(219g) Dual Learning in (Chemical) Engineering: From Theory to Practice

Dual Learning in (chemical) Engineering: From Theory
to Practice

Laureano Jiménez Esteller¹, Dieter Thomas
Boer²

¹Department of Chemical Engineering, University Rovira i
Virgili, Tarragona, Spain

²Department of Mechanical Engineering, University
Rovira i Virgili, Tarragona, Spain

Laureano.Jimenez@urv.cat

The first aspect
to clarify about dual education is that we can find a plethora of (almost) synonyms
that refer to very similar concepts: apprenticeship, alternance training,
work-based learning, on-the-job training…

In any case, we
can define dual learning as a system that combines apprenticeships in a company
and class-based learning in the same course. This system is regulated in many
countries (At least one pathway offering a combination of work-based and school
based learning in the vast majority of EU countries), but its practical
application is very marginal, except in notably Germany, Austria, and
Switzerland (and recently in South Korea). In fact, there is no single model of
alternance programmes in the EU, but a continuum of types of programs that
integrate work-based learning. When developing/improving alternance schemes,
significant time required before the benefits/improvements are obvious or
measureable.

There is little
analysis of the costs and benefits of schemes were learners spend a limited
amount of time in the workplace. But it is clear that perform
an internship in a company or develop the final year project in a company is
not dual learning.

The advantages
of this educational system are clearly far beyond any reasonable doubt, but of course it is not perfect.

Main advantages:

·        
There is some sort of labor contract (paid).

·        
The training is developed under real conditions.

·        
Trainees also benefit from coworkers experience.

·        
Hard and soft skills are simultaneously developed.

·        
Facilitates school-to-work transition.

·        
Companies obtained an improved retention for employers.

Main disadvantages:

·        
Training is expensive. School-based is financed by
government budgets (national or regional). Alternance schemes
is primarily financed by employers: governments financially incentivize
(grants, subsidies, tax reliefs...).

·        
Companies have to follow many regulations.

·        
Quality of placements and their learning potential: SME/micro companies.
Some companies are often so specialized that are unable to train apprentices in
a range of knowledge, skills and competences.

·        
Strict quality controls to avoid situations where apprenticeships are
used as cheap labour or substitute unskilled employees

·        
More student effort required.

·        
Universities should also follow organizational changes.

·        
Is an elitist, valid just a few top-students.

Some basic
questions before implementing any dual system are the following:

1. Need of new curricula in selected engineering areas at bachelor/master level?
1. Inclusion of entrepreneurship aspects.
2. Implement dual education?
1. Bridging the gap between academia & industry
2. Strengthening relations with external economic and social stakeholders, creating/developing cooperation and promoting employment of graduates.
3. Resistance to change to dual education:
1. Develop and implement management of educational processes.
2. Establishment of a unified procedure of evaluation.
4. Regulations involved:
1. Dead times.
2. Deadlines.

5.    Attitude of companies:

1. To what extent they will be involved.
2. Personal interest of professionals.

c.    Access to external stakeholders: public bodies dealing
with labour market

At the TEEDE
project (Towards Excellence in Engineering Curricula for Dual Education), the
objective is to develop dual programs, and the first steps that have been
already done are the following: Level: master or bachelor?;
existing or new program? (Offered as a parallel track to an existing school-based
scheme); Support/attitude of companies.

Disclaimer:

This project has been funded with support from the European Commission. This
communication reflects the views only of the author, and the Commission cannot
be held responsible for any use which may be made of
the information contained therein.

Acknowledgements:

Co-funded by the Erasmus+ Programme of the European
Union