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dc.contributor.advisorStrebel, Felix
dc.contributor.approverFischer, Werner J.
dc.contributor.authorDeplazes, Martina
dc.contributor.authorEido, Vivian
dc.contributor.authorMarghella, Claudio
dc.date.accessioned2017-06-07T06:10:02Z
dc.date.available2017-06-07T06:10:02Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/11654/25036
dc.identifier.urihttp://dx.doi.org/10.26041/fhnw-1097
dc.description.abstractAspects to be considered when implementing a dual-track VET system in selected developing countries and/or specific trades/industries.
dc.language.isoen
dc.accessRightsAnonymous
dc.subjectVocational Education and Training
dc.subjectEducation
dc.subjectApprenticeship
dc.subjectDual-Track Education
dc.subject.ddc330 - Wirtschaftde
dc.titleConnect Dual VET
dc.type11 - Studentische Arbeit
dc.audiencePraxis
fhnw.StudentsWorkTypeSemesterarbeit
fhnw.publicationStatePublished
fhnw.ReviewTypeNo peer review
fhnw.InventedHereYes
fhnw.PublishedSwitzerlandYes
fhnw.leadAspects to be considered when implementing a dual-track VET system in selected developing countries and/or specific trades/industries.
fhnw.initialPositionThe basis of the connect dual VET project is formed by the UN Agenda 2030 goals for education and lifelong learning opportunities. It could be found that countries such as Germany, Austria, Denmark and Switzerland, which have successfully implemented a dual education system, are characterized by remarkable low unemployment rates. However, many other countries face the problem of having adolescents that are trained on a theoretical basis but lack sufficient practical skills. In addition, job opportunities are not existent, which results in higher unemployment rates.
fhnw.procedureThe aim of the project is to provide a theoretical basis with background information about existing VET systems as well as information about the current circumstances of various developing countries. The project is divided into four distinct parts. In order to understand the current issues related to different education systems and their quality, we first conducted basic research and examined topics such as the UN Agenda 2030, the problem of youth unemployment and migration as well as competitiveness reports. Secondly, we collected secondary data on already existing VET systems in five selected countries. Based on the analysis, we put together a set of best practices. We then analysed three selected developing countries in order to gain knowledge about their existing education system. In addition, we conducted an interview in order to acquire an understanding of the requirements and needs of a specific trade in a developing country. In a last part, we were able to develop our own VET proposal based on the aforementioned analysis.
fhnw.resultsThe key findings of this project include the importance of the provision of a dual track VET system (apprenticeship), shared funding by the public and private sector as well as the importance of the local presence of a coordinating institution. Furthermore, a well-structured VET system with a fixed duration of a minimum of two years is required. We suggest that a salary is paid to apprentices as an incentive for students to apply for an apprenticeship. In addition, lifelong learning is found to be a crucial factor, which could be fostered with training opportunities within the company. The focus of the VET system should lie on specific business sectors that are in need of a highly skilled workforce and the collaboration between the private and public sector is vital. In order for the system to be reputable, VET diplomas need to be accredited nationwide. For the further continuation of the project and the actual implementation of a VET system in a developing country we recommend conducting more in-depth and country-specific research. This paper can, however, serve as a starting point and provides a rough overview of a few selected countries.
fhnw.IsStudentsWorkyes


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