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Varieties of “Duality”: Work-Based Learning and Vocational Education in International Comparative Research

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Integration of Vocational Education and Training Experiences

Abstract

This contribution argues that vocational learning is always bound to more school-based learning settings and practical work contexts. The focus on dual vocational education systems as a specific type of a national vocational education regime has led to overlooking the general “dual nature” of any vocational education and training.

Often vocational education practice goes beyond a mere orientation towards work by making practical work experience part of the vocational education and training curriculum. Yet even in cases of purely school-based settings, the question remains on how far the learning experiences of individuals from school-based instruction match with what they would be required to do in their future jobs and the learning experiences they engage in. Instead of asking how work experience integrates with education, it might also be legitimate and important to question how educational experience is or can be integrated into work.

On the other hand, the widely used term “work-based learning” does not sufficiently address the relevant contextual conditions for understanding the integration problem tackled in this volume. “Work-based learning” will always be strongly shaped by local or national institutional contexts in forms and content, and it only turns into education as soon as there is some kind of “curricular” formalisation and/or acknowledgement. By looking at international educational statistics and comparative research, the contribution in this chapter will show that the “dual nature” could be depicted better by taking into account education as well as employment statistics at the system level. The contribution also discusses where statistics could be misleading. In addition different forms and concepts of dual vocational education and training and practical examples are presented. Conclusions are drawn for further research on curricular integration for a variety of dualities.

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Notes

  1. 1.

    The 11 “constituent elements” according to Euler are (1) broad objective, vocational training as a means of achieving economic, social and individual goals; (2) the main objective of vocational training, to produce skilled workers with flexible qualifications who are mobile and capable of working in their chosen fields; (3) alternating learning situations in accordance with the dual principle; (4) vocational training as a task to be carried out in partnership between the government and the business community; (5) joint funding of vocational training; (6) complementary programmes run by schools or nonbusiness entities; (7) codifying quality standards; (8) qualifications of teachers and training personnel; (9) balance between standardisation and flexibility; (10) creating a solid basis for decisions and design; and (11) social acceptance of vocational training.

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Authors and Affiliations

  1. Federal Institute for Vocational Education and Training, Bonn, Germany

    Philipp Grollmann

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  1. Philipp Grollmann
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Correspondence to Philipp Grollmann .

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Editors and Affiliations

  1. School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Sarojni Choy

  2. School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Gun-Britt Wärvik

  3. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden

    Viveca Lindberg

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Grollmann, P. (2018). Varieties of “Duality”: Work-Based Learning and Vocational Education in International Comparative Research. In: Choy, S., Wärvik, GB., Lindberg, V. (eds) Integration of Vocational Education and Training Experiences. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 29. Springer, Singapore. https://doi.org/10.1007/978-981-10-8857-5_4

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  • DOI: https://doi.org/10.1007/978-981-10-8857-5_4

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