II. KOREA
3. Target group specific training programs in initial and continuing
training
40 The Gaggenau case study also sets out the story of this development in detail.
41 These concepts originate from Annexes 1-4 and are described there in more detail.
The following charts, Overview 1-4, show the recognized training occupations for which initial training is available in the selected companies. Overviews 1 and 2 on the metal-working and electrical occupations also show which industrial occupations 42 exist in Germany in these occupational fields.
Overview 1: Electrical occupations Occupational
Qualifications Case study43
Length of training in months
Daimler Chrysler Mannheim
Daimler Chrysler Gaggenau
Audi Ingolst adt
Ford Cologne Electronics
Technician for Automation Techno-logy (m/f)
42 Electronics
Technician for Industrial Engineering (m/f)
42 x x
Electronics Technician for Building and Infrastructure Systems (m/f)
42
Electronics Technician for Devices and Systems (m/f)
42 Electronics
Technician for Aerospace Systems (m/f)
42 Systems
Informatics 42
42 The craft occupations are not included here.
43 The stated length is the officially specified duration of initial training, but in certain circumstances (prior attainment of skills and progress of initial training) it can be shortened.
Technician (m/f) Motor Vehicle Mechatronics
Technician (m/f) 42 x X44
Mechatronics
Fitter (m/f) 42 X X
Overview 2: Metal-working occupations
Occupational qualifications Case study
Length of training
in months
Daimler Chrysler Mannheim
Daimler Chrysler Gaggena
u
Audi Ingolst adt
Ford Cologne
Industrial
Mechanic (m/f) 42 X x
Tools Mechanic
(m/f) 42 X X
Milling Machine
Operator 42 X
Automobile Mechanic (m/f)
45 42 X X
Production
Mechanic (m/f) 36 X X X
Plant Mechanic
(m/f) 42
Model Maker
(m/f) 42
Component
Adjuster (m/f) 24
44 Recognized occupation formerly known as Automobile Mechanic (m/f).
45 This occupation existed only up to 2003 and has been subsumed into the occupation of Motor Vehicle Mechatronics Technician (m/f).
Overview 3: Occupations in other occupational fields including commercial occupations
Occupational qualifications Case study
Length of training in months
Daimler Chrysler Mannheim
Daimler Chrysler Gaggenau
Audi Ingolsta
dt
Ford Cologne
Vehicle Varnisher
(m/f) 36
Warehouse Logistics Operator (m/f)
36 X
Process Mechanic
(m/f) 36 X
Industrial
Clerk (m/f) 36 X
Information Technology
Officer (m/f) 36 x x
Office Communicatio
ns Clerk (m/f) 36 X X
Overview 4: Other initial training routes outside the dual system of initial vocational training.
Occupational qualifications Case study
Length of training in months
Daimler Chrysler Mannheim
Daimler Chrysler Gaggenau
Audi Ingolst adt
Ford Cologne Diplomingenieur/in
(BA)
College of advanced vocational studies graduate in Engineering -Mechanical Engineering 46
36 x x
Diplomingenieur/in (BA)
College of advanced vocational studies graduate in Engineering -Mechatronics
36 X
Diplom
Betriebswirt/in (BA) College of advanced vocational studies graduate in Business Management
36 X
"Do 2"47 dual qualification
in Technology 48 X
46 Colleges of advanced vocational studies (Berufsakademien) are full-time vocational education and training institutions which only exist in certain states (Länder) in Germany. As a rule, students must have a qualification for entry to higher education (the Abitur) to meet their admission requirements. Training takes three years and is normally offered in cooperation with companies in which students complete placements during the program of studies.
47 This is Ford's name for a dual study program leading to a double award: an engineering qualification at the level of a degree from a University of Applied Sciences (Fachhochschule) together with a skilled worker qualification. This
A comparison of the occupations in which the individual companies provide initial vocational training shows that there are differences, both in the number of occupations and the specific occupations on offer. In this regard, the following comments can be made:
while their qualification requirements are comparable in every way, individual companies can evidently meet them on the basis of different recognized training occupations. This is made possible because the occupational profiles overlap and because training in different occupational fields, exemplified here by the metal-working and electrical groups, equips the participants with a common set of core skills.
Whereas some companies only provide initial vocational training in a small number of recognized occupations, others like Ford in Cologne cover a relative broad range of company qualification requirements.
This is explained by the fact that the DaimlerChrysler plants only manufacture components (motors, drives) whereas Ford Cologne both produces components and fully assembles motor cars, and therefore has a broader range of training needs (e.g. vehicle varnishers).
The duration of initial training in the selected recognized training occupations is at least 3 years. The sole exception is the occupation of Parts Finisher, for which the duration of training is only 24 months48. Alongside the recognized occupations within the dual system, initial vocational training is also provided for higher-level occupational qualifications. This is how the companies meet their needs for specialist engineering staff with skills which have been closely aligned to company practice from the time of their initial vocational training onwards. The complexity and the demands of the tasks these
form of initial training is becoming more widespread, although compared with other degree programs, take-up is still low.
48 On the whole, the typical duration of training for recognized occupations under the dual system is three to three-and-a-half years; there are very few two-year programs of initial vocational training.
employees will later perform are generally above the level required of skilled workers49.
In the selected companies, there is a fundamental understanding that the next generation of skilled workers will be recruited via the company's own initial vocational training program. In the companies belonging to DaimlerChrysler AG, there is a group-wide agreement which regulates this matter. This means that skilled staff are only ever recruited via the labor market if a sudden increase in demand makes it necessary to hire additional workers. The training ratio (the number of apprentices in relation to the number of employees) is above 8% at DaimlerChrysler Gaggenau, for example. For replacement purposes alone, a ratio of 5% is the generally accepted norm.
Unskilled and semi-skilled workers are only assigned to jobs assisting production staff. They make up a low proportion of the overall workforce.
The main career progression opportunities for skilled workers consist of being promoted to Meister (master craftsman) and Techniker (technical engineer), from skilled industrial-technical occupations, or to Fachwirt (middle-level commercial clerk), from skilled commercial occupations. These qualifications, which are primarily certificates of competence giving access to higher occupational grades, are awarded by the chambers of industry and commerce. The associated 'master craftsman' courses are also offered by the chambers, while relevant vocational schools offer 'technical manager' training. This training usually takes place on a part-time basis. The costs are borne by the participant or the company, depending on agreements and interest. At the same time, in its other sense, Meister designates a function within the company.
49 In the authors' view, once again this clearly shows that the dual principle of initial training applies not only to the occupational training system, but also to access to higher-level qualifications. This trend is becoming increasingly established in Germany, in spite of all criticisms levelled at the dual system.
For the acquisition of additional qualifications which are necessary in order to perform particular tasks at work, the companies offer special further training courses, or send selected employees to take part in such courses. For example, these may consist of manufacturer-provided training following the purchase of new plant and machinery, or courses on occupational health and safety, etc.
A third vital pillar of continuing education and training is continuous learning during the work process. Here, the summary of the field observation at DaimlerChrysler Gaggenau, in particular, shows how such learning processes are supported within the company50.
All four of the selected case studies are unanimous in giving a clear priority to high quality, enterprise-based initial vocational training and continuous upgrading of their employees' skills in a context of ever-changing demands. (In no small part, this reflects the high level of acceptance and appreciation of the dual system of vocational training in these companies.)