Vocational Training

1
Vocational Training Apprenticeship in Germany
and Denmark

• Susan Crane, Port Jobs
• Seattle, Washington

2
Common to Both Countries

• Both countries follow the dual system, which
  combines on-the-job training with an employer and
  formal schooling in training schools.
  
• Both are systems where cooperation between the
  social partners (business, labor, and government)
  is critical. Their roles are defined through
  legislation.
• Both have well-funded vocational training
  systems.
  
• Apprenticeship is the vocational training system
  for a large percentage of students.
  
• Apprenticeship training is available for a wide
  range of careers.

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Common to Both Countries

• National skill standards are used, and training
  period culminates with a nationally recognized
  certification.
  
• Both systems use contracts, where the employer
  promises to employ the apprentice for a number of
  years, such that stable employment is secured
  during the training period.
• Journey-level certification can be used as a
  springboard for higher education and training.

4
Apprenticeship as a Natural Progression from
School to Work

• In both countries, work happens early and is
  integrated into the school process. Students
  choosing apprenticeship begin around age 15.
  
• In Denmark, a student electing to enter the
  apprenticeship system may take one year to
  explore career options before signing an
  apprenticeship contract. In Germany, students
  may choose to do an additional year of vocational
  preparation at a vocational school.
• Apprenticeship provides access to a wide range of
  skilled careers.

5
In Germany

• Students not in college prep programs receive two
  years of introduction to the working world (field
  trips, specialized school courses,etc.)
  
• Guidance counselors and other resources are
  available to help students choose their
  apprenticeships.
  
• Some students may choose to do an additional year
  of vocational preparation before choosing a
  trade. One portion of this training includes
  exposure to a variety of vocational areas.
• 75 of German students enter apprenticeships.

6
In Denmark

• Approximately 50 of young people choose to enter
  vocational education and training programs.
  
• Youth apprenticeship doesnt necessarily lead to
  a career in the trades. Some choose
  apprenticeship as a first step towards another
  career (e.g. engineering, architecture, etc.)
• Most students sign apprenticeship contracts.
• 20 of the people going through apprenticeships
  shift to a different trade within two years of
  reaching journey level.

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In Germany In Denmark

• Apprenticeships exist in 400 occupations, each
  with/own national skill standards.
  
• Apprentice wages are borne by individual
  employers.
  
• Decisions to credit an adult apprentice for past
  work or educational experience are made by the
  employer.
  
• There is no obligation for an employer to provide
  permanent employment.
  
• 85 of apprentices pass their journey-level
  exams.

• Apprenticeship covers 90 program areas with 200
  specialized tracks.
  
• Apprentice wages are subsidized by the government
  employers pays 60.
  
• Decisions to credit an adult for past experience
  are made by the technical school.
  
• No obligation to provide permanent employment.
• If an apprentice fails journey-level exam the
  company must pay 100 of wages until exam is
  passed.

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In the US

• Both government and industry cite a shortage of
  skilled labor and the lack of job-ready workers
  as major barriers to strong US economic growth.
  
• The US has a piecemeal approach to workforce
  development.
  
• There are few strong connections between school
  and career pathways.
  
• The relationships between business, labor, and
  government is often adversarial.
  
• The US emphasizes post-secondary higher education
  rather than vocational training.

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Comparing the US System

• Vocational training and apprenticeship programs
  in the US are smaller and cover fewer
  occupations.
  
• US programs do not use national skill standards
  and curricula.
  
• The education and workforce system in the US is
  not well funded.
  
• In the US, industry is less committed to training
  highly skilled workers (and bearing the cost of a
  vocational system.)
  
• In the US, education and training is often
  expensive and not affordable for disadvantaged
  students.
  
• US students make career choices at an older age.

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US Apprenticeship Sectors 2002
U.S. Department of Labor, Office of
Apprenticeship Training, Employer and Labor
Services (OATELS) 2002. Data collected from the
Registered Apprentice Information System,
representing approximately 60 the entire
registered apprenticeship system.
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German Apprenticeship Sectors 2002
Federal Institute for Vocational Training,
Germany (BIBB) 2002. Crafts include construction
trades and other craftspeople, such as shoemakers
and bakers. Industry and Trade includes large
manufacturing, such as automobile production.
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Danish Apprenticeship Sectors 2002
Denmark Statistikbanken, Education and Culture
2002 Data on vocational education and training.
http//www.statistikbanken.dk
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What Can We Learn from the German and Danish
Systems?

• Both systems recognize that people are their best
  resource. They invest in lifelong learning (e.g.
  incumbent workers in Denmark are entitled to two
  weeks paid training per year.)
• Both offer models of seamless school to work
  transitions.
  
• Both offer practical models for open entry/ open
  exit, competency-based systems that save time and
  money, and credit a worker for prior work
  experience and training.
• Marketing careers helps and it is good to start
  early in the school process.
  
• Investment in forecasting and coordination pays
  off for business, workers, educators, and
  potential apprentices.

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Port Jobs A Seattle Model

• Port Jobs was designed with the European model of
  social partnership in mind.
  
• Port Jobs engages in innovative research to
  develop practical, targeted programs to increase
  employment opportunities and overcome barriers in
  areas such as airport employment,
  transportation-to-work, and building and
  construction apprenticeships.
• Port Jobs builds success in the Seattle economy
  by increasing knowledge, creating powerful
  partnerships, and engineering creative programs.

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Port Jobs Programs

• Airport Jobs, serving job seekers and employers
  from its location in Sea-Tac International
  Airport.
  
• The Apprenticeship Opportunities Project,
  assisting individuals seeking entrance into the
  building and construction trades.
  
• C-WEST (Career Workplace Exploration in the
  Skilled Trades), introducing high school students
  to future careers in the trades through classroom
  training and practical, paid internships.
• Working Wheels, combining car purchase, training
  in financial management and access to credit to
  help economically disadvantaged workers get and
  keep reliable transportation to work.

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Additional Information Resource Materials

• www.portjobs.org
• Or email
• crane.s_at_portseattle.org