Vocational education and training on trial across Europe

Each individual member country of the European Union (EU) determines its own education policy. The so-called dual vocational education and training system is effective in Germany, Austria and in Switzerland, to name a few. This form of apprenticeship combines theoretical learning at the vocational college with a long practical phase of training at a business.

Conversely, the vocational education systems in Eastern and Southern Europe award young people an occupational certificate solely on the basis of school education.

In other member countries, vocational education and training takes place in just one single business. The problem with this is that many in-company apprenticeships are too specific. It is subsequently difficult to transfer the learning content to other places of employment.

The different vocational education and training systems render the EU-wide search for qualified job applicants more complicated. What the businesses would need is to be able to compare the vocational education and training content and the vocational qualifications within the EU. This is the only way to enable a young citizen to work anywhere within the EU.

Career entrants without practice-related vocational education and training have a hard position in the employment market. "German investors foresee difficulties with regards to the school-based vocational education and training within the EU", reports Karl Brenk from the German Institute for Economic Research (DIW). "In the Czech Republic, they find that although young people have a school qualification, they first have to receive further training and qualifications within the businesses in order to be able to do their job." This constitutes a disadvantage for many entrepreneurs, who want to hire freshly trained skilled workers: "This generates further costs for the enterprises."

Brenk demands the generalisation of vocational education policy on a European level. In doing so, increased attention to practical application is of particular importance. Yet such a reform is not a job for the EU, he says. Rather, each country must emulate the EU standards step by step and abolish country-specific limitations. When it comes to education policy, the EU does not have any legislative competence. It can only bring about a convergence of vocational education and training content or it can regulate the conditions for diplomas and other occupational qualifications.

Steffen Bayer, Head of Vocational Education and Training Export at the German Chamber of Industry and Commerce, knows why the dual vocational education and training system as practised in Germany is such an export hit: "In Germany, we have excellent co-operation between the industry and the state. The enterprises themselves take responsibility for providing vocational education and training. They are committed and thereby find themselves in the position to co-determine the content that is taught in the various occupations." The advantages of this co-operation are clear: "The young people are qualified for the demands of the employment market in a tailored way."

This applies not only to the learning content, but also to the number of apprentices. "When enterprises need skilled labour in a given area of activity, they offer apprenticeship placements. Where there is no demand, there is less in-company vocational training taking place", says Steffen Bayer.

This demand cannot be identified by a purely school-based vocational education far removed from the businesses. For Steffen Bayer this is the main reason for the differences in the rates of unemployment: the structural differences between the full-time school-based and the dual vocational education and training system. Even before the outbreak of the crisis in Southern Europe, the youth unemployment rate there was significantly higher than in Germany. "These are structural challenges. Our recommendation is plain and clear that one should let the enterprises themselves organise vocational education and training." He says that the state has the task to establish the corresponding framework conditions in such a manner as to create incentives for the industry.

To effect a reform of the national vocational education and training systems, the economic situation must be stable, says Bayer. "In countries, where enterprises fight for their survival and actually downsize their personnel, it will be difficult to motivate them to provide future-oriented vocational education and training." In the case of doubt, this will incur additional costs, say Bayer.

Karl Brenk from the German Institute for Economic Research (DIW) agrees that it is first and foremost the job of national governments to improve the career entry for young people. Karl Brenk perceives the dual vocational education and training system as providing a clear advantage for career entrants: "We have a smooth transition here and this is by no means the case in many other countries. There, the young people come fresh from school and have to compete with older people, who have already gained experience by working in one or several businesses."

He says that the high youth unemployment rate in the European Union illustrates the fact that even well trained young adults are not given sufficient opportunities for standing their ground in the international employment market. Steffen Bayer from the DIHK emphasises that practice-oriented vocational education and training is of increasing importance within the EU. In Portugal, the Chambers of Commerce Abroad, who provide dual vocational education and training in co-operation with German enterprises, have co-operated with local vocational colleges. "This was so successful that in Portugal 90 to 95 per cent of graduates in these training courses went on to find their place in the employment market", enthuses Bayer.

Karl Brenk criticises in particular the lack of opportunities for occupational mobility within the EU. He states that there is little co-operation with regards to cross-boundary migration of labour. Here, the EU should show greater initiative. In particular in order to provide young people with improved information: Where are there opportunities for a job with a future prospect? Where can one receive vocational education and training? The joint economic success of the European Union is first and foremost dependent on a well-trained and qualified population.