Vocational Education and Training (VET) Key Issues in Germany

Transcription

1 Vocational Education and Training (VET) Key Issues in Germany Berlin, Harald Weber 1

2 Institution-based view on German education 2

3 Simplified view with focus on VET Special schools Special VET Sheltered employment Mainstream schools Schoolbased VET Employment Dual VET Tertiary education 3

4 Simplified view with focus on VET Special schools (Upper secondary) vocational school in combination with a VET hosting company; apprenticeship contract For simplification two additional, preparatory provisions (transitional system / Übergangssystem) are part of this box: Young people without secondary general school leaving certificate to acquire basic vocational skills and to improve their trainability (Berufsvorbereitungsjahr, BVJ) Sheltered employment Young people Special without apprenticeship VET contract to acquire first skills within a professional field (Berufsgrundschuljahr, BGJ) Both programmes do not lead to labour-market relevant certificates Mainstream schools Schoolbased VET Employment Dual VET Tertiary education 4

5 Simplified view with focus on VET Special schools Vocational / technical schools for learners without vocational certificates to acquire Partial vocational qualification Full vocational qualification Vocational / technical schools for learners with vocational certificates to acquire Educational certificates to access higher levels Special VET Sheltered employment Mainstream schools Schoolbased VET Employment Dual VET Tertiary education 5

6 Simplified view with focus on VET Special schools VET institutions (BBW) for learners with disabilities to acquire Partial vocational qualification Full vocational qualification First 2 years (BBB) in sheltered workshops for people with disabilities (WfbM) to acquire Basic vocational skills Partial vocational qualification (Helfer / Werker) Special VET Sheltered employment Mainstream schools Schoolbased VET Employment Dual VET Tertiary education 6

7 Developments that influenced strategies in VET In : gaps between requests for VET places in companies and limited availability of training companies Initiatives focused on stimulating interest of companies to join in as VET hosts 21,3% of the companies were training companies in the dual system in 2012 (p. 99) After 2010: challenge to maintain sufficient numbers of VET participants in particular professions (e.g. healthcare) and fighting the continuing shift towards HE In 2013, for the first time, number of learners who opted for HE higher than those in the dual VET system For comparison: 65% in 2008 opted for dual VET (p. 97) 7

8 Drop-out and transition into the training company from dual VET Since 2005 an individualised VET statistic is available Since 2008 for the first time data is available to relate VET success rates in the different professions to the number of learners that started VET (up until then: success rate compared to the learners who registered for examination) (p. 110) Limitation: available only for dual VET Disability / SEN is not part of the statistics Drop-out rate in the dual system: 22% Varies between professions, but also between highest school certificate achieved > lower certificate levels show up to doubled drop-out rates (p. 7) Good transfer rates / chances after successful dual VET into the training company (no data on successful transition into other companies available) (p.8) 8

9 Success rates of students starting dual VET Examination results Occupational field Contracts Examinations Passed Not passed, no re-try possible Not passed, re-try possible Number in % of contracts Total ,1 0,3 3,1 Industry and Trade ,5 0,3 2,6 Crafts ,8 0,3 4,4 Independent ,1 0,4 2,0 professions Agriculture ,2 0,4 5,5 Public services ,0 0,2 2,6 Home economics / house keeping ,5 0,0 1,8 Success rate of students starting dual VET in 2008 within a maximum of 60 months afterwards in different occupational fields (in %). (Annex Table E4-6web, own translation) 9

10 Transfer rates / chances into training company in 2012 (in %) Despite the economic and financial crisis, transfer rate grew by 13 % compared to its lowest phase during However: huge differences depending on geographical region, sector and company size (p. 113) Transfer rates of students in 2012 into their training company (in %). (Annex Table E5-2A, own translation) 10

11 Challenges in entering VET The most selective factors that influence the path into VET are still: level of educational achievement and nationality: Young people without secondary general school leaving certificate: 26.5% enter dual VET or school-based VET Young people with secondary general school leaving certificate: 57.3% enter dual VET or school-based VET (p. 99) 11

12 Learners with SEN / disabilities in VET 12

13 Learners with SEN / disabilities in VET Depending on the cause of a disability, different agencies decide on the provision of benefits / support Integration*: Learning disability (57%), cognitive disability (16%), psychological disability (15%) Re-integration*: musculoskeletal disabilities (42%), psychological disabilities (31%), organ-based disability (10%) (p ) * Data from 2010: Source: Dony, E., Gruber, S., Jasim, A., Rauch, A., Schmelzer, P., Schneider, A., Titze, N. Thomsen, U., Zapfel, S. & Zimmermann R. (2012). Evaluation von Leistungen zur Teilhabe behinderter Menschen am Arbeitsleben. Zwischenbericht Basisstudie Reha-Prozessdatenpanel, IAB, Nu rnberg, S

14 Diagnostics Different diagnostic tools in different phases of the educational system lead to incompatible and incomparable results Diagnostic results vary among Federal States, regions and across different disability categories Support measures / provision based on these diagnostic results differ accordingly (p. 9) 14

15 VET regulations for learners with disabilities Depending on the type and severity of disability / impairment, learners with disabilities may receive disadvantage compensation during the apprenticeship period and for the examinations (timing and structure of VET, duration of examinations, technical aids / assistive devices, personal assistance like sign interpreters; 65 BBiG & 42l HwO) participate in VET programmes specifically designed for learners with disabilities, based upon / derived from mainstream VET curricula ( 66 BBiG & 42m HwO. (p. 160) 15

16 Precedence to recognised occupations requiring formal training In the relevant German laws, precedence is given to education and training in recognised occupations requiring formal training If the disability plus compensatory measures do not suffice to successfully complete VET, specific apprenticeship regulations can be issued by the responsible, individual (!) chambers VET with less theory and more emphasis on practical skills The Federal Institute for VET (BiBB) issued model regulations, yet not for all professions (p ) 16

17 Learners with SEN in mainstream VET provision Learners with SEN (2011/2012) in mainstream vocational schools (dual system): learners, equals 2,8% of all learners In a mainstream preparatory/pre-vocational class (BVJ) learners, equals 29% of all learners In mainstream technical schools (Berufsfachschulen): learners, equals 1% of all learners Consistently 2/3 male, 1/3 female(p ) For 1/3 the specific educational need is not specified 17

18 Learners with disabilities in special VET provision Institutionalised structure of special VET for learners with disabilities, mainly provided by 52 institutions for vocational rehabilitation (BBW) Estim. 90% of adapted VET provided within these institutions, only 10% in companies Provision of regular and adapted VET (about 50:50) VET mainly performed inside these institutions (p ) 18

19 Special VET - Double discrimination Limited choices, as not all professions are covered by the institutional programmes Demand for special / adapted VET about 10% higher than available VET places Example (2012): Demand: 10,791 Supply: 9,966 (p. 172) 19

20 Observations with regard to special VET Special VET programmes for learners with disabilities In economically difficult times, assignments to special VET rise (p. 183) In the eastern Länder, assignments to special VET 3 times higher than in western Länder (p. 183) 57% of the learners with disabilities entering these programmes hold a secondary general school leaving certificate, 40% do not. The drop-out rate is significantly high (p. 10) 20

21 Canceled contracts 35 % 30 % Adapted VET (learners with disabilities) 25 % 20 % 15 % 10 % VET towards recognised occupations requiring formal training (all learners) 5 % Quota of canceled contracts in VET towards leading to recognised occupations requiring formal training and in adapted VET (according to 66 BBiG / 42m HwO) from (in %). (Annex Table H3-9A) 21

22 Canceled contracts of learners with disabilities in regular dual VET unknown National VET statistics does not use the indicator disability or SEN, so figures can only be estimated by using statistics on compensatory benefits for employers or integration benefits for apprentices with disabilities Hence, no data is available on success rates and drop-outs in the regular dual VET for apprentices with SEN / disabilities (p. 182) 22

23 Inconsistent figures with regard to learners with SEN / disabilities in the different systems 491,374 (2012/13, SEN) Special schools 355,139 (2012/13, SEN) Mainstream schools 136,235 (2012/13, SEN) 37,108 (2012, SEN)? 9,915 (2012, Dis)? Special VET 17,539 (2010, Dis) Schoolbased VET 15,774 (2012/13, SEN) Dual VET 37,139 (2012/13, SEN) 8,813 (2012, Dis)? 16,600?? (2013, Dis; BAG) Sheltered employment est. 268,500 (2011, Dis) Employment 2,556,309 (2011, Dis) Tertiary education est. 37,000 (2012, SEN) 23

24 Financing In 2012, a total of 2.3 Billion Euro was spent for VET and further education of people with disabilities Almost the whole amount was used for VET and preparatory VET measures The predominant part went to segregating institutions (BBW, WfbM, BFW etc.) A minor part was used for VET within companies No financial data is available on inclusive VET and inclusive further education in companies, administrations or other educational institutions (p. 197) 24

25 Mismatch Percentage of new VET contracts with learners with SEN / disabilities compared to all contracts in this sector (p. 183): Industry and services: 1.3 % Crafts: 1.9 % Agriculture: 11 % Housekeeping / house economy: 60 % 25

26 Training staff in companies In 2012 BiBB issued a framework curriculum (max. 320 h) for further qualification Topics: VET practice, psychology, pedagogy / didactics, rehabilitation, interdisciplinary project work, work pedagogy, legislation, medicine) Compulsory for trainers in companies No formal assessment available Not needed if support by a suitable institution is provided No evaluation of the impact of this regulation possible yet (p. 191) 26

27 Challenges Bridging the transitions from school to VET and from VET to employment through co-ordinated actions and efficient skills bundling of all stakeholders involved (p. 118) Different areas of responsibility and support concepts (person-based vs. systemic resource allocation) in the social and in the educational system necessitate close co-ordination (p. 10) More options to acquire regular vocational certificates in mainstream provision Provision of adequate support and qualified educational staff for learners with SEN in mainstream VET Stronger involvement of companies in this endeavor (p ) 27

28 Challenges Diagnostics provide or prohibit access of learners with SEN / disabilities to support provision The differences of the legal and disciplinary concepts behind diagnostics and their geographically varying implementation lead to varying SEN / disability rates within the educational phases This complicates the identification of needs and the reduction of disadvantages for learners with SEN / disabilities in the educational system Already today, the incomparability of diagnostic results leads to the fact that learners with similar challenges go through very different educational and life paths (p. 166) 28

29 Challenges So many % of, irrespective of their highest educational achievement, are employed Population aged 25 to 45 People with disabilities aged 25 to 45 29

30 Challenges So many % of, who have no vocational certificate, are employed Population aged 25 to 45 People with disabilities aged 25 to 45 30

31 Challenges So many % of, who have an apprenticeship certificate, are employed Population aged 25 to 45 People with disabilities aged 25 to 45 31

32 Challenges So many % of, who have an HE entry certificate, are employed Population aged 25 to 45 People with disabilities aged 25 to 45 32

33 Contact Harald Weber Institut fuer Technologie und Arbeit (ITA) an der Technischen Universität KL Trippstadter Strasse 110 D Kaiserslautern / Germany harald.weber@ita-kl.de 33

34 Remarks Information presented here is mainly based upon the 2014 National Report on Education; page numbers in parentheses refer to this report, currently available only in German As a data-based, problem-centred analysis the report does not include assessments and recommendations; hence, assessments or recommendations mentioned in the presentation represent only the opinion of the presenter 34