Print version Recommend this page Press release
38/ 2009
Bonn, 28.10.2009
Contrary to existing prejudices, trainees want to "roll up their sleeves and pitch in"
The media often accuse young people of not being motivated or willing to work. By contrast, the representative study Vocational Training from the Trainees' Point of View which was conducted by the Federal Institute for Vocational Education and Training (BIBB) draws a different picture. According to this study, trainees are quite willing to work hard and produce results. In return however they expect to be integrated to a large degree into their company's operations and be acknowledged for their work. Youths particularly value the meshing of learning and work processes in the company providing their training. These findings and numerous other studies from the vocational training research and youth research fields will be presented at the New Youths? New Vocational Training? conference which BIBB held in Bonn in cooperation with the German Youth Institute on 28 and 29 October. Some 200 participants from the research community, political sector and day-to-day vocational training practice discussed how youths perceive themselves and which skills and competences youths are drawing on as they make their way in life, which routes youths take when making the transition from general schooling to vocational training in the wake of current demographic trends and what challenges are facing the individuals responsible for vocational training in enterprises and vocational schools.
When asked what determines 'good' dual vocational training, experts cite numerous criteria. But which conditions do trainees themselves feel are particularly important? And to what extent do enterprises and part-time vocational schools meet these demands? To answer these questions, BIBB surveyed for its study some 6,000 trainees who were undergoing training for 15 occupations that can be learned in the 'dual' vocational training system (which combines part-time vocational schooling with practical work experience).
Trainees want to be integrated extensively into company operations
Trainees attach great importance to being integrated into their company's operations. They want to do 'real work' for their company and, in the process, be incorporated into larger tasks as well. They are willing to take on a larger load - such as doing overtime or assuming sole responsibility for specific tasks - in this connection. Trainees are however willing to operate at this level only when they are integrated not only into their company's work processes but are also integrated in social terms. Trainees would like to receive a word of praise when they do good work and to be treated properly by other employees.
Many trainees have been integrated into their companies but are often under too much time pressure and pressure to produce results
When asked to assess day-to-day vocational training practice, many trainees confirm that they have been integrated into the work processes at the company providing their training and into their circle of co-workers there. More than half (53%) rated their integration as '(very) good' and one-third (33%) felt it was 'satisfactory'. However 14% assigned a 'sufficient' or 'unsatisfactory' rating. Prospective bank clerks and industrial mechanics rated their integration the highest. By contrast, trainees for the occupations Plant Mechanic for Sanitary, Heating and Air Conditioning Systems, Motor Vehicle Mechatronics Technician, and Varnisher were more critical about the level of their integration into the company providing their training.
The trainees surveyed also drew attention to the risks of being incorporated too much into their company's work processes. Many youths reported that they had to work under considerable time pressure and that there was little time to try their hand at or practise even new tasks. In some cases they reported having the feeling that mistakes would not be tolerated. The pressure to work quickly and produce results which marks training in many enterprises apparently seriously interferes with the way in-company vocational training is organised - which the trainees surveyed rated with an overall average mark of only 3.9. Many trainees criticised that there is relatively little planning evident in the way their training is provided and that talks are seldom held with them to discuss the course of their training.
Foster a feedback culture in vocational training
The BIBB study shows that the central idea behind Germany's dual vocational training system - that of meshing the learning process as closely as possible with work processes - tallies with what trainees want and that the enterprises providing in-company vocational training do quite well in implementing it. It is however also evident that the meshing of the two can lead to a situation in which too much is expected of trainees - a situation that can endanger the learning process. For this reason, enterprises must see to it that they allow their trainees enough 'space to learn', despite the considerable pressure on them to work quickly and produce results. This 'learning space' should be used to discuss company work processes with the trainees, assess their work and fine tune the schedule for upcoming training on the basis of the progress the individual has made to date. Fostering a 'feedback culture' in vocational training can make a considerable contribution toward improving the quality of in-company vocational training - and has been provided for in the revised Ordinance on Trainer Aptitude that was put back into force on 1 August 2009. Activity 3 "Conducting Vocational Training" underscores the importance of feedback processes with trainees.
Further findings from the BIBB study Vocational Training from the Trainees' Point of View are available at www.bibb.de/de/wlk29213.htm
Documentation from the conference will be made available during the first half of November on the BIBB website at www.bibb.de/de/15806.htm .
Point of contact for further information:
- Andreas Krewerth, Tel.: +49 (0) 228 107-1110, E-mail: krewerth@bibb.de
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