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What is more, although the Ger-
man government provides funding,
regulation and policy direction for the
dual training program, the direct in-
volvement of employers in the system
ensures the training programs stay
relevant. Since 2001 no less than 163
occupational training programs were
modernized to react to shifts in the
labour market and emerging technolo-
gies. Also, an additional 45 completely
new programs were created over this
time.
As a result, unemployment is
very low in Germany, particularly
among young people. Youth unem-
ployment there runs at about 8%,
compared to 14% or more in Canada.
What is more, as post-secondary edu-
cation gets more expensive, Canadian
students are carrying higher levels of
debt longer. This can result in parents
having to spend resources needed for
their own retirement to help keep their
children going until they can find good
employment.
Over the next two decades, as
technology continues its rapid rate of
change and Canada’s population ages,
we will increasingly need a dynamic,
comprehensive yet flexible post-sec-
ondary education system. The Ger-
man model, or something like it, could
be the answer. Ultimately, what is
standing in the way of Canada adopt-
ing this model? There are two large,
but not insurmountable, barriers. The
first is constitutional, the second is cul-
tural.
Constitutionally, our federal-
provincial-territorial system differs
from the German federal-state system.
Both levels of government in Germany
have well-defined and complementary
roles to play in implementing the dual
training system. In Canada, on the
other hand, the provinces and territo-
ries have constitutionally enshrined
jurisdiction over education. As a re-
sult, federal initiatives in this area of
provincial jurisdiction have faced re-
sistance. This has certainly been the
case in the recent controversy over the
federal Canada Job Grant.
Culturally, two things need to
change: employers need to follow Fort-
inet’s lead and become more directly
involved in training future employees,
and Canadian families need to recon-
sider what constitutes a ‘good’ educa-
tion.
Under the German model, com-
panies, unions, chambers of commerce,
industrial and commercial associations
all have bought into the dual training
model. Employers are prepared to put
time and resources into participating
in training programs and hiring train-
ees because they know that they will
get a return on their investment.
Young Canadians and their fami-
lies should also be looking beyond the
traditional university undergradu-
ate degree. In recent years, Canadian
families have placed a high value on
a university degree as the pinnacle of
post-secondary education. As a result,
we have large numbers of unemployed
or underemployed Canadians who
have a fantastic education and carry a
fantastic amount of debt. Part of any
move to change this situation must
include a wider awareness of the op-
portunities that apprenticeships and
vocational training offer.
Ultimately governments, employ-
ers, educators, and students them-
selves all have a role to play in improv-
ing the system we have in place today.
While we hope that governments will
be able to collaborate with one another
and provide employers with the sup-
port they need, it will most likely be
ordinary Canadians, businesses and
educators who will take a leadership
role. With that in mind, I hope to see
many more partnerships like Willis-
Fortinet launched in the coming years.
