), others are voluntary. In Austria, the theoretical training, as blocked in Vienna, or performed one day per week to two months a year in vocational schools.

Vocational College

The training in vocational schools is subject to the education authorities of the federal states or cantons and the applicable curricula, which in turn are based on the curriculum framework. The curricula are not federally uniform in contrast to the training regulations and the training framework plans contained therein. Curricula are released from the parent KMK ( Standing Conference of the Ministers of Education ), but there is a fundamental right that the respective provinces framework curricula still can be individually adapted to the prevailing circumstances. Therefore, it is important for a good match between vocational school and job training, to request the relevant curriculum framework of the state and the suitable vocational school.

General task focus of the vocational schools are:

• The teaching of theoretical expertise
• The deepening of the general education
• And the awarding of career permissions ( educational attainment )

In addition to the "normal" compulsory vocational education vocational schools also accomplish other tasks:

• Job years of primary school
• Vocational school
• College entrance
• High school

The vocational school usually includes twelve lessons per week, which would correspond to two school days. However, since in general the full instruction can not be issued, the lessons often limited to eight hours, which are taught in one or two days. The training at the vocational school includes a technical theory and a general part. To everyone's part in all professions, the subjects include German (communication ), politics ( social science ), Sports ( health promotion ), and also isolated Religion ( life issues, values, norms ).

The vocational school is organized either in part-time ( a week, a day or two ) or in block form (collectively to several weeks ' straight '). Professions with only a few training contracts ( so-called splinter occupations) are summarized in state or federal skilled classes.

Tests

While vocational training as an interim examination is to be, which demonstrate the success of the previous training. This takes place in the middle of the training in approximately. At the end of the training is the final examination in which the examiner must establish to their occupational competence. In the trades, the final exam is called traditional apprenticeship exam. The tests are to be organized by the competent authorities, in the industrial sector, for example, from the chambers of crafts and industry and commerce ( IHK ). They are removed from the set up by the chambers ( ' appointed ') audit committees. Trainees must be registered by the operation for review. To register, submit the following documents:

• Copy of the training contract
• Copy of the last vocational school certificate
• Qualifications or record books
• Certificate of Attendance for further action over and outside the enterprise

The operation is generally obliged to prepare the trainees for an exam. He determines, in its sole discretion.

The written the IHK intermediate and final examinations (with the exception of Baden-Württemberg Chambers on the final exam ) nationally standardized, ie they are carried out simultaneously and with identical for each professional task sets. The tasks are labor play in three task creation facilities of CCIs in a complex process in which tripartite with employer and employee representatives and teachers specialized committees play a central role, created. For the commercial and business - related occupations are the delivery point for commercial End and intermediate examinations ( AkA ) in Nuremberg and the Central Office for examination papers North West ( ZPA North West) in Cologne, for the industrial and technical occupations examination papers and Course material development site of the IHK Region Stuttgart ( PAL). Examination papers for the graphic arts are created by the ZFA Print Mediums in Kassel.

The main advantage of the unique central IHK exams is that all trainees a profession nationwide are tested with the same tasks. This ensures that the tests are objective and the respective test results nationwide are comparable. The average results by the IHK district, state, and nationwide can be found at any Chamber of Commerce website, so that each sample, as well as any training company can classify its results.

In the years 2003 to 2007, a break in the examination procedure took place. In some rearranged or new occupations were replaced interim and final inspection by a " stretched " examination in the context of a model experiment. That means in detail that examination part 1 (formerly the intermediate examination ) up to 40% goes into the overall result and testing Part 2 (formerly the final exam ) accordingly 60 or more percent of the total equivalent examination.

By passing the exam, the " former " trainees get three certificates:

• Testimony of the training company
• Vocational school certificate
• Leaving certificate or journeyman or skilled worker's certificate

The training company is obliged to issue the operating certificate.

If the final examination is not passed, the student may retake the exam twice. The training contract may be extended at the request of the trainee until the next re-examination, but not exceeding one year.

Problems of dual training

Germany

The supply of training places (see training rate ) designed regionally and vary from industry to industry, so that on the one hand open apprenticeships can not be filled, on the other hand, too many young people are still being trained at factories in formal and non- operational measures. As an increasingly problematic proves the lack of readiness for training of many young people. Even young people with allgemeinbildendem degree often do not meet the high demands of dual training systems of many three and three and a half years of professional training. Is significant in this context, the mismatch between commercial aptitude and career aspirations after an office job.

Switzerland

In Switzerland, too, the fact that more and more young people find appropriate teaching office, any party boundaries of concern. 2004, a conference of the governing parties was to specially convened. The only result of this conference was a call to the company to increasingly create apprenticeships because they could not agree on the measures to be taken.

A prime example of this situation bizarre excesses wrote in 2004 an enterprising entrepreneur computer science apprenticeship in his newly established teaching operation. The trainees should be given for the first time no apprentice wage, but pay a training fee. The indignation of all policy circles about it was so great that this operation could never start.

Indeed, it is now almost impossible to get a teaching position without an aptitude test. Usually it has several applicants for each teaching position, so that the companies can easily select.

One possible cause of this situation is the " appreciation " of many apprenticeships and the associated higher qualifications that are required for these apprenticeships. In fact, there are also almost exclusively for the less gifted students who can not find more apprenticeships, while many better switch gifted to a matriculation school.

According to reports, the Swiss newspapers from October 27, 2009 were as of August 2009 or about 5000 vacant apprenticeships ( 82,000 ), however, would find more and more young people after completion of dual training (apprenticeship ) no job. About half of the 147,000 young people who were last April before the formation of choice, opted for a basic vocational education.

Solutions

In the past, attempts have been made several times in Germany to overcome these shortcomings by changes in the dual system. Topics of discussion included the " job training " and " nationalized training courses ". However, this approach could not convince sustainable.

• In order training are major corporations their capacities such as their training workshops ( for the training of industrial metal professions ) and form about their own use out of. However, the takeover of the trainees is not secured in a permanent position. Thus, this variant is only partly suitable to reduce the weaknesses of the dual system in the result.

• In the nationalized education programs ( the so-called " wizard " occupations ) are " over" qualified the dual system youth in high school and college in schools maintained institutions. These courses provide instruction in both theoretical and work placements. However, here the operational practice is often too short. Thus, the transition of graduates is difficult to work.

Since 2006 - starting from an " Innovation Circle on Vocational Training" of the Federal Ministry of Education and Research - discussing a modularization of dual training. Similar to modern high school courses, the training should be structured with standardized training modules that can be combined within a professional group and make the recognition of partial performance possible. Unlike stepped models, which attest to recognized qualifications, training modules were certified to be a professional audit would remain but exist. The Federal Institute for Vocational Education by the end of 2007 training modules for 14 occupations have been developed. Proponents expect by a modularization of the dual training better flexibility and permeability of the transition system, critics fear a lowering of the quality level of training.

The triale education system as a practical approach

Provide an entirely new way when you go trialen education system. The triale system is based on the idea of ​​an industry-wide training network. Especially in the field of industrial metal occupations ( industrial mechanics, tool mechanics, mechatronics, and others) is the third column represent in training an innovative way, the dual system to give a useful (service ) supplement. Farms could according to this theory of efficient, high-quality and cost-effective form than with the exclusive use of existing in-house resources by specific training components form, for example in the field of industrial metal professions in an inter-company training center, which is funded by the taxpayer or by additional allocation of training companies. First practical experiences show, therefore, that the triale system is evaluated by the parties as a shape adapted to their individual needs, albeit expensive solution. The network design allows the companies, across their enterprise to make use of services related to the training or to offer themselves. These include the centralization of the following tasks:

• The (now allegedly) necessary marketing for the commercial professions,
• The requirements specification,
• Personnel selection of trainees,
• Interface management with the appropriate chambers of the vocational school and the employment agency
• Staff development and
• The business education management ( controlling, human resources and marketing)

The coordination and organization of services "around the training " then the responsibility of an external service provider is the network as a partner. This neutral agent determines the various consulting services from each other and analyzed continually the need for new services. As a result, the acquisition of the operating personnel support effort lead by the leveraged network to a reduction in the affiliated companies. Due to the participation rules of the network structure - eg in the form of an unincorporated body - would the firms, moreover, you have the possibility to influence the scope and intensity of care measures. This determination structure is also a key differentiator in terms of job training by external parties.

With the help of trialen training there then more and better education with less burden of the enterprises in the administrative and supervising sector. Especially those companies that have not previously been trained in most support-intensive professions, businesses that are not trained due to lack of training facilities, as well as companies, which company training was too expensive, options that would be offered by the triale education system, high- train high-quality and cost-effective. The triale training system with its third column bein consider the complete market adjustment and thus a function that supposedly lacked the dual system and can not be achieved by the numerous reform efforts so far.

The deregulation model as a market solution

This idea is based on the idea to provide sustainable training and employment opportunities in the focus of the training regulations. Be prescribed State therefore only the formative for the respective training content that can be taught by the majority of enterprises without government assistance to the young people; supported by the dual partner vocational school. Additional qualifications and specializations may be mediated by a business perspective and individual abilities and aptitudes of the trainees without State interference.

In many professions could be, according to these ideas, so realize shorter training times and stepped courses. This could therefore facilitate the rapid and sustainable demand -oriented vocational training of the necessary professionals.