Professional Documents
Culture Documents
Over the past three years there has been a growing debate over the perceived crisis in the
Dual System. This debate is given increased impetus by the recent election of a Social
Democratic Green government coalition. Such reform has already been the subject of an
intensive debate between the Länder Education ministers and the social partners.
In the important handwork sector, comprised of small and medium enterprises, training and
development is stable following a reform of the law at the beginning of 1998. The general
strategy is to utilise the introduction of new occupations, as a result of technological
developments, like for instance building management, to reduce the number of occupational
profiles, in order to develop flexibility.
Similarly training and development strategies are firmly embedded in the services and
professional sectors. Here, though, there is an increasing focus on the importance of
continuing education and training, with the growing implementation of open and distance
learning programmes, in for example the banks.
The major crisis at a strategic level is in industry. Changes in the structure of industry and the
cost of German reunification led to a debate at the beginning of the 1990s over the expense of
maintaining the dual system. At the same time in the Eastern Länder, faced with a gross
shortage of company based training places due to economic collapse, the government
financed the establishment of training centres outside the companies. By December 1997
there were 16,000 ‘central training places’ at 78 different locations, established at the cost of
some DM 556 million. There was a clear economic attraction for industry in transferring
training from the companies to the public sector. Such pressure was exacerbated by the
managerial trend towards outsourcing and the establishment of departmental cost centres.
Many enterprises set up their own independent training companies. Whilst VET provision has
traditionally played a stable and independent function within German industry, under the
influence of American Human Resource Development theory VET lost that independence
and was given a new role in personal and organisational development.
The outcomes of this debate are still not clear, and to some extent depend on the resolution of
the present crisis of the Dual system. However there are indications that there is a backlash
against the outsourcing undertaken at the start of the decade with the emergence of a new
paradigm based on learning and work. A number of projects, notably a Modellversuch based
at Volkswagen, have begun the process of social modernisation of qualifications, through
developing flexibility based on the application of work process knowledge and the
development of expertise. At the same time other company-based projects have been looking
at the development of more flexible pathways for continuing learning combining academic
and vocational qualifications.
Although obviously the focus of the research varies between different university departments
it tends to have more a subject and work based focus, as opposed to education or sociology,
as is often the case in other European universities. Major research themes include:
• Historical and comparative studies of the development of vocation education and training;
A further major focus for academic work is through the Modellversuch or ‘Model Projects’.
Two parallel programmes of project development, one for enterprises and the other for
schools, were launched in 1971 and is organised by the BIBB in conjunction with both the
Federal and Länder authorities. The majority of vocational schools have, at one time or
another been involved in a Modellversuch and a considerable number are more or less
permanently involved. Thus these projects have grown to take on a role as a milieu for social
dialogue between teachers and schools and policy makers and researchers. The aim of the
projects is to develop a process of permanent innovation. In terms of research design the
projects originally were ‘quasi-experimental’ in origin, but late in the 1970s adopted an
action research approach. In the 1980s this once more evolved to an ‘innovation model’,
whilst in 1998 the establishment of a central Programmträgerschaft (Programme Manager)
for the school based programme recognised the need to develop networks.
The BIBB and the IAB both have their own data systems and both undertake extensive
publication programmes. Many of the documents are now available in electronic form and
can be downloaded over the Internet. Increasingly universities are making key publications
available through the World Wide Web. There are two useful ‘cataloguing sites’: the
Deutsches Institut für Internationale Pädagogische Forschung (DIPF) is developing an on-
line index of publications related to training and development and the Wissenschaftsforum für
Bildung und Gesellschaft e.V.(WIFO) in Berlin has developed a site indexing resources and
organisations (see appendix, below).
Networks for Training and Development
There are a number of important networks in training and development in Germany.
is The Berufspädagogic commission for vocational education and training is a section of the
Deutsche Gesellschaft für Erziehungswissenschaft (DGfE) representing the scientific
community. All academic Berufspädagogen (scientists) are members of the DGfE.
The Arbeitsgemeinschafts der Hochschulinstitute für gewerblich-technische Berufsbildung
(HGTB) is the association of the university institutes for technical vocational education and
training.
There are three major VET teachers associations: The Gewerkschaft für Erziehung und
Wissenschaft, a section of the Deutscher Gewerkschafts Bund, is a trade union movement
representing vocational teachers. A more conservative tradition is represented by two
professional associations for vocational technical teachers.
Every Länd has a Länderausschüsse für BeruflicheBildung bringing together representatives
of employers, trade unions and government in order to organise a dialogue at regional level
and provide advice for the government.
Useful Contacts
Bundes Institut fur Berufs Bildung (BIBB) - www.bibb.de/
Institut für Arbeitsmarkt- und Berufsforschung - www.iab.de/
Deutches Institut für Internationale Pädagogische Forschung - www.educat.hu-berlin.de/dgfe/
Wissenschaftsforum für Bildung und Gesellschaft e.V. - www.b.shuttle.de/wifo/profile.htm
Institut Technik und Bildung - www.itb.uni-bremen.de/
References
Berufsbildungbericht der Bundesminister für Bildung, Wissenshaft, Forschung, 1997,
Bonn
Cockrill and Peter Scott, 1997, Vocational education and Training in germany: Trends
and Issues, in Journal of Vocational Education and Training, Vol. 49, Number 3,
pp337-350
Heidegger and Rauner (1997), Vocational educcation in need of reforms, Ministry of
Economics, Technology and Transport, Nordrhein-Westfalen, Germany, Dusseldorf