INTEGRATED DUAL LEARNING PROGRAMS AT GERMAN UNIVERSITIES
DOI:
https://doi.org/10.35433/pedagogy.2(113).2023.186-198Keywords:
Germany, universities, dual mode of study, integration, integrated curricula, academic and professional component, higher education institutionsAbstract
A dual education system stipulates for the combination of education and students’ manufacturing activities. Future employees study at universities where they acquire theoretical knowledge and work at enterprises where they acquire the necessary professional competencies. Germany is a recognized leader in dual education in Europe, where the vocational education system is characterized by a well-developed mentoring institution, practice-oriented training and active participation of business in specialists’ training. The experience of this country is a model for other countries of the European Union and world powers.
Using the methods of generalization, systematization, analysis of primary documents and expert assessments, the paper presents the analysis and typologization of the integrated dual education programs at German universities. A study of the scientific researches of both, domestic and foreign scholars enables to reveal an insufficiently developed complex theory that would focus specifically on duality in higher education on the one hand and on how to design the integration of academic and professional learning on the other.
The analysis of scientific papers helped identify the two types of curricula with a high and low degree of integration. The analysis allowed to determine the two types of curricula with a high and low degree of integration. It has been found that different types of curricula, taking into account the duality, can be brought to a full integration. It had also been determined that systems integration can be achieved through educational activities at different levels. This can be either by developing programs designed exclusively for students studying in dual mode or by creating hybrid program structures that support the learning experience with additional elements specifically designed for dual mode.
References
Abashkina, N.V. (1998). Pryntsypy rozvytku profesiinoi osvity v Nimechchyni [Principles for the development of vocational education in Germany]: monohrafiia. Kyiv: Vyshcha shkola, 207 [in Ukrainian].
Praktychnyi posibnyk. Ontolohiia dualnoi osvity: dosvid Nimechchyny ta Ukrainy [Practical guide. Ontology of dual education: experience of Germany and Ukraine]. (2022) / avtor(k)y: Buhaichuk V., Davlikanova O., Lylyk I. ta inshi. Kyiv: TOV "Vistka", 240 [in Ukrainian].
Authoring Group Educational Reporting. (2020). Retrieved from: www.bildungsbericht.de/de/resolveuid [in German].
Baethge, M., & Wolter, A. (2015). The German skill formation model in transition: From dual system of VET to higher education? Journal for Labour Market Research, 48 (2), 97-112. DOI: 10.1007/s12651-015-0181-x [in English].
Faßhauer, U., & Anselmann, S. (2021). Akademische Beruflichkeit in dualen Studiengängen – Entwicklungspfade aus der Berufsbildung [Academic professionalism in dual study programmes – development paths from vocational training]. Praxispotentiale im Dualen Studium: Lernen am Arbeitsplatz als Element akademischer Qualifizierung, 11-27. [in German].
German Science Council (2013). Empfehlungen zur Entwicklung des dualen Studiums: Positionspapier [Recommendations for the development of dual studies: Position paper]. Retrieved from: https://www.wissenschaftsrat.de/download/archiv/3479–13.Pdf [in English].
German Accreditation Council (2020). Zwischenbilanz: Zwei Jahre neues Akkreditierungssystem (2018-2019). Ausblick bis Ende 2021 [Interim balance: Two years of the new accreditation system (2018-2019). Outlook until the end of 2021]. Retrieved from: www.akkreditierungsrat.de/sites/default/files/download/2020/AR%20Zwischenbilanz%202020.Pdf [in English].
Graf, L. (2017). Work-based higher education programmes in Germany and the US: Comparing multifactor corporatist governance in higher education. Policy and Society, 36 (1), 89-108. DOI: 10.1080/14494035.2017.1278872 [in English].
Kelly, A.V. (2009). The Curriculum: Theory and Practice (6th ed.) [in English].
Krone, S. (2019). Duales Studium aus der Perspektive der Studierenden. Berichte zur beruflichen Bildung. Durchlässigkeit zwischen beruflicher und hochschulischer Bildung [Dual study from the students' perspective. Reports on vocational education and training. Permeability between vocational and higher education], 462-478 [in German].
Kupfer, F., Köhlmann-Eckel, C., & Kolter, C. (2014). Duale Studiengänge – Praxisnahes Erfolgsmodell mit Potenzial? Abschlussbericht zum Entwicklungsprojekt: Analyse und Systematisierung dualer Studiengänge an Hochschulen [Dual Study Programmes – Practical Success Model with Potential? Final report on the development project: Analysis and systematisation of dual study programmes at universities]. Wissenschaftliche Diskussionspapiere, vol. 152. Retrieved from: https://www.bibb.de/dienst/veroeffentlichungen/de/publication/download/7368 [in German].
Langfeldt, B. (2018). Lernortkooperation im dualen Studium – zu viel oder zu wenig Einfluss der Hochschulen auf die betrieblichen Praxisphasen? [Learning location cooperation in dual studies – too much or too little influence of the universities on the in-company practical phases?]. Berufs- und Wirtschaftspädagogik, (34), 1-20. Retrieved from: http://www.bwpat.de/ausgabe34/langf eldt_bwpat 34.Pdf [in German].
Mordhorst, L., & Gössling, B. (2020). Dual study programmes as a design challenge: Identifying areas for improvement as a starting point for interventions. Educational Design Research, 4 (1). DOI: 10.15460/eder.4.1.1482 [in German].
Mordhorst, L., & Jenert, T. (2022). Curricular integration of academic and vocational education: a theory‑based empirical typology of dual study programmes in Germany. Higher Education, 156-175 [in English].
Mordhorst, L., & Nickel, S. (2019). Grenzenloses Wachstum? Entwicklung des dualen. Studiums in den Bundesländern [Boundless growth? Development of the dual. Studies in the federal states]. Retrieved from: http://www.che.de/downloads/CHE_AP_212_duales_Studium_Bundeslaendervergleich.Pdf [in German].
Meyer, R. (2019). Integration von Berufs- und Hochschulbildung – betriebliche und hochschulische Lernkulturen. Berichte zur beruflichen Bildung. Durchlässigkeit zwischen beruflicher und hochschulischer Bildung [Integration of vocational and higher education – company-based and university-based learning cultures. Reports on vocational education and training. Permeability between vocational and higher education], 423-438 [in German].
Sloane, P.F. (2014). Professional education between school and practice settings: The German dual system as an example: Chapter 15. In S. Billett, C. Harteis, & H. Gruber (eds.), Springer International Handbooks of Education. Vol. 1. International Handbook of Research in Professional and Practice-based Learning, 397-425 [in English].
Wolter, A., Kamm, C., Lenz, K., Renger, P., & Spexard, A. (2014). Potenziale des dualen Studiums in den MINT-Fächern: Eine empirische Untersuchung (acatech Studie) [Potentials of dual studies in the STEM subjects: An empirical study (acatech study)]. Retrieved from: https://www.acatech.de/publikation/potenziale-des-dualen-studiums-in-den-mint-faechern-eine-empirischeuntersuchung/download-pdf?lang=de [in German].
Modulhandbuch des Studiengangs Chemie – dual Bachelor of Science des Fachbereichs Chemie-und Biotechnologie der Hochschule Darmstadt – University of Applied Sciences [Module Manual of the Study Programme Chemistry – dual Bachelor of Science of the Department of Chemistry and Biotechnology of the Hochschule Darmstadt – University of Applied Sciences]. Retrieved from: https://h-da.de/studium/studienangebot/studiengaenge/naturwissenschaft-und-mathematik/chemie-dual-bsc [in German].
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors published in this journal agree to the following terms:
a) The authors reserve the right to author their work and grant the journal the right to first publish this work under the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the authors of the original work and the first publication of the work therein magazine.
b) Authors have the right to enter into separate additional agreements regarding the non-exclusive distribution of the work in the form in which it was published by this journal (for example, posting work in an electronic repository of the institution or publishing as part of a monograph), provided that the reference to the first publication of the work is maintained therein. magazine.
c) Journal policy permits and encourages the submission of manuscripts by the authors on the Internet (for example, in repositories of institutions or on personal websites), both prior to submitting this manuscript to the editorial board and as it contributes to the emergence of productive scientific discussion, and has a positive impact on the promptness and dynamics of citing a published work (see The Effect of Open Access).
ISSN 
