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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

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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
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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

2

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?
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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

3

lower secondary school leaving certificate intermediate school leaving certificate

  • ther full-time

vocational schools

vocational colleges/ higher vocational schools

HE entry qualifi- cation (Abitur) Dual System (in-company training and part-time vocational schools) Universities or polytechnics 10 16 18/19 24

Age

conventional pathways detours and alternative routes Germany‘s Education and VET system

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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

4

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)

Sources: BMBF 2018; BIBB 2018; Statistisches Bundesamt 2018

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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

5

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?
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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

Source: Deissinger/Ott 2016

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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

7

Tertiarisation is definitely taking place !

The German case

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 The traditional „meritocratic“ motivation has become stronger

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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

8

HE beginners in Germany – 1995-2016

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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

Source: Felder 2017

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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

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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 contracts Apprentices entitled to study 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

Source: BiBB (2016)

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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

12

  • Number of new training contracts
  • (1997 – 2015)

Source: BIBB 2016

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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

13

Tertiarisation is definitely taking place !

The German case

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 The traditional „meritocratic“ motivation has become stronger

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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

14

  • There are 4 sub-systems of full-time VET:

§ 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)

VET in full-time schools – different sub-systems

Deissinger/Smith/Pickersgill 2006

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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

15

  • The contribution of full-time VET towards tertiarisation
  • (1960-2010, Baden-Württemberg)

Source: Statistisches Landesamt Baden-Württemberg, 2012

Hochschulreife = general university entrance qualification Fachhochschulreife = university

  • f applied sciences entrance

qualification Mittlerer Abschluss = intermediate secondary school qualification Hauptschulabschluss = lower secondary school qualification

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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

16

Table of contents

  • The German VET context
  • Tertiarisation and Academic Drift
  • Tertiarisation of VET – the contribution
  • f Dual Universities
  • Will there be a substitution effect?
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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

17

Tertiarisation is definitely taking place !

The German case

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 The traditional „meritocratic“ motivation has become stronger

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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

18

“Tertiarisation of VET” – four meanings in the German context

  • Some of these schools also

may provide hybrid qualifications (HQ) to young people - e.g. the vocational college (Berufskolleg)

  • HE institutions develop new

courses (Bachelor-Master) with growing specialisation and differentiation, e.g. specialised undergraduate courses in Business Administration

  • HE institutions copy the VET

model of the dual system by establishing an alternative pathway into HE for grammar school leavers - e.g. vocational academies or dual universities (Duale Hochschulen)

  • Vocational full-time schools

work as providers of higher school qualifications - e.g. the higher commercial school (Wirtschaftsgymnasium)

Deissinger/Ott 2016

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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

19

Upper Secondary Education

Universities Polytechnics/ „Universities

  • f Applied

Sciences“ Vocational Academies/ “Dual Universities“ „Universities

  • f Education“

Higher Education in Germany (federal state of Baden-Württemberg)

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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

Characteristics of former „vocational academies“ (dual tertiary institutions/„Dual Universities“)

  • „Premium apprenticeship“ coupled with academic studies
  • „Academic dual system“ (half/half)
  • Full university entrance qualification required
  • Training contract required for admission
  • Attractive training allowances for students
  • Three-year courses leading to Bachelor degree
  • High degree of practice orientation and more specialisation

than at conventional universities

  • Some courses are even coupled with a training certificate in

the dual system (chamber exam)

Source: Krone 2015; Deissinger 2000; Zabeck/Deissinger1995

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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

Advantages of former „vocational academies“ (dual tertiary institutions/„Dual Universities“)

Company side

  • Needs of workplaces can be met more directly
  • Serving the “middle ranks” of management etc.
  • Binding “apprentice students” to the company in the long run

Students

  • Attractive training allowances
  • Good chances to remain in the company after graduation
  • High degree of practice orientation and more specialisation than at

conventional universities

  • Bachelor degree can be used for entering a Master even at

university

Source: Krone 2015; Deissinger 2000; Zabeck/Deissinger 1995; Institut für Arbeit und Qualifikation 2016, 17ff.

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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

22

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?
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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

23

Will there be a substitution effect?

Master thesis by Corinna Felder (Konstanz 2017) Identifying recruitment patterns of manufacturing companies in the South of Germany (BW) – Interviews and online survey N = 90 Comparing “Industriekaufmann/-frau” (industrial clerke) – an apprenticeship qualification and “Bachelor Betriebswirtschaft (Industrie)” at Duale Hochschule Baden-Württemberg – a degree in Business Administration

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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

24

Do you prefer graduates from higher education for jobs in the commercial field? (according to size of company)

Source: Felder 2017

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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

25

Change of recruitment pattern in the last 8 years?

Source: Felder 2017

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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

26

Will there be a future substitution effect?

Source: Felder 2017

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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

27

Conclusion

Source: Felder 2017

Conclusions can be made only tentatively In the case of the specific region and the qualification/degree on which the thesis was based

  • Companies mostly do not seem to change their recruitment pattern

substantially

  • Though larger companies are more likely to do this
  • The “industrial clerk” remains an important reference for companies

Restrictions:

  • The study looked at a specific region
  • The study looked at a small sample of companies
  • Though it looked at the federal state which had “invented” the concept of

a “Dual University”

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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

28

References

  • Aff, J. (2006). Berufliche Bildung in Vollzeitschulen – konjunkturabhängige Hebamme des dualen Systems
  • der eigenständige bildungspolitische Option?, in: Eckert, M./Zöller, A. (Ed.), Der europäische

Berufsbildungsraum – Beiträge der Berufsbildungsforschung (6. Forum der Arbeitsgemeinschaft Berufsbildungsforschungsnetz, 19.-20. September 2006, Erfurt), Bielefeld (W. Bertelsmann), pp. 125-138.

  • BMBF (2018). Berufsbildungsbericht 2018, Bonn (BMBF.)
  • BiBB (2016). Datenreport zum Berufsbildungsbericht 2016, Bielefeld (W. Bertelsmann)
  • BiBB (2018). Datenreport zum Berufsbildungsbericht 2018, Bielefeld (W. Bertelsmann).
  • Deissinger, Th. (2000). The German „Philosophy“ of Linking Academic and Work-based Learning in Higher

Education – The Case of the „Vocational Academies“, in: Journal of Vocational Education and Training, Vol. 52, No. 4, pp. 609-630.

  • Deissinger, Th./Smith, E./Pickersgill, R. (2006). Models of Full-time and Part-time Vocational Training for

School-leavers: A comparison between Germany and Australia, in: International Journal of Training Research, Vol. 4, No. 1, pp. 30-50.

  • Deissinger, Th. (2007). “Making Schools Practical”: Practice firms and their function in the full-time vocational

school system in Germany, in: Education and Training, Vol. 49, No. 5, pp. 364-379.

  • Deissinger, Th. (2010). Dual System, in: Peterson, P./Baker, E./McGaw, B. (Eds.), International Encyclopedia
  • f Education, 3rd Edition, Vol. 8, Oxford (Elsevier), pp. 448-454.
  • Deissinger, Th. (2010). Warum funktionieren berufliche Vollzeitschulen in Deutschland anders als in

Österreich? – Kritische Anmerkungen im Zeichen nationaler und internationaler Problemlagen, in: Fortmüller, R./Greimel-Fuhrmann, B. (Eds.), Wirtschaftsdidaktik - Eine Tour d’Horizon von den theoretischen Grundlagen zur praktischen Anwendung. Festschrift für Josef Aff, Wien (Manz), pp. 181-189.

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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

29

References

  • Deissinger, Th./Aff, J./Fuller, A./Jorgensen, C.H., Eds. (2013). Hybrid Qualifications: structures and problems

in the context of European VET policy, Bern (Peter Lang).

  • Deissinger, Th./Ott, M. (2016).Tertiarisation of Vocational Education and Training and its implications -

problems and issues in Germany and France, in: Bohlinger, S./Dang, T. K. A./Glatt, M. (Eds.), Education Policy: mapping the landscape and scope, Frankfurt a. M. (Peter Lang), pp. 267-296.

  • Felder, C. (2017). Das Ausbildungsverhalten von Unternehmen im Zeichen zunehmender Akademisierung.

Eine empirische Studie zum Ausbildungsberuf „Industriekaufmann/-frau“ und zum dualen Studiengang „BWL-Industrie“, Master thesis, University of Konstanz.

  • Greinert, W.-D. (1994). The "German System" of Vocational Training. History, Organization, Prospects,

Baden-Baden (Nomos).

  • Harris, R./Deissinger, Th. (2003). Learning Cultures for Apprenticeships: a comparison of Germany and

Australia, in: J. Searle/I. Yashin-Shaw/D. Roebuck (Eds.), Enriching Learning Cultures. Proceedings of the 11th Annual International Conference on Post-compulsory Education and Training. Vol. 2. Brisbane (Australian Academic Press), pp. 23-33.

  • Institut für Arbeit und Qualifikation (2016). Dual Studieren und dann? Ergebnisse einer bundesweiten

Befragung dual Studierender (www.iaq.uni-due.de/iaq-report).

  • Krone, S. (2015). Dual Studieren im Blick, Wiesbaden (VS Verlag).
  • Matthes, S. et al. (2014). Wenn Angebot und Nachfrage immer seltener zusammenfinden. Wachsende

Passungsprobleme auf dem Ausbildungsmarkt: Analysen und Lösungsansätze, Bonn (BiBB).

  • Zabeck, J./Deissinger, Th. (1995). Die Berufsakademie Baden-Württemberg als Evaluationsobjekt: Ihre

Entstehung, ihre Entwicklung und derzeitige Ausgestaltung sowie ihr Anspruch auf bil¬dungspolitische Problemlösung, in: Zabeck, J./Zimmermann, M. (Eds.), Anspruch und Wirklichkeit der Berufsakademie Baden-Württemberg. Eine Evaluationsstudie, Weinheim (Deutscher Studien Verlag), pp. 1-28

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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

Thanks for your attention!