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Sustaining the Quality Development of German Vocational Education and Training in the Age of Digitalization: Challenges and Strategies

Author

Listed:
  • Chengming Yang

    (Graduate School of Education, Beijing Foreign Studies University, Beijing 100089, China
    These authors contributed equally to this work.)

  • Franz Kaiser

    (Institute for Vocational Education, University of Rostock, 18051 Rostock, Germany
    These authors contributed equally to this work.)

  • Hui Tang

    (Institute of Vocational Education, Tongji University, Shanghai 201804, China
    Faculty of Social Science, Economics and Business Administration, University of Bamberg, 96052 Bamberg, Germany)

  • Pujun Chen

    (Institute for Vocational Education, University of Rostock, 18051 Rostock, Germany)

  • Junfeng Diao

    (School of Education, Hainan Normal University, Haikou 571158, China)

Abstract

The digital transformation of the working world has been bringing profound impacts on German vocational education and training (VET). This study analyzes the challenges that German VET is experiencing in the context of digitalization as well as the strategies to overcome these challenges. Based on the concept of sustainable cooperation between vocational schools and companies, this study proposed a theoretical framework for preserving the sustainability of VET in the digital era from three dimensions: the capability of industrial service, attractiveness, and adaptability. Meanwhile, through the content analysis method applied to the study of official research and statistical reports, policy documents, journal articles, etc., three key challenges for German VET are found: the insufficient service capacity of German VET for industrial digitalization, the decreasing attractiveness of VET, and the low level of application of digital competencies. German federal agencies have developed multiple strategies in response, including (1) strengthening the capability of training digital talents through the modernization of the training regulations and framework curricula in 2021; (2) reshaping VET as a more promising track for individuals via information support and expanding development pathways; (3) enhancing the willingness to participate in and the capacity to provide vocational training of companies through financial measures; (4) promoting the digital transformation of VET through the financial support of projects and development of practical assistance.

Suggested Citation

  • Chengming Yang & Franz Kaiser & Hui Tang & Pujun Chen & Junfeng Diao, 2023. "Sustaining the Quality Development of German Vocational Education and Training in the Age of Digitalization: Challenges and Strategies," Sustainability, MDPI, vol. 15(4), pages 1-21, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:4:p:3845-:d:1074559
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    References listed on IDEAS

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    2. Solga, Heike & Protsch, Paula & Ebner, Christian & Brzinsky-Fay, Christian, 2014. "The German vocational education and training system: Its institutional configuration, strengths, and challenges," Discussion Papers, Research Unit: Skill Formation and Labor Markets SP I 2014-502, WZB Berlin Social Science Center.
    3. Jan Drahokoupil & Agnieszka Piasna, 2017. "Work in the Platform Economy: Beyond Lower Transaction Costs," Intereconomics: Review of European Economic Policy, Springer;ZBW - Leibniz Information Centre for Economics;Centre for European Policy Studies (CEPS), vol. 52(6), pages 335-340, November.
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    Cited by:

    1. Radka Kantová & Vít Motyčka, 2023. "Evaluation of Sustainability of Czech Vocational Education and Practical Training for the Position of Construction Manager," Sustainability, MDPI, vol. 15(19), pages 1-17, October.
    2. Seolhee Lee & Youngsun Lee & Eunhye Park, 2023. "Sustainable Vocational Preparation for Adults with Disabilities: A Metaverse-Based Approach," Sustainability, MDPI, vol. 15(15), pages 1-12, August.

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