Work-based learning around the mare balticum E-Book

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• Sprache: Englisch

Seitenzahl: 347

Veröffentlichungsjahr: 2015

Beschreibung

At the 10th Hanseatic Conference 2015 in Hamburg, representatives from business organisations, academic institutions and policy makers from all countries around the Baltic Sea exchanged their experiences. This book contains the presented papers and a summary of the participants’ discussion. Vocational training has dramatically lost its appeal. More and more young people rather opt for study programmes at the university, and refuse to learn practical skills in vocational education. However, the qualifications of the high number of academics do not match the demand of SMEs for skilled workers and entrepreneurs, as their knowledge is mostly theoretical. At the same, due to demographic changes, the number of school leavers in the Baltic Sea Region is declining. Both developments have led to a dramatic shortage of skilled workers and entrepreneurs which is severely limiting growth and innovativeness of SMEs. In order to overcome this crisis, dual vocational training and dual degree study programmes have to be promoted substantially. In dual vocational training enterprises can actively influence and improve the quality of the education their apprentices receive; and in dual degree study programmes students can test and apply their theoretical knowledge, which they acquire at the university, simultaneously in the enterprises. The contributors of this book describe how this reform of education policy can be implemented in practice.

Leseprobe

Contents

Introduction

Jürgen Hogeforster

Welcome Note

Christiane Schadow

Section 1: Work-based Learning and Dual Vocational Education

From School to Labour Market: Dual Training “made in Germany”

Rainer Schulz

From School to Labour Market: “The Hamburg Model”

Beate Gröblinghoff

The Concept to Implement Dual Education in Poland

Michał Igielski, Monika Zajkowska

The Concept of the Implementation of Dual Vocational Training in Lithuania

Ricardas Kliminskas, Rimanta Pagiriene

Experiences with Work-based Learning in Training „Building Insulation Specialists“ in Lithuania

Renata Černeckiené

Work Based Learning in Finland

Sirpa Sandelin

Dual Education in Russia: Historical Background and Modern State

Elena Viktorova, Natalia Ostashova, Tatiana Shevchenko

The Dual System of Education in the Republic of Belarus - Problems and Prospects of Development

Andrei Gennadievich Prarouski, Natallia Petrovna Chetyrbock

Vocational Training “Specialist for Building Insulation”

Elina Priedulena

Dual Studies in Management and Technology of Renewable Energy and Energy Efficiency

Joachim von Kiedrowski, Uwe Schaumann, Ernst Peter Schradieck

Section 2: Strategies for Vocational Education and Innovation

Strategies of Vocational Training

Jürgen Hogeforster

Training for Trainers in Vocational Education

Magdalena Kochanowska

The role of the human factor in the companies' innovativeness

Marzena Grzesiak

Innovative SMEs by new Education – Fit4Future

Kamila Keinke

Centre of Competence 'Energy efficiency, climate and environmental protection, including resource-saving

Max Hogeforster

Strategic Programmes of the Hanseatic Parliament and the Baltic Sea Academy to Promote Vocational Education in the Baltic Sea Region

Jürgen Hogeforster

Results of the 10

th

Hanseatic Conference

Work-based Learning around the Mare Balticum: Results of the Working Sessions at the 10th Hanseatic Conference

Philipp Jarke

Introduction

The Baltic Sea Region is deemed the most innovative and economically strong region of Europe which has not exploited its potential yet. At the same time, however, there is the emergence of revolutionary developments which can strongly limit the economic dynamics of the Baltic Sea Region and which require an increased commitment, especially in terms of educational policy.

Such an evolution of educational policy is the key to the design of a fulfilling life and the social integration of each young person. Such improvements are also prominent in the interest of the economy which faces a completely different labor market situation.

By 2030 the number of employed persons in the Baltic States with the exception of Sweden will decrease by up to 25 per cent. The quantitative problems cause a substantial intensification of qualitative constraints. The requirements of companies towards trainees are high and still increasing. Personal and social skills are equally important to the factual knowledge. In most Baltic Sea states an increasing number of graduates lack the required competences.

There is a growing competition for skilled young people among SMEs, large enterprises, universities/colleges and government agencies. Moreover, small and medium-sized enterprises, which provide about 70 per cent of all jobs, are threatened to become losers and are pushed towards lower levels. Securing trainees with good qualifications and a high level of innovation is a question of survival for SMEs in the Baltic Sea Region.

Increased immigration to the Baltic Sea Region is required; attractive educational offers are a crucial factor here. The society must open up and meet the multicultural challenges. Above all, the domestic potential should be exploited in a better way. Educational policy must ensure that the proportion of young people leaving school without qualifications as well as non-trainable adolescents is reduced significantly. No young person should be excluded, everyone deserves a second chance.

The overvaluation of purely intellectual ideals of education has to be contrasted with the eminent character of education which appeals to all senses and encourages the acquisition of all intellectual, artistic and manual skills equally. School education always seems to lead to more uniformity. Much more individualized instruction with personal learning objectives and success is urgently needed.

Such holistic education with a promotion of individual talents is needed urgently for both weaker and stronger learners. An elite education is not sufficiently pronounced in many countries and it should no longer be a taboo. Systematic promotion of the strongest without the exclusion of the weakest is the decisive factor for the integration for all.

Early childhood education must be greatly expanded on the basis of the example of a few Baltic states. This includes sufficient number of places in kindergartens and a mandatory one-year preschool with the best and best-paid teachers.

The mere creation of new structures cannot bring any lasting improvement if they are not preceded by far-reaching cultural reforms with improvements in quality. Evolution of cultures almost inevitably leads to the growth of new structures. School structures perform a secondary role. Also a structured educational system can bring success in the case of high-level permeability. Learning together for a longer period of time is not a prerequisite for good school education but it facilitates teaching personal and social competences and promotes sustainable integration. The success in most Baltic states suggests that learning together should be implemented as long as practicable.

The attractiveness of vocational training has decreased very sharply in all Baltic states and in some countries it reached an alarmingly low level. The proportion of practice in vocational education must be increased significantly, especially in countries with educational systems. Vocational training should take place in the dual system.

The introduction of uniform Baltic Sea Region entrance requirements of vocational training which is determined job-specifically is desirable. Specific ways of vocational education need to be introduced with complete transparency for children with learning difficulties but also for stronger learners.

Vocational education is too separated from other branches of education and quickly leads to dead ends. A complete transparency and permeability in vocational education as well as between vocational education, general education and university education with smooth transitions and recognition possibilities is urgently needed. This includes also the Baltic-wide right to study with fellowship or specialist degree, following the example of some Baltic states.

Small and medium sized business, particularly the craft sector, must open up more for employees outside the profession and to win them for permanent employment. Tailor made teaching phase, precise further education as well as opening the education systems and improvement of the permeability support this process.

Young people avoid vocational training and prefer studies. However, most courses are largely theoretical and not sufficiently focused on the practical issues of SMEs, which cannot obtain a sufficient number of entrepreneurs and skilled workers despite a large number of students. Dual courses of study which combine vocational training or activity with studies have to be established on a broad basis.

Stays abroad during training and professional activities promote increasingly important international knowledge and experience, and at the same time personal and social skills. The Balticwide un-bureaucratic recognition of vocational training and further training qualifications is a crucial prerequisite.

Moreover, the reduced transport and communication costs increase the mobility of production factors. Companies migrate to locations with higher potential of professionals and workers, to locations with attractive educational opportunities and diverse labour markets. The local competition for (highly) skilled workers is more intense. A uniform educational policy in the Baltic Sea Region has to be anchored in the EU Baltic Sea strategy and ensure that this competition takes place not only within the Baltic Sea Region; to the contrary, through excellent education it strengthens the competitiveness of the whole Baltic Sea Region towards other regions and expands the existing projections.

The considerable opportunities of the Baltic Sea Region can only be exploited at the highest level of innovation and excellent qualifications. Educational policy is also to a large extent connected with locational, regional and spatial planning policy. Education promotes innovations and competitiveness and includes the main support task for small and medium-sized enterprises. Educational policy must therefore be superior to all other policies and needs to enjoy highest priority also in the EU Baltic Sea Strategy. In accordance with the EU strategy “Europe 2020” politics, economy and society of the Baltic Sea Region must address the outstanding position of educational policy and recognize that the investment in human capital is the safest and the most profitable investment.

The Tenth International Hanseatic Conference from 19 to 21 January 2015 “Work based Learning around the Mare Balticum” dealt with these enormously important questions of educational policy. At the meeting, results were presented from four projects run by the Hanse-Parlament and the Baltic Sea Academy and its partners for the further development of vocational training in various Baltic countries.

Within the framework of the project “Skills Alliance Energy Saving and Sustainable Construction in the Baltic Sea Region” the Skills Alliance “Energy” was established. Within this project three dual vocational education measures for the energy sector have been developed and implemented.

a) A new and innovative two-year vocational education “Specialist for Building Insulation” for practically talented young people (school leavers with learning difficulties in the theoretical lessons, but good manual skills). These young people, often without any professional perspectives, receive outstanding prospects completing this education and at the same time enterprises gain the urgently needed personnel. Thus, the youth unemployment is reduced and activities of SMEs in the area of energy saving are promoted.

b) SME employees can already be well qualified with short trainings in the area of energy efficiency, if these are addressing different qualified target groups and the specific needs of SMEs. Accordingly, an SME-specific training programme with individual courses was developed and implemented. Thus, the SME personnel are qualified on a broad basis and the requirements for the enhanced implementation of energy saving measures are met.

c) Dual Bachelor’s degree programmes have proved very successfully in providing junior staff and managers for SMEs. For this, three modules have been developed, which were integrated in the dual Bachelor’s degree programmes in energy saving technologies and renewable energies. Thus, the future SME managers are prepared specifically for the tasks in the energy sector.

The project “Future perspective: One-year Professional Qualification (Hamburg Model)” is carried out in cooperation with chambers, universities and other educational institutions within the Lifelong Learning Programme. The model of one-year vocational education in the dual system had been developed and successfully implemented in Hamburg for young people with special support needs. It integrates these young people better into vocational education, makes their career choice more secure, lowers the drop-out rates and significantly increases the chances on the labour market. The one-year vocational qualification can be recognized as the first year of vocational education, when thereafter the vocational education can be continued in the regular dual system. In the framework of this project, the Hamburg Model is transferred to Lithuania and Hungary, adapted to region and country specific conditions and implemented in both countries. In addition, the possibilities of future implementations are examined extensively in Latvia, Norway and Poland.

Together with its partners the Hanse-Parlament conducts a smaller project entitled “Dual vocational training for the qualification and integration of youth as well as strengthening of innovation and growth in SMEs”. Objectives and tasks of the project are relating to the evaluation of existing projects, a written survey of vocational training in the Baltic region and feasibility studies for the realization of dual vocational education in four regions in Pomerania (Gdańsk, Kwidzyn, Chojnice, Slupsk), in Lithuania and Satakunta/Finland. On this basis, a comprehensive project to promote the realization of a new training policy and innovation funding for SMEs has been developed in the Baltic region.

The Baltic Sea Academy conduct a project entitled “Centre of Competence Energy efficiency, climate and environmental protection, including resource-saving construction”. The aim of this project is to build a centre of competence, in which the central tasks of promoting innovation and qualifications for SMEs in the entire Baltic Sea Region are the carried out.

During the Hanseatic Conference, current project results, developments, tasks and strategies were presented in short lectures and panel discussions. Now, the detailed final versions and additional contributions and articles are published in this documentation. Speeches and discussions were given by a total of 30 people from Belgium, Denmark, Germany, Hungary, Finland, Latvia, Lithuania, Norway and Poland. We would like to thank every speaker, discussant and author sincerely.

The heart of the Hanseatic Conference consists of working groups, which are internationally and interdisciplinary staffed. The presentations are discussed and concrete strategies and measures are developed. In over 20 working sessions, over 100 scientists, entrepreneurs and representatives from chambers, politics and administrations of all Baltic Sea countries developed strategic approaches to the development and promotion of vocational training and innovations for small and medium-sized enterprises.

A further result of the tenth Hanseatic Conference is the development of four specific programmes for the future work of the Hanse-Parlament and the Baltic Sea Academy. Next to the consultation of the programme, a realization approach was concluded and is as well published in this book.

Enlargement of the Skills Alliance “Energy” and Ensuring long-term Cooperation

Strategic Programme of the Baltic Sea Academy: Promotion of Dual Systems of Vocational Education

Dual vocational training for the qualification and integration of youth as well as strengthening of innovation and growth in SMEs

Centre of Competence “Energy efficiency, climate and environmental protection, including resource-saving construction”

Sincere thanks and appreciation we owe to Philipp Jarke. As an outstanding editor, he edited extensive contributions, coordinated them with the authors from different countries and sent the articles to print after layouting them. Furthermore, over 20 working sessions were evaluated by him and on this basis central results of the Hanseatic Conference are described. He managed these difficult tasks with considerable commitment. Without his enthusiastic dedication, the completion of this book would not have been possible. Many thanks!

The Hanseatic Conference 2015 was supported financially by public funding within the framework of projects by the Hanse-Parlament and the Baltic Sea Academy.

“Skills Alliance Energy saving and sustainable Construction in Baltic Sea Region”, EU Programme for LIFE-LONG LEARNING

“Perspektive Zukunft: Einjährige Berufsqualifizierung (Hamburger Modell)“, EU Programme for LIFE-LONG LEARNING, Action LEONARDO DA VINCI – Innovation Transfer

„Dual vocational training for the qualification and integration of youth as well as strengthening of innovation and growth in SMEs”, Seed Money Facility – EU Strategy for the Baltic Sea Region

Kompetenz-Zentrum „Energie-Effizienz, Klima- und Umweltschutz einschließlich Ressourcen sparendes Bauen“ – CoC Energy, Bundesministerium für Bildung und Forschung, Germany

We would like to express sincere gratitude to these important promotions and the excellent advice.

Hamburg, in March 2015

Hanse-Parlament

Baltic Sea Academy

Welcome Note

Christiane Schadow

As Priority Area Coordinator for Education, Youth and Labour mobility for the EU Baltic Sea Strategy my colleague in Sweden, Mr. Anders Bergström and I

support all people who want to set up new projects in the field of education financed by INTERREG, Erasmus+, Horizon 2020, European Social Fond, or other supporting programmes.

We do consultations for grants applications; we accompany projects at their meetings and conferences, and we go to Brussels to discuss our ideas and aims for the Priority area Education.

The targets of these activities and projects are: Improved global competitiveness of the Baltic Sea Region and a smart, inclusive and sustainable growth through

reducing school drop outs and smoothening the transition from school to work,

improving the quality and efficiency of education and training, fostering entrepreneurial mind sets for a better employability,

capacity building through work-based learning focused on the needs of the economy,

increased pupil, student, researcher and worker mobility – increased knowledge about the BSR and its cultures – forming a common belongingness and labour market,

enhancing the rate of third level education,

closer cooperation between educational and research institutions in the BSR, building a common area for education and research,

strengthening the international position in education and research, attracting students and researchers from outside the BSR to our higher education and research institutions, furthermore, to improve the coordination of research policies,

increasing employability through lifelong learning and using resources of longer lives.

The EU Baltic Sea Strategy has much more priority areas such as tourism, health innovation, market, crime, transport, energy and so on. But what sector can be successful without education?

Education is the basis for employability, innovation and economic development We are currently facing an imbalance. On the one hand we have a very high rate of youth unemployment of 30-40% in some countries in the BSR. On the other hand there is a shortage of skilled people in SMEs.

A possible strategy could be to invite companies to become a responsible part in the vocational training and studies. The companies are able to qualify best the practical skills needed.

This goes to show that vocational education and higher education should not only take place in schools. It also has to take place in companies at the same time.

The better the training skills are focused on the needs of the economy, the better people can be integrated into the labour market, which reduces the shortage of skilled workers.

By empowering our youth with the skill sets required to work in today’s economy we are also developing personal and professional growth. In a changing economy these skills often lead to further employment and more start-up businesses.

I am not saying that Baltic Sea countries should simply copy the German Dual System. That might not work because this is a system with a very long tradition. But I would like to emphasize that work based learning is very important. The cooperation between schools, colleges, universities on the one hand, and the companies on the other, is necessary. Any model to match these two places of learning is most welcome.

Therefore I consider the subject of the Baltic Sea Project “Dual Vocational Training in the BSR” proposed by the Hanseatic Parliament as a big step in the right direction.

Section 1

Work-based Learning and Dual Vocational Education

From School to Labour Market: Dual Training “made in Germany”

Rainer Schulz

You may have heard of the so-called Dual System or Dual Training, and how effective it is to get young people from school to the labour market. In order to understand the system, let me give you some basic information on it. First of all, let us consider the basic three options schoolleavers have in Germany, no matter what type of general school they went to. For all of them, the Dual System means an alternative and most likely the key to success.

The choices

First of all, there are the full-time vocational schools which offer training programmes which lead to recognized occupations and qualifications. The training may include company placements, and covers a period of two or three years depending on the respective occupation. Admission to full-time vocational schools in most cases requires an intermediate school leaving certificate. Final qualifications are awarded on passing a school examination which is supervised by the education authority.

Universities and universities of applied sciences offer a lot of study programmes. Only some of them prepare students directly for a certain occupation. The aim is rather to provide students with a scientific background. In the course of European harmonization (according to the Bologna Process) Bachelor and Master Degrees can be achieved.

About 60 per cent of the school leavers in Germany embark on Dual Training. Basically, there are no formal schooling requirements for entrance to Dual Training. However, the schooling background of the candidates is an important criterion for most companies when selecting their trainees.

The principle: two learning areas

Two partners share the responsibility for vocational education and training: A company signs a training contract with a young trainee and accepts the responsibility for teaching the required training contents in its premises. In other words, practical training is mainly provided at the workplace. This is the central point in which the German Dual System differs from the schoolbased training model of other countries: In-company training familiarises the trainees with the technological and organisational aspects of the current work processes. In addition, trainees contribute to the company’s productivity during their training, which reduces the overall cost of vocational training for both the companies and society at large.

Trainees spend two thirds of their training period in the company and attend the remaining third at a vocational school in order to qualify for one of the recognised training occupations within a period of two, three or three and a half years – according to occupation and school leaving certificate achieved.

Training in the company is based on training regulations which the Federal Government has issued for each occupation. These regulations stipulate for example the minimum vocational skills as well as the examination requirements. This ensures a comparable level of training and examinations in a specific occupation throughout Germany. Transparency on the labour market can thus be increased for both employers and employees.

Trainees spend one third of their training period at the vocational school and two thirds in their company. Attendance at school can be organised according to the special needs of an occupation on one or two days per week, which we call the “Day-Release-System”, or for a longer period, for example six weeks, and then return to the company for two months. We call this the “Block-Release-System”.

At vocational schools, trainees are mainly taught theoretical and practical knowledge related to their occupation; in addition they attend classes on general subjects such as economics and social studies and also sometimes foreign languages – depending on the requirements of their occupation. By the way, English is a compulsory subject in all vocational schools in Hamburg.

Systematic teaching at a vocational school is a necessary supplement to process-oriented training in the company, which is rather more based on specific in-house requirements. Teaching is structured according to the “learning segment” concept, in which lessons concentrate on relevant situations and how to master them by using the skills immanent to the subjects. This concept is practised in vocational schools in Germany. It is also named “teaching in learning areas”.

The contract: responsibilities and duties negotiated

Trainees sign a training contract with a company. There are no minimum requirements for a training contract under the Dual System as long as the requirement of vocational education and training is met. The schooling background of trainees therefore varies. Most of them (43%) have acquired an intermediate school leaving certificate (equivalent to GCSE in Britain), about 4% of the trainees have no school leaving certificate at all, whereas 21% have even acquired higher education entrance qualifications. In Hamburg, they amount to 38%.

Training in the company is provided within the framework of a contract which is based on general labour law and includes some special regulations concerning e.g.:

Training periods

Training plans

Termination of employment, and

Money paid monthly.

The importance of “vocational competence”

The aim of all training regulations is to ensure vocational competence. It is therefore not sufficient to teach specialised skills only. Vocational competence also includes the ability to plan, carry out and supervise work independently, which is generally termed methodical skills. Furthermore, graduates of Dual Training must also be able to interact adequately with colleagues, supervisors and customers, that is, they must have social skills.

The final examinations

At the end of the training, the final examination is administered under public law. As companies see Dual Training as an investment, they are interested in ensuring that their trainees are successful. Candidates who have passed the final examination are awarded a certificate, which testifies the successful completion of training in a state-recognised training occupation.

Dual training aims to enable people to work independently in a specific profession. Completion of a relevant training course is the criterion usually applied when staff is recruited for a job and the salary fixed. Vocational qualifications are considered proof of the skills needed for the respective job.

There are state-recognised training occupations in all sectors of the economy and administration – from agriculture to manufacturing to the public sector. Currently, there are 333 recognised training occupations in Germany – approximately 250 in Hamburg. They are continuously updated, as necessary.

Win-win situation

Graduates of dual training are familiar with company processes and have worked together with company staff for a relatively long time. They are qualified for their specific job and usually show an above-average loyalty to their company. Furthermore, they contribute considerably to corporate value while training in the company. However, the young people also benefit from Dual Training. The certificate attests vocational qualifications. These are recognised throughout Germany and give them a competitive advantage over graduates of non-company training programmes. This is because of the practical orientation of Dual Training. Graduates therefore have good prospects on the German labour market if they want to transfer to another employer. Last but not least, the allowance which trainees are paid during Dual Training provides a certain degree of independence to them. Many trainees are offered an unlimited work contract by their own training company after having passed their final examinations.

About the author

Rainer Schulz

Studies of business management, sports science and educational science in Hamburg with the diploma “certified teacher of commercial subjects” (Dipl.-Handelslehrer); second State Examination; postgraduate studies in special needs education. 1987-2004 teacher at vocational schools – including 13 years as head teacher of a vocational school in Hamburg; 2004-2008 school inspector and head of the Department of Education at Professional Schools of the State Institute for Teacher Training and School Development in Hamburg. Postgraduate course “Coaching” at the Institute for Advanced Studies at the University of Kiel with a certification in 2006. Since July 2008 CEO of the Hamburg Institute for Vocational Education and Training (44 vocational schools with a total of about 3,300 employees as well as 52,000 students).

From School to Labour Market: “The Hamburg Model”

Beate Gröblinghoff

Choices: Full-time Vocational Schools, Universities or Dual Training

For school leavers in Germany, there are basically three options to enter the labour market: First of all they may attend full-time vocational schools which offer training programmes leading to recognised occupations and qualifications. The training may include company placements. It covers a period of two or three years, depending on the respective occupation. Admission to full-time vocational schools in most cases requires an intermediate school leaving certificate. Final qualifications are awarded on passing an examination which is supervised by the education authority.

Alternatively, secondary school leavers with university entrance qualification or the option to access universities of applied sciences may take advantage of a lot of study programmes. Only some of them prepare students directly for a certain occupation. Generally, the aim of Higher Education is to provide students with a scientific background rather than practical skills.

However, the most common way from school to the labour market for the majority of school leavers in Germany is the Dual Training System. This is open to everyone, no matter what kind of school leaving certificate they achieved or none at all. In order to become a trainee in the Dual System, a training contract with a company must be signed. It specifies rights and duties during training time, which may take two or even three and a half years, depending on the occupation chosen and other factors. All in all, the trainees spend two thirds of the time in their companies, and the remaining third at vocational schools.

Organisation

There are different forms of organisation. The day release system is very common. This means the trainees spend three and a half days in a company and the rest of the week at vocational schools (this is common e.g. for hairdressers or cooks). Alternatively, there is the block release system which means the trainees spend several weeks in the company and some at school, without interruptions (for example bankers or industrial clerks). But what happens with school leavers with training maturity but without a training contract? For these, “the Hamburg Model” may be an alternative.

“The Hamburg Model”

There are many reasons why young people did not manage to sign a training contract with a company, such as the non-existence of training facilities of a certain profession in their area, or a lack of training maturity. (Reasons may include lack of language skills or social competence.) If the latter is the case, they attend the Preparatory Vocational School in order to acquire it, and then may attend “The Hamburg Model” or enter the Dual System directly.

Target Group and Aims

For school leavers with training maturity but without a training contract, “The Hamburg Model” was created. For a year, they attend vocational schools and get to know companies of branches similar to their interests by work placements, which the schools arrange. But there are other advantages, such as the potential saving of time, if these young people manage to conclude training contracts with companies during this time and enter the Dual System, as they are taught the same contents as trainees during their first year of training. The schools cooperate with suitable companies as partners. Students are coached individually.

If after successful completion of the first year no training contract came into existence, a responsible body may act as a substitute for a company, and the students may attend courses of “the Hamburg Model” for a longer period. This is guaranteed by the City of Hamburg. The general aim of “The Hamburg Model” is to strengthen training ability so that students find it easier to obtain a training contract and not to lose valuable time. This is an effective measure to decrease youth unemployment.

Admission

In order to be admitted to “the Hamburg Model”, these young people have to provide a couple of documents, such as a letter of application, expressing their interest in a special branch, a CV, school certificates, and references. Furthermore, they have to provide evidence of their unsuccessful applications with companies by presenting applications and letters of refusal.

The general objective of all measures

The aim of all training regulations is to gain vocational competence. It is therefore not sufficient to teach only specialised skills. “Vocational Competence” also includes the ability to plan, carry out and supervise work independently, which is generally termed methodical skills. Furthermore, graduates of Dual Training must also be able to interact adequately with colleagues, supervisors and customers, that is, they must have social skills.

Export of “The Hamburg Model”

“The Hamburg Model” is currently being applied in Budapest, where 16 participants are being qualified as bricklayers, tilers, painters and upholsterers. Furthermore, in Vilnius, 16 participants are being trained as building construction workers and insulation fitters. Poland, Latvia and Norway expressed their interest in the implementation of “the Hamburg Model” and currently are examining possible ways of adapting the system in their countries. Originally, it was the EU’s goal to implement “the Hamburg Model” at least in one country. However, the interest in it seems to be significantly larger than expected.

About the author

Beate Gröblinghoff

1988-1992: Head of the Urban and Regional Research Section in the Department for Statistics in the City of Münster. 1992-2002: Consultant for basic data and district affairs of the planning staff of the Senate Chancellery of the Free and Hanseatic City of Hamburg (FHH) - Section for Fundamental Issues. 2002-2011: Head of the Foreign Section of Protocol, Senate Chancellery and Deputy Chief of Protocol of the FHH. 2012: Head of Project “Baltic Sea Conference on Education” in the Ministry for Education and Vocational Training of the FHH - Hamburg Institute for Vocational Education and Training (HIBB). Since 2013: Coordination of international counselling activities of the HIBB in the field of vocational education for representatives of foreign ministries and institutions.

The Concept to Implement Dual Education in Poland

Michał Igielski, Monika Zajkowska

If you think about vocational education above all you have to think about the labour market – vocational education has got the task to prepare for pursuing a definite profession. Therefore it is worthwhile thinking, whether graduates in Poland are able to find their place on the labour market and gaining recognition by employers rapidly.

On account of:

dynamic changes in the demand for work which require great flexibility along with occupational mobility;

substantial reduction of the significance of traditional economic branches to the benefit of the ones new and innovative, where often (completely exaggeratedly) a higher education is expected;

vocational education, should more actively and dynamically participate in the processes occurring in the socio-economic sphere.

Vocational education in the Pomeranian province, in particular outside areas of major cities, has a long-standing tradition and very often has at his disposal an enormous potential which must be used to the purpose of the efficiency improvement of the regional labour market, what will certainly be transferred into the growth in the economy. Unfortunately long-term negligence connected with popularizing secondary school education caused that the reactivation of this process required immediate and system corrective actions in order to raise the vocational training from the crisis it was in.

In this situation the model of dual vocational education, very much valued in other European countries and more and more often being a subject of nationwide discussion, is understood as1: combining knowledge acquisition at school and practical learning of the specific profession in the enterprise.

Unfortunately in spite of such great interest in this system the knowledge of his subject along with the possible implementation plan and determining barriers and potential advantages for entities employed in it is still too small and very much dispersed. The lack is also in this discussion, differently comprehend the shared voice system bodies running schools, their employees (not to say pupils), entrepreneurs, labour market institutions, not to say representatives of individual political groups.

1. Principles of dual educating in Poland – the German model

From the beginning of the reform changing the vocational training in Poland two years have passed. For this period a new job classification of the vocational education and a new basis of educating in the competition were implemented. Additionally the education system was liberalised what acquiring qualifications enables with different paths and examinations confirming qualifications in the profession are based on the homogeneous outline. All these steps are connected with adapting the vocational training to the needs of the labour market. Perfectly a dual education system is becoming part of this action.

In Europe the system of the dual vocational training plays a dominant role in these countries:2

Switzerland: 87% of pupils of vocational and technical schools are participating in the dual system of vocational training, but only a 13% in the school professional system;

Germany: 69% of pupils of vocational and technical schools are learning the profession in the dual education system, 31% are studying in the school professional system;

Czech Republic: 58% of the whole of pupils of vocational and technical schools are studying in the dual system of vocational training, 42% in the school professional system;

Hungary: Over 1/3 of the pupils are participating in the dual system of vocational training (37%), however in the school system of the apprenticeship 63% of pupils are studying;

Netherlands: 33% of participants in the vocational training is being taught the profession in the dual education system; a 67% of pupils is participating in the school education system.

In the German education system a few kinds of schools participate:

primary school: for pupils aged 6-10;

secondary school of the first degree - equivalent of the Polish junior secondary school: for pupils 10-15/16 years;

vocational schools in the dual system: half of dimension of the time of the learning (51%), in the full dimension of the time (12%) and secondary schools of the second degree equivalent of the Polish secondary school (37%) - for pupils aged 15-19.

Persons of the age 19 may choose from carrying on learning higher education institutions (university) or using the system of the continuing vocational training. Traineeship of enterprises is a crucial element of the dual education system. Apart from different types of schools, the German system of the post-secondary vocational education is based on a cooperation of many partners. All entities involved in this process are accepting different functions and areas of responsibility. Moreover both a procedure of seeking practice by trainee graduates of the profession, and then undergoing practice are playing the particular role.3

The German model of vocational education, the so-called dual system, is combining theoretical learning with practical vocational training which constitutes a preliminary vocational training course. Persons getting the vocational secondary education by the dual education most often undergo the three-year-old apprenticeship at school and in the workplace according to the chosen profession or at specialist vocational schools being subject to an exclusive control of the State. In the dual education system in Germany are involved both partners from the federal level, as well as from the Land level: social partners (representatives of employers and employees) and industrial and commerce chambers or craft chambers. On the federal level the state agencies involved in the system of dual vocational training are above all the Ministry of Research and of Education and the Labour and Economy Department. On the federal level establishing general rules concerning the organization of the educational process is a responsibility of the state. These principles assumed the form of the Act on a vocational training course (Berufsbildungsgesetz). According to records of this act, regulations of the learning set by all representatives of groups involved in the process, are being put into practice by the competent minister of the federation - most often the minister of economy. A job classification being in force is an essential attachment of the act which in 2001 counted 360 professions. The dual system does not include the civil service, partly also of practiced professions in the department of health. It is worthwhile noticing, that when the act on a vocational training course came into effect over 30 years ago, the service sector had a lower significance than in present times and therefore the professions typical of the service sector in it were not considered. According to the discussed act as part of the dual system leaving a ten-year-old secondary modern school is a condition of the learning. Being characteristic of federal regulations in the field of the lifelong education one should mention The Vocational Training Act which educating young persons leaving the system of the compulsory learning is regulated. This document determines that the vocational training is combining the preliminary education, retraining, and lifelong education. According to the German constitution regulations arising from this act do not influence the functioning of vocational schools which are left in the management of the individual Lands.4

The German system obliges all enterprises to form a union at the industrial chamber, but does not oblige them to enrol pupils for practice. In spite of the lack of such a legal requirement, the majority of companies is enrolling pupils for practice regarding it as a natural course of events. In this place it is worthwhile emphasizing the cultural conditioning of the dual system, having its roots in the 19th century and coming from the craft sector. The long-standing tradition caused that they had felt names and still, in most cases, are feeling obliged to accept trainee graduates of the profession for practice, even in the light of the lack of official regulations of this issue which would impose such a duty upon them. It is possible so to put the thesis forward about voluntary, conditioned with tradition, for joining in of enterprises into the process of the vocational education. He is happening this way, because the system of practice allows for the education relatively with modest cost of the specific number of young people acquainted with practical aspects of the work, rather than only with her theoretical part. It is worthwhile adding that through the entire duration of the practice the enterprise is using the work provided by the cheaper employee. Additional advantages of this system are a real influence of enterprises on the offer and a manner of the organization of the system of the vocational education, and in the end to competence of graduates. The situation is different in the case of young unskilled workers. Apart from the voluntary support on the part of employers, the dual system additionally is enhanced with federal regulations which are imposing an obligation to finance or to support the organization of trainings for representatives of this group on employers. Enterprises can sign agreements as part of their sectors or also industries. Such sector agreements - strengthened with federal and domestic regulations - cause, that thanks to the fairly incurred expenditure on trainings a threat of buying trained employees is reducing, and very training is perceived as the value added about the both individual and collective nature.5

Seeing results of Germany, many persons propose to implement this system tested in Germany to Poland. In order to make such decision, one should point out that Poland has traditions and practice - e.g. in the craft. We must also remember that transferring the German system directly without any changes into our country is not possible, because history and tradition are completely different. However it is possible to draw on the knowledge and experience of states introducing systems of vocational training. It should improve improvement the quality of education and reduce the incongruity of qualifications of employees for the needs of the employers.

2. Duration of implementing the modelling product

Stages of representative implementing:

Determining the ability and needed competence in the given profession.

Grouping determined abilities and general and professional competence.