Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany

Abstract

In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.

Competence-oriented program to improve the quality of continuing medical education for doctors

“…The modern problem of the German dual system discussed at the congress in Berlin in 2018 was to increase the share of digitalization and robotisation in the economy and demographic regression. Increasing flexibility and degree of adaptation to new market requirements, focusing on vocational education of given categories, were considered [20]. Armed with the experience of Germany, it is necessary to take into account the importance of timely career guidance for specialists, disciplinary expansion, and involving in the subjects of study the principles of improving the quality of services provided.…”

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

“…At the same me, the lack of informa on about the educa onal approach does not give advantages to students who received appropriate training when interac ng with employers (MAIER, 2022). There are a number of diffi cul es in the mechanisms of combining studies at an educa onal ins tuon and professional fi eld training (Mordhorst, Jenert, 2023). It is obvious that the op mizaon of dual educa on involves a thorough study of the problem in the context of specifi c socio-cultural condi ons.…”