THE GERMAN DUAL -APPRENTICESHIP SYSTEM Vocational training in Germany is derived from a tradition that dates back to the Middles Ages, when young… [617320]

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THE GERMAN DUAL -APPRENTICESHIP SYSTEM

Vocational training in Germany is derived from a tradition that dates back to
the Middles Ages, when young people were already being trained in craft, commercial and
technical occupations. From the 18th to the 19th century, despite the increasing pace of
industrialization, the overwhelming majority of the German population continued to work
in the primary sector (agriculture) and apprenticeship training was still marginal.
In Germany, the dual education system formal ly emerged after the passage of
the Vocational Training Act of 1969, and was significantly enhanced by reforms in 20051.
A dual education system combines apprenticeships in a company and vocational education
at a vocational school in one course. Historical ly, vocational training was organized by the
various guilds through apprenticeships, as their members sought to ensure that they had a
talented labor pool to perpetua te their respective industries.
The Vocational Training Act, adopted in 1969, governs the whole range of
apprenticeship training programs, in other words, training occupations in industry, the craft
trades, commerce, administration, agriculture, and home economics. The public service,
however, is excluded. The wide spectrum covered by this act is a unique feature of the
German vocational training system. In most other European countries where
apprenticeships are institutionalized, they are restricted to only a few areas of training or
the economy. The Vocational Training Act in Germany laid the legal basis for extensive
rationalization of trades.
The Vocational Training Act codified and standardized this system across
Germany, serving as the foundation upon which the state, the private sector, and trade
unions could effectively coordinate to de liver the du al system for a modern Germany. This
high level of coordination allowed for the development public education programs and
firm specific apprenticeships that are complimentary and mutually reinforcing.
A brief examination of Germany’s relatively complex structure of the
education system in Germany is necessary in order to understand the dual system of
vocational training.

1 https://www.bmbf.de/en/the -german -vocational -training -system -2129.html

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German children start kindergarten at three years old, although this is optional
until they start primary school at the age of 6. Primary school ( called Grundschulen) is
compulsory and lasts four years, during which children are taught basic knowledge to
prepare them for post-primary education. At the end of primary school, all pupils start
Secondary Level I with a two -year or ientation stage. The aim of this stage is to help pupils
decide how to pursue their studies. Students at this level choose between the three different
types of high schools available. Thus, at this point, which many consider to be too early,
students must choose a path which is almost impossible to change later. This is one of the
major criticisms of the German dual system.
Secondary education is divided into three branches. These three branches are
clearly classified on the basis of the prospects they off er for higher education and
occupational career.
Some pupils opt for an end -of-compulsory education school ( called
Hauptchulen) which ends at the end of Secondary Level I at the age of 16. If students
decide to continue studying beyond the end of Secondar y Level I, they can choose between
different vocational schools or the dual system.
The second group of high school students attend a lower or intermediate
secondary school ( called Realschulen or Mittelschulen). This alternative educational path
offers a r ange of options with regard to further education but these are all at a lower level
than university. Six years of study in a Realschule and success in the final examination
lead to the intermediate education certificate ( called Mittlere Reife). This certif icate gives
access to numerous administrative occupations, a traditional sector fo r children of the
middle class.
Holders of this certificate can also pursue their studies in a higher technical
school ( called Fachoberschulen) which can then give them acces s to specialized colleges
with university status or integrated universities (called Fachochschulen ). These institutions
offer training that is less academic and more oriented toward an occupation than traditional
universities, for example in fields such as civil engineering or social work.
The third group of high school students continue their studies in a general –
education school ( called Gymnasien), which is the most direct path to university and lasts
eight to nine years (Secondary Levels I and II). The u niversity entrance certificate ( called
Abitur) marks its successful completion.
The possibilities of making the transition from the different schools to the
Gymnasium (general -education school) are limited. Although it is possible to make the

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transition fr om the Realschulen to the Gymnasium, it is still quite infrequent, and it is
extremely rare in the case of the Hauptschulen, which is the least prestigious branch. The
latter offers the least demanding program and has, over the years, become the branch for
children who fail academica lly and children of immigrants .
In contrast, the dual system is more open. Nowadays, students can undertake
apprenticeship regardless of the secondary education branch chosen. Whereas in the past,
students came mainly from the Hauptschule, today they come from different branches. Of
course, the more prestigious the branch, the better the chances of obtaining apprenticeship
training in occupations that offer a high income, job security and social prestige. Among
the criticisms th at are sometimes made of the German dual system is that the training
sectors are too traditional. More recently, it has also been criticized for gender segregation
within these training programs.
The last two decades were characterized by major changes whi ch have had a
direct impact on the dual system. A combination of factors have helped transform and also
maintain the popularity of the vocational training system. First, the increased educational
level has altered the image of apprenticeship. Whereas in th e 1960s the vast majority of
apprentices came from the Hauptschule, nowadays they make up only 40%, and the
majority come from higher level schools. A more recent phenomenon is that more and
more young people are heading toward the dual system after h aving obtained their
university entrance certificate. Given rising unemployment, many young people see this as
a job guarantee and obtain an apprenticeship diploma even though they intend to go to
university.
Training in the dual system is still highly regarded by the German population,
which is why a growing number of holders of the university entrance certificate participate
in this system. For several years, the overall educational level of young Germans has been
improving, even in the technical branches. Man y apprentices are pursuing their schooling
beyond the apprenticeship periods.
Another factor has contributed to the popularity of the apprenticeship system.
Full-time vocational training schools ( called Berufschulen) have expanded in recent years
due part icularly to the shortage of apprenticeship places. These schools have helped
channel the surplus of young people who want to undertake vocational training while
waiting for apprenticeship places in the dual system to become available. Thus, a
proportion of the students trained in full-time vocational training schools are heading

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toward the dual system, contributing to its growth. These schools offer full -time training
programs that last from 1 to 3 years.
The objectives of the Berufschule programs are thre efold: to prepare young
people to enter a higher level school, a Fachoberschule (higher technical education); to
improve their chances of obtaining an apprenticeship place in the dual system and to
provide a broad base of training in technology and commerc e; and to facilitate the
transition to employment.
The increase in participation in education and vocational training resulted in a
major improvement in the qualifications and skills of the general working population. Over
the last fifteen years, the general level of vocational qualification of the working
population has increased from 65% to 80%.