Workshop Teacher Qualification

Teacher qualification is the most important and critical issue in any project when developing a high quality vocational education program. Facilities and equipment, which are another “must have” element for successful delivery of vocational courses, are only a question of capital commitment; developing teachers is a time consuming and intensive effort process. Teachers hold the key to creating a workforce meeting the requirements of the highly professional demand; they achieve this result by pedagogical training to our students.

We create programs by involving industry experts, professors specialized in teaching or pedagogical research in vocational education from both China and Germany; our goal is to set the standard in the teacher qualification which meet the industry requirements for the future growth.

Recently in BMW Training Center we held a workshop inviting OEMs, industry training experts, university professors and certification specialists from other industries to brainstorm the certificate training program concept and its organization. At BMW, we found the benchmark training center representing the perfect trainer/teacher learning environment in China.

ITW Schindler E-Car Training

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At the “Duale Hochschule Baden Württenberg” we meet Oliver Schindler (CEO) to talk about development and implementation of E-Car training for teachers and students and development of international standards in safety regulations of high voltage technologies for China. An interesting Meeting with specialists from the industry with an future view to what is coming up in the next years. We from IVE will keep you informed about the next development steps on our online media.

On the picture you see Oliver Schindler explaining us a simulation model for E-Car which is focusing on training practical parts in an easy and task-oriented way for the students.

Politics wants to provide more money for vocational education and training

Not only in China, but also in Germany, there is a great shortage of qualified workers. However, vocational training is a decisive factor in the further development of the economy and new technologies. “This is extremely important for Germany as a business location,” said Johanna Wanka (CDU) at a joint symposium held by the Konrad Adenauer Foundation and the Central Association of German Crafts (ZDH) on higher vocational training.

Germany is fond of exporting its model of dual training in companies and vocational schools abroad. At home, however, there is still a long way to go on the apprenticeship market. In order to raise vocational training again more, the following measures are planned:

An early orientation program for career starters in vocational education

Dual vocational training – secondary school educaton in addition to vocational training

Career prospects within vocational education and training to become “masters” and technicians ”

Especially in vocational education and training, more and more highly qualified employees are in demand. For this purpose, it is particularly important to provide the appropriate promotion opportunities. This is also a concern of i-Vocedu.

Country promotes “Learning factory 4.0”

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The provincial Government supports a “learning factory 4.0 with branches of learning” financed by the federal countries joint task “Improvement of regional economic structures” with around 3.8 million euros. The money flows in the vocational education infrastructure with a focus on digitization and industry 4.0. Thus, the meaning, the attractiveness and quality of dual training in East Westphalia-Lippe should be strengthened.

“We need investment in innovative vocational education institutions. They serve the transfer of new technologies in the economy and thereby support our competitiveness”, so Ministers Duin. “And they make a significant contribution to securing the future demand for qualified professionals for our operations. At the same time we open up career prospects 4.0 young people with the learning factory.”

Within the framework of the project, a space of experience on the subject of digitization creates campus Lemgo on an area of 550 square meters on the grounds of the innovation. “Learning branches” are connected on all four Lippe vocational colleges in Lemgo and Detmold. So dealing with intelligent machines and digital networked processes in vocational schools is conveyed in a most practical learning environment. Learning and spaces of experience the topic of future industry 4.0 be created which prepare for the challenges and changing production and communication processes. Work-related aspects of digitization are almost tangible and perceptible for trainees and young professionals.

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Vocational Education and Training in Germany

The German education system has been praised for its ability to provide quality general education combined with excellent specific training for a profession or a skilled occupation. In 1992 about 65 percent of the country’s workforce had been trained through vocational education. In the same year, 2.3 million young people were enrolled in vocational or trade schools.

Abstract of the vocational education and training system in Germany

 

In Germany, the vocational education and training system has traditionally been regarded as stable and efficient and also well esteemed because it produces highly valued and nationally recognised vocational qualifications. The so-called Dual System still attracts the majority of school-leavers with non-academic aspirations or talents. However, in the past few years the Dual System has faced severe problems, and critics argue that it is in a structural crisis owing to failing operating mechanisms. Furthermore, economic factors have contributed to a critical situation in the training market, with a serious lack of training opportunities. On the other hand, the vocational full-time schools as the second major sub-system of vocational education and training in Germany, though clearly in the shadow of the Dual System, provide a mix of opportunities to achieve general or vocational qualifications.

Against this background, vocational training policy and research alike have identified the need for reforms and a more or less substantial change of the system. Currently, four strategies are under discussion and have already been partly undertaken to provide a more reliable supply of training opportunities and to enhance the quality of vocational courses and programmes. Although one focus lies on bridging the gap between the two subs-systems, the nature of the reform debate at least partly shows parallels to reforms in anglophone countries, which seems remarkable as the system in Germany has always been reluctant to reform and less flexible and open compared to other countries.

Vocational Education in Germany

 

For years now, U.S. educators have invested massive amounts of talent and money on two goals: preventing students from dropping out of high school and increasing the percentage of high school graduates who go on to college.

We do everything possible to encourage college attendance. In the 2011-12 academic year, for example, one program alone—the federal Pell Grant program, intended to help low- and moderate-income students finance college cost taxpayers $34.5 billion, about half the entire U.S. Department of Education budget.

Yet many Pell Grant recipients never graduate. They flounder; they drop out; they become statistics.

How can we prevent such waste?

A new report from the College Board, funded by the Bill & Melinda Gates Foundation, offers a variety of useful ideas, such as larger grants for students who take heavier college course loads. Tougher schedules show that students are serious about graduating.

That’s one good approach. But let me suggest another, which Germany has pioneered.

Our friends in Germany know—as we should—that some students are bored by traditional studies; some don’t have the aptitude for college; some would rather work with their hands; and some are unhappy at home and just need to get away. They realize that everyone won’t benefit from college, but they can still be successful and contribute to society.

Americans often see such students as victims. Germans see these students as potential assets who might one day shine if they’re matched with the right vocation. And it has a system in place—a partnership of employers and unions with government—to do the matching and provide the necessary training.

As the New York Times Magazine recently noted, Germany’s vocational education program doesn’t focus entirely on factory work. Consider the story of the noted chef Claus-Peter Lumpp.

“Lumpp’s culinary ascent began with the simple urge to drop out of high school around the time of his 16th birthday,” the Times’ Nicholas Kulish reported. “His widowed mother had remarried, and the family moved to another town. Everything felt off: the new school, the new people. His mother gave him permission to leave school, but only if he found an apprenticeship.” Lumpp found that apprenticeship in the kitchen of the Hotel Bareiss. Today, Lumpp’s Restaurant Bareiss has a three-star rating from the prestigious Michelin guide—and most of the chefs in his kitchen were mentored under the same system that brought his talents to the fore.

As a result of this system, few Germans find themselves unemployable. The youth unemployment rate, for example, was just 7.7 percent in February, well below that of the U.S. (16.2 percent officially, excluding those who have dropped out of the labor market) and the euro zone as a whole (23.9 percent). Overall unemployment in Germany was just 5.4 percent in February.

Administered by the Federal Institute for Vocational Training and Education, Germany’s vocational education program is a dual system: Students learn in the classroom, and they learn by doing. Typically, trainees attend vocational school one or two days per week, studying the theory and practice of their occupation as well as economics and social studies, foreign languages, and other general subjects. They also do a working apprenticeship in their chosen field. During this period, trainees receive about one-third of the salary of a trained skilled worker.

Not surprisingly, perhaps, a majority of German students (some 51.5 percent) choose this path.

America for too long has attempted a cookie-cutter approach to secondary education: Stay in school; go to college; and we’ll all be happy. To our continued consternation, it doesn’t always work.

If America wants to remain competitive, we have to keep our young people engaged. Germany has the right formula. U.S. business and political leaders should learn from the German approach and invest in creating and supporting a German-style vocational education system. Businesses will get the skilled workers they need, young people will see new career opportunities open up to them, our middle class will be strengthened, and our economy will benefit.