摘要：Traditionally, vocational education in Germany has been characterized by a dual system, i.e. the close cooperation between enterprises and public vocational schools to ensure the provision of skilled employees. The apprentice holds an indi- vidual contract with a firm, usually for three years, and receives practical educa- tion within the company. The vocational schools are in turn responsible for the theoretical training. The subjects taught in the firms and vocational schools are fixed in the Vocational Training Act (Berufsbildungsgesetz, VTA) or the German Crafts and Trades Regulation Code (Handwerksordnung, CTRC). In this way, the content of vocational education is standardized. Consequently, graduates can be expected to possess certain knowledge and skills. The dual system offers advantages for both firms and apprentices. The firms can rely on the standard- ized theoretical education of their apprentices without additional effort or costs. Furthermore, the practical training takes place on the job and allows firms to learn more about the strengths and weaknesses of potential future employees. The advantage for apprentices is the experience of practical work and ‘everyday working life’, while at the same time undergoing theoretical training for their future profession. However, the dual system incurs costs and is not always afford- able, especially for smaller firms. Furthermore, small firms are not always able to provide all the subjects of a practical training set in the VTA.
