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@PHDTHESIS{Most:789006,
author = {Most, Josef Andreas},
othercontributors = {Wosnitza, Marold Sven and Rotte, Ralph},
title = {{E}inführung eines kooperativen (dualen)
{B}erufsbildungssystems in Äthiopien : eine qualitative
{A}nalyse der konstitutiven {M}erkmale einer dualen
{B}erufsausbildung},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
reportid = {RWTH-2020-04925},
pages = {1 Online-Ressource (216 Seiten) : Illustrationen,
Diagramme},
year = {2020},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University; Dissertation, Rheinisch-Westfälische Technische
Hochschule Aachen, 2020},
abstract = {The subject of the dissertation deals with the introduction
of a cooperative (dual) vocational training system in
Ethiopia. In terms of the research question and the related
interest in knowledge, it deals about the transferability of
the German model of dual vocational training to other
countries such as Ethiopia. It is particularly important to
examine the extent to which the German dual vocational
training system can be used as a training model in
developing countries. In a successful ('transfer') approach,
the theoretical knowledge of a profession is combined with
the practical experience in the company in order to provide
the industry with practically trained skilled workers and to
make the change from school desk to the world of work
seamless and successful (Euler 2013: 3ff .).A triangulation
of methods will in a first step evaluate secondary material
(document analysis, source analysis according to Mayring
2002: 47), the vocational training strategy from 2008, the
national five-year plan for the education sector (ESDP V,
2015-2019), the vocational training law from 2016 and the
national five-year development plan (GTP II, 2016-2020)
systematically processed and interpreted using qualitative
content analysis (Mayring 2002: 47). For this purpose, 11
deductive categories are formed, which are derived from a
study according to Euler (Euler 2013). In a second step, 24
experts from four different interview groups (government
representatives, school leaders, teachers and industry
representatives) are interviewed using a guideline
(according to Breuer 1996: 128ff, Meuser $\&$ Nagel 1991:
442), which is based on the 11 deductive categories formed.
The results of the document analysis are then compared and
interpreted in a further assessment with the results of the
expert interviews. Against this theoretical background and
with the results of the study, the following can be said:
(1) The German dual training system was transferred in a
modified form, but under the given conditions and in the
present context, training with all the important features of
the German dual training system is difficult to achieve. (2)
The adaptation made requires further adjustments and efforts
by all those involved to ensure the sustainability and
success of the transfer. (3) Following the element-oriented
approach according to Euler (Euler 2013), the following can
be stated: Not only individual elements were selected and
adapted; thus, a new vocational training system was
developed in Ethiopia. In contrast to the system-oriented
approach (Bliem et al. 2014), the newly established
vocational training system is a new model with significant
differences from the dual origin vocational training system
in Germany. Dual vocational training in Germany is a model
of vocational training that cannot be transferred directly
to other countries, but individual elements can be adopted
in a customized manner. Employers' commitment to training,
the existence or level of development of chambers, the
institutional ability to monitor and evaluate the quality of
training in the workplace, the reputation of vocational
training and the ability to reach agreements between
stakeholders for an effective transfer of the dual
vocational training for Ethiopia are of enormous importance
and require further efforts. The goal when transferring the
German dual vocational training system to Ethiopia is not
only to create a system in which professional competences
are transferred to trainees, but also the "principle of the
professional constitution of work" (Münk 2017: 6) and the
work culture are established, manifested through a training
contract between employer and trainee. The use of the Euler
study was expedient, since these suitable results made it
possible to use both the document analysis and the
evaluation of the expert interviews. According to the
author, the 11 categories rendering from the study of Euler
are comprehensive enough to depict or record all details of
the German dual vocational training system. A discussion of
the results takes into account the systemic changes made and
the recommendations for the further procedure.},
cin = {771110},
ddc = {370},
cid = {$I:(DE-82)771110_20190404$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2020-04925},
url = {https://publications.rwth-aachen.de/record/789006},
}
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