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Dual Study Programmes in Global Context: Internationalisation in Germany and Transfer to Brazil, France, Qatar, Mexico and the US / Duale Studiengänge im globalen Kontext: Internationalisierung in Deutschland und Transfer nach Brasilien, Frankreich, Katar, Mexiko und in die USA

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This exploratory study is devoted in equal measure to the status quo and the future perspectives of the internationalisation of dual study programmes, a special hybrid form of vocational training and higher education developed in Germany. The authors examine both the degree of internationalisation of existing dual study programmes in Germany (with special emphasis on students’ geographical mobility) and the possibilities and limits of systematically transferring this emergent educational model to selected countries. Two recent trends have helped put issues of internationalisation and the transfer of German education concepts higher up on the policy agenda again: first, the current economic situation in Germany, which has remained robust despite the recent financial and economic turmoil, reflected most importantly in comparatively low levels of youth unemployment. Dual vocational education and training models are seen as a key factor contributing to this success. Second, the concept of dual studies reflects an emergent model of skill formation at the nexus of initial vocational training and tertiary education. This innovative hybrid form is seen as having the potential to play a crucial role in the development of competencies for twenty-first-century occupations, not least against the backdrop of the pressing skills gap.
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... Dualny kierunek studiów, jako forma studiów łącząca studia akademickie na uniwersytetach ze szkoleniem praktycznym w firmach, w ostatnich latach znacząco zyskała na znaczeniu nie tylko w Niemczech, ale również w innych państwach (Graf i in., 2014). Dualne/podwójne studia na poziomie wyższym mają na celu połączenie studiów wyższych z praktyką zawodową w przedsiębiorstwie oraz często z kształceniem zawodowym w szkole zawodowej. ...
... Z punktu widzenia wymagań stawianych przez pracodawców kandydatom do pracy przygotowują one przyszłych absolwentów do płynnego wejścia na rynek pracy (Ostoj, 2016). Wśród określeń tej formy studiów w języku niemieckim funkcjonują następujące terminy: studia dualne, kooperatywne, pogłębione, łączone (Duales Studium, Kooperatives Studium, Studium mit vertiefter Praxis, Verbundstudium) (Graf i in., 2014;Hesser, 2018). ...
... Warto podkreślić mobilność studentów podczas odbywania zawodowego kształcenia akademickiego w Adidas. Służy to rozwijaniu inteligencji kulturowej (Piwowarczyk, 2017), a także promuje mobilność studencką i rozwijanie kluczowych kompetencji XX w. (Graf i in., 2014). Podczas studiów studenci poznają firmę i procesy pracy. ...
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Głównym celem artykułu jest przedstawienie niemieckiego modelu kształcenia dualnego na studiach wyższych ekonomicznych oraz odpowiedź na pytanie o to, czy studia dualne rozwijają postawy przedsiębiorcze studentów. Na podstawie sformułowanego celu przyjęto hipotezę, że studia dualne rozwijają postawy przedsiębiorcze studentów. Badania oparte zostały na analizie danych wtórnych: informacjach udostępnianych przez niemieckie Ministerstwo Nauki i Edukacji, raportach Komisji Europejskiej, literaturze naukowej oraz treściach udostępnianych na stronach internetowych przedsiębiorstw i uniwersytetów oferujących omawiany model kształcenia. W artykule skoncentrowano się na wybranych przykładach realizacji akademickiego szkolnictwa zawodowego. Na podstawie analizy wyników badań można stwierdzić, że studia dualne rozwijają postawę przedsiębiorczości wśród studentów uczelni ekonomicznych. Artykuł stanowi pokłosie badań, które zostały zrealizowane w ramach w projektu DIALOG 0054/2019, pt.: „Uniwersytet przyszłości – Innowacyjny model dualnego kształcenia na studiach ekonomicznych wspomagany infrastrukturą badawczą” finansowanego przez Ministra Nauki i Szkolnictwa Wyższego.
... Taking into account the specifi c needs of universities and students, based on the German experience, the dual education programs successfully work in Brazil, France, Qatar, Mexico and the United States. These projects take into account not only the interests of stakeholders in production, but also universities, research institutions, foreign partners and other parties involved [19]. ...
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Purpose. To determine the essence, main possibilities and demonstrate the main capabilities of the educational, research and production complex as a way of modernizing the market of educational services in accordance with the innovative model of development. To describe organizational and pedagogical conditions for coordination of the scientific, educational, innovative and technological potential of the All-Ukrainian Scientific and Educational Consortium (USEC) founding members. Methodology. A systematic analysis of literature and normative documents has been carried out. Various practices of cooperation between educational establishments and enterprises, scientific institutions and production facilities in the world have been investigated. The data were collected during the internship at the All-Ukrainian Scientific and Educational Consortium with the use of individual and group interviews, surveys and teaching and administrative activities experience. Findings. Transformation of educational systems, aimed at meeting the present-day needs of stakeholders and personal needs of future professionals, is achieved by using, along with theoretical training, the resources of the research farms and enterprises integrating their benefits in the system of professional development of young people. The technology effectiveness is achieved through creation of the innovative structure of educational programs of all levels and the research and teaching staff professional development system in the Consortium. Organizational and pedagogical conditions for coordination of the scientific, educational, innovative and technological potential of the USEC founding members are suggested. Originality. Cooperation between labor market and professional education caused by the need to modernize and optimize higher education institutions in Ukraine is expected to be effective in the environment of educational-research-industrial complexes subject to the defined organizational and pedagogical conditions. Practical value. Prospects for the implementation of educational programs within the research and educational consortia are outlined. The described organizational and pedagogical conditions contribute to the integration of educational programs, professional standards and professional formation of students.
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The transfer of the German dual vocational education and training to other countries is much discussed. The reduction of youth unemployment, in particular, is considered as a central motive. Similarly, some promoting factors and challenges that influence the transfer of vocational education are already known. The focus of this study is on the reform of the Mexican vocational education system and the facilitating and inhibiting factors faced by the different actors from German‐speaking countries involved. The study is based on 22 expert interviews that were analysed using qualitative content analysis. The results show that there are factors that have both a positive and a negative impact on transfer in Mexico.
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The article presents the results of the survey conducted among the Ukraine-based companies in 2020 as of their awareness and attitudes to the dual studies (DS) and openness to cooperation with higher educational establishments. After six years of activities aimed at establishing grounds for the adaptation of the German dual studies models conducted by the Friedrich-Ebert-Stiftung Office in Ukraine (FES-Ukraine) and its partners, including the Ukrainian Marketing Association (UMA), the Ministry of Education and Science of Ukraine (MES) launched a pilot project on dual studies introduction in 2019 (MES Order #1296). The first year of the experiment covered partnerships of 44 pre-tertiary and tertiary educational establishments with around 100 Ukraine-based companies. In 2020 FES-Ukraine and UMA in cooperation with the Federation of Metallurgy Workers of Ukraine and HR Volunteer Association, have conducted a study among two groups of employers-those that represent partner-companies engaged in the project and those not involved into the experiment on the DS introduction. This article presents the results of the survey among the second group of employers. It allowed not only to study the level of awareness and attitude of the employers to DS but to inform companies not involved into the experiment about the initiative that might result in amendments to the list of the experiment participants in the Order #1296 and enlargement of the number of dual studies cooperation cases. The authors' questionnaire survey was carried out from May to September 2020 in the format of phone-interviews. The respondents included 400 Ukraine-based companies representing big, medium and small businesses from all the Ukrainian regions apart from the occupied territories of Crimea, Donetsk and Luhansk oblasts. The findings show that a wide information campaign is needed to raise the employers' awareness of the opportunities provided by the dual studies, which is being successfully adapted and integrated in the Ukrainian tertiary education. Therefore, the data obtained is a source of information for recommendations to the stakeholders (especially, policy-makers, employers and their associations) aimed at promoting further cooperation of higher educational establishments and Ukraine-based companies, thus, establishing framework for investments into the training of workforce as a prerequisite of companies' compatibility and the growth of not only individual economic actors, but the national economy. The FES-Ukraine funded the research.
Chapter
Chapter 2 fulfills two purposes. First, it defines the research desiderates this study addresses in three streams of literature: economic geography, practice theoretical thought, and the multidisciplinary research field practice transfer. Each stream of literature is carefully examined and research gaps regarding practice transfer are derived. Discussions in economic geography regarding knowledge transferKnowledge transfers and practice transfer are taken up and reasons for the necessity of a concept of “distance” as what needs to be overcome in practice transfer are elaborated. Practice theories’ conceptual lack of addressing practice transfer as a research object is shown, and the state of the artState of the art in the multidisciplinary research field practice transfer is examined. Especially, existing approaches to practice transfer stemming from institution theories are critically discussed on the background of the empirical findingsEmpirical findings of this study. Second, the chapter introduces practice theoretical thought—which is still not coherently understood in economic geography. Furthermore, it defines “practices” as nexuses of activities and thus gives the theoretical groundwork for the following chapters.
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INTRODUCCIÓN: La Formación Profesional Dual desarrolla procesos de enseñanza-aprendizaje en dos instituciones: el centro educativo, donde el alumnado adquiere competencias relacionadas con la titulación, y la empresa, en la que ponen en acción competencias profesionales que complementan los aprendizajes adquiridos. En esta modalidad formativa intervienen tres agentes: alumnado y tutores académicos y tutores de empresa. El objetivo del estudio es conocer el desarrollo de la FP Dual en una empresa para identificar las necesidades formativas percibidas por los agentes implicados en la misma. MÉTODO: Para la realización de la investigación se ha planteado una metodología cualitativa basada en estudio de caso único. La unidad de análisis es la empresa y los informantes los estudiantes y los tutores de empresa y del centro educativo. La recogida de información se ha realizado mediante grupos de discusión, y ha sido categorizada y analizada siguiendo el proceso del análisis de contenido con el programa MAXQDA (v.20). RESULTADOS: Los resultados agrupados en tres categorías, perfil personal y profesional, desarrollo de la FP Dual y necesidades formativas detectadas, evidencian la importancia de la formación del alumnado en competencias profesionales, la trascendencia de la tutoría, la necesidad de coordinación entre centro educativo y empresa, el seguimiento por los tutores de los centros educativos y la formación de los tutores de empresa. DISCUSIÓN: De acuerdo con otras investigaciones, concluimos que conviene activar estrategias para mejorar la calidad de la FP Dual, favorecer la coordinación entre centro educativo y empresas y establecer una formación específica para tutores de empresas.
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Actor networks are relevant to provide vocational education and training. Many studies have focused on such networks without a clear regional focus. Suggesting a conceptual approach of regional actor networks based on contributions of business education and economic geography, this study analyses the regional actor network in the tourism sector in Cancún (Mexico). Methodologically, the study follows an exploratory qualitative approach. The results illustrate that there are two dominant axes within the regional network, which comprise on the one hand hotels cooperating with applied universities, and on the other hand hotels cooperating with vocational schools. This local actor network has impacts on the practical relevance that vocational education and training provides to the learners, and generates a particular, and rather vulnerable, way of regional development.
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The article investigates the results of stakeholder analysis applied in the course of design and implementation of a national-level project aimed at Ukrainian dual studies management (DSM) system formation. The concept of dual studies (DS) was introduced and promoted in Ukraine thanks to a launched in 2013 project conducted by the Friedrich-Ebert-Stiftung Office in Ukraine (FES-Ukraine) in cooperation with the Ministry of Education and Science of Ukraine (MES), Ukrainian Marketing Association, a wide range of higher educational establishments (HEEs), employers, their associations and other interested parties. Being a complex project, it required deliberate approach to stakeholder analysis and classification that allowed shaping well-targeted strategies aimed at ensuring the required scope of stakeholders’ engagement. The authors applied the Mendelow’s Matrix of stakeholder classification; offered classification of stakeholders according to the DSM levels (macro or state level; meso or regional and sectoral level; and micro level or the level of HEE-company cooperation); and, in addition, in 2013 (launch of the project) and 2019 (launch of the national experiment of DSM introduction as a result of project activities) the authors conducted superposition of stakeholders in the “impact – engagement” system of coordinates. This approach demonstrated expected vs. caused impact of stakeholders on DSM introduction and their expected/real engagement into DSM system functioning in Ukraine. A superposition interference as of 2013 and 2019 demonstrated differences in the list and functions of stakeholders engaged into Ukrainian DSM system on the initial and current stages of its development. This allowed confirming the hypothesis concerning the impossibility of German DSM management system “import” without its adaptation to the national context.
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Education at universities requires a high proportion of self-study supported by instruments which motivate students to deepen their knowledge with case studies and training software. The gain in learning is higher when what is learned is reflected by others in a cooperative process. The Class Peer Review (CPR) requires from students to evaluate each other but lecturers lose a lot of time when applying it during the lecture. Research on CPR shows many different approaches to how this method should be carried out effectively and many of them still demand a high presence of the lecturer. In contrast to most studies, this article reports the results of a CPR conducted outside the classroom and assisted by a web-supported role playing game representing a publisher where a common online class journal is used as an incentive and motivational element. The effectiveness of CPR was examined by means of a quasi-experimental study. It turned out that the experimental group used the training software significantly more frequently in addition to the lecture materials and a meaningful increase in group dynamics was recorded. Also female students were more motivated to continue this type of group work in the future. Final grades were better under CPR conditions, but the effect was statistically weak. Basically, the CPR method seems to be an effective tool to extend problem-based teaching to the self-learning phase if practiced in combinaktion with a role play and fictive Class-Journals as incentive. This provides further potential to e-learning instruments.
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Deutschlands Nachbarn verbinden erfolgreich berufliche und akademische Bildung. Österreichs Berufsbildende Höhere Schulen bereiten auf Hochschule und Arbeitswelt vor. Die Schweizer Berufsmaturität führt aus der Lehre zum Fachhochschulstudium.
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Am Beispiel der „German Educators‘ Missions“, Studienreisen deutscher Pädagogen, Sozial- und Politikwissenschaftler sowie Schulverwaltungs-beamter in die USA, und der Artikulation der amerikanischen „Schule der Demokratie“ im deutschen Schulreformdiskurs der Zeit wird gezeigt, warum welcher Transferprozess ausgelöst wurde und welche Transferprodukte einerseits bei der Konstituierung der ‚deutschen demokratischen Schule‘ wirkten und andererseits das ambivalente (pädagogische) Amerikabild Westdeutschlands prägten.
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In einer „Borderless World“ haben Grenzen ihr Trennendes und Einengendes, aber auch ihr Schützendes und Bewahrendes verloren. Deutschland und Europa sind Teil eines weltweiten Netzes von politischen Verflechtungen; sie sind Teil dieser Welt aber auch im Hinblick auf die weltumspannenden ökonomischen, ökologischen und sozialen Fragestellungen. Internationalisierung ist damit ein Phänomen aller gesellschaftlich relevanten Bereiche.