The dual system of vocational training in Germany and the modern electrical and electronics professions in industry

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1 The dual system of vocational training in Germany and the modern electrical and electronics professions in industry Dr. Bernhard Diegner, ZVEI e.v. Folie 1

2 Content Very shortly: Who is ZVEI? What is the dual system of vocational training? How does it work? Why in-company vocational training? The modern way of vocational training in the electrical and electronics industry Folie 2

3 Who is ZVEI? German Electrical and Electronic Manufacturers Association One of the world s largest electrical and electronics industry associations: 1,600 member companies, 4 incorporated organizations, and a network of competence comprising over 5,000 experts Pacemakers of technical progress, with key technologies decisively influencing innovation and growth in virtually all sectors of the economy Figures 2009: Employees in Germany: 810,000 Employees in German companies abroad: 600,000 Turnover: bn (2008: 182 bn ) of which from foreign customers: 67.8 bn (=46,5%) R&D spending; 10.4 bn ZVEI represents approx. 80% of the sector in terms of turnover and employee numbers Folie 3

4 Connection between ZVEI and the dual system of vocational training Qualified workforce is the backbone of a hightech industry. Representing a hightech industry, ZVEI is actively engaged in matters of human resources development. Activities of ZVEI include questions of engineering studies as well as vocational training and further training for both engineers and technicians. For decades now, based on it s specific experience, ZVEI represents the employer s side in the development of new professions for the electrical and electronics industry within the dual system. We are convinced: The best way of vocational training is the dual system. Folie 4

5 What is the dual system of vocational training? The dual system is a combination of learning (in vocational schools) and training (in companies) which provides the basis for vocational skills. Within the dual system, (state-run) vocational schools and (private) companies share a joint educational responsibility. VT in the dual system builds bridges to further training and lifelong learning. The system s central aim is to promote employability in a changing workplace: People must be able to plan, carry out and check their work independently. Folie 5

6 Basic elements of the dual system Dual: Two providers of training (vocational school and company). System: Both providers interact. The person undergoing such a training is both trainee at a company and student at a vocational school. Source: BMBF Folie 6

7 The Dual System: Partners and their contributions State: Standardized framework Industry: Industrial environment Vocational School: General education and specialized instruction 1-2 days per week* Company: Practice-related training 4-3 days per week* Chamber of commerce and industry: Examinations * 5 days working week Folie 7

8 Why in-company vocational training? 1 Socio-economic advantages High qualification level of workforce. Cost cutting by permanent innovation in training due to close interaction between training and practice, and by contributions to productivity during training. Based on a consensus between employers and unions. Low unemployment rates among young people due to their quick integration into the labour market. Advantages for the labour market and individual companies Total sum of individual apprenticeship contracting decisions results in a high degree of consistency with the requirements of the labour market that cannot be achieved through planning alone. Training regulated by federal law and uniform examinations assure a comparable standard of training and high mobility. Training done on the shop floor provides state-of-the-art work experience and a higher degree of job performance ability. Folie 8

9 Why in-company vocational training? 2 Educational-pedagogic advantages Vocational training enjoys high social status and general esteem in Germany. The amalgamation of learning and working promotes motivation and provides actual work experience. The trainee gains independence and is thus prepared to accept responsibility in his/her future work. Personal advantages VT in a company gives the trainee the assurance that he/she can satisfy the requirements of a job and is therefore able to earn a living. VT in a company forms the basis for participation in future advanced training and therefore a career. Folie 9

10 Why in-company vocational training? 3 Disadvantages Responsibility for VT and education in vocational schools not in the same hand. Costs of VT (practice) carried by the individual company itself: gross costs per trainee resulting net costs Contributions to productivity during training (earnings) (in industry and trade, Germany 2007) But, it pays off by better quality, greater productivity, more job satisfaction, intensive company loyalty. Qualified workforce is the backbone of a hightech industry: it transforms the ideas of engineers into products! Folie 10

11 Reasons why companies are willing to offer training Source: BMBF Folie 11

12 New professions for the electrical and electronics industry why? The industry changed the professions had to follow! In the 1990 s, the electrical and electronics industry underwent fundamental changes: Increasing importance of process based work forms (new disruptive technologies, IT, new business and organizational challenges, quality management systems, ) Increasing complexity and networking of technologies Increasing importance of customer related services The VT based on old (1987 s) electrical professions had not kept pace. Consequently, the numbers of training contracts in the traditional professions constantly decreased. Young people were no longer interested, companies offered VT in neighboring fields (IT professions, mechatronics). Time for new professions had come! Folie 12

13 Basic design principles of the new electrical and electronics professions 2003 New professions, designed by modern principles, taught in modern ways of training and examination: Business processes define professions, and ways and contents of training New technologies, new employment fields new qualification challenges! Flexibility is what companies need Broad qualification profiles, wholistic acting competences, open training structures, openness to new developments Professional competence for company s demand is the central aim Carry out concrete tasks, fill concrete orders, run and optimize production and service processes, cooperate with neighboring departments Learning by doing for experience based working and self-directed learning Combination of formal and practical knowledge, ability for responsible flexible acting, dealing with uncertainties Folie 13

14 Work processes and challenges typical for the profession Interfaces: - Upstream and downstream steps - External and internal customers Networking: - Production / Services - IT systems Subprocess Subprocess Quality management: - Products / Processes - Quality documents Work structures: - Cooperation - Communication Systems competence: - Functions / connections - Integration check plan make State of the art (tools, methods, techniques) Comprehensive (professional challenges, drivers, criteria) Integrated (complete professional action) Folie 14

15 Qualification in competence areas (practical part) years 3, Operation area Specific qualifications 21 months Integrated training Shared core qualifications 21 months Training of specific skills in an operation area chosen by the company Provides flexibility both to the needs of the company and to technological development! Qualifications and skills specific for a certain occupation e.g. electronics technicians for building and infrastructure systems: configure the control devices of technical systems, test the functioning of systems and safety equipment Qualifications and skills shared by all professions within a given group e.g. safety, environmental and health protection, planning and organizing, Folie 15

16 Qualification in competence areas (theoretical part) Vocational school curricula Structured by learning areas (instruction units that are derived from the main tasks within a relevant profession). In this concept, vocational-school learning is oriented to company processes and, thus, complex tasks. Folie 16 Source: BMBF

17 Synchronicity of in-company training and vocational education in competence areas Typical work processes Subprocess n Subprocess n+2 Duration of training Company Vocational school Practice Learning area Theory Competence area Folie 17

18 Examinations years 3,5 3 2 Work assignment (practice) Specific qualifications Systems design and analysis (accomp. theory) By choice of the company: either a real task out of the company s ongoing business or a task provided by the examiner Final examination Part 2 Complex task 1 0 Integrated training Shared core qualifications Final examination Part 1 (before end of 2nd year, counts for 40% of the final examination score) Folie 18

19 New professions in the electrical and electronics industry (2003) Electronics technician for automation technology Electronics technician for building and infrastructure systems Electronics technician for devices and systems Electronics technician for industrial engineering Electronics technician for motors and drive technology Electronics technician for aerospace systems Systems informatics technician More information: Folie 19

20 The advantages of the dual system inspired a new form of studies Study Dual study Qualified workforce Further training - Lifelong learning Dual vocational training Folie 20

21 Getting ready for the future: The dual system of training is an attractive option! Lifelong learning Independent planning, execution and checking of work Learning to learn, being open to further training Working and learning Dual-system training Knowledge and skills Folie 21

22 Thank you for your attention! Contact: ZVEI German Electrical and Electronic Manufacturers Association Lyoner Straße Frankfurt am Main Phone: Fax: Mail: Folie 22

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