Dual system.

Autor/in	Deissinger, Thomas
Titel	Dual system. Gefälligkeitsübersetzung: Duales System.
Quelle	Aus: Peterson, Penelope (Hrsg.); Baker, Eva (Hrsg.); McGaw, Barry (Hrsg.): International encyclopedia of education. Vol. 8.: Vocational training and education - VET system. 3rd ed. Amsterdam: Elsevier (2010) S. 448-454Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsgeschichte; Berufsausbildung; Berufsbildungssystem; Übungsfirma; Berufsvorbereitung; On-the-Job-Training; Duales Ausbildungssystem; Berufsschule; Betriebliche Berufsausbildung; Überbetriebliche Ausbildung; Weiterbildung; Internationaler Vergleich; Berufskolleg; Auszubildender; Australien; Deutsches Kaiserreich; Deutschland; Dänemark; England; Großbritannien; Preußen
Abstract	Dual systems are specific structural and didactical patterns of vocational learning. Normally, they are referred to as systems of initial training, which can basically happen in three ways: (1) by attending a full-time vocational education and training (VET) course in a (vocational) school. college, or higher education institution with neither a training or an employment contract involved; (2) by gaining specific skills or competences in a company based on contractual employment (trainee or employee) - and therefore in a job-specific environment (learning on the job); or (3) by entering a VET program, for example, an apprenticeship, which uses (part-time) school-based and company-based modes of learning and therefore works as a dual system in a wider understanding of the term. In most cases, learners in te latter case are in some kind of contractual employment which can be, but does not need to be, an apprenticeship contract. However, it is the apprenticeship system which offers opportunities of vocational learning within a predominantly occupational context. This means that apprenticeships are not necessarily part of the formal secondary school system. Looking at the modeling of VET pathways, it has to be observed that VET systems and their typical features are more than mere constructions, mainly triggered by political motivations or economic interests. Instead, in order to understand how they function and how they are capable of reacting to external demands, they have to be looked at as historical entities. This is especially true for the dual system which at the same time, in some countries at least, functions as a more or less traditional apprenticeship training system.
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2011/2