Welche Auswirkungen hat die Corona-Pandemie auf Betriebe und ihre Ausbildung?

Ebbinghaus, Margit

doi:10.25162/zbw-2021-0005

Cited by 3 publications

(3 citation statements)

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“…The use of short-time work for apprentices is recommended as a last resort (Cedefop, 2020a). According to the studies by Ebbinghaus (2021) as well as Biebeler and Schreiber (2020), only a small proportion of trainees were on short-time work by the end of 2020, except in those sectors that were severely affected by the pandemic (in particular: Hospitality).…”

Section: Fassbendermentioning

confidence: 99%

“…In the context of in-company training, this relates, for example, to the use of digital devices and media, which have been used much less frequently in the crafts and hospitality sectors than in the areas of industry and commerce as well as in the public service (Biebeler & Schreiber, 2020). In addition, the study by Biebeler and Schreiber (2020) shows that the pandemicrelated shift of training activities into home office has been carried out in particular by larger companies and those training companies that concentrate on knowledge-and computerbased activities in the fields of "public service" and "industry and commerce" (see also Ebbinghaus, 2021). For smaller companies as well as training companies in the hospitality and craft sectors, where the focus is on customer or service-oriented and practical activities, the use of home office in contrast seems to be an exception.…”

Section: The Employers' and Business Associations' Reactions To The P...mentioning

confidence: 99%

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Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System

Fassbender

2022

IJRVET

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Context: Covid-19 poses major challenges for vocational education and training (VET), as VET—in contrast to general education—is closely linked to the economic system and cannot escape the impact of current economic restrictions. Additionally, strict infection control regulations, as well as temporary school and company closures, inhibit the teaching of practical skills at the workplace. Rapid action by the responsible actors is essential to ensure that VET can take place even under these difficult conditions. It can be assumed that both the complex decision-making processes and the multiplicity of actors involved in collective training systems complicate or delay the reaction to this exogenous shock. Using the example of the German dual training system, this explorative article aims to examine the ability of collective training systems to deal with the challenges posed by the pandemic. Methods: Based on a document analysis, various publications (e.g., press releases, reports) by central actors of the German dual system were reviewed, which provided information about the provision of training activities as well as the measures taken or required to counteract the pandemic-related consequences for dual apprenticeships. This corpus of literature was expanded by scientific studies and publications from national or international institutions related to VET. Following a governance-analytical and actor-centred perspective, the documents were analysed with regard to the indications they provide about the realised coordination of action between the actors, the realised processes and outcomes, as well as the levels affected within the VET system.Findings: The way of dealing with the crisis demonstrates that the German dual system is influenced by the actions of various actors at multiple levels. Actors who are involved in the decision-making processes share common interests, resulting in a strategically bound cooperation among them. However, influence or power from bottom-up seems to be rather limited, as not all of the actors considered in this study are included in essential governance processes. Despite the comprehensive reactions to the pandemic, problems and optimisation needs are also apparent, e.g. with regard to vocational orientation or the support of vocational schools.Conclusion: Despite its complexity, the dual system as a collective training model is capable of acting and adapting to face the challenges posed by the pandemic. This may also be due to the historically entrenched corporatist structures within the dual system: Even in times of crisis, the trust in this historically evolved institutional framework leads to a high degree of accountability and cooperation among the decisive actors.

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Section: Fassbendermentioning

confidence: 99%

Section: The Employers' and Business Associations' Reactions To The P...mentioning

confidence: 99%

Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System

Fassbender

2022

IJRVET

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“…HR managers in apprenticing companies reported that the pandemic has led to operational restrictions and knowledge gaps for apprentices, because not all activities can be transferred to working from home [15]. A study by Ebbinghaus [16] showed that in fall 2020, 25% of apprenticing companies implemented working from home. Against the backdrop of the nationwide recommendation to comprehensively implement working from home in companies, this low percentage is particularly striking.…”

Section: First School Closure During the Coronavirus Pandemicmentioning

confidence: 99%

Challenges in the Digitization of Apprenticeships during the Coronavirus Pandemic: Who Needs Special Assistance?

et al. 2021

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The COVID-19 pandemic has affected all areas of life, including everyday working life. Apprentices are often affected two-fold by the lockdown—school closures make it difficult to learn the theoretical content, while restrictions in the company affect practical work. This article reports the findings of an online mixed-method survey among 167 apprentices on the impacts of the pandemic on dual vocational training in Germany. In the survey, Likert scales were presented visually in a way that was particularly suitable for adolescents. The results show that the schools have had gaps in terms of equipment and online instruction. There was little or no online teaching, and the apprentices had hardly any contact with teachers and were left to work on the material on their own. The majority of apprentices expected their school performance to deteriorate as a consequence of the pandemic. The individual comments in response to open-ended questions also suggest that the digital offerings of vocational schools were inadequate during the first lockdown. At the same time, there were major differences in individual hardware equipment, such as computers, and in the apprentices’ Internet access. The gender differences are particularly interesting, as women tended to be at a disadvantage.

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Produktion in Deutschland zu Corona-Zeiten

Lerch

Jäger

Heimberger

2021

Zeitschrift Für Wirtschaftlichen Fabrikbetrieb

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Aufgrund des Lockdowns im Frühjahr 2020 mussten weite Teile der industriellen Produktion heruntergefahren werden. Zahlreiche Betriebe erlitten Produktionseinbrüche und zeigten Kurzarbeit an. Um die Auswirkungen auf das Produktionsgeschehen analysieren zu können, wurde die Betriebsbefragung „Folgen der Corona-Pandemie in der Produktion“ durchgeführt. Die Ergebnisse zeigen, welche Produktionsstrukturen besonders betroffen waren, aber auch, welche potenziellen Chancen sich aus der Pandemie ergeben.

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Welche Auswirkungen hat die Corona-Pandemie auf Betriebe und ihre Ausbildung?

Cited by 3 publications

References 0 publications

Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System

Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System

Challenges in the Digitization of Apprenticeships during the Coronavirus Pandemic: Who Needs Special Assistance?

Produktion in Deutschland zu Corona-Zeiten

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