Paderborn University researchers publish results in specialist journal
Dual vocational training is a central pillar of the German labour market and makes a significant contribution to securing skilled workers. Improved cooperation between learning venues can not only improve the quality of training, but also increase the attractiveness of dual training - an important factor in view of the increasing shortage of skilled labour. A new study by Paderborn University examines the cooperation between the three central learning venues in dual training - vocational schools, training companies and inter-company vocational training centres. Using guided interviews with relevant stakeholders in vocational education and an integrative, comparative research approach, the study identifies problems such as insufficiently harmonised training content and the lack of binding structures. At the same time, it provides innovative approaches for improving cooperation. The study is part of the EU project "FEWL" ("Enhancing Research on the Integration of Formal Educational Programmes and Workplace Learning") and was published in the journal "Social Sciences".
Challenges in learning venue cooperation: problem-centred communication
In the dual training system, learning at school and practical experience in the company complement each other, supported by inter-company vocational training centres. It is precisely this dovetailing that makes the German model recognised worldwide. However, for the interaction to function smoothly, close coordination between the learning locations - known as learning location cooperation - is required. As part of the "FEWL" research project, which runs from January 2023 to December of this year and is funded by the EU with a total of around 804,000 euros, Paderborn University systematically analysed the cooperation between the learning locations. The project team was led by Prof. Dr Christian Harteis and Prof. Dr Dietmar Heisler from the groups "Education Studies with a focus on educational management and educational research in continuing education" and "Education Studies with a focus on vocational education". "The study shows that communication between schools, companies and inter-company institutions is often problem- and occasion-centred rather than continuous. Communication usually only takes place when problems such as absenteeism or performance deficits occur. Although curricula and training plans are in place, content and schedules are often not sufficiently harmonised. This leads to overlaps or gaps in the trainees' learning process. There are no binding standards for cooperation, which means that it is heavily dependent on the individual initiatives of the actors involved," explains co-author Jana Schwede from Paderborn University.
Successful concepts for better cooperation are often based on fixed contact persons
However, the researchers also identified positive examples that show how cooperation between learning centres can succeed: Regular mutual visits, joint projects or structured exchange formats on training content and methods in individual companies and vocational schools facilitate cooperation. Cooperation with large companies where coordinators are appointed as contact persons for coordination between the learning venues is particularly successful. Permanent, more binding communication can effectively increase the quality of training.
Increasing the attractiveness of dual training
The findings of the study are not only of interest to training companies and vocational schools, but also to education policy decision-makers. "Improved cooperation between learning venues could increase the quality of the dual system, make learning processes more efficient and holistic and thus increase the attractiveness of vocational training in the long term," summarises Schwede. The results of the study suggest that the challenges of coordinating learning venues are not limited to dual training alone: Other areas of education where theory and practice need to be combined - such as teacher training - could also benefit from the results.
About "FEWL"
The study was conducted as part of the EU project "FEWL", which is supported by the European Union in the "Horizon Europe" funding programme. The project, which involves Paderborn University, the School of Educational Sciences at Tallinn University (Estonia) and the Finnish Institute for Educational Research at the University of Jyv?skyl? (Finland), is investigating new ways to better combine theoretical learning with practical experience.
The article on the study is available online.
This text was translatd automatically.
