Matthias Pilz

Curriculum-making in pre-vocational education in the lower secondary school: A regional comparative analysis within Europe

This paper presents a pilot comparative research project on pre-vocational education in lower secondary schools (ISCED level 2) within regions in three European countries. The primary aim of the study was to better understand how the pre-vocational education curriculum is constructed and taught within schools. A case study methodology was selected given the de-centralized nature of curriculum-making within each of the units of analysis. The data collection period covers the years 2009–2011 and the regions taking part were from Germany, Poland, and Scotland. The research method is based upon both the collection of secondary data, through the analysis of curriculum documents within regions in each country, and the use of primary data sources, through interviewing school teachers. The research builds upon previous studies in curriculum-making, in particular a theoretical framework that explores the differences between the ‘prescribed and enacted curriculum’. Finally, this study will argue that, although it is possible to identify quite a distinct pre-vocational curriculum within each region that, in practice, the subject is rarely taught (enacted) according to this prescribed curriculum.

The Dual System of Vocational Education and Training in Germany – What Can Be Learnt About Education for (Other) Professions

The dual system of vocational education and training (VET) in Germany is a specific training system that aims at systematically combining the advantages of training in a company and education in a vocational school. Germany’s dual system is expected to strongly support a successful transition of young people from school to work and to guarantee a skilled workforce as a prerequisite for a successful economy. In addition it plays a role in educating young people. The central goal of VET in the dual system is to help students attain and develop competence in action so that they can meet current and future professional challenges and participate in defining their vocational lives. Because of on-going changes in society, economy and at the workplaces, the dual system has been under pressure of adaptation in order to further maintain its effectiveness and efficacy. Consequently, especially since the 1980s, many adjustment processes have taken place on different levels of the system, namely the institutions involved, the syllabi for the different venues, and the teaching-learning processes. The article will explain the dual system as well as highlight and comment on the different endeavours for its modernisation. It focuses on parity of esteem between general and vocational education and between different forms of vocational education. Furthermore it takes into account cost and benefit of in-company training, modularisation of training occupations, and the relationship between learning and working. As a result, it will give some advice on what can be learnt about education for professions.

The Role of Pre-Vocational Education in the German Realschule: Theory and Practice

Germany is one of the European Union countries in which learning on the job is a long-established component of the education system (Hippach-Schneider et al. 2007). Against a backdrop of technological progress and globalisation, employment and labour markets are currently undergoing enormous changes. It is, therefore, increasingly important that general education prepares young people to make a success of their transition from education to training and employment.

Modularisation approaches in Initial Vocational Education: evidence for policy convergence in Europe?

Abstract One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems. This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries. This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection. The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process.

Perceptions of teachers in industrial training institutes: an exploratory study of the attractiveness of vocational education in India

Abstract India is a growing country in terms of both the number of young people and its economic expansion. Therefore, skilling is crucial both at policy level and for educational institutions. Yet, apart from general statements concerning the ‘lack of attractiveness of vocational education’, no research-based findings exist about this topic in India. Therefore, this study focuses on the issue of the attractiveness of vocational education and training (VET) in India. Forty-five interviews with teaching staff were conducted at Industrial Training Institutes in three different regions. The purpose of the study was to examine the teachers’ understandings of VET’s attractiveness in relation to their own situation as teaching staff.

Introduction: Questions, Challenges and Methods

This book presents the findings of a comparative research project on prevocational education in secondary schools in seven European countries. The framework was a multilateral project funded within the European Lifelong Learning Programme.

A Comparison of Different Pre-Vocational Curricula in Seven European Countries: Theoretical Perspectives and Policy Implications

In this final chapter we will bring together the main findings from the research study and discuss the theoretical and policy related issues emerging at a European level. This meta-level of analysis is based upon a case study approach to gathering data and is not intended to be representative of nation states within Europe. It is, therefore, a partial study that is of theoretical interest. One, indeed, that allows comparisons to be drawn from different regions within each of the countries in the study and, in turn, identifies and explores common themes and issues related to pre-vocational education in the lower-secondary school.

Der internationale Berufsbildungstransfer im Lichte der deutschen Berufsbildungsforschung: Wie der Geist aus der Flasche

Was hat der internationale Berufsbildungstransfer mit einem ‚Geist aus der Flasche‘ gemeinsam? Der Leserin bzw. dem Leser mag sich im Kontext einer wissenschaftlichen Publikation der Verdacht eines Fehlers oder aber zumindest eines Missverstandnisses aufdrangen. Die somit gegebenenfalls erzeugte Irritation ist jedoch durchaus erwunscht und lasst sich durch die nachfolgenden Ausfuhrungen aufklaren.

Duale Ausbildung im Ausland: Ein ‚Heimspiel‘? Zur Qualifizierung von Produktionsbeschäftigten in deutschen Unternehmen in China, Indien und Mexiko

Qualifizierung der Beschaftigten in technischen Bereichen stellt eine zentrale Herausforderung fur international agierende Unternehmen in ihren weltweiten Niederlassungen dar. Zurzeit wird die Internationalisierung von Praktiken der dualen Berufsausbildung als Losung diskutiert, um Qualifizierungsdefizite auszugleichen. Dieser Beitrag diskutiert theoretischkonzeptionell, welche Bedingungen und Probleme bei einer Ubertragung dualer Ausbildungsformen auftreten konnen. Am Beispiel von China, Indien und Mexiko werden Unterschiede und Gemeinsamkeiten ortlich angepasster Formen dualer Praktiken dargestellt und in die vorhandenen Qualifizierungskontexte eingeordnet.

‚Lost (in) VET‘: Zum Stand der Transferforschung in der internationalen Berufsbildungszusammenarbeit aus Sicht verschiedener Wissenschaftsdisziplinen

Die Frage nach der Transferierbarkeit berufsbildender Systemansatze bildet eine zentrale Fragestellung der international vergleichenden Berufsbildungsforschung. Doch auch wissenschaftliche Nachbardisziplinen rekurrieren auf Aspekte der internationalen Berufsbildungszusammenarbeit. Dieser Beitrag skizziert einschlagige Erkenntnisse der vergleichenden Politikwissenschaften, vergleichenden Erziehungswissenschaften, der Wirtschaftsgeographie sowie der Berufsbildungsforschung und diskutiert Unterschiede sowie Parallelen. Dabei zeigen sich verschiedene Betrachtungsschwerpunkte: So fokussieren die vergleichenden Politik- und Erziehungswissenschaften vorrangig Transferaktivitaten auf systemischer Ebene, wahrend die Wirtschaftsgeographie insbesondere lokale und regionale Aktivitaten einbezieht. Die Berufsbildungsforschung richtet den Fokus auf Erfolgs- und Hemmnisfaktoren fur Berufsbildungszusammenarbeit. Doch wird ebenfalls deutlich, dass Erkenntnisse nicht innerhalb ihrer Disziplinen verbleiben, wie die zahlreichen gegenseitigen Bezugnahmen zeigen. Die Erkenntnisse der Nachbardisziplinen halten fruchtbare Erkenntnisse fur die Untersuchung der Transferierbarkeit berufsbildender Systemansatze bereit.