Architecture of Parallel Educational Pathways

With the concept of “significant work situations” as a central point of reference for structuring vocational education processes, the connection to internationally established theories that have found their way into international vocational education research is successful. The establishment of dual courses of study has contributed significantly to the new confusion in the education system. With the integration of dual VET according to the Vocational Training Act (BBiG) in a higher education program, the subject-related study content of tertiary education is combined with vocational training at S II level. The familiarization with the occupation to be learned is thus oriented toward vocational practice. The parallel “vocationally oriented” study program is geared toward commissions, which students must familiarize themselves with after completing their studies. The tradition of mastery and the master apprenticeship most closely represent the concept of multiple competence. If one follows Sennett in his book “The Craftsman,” then mastery extends far beyond the forms of institutionalized craftsmanship. Mastery thus becomes the antithesis of subject expertise as it is learned in the science system. With an architecture of parallel educational pathways, the vexed problem of the transition from vocational to higher education evaporates. There is no longer any need to choose between a higher-quality “academic” or an “inferior” vocational education. The causes for a divergence between education and the labor market would largely disappear.