The current state and future of apprentices from the perspective of a vocational school teacher
Electroplating and surface technology is an extensive and exciting field. Some areas change seemingly little over the years: they coat numerous products in high quality for the satisfaction of their customers. Others are constantly searching for and exploiting the possibilities of electrochemistry to achieve even thinner, faster or more efficient coatings with better properties. The areas of application for decorative and functional coatings in all areas of our lives are just as diverse.
After the economic crisis around 15 years ago, the implementation of the REACh regulation with its extensive restrictions and the corona crisis with the interruption of numerous supply chains, energy and environmental technology are currently the focus of public attention. Under these variable external influences, the tasks and challenges of the companies involved and their employees must of course also change. In order to master these requirements, competent specialists are needed in addition to the operational prerequisites. Competent with the ability to select the appropriate process from a range of technical options.
Apprentices are the skilled workers of tomorrow
Frank Tischlinger in front of the technical college in Solingen. The specialist teacher advocates targeted support for trainees with difficulties (Photo: Robert Piterek)There is currently a shortage of skilled workers in many areas. The skilled trades are particularly affected by this. While hundreds of applications are often received for commercial positions, there are often only a few in technical professions. And some of these do not meet the requirements or wishes of the companies.
As a vocational school (training as a surface coater) or technical college (further training as a state-certified technician specializing in electroplating), we regularly receive job advertisements that are often not filled. Apprentices and students generally stay with "their" companies.
If you want to fill vacancies with skilled workers, you have to get involved in training and further education yourself. This also includes employees who receive further training later on. This means that trainees are the skilled workers of tomorrow.
Companies and vocational schools are responsible
Training takes place in the company and at a vocational school. Both locations are responsible for the overall theoretical and practical training. The inter-company training/services (ÜBA or ÜBL) that are otherwise common in technical professions do not exist in the field of surface technology. This can be provided by the vocational school (see below) or by sending trainees to other companies.
While the companies instruct the trainee in their own processes and techniques, the vocational school imparts a broad basic knowledge in the field of electroplating and surface technology. And of course also in economics and politics and other subjects on the curriculum.
Fewer trainees, not all of whom are eligible for training
Measured by the number of successful graduates, the companies and vocational schools are doing a good job of training. But not well enough and it has been better in the past. Around 15 years ago, "our" success rate was well over 80%. Since then, it has fallen almost continuously to below 67% at present.
We are concerned about this development and are discussing the possible causes intensively with the trainers at the companies. In addition to numerous reasons (such as a lack of time, changing personnel, poor equipment, additional tasks), companies and schools have noticed that trainees have also changed. There have always been "high-flyers" who get straight A's at school and do well in their final exams. You almost always see them again as master craftsmen or technicians.
There was and still is a "middle field" that doesn't want to or can't do more, but reliably carries out the assigned work in the company.
The number of trainees who have enormous difficulties is growing
On the other hand, the number of trainees who have enormous difficulties is growing. Difficulties even when solving text problems; calculating lengths, areas and volumes, converting equations, calculating ratios (formerly the rule of three), using a calculator, understanding the unit prefixes (milli, centi, deci etc.) or powers. This is learning material from grades 6 to 8.
This proportion has risen sharply in recent years and I currently estimate it at 10-20%.
A significant proportion of trainees are not suitable for training if they have not mastered the basics of mathematics. The situation is no better in chemistry (compounds, reactions, stoichiometry) or electrical engineering (charges, current strength/density, resistances, voltage, circuits, components, heating). Only with these skills can the basics of metal deposition, electrolytes with their components and systems engineering be taught.
Promotion and cooperation
We cannot wait until a sufficient number of trainees with basic technical skills that can be built upon apply. That will not happen. With the stagnating number of trainees and the prevailing shortage of skilled workers, we have to act now. We cannot do without apprentices with learning difficulties. We need to provide support here. This applies to the companies in the form of active training and support with specialist content, the preparation and follow-up of learning materials, possibly applying for work-related assistance from the employment agency and, above all, for exchanges with the teachers involved. For their part, the vocational schools offer support and encouragement.
We call this challenge "internal differentiation": challenging good students and supporting the others. With the help of digitalization, it is possible to set tasks with different levels of difficulty, for example.
After the first year of training, we may have to admit to ourselves that it is still not enough and look for alternatives to training. But we have to try!
We support all trainees in achieving their qualification. We pick them up with the basics of mathematics and science and guide them through plant, production and coating technology right up to the examination. To do this, we need the exchange and support of the companies.
Schools do not supply ready-made skilled workers
Both companies' and schools' resources are limited. It must therefore be made clear what tasks the two partners have and can perform according to the training framework plan and the framework curriculum.
Vocational schools cannot teach the entire surface technology from the basics to in-depth knowledge of the various special processes. We cannot provide ready-made specialists for all companies in all specialist areas. But we do teach the necessary theoretical basics, from pre-treatment and the properties of the various materials, through the use and operation of the various electrolytes and intermediate and post-treatment, to plant and waste water technology with analysis and specifications. This provides the foundation for specialization and deployment in the company.
The Technical Vocational College in Solingen is well equipped for current and future tasks. With at least six specialist teachers, we teach the content of the two main subjects "chemical and electrochemical deposition of metals" and "anodization technology". The other key areas of thin-film technology and hot-dip galvanizing are taught as special processes. We also deepen the information technology knowledge from the usual "wiping" to the needs-based use of commercial programs and applications. We hope that this will prepare the trainees for the use of future digital aids, support and automation.
In the new electroplating technical center, we also have the opportunity to carry out all common technical coating processes in practice. This offer is otherwise only available to trainees (especially from the numerous specialized companies) as part of inter-company training (ÜBA). The mechanical workshop and mechanical pre-treatment (grinding and polishing) will soon be completed. The chemistry laboratory is also currently being equipped and set up for basic experiments and modern analytics. With these laboratories and four fully equipped media classrooms, an electroplating center is being created in Solingen. If required, we can also equip trainees with digital devices.
One thing is certain: skilled workers are still needed
Electroplating and surface technology has a centuries-old history and a promising future. Whether as a surface coater, master craftsman or technician: with a broad foundation of knowledge and the willingness to build on it, the prospects remain good and the areas of application are varied.
