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Comparative Evaluation of Dual VET Systems in Europe: Findings and Recommendations

This study examines the differences in the organization of apprenticeship programs in Austria, Denmark, Germany, and Switzerland. It explores the erosion of dual VET systems, fragmented and coordinated governance approaches, occupational profiles, assessment systems, and the structure of VET. The study also highlights the transition from school to vocational education and provides conclusions and recommendations for TVET practice, policy, and research.

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Comparative Evaluation of Dual VET Systems in Europe: Findings and Recommendations

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  1. Felix Rauner1 Differences in the organisationof apprenticeship in Europe: Findings of a comparative evaluation study INAP Conference 17-18 September 2009in Turin, Italy

  2. The erosion of dual VET (proportion of trainees in dual VET among the total number of participants in upper secondary education) (OECD 2005; BBT 2006)

  3. 2 fragmented output-orientiented Governance 3 co-ordinated output-oriented governance 4 Governance Input-oriented output-oriented Denmark 5 Switzerland 2 2 3 4 6 7 8 9 Austria 7 Germany fragmented intput-oriented governance co-ordinated output-oriented governance 8 9 fragmented co-ordinated Integration Governance of dual VET systems in Austria, Denmark, Germany and Switzerland (cumulative results)

  4. Governance of dual VET systems in Austria, Denmark, Germany and Switzerland (cumulative results)

  5. Occupational profiles fragmented open open DK: ca. 100 CH: ca. 200 2 D A: ca. 500 closed Structure of occupational profiles and curricula in Austria, Denmark, Germany and Switzerland curriculum

  6. Assessment systems: temporal structure and the role of learning venues) in comparison Temporal Structure of Assessment punctual continously important DK CH Role of Learning Venues A less important D

  7. significance/weight of the learning venue school high low 2 high D CH 3 + 4 Significance/weight of the learning venue company 5 2 2 3 4 6 7 8 9 DK 7 A 8 low 9 Structure and organisation of VET in Austria, Denmark, Germany and Switzerland

  8. Transition from school to vocational education in Germany

  9. Internationale Trends: The rising number of first-year-students (Quelle OECD, 2007)

  10. Conclusions and Recommendations TVET Practise TVET Policy Innovative Apprenticeship TVET Research

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