寧為勞工？德國雙元制職業教育之探究

Would Rather Be a Laborer? Research on the Dual System of Vocational Education in Germany

英國學者Paul Willis在《學做勞工》一書中，強調勞工階級出身的學子，並非由於迎合統治階級文化而被再製為勞工，反倒因其反學校文化之抗拒行為，而使其繼續淪為勞工階級，此觀點是否也能用來解釋德國勞工階級之再製現象？雙元制職業教育為德國培育勞工之主要模式，可做為其學做勞工的代表，因此本文透過文件分析法，聚焦於該培育模式進行論述。德國社會階級雖缺乏流動性，亦呈現階級再製現象；但就理性視角觀之，雙元制職業教育體制不僅使年輕人獲得職業資格、就業保障，且在學徒培訓期間即有培訓津貼。再者，因其學習年限短，能較早投入職場、獲得穩定收入，故每年約有20％準大學生選擇雙元制職業教育。且從德國的文化視角觀之，職業教育具有甚佳社會聲望，而非如在英國屬於次等教育或是學子的無奈選擇，因此在德國學做勞工，乃係依個體天賦與愛好進行選擇，故Willis的觀點實難以解釋德國勞工階級之再製。

In Learning to Labour, British scholar Paul Willis asserts that working class students tend to end up in working class jobs, not so much out of deference to the expectations of the ruling class, but rather as a result of their ''counter-school culture,'' a persistent resistance and opposition to academia and authority in general. In this paper I use document analysis to investigate whether this theory may also be applicable to the reproduction of the working class in Germany, where a dual system of vocational training is the main way of preparing students for professions traditionally regarded as ''working class.'' Thus I make a detailed presentation of this dual system of vocational training. The class structure in Germany is quite rigid. To be sure, many young people find vocational training quite appealing, for it provides training subsidies, credentials, and guaranteed employment. Moreover, the training period is relatively short, allowing graduates to start earning a regular income at an early age. As a result, every year about 20 percent of those eligible for university admission opt for vocational training instead. Actually, unlike England, where vocational education is seen as the choice of those who don't have any other options, in Germany vocational training is highly regarded as providing quality education suited to the talents and interests of a wide range of individuals. Thus Willis' theory is not very applicable to the reproduction of the working class in Germany.