Dual Universities and the Dual System is there a new shift towards - PowerPoint PPT Presentation

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Dual Universities and the Dual System – is there a new shift towards academic pathways in Germany? Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Table of contents • The German VET context • Tertiarisation and Academic Drift • Tertiarisation of VET – the contribution of Dual Universities • Will there be a substitution effect? 2

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Germany‘s Education and VET system conventional pathways Age detours and alternative routes 24 Dual System Universities or (in-company training and part-time polytechnics vocational schools) 18/19 HE vocational other full-time entry colleges/ vocational qualifi- higher vocational schools cation schools (Abitur) 16 lower secondary intermediate school leaving school leaving certificate certificate 10 3

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Statistics on the Dual System −Some 1.3 million young people (2016) undergo apprenticeships in the dual system (mostly 3-year courses) −Around 1.2 million attend full-time / school-based courses in VET (2017) −As against some 2.8 million students in higher education (2017/18) −Companies and vocational part-time schools train young people in 326 different training occupations (2017) − 97 % of initial training contracts are exclusively financed by employers − Share of training companies = 19.8% % (2016) − 27.5 % of apprentices (2017) get their training in the craft sector (trades) − Apprentices amount to 4.9 % of the workforce (2016) 4 Sources: BMBF 2018; BIBB 2018; Statistisches Bundesamt 2018

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Table of contents • The German VET context • Tertiarisation and Academic Drift • Tertiarisation of VET – the contribution of Dual Universities • Will there be a substitution effect? 5

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Two parallel tendencies in the German context Academisation and Tertiarisation: • Traditional academic pathways gaining importance (grammar school, university) • Higher school certificates are obtainable in full-time VET • Hybrid qualifications (rather weak segment of VET) Vocationalisation: • Higher Education develops new forms of applied and/or highly specialised courses (Bachelor courses) • Higher Education picks up traits of the VET system 6 Source: Deissinger/Ott 2016

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education The German case Tertiarisation is definitely taking place ! The traditional „meritocratic“ motivation has become stronger However, it is the full-time VET system, not the Dual System, that functions as a contributor to tertiarisation since it provides young people with higher school qualifications At the same time, Higher Education increasingly becomes more „vocational“ by partly copying the dual system and by offering more labour market relevant qualifications – TERTIARISATION OF VET 7

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education HE beginners in Germany – 1995-2016 8

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Rise of Higher Education Participation 1980-2016 9 Source: Felder 2017

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education 10

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Apprentices holding a higher education entitlement (2009-2014) All new training Apprentices entitled to study contracts absolute absolute in % 2009 561 171 112 032 20.3 2010 559 032 116 769 21.0 2011 565 824 129 804 23.1 2012 549 003 130 968 24.0 2013 525 897 131 934 25.3 2014 518 394 134 808 26.2 11 Source: BiBB (2016)

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education • Number of new training contracts • (1997 – 2015) 12 Source: BIBB 2016

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education The German case Tertiarisation is definitely taking place ! The traditional „meritocratic“ motivation has become stronger However, it is the full-time VET system, not the Dual System, that functions as a contributor to tertiarisation since it provides young people with higher school qualifications At the same time, Higher Education increasingly becomes more „vocational“ by partly copying the dual system and by offering more labour market relevant qualifications – TERTIARISATION OF VET 13

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education VET in full-time schools – different sub-systems There are 4 sub-systems of full-time VET : o § Courses leading to an occupational qualification according to the Vocational Training Act or the Craft Regulation Act (i.e. outside the dual system) § Courses leading to an occupational qualification according to federal state law (e.g. in child care or physiotherapy) § Courses leading to a nationally recognized qualification in the health sector (hospital nurses, nurses for the elderly) § Courses leading to an educational qualification (e.g. the intermediate school qualification or Abitur – mostly Berufsfachschule and Higher Vocational School) 14 Deissinger/Smith/Pickersgill 2006

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Hochschulreife = general university entrance qualification Fachhochschulreife = university of applied sciences entrance qualification Mittlerer Abschluss = intermediate secondary school qualification Hauptschulabschluss = lower secondary school qualification • The contribution of full-time VET towards tertiarisation • (1960-2010, Baden-Württemberg) 15 Source: Statistisches Landesamt Baden-Württemberg, 2012

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education Table of contents • The German VET context • Tertiarisation and Academic Drift • Tertiarisation of VET – the contribution of Dual Universities • Will there be a substitution effect? 16

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education The German case Tertiarisation is definitely taking place ! The traditional „meritocratic“ motivation has become stronger However, it is the full-time VET system, not the Dual System, that functions as a contributor to tertiarisation since it provides young people with higher school qualifications At the same time, Higher Education increasingly becomes more „vocational“ by partly copying the dual system and by offering more labour market relevant qualifications – TERTIARISATION OF VET 17

Presentation at the Ontario Institute for Studies of Education, Toronto – 13.9.18 Prof. Dr. Dr. h.c. Thomas Deissinger, University of Konstanz, Chair of Business Education “Tertiarisation of VET” – four meanings in the German context • Vocational full-time schools • Some of these schools also work as providers of higher may provide hybrid school qualifications - e.g. qualifications (HQ) to young the higher commercial school people - e.g. the vocational (Wirtschaftsgymnasium) college (Berufskolleg) • HE institutions copy the VET • HE institutions develop new model of the dual system by courses (Bachelor-Master) establishing an alternative with growing specialisation pathway into HE for grammar and differentiation, e.g. school leavers - e.g. specialised undergraduate vocational academies or dual courses in Business universities (Duale Administration Hochschulen) 18 Deissinger/Ott 2016