The Hamburg Model – exemplary integration of youth into vocational education E-Book

Elina Priedulena

• Herausgeber: Books on Demand
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 240

Veröffentlichungsjahr: 2015

Beschreibung

The lack of skilled workforce is one of the biggest problems for European companies – and due to the demographic development, this challenge is growing. At the same time, youth unemployment is on the rise and too many youth are left behind with no education or training at all. The implementation and the strengthening of the dual vocational education offer valuable contributions to the problem-solving described above. Thus a specific one-year professional qualification within the dual system for young people was successfully introduced in the city of Hamburg, Germany: the so called “Hamburg Model”. This is a proven method to integrate young people into the professional education, who would otherwise not get this chance and too often end up without any training. Moreover, the Hamburg Model makes the choice of the profession more certain, decreases drop-out rates and increases the chances on the labor market significantly. During a two-year implementation period, this Model was adapted, transferred and put into action in Hungary and Lithuania. This book provides a good basis for the transfer to other countries.

Leseprobe

The project “Future perspective: Annual Professional Qualification (Hamburg Model)” was carried out from October 2013 to September 2015 by the Hanse-Parlament e.V. as Lead Partner and eight partners from Germany, Latvia, Lithuania, Norway, Poland and Hungary.

Project management: Dr. Jürgen Hogeforster and Elina Priedulena

We thank the the following authors for the book contributions:

Renata Černeckienė

Habil. Dr. Prof. Romualdas Ginevičius

Dr. Jürgen Hogeforster

Dr. Michał Igielski

Philipp Jarke

László Kajos

István Mosóczi

Dora Szegő

Dr. Monika Zajkowska

Content

Introduction

The dual system of vocational training in Germany

2.1. Division of responsibilities

2.2. School education background of the trainees

2.3. Training centers in the dual vocational training system

2.3.1 Training center - Enterprise

2.3.2 Training center – Vocational school

2.3.3 Inter-company training centers

2.4. Faculty staff in the dual educational system

2.5. Financing of the dual system

2.6. Educational reasons for companies

2.7. Strong points of the dual vocational training system

2.8. Weak points of the German vocational training system

2.9. Trends and consequences for vocational education

2.10. Theses on consequences for Baltic Sea Region

Integration of slower learner into vocational education and training system

Hamburg Model

4.1. Framework concept

4.2. Hamburg Model with professional qualification

4.3. Professional qualification

4.4. Graduation, graduation certificate, leaving

4.5. Continuation and completion of training

4.6. Hamburg Model with Professional Qualification (PQ) in the profession: Metalworkers

Implementation of the Hamburg Model in Lithuania and Hungary

5.1. Implementation of the Hamburg Model in Lithuania

5.2. Implementation of the Hamburg Model in Hungary

Evaluation of the piloting of the Hamburg Model in Lithuania and Hungary

6.1. Evaluation results of the training in Lithuania

6.2. Evaluation results of the training in Hungary

Recommendations for implementation of the Hamburg Model

Outlook

8.1. Feasibility studies for three Sub regions of the Province of Pomerania by Hanseatic Academy of Management in Slupsk

8.1.1. Introduction

8.1.2. Characteristics of sub regions from pose of the metropolis Tricity in the Pomeranian province

8.1.2.1. Słupski Sub region

8.1.2.2. Południowy Sub region

8.1.2.3. Nadwiślański Sub region

8.1.3. System of the vocational education - the current state and crucial problems

8.1.3.1. Vocational education in Poland

8.1.3.2. Problems of the vocational education in the Pomeranian province

8.1.3.3. Meaning of the dual system of the vocational training

8.1.3.4. German model of the dual vocational training

8.1.3.5. Situation of graduates of schools carrying the vocational training out in the school system on the Pomeranian labour market

8.1.3.6. Barriers and hampering of the implementing the dual system of the vocational training in the Pomeranian province

8.1.3.7. The dual system of the vocational training as the response to needs of the labour market in the Pomeranian province

8.1.3.8. Declared action assumed by authorities for the development of the vocational training in the Pomeranian province

8.1.3.9. Summary and Recommendations

8.2. Vocational education and training in Baltic Sea Region – Problems to be addressed

8.3. Survey on the dual system of the vocational education in Baltic Sea Region

8.4. Work-Based Learning around the Mare Balticum – Results of the Working groups

8.5. Strategic Programme of the Baltic Sea Academy - Promotion of Dual Systems of Vocational Education

8.5.1. Action Programme “Hamburg Model”

8.5.2. Action Programme “Dual Vocational Education and Dual Studies”

Other Publications by the Baltic Sea Academy

Members of the Hanse Parlament

Members of the Baltic Sea Academy

1. Introduction

In some of the European Union states up to 15% of school leavers cannot begin a professional education, have to stay in long queues or do not obtain professional education at all. Up to 30 % of young people who begin vocational training abandon it completely or change the profession during the vocational training. The professional education has significantly lost its appeal in most of the EU countries. Especially in the new EU countries (e.g. Poland, Lithuania, Latvia) with predominantly school based vocational training the participation has even dropped to an alarmingly low level.

On the other site Small and Medium-sized Enterprises (SMEs) complain about lack of qualifications of vocational school graduates and the increasing lack of skilled professionals. However, in the contest for young qualified workers SMEs threaten to be the losers. Due to the lack of qualified staff, innovation in SMEs is already much lower than it might or should actually be. The shortage of young entrepreneurs, managers and professionals limits most the growth of SMEs. Improvement of qualification, accompanied by elimination of shortage of skilled labour is the most important supportive task and the central key to sustainable promotion of innovation, competitiveness and growth of SMEs in the Baltic Sea Region.

The implementation and the strengthening of the dual vocational education and training make crucial contributions to the problem-solving described above. Hence, for five years in Hamburg a model, so called Hamburg Model, of one-year professional qualification within the dual system for young people was successfully introduced. This is a proven method to integrate young people into the professional education, who would otherwise not get this chance. Moreover, the Hamburg Model makes the choice of the profession more certain, decreases drop-out rates and increases the chances on the labour market significantly. The one-year professional qualification can be acknowledged as the first year of the professional training. While or after one year of learning the students can continue with the regular dual professional education.

After the further development and adaptation of the model to the country-specific conditions it is implemented in two countries with predominantly school-based vocational training: Vilnius and Budapest.

In connection with the transfer and implementation of the Hamburg Model the German dual vocational training system and experiences should be broadly transferred and thus initiations of Work-based Learning supported.

The broad networks of the Hanse-Parlament with about 50 Chambers of Crafts, Industry and Commerce and the Baltic Sea Academy with 17 universities from countries of the BSR act as permanent developers, promoters and consultants of the Hamburg Model and the dual system in the whole Baltic Sea Region. Hence, high sustainability and broad effect are achieved.

These all activities are carried out within the Lifelong Learning Programme, Leonardo da Vinci, Innovation Transfer project “Future perspective: Annual Professional Qualification - Hamburg Model” (DE/13/LLP-LdV/TOI/147613) from 2013-2015.

The main objectives of the project are:

a) Integration of young people with poor chances on the education market into the regular vocational education and training by implementing the Hamburg Model, thus reduction of drop-outs, improvement of qualifications as well as chances on the labour market and reduction of youth unemployment is achieved.

b) Transfer of the German dual vocational training system and support of implementation.

c) Transfer of all results in all the Baltic Sea Region countries and ensuring high sustainability.

Eight partners from six countries are involved in the project:

PP 0: Hanse-Parlament, Germany, Lead Partner and coordinator of the project activities

PP 1: Baltic Sea Academy, Germany, elaboration of analyses, PR work, transfer activities

PP 2: Hamburg Institute for Vocational Education, Germany, core partner, developer and implementer of the Hamburg Model in Hamburg, consultation tasks for implementations in the project

PP 3: Nordic Crafts Forum, Norway, developer of the feasibility studies about the introduction of the Hamburg Model and dual vocational education system in Norway, experience exchange

PP 4: Latvian Chamber of Crafts, Latvia, developer of the feasibility studies about the introduction of the Hamburg Model and dual vocational education system in Latvia, experience exchange

PP 5: Public Institution Vilnius Builder Trainings Centre, Lithuania, implementing partner of the Hamburg Model in Lithuania

PP 6: Kontiki Vocational Training, Hungary, implementing partner of the Hamburg Model in Hungary

PP 7: Hanseatic Academy of Management in Slupsk, Poland, developer of the feasibility studies about the introduction of the Hamburg Model and dual vocational education system in Poland, experience exchange

For six months of the project the representant from Poland was the Craft Chamber of Łódź that was involved as project partner with the partner number 7. The Craft Chamber of Łódź had the task to implement the Hamburg Model in Łódź. Once it turned out that the implementation is not possible due to law regulations in the region, the partner asked to leave the project. As the new Polish partner the Hanseatic Academy of Management in Slupsk joined the project to prepare feasibility study of Hamburg Model implementation in Poland (see the results in the chapter 8.1.).

The Transfer Partners are:

Members of the Hanse-Parlament and

Members of the Baltic Sea Academy

2. The dual system of vocational training in Germany1

The vocational training plays a prominent role in the German educational system. Almost 60 % of each year’s students choose professional education. Up to 70 % of them again fall into the dual system while the remaining part of the students completes a full-time school-based education at a vocational school. The system is called dual because the training is performed in two learning places: at an enterprise and at the vocational school. At the moment in Germany the training is possible in 349 acknowledged qualified professions for the duration between 2 and 3,5 years.

The central law for the vocational training in Germany is the Vocational Training Act (BBiG). Other important laws are: the Crafts Code (HwO), the Ordinance on Trainer Aptitude, the Young Persons Employment Act, the Industrial Constitution Act, the Law for the Advancement of Further Training and the Distance Learning Protection Act.

The legal basis for the enactment of educational regulations are §25 of BBiG or §25 of HwO. There it states that the Federal Ministry of Economics and Technology in consultation with the Federal Ministry of Education and Research officially recognize qualified jobs and can issue educational regulations for this purpose. The educational regulations are prepared at the Federal Institute for Vocational Education and Training (BIBB) by intensive involvement of representatives of the employers and employees.

For the job-related teaching at vocational schools the Permanent Conference of the Ministers of Education and Cultural Affairs of the Federal States (KMK) issues framework plans which are aligned with the educational regulations of the federation. The curricula for the general teaching at the vocational school are developed principally by separate states because culture and education in Germany are subject to the sovereignty of the federal states.

The legal basis for the educational relationship between the enterprise and the apprentice is established by the training contract which must be concluded in writing before the beginning of the training. The following is regulated in the training contract, incl.:

type, structure and especially the goal of the training

beginning and duration of the training

training measures

duration of the regular daily time of training

duration of the probation period

payment method and amount of trainee allowance

duration of the leave

preconditions for termination

The training contract must be submitted to the competent authority – in Germany these are corresponding competent chambers – and there it must be registered in the “List of vocational training relationships“ if the training suitability of the enterprise is verified.

2.1. Division of responsibilities

The responsibilities in the dual system in Germany are divided as follows.

Source: own diagram

1) Framework of the federal law

All the parties involved in the dual education (federation, states and economy) act within the legal framework determined by the Vocational Training Act (BBiG). In addition further labor law provisions of various branches of law are also obligatory for the professional education and further training. So legal provisions and legal principles which are valid for the labour contracts are also valid for this training contract provided that special regulations are not stipulated in the BBiG.

2) Federal Government

The Federal Government is responsible for the contents of the qualified jobs acknowledged by it, provided that the training does not take place at schools. Through the obligatory acknowledgement of qualified jobs in the whole Federation the threshold figures elaborated together with the economies and the states are implemented and at the same time it is ensured that the training for the acknowledged qualified profession may be performed only according to the training regulations issued by the Federal Government.

3) Lands

The lands are fully and solely responsible for the school system. In the dual education it means, that according to the agreement of the states between each other and with other parties involved in the dual education – in respect of the corresponding qualified profession each state shall issue a curriculum for its training at the vocational school. Besides it, states perform legal supervision of the chambers.

4) Economy (employer and unions)

Suggestions for the development or revision of training regulations provided by the economy are taken up by the Federal Government only when they were elaborated in consensus of employers and unions. Independently from the Federal Government the tariff partners stipulate further regulations for the vocational training on the basis of their tariff autonomy especially the amount of training remunerations. In some labour contracts in addition thereto other agreements are stipulated, for example, related to the temporary further employment of apprentices after the training.

Source: Graphic by R. Damm, Hamburg Institute for Vocational Education (HIBB); presentation during the Kick-Off Workshop of the project “Hamburg Model” in Vilnius, 12.11.2013, http://www.vet-bsr.eu/documents/

5) The chambers

The chambers as self-governing bodies of economy – within the framework of the dual training were assigned public tasks. They include the consulting and the supervision in respect of separate training relationships. Training consultants of the chambers check the training suitability of enterprises and trainers and also consult enterprises and the trainees. They accept training contracts, check and register them. The chambers organize the whole examination procedure by determining the terms and appointing examination commissions, which conduct the examinations. In addition thereto the chambers issue examination and graduation certificates. Examination commissions consist of representatives of employers, employees and vocational schools. Regarding important issues of vocational training the chamber shall hear the vocational training commission, which is to be established and which shall consist in equal proportions of representatives of enterprises, of employees and also of vocational schools in an advisory capacity.

2.2. School education background of the trainees

The statutory requirement for compulsory schooling in Germany begins as a rule at the age of 6 and lasts (depending on the Federal State) 9-10 years. After four years of elementary school the students make a decision about the secondary school within the general three-tier school system:

the gymnasium, which demanding curriculum is oriented at the acquisition of the general entitlement to study at universities

the middle school (Realschule), which curriculum leads to obtaining the middle school certificate which certifies broad general educational and vocational preparation qualifications, and

the secondary modern school (Hauptschule) which is customized for students with practical skills or interests and leads to the secondary school leaving certificate (e.g. introduces to the world of labour).

Source: Bundesministerium für Bildung und Forschung (BMBF), Referat für Öffentlichkeitsarbeit (ed.), Berufsbildung sichtbar gemacht. Grundelemente des dualen Systems, Bonn 2003, http://www.bmbf.de/pub/berufsausbildung_sichtbar_gemacht.pdf (July 2015); own translation

Different paths often meet up each other in the professional education. Unlike full-time vocational schools, which require a middle school graduation certificate, in the dual system there are no admission requirements for the admission to the education; basically, it remains open for everybody. In practice 36,6 % of the training beginners possess a middle school graduation certificate, 32 % have secondary modern school graduation certificate and 15.8 % have general entitlement to study at universities while 2,4 % have no school graduation certificates. In addition 13.2 % of trainees have completed the vocational school basic education year (BGJ), the vocational preparation year (BVJ) or one-year vocational schools.

The education in the dual system is organized content-wise, so that it can be mastered by young people with at least secondary modern school graduation certificates. To compensate possible level differences on the basis of different educational background the Vocational Training Act or the Crafts Code envisages the reduction and also the extension of the period of training. Thereby it shall counteract the excessive or the insufficient demands in respect of the trainees.

2.3. Training centers in the dual vocational training system

2.3.1 Training center - Enterprise

Trainees usually spend 3-4 days a week in a company providing vocational training, where they are trained in practice on the basis of the training plan according to the provisions of the training regulations prepared with regard to the corresponding profession. The training regulations regulate e.g. the duration of training, describe the job and determine the requirements to examinations.

Source: Ursula Beicht, Tarifliche Ausbildungsvergütungen 2013 erneut stark gestiegen, Bundesinstitut für Be-rufsbildung 06.01.2014, http://www.bibb.de/dokumente/pdf/a21_dav_internet-fachbeitrag_azubiverguetungen-2013.pdf (July 2015); own tranlation

The characteristic feature of education is the acquisition of the required professional experience connected with the transfer of knowledge and skills. It guarantees that the training is performed under the same conditions, under which the studied profession will be exercised later. Only at the enterprise the trainee learns, on one hand, how to cope with the changing requirements of the professional practice and, on the other hand, he discovers the various social relations existing in the world of work. Additionally, promoted are independence and the sense of responsibility, because the trainee can demonstrate the obtained knowledge and skills through specific working tasks and in the real working conditions of the working, experiencing the success of his efforts.

During the training the trainee receives remuneration, which increases each year and amounts at the average to one-third of the starting salary of a qualified worker. In 2009/2010 the average monthly educational remuneration (gross) in the first year amounted to 532,97 €, in the second year it was 590,39 € and in the third educational year it amounted to 648,22 €.

2.3.2 Training center – Vocational school

The practical education is supplemented with the theoretical course at vocational schools where students study about 12 hours a week. The teaching takes place on specific days during the week or in blocks.

In vocational schools one-third of the lessons consist of the cross-occupational learning and two-thirds consist of the work-related subjects according to the framework curriculum, which is prepared for separate professions by the Conference of the Ministers of Education and Cultural Affairs for the work-related branch and by lands individually for the cross-occupational learning section. The cross-occupational branch includes, for example, contents of such subjects as Social Studies, Economics, German, Foreign Language, Religion and Sports. It is closely connected to the work-related contents, but addresses it in a different manner.

Source: Graphic by Reinhard Damm, Hamburg Institute for Vocational Education (HIBB); presentation during the Kick-Off Workshop of the project “Hamburg Model” in Vilnius, 12.11.2013; http://www.vet-bsr.eu/documents/

2.3.3 Inter-company training centers

It is not always possible for small and medium-sized enterprises to provide complete vocational training in a recognized profession within their own enterprise. In order to facilitate or to enable the provision of vocational training for these enterprises intercompany training centers are available. Besides, not all enterprises possess all the new technologies. Therefore, intercompany training centers offer courses related to new technologies as well as other educational events, which supplement the professional education at small and medium-sized enterprises. These training activities in craft professions last as a rule four to six weeks, in the construction industry - 26 weeks. Number, contents, amount, duration etc. of these supplementary training activities are determined in each case by separate chambers according to the regional conditions with legally binding effect for the corresponding chamber region.

The intercompany schooling activities are a part of the in-company vocational training (of the company educational center). The interplant training centers are usually financed by the chambers or alternatively by the employers’ associations.

2.4. Faculty staff in the dual educational system

At vocational schools one can distinguish among two categories of faculty, on one hand, faculty for the purpose of theoretical teaching at vocational schools (vocational school teachers) and, on the other hand, specialist practice faculty (specialist teachers). Vocational school teachers need a university or an equivalent degree and a specialized didactic education. Specialist teachers do not need high school degrees, as a rule they have a respective professional background as a master or specialist (industry) or assistant (crafts). The continuing education for teachers is obligatory and takes place in the form of seminars at state institutions for the continuing education of teachers.

The requirements set for the company trainers are regulated by the Vocational Training Act and in the Ordinance on Trainer Aptitude. According to it trainers must have passed the final examination under the specialty corresponding to the qualified job and possess working pedagogic knowledge. The obligatory trainer aptitude examination was temporarily suspended in August 2003 in order to stimulate the companies to offer more training places; on August 1, 2009 it was introduced again. For company trainers there are no legal requirements for further training.

2.5. Financing of the dual system

Federation, lands and communities as well as the Federal Labor Office spend about 92 bn. € on education which is about 4.1 % of the gross domestic product. Approximately 7.2 bn. € or 7.9 % of them go to the professional education in the dual system2.

The financing of the dual vocational training is performed according to the division of responsibilities: the enterprises perform the financing of the company part and the Federal States or the local public authorities finance the schooling part of education.

Source: Baumann 2004

The diagram shows that the total expenses for the dual vocational training in the year 2000 amounted to about 21.8 bn. €. About two-thirds of expenses for the vocational training at the amount of 14.7 bn. Euro (net costs, including trainee remuneration, minus production profit) were borne by the enterprises while the Federal States spent 3.4 bn. Euro on vocational schools. Further 3.7 bn. Euro were incurred by the Federal Labor Office3.

In financing of the dual education the companies are given an extremely important role. In 2000 the Federal Institute for Vocational Education and Training has performed the collection of educational costs from the enterprises. According to that the gross expenditures of a crafts company for the education in the dual system in the year 2000 amounted to 14.395 Euro per each trainee. If one takes into account the productive output created at the enterprise by the trainee at the amount of 6.780 Euro the net burden of the employers amounted to 7.615 Euro4.

Source: Bundesinstitut für Berufsbildung

The personnel costs of the trainees, i.e. the remuneration including statutory, tariff and voluntary social benefits, are the half of the total gross educational expenditures. Beside personnel costs the companies invest in material and equipment costs (for example, workplace), in teaching materials, perhaps external courses and registration as well as examination fees. The gross expenditures of the companies can be represented as follows:

Source: Harald Pfeifer (et al.), Kosten und Nutzen der betrieblichen Berufsausbildung, Abschlußbericht For-schungsprojekt 2.1.203, Bundesinstitut für Berufsbildung, Bonn, December 2009, p. 9; own Translation

The educational costs of the companies are confronted by a range of advantages. For example, in comparison to the recruitment of external teaching staff own education incurs comparatively lower costs. The costs are also avoided through wrong choice or vacant posts.

2.6. Educational reasons for companies

In total about a quarter of all companies in Germany provide vocational training at the moment. Thereby the training rate (share of training companies in the total number of companies) increases with the size of the company. However, the division of trainees according to the class of the company size shows that the small and medium-sized enterprises offer the lion’s share of training places5.

Source: Pfeifer 2009, p. 10; own translation

Since 1999 the number of in-company training places has dramatically decreased. Thereby a “training gap” appeared because the officially registered demand for in-company training places at the same time has decreased only to a smaller extent. However within the framework of the so-called “Training pact” it could be achieved that the number of newly concluded training contracts has increased again till 20076.

The apprehension that the economic crisis of the last years would cause serious cuts in the professional education has not come to reality. Indeed the offer of training places by the enterprises has decreased in 2009 by approximately 10 % in comparison to 2007; however this decline was compensated by the downward swing of demand caused by demographic reasons. Actually the offer of in-company vocational training places is significantly higher than the demand7.

Source: Bundesministerium für Bildung und Forschung , July 2015, p. 18

The benefit of education for the companies consists of a variety of different elements which can only partly be assessed in monetary terms. In 2007 the Federal Institute for Vocational Training conducted a research and asked the enterprises about reasons for providing in-house training and the value of benefit. The statement that the company provides training to qualify young specialists meeting specific company requirements was by far the most popular answer, with a share of 84 %. Large segments of the sample also agreed with the following statements, indicating that enterprises are very interested in hiring their trainees following completion of training and in providing high-quality training8:

Enterprise provides in-company vocational training in order to be able to choose “the best” trainees to retain (70%),

Enterprise provides in-company vocational training in order to avoid hiring the wrong person when recruiting workers from outside (60%)

By comparison, reducing familiarization costs (34%), saving the cost of recruiting outside personnel (27%) and using company-trained employees to familiarize new employees (22%) are of less importance.

Besides, the results of the survey show that enterprises generally benefit from providing in-company vocational training for youths. Although enterprises bear numerous costs as a result of providing training, these costs can be compensated for by retaining trainees upon completion of their training, thus eliminating the costs of externally recruiting and familiarizing new skilled workers. The costs are also offset by other less easily quantified factors such as image gains. At any rate, one third of the enterprises generate positive net gains by putting their trainees to productive use. The majority of firms surveyed are satisfied with the balance between costs and benefits, only 11% are dissatisfied. The majority also view positively their ability to meet their training needs by providing dual vocational training. More than half of the enterprises surveyed said they were satisfied with the dual vocational training system, while only some 14% were not9.

2.7. Strong points of the dual vocational training system

The practice-oriented training of specialists in the dual system has lead Germany to the economic success and has contributed to its international reputation. The strong points of the system have been already discussed in the previous chapters and can be summarized as follows:

In Germany the vocational training is firmly anchored in the society and has a high reputation. It prepares young people for a large spectrum of professions.

The professional qualification certificates obtained in this system are still valued at the labor market and the system has remained flexible enough in order to take care of elimination of unsatisfying educational programs and to answer to the appearance of new economic and professional fields with the development of new educational programs.

The dual system in Germany is developed especially well and combines learning at the enterprise with learning in school in order to prepare the trainees for the successful transition to the labor world. It results in the fact that the unemployment among young people in the international comparison is very low. The special pedagogy of the schooling part of the dual system is strongly oriented at solving problems and combines theory and practice in the innovative manner.

There are fewer and fewer qualified specialists at the labour market. The one, who provides vocational training to own specialists, becomes independent from the labor market, remains competitive and retains appropriate personnel at the enterprise for a long time.

An especially important feature of the dual system is the fact that young people are already at a very early stage exposed to the social competences, which are of critical importance for the professional success. To learn how to work in differently composed teams, to resolve conflicts with the superiors or colleagues, to treat customers or embrace an initiative and to solve problems in several steps – these are the competences, which hardly can be learnt in the classroom only.

Training also contributes to qualification at the enterprise itself, as enterprises providing vocational training always stay up to date with technologies.

A high identification of employees with the company leads to lower personnel change and reduces costs related to the fluctuation.