Vocational and academic education: friends, foes or strangers?

Transkript

1 Vocational and academic education: friends, foes or strangers? Matthias Klumpp VU University Amsterdam EAN Conference st of June 2011

2 Agenda 1. Background and Research Question 2. Berufswertigkeit Concept and Survey Details Description and Interpretation of BWI Results 4. Survey Results about RPL and Outcome Implementation in German HE Conclusions 2

3 1. Research Question: Background Germany: Two thirds of an age cohort in vocational and one third in academic education <<< demographic change and LLL EQF/NQF: Outcome orientation, necessity and comparability of course and competence evaluation Concept and survey Berufswertigkeit as objective output-oriented competence measurement tool with empirical foundation ( ) Empirical survey among German business schools 2010: implementation of RPL processes and outcome orientation in HE Implementation hot spots : Access evaluation and rights ; RPL; didactics in HE; bundling of vocational and academic education Klumpp: Vocational and academic education 3

4 1. Research Question: Examples Educational Question: How can the value of education / qualification be analyzed? Has a vocational degree the same value as an university degree? Michael Sülzer, Dipl.-Ing. (FH), Awardee FH Köln, self-employed Patrick Pahmeyer, KFZ-Technikermeister, Awardee HK Düsseldorf, Audi AG 4

5 2. Background Survey 2009 Mission: Comparison between vocational education and higher education on the basis of the Berufswertigkeit concept Based on relevant requirements in professional practice, Focused on comparable - not similar - qualifications. Objectives of the survey 2009 (n=767): KFZ-Technikermeister / academic course engineering and Handelsfachwirt / academic course business administration; survey with graduates and executives > effect of informal learning (self-assessment, n=767) Expectations: Comparative value of specific vocational and higher education - background: constitutional possibility of introducing a title bachelor professional for vocational further education degrees Klumpp: Vocational and academic education 5

6 2. Requirements of Berufswertigkeitsindex (BWI) Field: Personal requirements Field: Communication Kommun Efficiency Independence and own initiative Flexibility and adaptability Work virtues Stress resistance Motivation and ability to lifelong learning and maintain to own competence profile Coordinate the work- and lifetimes Creativity Loyalty Risk-taking Charisma Ability to write and speak in German Knowledge for foreign language Ability to apply modern informationand communication technologies (work place) Communication and rhetoric Assertiveness International and intercultural competence Costumer focus Klumpp: Vocational and academic education 6

7 2. Requirements of Berufswertigkeitsindex (BWI) Operational service production Long-term planning and management Skills in mathematics and statistics Preparation of cost estimates and quotations Planning, implementation and documentation of orders and projects Negotiations capacity Analytical problem-oriented work Quality management (optimization of processes and products or service quality) Conceptual and strategic implementation of industry-specific knowledge and experience Identification with the company Strategic orientation, determine / control the complete company Understanding solutions of complex technical problems Basic knowledge of business administration Perception of functions of management and organization Conceptual working in immediate workplace Planning and control procurement and logistics processes Staff requirements and staff mission planning / staff development Team, staff and leadership Improving responsible care Legal knowledge on workplace Klumpp: Vocational and academic education 7

8 2. Calculation of the Berufswertigkeitsindex (BWI) Coding the BW-Categories (36 professional requirements) Grade scale: 1 very good / 5 inadequate BWI interpretation: Proportion of possible points in % 100 percent: Evaluation of all BW-Categories with very good 0 percent: Evaluation of all BW-Categories with inadequate BW-Index = 5 - Summation all reviews Quantity of BW-Categories * 25 Index of sum: range of values like starting scale (1-5) Standardization of percent: 25 = ¼*100 Recoding of range of values : 0 = inadequate / 4 = very good Klumpp: Vocational and academic education 8

9 2. Testing Design Number of Participants Vocational degree KFZ-Technik Handelsfachwirt Graduates Executives Graduates Executives Planned Realized (without Missings) Higher education degree Engineering Business Administration Graduates Executives Graduates Executives Planned Realized (without Missings) Klumpp: Vocational and academic education 9

10 2. Testing Design Average Age (Years) KFZ-Technik Executives Graduates 29,4 45,36 Absolvent Handelswirt Executives Graduates 29,53 44,24 Absolvent Engineering Maschinenbau Executives Graduates 28,97 48,78 Absolvent Betriebswirtschaft Business Administration Executives Graduates 28,91 44, Klumpp: Vocational and academic education 10

11 2. Testing Design Average Experience in Practice and Leadership (in Years) Experience in Practice Executives Führungskraft (practical (Praxiserfahrung) experience) 22,67 26,25 Graduates (practical Absolvent experience) (Praxiserfahrung) 5,3 10, Experience in Leadership akademisch academic beruflich vocational Executives Führungskraft (Führungserfahrung) (practical experience) 15,53 14,87 Graduates Absolvent (Führungserfahrung) (practical experience) 2,95 3,

12 2. Testing Design Sampling Gender (in %) Complete (N=767) 16,8% männlich Male weiblich Female Executives (N=340) 13,8% 83,2% 19,2% Graduates (N=427) 86,2% 80,8% Klumpp: Vocational and academic education 12

13 3. Berufswertigkeit Results 2009 Vocational vs. Academic Degrees 40,0% MW = 74,90 STAB = 8,46 n = 436 MW = 75,32 STAB = 8,64 n = 331 Participants with complete BW-Information; relative frequency 35,0% Percentage of Graduate Groups 30,0% 25,0% 20,0% 15,0% 10,0% 5,0% 0,0% BW-Index self-assessment Selbsteinschätzung (Vocational) (berufl.) BW-Index self-assessment Selbsteinschätzung (Academic) (akad.) No significant difference (p= 0,505 > 0,05) BDM: 4,3% Vocational vs. Academic Degrees 13

14 3. Berufswertigkeit Results 2009 Vocational vs. Academic Degrees: Engineering 40,0% MW = 74,91 STAB = 8,19 n = 278 MW = 75,31 STAB = 9,38 n = ,0% Prozenz pro Absolventengruppe 30,0% 25,0% 20,0% 15,0% 10,0% 5,0% KFZ-Technikermeister Studium Maschinenbau kein signifikanter Unterschied (p= 0,663 > 0,05) 0,0% Kategorisierter BW-Index Selbsteinschätzung 14

15 45,0% MW = 74,28 STAB = 7,91 n = Berufswertigkeit Results 2009 Graduates versus Executives MW = 76,09 STAB = 9,17 n = 340 Participants with complete BW-Information; relative frequency 40,0% Percentage of Graduate Groups 35,0% 30,0% 25,0% 20,0% 15,0% 10,0% 5,0% 0,0% Effect of informal learning BW-Index Selbsteinschätzung (Führungsk.) BW-Index self-assessment (Executive) BW-Index Selbsteinschätzung (Absolv.) BW-Index self-assessment (Graduates) Significant difference (p= 0,004 < 0,01) Berufswertigkeit-Differenz-Maß BDM: 13,0% Executives vs. Graduates 15

16 3. Berufswertigkeit Results 2009 Graduates versus Executives by Subject 40,0% MW = 76,02 STAB = 10,16 n = 92 MW = 76,37 STAB = 7,88 n = 94 MW = 73,54 STAB = 6,85 n = 37 MW = 74,16 STAB = 8,26 n = 184 Participants with complete BW-Information; relative frequency 35,0% Percentage of Graduate Groups 30,0% 25,0% 20,0% 15,0% 10,0% 5,0% Even negative effects of informal learning KFZ-Technikermeister (Führungskraft) (Executive) KFZ-Technikermeister (Absolvent) (Graduates) Studium Maschinenbau (Führungskraft) Course engine construction (Executice) Studium Maschinenbau (Absolvent) Course engine construction (Graduates) 0,0% BW Index values in different subgroups 16

17 Field 1: Long-term Planning and Management Field 2: 15 Operational Production 14 Field 3: Communication Field 4: 5 Personal Requirements ,11 2,11 2,09 2,07 2,05 2,08 1,98 1,99 2,16 2,00 2,32 2,15 1,76 1,78 1,74 1,84 3. Berufswertigkeit Results 2009 Specific Competences / Requirement Fullfillments Participants with complete BW-Information; relative frequency MW = 2,11 STAB = 0,48 n = 167 MW = 2,11 STAB = 0,43 n = 222 MW = 2,09 STAB = 0,42 n = 308 MW = 2,07 STAB = 0,46 n = 144 MW = 2,05 STAB = 0,51 n = 167 MW = 2,08 STAB = 0,50 n = 222 MW = 1,98 STAB = 0,45 n = 308 MW = 1,99 STAB = 0,46 n = 144 MW = 2,16 STAB = 0,46 n = 167 MW = 2,00 STAB = 0,45 n = 222 MW = 2,32 STAB = 0,45 n = 308 MW = 2,15 STAB = 0,49 n = 144 MW = 1,76 STAB = 0,37 n = 167 MW = 1,78 STAB = 0,34 n = 222 MW = 1,74 STAB = 0,35 n = 308 MW = 1,84 STAB = 0,38 n = 144 0% 20% 40% 60% 80% 100% Studium Engineering Maschinenbau KFZ-Technikermeister Studium Business BWL Ad. Handelsfachwirt 17

18 3. Berufswertigkeit Results 2009 Specific Competences / Requirement Fullfillments: Vocational Arbeitstugenden wie z.b. Pünktlichkeit, Sorgfalt und Fleiß 1,32 Bereitschaft, ständig Neues zu lernen und sich weiterzubilden 1,37 Fähigkeit, selbstständig und initiativ zu arbeiten 1,40 Loyalität 1,47 Flexibilität und Anpassungsbereitschaft 1,53 Identifikation mit dem Unternehmen 1,55 Leistungsfähigkeit 1,57 Befähigung zur Team-, Mitarbeiter- bzw. Menschenführung Beherrschung der deutschen Sprache in Wort und Schrift, z.b. flüssiges und verständliches Reden sowie fehlerfreies Erstellen von Texten Fähigkeit, moderne Informations- und Kommunikationstechniken im Arbeitsumfeld anzuwenden 1,72 1,75 1,81 18

19 3. Berufswertigkeit Results 2009 Specific Competences / Requirement Fullfillments: Academic Identifikation mit dem Unternehmen 1,39 Loyalität 1,42 Fähigkeit, selbstständig und initiativ zu arbeiten Beherrschung der deutschen Sprache in Wort und Schrift, z.b. flüssiges und verständliches Reden sowie fehlerfreies Erstellen von Texten Bereitschaft, ständig Neues zu lernen und sich weiterzubilden 1,43 1,47 1,52 Arbeitstugenden wie z.b. Pünktlichkeit, Sorgfalt und Fleiß 1,53 Leistungsfähigkeit 1,57 Flexibilität und Anpassungsbereitschaft 1,66 Fähigkeit, analytisch und problemlösungsorientiert zu arbeiten 1,68 Konzeptionelles Arbeiten in Ihrem unmittelbaren Aufgaben- und Zuständigkeitsbereich 1,72 19

20 3. Berufswertigkeit Results 2009 EQF Levels for Vocational and Academic Education EQF 4 1,00 Very much 2,00 Routinetätigkeiten anderer Personen zu beaufsichtigen Personen in Arbeits- oder Lernkontexten mit unvorhersehbaren Änderungen zu leiten und zu beaufsichtigen Komplexe fachliche oder berufliche Tätigkeiten oder Projekte zu leiten Komplexe unvorhersehbare Arbeits- oder Lernkontexte, die neue strategische Ansätze erfordern, zu leiten und zu gestalten Neue Ideen und Verfahren in modernen Arbeits- oder Lernkontexten, einschließlich der Forschung zu entwickeln EQF 8 gesamt KFZ-Technik Handelswirt Maschienenbau Betriebswirtschaft 3,00 4,00 Not at all 5,00 20

21 3. Berufswertigkeit Interpretation A comparison of qualifications for academic and vocational education is possible (objective output measurement) However, these groups are different in their skill profiles, complicating comparisons and especially access questions (RPL) Business practice is demanding (a) a specific skill profile and (b) a mix of skills addressed by vocational and academic education, therefore o o o Both education sectors (SQF) have to converge Combinations and sequences have to be established (e.g. German Universities of Co-operative Education - former BA with alternating learning phases every three months) Regulation gap (Germany) degrees, access > NQF implementation 21

22 4. HE Survey Standards (2010) Survey addressing 230 universities (business administration) in Germany (August-December 2010) with 54 responses, 33 usable. 22

23 4. HE Survey Standards (2010) On the module level standards implementation as e.g. the Dublin Descriptors are still scarce. 23

24 4. HE Survey Standards (2010) The EQF principle of outcome orientation is hard to transfer to day-to-day classroom teaching. 24

25 4. HE Survey Standards (2010) Recognition of prior learning is an important topic but only one third of all universities have standardized processes therein. 25

26 5. Conclusions This analysis with BWI & standards surveys in Germany illustrates developments for life-long learning and HE Management: o o o o o Vocational and academic education lead to different competence profiles but comparable competence levels Informal learning and output orientation are major trends and challenges for HE institutions Demographic changes and LLL imply the necessity for broader ways and groups of vocationally trained persons entering higher education RPL questions are (still) an important field of development in (German) HE: Strangers have to become friends New concepts of support for vocational trained persons in HE needed, e.g. LOG.LAB at FOM Duisburg, Germany (BMBF project) Klumpp: Vocational and academic education 26

27 Vocational training and academic studies: friends, foes or strangers? Thank you for your kind attention. Matthias Klumpp VU University Amsterdam EAN Conference st of June 2011