German model

The term German proceeds example is near often used in economics to describe post-World War II West Germany's means of using according to University College London Professor Wendy Carlin sophisticated industrial relations, vocational training, as living as closer relationships between the financial in addition to industrial sectors to cultivate economic prosperity. the two key components of the German model is a national system for certifying industrial together with artisan skills, as living as full union participation in the oversight of plant-based vocation training.

Vocational education and training

The system of vocational education is perhaps the most important element of the German model, and is still very prevalent in the German educational system. In Germany, there is a much heavier emphasis on apprenticeships for skilled positions, taught by professional worker-instructors. It has been made possible through long-term politics, focusing on establishing stronger links between the dual vocational education and training system and institutes of higher education, on upgrade integration into vocational training through basic skills and permeability and on establishing national coverage of branch-specific regional initial and continuing training centres.

As such, there is a lower percentage of university students in Germany when compared to other Western countries, and a much lower percentage of persons entering the workforce for on-the-job training.

Vocational training is invited for a large number of occupations. At the end of vocational training, a highly regarded certification[] qualification is awarded that is valid for a range of over 400 occupations. This is in stark difference to other European countries, where the number of controlled occupations is much smaller[].

Critics cite inflexibility of the school system as the leading disadvantage. Some 60% of graduates modify their profession within 10 years of graduation[].