1. Hybrid qualifications seminar July 7 th 2011 London Institute of Education Christian Helms Jørgensen Roskilde University, Denmark & Stockholm University, Sweden Building pathways from vocational to higher education in a dual system - experiences from Denmark 1.Introduction: what is the problem? 2.Strengths and weaknesses of the dual system in Denmark 3.Challenges for hybrid qualifications in a dual system 4.Conclusion & discussion Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University

2. Strengths and weaknesses of the dual system The transition to work is integrated in the work based training Low youth unemployment and inclusion of non-academic youth High rates of employment on relevant level of skills An alternative pathway besides not just below the academic. These advantages are also weaknesses: Transfers students out of the educational system Diverts young people from higher education Appear as ‘blind alley’ in the educational system 1.Background for the introduction of a new hybrid program

3. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Saar, E. & M. Unt & I. Kogan 2008: Transition from Educational System to Labour Market in the European Union. International Journal of Comparative Sociology Vol 49(1): 31–59 Dual systems Unemployment rate of labour market entrants and experienced workers 1.Weakness of the dual system: diverts from higher education

4. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University More strengths of the dual system Commit employers to train for broad occupational skills Give the labour market partners a key role in the governance of VET Social partners responsible for standardization and certification of skills Corporatist form of governance promote cooperation on skills rather than disputes over wages and employment conditions These strengths also entail weaknesses: The social partners prefer a vocational enhancement strategy to a unification or hybridisation strategy The social partners give priority to employability over opportunities for progression to higher education This result in low permeability from dual VET to higher education - and young people are voting with their feet! - and weaknesses 1.Weakness of the dual system: diverts from higher education

5. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University 1.Weakness of the dual system: diverts from higher education

6. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University An increasing share attains qualifications that give access to higher education The relative status of VET decreases: - a ’blind alley’ 1.Weakness of the dual system: diverts from higher education

7. Tracking results in a social selection of students according to the educational background of their parents Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University 1.Weakness of the dual system: diverts from higher education

8. Short Bachelor Master 38 % 53% Transitions in the Danish educational system General education: Gymnasium ‘classic’ │ vocational Gymnasium Gymnasiums Dual system of vocational education 12 main entrances 109 programmes Basic school 9 – 10. grade Basic school 9 – 10. grade Final rates of completion 25 years after leaving basic school Percentages of a youth cohort in 2006 hybrid qualifications Source UNI-C 2008 Higher education 9 % have double qualifications Only 5% enter HE from VET Percentages: Share of a youth cohort HE enrolment doubled from 24% in 1980 Labour market Work based careers in OLMs Education based careers Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University 1.Weakness of the dual system: diverts from higher education

9. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Earlier attempts to introduce hybrid qualifications in Denmark  Unification policies in 1970s failed Employers and craft unions allied to preserve their control of dual system. Tracking was maintained – and linkage measures added  Linkage policies from 1980s on not successful: ‘Academisation’ of HE programs: increasing requirements for access to sub-Bachelor higher education The vocational gymnasiums have recruited the academically strong students who might have gone to the dual system of VET Very few have used the opportunities for taking additional study oriented subjects at higher levels in VET (from 2000). 2. Background for the introduction of a new hybrid program

10. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Why this low rate of progression from Dual VET to higher education? The dual system successfully transfers students out of the educational system and bring them into employment. When VET students enter into employment they acquire good earnings and establish family – and have financial responsibilities. Successful policies for vocational enhancement: Dual VET offer programmes at a high level (e.g. data-technician 5½ years) Compressed wage structure: same level for skilled workers and many graduates with Bachelor degree (nurses, teachers in basic school). Skilled workers have good opportunities for work based careers in the craft based production – supported by a comprehensive public system of vocational further training. 2. Background for the introduction of a new hybrid program

11. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Political demands for improved access from Dual VET to HE Falling esteem of VET: VET is by many young people considered a blind alley that doesn't give access to higher education. The educational choices of 16-17 years olds often have life long consequences: When choosing the dual system, they are diverted from higher education, and only 5% of a cohort progress from VET to higher education. The large companies consider higher education graduates with a background in the dual system attractive employees. 2. Background for the introduction of a new hybrid program

12. Short Bachelor Master 38 % 53 % Position of the eux programme in the Danish educational system General education: Gymnasium ‘classic’ │ vocational Gymnasium Gymnasiums Vocational education: dual system 12 main entrances 109 programmes Basic school 9 – 10. grade Basic school 9 – 10. grade Final rates of completion 25 years after leaving basic school Percentages of a youth cohort in 2006 hybrid qualifications Source UNI-C 2008 Higher education Labour market EuxEux Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University 3. Challenges for the introduction of a hybrid program in a dual system

13. Work- place School Work- place Workplace School Workplace The dual system 1. year 3. year 4. year 2. year Workplace training Eux - the new hybrid programme School Basic course The technical Gymnasium School 1.year School 2. yearSchool 3. year The new hybrid program eux in comparison with the existing programmes School Basic course School Workplace training School Workplace The length of the school based and work based periods may vary between the programmes Access to the labour market Access to labour market and higher education Access to higher education Workplace training EUD-HTX - The pilot programme School Basic course School Workplace training School Workplace 5. year Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University 3. Challenges for the introduction of a hybrid program in a dual system

14. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University The challenge of length and time How to attain a high level of both types of qualifications (vocational & general), when two programs must be completed in the time of just one? Negotiations over the credit given in the general subjects for learning in the vocational subjects. - how much math do you learn, when studying to be a carpenter? Interviewperson from a vocational college: ”... it is a problem that credit is obtained differently in the gymnasiums and in vocational education. The first is measured in time and the last is measured in qualifications. This makes it a bit difficult to integrate the programmes.” Dilemma: the hybrid program should not be too long in order to attract students, but long enough to make it manageable for more than a small elite. 3. Challenges for the introduction of a hybrid program in a dual system

15. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University The challenge of training placements Employers recognition depends on substantial work based training Learning and socialisation in an authentic workplace environment. Length of placement is vital for the financial balance of placements for employers: short placements are more costly. Larger companies are most interested in the hybrid qualifications, but SMEs provide most of the training placements. Risk of ‘cannibalism’: the students from the hybrid programme might replace students from the normal programmes. Different models are being implemented regarding the length of training placements: one year/half year periods 3. Challenges for the introduction of a hybrid program in a dual system

16. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University The challenge of the levels How to set an attainable level in the general subjects – and still provide access to the relevant programmes of higher education? ”Our target group is the very ambitious and very studious students. One thing is to complete a Gymnasium programme first and then take a vocational education afterwards. But taking both at the same time and in just about the same time – that is a challenge!” Interview person labour market partners: ”I am a bit worried that we have set the requirements too high on the general subjects. Those who come with an eye on higher education will no doubt chose A-level subjects. But we are afraid that in reality we end up excluding more, if we say that is the standard.” High levels risk making the hybrid program only for an elite. But lower levels might require that students take supplementary courses to get access to universities. And then they idea of the hybrid program disappears. 3. Challenges for the introduction of a hybrid program in a dual system

17. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University The challenge of integration – not just addition Ministry of Education ”Integration of the two types of subjects is vital to make the hybrid program a success – that is the intention of the ministry.” Interview person labour market partners: ”it is wrong if they end up making blocks, because then it will just be two programmes to be completed on half time. Then it becomes an elite programme, and that is not the intention. The intention is that it becomes a coherent programme.” The experiences with the pilot hybrid programme was that only a smaller part was fully integrated. New hybrid subjects have been developed in the hybrid program 3. Challenges for the introduction of a hybrid program in a dual system

18. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Challenges for integration and hybridity Teachers with different educational background: vocational and academic Different learning culture: correct codified knowledge versus useful practical knowledge. Integration requires extended time to develop new teaching materials and resources. Exams in each of the general subjects – will the requirements be attained through interdisciplinary teaching? 3. Challenges for the introduction of a hybrid program in a dual system

19. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Who is in control? Ministry of Education: ”Basically it is a vocational program that has included access to higher education. We don't change the vocational learning goals, since we cant do that with out the training committees.” To maintain the value of the programme on the labour market, the hybrid programme is based on the dual system under control of the labour market partners. 3. Challenges for the introduction of a hybrid program in a dual system

20. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Challenges of recruitment of students The hybrid programme intends to recruit more of the academically ‘strong’ students from the vocational gymnasiums. Instead of attracting new ‘strong’ students to the vocational colleges, the hybrid program might pull the ‘strong’ students out of the normal programmes – and thereby reduce their status. Interview person vocational college: ”Technical college stand in the bottom of the hierarchy. It is not especially based on strong students here. It worries us if the new programme will undermine the vocational programmes. Will it end up requiring A-levels to put a roof on a house? Will there be anything left for those students who cannot manage the academic education?” 3. Challenges for the introduction of a hybrid program in a dual system

21. Christian Helms Jørgensen Department of Psychology and Educational Studies Roskilde University Hybrid qualifications in a dual system requires recognition from  Employers To provide training placements – also from SME? To recognise vocational qualifications, despite shorter placements?  Higher education institutions Full access or limited?  Young people An attractive alternative for many or compressed elite program for the few? Conclusion: A great challenge to offer hybrid qualifications in dual VET Alternative: Learn from Austria and Switzerland: Establish a school based hybrid program - and try to get employers to recognise it. 4. Conclusion – discussion Introducing hybrid program in a dual system – is it possible ? Thank you for your attention !