hybrid qualifications seminar july 7 th 2011 london institute of education christian helms...

Hybrid qualifications seminar July 7th 2011London Institute of Education

Christian Helms JørgensenRoskilde University, Denmark & Stockholm University, Sweden

Building pathways from vocational to higher education in a dual system

- experiences from Denmark

1. Introduction: what is the problem?

2. Strengths and weaknesses of the dual system in Denmark

3. Challenges for hybrid qualifications in a dual system

4. Conclusion & discussion

Christian Helms Jørgensen • Department of Psychology and Educational Studies• Roskilde University


Strengths and weaknesses of the dual system

• The transition to work is integrated in the work based training

• Low youth unemployment and inclusion of non-academic youth

• High rates of employment on relevant level of skills

• An alternative pathway besides not just below the academic.

These advantages are also weaknesses:

• Transfers students out of the educational system

• Diverts young people from higher education

• Appear as ‘blind alley’ in the educational system

1. Background for the introduction of a new hybrid program


Saar, E. & M. Unt & I. Kogan 2008: Transition from Educational System to Labour Market in the European Union. International Journal of Comparative Sociology Vol 49(1): 31–59

Dual systems

Unemployment rate of labour market entrants and experienced workers

1. Weakness of the dual system: diverts from higher education


More strengths of the dual system

• Commit employers to train for broad occupational skills

• Give the labour market partners a key role in the governance of VET

• Social partners responsible for standardization and certification of skills

• Corporatist form of governance promote cooperation on skills rather than disputes over wages and employment conditions

These strengths also entail weaknesses:

• The social partners prefer a vocational enhancement strategy to a unification or hybridisation strategy

• The social partners give priority to employability over opportunities for progression to higher education

• This result in low permeability from dual VET to higher education

- and young people are voting with their feet!

- and weaknesses



1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 20050.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

Share of a youth cohort entering the main programmes of higher secondary education 1950 - 2005

Vocational Dual system

As some students shift program, they count twice and the numbers add up to more than one. Data from Dk Statistics and Min.of Educ 1998 HQ project May 2011



1950

1955

1960

1965

1970

1975

1980

1985

1990

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

Higher Prep Exam hf

Vocational Gymnasium

Classic Gymnasium

Vocational Dual system

As some students shift program, they count twice and the numbers add up to more than one. Data from Dk Statistics and Min.of Educ 1998 HQ project May 2011As some students shift program, they count twice and the numbers add up to more than one. Data from Dk Statistics and Min.of Educ 1998 HQ project May 2011

An increasing share attainsqualificationsthat give access to higher education

The relative status of VET decreases:- a ’blind alley’


Gymnasiums Vocational - Dual System0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

34.1%

10.6%

38.7%

13.1%

Share of students whose parents have completed higher education - the two tracks compared

Father Mother

Source: Pilegaard Jensen & Larsen 2011 i n Helms Jørgensen: frafald i eud (dropout in VET)Tracking results in a social selection of studentsaccording to the educational background of their parents



Short

BachelorMaster

38%53%

Transitions in the Danish educational system

General education: Gymnasium ‘classic’ │ vocationalGymnasium Gymnasiums

Dual system of vocational education 12 main entrances 109 programmes

Basic school 9 – 10. grade

Final rates of completion 25 years after leaving basic school Percentages of a youth cohort in 2006 hybrid qualifications Source UNI-C 2008

Higher education

9 % have double qualifications

Only 5% enter HE from VET

Percentages:Share of a youth cohort

HE enrolmentdoubled from24% in 1980

Labour market

Work based careers in OLMs

Education based careers




Earlier attempts to introduce hybrid qualifications in Denmark

Unification policies in 1970s failed

• Employers and craft unions allied to preserve their control of dual system.

• Tracking was maintained – and linkage measures added

Linkage policies from 1980s on not successful:

• ‘Academisation’ of HE programs: increasing requirements for access to sub-Bachelor higher education

• The vocational gymnasiums have recruited the academically strong students who might have gone to the dual system of VET

• Very few have used the opportunities for taking additional study oriented subjects at higher levels in VET (from 2000).



Why this low rate of progression from Dual VET to higher education?

• The dual system successfully transfers students out of the educational system and bring them into employment.

• When VET students enter into employment they acquire good earnings and establish family – and have financial responsibilities .

• Successful policies for vocational enhancement: Dual VET offer programmes at a high level (e.g. data-technician 5½ years)

• Compressed wage structure: same level for skilled workers and many graduates with Bachelor degree (nurses, teachers in basic school).

• Skilled workers have good opportunities for work based careers in the craft based production – supported by a comprehensive public system of vocational further training.



Political demands for improved access from Dual VET to HE

• Falling esteem of VET: VET is by many young people considered a blind alley that doesn't give access to higher education.

• The educational choices of 16-17 years olds often have life long consequences:

• When choosing the dual system, they are diverted from higher education, and only 5% of a cohort progress from VET to higher education.

• The large companies consider higher education graduates with a background in the dual system attractive employees.


Short

BachelorMaster

38%

53%

Position of the eux programme in the Danish educational system

General education: Gymnasium ‘classic’ │ vocationalGymnasium Gymnasiums

Vocational education: dual system12 main entrances 109 programmes

Basic school 9 – 10. grade

Final rates of completion 25 years after leaving basic school Percentages of a youth cohort in 2006 hybrid qualifications Source UNI-C 2008

Higher education

Labour market

Eux


3. Challenges for the introduction of a hybrid program in a dual system

Work-place Sc

hool

Scho

ol

Scho

ol

Scho

ol

Scho

olWork-place

Workplace

Scho

ol

Workplace Workplace The dual system

1. year 3. year 4. year2. year

Workplace training

Eux - thenew hybrid programme

SchoolBasic

course

The technical Gymnasium

School1.year

School 2. year School 3. year

The new hybrid program eux in comparison with the existing programmes

SchoolBasic course

SchoolWorkplace

training Scho

ol

Wor

kpla

ce

The length of the school based and work based periods may vary between the programmes

Access to the labour

market

Access to labour market

and higher education

Access to higher

education

Workplace training

EUD-HTX - The pilot programme

SchoolBasic course

School Workplace training School

Wor

kpla

ce

5. year




The challenge of length and time

How to attain a high level of both types of qualifications (vocational &

general), when two programs must be completed in the time of just

one?

Negotiations over the credit given in the general subjects for learning in

the vocational subjects.

- how much math do you learn, when studying to be a carpenter?

Interviewperson from a vocational college:

”... it is a problem that credit is obtained differently in the gymnasiums and in vocational education. The first is measured in time and the last is measured in qualifications. This makes it a bit difficult to integrate the programmes.”

Dilemma: the hybrid program should not be too long in order to attract

students, but long enough to make it manageable for more than a

small elite.



The challenge of training placements

Employers recognition depends on substantial work based training

• Learning and socialisation in an authentic workplace environment.

• Length of placement is vital for the financial balance of placements for employers: short placements are more costly.

Larger companies are most interested in the hybrid qualifications, but SMEs provide most of the training placements.

Risk of ‘cannibalism’: the students from the hybrid programme might replace students from the normal programmes.

Different models are being implemented regarding the length of training placements: one year/half year periods



The challenge of the levels

How to set an attainable level in the general subjects – and still provide access to the relevant programmes of higher education?

”Our target group is the very ambitious and very studious students. One thing is to complete a Gymnasium programme first and then take a vocational education afterwards. But taking both at the same time and in just about the same time – that is a challenge!”

Interview person labour market partners: ”I am a bit worried that we have set the requirements too high on the

general subjects. Those who come with an eye on higher education will no doubt chose A-level subjects. But we are afraid that in reality we end up excluding more, if we say that is the standard.”

High levels risk making the hybrid program only for an elite. But lower levels might require that students take supplementary courses to get access to universities. And then they idea of the hybrid program disappears.



The challenge of integration – not just addition

Ministry of Education ”Integration of the two types of subjects is vital to make the hybrid program a success – that is the intention of the ministry.”

Interview person labour market partners:

”it is wrong if they end up making blocks, because then it will just be two programmes to be completed on half time. Then it becomes an elite programme, and that is not the intention. The intention is that it becomes a coherent programme.”

The experiences with the pilot hybrid programme was that only a smaller part was fully integrated.

New hybrid subjects have been developed in the hybrid program



Challenges for integration and hybridity

• Teachers with different educational background: vocational and academic

• Different learning culture: correct codified knowledge versus useful practical knowledge.

• Integration requires extended time to develop new teaching materials and resources.

• Exams in each of the general subjects – will the requirements be attained through interdisciplinary teaching?



Who is in control?

Ministry of Education: ”Basically it is a vocational program that has

included access to higher education. We don't change the vocational

learning goals, since we cant do that with out the training

committees.”

To maintain the value of the programme on the labour market, the hybrid programme is based on the dual system under control of the labour market partners.



Challenges of recruitment of students

• The hybrid programme intends to recruit more of the academically ‘strong’ students from the vocational gymnasiums.

• Instead of attracting new ‘strong’ students to the vocational colleges, the hybrid program might pull the ‘strong’ students out of the normal programmes – and thereby reduce their status.

Interview person vocational college:”Technical college stand in the bottom of the hierarchy. It is not

especially based on strong students here . It worries us if the new programme will undermine the vocational programmes. Will it end up requiring A-levels to put a roof on a house? Will there be anything left for those students who cannot manage the academic education?”



Hybrid qualifications in a dual system requires recognition from

Employers • To provide training placements – also from SME? • To recognise vocational qualifications, despite shorter

placements?

Higher education institutions• Full access or limited?

Young people • An attractive alternative for many or compressed elite program

for the few?

Conclusion: A great challenge to offer hybrid qualifications in dual VET

Alternative: Learn from Austria and Switzerland: • Establish a school based hybrid program • - and try to get employers to recognise it.

4. Conclusion – discussion Introducing hybrid program in a dual system – is it possible ?

Thank you for your attention !

hybrid qualifications seminar july 7 th 2011 london institute of education christian helms...

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