First, improve the legal system of vocational education and ensure the implementation of vocational education in the form of laws and regulations. 187 1 year, the german constitution stipulates that vocational education is compulsory. It stipulates that young people who have completed general education before the age of 18 but have not entered senior high schools must receive compulsory vocational education. After the war, the relevant provisions were generally reiterated or revised in the previous legal content. Especially since 1950s, social development and scientific and technological progress have put forward higher requirements for vocational education. In order to make the vocational education system adapt to the market economy and develop in accordance with the law, the Federal Republic of Germany has promulgated more than ten decrees related to vocational education, such as the Vocational Education Law, the Career Promotion Law, the Regulations on Training Teachers and the Regulations on Handicraft Apprenticeship Examination. Among them, the vocational education law promulgated by 1969 is the most basic and authoritative law. Detailed requirements are made for the running conditions of vocational schools and the training conditions of enterprises under the current social conditions; About 450 majors (jobs) in the recognized 13 category have been designated; This paper makes a comprehensive and systematic exposition of social participation and supervision. At the same time, the system, organization, duration and examination system of various vocational training are stipulated in principle, and the research work of principle education has been decided in this field. Development according to law, violators are prosecuted, and the perfection of legal system has laid a legal foundation for the formation and benign development of vocational education system.
Second, a multi-form and complete vocational education system. After the war, Germany established vocational tutorial schools and continuing education schools, which formed the second mode of education in Germany, making the specific implementation forms of vocational education in Germany diverse. Only for educational institutions. It has both general vocational education institutions and special vocational schools for training disabled teenagers, and almost all professionals in society can receive training in the corresponding vocational schools. There are 450 occupations that can obtain certificates through training. As far as training time is concerned, there are full-time and part-time training; There are day classes, evening classes, correspondence courses, etc. The length of schooling varies from/kloc-0 to-4 years, and the enrollment conditions are different. There are private schools, public schools, independent enterprises and joint ventures. This diversified vocational education system provides a reliable guarantee for Germany to train professionals at all levels.
Third, establish a "dual culture system". Germany has established a dual education system combining pre-job education and post-job education. There are schools that receive vocational education for school-age youth and schools that improve the academic qualifications of employees. They complement and connect with each other, forming a complete vocational education network, which provides a wide range of employment education and opportunities for further study and improvement for the majority of school-age youth and employed people. In order to fully mobilize the enthusiasm of the business community, especially small and medium-sized enterprises, Germany has adopted the method of combining vocational training with employment system, urging all walks of life to run vocational education well, broadening the channels for running schools and promoting the formation of supporting vocational education networks. Because of the combination of vocational training and employment system, and the close combination of training and direct production process, we can make use of the equipment and personnel conditions of enterprises, thus saving the manpower, material resources and financial resources needed for schools to undertake vocational training alone. Apprentices can directly participate in the material production process during the training process, which can not only achieve the purpose of integrating theory with practice, but also create material wealth for the society, thus improving their own learning and living conditions.
Fourth, establish an education system that combines vocational education with general education. In postwar Germany, vocational education did not start from vocational schools, but from secondary schools. With the preparatory stage of middle school, vocational education will not suddenly enter students' learning activities, which is conducive to students' natural transition. At the same time, general education and vocational education are more closely linked and become an organic whole. Before the war, the graduates of German practical schools were directly employed. After the war, due to the improvement of the level of universal compulsory education and the provisions of relevant laws and regulations, practical schools gradually became the preparatory education stage of vocational education. Later, major schools joined as vocational preparatory education. 1969 junior high school is specially set up for students who want to enter vocational education and colleges. The same is true of later vocational complete middle schools. The establishment of these two types of schools has further communicated general education and vocational education.
Fifth, establish a systematic career guidance system. In order to help students to be diverted after graduating from primary school and make more suitable choices in the training work they choose in the future, German states have set up vocational guidance bureaus. German vocational guidance, from the fourth grade of primary school, began to consider what kind of middle school students are suitable for. Then, after two years of observation and adaptation, determine what kind of middle school to go to. In middle schools, guidance is given according to students' specific conditions. Level 9 or 10, and finally decide the training type. After about 6 years of experience, students and parents can get to know each other again and again, broaden their horizons and determine their future jobs more actively and flexibly. Plenty of time, boot the system. It is precisely because of its complete guidance system and good guidance work that the operation of German vocational education is still widely welcomed by people.