Katharina Maschke, Section Strategic Development and Higher

Deutscher Akademischer Austausch Dienst
German Academic Exchange Service
The potential of transferring “dual learning
opportunities” to other countries
European expert workshop
“Dual Learning”. Combining Practice-Orientated and Theoretical
Learning in Higher Education
20th April 2015
Katharina Maschke, German Academic Exchange Service (DAAD), Bonn
1
Overview
I. Introduction
II. DAAD and Dual Study Programmes
III. DAAD Study: Dual study programmes in a global
context
I.
About the study
II. Main results
III. Summary and recommendations
2
I. Introduction
Dual Study Programme
Theory
Vocational
schools
Universities of Applied
Science &
Universities of
cooperation education
Practice
Training workplace
& company
Degree (Bachelor) + Work
experience (in some cases: VET certificate)
3
II. DAAD and dual study programmes
Number
Number of students in dual study programmes
100000
90000
80000
70000
60000
50000
40000
30000
20000
10000
0
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Source: BIBB, Ausbildung Plus
4
II. DAAD and dual study programmes (2)
Number of dual study programmes in Germany
1600
1400
1200
1000
800
600
400
200
0
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Source: BIBB, Ausbildung Plus
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II. DAAD and dual study programmes (3)
 High interest from abroad:
Obama applauses the German dual system: “So those
German kids, they're ready for a job when they graduate
high school.”
 Visits of delegations to DAAD
 However: level of knowledge about dual learning is quite
low
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II. DAAD and dual study programmes (4)
 2012: internal document on dual study programmes
 January 2013/mai 2014: expert meetings with
representatives from HEIs, scientific organisations and
ministries
 2014: DAAD study „Dual Study Programmes in Global
Context: Internationalisation in Germany and Transfer
to Brazil, France, Qatar, Mexico, and the United States“
 2015: DAAD position paper on transfer of dual and
practice oriented-study programmes
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II. DAAD Study: Dual study programmes in a global
context – About the study
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II. DAAD Study: Dual study programmes in a global
context – About the study (2)
 Study was launched in fall 2013; published in
December 2014
 Study was undertaken by a research team led by Dr.
Lukas Graf & Prof. Justin Powell (University of
Luxembourg)
 Aim: gaining scientific knowledge about the topic
 Method: desk research, expert interviews (Universities,
companies, chambers of trade & industry), comparative
case studies
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II. DAAD Study: Dual study programmes in a global
context – About the study (3)
Internationalisation
• Incomings
• Outgoings
Which factors influence the
internationalisation of dual
study courses in
Germany?
Transfer
• 5 Case Studies: F, BRA,
MEX, USA, QA
Which factors are
conducive for the transfer
of the dual study model to
different countries?
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II. DAAD Study: Dual study programmes in a global
context – Main results
Understanding of
dual educational
models
Governance of
education policy in
the target country
Economic structure
Success
Factors
Interest of all
involved actors
Existing exchangeand partnership
relations
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II. DAAD Study: Dual study programmes in a
global context – Main results (2)
 Case Study: France
Dual logic
• „Formation en
alternance“
• e.g. Diplôme
Universitaire
de
Technologie;
Brevet de
Technicien
Supérieur or
Brevet de
Technicien
Supérieur
Agricole
Governance of
education
• Increasing
autonomy
• Centralised
state
Economic
structure
Interest of all
actors involved
• Universitybusiness
cooperation
• Important
internationally
orientated
companies
(CAC 40)
• High youth
unemployment
rate
• Support by the
state
• Functional
equivalents in
the university
sector
GER-F
• Intense
relationship
(DFH)
• Common
programme of
BadenWürttemberg
und and
Alsace
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II. DAAD Study: Dual study programmes in a
global context – Main results (3)
 Case Study: Brazil
Dual logic
• No dual
vocational
training (low
reputation)
• Institutos
Federais
Governance of
education
• High
fragmentation
Economic
structure
• BRICS
• High need of
qualified
workers
Interest of all
actors involved
• Interest of
industry as
key pillar of
dual learning
system
GER-BRA
• High level of
cooperation
• Sciences
without
borders
program

Support of German companies to install practice-orientated programmes

Regional approach: São Paulo
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II. DAAD Study: Dual study programmes in a global
context – Main results (4)
Understanding
of dual
education
al models
Interest of
actors
involved
General
economic
conditions
Quantity and
quality of
existing
exchange
Governance
of education
policy
+++
++
+++
+++
++
US
+
++
+++
++
++
Mexico
++
+++
+++
+
+
Brazil
++
++
+++
++
++
Quatar
o
+
++
o
+
France
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II. DAAD Study: Dual study programmes in a global
context – Summary & Recommendations
Opportunities: Transfer of dual study programmes may be
more plausible than that of traditional dual training:
 Higher education institutes often enjoy higher reputation than
vocational training
 Higher education institutes have long experience and great
interest in international cooperation
Limits: Transferring dual study programmes is highly
demanding
 „dual logic“ as a key factor for implementing dual study courses is
often lacking
 Strong companies willing to invest in young academics are needed
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Thank you for your interest!
Katharina Maschke
DAAD - Deutscher Akademischer Austauschdienst
German Academic Exchange Service
S 11 – Strategic Development and Higher Education Policy
E-Mail: maschke@daad.de
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