The German skill formation model in transition: from dual system of VET to higher education?

Journal for Labour Market Research

Table 1 Institutional orders of VET (dual system) and Higher Education

Distinctive criteria of skill formation institutions	Higher education^a	Dual system of vocational education and training
Guiding principle (main objectives)	Academic professionalism	Vocational competence in firms and labour markets
Normative references for curricula	Representative systematic knowledge in academic disciplines	Labour market and employment structure; economic demand for qualifications
Political governance	Länder governments	Corporatist: (self-)governance by social partners (chambers of trade, industry and commerce), regulated by federal law
Financing	Public by the Länder governments	Mainly by private enterprises
Status of the learners	Students	Apprentices with employment contract
Location/organisation of learning processes	Universities; institutions independent from workplaces	Firms; integrated in work processes
Qualification of teaching personal	University degrees; PhD	Semi-professional: master (craftsman) diploma; journeyman diploma
Conditions for access	Abitur; A-level degree (grammar school)^b	Certificate of access not legally required
Areas of employment associated with type of skill formation	Academic professionals in public and private administrations, research and leading positions; liberal academic professions	Skilled work in production and service industries

^aUntil 1970 only universities, later including Fachhochschulen with some differences between both types
^bRefers to the university sector; in the sector of Fachhochschulen there are special admission routes additionally