A Learning for Jobs Review of Germany 2010

Hoeckel, Kathrin; Schwartz, Robert

doi:10.1787/9789264113800-en

Cited by 15 publications

(9 citation statements)

References 1 publication

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“…Some programmes are more demanding: an apprenticeship in clock making (in addition to the mandatory 2.5 hours block) requires 90 minutes in mathematics and 45 minutes in informatics per week in the 1st year; 45 minutes in mathematics and 45 minutes in physics in the 2nd year; and 45 minutes in physics in the third year (BBZ Biel Horloger, n.d.). In Germany, apprentices receive 160 hours annually of general education, and this time is divided among subjects such as German, English, sports, and economics or social science (Hoeckel and Schwartz, 2010). In Norway, most apprentices spend the first two years of their apprenticeship in full-time school education before moving to a work placement for the remaining two years of their apprenticeship.…”

Section: In Other Countries Apprentices Normally Receive More Generalmentioning

confidence: 99%

Apprenticeship in England, United Kingdom

Kuczera¹,

Field²

2018

OECD Reviews of Vocational Education and Training

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Section: In Other Countries Apprentices Normally Receive More Generalmentioning

confidence: 99%

Apprenticeship in England, United Kingdom

Kuczera¹,

Field²

2018

OECD Reviews of Vocational Education and Training

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“…In Germany, social partners are closely involved in developing and updating apprenticeship training plans. The Economic Chambers provide advisory services to participating firms, monitor training and carry out final exams that are then formally recognised by the Ministry of Economic Affairs and Technology (Hoeckel and Schwartz, 2010). In the United States, the Registered Apprenticeship system is an industry-sponsored system that, in collaboration with the Department of Labour, supports the design and delivery of training to meet the specific needs of employers (OECD, 2014d).…”

Section: Box 33 Integrating Employment and Economic Development At Tmentioning

confidence: 99%

OECD Skills Strategy Diagnostic Report: Spain 2015

2015

OECD Skills Studies

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Spain 2015Social cohesion By contributing to social outcomes such as health, civil and social engagement. By strengthening skills systemsDesigning and implementing an evidence-based national skills strategy.Funding skills through public and private sources and designing e ective incentives for employers and individuals.Providing good information for the public, businesses and policy makers.By supporting improvement in productivity and growth.By supporting high levels of employment in good quality jobs. Economic prosperityIn what way?How is this achieved?Building the right skills can help countries improve economic prosperity and social cohesion OECD SKILLS STRATEGY DIAGNOSTIC REPORT: SPAIN ABOUT THE OECDThe OECD is a unique forum where governments work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies.The OECD member countries are:

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“…Previous OECD studies relevant to postsecondary VET in Germany include the Learning for Jobs review of Germany (Hoeckel and Schwartz, 2010), and the economic surveys of Germany (2008;2010b and2012b). Some of the OECD recommendations reviewed here may have already been addressed by policy initiatives.…”

Section: Previous Oecd Analysis and Recommendations Bearing On Postsementioning

confidence: 99%

“…The OECD review of upper-secondary VET in Germany (Hoeckel and Schwartz, 2010) makes five recommendations of which four also bear on the postsecondary sector. First, given the variability of career guidance across the Länder, the report suggests a structural reform to fix lead responsibility for career information and guidance in a single governmental agency.…”

Section: Previous Oecd Analysis and Recommendations Bearing On Postsementioning

confidence: 99%

“…Responsibility for educational and cultural matters in general rests with the Länder in Germany, but federal co-ordination of policies takes place through the Kultusministerkonferenz (Standing Conference of the Ministers of Education and Cultural Affairs of the Länder) incorporating Land ministers of education and culture (Hoeckel and Schwartz, 2010). At the federal level, the Federal Ministry of Education and Research provides strategic leadership and facilitates innovative policies (BMBF, 2012).…”

Section: In Germanymentioning

confidence: 99%

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