Challenge and change in the German vocational system since 1990

The German vocational system has faced significant challenges since 1990, including the impact of German unification; challenges posed by globalisation and the shift from a production-based to a post-Fordist economy; changes related to the European Union, migration, and immigration; and demographic...

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Bibliographic Details
Published in:Oxford review of education 2002-12, Vol.28 (4), p.473-490
Main Author: Idriss, Cynthia Miller
Format: Article
Language:English
Subjects:
Apprenticeships
Ausbildungsberuf
Ausbildungsplatz
Auszubildender
Beruf
Berufliche Bildung
Berufsausbildung
Berufsbild
Berufsbildung
Bevölkerungsentwicklung
Bildungspolitik
Deutsche Integration
Deutschland
Duales Ausbildungssystem
Economic change
Economic systems
Economics education
Education policy
Education reform
Education systems
Educational research
Employment
Europäische Integration
Germany
Industrial training
Job training
Labour market
Migration
Modellversuch
Pilot Projects
Pilot studies
Reform
Sozialer Wandel
Teachers
Transition from school to work
Vocational education
Vocational schools
Vocational training
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Summary:The German vocational system has faced significant challenges since 1990, including the impact of German unification; challenges posed by globalisation and the shift from a production-based to a post-Fordist economy; changes related to the European Union, migration, and immigration; and demographic changes within Germany that have affected both students and teachers in the system. The following article details these challenges and their impact on the German vocational system, and then reviews a number of structural responses being implemented to address these challenges. These responses include the creation of new and modernised occupations; attempts to increase the number of training placements for youth; efforts to improve coordination and cooperation among all partners; specialised pilot projects to address specific challenges; and an expansion in the traditional model of the 'dual system'. While these efforts have benefited a large number of young people, the author contends that they have not completely addressed the challenges in the system, especially the need to more accurately project economic needs and then train accordingly. Moreover, despite attempts to create better transparency, the added reforms have made the system more confusing and complex. The author suggests that it is worth questioning the continued relevance of the Berufskonzept for the system as a whole, and that it would be useful to open up a discussion of possible reforms on a deeper structural level.
ISSN:0305-4985
1465-3915
DOI:10.1080/0305498022000013625