1.Is the professional qualification certificate obtained by IHK in China recognized by Germany?
In Germany, trade associations are responsible for organizing and implementing vocational education and vocational qualification examinations in their own industries. After students pass the graduation examination, they get the vocational qualification, that is, the German vocational qualification certificate. IHK(Industrie- und Handelskammer) is the most important trade association in Germany, and its members cover all enterprises except handicrafts, freelancers and agricultural enterprises. The professional qualification certificate issued by IHK is valid in Germany. Due to the international influence of German vocational education, the holder of this certificate has great advantages in employment in Europe and even other countries.
In recent years, some professional qualification certificates of IHK have appeared in China's education and training market, mainly in two forms: First, IHK in some German places directly launched education and training projects in China. For example, IHK in Leipzig, Germany and the School of Vocational and Continuing Education of Dresden University of Technology introduced the professional qualification certificate of IHK to eight vocational colleges in Beijing and vocational colleges in Ningbo, Yuyao and Dongguan.
Second, AHK (Die Deutschenauslandeshandelskammern), an international chamber of commerce under the leadership of IHK, is developing projects in China. For example, AHK launched the AHK vocational qualification certificate and established training centers and test sites in vocational colleges in Taicang, Shanghai, Heilongjiang and Hubei.
Both types of programs claim that they can issue German vocational qualification certificates to students. Then, do the professional qualification certificates issued by IHK and AHK in Leipzig, China have the same effect as the German professional qualification certificates?
Steffen G.Bayer, director of foreign vocational training department of dihk (Dihk, the administrative joint organization of 79 IHK in Germany), gave a negative answer. He explained that IHK's legal sovereignty in Leipzig is limited to Leipzig, and its professional qualification certificate issued in China is not recognized by law. Dihk recognizes AHK's vocational education programs and qualification certificates in China, but such certificates can't be signed by ihk, and AHK certificates can only be converted into formal German vocational qualifications after "equivalent academic recognition" in Germany.
The "Regulations on Equal Recognition of Vocational Qualifications" promulgated by the German Federal Government on 20 1 1 stipulates "equal recognition". This regulation is aimed at vocational qualifications obtained in countries other than Germany, and stipulates that holders need to identify the equivalence of vocational qualifications before entering the German labor market. The accreditation work is carried out for each individual applicant, and the applicant needs to provide sufficient qualification certification materials and pass the study or examination of relevant courses. Judging from the process of equivalent accreditation, there is no essential difference between holding AHK professional qualification certificate and China professional qualification certificate, and both require qualification evaluation according to the applicant's personal professional ability. Therefore, from the perspective of German law, the professional qualification certificates of IHK and AHK obtained in China cannot be automatically equated with the professional qualification certificates of German IHK.
In fact, few students have obtained the IHK/AHK vocational qualification certificate in China and gone abroad for employment. According to the annual statistical report issued by the German Federal Vocational Education Institute, from 20 12 to 20 15, there were 276 cases in which China people applied for the recognition of equivalent academic qualifications in Germany, and their occupations were mainly medical workers, but none of them were applicants who obtained the professional qualification certificate of IHK/AHK in China. The survey shows that many vocational colleges in China are not familiar with the operation mechanism of German vocational qualification certificates, and they are not too concerned about whether the certificates granted meet the requirements of German law. The attraction of IHK/AHK vocational qualification certificate lies in its publicity effect and "innovation" label, which proves that the project participates in the "internationalization" of school education level with the reputation of IHK in Germany.
2. Is the professional qualification certificate of IHK/AHK obtained in China German?
Regardless of the validity of the law, does the person who has obtained the professional qualification certificate of IHK/AHK in China mean that he has reached the German level? Because the equivalent certification data in Germany can't prove whether the holders of IHK/AHK vocational qualification certificates obtained in China are easier to pass the certification than those of other (China) qualification certificates, we can only judge this by comparing and analyzing the certificate training processes in China and Germany.
1. Training contract and its supervision
IHK vocational education is a typical dual vocational education. Germany's federal vocational education law stipulates that the guild is responsible for the full implementation of vocational education, and its tasks include: ① supervising the implementation of vocational education; (2) Promoting vocational education by providing consulting services to teachers and trainees; ③ Determine the qualifications of training enterprises and teachers; (4) Approving shortening or extending the training period; ⑤ Establish and implement indicators to evaluate the status of vocational education; ⑥ Establish an examination committee to organize the implementation of mid-term and final exams; ⑦ Provide students with graduation examination permission; (eight) announced the examination system; Pet-name ruby to solve contradictions and disputes. IHK strictly undertakes the above tasks and accepts the legal supervision of the highest state power organ in Germany.
At present, our country's IHK/AHK vocational qualification certificate project, in addition to adopting the examination system and examination questions of IHK, also lacks the corresponding institutions to undertake the above tasks. German training enterprises and trainees need to sign a training contract, and the copy of the contract is filed in IHK. The training contract must be written in strict accordance with the provisions of the Federal Vocational Education Law, specifying the form, content and schedule of vocational education, as well as the specific abilities and knowledge to be taught in each part of the learning content. China IHK/AHK Vocational Qualification Certificate operates in the form of a project, the main body of which is a vocational college, and IHK only provides cooperation support. There is no legal constraint on the contractual relationship between schools and students, and the form, content and requirements of vocational education are also decided by schools, and there is no regulatory body. Project implementers have great freedom, and the expectations of project managers, candidates of implementers and their cross-cultural abilities are decisive and uncontrollable factors for project quality.
2. Practitioners of education and training
In Germany, training enterprises and vocational schools undertake specific education and training tasks. IHK is not responsible for providing training facilities, plans and courses, but it ensures the effective implementation of education and training tasks through strict certification of training enterprises and practical teachers. Training enterprises are independently applied by IHK member units, and training qualifications can only be obtained after passing the IHK audit. Training enterprises must be highly specialized, able to impart skills, knowledge and experience required by the training regulations, and their technical equipment must meet the latest technical standards. The number of apprentices accepted by training enterprises should match the conditions of enterprises, and the ratio of professionals to apprentices is usually 3: 1.
Training teachers are the undertakers of training tasks in training enterprises. The Federal Vocational Education Law stipulates the personal qualifications and professional qualifications of practical teachers, while Aevo (Ausbilder-Eignsgverdung) stipulates their specific abilities, that is, they have the dual knowledge and ability to undertake vocational education and engage in a certain occupation, including: analyzing the training needs of enterprises, building a training system, testing the qualifications of enterprises for a certain vocational training, formulating enterprise training plans oriented to the working process according to the training regulations, and formulating learning and working tasks based on the working process. The training teacher can be a master's degree or an engineer, full-time or part-time. Full-time training teachers can train up to 16 apprentices at the same time, and up to 3 part-time training teachers. IHK confirms the qualification of practical teachers through AEVO examination, conducts qualification examination when signing the training contract, and supervises the whole training process. If the training teachers seriously violate or repeatedly violate the federal vocational education law, their training qualifications and the training qualifications of their enterprises will be revoked. German vocational school teachers need to have a master's degree, and take part in the probation period of at least one and a half years and pass the national qualification examination twice.
In the China IHK/AHK vocational qualification certificate project, there is no participation of training enterprises, practical teachers and IHK supervisors. The task of the original training enterprise is generally undertaken by the training base of the school, and the enterprises involved in school-enterprise cooperation generally provide auxiliary support. AHK has provided some AEVO training and examinations for teachers in China vocational colleges with reference to German regulations on the qualification of trainee teachers. Therefore, some teachers in higher vocational colleges with AHK trainee qualifications appear in schools.
It can be seen that there are great differences in the implementers of IHK vocational qualification certificates between China and Germany, and the lack of training enterprises is the biggest injury. The enthusiasm of enterprises in China to participate in vocational education is weak, and the task of talent training is almost entirely undertaken by colleges and universities. Some projects will send German experts to inspect the school training base and put forward suggestions for improvement, but unless they are newly built, most training bases rarely consider the actual workflow layout and cannot be compared with the training environment provided by (German) enterprises. AHK training teachers can't really undertake the responsibility of enterprise training because of the low access conditions (no proof of academic qualifications and work experience required by Germany), unclear role orientation (working in a school instead of training enterprises), and not being bound by German laws. In addition, compared with the teacher training mode in Germany, which is based on vocational science and strengthens trainee teaching, it is difficult for us to support the "application" of vocational education teaching content and the teaching of working process knowledge.
3. Education and teaching process
The legal teaching documents of dual vocational education in Germany include the national vocational training regulations, the training framework plan formulated by the Federal Vocational Education Institute, and the framework teaching plan formulated by the joint meeting of ministers of culture and education in various states. These three documents jointly determine the standards and specifications of the quality of vocational education talents. The IHK/AHK project in China introduced these documents and the IHK examination syllabus. According to different funding conditions, some projects provide German training for key teachers for three years 1 month every year, while others provide domestic training. Based on the interpretation of the above documents, the training helps teachers to develop their own teaching content according to their own requirements. Although it is based on the framework teaching plan of Germany, the teaching plan of domestic universities has great autonomy, and the teaching quality is uneven because of the differences in teachers and teaching conditions. In addition, universities in China are keen to research and build examination question bank, analyze the scope and knowledge points of IHK questions, and guide the teaching content according to the analysis results, which is different from the German understanding of examination.
German dual-system vocational education requires students to fill in the training manual as proof of study and submit it to IHK for review on a regular basis, which is an important prerequisite for taking the vocational qualification examination.
In domestic related projects, students fill in the student handbook and practice log designed by teachers, and the school organizes the assessment by itself, without submitting it to IHK and AHK for review and filing. A major feature of German vocational education is that the state provides a unified framework, but gives free space for teaching implementers to implement it. However, in the "free space" enjoyed by China and Germany, the practice is different: German teachers focus on completing the teaching process as planned; Teachers in China pay attention to effectively guiding teaching through examinations, but IHK or AHK did not set standards and supervise the teaching level of Sino-German cooperation projects.
4. Vocational qualification examination
According to the German Federal Vocational Education Law, dual vocational education should have an intermediate exam and a final exam. IHK is responsible for formulating examination rules, confirming students' examination qualifications before the examination, and reviewing auxiliary materials during the study. IHK has set up an examination committee for each profession, which is responsible for deciding examination papers, invigilation and grading. The examination committee includes employers, employees and school representatives (no more than 0/3 of the total number of 65438+). The number of examination committees varies according to the number of candidates. Taking the computer major as an example, each examination committee is responsible for the assessment of about 1 1 candidates on average. During the examination, the examination committee will independently evaluate the apprentice's performance, and the final performance will be discussed and decided by the examination committee. Appraisal records should be kept for 10 years.
China IHK/AHK training program also organizes intermediate and final exams with reference to Vocational Training Regulations. The project sometimes employs members of IHK Examination Committee to supervise the examination in China Project School. Each major (occupation) employs 1 to 2 students, and more than 100 students take the exam, and the exam is completed within 1 week. IHK examiners mainly participate in the practical part with little language dependence, and other parts are completed by China examiners. Examiners in China are mainly school teachers. During the translation of German exam questions, some contents may be revised or adjusted by universities. Because of paying attention to skills, sometimes the requirements of environmental protection and law are directly deleted in the exam.
German IHK exam is a dynamic development process. IHK annual public examination statistics. The German Federal Vocational Education Institute regularly evaluates the examination, collects feedback from enterprises, vocational colleges, members of the examination committee and students, evaluates the content and form of the examination through suggestions from industry associations, questionnaires and expert interviews, and corrects the future development direction of the examination. China's IHK/AHK test data does not participate in German IHK test statistics, so the relevant evaluation work will not consider the test situation in China. In addition, AHK has a pass rate requirement for China test sites. If the pass rate is too low, the test center will be banned. This is a double-edged sword: on the one hand, AHK will push as many students as possible to pass the exam for economic benefits; On the other hand, the goal of passing rate does not guarantee the rationality and effectiveness of the exam.
It can be seen that in the German IHK vocational qualification examination, the separation of examination and teaching is emphasized, training enterprises and vocational colleges do not participate in the examination process, and the actual organizational unit of China project examination is vocational colleges. Although there are examiners from Germany, the examiners have a heavy workload and the exams are conducted in Chinese. There are obstacles in the communication between Chinese and German examiners, and the role that IHK examiners can play is limited. The evaluation process is not rigorous, so it is difficult to ensure a fair evaluation of students' abilities. The German IHK database does not consider China's IHK exam, which shows its disapproval and irresponsible attitude towards China's exam results.
Thirdly, the enlightenment of the export experience of dual vocational education system to the development of vocational education in China.
German IHK professional qualification certificate, like the label of "Made in Germany", represents the recognized quality in the world, and both laws and regulations and competent authorities are carefully maintaining it. Although the vocational qualification certificate training in Germany is generally implemented by trade associations, the export of certificates abroad still involves government decision-making. Because there are no conditions similar to those in the (China-ASEAN) vocational qualification framework, there is no strong demand for developing a labor market similar to that in China and expanding the recognition of vocational qualification certificates.
Germany also exports vocational education to Egypt, Pakistan, Tunisia, Turkey, Iran, Morocco and other countries. Based on the analysis and research of local policies, education system and labor market, the exploration of vocational education model construction and training project pilot were carried out. However, the output of IHK professional qualification certificate is unprecedented. The supporting system behind this certificate is the dual vocational education system. Dual system is fundamental, and IHK vocational qualification certificate is the result. At present, many domestic schools pursue "leap-forward development" and like to engage in "overtaking in corners", but there are many problems in directly pursuing qualification certificates regardless of the dual system dependence conditions.
The project experience of German vocational education export shows that the dual vocational education system is difficult to be completely copied by other countries, because each education system depends on its economic conditions and social structure, and the importing countries of vocational education generally do not have the institutional and structural characteristics of Germany. However, some beneficial factors of the dual vocational education system can still be used for reference, such as signing training contracts between training institutions and trainees, standardizing the qualification and ability requirements of practical teachers, establishing responsible institutions and supervision institutions similar to IHK, and formulating training laws and regulations that meet the current situation and development requirements of the industry.
If we can build an effective quality supervision system of vocational education through the project cooperation of IHK/AHK, change from exam-oriented education to comprehensive vocational ability training, and refer to the content and form of German vocational examination, so that vocational qualification examination can truly become an effective tool to monitor the quality of education and teaching, then whether it is called IHK vocational qualification certificate or not, our talent training can reach the level equivalent to that of German vocational qualification, thus truly meeting the requirements of internationalization.
This article will be published in the 30th issue of China Vocational and Technical Education (20 17), please indicate the source.