The Hamburg Model – exemplary integration of youth into vocational education Elina Priedulena Published by Baltic Sea Academy e.V. Dr. Max A. Hogeforster Blankeneser Landstrasse 7, 22587 Hamburg, Germany Editorial Correspondence: [email protected] ©2015 Baltic Sea Academy e.V.; all rights reserved. Printed by: BoD-Books on Demand, Norderstedt, Germany ISBN 9783738630060 The project “Hamburg Model” has been co-financed by the European Commission (Lifelong Learning Programme). This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The project “Future perspective: Annual Professional Qualification (Hamburg Mod- el)” was carried out from October 2013 to September 2015 by the Hanse-Parlament e.V. as Lead Partner and eight partners from Germany, Latvia, Lithuania, Norway, Poland and Hungary. Project management: Dr. Jürgen Hogeforster and Elina Priedulena We thank the following authors for the book contributions: Renata Černeckienė Habil. Dr. Prof. Romualdas Ginevičius Dr. Jürgen Hogeforster Dr. Michał Igielski Philipp Jarke László Kajos István Mosóczi Dora Szegő Dr. Monika Zajkowska 3 Content 1. Introduction ............................................................................................................7 2. The dual system of vocational training in Germany ............................................. 10 2.1. Division of responsibilities ............................................................................................................ 12 2.2. School education background of the trainees ............................................................................ 15 2.3. Training centers in the dual vocational training system ........................................................... 17 2.3.1 Training center - Enterprise ........................................................................................................ 17 2.3.2 Training center – Vocational school .......................................................................................... 18 2.3.3 Inter-company training centers .................................................................................................. 19 2.4. Faculty staff in the dual educational system ............................................................................... 20 2.5. Financing of the dual system ......................................................................................................... 20 2.6. Educational reasons for companies ............................................................................................. 24 2.7. Strong points of the dual vocational training system ................................................................ 29 2.8. Weak points of the German vocational training system .......................................................... 32 2.9. Trends and consequences for vocational education ................................................................. 33 2.10. Theses on consequences for Baltic Sea Region ....................................................................... 36 3. Integration of slower learner into vocational education and training system ....... 40 4. Hamburg Model ................................................................................................... 45 4.1. Framework concept ........................................................................................................................ 45 4.2. Hamburg Model with professional qualification ....................................................................... 48 4.3. Professional qualification ............................................................................................................... 50 4.4. Graduation, graduation certificate, leaving ................................................................................. 57 4.5. Continuation and completion of training ................................................................................... 58 4.6. Hamburg Model with Professional Qualification (PQ) in the profession: Metalworkers . 63 5. Implementation of the Hamburg Model in Lithuania and Hungary ................... 68 5.1. Implementation of the Hamburg Model in Lithuania .............................................................. 69 5.2. Implementation of the Hamburg Model in Hungary ............................................................... 77 6. Evaluation of the piloting of the Hamburg Model in Lithuania and Hungary .... 83 6.1. Evaluation results of the training in Lithuania ........................................................................... 83 6.2. Evaluation results of the training in Hungary ............................................................................ 92 7. Recommendations for implementation of the Hamburg Model ........................ 124 8. Outlook ............................................................................................................... 130 8.1. Feasibility studies for three Sub regions of the Province of Pomerania by Hanseatic Academy of Management in Slupsk ........................................................................................ 130 8.1.1. Introduction ................................................................................................................................ 130 8.1.2. Characteristics of sub regions from pose of the metropolis Tricity in the Pomeranian province ................................................................................................................. 133 8.1.2.1. Słupski Sub region .................................................................................................................. 134 8.1.2.2. Południowy Sub region ......................................................................................................... 135 8.1.2.3. Nadwiślański Sub region ....................................................................................................... 136 8.1.3. System of the vocational education - the current state and crucial problems ................. 138 8.1.3.1. Vocational education in Poland ........................................................................................... 138 8.1.3.2. Problems of the vocational education in the Pomeranian province .............................. 140 8.1.3.3. Meaning of the dual system of the vocational training .................................................... 142 5 8.1.3.4. German model of the dual vocational training.................................................................. 147 8.1.3.5. Situation of graduates of schools carrying the vocational training out in the school system on the Pomeranian labour market .............................................................................. 150 8.1.3.6. Barriers and hampering of the implementing the dual system of the vocational training in the Pomeranian province ...................................................................................................... 152 8.1.3.7. The dual system of the vocational training as the response to needs of the labour market in the Pomeranian province ........................................................................................ 156 8.1.3.8. Declared action assumed by authorities for the development of the vocational training in the Pomeranian province ...................................................................................................... 159 8.1.3.9. Summary and Recommendations ........................................................................................ 160 8.2. Vocational education and training in Baltic Sea Region – Problems to be addressed ...... 164 8.3. Survey on the dual system of the vocational education in Baltic Sea Region .................... 168 8.4. Work-Based Learning around the Mare Balticum – Results of the Working groups ....... 176 8.5. Strategic Programme of the Baltic Sea Academy - Promotion of Dual Systems of Vocational Education ................................................................................................................. 184 8.5.1. Action Programme “Hamburg Model” ................................................................................. 187 8.5.2. Action Programme “Dual Vocational Education and Dual Studies” .............................. 188 Other Publications by the Baltic Sea Academy ...................................................... 194 Members of the Hanse Parlament .......................................................................... 198 Members of the Baltic Sea Academy ...................................................................... 200 1. Introduction In some of the European Union states up to 15% of school leavers cannot begin a professional education, have to stay in long queues or do not obtain professional education at all. Up to 30 % of young people who begin vocational training abandon it completely or change the profession during the vocational training. The profession- al education has significantly lost its appeal in most of the EU countries. Especially in the new EU countries (e.g. Poland, Lithuania, Latvia) with predominantly school based vocational training the participation has even dropped to an alarmingly low level. On the other site Small and Medium-sized Enterprises (SMEs) complain about lack of qualifications of vocational school graduates and the increasing lack of skilled professionals. However, in the contest for young qualified workers