ABSTRACT
In the area of VET (Vocational Education and Training), there has always been the expectation that VET should not only produce portable skills for the labour market, but also enable individuals to progress to higher education (HE). In many countries, the functionality of VET qualifications and underlying pathways is therefore embedded within a more general debate on flexibility and permeability within education systems. This includes the specific function of different pathways (e.g. workplace learning vs. full-time vocational education in schools or colleges) but also the notion of ‘hybrid qualifications’ (HQ) and, with it, ‘functional diversification’ of VET. HQs, in political and pedagogical terms, are obviously rather under-represented in the German VET context, while Anglo-Saxon countries, but also Switzerland or Austria, either place stronger emphasis on ‘progression routes’ or have deliberately undertaken reforms in this area.
There are two reasons for this: the first one refers to the majority of full-time VET courses in Germany that serve academic aspirations and the wish of young people to upgrade their school qualifications in general. The second one refers to the fact that the dual system, i.e. the apprenticeship system, has an unquestioned role when it comes to skill formation for occupational labour markets, but not for progression within the education system. Today, HQs are simply part of the full-time VET systems of the federal states in Germany as they embody courses and certificates in basically three areas: vocational preparation and support measures; initial vocational training in specific occupations outside the dual system, and upgrading school qualifications on different levels (including progression to HE). Therefore, the German full-time VET system also contributes to academisation in Germany.
