Trainees Evaluate the Quality of Dual Vocational Education and Training Under the Specific Aspect of Learning Location Cooperation

Eight scales were formed from the items for the questioning of the test persons on the perceived training quality. The scales business process orientation, training quality, and training support are assigned to the learning location company. The quality of learning in the vocational school is recorded with the scales learning climate, teaching quality, and teacher evaluation. Items were developed to assess the quality of learning location cooperation, with which the content-related and structural quality of learning location cooperation can be recorded. In the COMET project NRW, it became clear in all the occupations studied that the two quality criteria that were the weakest relate to learning location cooperation. The more positive assessment of learning location cooperation by technical college students of nursing training in Switzerland can be attributed to one factor in particular: the control of dual vocational training “from one source.” When evaluating the importance of school and company as learning venues for learning an occupation, trainees (Germany) who are being trained in BBiG occupations have a clear preference for the company as a learning venue. They consistently rate the importance of school-based learning lower. The competence surveys conducted within the framework of COMET projects in dual VET programs show with great clarity that the learning location school and the teachers are decisive determinants for vocational competence development.