Bundesinstitut für Berufsbildung (BIBB)

Content

Is workplace-based learning edging out course-style continuing vocational training options? 

Forms of employer-provided vocational training - Empirical distribution in Europe and characteristics that are specific to Germany  

Pluralisation of learning forms: Divergent trends in enterprises in Germany

Conclusion 

Literature

Is workplace-based learning edging out course-style continuing vocational training options?

Workplace-based learning has been attributed significant, growing importance in Germany for some time now: "The question of the importance of new forms of learning and/or new learning arrangements constitutes a focal point of the current continuing training debate.. The increase in learning that is integrated into and/or is related to the individual's work is currently being discussed as one of the most profound changes taking place in employer-provided vocational training" (BAETHGE/SCHIERSMANN 1998, p. 31 [translated by authors]). "Learning that takes place in the course of the work process has become an important competitive advantage for enterprises.. This type of learning is largely considered to be more important than seminars and courses which still dominate employer-provided vocational training" (DEHNBOSTEL 2003, p. 2 [translated by authors]).

Learning that takes place in seminars and courses is often ascribed diminishing importance, while workplace-based forms of learning such as induction, learning circles and computer-assisted learning are increasingly the focus of attention. Based on various surveys which preponderantly point to a "dominance of course-type forms of learning", DÖRING/FREILING (2008, p. 80 f.) nonetheless conclude that "tendencies toward the development of course-style forms of learning in employer-provided vocational training are not absolutely evident in light of empirical findings" [translated by authors]. In addition to the hypothesis that workplace-based forms of learning are becoming increasingly important, a diversification of forms of learning is often described or suggested (see ROHS 2002; BOHLINGER/HEIDECKE 2009). These statements are drawn from theory or individual pilot projects and generally lack empirical substantiation.

In light of this, the following section will outline the German situation within the European context on the basis of the CVTS2 (1999) and CVTS3 (2005) enterprise surveys (see box mentioned below).¹ Attention will first be directed to the empirical distribution of the individual forms of learning in employer-provided vocational training in Germany and in Europe and the trends that can be observed in this connection. This will be followed by an enterprise-level analysis of the variety of learning places in Germany.

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Forms of employer-provided vocational training - Empirical distribution in Europe and characteristics that are specific to Germany

The CVTS compiles not only data on vocational training courses which enterprises offer their employees but also on "other forms of continuing vocational training" which in some cases are on-the-job training or training that is integrated into the individual's work. This can be a traditional form of employer-provided training such as planned on-the-job training, induction training or information events, or it can involve more modern forms such as learning circles, quality circles or self-directed learning (see box). The boundaries between work and learning are not always clear-cut in these "other forms" of vocational training. This additionally makes it difficult to collect empirical data on them (see MORAAL/GRÜNEWALD 2004). This particularly applies to detailed information on employee participation in these types of vocational training; it is less the case when gathering data on the share of enterprises that offer the respective type of vocational training (see CEDEFOP 2010, p. 107 f.).

Chart 1: Share of enterprises offering vocational training courses and other forms of vocational training
(2005; Percentage figures)

Source: Eurostat CVTS3 Database;
Accessed on: 12.07.2010
UK, NO not included due to their limited comparability
Country codes based on ISO 3166

In EU Member States, an average of 60 per cent ² of all enterprises with ten or more employees financed continuing vocational training for their respective workforce in 2005. At 49 per cent, the share of enterprises that offer courses is approximately the same size as the share that offers other forms of vocational training (48%). The picture however varies greatly from country to country (see Chart 1).

• In most countries in Northern and Western Europe the amount of employer-provided vocational training on offer (measured in terms of the share of enterprises which offer such vocational training) is greater than the European average not only for courses but also for other forms of vocational training. Belgium and France constitute exceptions here: Belgium has a slightly smaller share of enterprises which offer vocational training courses while France has a smaller share of enterprises with other forms of continuing vocational training.
• The countries of Southern Europe - with the exception of the vocational training course offerings in Cyprus - are below the European average.
• Sizable differences can be observed between East European countries: Not only are there countries with above-average levels of vocational training course offerings as well as other forms of vocational training (Slovenia, the Czech Republic, Estonia) but there are also countries whose levels are considerably lower than the European average.

Large differences also exist in the relative importance of courses compared to other forms of vocational training. Chart 1 shows that the patterns vary not only in cases where the overall level of vocational training offerings is high but also in cases of less involvement on the part of enterprises in the EU's Member States.

Chart 2: Comparison of offerings of courses and other forms of vocational training
(Difference in % of enterprises with such offerings in 1999 and 2005)

Source: Eurostat CVTS2/3 Database
Accessed on: 12.07.2010; Authors' calculations
UK, NO (2005 and 1999) and AT, DK, PL (1999) not included due to their limited comparability
CY, MT and SK: No data for 1999
ES: 2005 No difference in the percentage share of enterprises with courses and with other forms
Country codes based on ISO 3166

Chart 2 maps the differences between the offerings of courses and other forms of vocational training for each country. The bars reflect the relative importance of courses and other forms of vocational training in 2005, while the triangles indicate this for the year 1999. Using the reference year 2005, the following differentiations must first be made:

• Countries whose share of enterprises providing courses is much larger than the share of enterprises offering other forms of vocational training in 2005; particularly striking here are France, The Netherlands, the Scandinavian countries and Cyprus; this difference is less pronounced in a number of East European countries and a few South European countries. 
• Countries whose share of enterprises offering other forms of vocational training is markedly larger than the share of enterprises offering courses; this pattern is particularly pronounced in Germany, Malta, Lithuania and Slovakia.

The share of enterprises offering other forms of vocational training developed differently in the individual Member States between 1999 and 2005:

• This share declined in all countries of Northern and Western Europe with the exception of France. 
• Countries in Southern and Eastern Europe exhibited increases (most notably: Spain, Portugal, Slovenia, Romania and Hungary) as well as declines. 

A comparison of the proportion of courses and other forms of continuing vocational training in 2005 with the proportions seen in 1999 shows that the relative importance of courses has increased in most EU Member States, be it the result of courses becoming more dominant vis-à-vis other forms or the result of a decline in the dominance of other forms. Only Germany exhibits a trend that runs counter to the trend seen in nearly all other EU Member States: In Germany, the share of enterprises offering other forms of continuing vocational training is well above average (66%, compared to an EU average of only 48%). Only Austria reports an even greater share (71%). Although the share of enterprises in Germany offering other forms of continuing vocational training was smaller in 2005 than it was in 1999 0 as was the case in many other countries 0 this share gained in importance due to the even sharper decline in the share of enterprises offering courses.

It can therefore be said that the CVTS data do not support the hypothesis that other forms of employer-provided vocational training have generally increased. The findings show however that other forms of employer-provided vocational training play a special role in Germany. In this connection, one can speak of the significant and increasing importance of other forms of vocational training as being a specifically German characteristic. This is unlikely to be due solely to economic/functionalistic factors because other North and West European countries are moving in other directions. Rather, institutional factors or cultural preferences might play a greater role here.

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Pluralisation of learning forms: Divergent trends in enterprises in Germany

In addition to the hypothesis that other forms of continuing vocational training are becoming increasingly important, a growing diversity of learning forms is often noted or recommended. However, an examination of microdata at enterprise level 0 rather than just statistical averages from aggregated data or of impressions from a handful of enterprises 0 leads to some surprising findings. For example, this data definitely does not indicate that the pluralisation of learning forms is a major trend.

Chart 3: Courses and other forms of vocational training in enterprises in Germany (in %)

Sources:  Destatis microdata from 1999 (CVTS2) and 2005 (CVTS3), authors' calculations

Chart 3 shows that there was no marked increase in the diversity in learning forms between 1999 and 2005. The most pronounced increase (a good six percentage points) can be seen for that group of enterprises which do not offer any continuing vocational training at all. Even more pronounced however was the eight percentage point decline seen among enterprises which offer their workforces one to three forms. The increase in the number of enterprises which exhibit diversity in the forms of learning they offer is very modest at less than three percentage points. Consequently, for most enterprises, there is no empirical evidence pointing to a pluralisation of forms of learning. Rather, it would appear that the extremes are increasing. On the one hand, there were more enterprises in 2005 which discontinued offering continuing training entirely. On the other hand, the share of enterprises that are particularly active in providing vocational training grew, albeit to a lesser degree. Approximately two-thirds of all enterprises (65.3% in 2005, see Chart 3) do not provide any continuing vocational training at all or offer only a restricted range that is limited to a maximum of three forms of learning for their respective workforce. An examination of combinations of internal/external courses and the five other forms of continuing vocational training (see Chart 4) shows that empirical data do not provide any indications for a growing pluralisation here either. In reality, offering combinations of courses and other forms declined markedly, by 13 percentage points, between 1999 and 2005. During the same period, a growing number of enterprises focused on combinations of various other forms only (an increase of seven percentage points) and the share of enterprises offering only vocational training courses remained constant. Even though literature in the education field calls for offering a mix of courses and other forms of continuing vocational training, it appears that day-to-day practice in enterprises is moving in other directions. This should not however be interpreted as an argument in favour of amending this demand but rather as an incentive for stepping up efforts to encourage such combinations 0 through the provision of theoretical underpinnings and practical development work.

Chart 4 : Combination of courses and other forms of vocational training in enterprises in Germany (in %)

Sources:  Destatis microdata from 1999 (CVTS2) and 2005 (CVTS3), authors' calculations

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Conclusion

Empirical data show that forms of on-the-job learning have been very important in Germany for some time now, as compared to other European countries. This could even be regarded as a specifically German characteristic. However, it is possible that the discussion revolving around the incidence of workplace-based forms of learning does not point to anything genuinely new for Germany but, rather, has been primarily influenced by the increased attention that the research community and political sector are directing to these forms. In particular, traditional forms of learning other than courses 0 such forms include induction training, instruction and visits to trade fairs 0 have been and continue to be very important in Germany. By comparison, courses are offered with much greater frequency in Scandinavian countries 0 which are often found at the top of rankings.

The fact that developments in Europe take a variety of shapes points to a need for greater differentiation in the German discussion on employer-provided vocational training, a discussion that appears to often emanate from a representative enterprise and stylises isolated phenomena into general trends. Attention should instead be directed more to the differences that can be observed at microlevel, to their possible causes and the effects they have. Examining statistical indicators on the basis of aggregated data is an important first step for mapping trends in continuing vocational training. These activities should however be supplemented by work on microdata, by qualitative company case studies that go into further detail and by the triangulative linking of qualitative and quantitative research designs, in order to enable a greater degree of differentiation and thus also to consider more targeted development work. In the process, it should be examined whether vocational training research at enterprise level could develop an equivalent to the individual-based milieu approach (see, for example, BREMER 2007). Enterprise size and sector of activity would certainly be essential components here, alongside innovation, work organisation and the level of knowledge intensity in the work.

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Literature

• BAETHGE, M.; SCHIERSMANN, C.: Prozessorientierte Weiterbildung - Perspektiven und Probleme eines neuen Paradigmas der Kompetenzentwicklung für die Arbeitswelt der Zukunft. In: QUEM (Ed.): Kompetenzentwicklung '98. Forschungsstand und Forschungsperspektiven. Münster et al. 1998, pp. 15-87
• BEHRINGER, F.; KÄPPLINGER, B.; PÄTZOLD, G.: Die europäische Unternehmensbefragung CVTS - ein wichtiger Baustein in der Analyse der betrieblichen Weiterbildung. In: BEHRINGER, F.; KÄPPLINGER, B.; PÄTZOLD, G. (Ed.): Betriebliche Weiterbildung - der Continuing Vocational Training Survey (CVTS) im Spiegel nationaler und europäischer Perspektiven. In: ZBW, Beiheft 22. Stuttgart 2009, pp. 7-13
• BOHLINGER, S.; HEIDECKE, L.: Pluralisierung von Lernorten und Lernformen in der betrieblichen Weiterbildung. In: ZBW 105 (2009) 3, pp. 452-465
• BREMER, H.: Soziale Milieus, Habitus und Lernen. Weinheim 2007
• CEDEFOP (Ed.): Employer-provided vocational training in Europe. Evaluation and interpretation of the third European Continuing Vocational Training Survey. Luxembourg 2010 (Research Paper 2) - URL:www.cedefop.europa.eu/EN/Files/5502_en.pdf (As of: 17.11.2010)
• DEHNBOSTEL, P.: Informelles Lernen: Arbeitserfahrungen und Kompetenzerwerb aus berufspädagogischer Sicht. Vortrag bei der Fachtagung in Neukirchen/Pleiße 18/19 September 2003 - URL: http://www.swa-programm (As of: 17.11.2010)
• DÖRING, O.; FREILING, T.: Betriebliche Weiterbildung - aktuelle Tendenzen und zentrale Zukunftsaufgaben. In: GNAHS, D.; KUWAN, H.; SEIDEL, S. (Ed.): Weiterbildungsverhalten in Deutschland. Bielefeld 2008, pp. 79-88
• EUROSTAT: The 3rd Continuing Vocational Training Survey (CVTS3). European Union Manual (Eurostat Working Papers Population and social conditions 3/2006/E/N°32). Luxembourg 2006
• MORAAL, D.; GRÜNEWALD, U.: Moderne Weiterbildungsformen in der Arbeit und Probleme ihrer Erfassung und Bewertung in Europa. In: DEHNBOSTEL, P.; PÄTZOLD, G. (Ed.): Innovationen und Tendenzen der betrieblichen Berufsbildung. In: ZBW, 18. Beiheft. Stuttgart 2004, pp. 174-186
• ROHS, M. (Ed.): Arbeitsprozessintegriertes Lernen. Neue Ansätze für die berufliche Bildung. Munich 2002

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footnotes:

1  Detailed information regarding the CVTS methodology and findings can be found in, for example, CEDEFOP (2010) and BEHRINGER/KÄPPLINGER/PÄTZOLD (2009).

2 The average value for the EU27 as identified by Eurostat. This average however also includes the extremely high value for the United Kingdom which, in the authors' opinion, cannot be compared with the findings from other countries on methodological grounds (sampling procedure) (see CEDEFOP 2010). Eurostat has not yet made the information available which would be needed to calculate an adjusted average.

Last modified on: February 17, 2011