Prof. Dr. F. Rauner

Felix Rauner

Demarcations between Vocational and Academic Education and how to overcome them

G.R.E.A.T. ConferenceCologne 29.09.-01.10.2010

Prof. Dr. F. RaunerProf. Dr. F. Rauner

Quelle: OECD 2007

Studienanfängerzahlen

Internationale Trends:First-Year Students in OECD Countries (OECD, 2007)

Prof. Dr. F. Rauner

„Für die Gesellschaft, die sich zunehmend als eine ‘Wissens’-Gesellschaft versteht, bilden die Hochschulen die entscheidende Quelle für die Entwicklung von kulturellen Orientierungen, ökonomisch verwertbarem Wissen (…)“ (Meyer 2003, S. 581; zitiert nach Baethge, Solger und Wieck 2007).

tr: For a society that defines itself in an increasing manner as a „Society of Knowledge“, the universities play a key role for the development of cultural orientation and economically exploitable knowledge.

In other words: Vocational education […] falls behind higher academic education and […] and looses attractiveness. (see Baethge, Solger, Wieck 2007, S. 75).

The Academic drift…

Prof. Dr. F. Rauner

Daniel Bell (1973) „The Coming of the Post-Industrial Society“

The turning point – the new axial ssystem – for all societal spheres: technology, economy, education and culture, is scientific knowledge.

Prof. Dr. F. Rauner

1. College-for-all (the mainstream programmatic)

2. Skills shortage (as an international phenomenon)

3. Youth unemployment (resulting from a lack of qualifications)

4. Juvenile delinquency/youth crime  (resulting from a lack of social integration)

4 resons for the current uncertainty in the domain of VET-Policy

Prof. Dr. F. Rauner

Development of the „demand side“ of vocational education

Germany (West) Germany (East)

Prof. Dr. F. Rauner

Youth unemployment, selected EU Countries (Quelle: Gangl 2000, 12)

Prof. Dr. F. Rauner

OECD-Grafik Beschäftigungsverhältnisse mit hohem Anforderungsprofil (ISCO 1-3) und tertiäre Bildungsabschlüsse in der Bevölkerung zwischen 25 und 64

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Kanada

USA

Dänem

ark

Belgie

n

Schweden

Irland

Gro

ßbritan

nien

Schweiz

Spanien

Frankr

eich

Deuts

chla

nd

Öst

erre

ich

Italie

n

Türkei

OECD

Anteil der 25- bis 64 jährigen Bevölkerung in Beschäftigungen mit hohen Anforderungen

Anteil der 25- bis 64 jährigen Bevölkerung mit tertiärem Bildungsabschluss

Work contracts with a profile for highly skilled (ISCO 1-3) and tertiary educated workers (age group: 25-64) OECD statistics

Proportion of 25-64 year olds in work contracts for highly skilled

Proportion of 25-64 year olds holding a tertiary degree

Prof. Dr. F. Rauner

Permeability and Progress: No Certificate without further Perspectives !

Increasing mobility between the different ecducationals tracks

A way out

Prof. Dr. F. Rauner

Technical Vocational Education and Training in an International Comparison:

The degree of permeability between vocational and academic education determines to a large extent the attractiveness and quality of TVET.

Prof. Dr. F. Rauner

Germany:

• 17% of the apprentices have optained a higher education entrance qualification (Abitur)

• The educational system also offers advanced technical college entrance qualification (Fachabitur).

• KMK recommends regulations for vocationally qualified (technicians, masters) to access higher education

Prof. Dr. F. Rauner

Barriers :

- 0,97 % of the students at German Universities do not have the higher education entrance qualification (Abitur) or an advanced technical college entrance qualification (Fachabitur)

- 0, 6 % at Universities; 1,9% at technical colleges (Fachhochschulen)

- Low contiousness for (occupational) career development /career guidence at German schools.

Prof. Dr. F. Rauner

0%10%20%30%40%50%60%70%80%90%

100%

Proportion of 15-year olds, aspiring to at least some form of tertiary education (selected countries, PISA 2003)

… … … … … … … …

Prof. Dr. F. Rauner

Proportion of schools in which career guidance is compulsory (PISA 2003)

0%10%20%30%40%50%60%70%80%90%

100%

… … ……

…

… ………

Prof. Dr. F. Rauner

BMBF-Initiative (2005):

Crediting vocational qualifications as entry qualifications for advanced or postgradual study courses (Project ANKOM)

The aim: Screeeing the competences aquired withing the vocational education track as an entry qualification for higher education using credit points (ECTS). (ECTS=European Credit Transfer and Accumulation System )

Prof. Dr. F. Rauner

RESULT: The duration of a study course cannot be substancially reduced for Masters and vocationaaly qualified.

The argument: (coming from one of the ANKOM-Projects): „The more scientific a study course according to it‘s theoretical and research orientation the lower the chance to connect the study programme to the knowlegde achieved within the vocational track.“

Prof. Dr. F. Rauner

On the other hand, we could as well argue, that any sucessfully comleted scientific study course does not qualify for a Masters‘ exam!

In other words:

„The more scientific and the more theoretically driven the academic qualification, the less these studies qualify for taking over complex work tasks in real work processes.“

Prof. Dr. F. Rauner

knowlegde to guide action

know that

knowledge to explain action

know how

knowledge to reflect action

know why

work process knowledge

Work process knowledge

Prof. Dr. F. Rauner

orientation on business and work processes

vocational tasks

functionality

clearness/presentation

efficiency/effectiveness

sustainabilityenvironmentalresponsibility

social responsability

creativity

Criteria of holistic problem solvingin vocational tasks

Prof. Dr. F. Rauner

K8

P∑: 24,3

Name: xxxSchool / City: xxxClass: xxxVocation: electronic technician wind energyYear of apprenticeship: 3

Your test results relating to test task …. reach a total of ….. points score.

KOMET offers individual feedbacks An example:

Individual test results KOMET 2010

K7

K3K5

K1

K2

5

10

15

K4

K6

KF

KP

KG

K1 clearness / presentation KF functional competence

K2 functionallity/operability KP processual competence

K3 orientation on use value KG holistic designing competence

K4 efficiency/effectivenessK5 orientation on business and work processK6 social responsibilityK7 environmental responsibilityK8 creativity

Prof. Dr. F. Rauner

orientation on business and work

processes

vocational tasks

functionality

clearness/presentation

efficiency/effectiveness

sustainabilityenvironmentalresponsibility

social responsability

creativity

Criteria of holistic problem solvingin vocational tasks and the academic view

Prof. Dr. F. Rauner

Academic and the vocational education differ to a large extent, with regard to

1. contents and learning methods,

2. the systematisation of theirs contents and

3. their aims

Prof. Dr. F. Rauner

The interrelation between academic and vocational education is a dialectical one!

Vocational and academic knowledge are two contrarious poles but at the same time constitutive for each other.

Prof. Dr. F. Rauner

Consequences:

The conclusion of my analysis is an architecture of education. An educational system that has to have parallel learning and development channels and a high degree on permeability and progress. This architecture contains three main parallel tracks:

1. The dual track (from apprenticeship to dual Master programms)2. The integrated track (getting a Baccelor and a “Meister”degree within an

integrated study programme)3. The accelerated track (semi academic apprenticeships: getting access to

Bacchelor examinations)

Prof. Dr. F. Rauner

Dual technical vocational education and training (BBIG)

(dual) Master qualification integrated Bachelor/

techn. college Master School Master courses

work practice

Master or advanced studies (extra-occupational for vocationally qualified)

Post graduate programs

Aca

dem

ic tr

ack

One continuous dual vocational track

3-3,5

3-4

2-3

2-4

Bachelor Exam

With an advanced technical college entrance qualification

‚Abitur‘-vocations

ggf. ergänzende Studien

Prof. Dr. F. Rauner

Conclusion:

The one-dimensional career and qualification classifications are from a scientific point of view wrong and from an educational policy view inefficient and unfair, especially with regard to the tradition of national qualification frameworks and the European Qualification Framework. The theory and reality of multiple intelligence and multiple competence should be transferred into a architecture of parallel career tracks.

The attractiveness and the quality of vocational education depends on its vertical and horizontal integration into the educational system, i.e. its permeability and progress as well as the establishment of one continuous educational track beginning with apprenticeship and leading to Masters’ degrees.