Challenges in Changing VET Systems: A UK-Germany Comparison

1. Why is it so difficult to change a VET system? – A comparison of apprenticeship cultures in England and Germany Copenhagen ConferenceAugust 2006 Universität Konstanz Lehrstuhl für Wirtschaftspädagogik Prof. Dr. Thomas Deißinger Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

2. Structure • 1 Apprenticeship Cultures • 2 Illustrations • 2.1 The “Germanic” Approach • 2.2 The “Anglo-Saxon” Approach • 3 German Perspectives and Problems Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

3. Apprenticeship Cultures (1) • Apprenticeships are not merely technical or legal constructions but represent a complex form of skill delivery which depends on the context in which it operates • This context is made up of different factors influencing the institutional as well as pedagogical quality of apprenticeship training in a specific way • Apprenticeship cultures therefore determine the way people learn (learning cultures) Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

4. Apprenticeship Cultures (2) Apprenticeship cultures may be distinguished by looking at a number of context variables = criteria for comparison of apprenticeship systems Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

5. Apprenticeship Cultures (3) • Context variables • (Harris & Deissinger, 2003) • Status / strength of VET in relation to HE • Understanding of vocational pathways • Commitment and support by employers • Financing of VET • Educational underpinning of VET • Quality control and quality assurance of VET Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

6. Apprenticeship Cultures (4) Tension fields ... companies vs. governments ... training vs. education ... functional orientation vs. occupational orientation Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

7. The “Germanic” Approach (1) • Germany • Austria • Switzerland • Common traits: • = apprenticeship system is a dual system • = employers consider apprenticeships as their core business • = occupational orientation quite strong • = apprenticeship system absorbs majority of school leavers Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

8. The “Germanic” Approach (2) Differences: German system: virtually no links between apprenticeships and HE Swiss system: apprenticeship qualifications may be linked up with a HE entrance qualification (Berufsmatura) Austrian system: alternative (school-based) pathways into skilled employment more important than in Germany and Switzerland, including “double qualifications” (eg through Vocational High Schools) Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

9. Dual System vs. Full-time VET - Germany DS is an apprenticeship system and therefore has an exclusive function to create intermediate level skills needed on the labour market (occupatonal qualifications) VET courses in schools are much more heterogeneous and mostly provide for qualifications leading into higher education (educational qualifications) Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

10. The “Germanic” Approach (3) Thesis 1 Apprenticeship systems in the German speaking countries are still strongholds of VET because they function in a different way in relation toboth HE pathways and vocational full-time schools This is particularly true for the German system where the Dual System has hardly any links with HE and vocational full-time schools fulfil ambivalent functions in relation to the labour market Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

11. The “Anglo-Saxon” Approach (1) • UK and Australia • Common traits: • = apprenticeship is one (rather underdeveloped) option within the VET system besides Colleges of FE / TAFE colleges and non-formal training in companies • = mostly, though not exclusively, in the hands of employers but also financed out of public funds • = apprenticeship is seen as a major topic on the reform agenda committed to strengthening the status of VET • = less formalised and regulated than in the German speaking countries Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

12. The “Anglo-Saxon” Approach (2) • UK Modern Apprenticeships • “…, the contrast to Germany is sharp. There is no equivalent of Germany’s minimum training periods, mandatory part-time courses at the Berufsschule, and compulsory general education. More generally, while in continental Europe apprenticeship is integrated into the national education system, straddling the worlds of education and training, British apprenticeship is located firmly on the training side. • (Ryan, 2001, p. 137) Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

13. The “Anglo-Saxon” Approach (3) Apprenticeships and Inclusion (UK) In contrast to the German speaking countries, apprenticeships are considered to be part of a national qualification system including different options and pathways In contrast to the German speaking countries, apprenticeships are to provide training which is seen as equivalent with other pathways (inclusive character) Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

14. The “Anglo-Saxon” Approach (4) “The national Modern Apprenticeship framework should refer to the opportunities for apprentices to progress into higher education, whether immediately after or even during an Advanced Modern Apprenticeship. The development of Foundation Degrees will open up many new opportunities to able young people who have completed an Advanced Modern Apprenticeship” Modern Apprenticeship: The Way to Work (2001) Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

15. The “Anglo-Saxon” Approach (5) Thesis 2 Apprenticeship systems in the English speaking countries represent one option within a multi-institutional, market-orientated system based on a common “training philosophy” Therefore, there is no “exclusive” character which sets apprenticeships apart from other learning pathways in VET Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

16. Apprenticeship Cultures (5) • Major differences between the 2 cultural patterns become manifest in 2 areas • Status / strength of VET in relation to HE • Quality control and quality assurance of VET Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

17. Status / strength of VET? • Germany • Dual System is the ‘centrepiece of vocational education and training in the Federal Republic’ (Raggatt 1988, p.166), even for grammar school leavers • Long-standing tradition of craft training dating back to the Middle Ages (NCVER 2001) while the genesis of the modern vocational training system has been the result of substantial state activities • Occupational orientation of the training process, which has remained the pivotal trait of apprenticeship in Germany up to the present day, builds up links with labour markets • Traditionally relatively weak importance of full-time vocational schools as training institutions Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

18. Status / strength of VET? • England • Apprenticeships disappeared during the Industrial Revolution • Discussion on apprenticeships always coupled with financial issues (cf. Industrial Training Act 1964) • Lack of reputation of practical training • NVQ burden: no clear understanding of pathways and qualifications • No training law which would define a specific pattern for skill formation through an apprenticeship • Higher education and college-based courses are more attractive for young people Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

19. Quality control? • Germany • Training in companies follows clear rules and patterns • Vocational Training Act provides for minimum requirements and organisation of training including the chambers as the “competent authorities” • Training contract is mandatory and training duration is normally uniform for each occupation • Training occupations have an “exclusive character” • Trainers’ and Masters’ qualification also formalised by training and craft law Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

20. Quality control ? UK (England) „Whereas in Germany the law is regarded as guaranteeing rights, in England legislation is viewed as restricting rights. Hence where the role, responsibilities and obligations of the participants including structures for cooperation in the dual system are set out in law there is very little comparable legislation in England. The law, then functions as a primary source of quality control in Germany. The system established in law provides continuity with the past building on established models and traditions„ (Raggatt, 1988, p. 176). Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

21. Perspectives/challenges for the German VET system (1) VET in schools and entrance into Higher Education is likely to grow in importance due to the critical state of the training market Although companies and chambers are in favour of the Dual System governments might be forced into a new policy to establish alternatives to apprenticeships This also includes new didactical perspectives to bring theoretical and practical learning closer together and to make school-based training more attractive to employers Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen

22. Perspectives/challenges for the German VET system (2) VET in the Dual System is likely to become more flexible through modularisation New forms of examinations and assessments and also RPL (schools/preparation courses) could grow in importance Open Issue (I): Non-formal and informal learning Open issue (II): Links between VET and HE Thomas Deissinger - VET and Culture Conference 2006 - Copenhagen