德国双元制教学培训

合集下载

德国校企合作的“双元制”培养模式浅析

学校与企业的 “ 元 ” 学，得 “ 双教使双元制 ” 式在师模
创新意识相对欠缺，导致了企业需求与本科毕业生之间的矛盾：方面企业对应用型工程技术人才，一尤其是具有实践经验的应用型工程技术人才的需求得不到满足，另
织的基础学科的理论考试，还要参加由企业负责实训的教师确定的实训考试。
着德国高等教育的不断发展，这种将学校理论教学与企业实践教学相结合的模式被应用科学大学（Ｈ）Ｆ引入高等教育范畴。 “ 元制 ” 式所特有的整合学校与企业的双模资源、着重培养学生实践、新能力的特性，我国校企创对
技术营销专业和机电一体化专业。
汉诺威应用科学大学 “ 元制 ” 业的申请者除了双专
杭州科技ＨＧＺＨＣｌＥＡＮＯＵＳ＆ＴＣＨ
６１
需要拥有相应的高校入学资格外，还要获得合作企业的认可。该校与汉诺威地区许多知名企业—— 例如德国大众汽车股份公司、国大陆集团（ｏｔｅｔｌ德ＣｎｉｎａＡＧ）美国ｎ、江森自控有限公司（ｏｎｏｏｔｌ等签署了合作协ＪｈｓｎＣｎｒｓ）ｏ议，同进行 “ 元制 ” 学。“ 共双教双元制” 业申请者需直接专
资配备上优势鲜明。来自学校的优秀教师和来自企业生产活动第一线的技术人员和工程师的师资搭配，确保了学生在学习理论知识的同时能尽快接触到企业的生产实践，学习到的理论知识马上在企业培训环节加以运用。将 “ 双元制 ” 模式要求学生就读前，须先与学校的合必作企业签订带有资助协定的劳动培训合同。凭有效培训合同才能在学校登记注册，开始学习生涯。这样的规定使学生的身份 “ 元化 ” 他（）双，她既是学校的学生，时也是同企业的培训生。 “ 元制 ” 在双模式下，学生既要参加学校组

中外教育论文：浅谈德国“双元制”职业教育的认识与启示

浅谈德国“双元制”职业教育的认识与启示摘要：德国职业教育的核心是著名的“双元制”，它被人们称为德国职业教育的秘密武器。

所谓“双元”，是指职业培训要求参加培训的人员必须经过两个场所的培训，一元是指职业学校，其主要职能是传授与职业有关的专业知识；另一元是企业或公共事业单位等校外实训场所，其主要职能是让学生在企业里接受职业技能方面的专业培训。

关键字：双元制职业教育一、对德国职业教育特色的认识1．职教模式的典范--“双元制”“双元制”是指学生具有双重身份，即学校学生和企业学徒，他们分别在学校和培训企业两个地点，由学校中的教师和企业中的教师两个施教主体，对学生进行理论与实践两个方面的职业教育。

学生既然是企业的学徒工，都享有工资和劳动合同保护。

“双元制”这种理论学习与实践活动相结合的高职教育方式，不仅为德国经济发展提供了大批实用性人才，而且得到了世界的认可。

德国的双元制与中国现行的＂2年在校1年进企业＂是不一样的，所以要避免“盲人摸象”。

“双元制”是两个机构结合：企业和职业学校，是“双元制”的两个基本培训场所；两种教材结合：实训教材和理论教材，理论与实践相结合，以实践为主；两类教师结合：实训教师与理论教师；两种身份结合：培养对象既是企业学徒，又是职业学校学生；两类考试结合：技能考试和资格考试；两类证书结合：一类是由行业协会颁发的资格证书，另一类是由学校颁发的毕业证书和企业颁发的毕业证书；两大资金来源：企业和政府同时投入资金，支持培训；两个法律依据：“双元制”下的德国职业教育，企业与学校严格遵循《职业培训条例》与《理论教学大纲》两种指导文件；两个基础保障：一是法律保障，二是资金保障；两种实训形式。

既有真实工作环境下，制造真实工作产品的实训形式，也有在运用现代教育技术条件下，虚拟生产的实训形式。

“双元制”教育，既是一种教育办学形式，又是一种教学模式。

它是高职教育学校加强理论教育与技能锻炼紧密联系的基本模式和纽带。

德国双元制培训计划

德国双元制培训计划背景德国双元制教育体系，又称为"学徒制"或"双元职业培训"，是德国教育体系中的一种特殊形式。

其特点是将学校教育和企业培训相结合，实现了理论和实践的有机结合。

这一体系在德国享有盛誉，被认为是德国经济成功的重要因素之一。

掌握双元制培训模式，对于中国培训体系的改革和提升至关重要。

一、德国双元制培训计划的背景和意义1. 德国双元制培训计划的背景德国双元制培训则是指通过在企业和学校两个领域的教育体系相辅相成，实现理论知识和实践技能的完美结合。

实际上，这是一个源远流长的教育模式，由德国在19世纪发展而来。

自双元制教育体系推出以来，不断得到政府、学校和企业的支持和发展。

多年来，这一体系被认为是德国经济成功的重要因素之一，对提升劳动者的技能、促进技术创新和增强整个产业的国际竞争力都发挥了重要作用。

2. 德国双元制培训计划的意义双元制教育很好地将教育与实践相结合，培养出了一大批技能娴熟、专业精湛、适应市场经济需要的高素质人才，为德国经济的发展做出了重要贡献。

目前，中国的教育体制仍然存在着很多问题，主要表现在重理论、轻实践，这导致了一大批毕业生在踏入职场后缺乏实际技能和经验。

因此，值得借鉴和吸收德国双元制培训计划的经验，加强实践教育，培养更多的高素质专业人才。

二、德国双元制培训计划的总体思路和基本原则1. 总体思路德国双元制培训计划的总体思路是将学校教育和企业培训相结合，实现理论和实践的有机结合。

2. 基本原则（1）以培养学生的实际能力为中心。

德国双元制培训计划强调注重学生的实际能力和技能培养，让学生在学习期间就能掌握一定的实践技能。

（2）注重职业素质培养。

德国双元制培训计划强调培养学生的职业素质，包括团队合作能力、沟通能力、解决问题能力等。

（3）学校与企业合作共同培养。

德国双元制培训计划强调学校和企业的合作，学生在学校学习理论知识的同时，还需要到企业实习锻炼，使学生在学习期间就对实际工作有所了解和积累。

德国双元制是什么

德国的职业教育是全球的标杆，其国家推行的双元制教育模式通过实践得到了很大的成功，因此很多国家想要学习了解这一教育模式。

德国的“双元制”职业教育模式，是一种将企业与学校、理论知识与实践技能紧密结合，以培养专业技术工人为目标的职业教育培训制度。

基本情况：双元教育，至少有2个场所，理论教育在职业学校完成，实践教育在企业中完成相对来说企业的教育更重要一些，让学生体会真实的生产流程，起源在中世纪时代，进行职业分级，学徒--师傅1870年开始双元制教育 1969年立法 2015年有350个教育工种。

双元教育的体系不仅仅在德国，欧洲其他国家也有此种教育，但是德国是贯彻的力度最大的。

体系和机构：实践部分：签订合同，学徒和机构是合同关系。

行业协会核定培训机构是否达到培训单位，行业协会作为监督者，还要审核培训合同是否合规，遇到问题，行业协会进行处理，合同双方发生争执的实施，行业协会作为调节方。

理论部分：是国家监督，州的教育部定好什么素质的人才能成为职业教育的教师，学校内部的工作是有校长来监督，教务监督员，职业学校的教学有专门的质量监督标准，当体制内的各方发生争执的时候，有国家来协调，学校中有抱怨时，校长出来先进行协调。

双元教育的内容：从知识到能力的转变学员要具备的能力，以修变速箱为例---信息采集---规划能力，看懂图纸，知道流程---决策，对于材料的知识，机械设备的知识---动手维修能力----控制和检测，掌握检测机器的使用----学习评估。

职业学校：比例要协调，根据比例付费。

真正意义上不是双元教育是三元教育，引入培训中心的三元。

欧洲的认证体系会成为国际认证的体系。

在德国双元教育是很好前景的，结束后有很多进修的可能性，双元制，如果是孤立的，年轻人没有晋级，就没有出路，双元教育有8级分级。

从企业角度看：培训的学员通过培训，认同了企业，一般不会再换工作了，依附还是很强的。

作为一个企业，通过自己培训的员工，能减少很多日后的损失。

德国双元制的职业教育和培训- 从专业教育可以学到什么？

427S. Billett et al. (eds.), International Handbook of Research in Professionaland Practice-based Learning , Springer International Handbooks of Education,DOI 10.1007/978-94-017-8902-8_16, © Springer Science+Business Media Dordrecht 2014A bstract T he dual system of vocational education and training (VET) in Germany is a speciﬁ c training system that aims at systematically combining the advantages of training in a company and education in a vocational school. Germany’s dual system is expected to strongly support a successful transition of young people from school to work and to guarantee a skilled workforce as a prerequisite for a successful economy. In addition it plays a role in educating young people. The central goal of VET in the dual system is to help students attain and develop competence in action so that they can meet current and future professional challenges and participate in deﬁ ning their voca-tional lives. Because of on-going changes in society, economy and at the workplaces, the dual system has been under pressure of adaptation in order to further maintain its effectiveness and efﬁ cacy. Consequently, especially since the 1980s, many adjustment processes have taken place on different levels of the system, namely the institutions involved, the syllabi for the different venues, and the teaching-learning processes. The article will explain the dual system as well as highlight and comment on the different endeavours for its modernisation. It focuses on parity of esteem between general and vocational education and between different forms of vocational education. Furthermore it takes into account cost and beneﬁ t of in-company training, modularisation of training occupations, and the relationship between learning and working. As a result, it will give some advice on what can be learnt about education for professions.K eywords V ocational education and training • D ual system • E ducation for professionsC hapter 16The Dual System of Vocational Education and Training in Germany– What Can Be Learnt About Education for (Other) ProfessionsB ärbel F ürstenau ,M atthias P ilz ,and P hilipp G onon B . F ürstenau (*)F aculty of Business and Economics ,T U Dresden ,D resden ,G ermanye -mail: baerbel.fuerstenau@tu-dresden.deM . P ilzF aculty of Economics ,U niversity of Cologne ,K öln ,G ermanyP . G ononI nstitute of Educational Sciences ,U niversity of Zurich ,Z ürich ,S witzerland428B. Fürstenau et al.16.1 O utlineD ual systems of vocational education and training (VET) are speciﬁ c training systems that aim at systematically combining the advantages of training in a company and education in a vocational school. Dual systems in this form do exist to a con-siderable extent in Germany, Austria, Luxemburg, Switzerland, Denmark, and parts of the Netherlands. German-speaking regions of France and Italy also (often) ﬁ t into this framework. This article focuses on the dual system of VET in Germany (hereafter only referred to as “dual system”).G ermany’s dual system is expected to strongly support a successful transition of young people from school to work and to guarantee a skilled workforce as a prerequisite for a successful economy. In addition it plays a role in educating young people. Consequently, the central goal of VET in the dual system is to help students attain and develop competence in action so that they can meet current and future professional challenges and participate in deﬁ ning their vocational lives.I n order to meet this challenge and in order to further maintain its effectiveness and efﬁ cacy, especially since the 1980s, many adjustment measures have been imple-mented. Reasons for the adjustment measures can be seen – besides others – in the demographic development, shift from industrial to service economy, or changes of workplaces and demands for the workforce. The demographic development has led to a drop in the demand for training places and thus to problems of recruiting a skilled workforce. The shift from industrial to service economy has required an increase in apprenticeships in the service sector and more service orientation of apprenticeships in other sectors of the economy. Workplaces have become more complex and require more intellectual skills such as systems thinking, and they require continuous learning. The measures taken refer to different levels of the dual system, namely the institutions involved (companies in the private sector, vocational schools, employers and employees, the F ederal Government, the German states etc.), the syllabi for the learning venues (schools and workplaces), and the working and/or learning processes at the different venues. The levels cannot be strictly separated. Accordingly, if a decision is taken on one level, the other levels are usually affected too.T his article will explain the dual system as well as highlight and comment on the different endeavours for its modernisation. As a result, we will point out what can be learnt about education for professions. The concept of profession here is understood in a broad sense, including professional practice and approaches to learning in and for professions as well as all kinds of initial and further professional education, whether it takes place in school settings or at the workplace or at both venues. Thus, we pick out aspects from education in the dual system which might be regarded in professional education in general. We explicitly do not aim at discussing a transfer of the dual s ystem to other s ystems of professional education in detail but only comment brieﬂ y on it. Through our approach, we aim at contributing to solutions for the problem of effectively developing professional (occupational) capacities that are important for fulﬁ lling both personal and societal needs.429 16 The Dual System of Vocational Education and Training in Germany…T he article starts with a description of the historical development of the dual system and its current structure in Germany. After that, an overview of current challenges and reform approaches will be taken into account. Consequently, we select relevant topics to be looked at in more detail. The selected topics address the different levels of the dual system and are – in our opinion – relevant both from a national and an international perspective. On the level of institutions, we discuss the parity of esteem between general and vocational education on the one hand and between apprenticeship in the dual system and full-time school-based vocational education on the other hand. Furthermore, on that level, costs and beneﬁ ts of vocational education will be discussed. On the level of syllabi we examine/consider initiatives that have been taken to more closely relate teaching/educational goals and contents to practice and workplace reality as well as to regional or branch-speciﬁ c needs. For that purpose, new apprenticeships have been developed and existing ones have been re-structured according to modules. On the level of teaching-learning processes we focus on measures aiming at preparing apprentices to effectively cope with modern work structures and organisations that have been implemented. For that purpose, the relationship between learning and working is reconsidered and combinations of learning and working, both at the workplace and in school, will be addressed. Though it would be possible and worthwhile to argue solely from a national perspec-tive, we also will discuss the topics from an international perspective, which allows us to consider the German approaches from other angles and integrate it in a broader context. As a summary, we will conclude what can be learned about education for other professions by taking into account the different levels and by regarding an international perspective.16.2 H istorical Development of the Dual Systemof Vocational Education and TrainingT he roots of the dual system can be traced back to the medieval ages, or even beyond, to the ancient Roman and Greek world (e.g. Münk 2010, p. 401). Based on early forms of apprenticeship, the dual system unfolds in three major phases:E arly forms of apprenticeship had been embedded in the craft system for both craftsmen and merchants. The apprentice worked together with his (or her) master craftsmen in his/her shop or travelled together with the master merchant to trade merchandise. Apprenticeship usually followed the so-called Imitatio Majorum prin-ciple, which refers to the sequence of observation, imitation, autonomous accom-plishment, and customisation (Kell 1995, p. 371). It aimed at providing the apprentice with abilities and skills matching the conventions and the accepted behaviour in the profession and the respective craft system (Bruchhäuser and Horlebein 2010, p. 408). Due to technological and cultural developments in industry and society, general knowledge, e.g. qualiﬁ cations of reading, writing and accounting, became more and more important, and thus schooling became necessary in order to prepare apprentices for job requirements (Pahl 2012, pp. 25ff; Reinisch and Götzl 2013, p. 20).430B. Fürstenau et al.T he founding phase of the dual system in Germany can be dated back to the late nineteenth and early twentieth centuries (Greinert 1995). The craft system decom-posed because of the advent of a more liberal trade law, as ﬁxed in the Trade Regulations of the Northern German Confederation. However, the empire politics aimed at protecting craft by law in order to prevent middle-class, respectively small ﬁ rms and traders from becoming proletariat (Greinert 1995, p. 21). Amendments for protecting retail trade, dated 1897, enabled the recovery of corporate structures and the apprenticeship model comparable to that of the former craft system.F urthermore, education of apprentices required a master’s certiﬁ cate. Besides traditional apprenticeships, schools for further education with a speciﬁ c focus on vocational subjects (in German: Fortbildungsschule) were established. In 1900 the German Pedagogue Georg Kerschensteiner had recommended gearing the Fortbildungsschule towards vocational education and, in so doing, to legitimise it by claiming that vocational education and professional work contributes to general human education. Through vocational education, non-academic youth should also be integrated into the national state (Gonon 2009). Between the end of the nineteenth century and the beginning of the twentieth century, the number of such vocationally oriented schools increased. To sum up, the formation of the Fortbil-dungsschule is result of the promotion of small- and medium-sized craft enterprises on the one hand and youth education in times of crisis at the turn of the twentieth century on the other (Harney 2006, p. 233).T he c onsolidation phase between 1920 and 1970 was inﬂ uenced by the attempt of German industry to establish an own apprenticeship model under exclusive control of companies. This was motivated by qualiﬁ cation needs of industry (engine building and electrical industry) that grew comparatively fast and used modern production methods. Consequently, workforce in industry had to learn to cope with new technology. For that, instruction at speciﬁ c learning venues (e.g. apprenticeship workshops or factory schools), standardised courses, curricula, and test requirements were necessary (Herkner 2013, p. 16; Pahl 2012). However, industry could not implement its own apprenticeship model but instead implemented a new qualiﬁ ca-tion type for skilled workers/technicians that compares with the level of assistant in craft (Benner 1997, p. 56). Since the 1930s, the Fortbildungsschule has been renamed V ocational School (in German: Berufsschule). In 1938, (empire-wide) 3 years of compulsory VET was enacted and, in the beginning of the 1940s, the weekly hours of schooling were ﬁ xed while curricula and both school authorities and ﬁ nancing were harmonised. In the 1950s, the craft was successful in enforcing comprehensive regulations for VET established by the Handicrafts Regulations Act (in German: Handwerksordnung). However, a VET law was not enacted until 1969, the so-called Berufsbildungsgesetz (Wahle 2007, p. 195).T he f urther development phase since the 1970s is characterised by rationalisation of the dual system and by enhanced state inﬂ uence. The Berufsbildungsgesetz regulates the responsibilities of Federal Government, the German States, the repre-sentatives of employers, the trade unions and, to some extent, the teachers for voca-tional education. Furthermore, a reporting system aimed at making the developments on the apprenticeship market transparent was established in form of the vocational431 16 The Dual System of Vocational Education and Training in Germany…education report, which is published yearly. In addition, since 1972 inter- c ompany vocational training centers were established to compensate apprenticeship shortcomings, especially for small ﬁ rms. Almost every apprenticeship now also had a structure that separates 1 year of basic vocational qualiﬁ cation from 2 years of speciﬁ c vocational education (Greinert 1995, p. 32).16.3 T he Dual System of V ocational Educationand Training – Basic FeaturesW orldwide, different systems of VET exist. In order to differentiate between these systems, the role of the state can be taken into account. In market economy systems (e.g. USA, Japan, Great Britain) the state is not involved in vocational education. In school systems (e.g. France) the state plans, organises, and controls vocational education. In state-controlled market economy systems (e.g. the dual systems in Germany, Austria, and Switzerland), the state deﬁnes regulations for vocational education, but the private sector is responsible for the supply of training places. All other systems can be interpreted as variation of these three basic types.S tudents can enter the dual system after ﬁ nishing 10 years of compulsory schooling on the secondary level I at a grammar school, a comprehensive school, an intermediate school, or a secondary general school. Entering the dual system means entering the secondary II level. As an alternative to the dual system, students can choose to complement senior classes in grammar school, to attend a specialised grammar school, to attend a full-time vocational school, or to remain in the transi-tion system to receive preparation for an apprenticeship in the dual system. After ﬁ nishing one of these alternative tracks, it is also possible to apply for an appren-ticeship training place. Currently, about two-thirds of students leaving school start their professional career by beginning an apprenticeship in the dual system (BMBF 2013, p. 9). Overall, the dual system can be regarded as bridge from school to work-life.A pprenticeship in the dual system is only possible for state-recognised training occupations (Greinert 1995, p. 35), of which currently approximately 350 exist, ranging from baker, boat-builder, hairdresser, optician, and precision mechanic to sales associate or clerk. Successful completion of an apprenticeship programme entitles the trainee to practise an occupation as a qualiﬁ ed skilled worker in either the training occupation ( H ippach-Schneider et al. 2007, p. 25) or an occupation which requires the knowledge and skills of the training occupation. Training occu-pations and occupations/professions in the labour market in general do not neces-sarily correspond. In contrast, compared to the number of training occupations, multiple occupations/professions exist. Occupations can be grouped according to areas, main groups, groups, sub-groups, and genres. Currently, 10 areas, 37 main groups, 144 groups, 700 sub-groups, and 1,286 genres exist. Areas are, for example, agriculture, forestry, and gardening or raw materials production, production and manufacturing, or commercial service, trade, sales, hotel and tourism. Main groups432B. Fürstenau et al.in the latter area are purchasing, sales, and trade occupations or sales, tourism, hotel- and restaurant occupations. Groups in the purchasing, sales, and trade occu-pations are purchasing and sales or trade. Sub-groups within purchasing and sales are occupations in purchasing or clerks in trade. Genres within purchasing and sales are occupations are, for example, specialised trade clerks and unspecialised trade clerks (Bundesagentur für Arbeit 2012). Consequently, an apprentice who completed a training occupation as a clerk can apply for numerous occupations and work as a clerk or as specialised or unspecialised trade clerk, or even as a secretary.T he dual system is not the only possibility for complementing an apprenticeship. Full-time vocational education in schools is offered as well, but it is not as established and appreciated as vocational education in the dual system. Furthermore, the dual system has to be strongly distinguished from the general education system. It has its own vocational education legislation as ﬁ xed in the Berufsbildungsgesetz (Greinert 1995, p. 10).T he name dual system refers to the fact that two learning venues in two institutions, namely vocational schools and workplaces in companies, cooperate in order to qualify apprentices for a profession (Greinert 1995, pp. 10–16). Depending on the state-recognised training occupation, the course of the apprenticeship takes 2–3.5 years. The apprentices spend approximately three fourths of this time in the companies, one fourth in vocational schools. The different learning venues are embedded in different systems formed by a different history, i. e. the vocational training system on the one hand and the school system on the other. Both systems aim at cooperating in qualifying the apprentices (Harney 2006, p. 232). From a legal point of view, the young people are both student and employee. The most important features of the dual system can be described as follows.16.3.1 C ompa nies/Workpla cesT raining places are offered by companies in the private sector (industry, craft, and agriculture), institutions of the public sector, ofﬁ ces or institutes of the liberal professions and, to a limited amount, by private households (Greinert 1995, p. 35; Hippach-Schneider and Hensen 2012, p. 16). A provider of training places, e.g. a company, has to be approved by the respective chamber or guild. In the dual system, “the state delegates regulatory competence for training system to corporatist bodies. […] They have the status of ‘competent bodies’ ( z uständige Stellen)and play a crucial role in the organisation, administration and examination of vocational training” (Ertl and Sloane 2004, p. 3). Chambers and guilds as corporatist bodies regulate apprenticeships by supervising final exams, by registering training contracts, by establishing inter-company vocational training centers, by allocating training warranties to companies, by reforming apprenticeships, and by controlling the training quality (Harney 2006, p. 232; Rebmann et al. 2011, p. 13). The in-company training follows mandatory training regulations legal for the respective state- r ecognised training occupation and valid for all companies independent of433 16 The Dual System of Vocational Education and Training in Germany…branch or size. The development and remittal of the training regulations is the responsibility of the federal government and should guarantee comparable standards for in- c ompany training nationwide. However, representatives of trade unions as well as of employers’ and employees’ head organisations are involved in the development of training regulations. Every training regulation comprises denomi-nation, length (duration) of the apprenticeship, occupational proﬁ le, framework plan, and examination requirements (Rebmann et al. 2011, p. 13).T rainers only complete a basic course on pedagogical eligibility (AEVO 2009), or sometimes even none. Usually trainers work as full-time employees and not as full-time trainers. Thus, they often suffer from heavy work pressure and, conse-quently, time limits for taking care of trainees. Big companies usually are more likely to offer systematic training compared to small and medium size companies.T he companies ﬁ nance the apprenticeships by paying training remunerations to the trainee on a monthly basis (Greinert 1995, p. 16). The individual company decides autonomously whether and what training is provided and how many apprentices they take (Hippach-Schneider et al. 2007, p. 59).I t should be mentioned that sometimes companies are not able to offer full apprenticeships. They either do not have enough trainers or sufﬁ cient technical resources. In that case, parts of the apprenticeship can be relocated from the individual company to an inter-company vocational training center. Alternatively several com-panies can form an apprenticeship network, thereby jointly taking care of an apprentice (Hippach-Schneider and Hensen 2012, p. 17).16.3.2 V oca tiona l Schools/Cla ssesV ocational schools have the task of complementing in-company training by imparting both general knowledge and job-speciﬁ c knowledge to the students. The students (=apprentices) attend the vocational school 8–16 h a week. Education in schools complies with a framework curriculum that is developed for every state- r ecognised training occupation (Hippach-Schneider and Hensen 2012, p. 16) by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (in German: Kultusministerkonferenz), or rather its subcommittee, and is valid nationwide. As is true for the in-company training regu-lations, the framework curriculum aims at guaranteeing a uniform national standard for education in vocational schools. Because education in schools is the responsibil-ity of the individual states (and not of the federal government), each of the German states can modify the framework curriculum according to speciﬁ c needs but must adhere to central aims and contents. F urthermore, each state issues school laws which regulate kinds of schools (e.g. vocational schools, commercial high schools), educational plans, and lesson plans. In addition, each state issues regulations concerning tests, giving marks, promotion to the next class, and exams (Rebmann et al. 2011, pp. 9–10).434B. Fürstenau et al.T eachers for vocational schools take 5 years of university education and graduate with a master’s degree or a state examination. After that they have to complete a 1–2 year (depending on the regulation of the respective German State) internship in a vocational school. Only after completing these requirements are they fully certiﬁ ed to teach.T he respective German state, or speciﬁ cally the local authorities’ public funds, covers the costs for in-school education (Greinert 1995, p. 16). The German states “bear the costs of internal school affairs (e.g. supervision of schools, laying down of curricula, teacher training, teachers’ pay), and the local authorities are responsible for ﬁ nancing external school affairs (e.g. construction, maintenance and renovation of school buildings, ongoing management, procurement of teaching and learning resources)” (Hippach-Schneider et al. 2007, p. 59).16.3.3 C oordina tion of Schools a nd Compa niesT he coordination of in-company training and school-based learning is strictly regulated by a procedure to develop and harmonise training regulations and school curricula in order to jointly accomplish a central aim. As deﬁ ned in every framework curriculum, the central aim of education in vocational schools is to support students in developing competence in action, which means possessing the willingness and ability to act deliberately and be socially and individually responsible in the workplace as well as societal and private situations. Competence in action develops in three dimensions, namely in professional competence, individual competence, and social competence (KMK 2011, p. 15; Dilger and Sloane 2012, p. 32). The same aim is true for in-company training. The coordination on the local level between individual schools and companies is not regulated and often either happens by chance or is instigated for speciﬁ c reasons, e.g. misbehavior of the apprentice in matters such as daily attendance.16.4 C urrent Challenges and Reform Approaches of theDual System of Vocational Education and TrainingT he most important asset of the dual system is seen in the fact that it comes with a low rate of youth unemployment compared to other European countries. In Germany, the rate was about 9 % in 2011 (Esser 2011, p. 3; Hippach-Schneider and Hensen 2012, p. 10) and has remained low even during the latest economic crisis. Countries that implemented school-based vocational training or have no VET system are typically confronted with high rates of youth unemployment (Busemeyer 2012, pp. 6, 9). The dual system effectively enables the transition from apprenticeship to employment because vocational and occupational systems are closely linked (Bosch 2010, p. 37).435 16 The Dual System of Vocational Education and Training in Germany…By offering apprenticeships, companies can easily support young workers in their commitment to professional development and thus recruit from a skilled workforce (Busemeyer 2012, p. 16).I n order to guarantee a skilled workforce, the dual system is under constant pressure to change or adapt in response to economic, societal, and educational developments. Those developments comprise, for example demographic change, the shift to the service sector, the development of a European work and education market, or new forms of work organisation (BMBF 2012). They lead to challenges in multiple areas: the availability and suitability of training places, the integration of low-skilled youth in VET, the establishing of a European framework for education and training, the training of a highly-qualiﬁ ed future workforce.16.4.1 A vailability and Suitability of Training PlacesT aking the big picture of the apprenticeship market into account, the demand for apprenticeship training places exceeded the supply until 2007. In 2008 the global ﬁ nancial crisis negatively inﬂ uenced economic growth and led to a drop in training places. Since 2011, the amount of training places has again increased (Bosch 2010, p. 37; Deutscher Bundestag 2010, p. 1; Hippach-Schneider and Hensen 2012, pp. 9, 18). Due to demographic change, companies lack skilled personnel. The age group of young people between 17 and 25 is expected to diminish about one-ﬁ fth (BMBF 2012, p. 5). Consequently, companies face the increasing problem of recruiting suitable apprentices (BMBF2012, pp. 4, 7, 24; Autorengruppe Bildungsberi-chterstattung 2012, pp. 101, 107). The percentage of vacant apprenticeship training positions increased about 30 % (Esser 2011, p. 3). More than one-third of compa-nies could not ﬁll one or more apprenticeship training positions. Dependent on branch, size of the company, and the region, the imbalance of supply and demand on the apprenticeship market varies. Concerning the branch, problems mainly occur in the largest sector of the economy, the service sector (BMBF 2012, p. 5; Hippach-Schneider and Hensen 2012, p. 29), e.g. the hotel and catering industry, or the health care and welfare sector. In addition, a qualiﬁ ed workforce is missing in science and technical ﬁ elds. In contrast, banks and insurance companies are less likely to run into problems. Concerning the size, small enterprises have more problems ﬁ lling positions than large ﬁ rms. And concerning the region, big cities in the western part of Germany with a balanced labour market and high dynamics are more likely to have a balanced apprenticeship market than big cities, also in the western part of Germany, which already have a high rate of unemployment and regions in the eastern part of the country (Krone 2010, p. 27f.; BMBF 2012, p. 33). Resulting from demographic changes, companies cannot afford to be as selective as before when hiring apprentices. Thus, the group of apprentices for one state-recognised training occupation in one company, and also across companies, sometimes may be very heterogeneous. That, in turn, may cause problems for both the trainers and the apprentices.。

德国“双元制”职业培训制度DrBernhard

• Employees in Germany: • Employees in German companies abroad: • Turnover:
of which from foreign customers: • R&D spending;
810,000 600,000 145.0 bn € (2008: 182 bn €)
• Qualified workforce is the backbone of a hightech industry. Representing a hightech industry, ZVEI is actively engaged in matters of human resources development.
该系统是一个双学结合的职业（职业学校）和培训（在公司），它提供了技能基础。在双系统，（国营）及（私人）公司的股票一所职业学校联合办学的责任。在双系统的VT基础，进一步培训和终身学习的桥梁。该系统的核心目标是促进就业工作中不断变化的：人们必须能够策划，实施，检查他们的独立工作。
Basic elements of the dual system
• Within the dual system, (state-run) vocational schools and (private) companies share a joint educational responsibility.
• VT in the dual system builds bridges to further training and lifelong learning.
• German Electrical and Electronic Manufacturers‘ Association

德国护理双元制培训计划

德国护理双元制培训计划导言护理是一个充满人情味的工作，它需要我们对患者的关怀与爱心，同时也需要专业的技能和知识。

德国的护理双元制培训计划就是为了培养具备这些素质的专业护理人员而设立的。

本文将会从德国护理双元制培训计划的背景、目标、培训过程、实践环节以及优势等方面进行详细介绍。

一、背景德国护理双元制培训计划起源于20世纪60年代。

当时，德国爆发了一场护理人员短缺的危机，为了解决这一问题，政府和社会各界领导人联合起来，制定了护理双元制培训计划。

该计划的设立旨在提高护理人员的专业水平，保障患者的护理质量，并完善护理行业的培训体系。

二、目标德国护理双元制培训计划的目标主要包括以下几个方面：1. 培养具备职业素养和道德素养的护理人员。

即要求护理人员能够具备爱心、责任心、耐心，同时还要具备专业的知识和技能，保障患者的权益。

2. 提高护理人员的专业水平。

通过系统的课程设置和实践环节的安排，使护理人员能够熟练掌握护理技能和知识，并且能够灵活运用。

3. 保障患者的护理质量。

德国护理双元制培训计划要求护理人员具备高水平的专业素养，能够为患者提供全面、优质、人性化的护理服务。

4. 完善护理行业的培训体系。

通过不断改进和完善培训计划，提高护理人员的整体素质，进而促进整个护理行业的发展和进步。

三、培训过程德国护理双元制培训计划的培训过程分为两个阶段，分别是理论教育阶段和实践培训阶段。

1. 理论教育阶段在理论教育阶段，学生将会接受相关的理论知识和技能培训。

主要包括护理学、解剖学、生理学、病理学、药理学等课程。

学生将会通过课堂教学、实验课程、研讨会等方式，掌握相关的理论知识和技能。

2. 实践培训阶段在实践培训阶段，学生将会进入临床护理实习医院或相关实践机构进行实际的护理实践。

在这个阶段，学生将会通过在实际工作中的锻炼，掌握实际的护理技能，培养职业素养和道德素养。

四、实践环节实践环节是德国护理双元制培训计划的一个重要组成部分。

德国双元制教育制度

德国双元制教育制度德国双元制教育制度是德国的一种职业教育制度，旨在培养具有高度专业技能和知识的人才，以满足国家经济发展和产业升级的需求。

该制度将传统的课堂教学与实地实践相结合，使学生能够获得实际的工作经验和技能，提高其就业竞争力。

一、职业教育类型德国双元制教育制度主要分为两种类型：职业学校和职业培训中心。

职业学校通常由政府或企业资助，提供全面的职业教育和培训，包括理论知识和实践技能的培养。

职业培训中心则是由企业或行业组织设立，为学生提供专门的职业培训和实践机会。

二、培训与学习地点在德国双元制教育制度下，学生需要在企业和学校两个地点进行培训和学习。

企业负责提供实践机会，使学生能够亲身实践并获得实际工作经验。

学校则负责提供理论知识和专业技能的培训，帮助学生掌握所需的专业知识和技能。

三、培训与学习过程德国双元制教育制度的培训和学习过程包括以下几个阶段：1. 职业导向课程：学生在职业学校或职业培训中心接受职业导向课程，了解所选择的职业领域的基础知识和技能。

2. 实践阶段：学生进入企业实习，接受实践训练，掌握实际工作经验。

在此期间，学生需要了解企业的生产过程、设备和技术，并完成实习任务。

3. 理论学习阶段：学生在学校接受理论知识和专业技能的培训，包括专业课程、实践课程和选修课程。

4. 考试和评估：学生需要通过考试和评估来获得相应的职业资格证书。

考试通常由行业组织或政府机构组织，评估则由学校和企业共同进行。

总之，德国双元制教育制度是一种成功的职业教育模式，它将传统的课堂教学与实地实践相结合，使学生能够获得实际的工作经验和技能，提高其就业竞争力。

同时，该制度也为企业提供了高素质的人才资源，促进了国家经济的发展和产业升级。

德国双元制职业教育培训总结

中德职业教育合作师资培训德国双元制标准化师资培训总结2017年7月5日至7月14日，我参加了中德职业教育合作德国双元制标准化师资培训的学习。

通过这十天的学习，使我对德国的职业教育有了更新的认识。

通过这次的学习，开拓了我的视野，丰富了我的专业知识,增加了见识，更新了教育理念，加深了对职业教育的理解，坚定了我作为一名职业教师的信心和决心。

参加培训总的感觉是,走出去,可以知道自己能力与水平，也可以知道别人的长与短，有助于完善自己，丰富自己,提高自己，具体说：接触到了最新的职业教育理念，刷新了自己对职业教育的认知。

本次培训由德国职业教育专家Uwe.Heiber博士主讲。

主要内容是德国的双元制职业教育模式，包含了德国的职业培训模式概述；教学法和教学论以及课程开发的基本知识。

其中在教学法中，博士不仅对传统教学法进行了阐述，还重点讲解了行为导向教学法中的实验法、角色扮演法、思维导图法、鱼骨图法及项目教学法等。

为了培训需要和加深学员的印象，培训期间我们还实地参观考察了立中集团.博士讲课，严谨中不失幽默，给我们留下了深刻的音像。

德国双元制职业教育举世瞩目并始终处于世界领先地位，而德国经济腾飞的秘密武器便是德国双元制职业教育。

所谓“双元制职业教育"就是整个培训过程是在工厂企业和国家的职业学校(Berufsbildenden Schule 简称BBS)进行，并且这种教育模式又以企业培训为主，企业中的实践和在职业学校中的理论教学密切结合。

德国双元制模式学制为2~3.5 年, 一般主体为中学毕业生，其智力特征以形象思维为主, 培养目标为技术管理人员.教学分别在企业和职业学校里交替进行, 约60%-70％时间在企业, 40％-30%时间在学校。

在培训的组织方式上，采用由企业进行实际操作方面的培训，培训学校完成相应的理论知识的培训，企业与职业学校两方面共同完成对职业学校学生的培训工作.德国双元制模式的课程设计以职业需求为核心。

德国双元制职业教育官方机构有哪些？

德国双元制职业教育官方机构在德国的双元制职业教育体系中有许多官方机构发挥着作用。

除了大家比较熟知的德国工商会Industrie- und Handelskammer(IHK)和德国手工业协会Handwerkskammer(HWK)外，还有德国手工业总会Zentralverband des Deutschen Handwerks（ZDH）、德国工商总会DIHK、德国工商大会AHK。

简单说：HWK：德国手工业协会，代表手工业企业。

IHK：德国工商业协会，代表工商业企业。

ZDH: 德国手工业总会，是德国手工业在国家层面的最高机构。

DIHK：德国工商业总会，是79个独立的德国工商会(简称IHK)的行政联合机构。

AHK：德国工商大会，作为德国工商大会全球驻外机构。

一、德国手工业协会Handwerkskammer(简称HWK)的主要职能：德国手工业协会（简称：HWK) 是德国所有手工业行业里具有官方认可的独立管理机构。

德国手工业协会（HWK）是双元制职业教育的发源地和欧洲职业培训最高标准的制定者。

HWK 的主要任务是连接手工业领域的企业与教学资源。

为企业培养合格的员工。

德国所有的手工业企业都必须参加HWK协会，受HWK的监督和管理；同时，HWK也代表这些手工业企业的利益。

与手工业相关的教育和培训都是由HWK进行组织和考核的。

HWK下设和手工业相关的所有专业的学校、其他类型的职业学校，学生必须由HWK进行考核，并且发给相关的从业资格证书。

HWK培训课程涉及汽车检测与维修技术、数控技术、喷漆、游艇制造、帆船制造等300多种专业。

培训包含多个层次和多种内容。

其中职业培训的最高等级——大师（Meister），被认为是应用技术领域的“博士学位”。

HWK证书是德国官方认可的职业资格证书，在欧盟以及全世界都具有极高的含金量，并普遍被全世界的德国企业所推崇。

二、德国工商业协会Industrie- und Handelskammer(简称IHK)：根据德国有关法律规定，所有德国境内企业（除手工业者、自由职业者及农业加工业外）均必须加入德国工商会。

什么是双元制

什么是双元制双元制是源于德国的一种职业培训模式，所谓双元，是指职业培训要求参加培训的人员必须经过两个场所的培训，一元是指职业学校，其主要职能是传授与职业有关的专业知识；另一元是企业或公共事业单位等校外实训场所，其主要职能是让学生在企业里接受职业技能方面的专业培训。

双元制是一种校企合作共建的办学制度，即由企业和学校共同担负培养人才的任务，按照企业对人才的要求组织教学和岗位培训。

这种模式在德国的企业中应用很广，近几年也被我国很多企业借鉴采用。

双元制教学是怎样开展的“双元制”职业教育方式是战后德国经济腾飞的秘密武器，它所解决的问题是普通高等教育所无法解决的。

它不同于一般的大学教育，大学教育重视理论学习，是学科体系，而双元制职业教育更加具有针对性，重视学生的实践能力。

“双元制”是由企业和相应的职业技术学校共同完成的职业教育。

在“双元制”教学中，学生分别在企业和学校接受教育。

60%－70%的课程在企业中进行，30%－40%的课程在学校进行。

在不同的教学地点，教学形式与内容就有所不同。

双元制课程设计双元制课程设计以职业需求为核心。

"双元制"理论课程的设计是以职业活动为中心选择课程内容的,理论课覆盖了专业所需的所有理论, 知识面广, 深浅适度, 综合性强, 有利于培养学生的综合分析问题和解决问题的能力。

而所有的课程都按照学期进行细分，无论哪一学期的课程,始终都是围绕汽车维修实践活动从泛到精、由浅入深展开的。

课程的选择都是经由教学经验丰富的业内专家综合编排的，更注重直接性的职业经验。

参见双元制培训的优势双元制教学更注重实践技能的培养并使之得到了确切保证。

虽然很多学校目前也非常重视学生实际操作技能的培养，但大多数的培养模式客观上使学生远离了生产第一线，而集中安排的实习又不利于学生及时将所学理论同实践相结合。

在双元制教学体制下，由于学生在特定的工作环境中学习，使得学生和企业有了更多的交流机会，大大提高了培训后就业的能力。

关于境外德国“双元制建设与教学法改革”培训班通知

关于境外（德国）“双元制建设与教学法改革”培训班通知2021年3月08日－4月04日（国培代码: ）各高职院校：为了进一步落实《国家中长期教育改革和进展计划纲要（2020—2020年）》、《教育部、财政部关于实施院校教师素养提高打算的要求》（教职成司［2020］14号）、《教育部办公厅财政部办公厅关于做好职业院校教师素养提高打算2021年度 项目申报工作的通知》（教师厅函[2021] 6号），经教育部批准，由中国职业技术教育学会和新加坡易通机构联合承担的境外（德国）“双元制建设与教学法改革”培训班（培训代码：）将于2021年3月08日－4月4日完成。

现将培训事宜通知如下：一、机构背景中国职业技术教育学会是中国职业技术教育工作者的群众性、学术性社会集体，是国家一级学术社会集体。

中国职业技术教育学会是开展职业技术教育科学研究、教育教学改革实验和学术交流活动的引领者，是国内外职业技术教育交流和分享的平台。

新加坡易通机构是新加坡一所继续教育培训学院，承担着新加坡公共政策的研究和分析、专业行业的技术培训与提升、国际合作的开发与分享三方面的人力资本的继续教育任务。

同时新加坡易通机构也是职业技术教育海外专项培训的组织和践行机构，与中国示范院校和骨干院校的建设同步成长。

新加坡易通机构也是中国国家外专局海外培训渠道，承担着来自中国政府、企业和教育领域的各项培训任务；同时易通机构在美国有培训基地，并和德国及澳洲等国家职业教育培训院校等有连年合作关系。

二、培训对象：各职业技术院校教学治理人员、专业带头人、骨干教师。

三、培训目标：1．深刻感受德国双元制进展的内涵与双元制的进展历程与改革方向；2．深切探讨德国的企业文化与企业对人材技术培育的使命感和责任要求；3．详细研修德国教育中职业教育能力进展的途径、做法、和改革的方向；4．实地考察德国职业技术院校的课程建设和教学治理、校企合作模式与成效；5．有效提升专业骨干教师的专业和课堂治理能力，提升整体素养和业务水平。

双元制的名词解释

双元制的名词解释
双元制是一种源于德国的职业培训模式，它要求参加培训的人员必须经过两个场所的培训，即职业学校和企业。

其中，职业学校主要传授与职业有关的专业知识，而企业则提供职业技能方面的专业培训。

双元制强调企业实践培训为主，企业和学校通过密切配合，共同承担职业教育职责，旨在共同培养高质量的技术工人。

接受双元制教育的对象具有双重身份，即培训企业的学徒和职业学校的学生。

双元制教育师资由两部分人员担任，即企业师傅和职业学校教师共同担任。

双元制教育经费来源于两个渠道，企业及跨企业职业培训费用大部分由企业承担，职业学校的费用则由国家及各级政府负担。

以上信息仅供参考，建议阅读职业教育学书籍或者请教职业教育学者获取更多更准确的信息。

德国双元制ahk培训心得-概述说明以及解释

德国双元制ahk培训心得-概述说明以及解释1. 引言1.1 概述概述部分内容：在全球化的背景下，各国都在积极探索培养高素质人才的方法与途径。

德国作为世界技术力量的重要代表之一，其双元制AHK（德文全称：Aus- und Weiterbildung in einer Dualen Ausbildung zum Handelskammer-kaufmann）培训模式备受瞩目。

作为一种结合实践和理论的培训方式，德国双元制AHK培训模式在近年来在全球范围内的推广与实施，引起了诸多国家和企业的广泛关注。

在本文中，将对德国双元制AHK培训进行深入的研究与探讨。

首先，将对双元制AHK培训的背景进行介绍，包括其起源、发展以及相关的国家政策和法规。

其次，将详细介绍双元制AHK培训的内容，包括学习模式、培训计划以及实践环节等各个方面。

此外，本文还将结合自身的经历和体会，分享在双元制AHK培训中的所获得的宝贵经验和知识。

最后，将对双元制AHK培训的收获进行总结，并探讨其对未来个人发展的影响。

通过本文的撰写，旨在为读者提供一份关于德国双元制AHK培训的详细介绍和分析。

无论是对于在校学生还是从业人员，本文都将为其提供一定的参考和借鉴价值。

同时，通过分享个人的心得与体会，也希望能够对其他人的学习和职业发展提供一定的启示和帮助。

文章结构部分是对整篇文章的组织和布局进行说明，它描述了文章在不同部分的组成和内容。

针对"德国双元制AHK培训心得"这篇长文，文章结构部分可以包括以下内容：文章结构：本文主要分为三个部分，即引言、正文和结论。

1. 引言部分：1.1 概述在引言部分，首先需要对德国双元制AHK培训进行一个简要的概述，介绍它是什么，双元制培训的背景和特点，以及AHK培训的重要性和受众。

1.2 文章结构在这一部分，我们将详细说明整篇文章的结构。

具体而言，文章分为引言、正文和结论三个部分。

引言部分主要是对德国双元制AHK培训的背景和目的进行介绍。

德国“双元制”职业教育对我国“双导师制”人才培养模式的启发和思考

德国“双元制”职业教育对我国“双导师制”人才培养模式的启发和思考德国的“双元制”职业教育一直以来都备受国际瞩目，被认为是世界上最成功的职业教育体系之一。

而我国的“双导师制”人才培养模式也正是借鉴了德国“双元制”职业教育的经验和特点而提出的。

本文即将探讨德国“双元制”职业教育对我国“双导师制”人才培养模式的启发和思考。

我们需要了解一下德国的“双元制”职业教育究竟是什么。

简单来说，德国的“双元制”职业教育是指在工作和学习中相互结合的职业培训体系。

学生在校期间既要获得理论知识，又要接受实际工作实习，通过学校和企业双重教育体系的培养，最终达到既能解决实际问题，又拥有一定理论基础的目标。

这种培养模式实现了理论和实践的有机结合，确保了毕业生的就业质量和实际工作能力。

而我国将德国的“双元制”职业教育模式改良后应运而生的“双导师制”人才培养模式，同样也采用了学校和企业双重指导、双重培养的方式。

学生在校期间，不仅要参与课堂学习，还要到企业实习，由学校导师和企业导师共同负责培养学生的理论和实践能力。

德国“双元制”职业教育的成功经验可以为我国“双导师制”人才培养模式提供一些建议和启发。

我们可以借鉴德国的职业教育体系，在学校和企业之间建立更为紧密的合作关系，鼓励企业更多地参与学生的培养过程。

通过与企业的深度合作，学校能更加贴近实际工作需求，为学生提供更为实用的知识和技能。

学生在企业实习期间也能更好地了解实际工作环境，培养实际工作能力。

我们也可以在人才培养的内容和方法上借鉴德国的经验。

德国的职业教育不仅注重理论知识的传授，更注重学生的实际操作能力和问题解决能力的培养。

这一点对我国的“双导师制”人才培养模式也有着重要的启示意义。

我们应该着力培养学生的实际操作能力和解决问题的能力，让学生逐步成为具备创新精神和实践能力的复合型人才。

在培养体系和机制上，我们还可以借鉴德国的经验和做法。

德国的“双元制”职业教育有着完善的制度和规范，学校、企业和政府都各司其职，共同合作，确保了职业教育的质量和效果。

德国双元制申请条件

德国双元制申请条件
德国双元制是一种职业教育培训模式，通常是指在企业和学校之间联合开展的工学交替教育项目。

学生在此项目中将交替地在企业和学校学习和工作，以获得专业技能和实践经验。

一般来说，德国双元制的申请条件如下：
1.年龄：申请者通常应该年满18岁。

2.学历：通常需要具有中等教育水平（相当于德国的高中毕业），并且需要达到相应的语言水平，例如在德语方面需要具有相应的水平证书（如DSH、TestDaF等）。

3.实践经验：申请者通常需要具有一些实践经验，例如在相关领域的实习经验等。

4.职业规划：申请者需要有清晰的职业规划，并且有兴趣从事双元制课程所涉及的领域。

需要注意的是，德国双元制的申请条件可能因地区、学校和项目而有所不同，因此建议申请者在申请前先了解所申请的具体课程的要求和条件。

1/ 1。

德国双元制师资培训的经验及启示

德国双元制师资培训的经验及启示作者：王翠兰来源：《教育与职业·综合版》2012年第06期所谓“双元制”是指就学者（青少年）一面在企业（通常为私人所有）里接受职业技能训练，一面在职业学校里学习专业理论及普通教育课程。

德国“双元制”是德国培养应用型人才的主要方式，为德国经济腾飞作出了极为重要的贡献。

其在师资培训方面的一些经验能为我们带来许多重要启示。

德国双元制师资培训的经验在德国，如果想成为一名职业院校的教师，则需要从文理中学毕业（相当于我国高中毕业），去企业参加工作一年或在职业院校学习两年，然后进入综合大学或者专业的职业技术学院。

此后经历三个阶段方能成为职业院校的教师。

第一阶段：大学学习阶段主要学习基础科学知识、专业知识、教育学知识，必须修双学位。

德国的大学生可归为两大类：技术专业类和教育专业类。

要从事职业院校教师，必须兼修这两类专业。

学习时间为“3+2”共5年，最终要获得学士学位和硕士学位。

在此期间有2次实习，每次4周。

实习A在学士学位阶段，主要为观摩其他教师授课；实习B在硕士学位阶段，主要培训授课能力。

第二阶段：实践阶段第一阶段结束后，在职业院校实习，锻炼实际教学能力，参加国家研讨会，学习专业教学论和教学法。

2年后参加国家统一考试，合格后获得职业院校教师资格。

第三阶段：进修培训第三阶段贯穿于教师的整个职业生涯，无论是为了提高教学能力或升职还是从事行政工作，都需进行培训。

通过进修培训，教师可以获得最新技术，满足社会及教育政策变化需求，紧跟教学计划、培训规格的更新。

在德国，校长会督促教师定期参加培训，培训的一切费用由教育部支付。

德国绝大多数专业课教师都来自于生产企业和职业管理部门，他们最熟悉生产企业的需要，最了解技术发展的信息和专业知识，并具有很强的动手实践能力。

再经过系统、完善的教育理论培训，就完全能够适应职业学校的专业课教学。

此种培养方式使教师具有较高的教育理论水平，同时还保证了他们的专业水平，具有真正意义上的“双师素质”。

有哪些不错的德国双元制职业教育学校

有哪些不错的德国双元制职业教育学校
德国双元制教育为他们在世界工业化中地位奠定了坚实的基础。

有很多想要去德国学习的学生，但是却又不知道要选择哪一个学校。

因为对这些学校都还不太了解，随着他们国家制造、工业4.0和中国制造2025在中国的日渐普及，正式投入使用也告诉国人德语作为一门小语种是有必要学习的。

在很多国际场合事可以用到的，是符合国际交流的。

那么，就有一下几个地点推荐给大家：
凯泽斯劳滕职业技术教育学院——八校联盟之一。

茨韦布吕肯IGNAZ-ROTH职业教育学校位于德国莱茵兰-普法尔茨州，具有170多年的历史，经过长期的发展，学校逐渐成熟壮大；皮尔马森斯职业教育学校不仅仅是“一所”学校。

络达本职业教育学院坐落在普法尔茨州西南地区，学校已经有75年的历史。

湖南文邦文化传媒携手多所德国双元制教育职业学校，专注于德国带薪留学，学习期满，通过考试可获得欧盟认可的学校毕业证书和全球认可的职业资格证书。

德国双元制教育

德国双元制教育“双元制”的含义“双元制”是源于德国的一种职业培训模式，所谓双元，是指职业培训要求参加培训的人员必须经过两个场所的培训，一元是指职业学校，其主要职能是传授与职业有关的专业知识；另一元是企业或公共事业单位等校外实训场所，其主要职能是让学生在企业里接受职业技能方面的专业培训。

青少年一面在企业里接受职业训练，一面在职业学校接受职业学校义务教育。

在整个训练过程中，职业学校与企业密切配合，在分工合作中共同实现教育和训练任务。

训练企业和职业学校的每一方都是一个完整的训练体系不可分割的组成部分。

德国是世界上最重视职业教育的国家之一。

德国之所以有高质量的职业教育，是与他们实施“双元制”的校企合作办学培养模式分不开的。

“双元制”的起源“双元制”职业教育最早产生于1897年，这是因为产生于中世纪的学徒培训制度在19世纪发生了深刻的变化：一是出现了以帮助学徒提高普通基础知识和职业理论水平为目标的职业进修学校；二是出现了它与企业的教学车间共同承担学徒培训任务的萌芽，从而有了校企合作教育产生的基础。

“双元制”的成熟我们可以看到，正是以下五个方面保障了“双元制”教育在德国一步步走向成熟。

(1)严格的立法，是实施职业教育的有力保障德国以法律手段规定：凡是完成了普通义务教育而没有继续读书的十八岁以下青年，必须接受义务职业教育。

自50年代以来，联邦政府颁布了十多项有关职业教育的法令。

其中，1969年8月，联邦政府通过了《职业教育法》，对各级各类职业训练、制度、组织、考试制度等作了原则性规定，对职业教育研究工作也作了要求，这是德国关于职业教育的最基本的法令。

《职业教育法》的出台，进一步加强和稳固了职业技术教育的地位。

(2)“双金制”——德国“双元制”职业教育发展的基础企业与国家是“双元制”职业教育经费来源的两条渠道。

企业的费用大部分由企业承担，职业学校的费用则由国家及州政府支付。

实行“双金制”以保证校企合作办学培训的质量。

德国“双元制”职业培训制度DrBernhard

Vocational School:
General education and specialized instruction
1-2 days per week*
Industry:
Industrial environment
Company:
Practice-related training
4-3 days per week*
• Pacemakers of technical progress, with key technologies decisively influencing innovation and growth in virtually all sectors of the economy
• Figures 2009:
• Activities of ZVEI include questions of engineering studies as well as vocational training and further training for both engineers and technicians.
• For decades now, based on it‘s specific experience, ZVEI represents the employer‘s side in the development of new professions for the electrical and electronics industry within the dual system.
ห้องสมุดไป่ตู้
• Employees in Germany:
810,000
• Employees in German companies abroad: