German vocational education study report

German Vocational Education Investigation Report Pudong New Area Vocational Education Research Group

From November 30th to December 9th, 2005, headed by Tao Guoqiang, head of the Education Department of Pudong New Area Social Development Bureau, Yu Qinghua, President of Gaoqiao Vocational School, Gu Xiaoguang, President of Qunxing Vocational School, Chen Yedi, President of Xinlu Vocational School, and Education and Development Institute Tang Shui-ming, director of the Department of Teaching and Research, was a member of the delegation and went to Germany to study vocational education. The delegation focused on two national schools: the Hamburg Port and Shipbuilding Vocational Education School, the Munich Fashion Design Vocational School, and a meeting with officials from the Vocational Education Division of the Bavarian Ministry of Culture.
The short-term inspections have yielded a lot of benefits, and many of them can be used to develop vocational education in our district.
I. This visit to the German vocational education we know
1. Vocational education in Germany plays an important role in the entire education system and is the main channel for students to enter higher education.
The officials of the Vocational Education Department of the Bavarian Ministry of Culture told us that their academic system is generally that the child enters the kindergarten at the age of three and enters the country at the age of six. The national primary school system is four years. After the national small school, the first diversion was carried out. Most of the students began to rise. In the process of entering the country, the basic direction of employment in the future is determined, and the purpose is relatively clear. The second diversion after graduation from the middle school is based on the requirements of different occupations and the wishes of students and parents. Higher-level vocational education must be based on a lower level of pre-employment education, and should have certain professional practice experience; after vocational education, people can use the knowledge and skills they have already learned and engage in long-term corresponding The profession also accepts higher levels of vocational education and is engaged in new jobs. Vocational education is a lifelong education for every employee, namely training-employment-re-training-re-employment. The labor and employment department not only manages employment, rescues unemployment, but also manages training work; various industry associations, trade associations, state governments, and enterprises carry out their duties in the implementation of the Vocational Education Law, and the government implements macroscopic management and coordination organization work.
Officials from the Vocational Education Department of the Bavarian Ministry of Culture also told us that German high school students need to learn 2-3 foreign languages ​​and complete their studies before they can enter the university. High school students only account for 30-35% of the university. The rest of the students choose higher occupations. School, the ratio is 65-70% or more.
The Hamburg Port and Shipbuilding Vocational Education School is equivalent to China’s “Secondary”. The principal said in response to our inquiry: “Our students can also go to university after graduation, but they can only enter the professional school, that is, they cannot enter a comprehensive university. He can only enter the technical college. He also said that the Germans especially like vocational studies, high school entrance examinations, and some first went to the port to study for three years.
Germany's education system enables most school-age children and adolescents to receive at least one vocational education and training, directly master a technology, be employed by enterprises, and at the same time provide opportunities for young people who are interested in further education to pursue higher education.
2. The "dual track system" vocational education is the most important feature of German vocational education and the key to the most successful promotion of vocational education in Germany.
In Germany, about 70% of vocational schools belong to the “dual track system”. The so-called dual-track vocational education refers to the form of vocational education in which students receive practical skills training and receive theoretical training in schools. Students who are trained in dual-track training must generally have a master's or middle school diploma. After that, they may choose a company through their own employment center or a training contract with the company in accordance with the relevant laws to obtain a training position. Then go to the relevant vocational school to register for theoretical study qualifications. In this way he became a student under the dual-track vocational education model. He has dual identities: he is a student at school, an apprentice at a business, and he has two places to study and train: training companies and vocational schools. Participants receive practical education in the enterprise on a regular or instalment basis, and receive theoretical education in the vocational school. About 60% of vocational schools are professional courses, and 40% are general education courses.
The skill training of enterprises is the main body of the "dual track system". The training of the company is carried out in accordance with the training regulations jointly issued by the Federal Ministry of Education and the relevant professional departments. The state-recognized training profession announced by the German Ministry of Economics has 93 major categories and 371 occupations. Each professional department separately develops training regulations for relevant occupational categories, including educational content, time schedules, and assessment methods, and will be jointly implemented with the Federal Ministry of Education. Each company develops specific training plans based on training regulations and the characteristics of the company and implements them. As an apprentice, the company sends students a monthly living cost of 500-600 euros.
The education of vocational schools is to serve enterprise training. The teaching tasks of vocational schools are mainly to guide and improve the practical training results of trainees in enterprises, and to deepen and supplement the tasks of general education. The teaching content of vocational schools is formulated by the state cultural and educational departments.
The assessment, performance identification and certificate issuance of the dual-track vocational education is the responsibility of various industry associations. The assessment content is divided into two types: written examination and practical operation assessment. Apprentices who pass the assessment can obtain a nationally recognized job qualification certificate and become a qualified technician in the position.
According to the official of the Vocational Education Department of the Bavarian Ministry of Culture, in Bavaria, about 70% of the national middle school graduates directly enter the training institutions of the enterprise to receive vocational and technical training, and at the same time enter the basic knowledge of various corresponding vocational schools. This kind of system is conducive to the cultivation of production and technical workers who understand both theory and hands-on ability.
In recent years, another form of training has emerged in Germany, namely cross-enterprise training. While accepting corporate training and school education, students take a certain amount of time each year and go to the cross-enterprise training center to receive intensive training as a supplement and enhancement to corporate training.
According to the German Federal Government's Vocational Education Law and relevant laws, the funds for vocational education in enterprises are entirely borne by the enterprises themselves. The education funds of vocational education schools are borne by the state, the state government, and the local government. Usually, the state government pays the staff and staff members’ salaries and pensions, and the local government pays the construction and maintenance costs of the school buildings and equipment, and the salary of the management personnel. cost.
3. Schools do not need to worry about students, nor do they need to sell for students, because laws and regulations improve the management and operation of vocational education.
German vocational education laws and regulations are complete. Relevant laws and regulations include the Vocational Education Law, the Basic Law of Enterprises, the Youth Labor Protection Law, and the Regulations on Trainer Qualifications. Enterprises recruit employees according to industry needs. For newly recruited employees, enterprises must be sent to the National Vocational School for study and training. “Enterprises will send out training targets according to industry needs, and companies will come to the door. For companies that don’t know our school, the school will arrange for publicity to let them know about our school,” said the principal of the Hamburg Port and Shipbuilding Vocational Education School.
4. The training program is established by the state. The school cultivates a nationally recognized profession and cannot set up a separate project.
Germany is a federal state with 16 states. Each state has its own education system. In order to make the talents cultivated in vocational schools national, the vocational school training program is established by the state. Schools are trained in nationally recognized occupations, and they cannot set up their own professional and training programs. Vocational education is aimed at the entire economic policy as a national economic category.
During the inspection, we learned that the vocational education in Germany has the government's clear name in terms of school name, training objectives, professional setting, length of school system, school conditions, funding sources, teacher qualifications, teacher training, examination methods, management system, etc. And specific requirements. At the same time, a set of vocational education implementation supervision system including legislative supervision, judicial supervision, administrative supervision and social supervision has been set up, so that vocational education has truly achieved legal compliance, and laws and regulations have improved the management and operation of vocational education.
5. Look at the two components of the German vocational school from the Hamburg Port and Shipbuilding Vocational Education School: the “formal department” and the “preparation department”.
There are 50 national vocational schools in Hamburg, 19 of which are industrial industrial technology schools, 5 of which are full of girls; the other 31 are commercial.
Built in 1870, the Hamburg Port and Shipbuilding Vocational Education School is one of the oldest schools in Hamburg. It originated from the cultivation of ship painters. The school has 61 classes, 1,343 students, 70 teachers, 45 teaching points, 6 computer classrooms, 1 self-study center, 1 restaurant internship, and 1 port internship.
National vocational schools generally include two parts: the “formal department” and the “preparation department”.
The “formal department” of the school has three majors in the fields of port, warehouse and shipyard, and undertakes the task of training students for 360 companies in Hamburg. Students are trained by the port and shipbuilding companies and the school for three to three years. In each of the three fields, each section has a section chief, and the section chief has links and communication with the company.
11 port-related occupations are cultivated in the port area, such as warehouse management technicians, warehouse management technicians, warehouse handling technicians, warehouse packaging technicians, etc. The “warehouse” industry is very important in Hamburg, Hamburg Port and Shipbuilding Vocational Education School In the year, 701 people were trained in the port, including the port captain and other talents.
The majors in the field of shipbuilding are: ship structure mechanics, sheet metal workers, shipbuilders.
The school also trains bodyguards, security and security personnel from railways, banks and other units.
School students come from all over the country, but their businesses are in Hamburg.
Students may concentrate on training in the school for a period of time, concentrate on training in practical skills for a period of time, or attend classes at 2 days a week, and work in the factory for 3 days. Regular and staging, depending on the needs of the company. This is a typical German vocational education "dual track system", one track in the employment enterprise, one track in the national school.
Businesses want to know what students are learning at school, and schools want to know how students are trained in business. Therefore, teachers in the school's competent departments often go to 360 factories to understand the situation and listen to the teaching requirements.
The school's “preparation department” prepares students for poorly-disciplined and poorly-study students. The students themselves do not know what kind of occupation they are engaged in. The school helps students gradually develop their majors in the learning process. In Germany, China has a 12-year education system, students with poor academic discipline, and 2 years to the preparation department, the school helps him prepare for employment.
Students in vocational preparation education are also recommended by the school intelligence center during the study period. The school strives to cultivate and recommend it after 2 years to make it available for employment. If they can't find a job, the school will hand them over to the Department of Labor, and the Labor Department will register them as unemployed.
The Career Preparation Department also has teaching points at the construction site to learn about masons.
The Career Preparation Department also has teaching points in the prison to help young people and members of society to prepare for employment after the prison.
The Career Preparation Department adopts a project system that allows students to form an interest in the learning process. The school also strengthened their ideological education and future education. Of course, for some students, the school can't do anything about it.
6. Munich clothing design vocational school.
The goal of the Munich Fashion Design Vocational School: to train senior fashion designers.
The school has a history of more than 100 years. The European style of the schoolhouse was originally a palace of a duke. Today it is a cultural relics protection unit in Munich. At the beginning of the school, it only served the court aristocratic lady, guiding them in various occasions of clothing matching, dress etiquette, and cultivating their interest in designing and making all kinds of clothing they like. Now, she is a school that everyone can freely enter, and students only need to buy some materials.
In order to cultivate high-end fashion designers, teaching not only stays in two-dimensional, but also carries out three-dimensional hands-on practice of plastic clay, tailoring, clothing, and design, and cultivates hands-on ability through cartographic plate making, three-dimensional cutting, and design. The school also often provides students with visits to fashion shows, museum visits and other activities. Students visit from the city, the state, the country, to Milan, Rome and other places. We visited the classroom where the students were working and visited the exhibition room where the students completed the creative design of the costume. The students' works are colorful and unique in concept. These works were sent by the art director to the clothing design department of the garment factory as an advertisement.
According to reports, in the process of clothing design and learning, teachers often organize learning through the project, and organize students together around a theme and a task. In the process of hands-on practice, students have both division of labor and cooperation, and fully demonstrate themselves.
7. Germany has strict requirements for vocational education practitioners.
During the inspection, the president of the Hamburg Port and Shipbuilding Vocational Education School and the officials of the Vocational Education Department of the Bavarian Ministry of Culture gave us the following introduction: Germany has high requirements for the skills of vocational school teachers: the minimum qualification of vocational school teachers is the University Department. Have a background in education, have a major, at least 2 years of experience in the practical work of this profession. The process of admission is: after passing the national examination, it will be taught for 2 years in the school; during the 2-year probation period, there will be both teaching practice training and professional training; after the end of the probation period, the national examination will be passed, and the qualified person will enter the school and become a formal teacher. The government employs for life. The monthly income is 3,500 euros, which is basically the same as that of other school teachers, and is basically the same as that of college teaching assistants.
“Professional school teachers must have done this profession to coach this major. Only students can have confidence in their studies. Our school teachers have professional titles, all of whom are members of the Hamburg Industry Technology Society, participating in various examination propositions, legislation... Go to the fair to give a professional introduction to the product.” The head of the Hamburg Port and Shipbuilding Vocational Education School told us in an emphasized tone.
Most of the teachers of the Munich Fashion Design Vocational School graduated from art colleges and have a design experience. Ms. Zhang, a master of fashion design and a senior fashion designer who graduated from the Art Department of Shanghai Normal University, has been teaching for 15 years. When we entered the classroom, her students were designing different poses with the theme of "I".
8. The school's management system is simple and staffed.
The Hamburg Port and Shipbuilding Vocational Education School has more than 60 classes, more than 70 teachers and more than 1,300 students. The management system has only one principal and one vice president. There are four departments and one department head. The weekly principal and the heads of the four departments hold regular meetings to arrange specific work. The management system of the Munich Fashion Design Vocational School is also generally the same.
Second, the characteristics of German vocational education and its enlightenment to us
1. Closely integrated with production. Compared with school-based vocational education, dual-track vocational education pays more attention to the cultivation of practical skills and gives them a definite guarantee.
Students in the dual-system vocational education form most of the time in the enterprise to conduct practical operation skills training, and accept the equipment and technology currently used by the enterprise. The training is largely carried out in the form of productive labor, thereby reducing The cost and the purpose of learning are improved, which will help students to work immediately after the training.
This makes the vocational education to train the actual operators of the first line truly become a popular education for enterprises. Although China currently attaches great importance to the cultivation of students' practical skills, the school-based training model objectively keeps students away from the front line of production, and the centralized production internship is not conducive to the timely integration of the theory and practice.
2. Corporate and social forces are widely involved.
Most large companies have their own training bases and personnel. SMEs that do not have the ability to provide comprehensive and diverse vocational training in accordance with the training charter can also participate in vocational education through cross-enterprise training and supplementary training at school factories or by entrusting other companies to train on their behalf.
In addition to the close integration of schools and enterprises, it also mobilizes social forces to care for and support the establishment of vocational education, form a joint force, jointly undertake obligations, and promote the healthy and rapid development of vocational education.
3. Under the dual-track vocational education system, students learn more in the specific working environment, which makes students and enterprises have more opportunities for communication, which greatly reduces the risk of unemployment after training.
This has certain significance for the issue of the employment of the country that has been difficult to solve for many years.
4. Compared with the teaching content of vocational education taught by China's current biased system theory, the dual-track vocational education with job requirements as the training target is more popular among enterprises. It is an important part of the reform of vocational education and teaching in China that the training objectives and the syllabus and teaching content system should be constructed according to the requirements of the workers' technical level assessment standards.
5. Paying attention to the construction of vocational education teachers is to ensure the quality of teaching.
Difficulty in entering the door, strict requirements, and high treatment are the main features of the construction of the German faculty. Through fierce competition, most of their teachers have good quality, extensive knowledge, superb skills and fast efficiency. This has a general meaning for the construction of our faculty.
Concluding remarks: German vocational education is developed and has been heard. German products, reasonable structure, precise processing, panel attention, high quality, excellent performance, this is the result of their emphasis on vocational training, employee certification, and everyone care about quality. The secret of the quality of German products is the secret of the world. It is said that farmers also need to be certified to work because the main tools used by their farmers are no longer gimmicks or nails, but various modern agricultural machinery; farming, fertilization, de-worming, irrigation, and harvesting have also adopted a set of scientific methods. Most of them are not handled by ordinary manual operations; various aquaculture and planting industries are also completed in accordance with advanced breeding methods, and untrained people are difficult to perform. In Germany, regardless of the kind of work that is done, the “qualification” is very important, and most of this “qualification” is achieved by vocational education. General education and basic knowledge education are important, but they pay more attention to vocational education and adult education. The form of vocational education is diverse. Adult education is also an integral part of vocational education. Their "qualification" is by no means a simple diploma or certificate. In addition to the general basic knowledge, it is more important to understand the practical application and the ability to do it. Therefore, occupations are valued in all walks of life in Germany, and vocational education plays an important role in economic development.