According to European Commission statistics, youth unemployment in the UK stood at 20.5% in 2013. The figure for Germany was 7.9% – the lowest in Europe. This is no statistical aberration but persuasive evidence that there must be better ways of educating the young and preparing them for work than those currently in the UK.
Germany’s success in sustaining a strong economy built on an advanced engineering and manufacturing sector is supported by a steady influx of highly motivated, skilled and well trained young individuals. Over 50% of young people select a vocational education.
In the UK our desire to rebalance the economy by developing a stronger manufacturing base is being hampered by a failure to attract and train young people. It’s a similar situation in the logistics sector where just 4.3% of employers use apprentices half the UK all-sector average of 8.8%. In this country just 32% of young people take a vocational route.
So what is Germany’s secret to preparing its young for a fruitful future in industry? It’s not such a secret and it’s not that new. In fact, Germany’s successful formula has its roots in medieval guilds and is deep-seated in the country’s culture. But, there is plenty that we can learn.
Germany’s Dual Apprenticeship approach mixes general education with technical and vocational training. However, the educational system in Germany introduces young people to these at an early age. School children are given choices from the age of 11 that allow them to mix general and technical education. As they progress to apprenticeships the students spend roughly half their time learning within a work environment and the other half studying broader subjects relevant to their career.
With these Dual Apprenticeships employers have a commitment to the apprentice, extending an employment contract to them for a fixed period, paying them a respectable wage and ensuring that training within the workplace is of a high standard, relevant and conducted to approved standards.
Importantly, Germany’s education system provides a clear vocational track that helps guide young people into apprenticeships that are appropriate to the qualifications and capabilities of the candidate and that are aligned to the skills required by industry. But of equal importance is the social standing of vocational education in the country.
The UK needs to adopt these principles. Indeed, some companies, such as JCB, Jaguar Land Rover, Siemens and Bentley, have introduced similar apprenticeships in this country, linking with new University Technical Colleges (UTCs). These are non-selective academies for 14-18 year olds, where before the age of 16, students spend 40% of their time on specialist technical subjects and 60% on general education – ensuring fundamental general skills, such as numeracy and English are in place. After 16 the time allocations are reversed.
In the UK there are a number of barriers to overcome. A primary concern is the disconnect between the choices young people make and the skills required by industry. Industry and educational institutions need to communicate to students the opportunities that exist in the labour market and the skill-sets needed, so courses can be aligned to future jobs.
Alongside my role as global industrial logistics director for Unipart Logistics and board member of the German British Forum, I am working with educational bodies, local authorities and businesses in the North West of England to implement a ‘Dual Education’ pilot to the region in a bid to make young people aware of the benefits of a blend of general and vocational education.
By engaging with businesses in the region it is hoped sound, well-structured apprenticeships will be created that offer companies the skilled workforce they require for the future. And through talking with educational bodies it is the aim that apprenticeships will be presented to young people in the most positive light and as a highly acceptable alternative to traditional secondary education.
An important aspect of industry’s role in creating ‘best practice’ apprenticeships will be in ensuring a high standard of education on the shop floor. At Unipart Logistics we have developed a sophisticated set of educational tools and processes, available to colleagues through the Faculty on the Floor, which offers a set structure to developing skills of individuals. Then through the ‘Gate to Great’ scheme, created by Unipart Group, colleagues are encouraged to climb a ladder of self-improvement and education, eventually becoming teachers themselves on subjects such as problem solving, continuous improvement and employee engagement.
By adopting many of the principles associated with the German ‘Dual Apprenticeship’ model, British industry and the UK’s young can be aligned to common goals, bringing greater opportunities for students, enhanced and long-term value for industry and significant social and economic benefits to the country through lower youth unemployment.
By Bernard Molloy, Global Industrial Logistics Director at Unipart Logistics, board member of the German British Forum and Chair of Liverpool City Region Superport Committee.
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