63.
Resumen
Este artículo desarrolla parte de la
investigación titulada Aumento de las
competencias en educación técnica a
través de la implementación de elementos
del sistema dual en El Salvador en el campo
de la mecatrónica. Uno de los principales
objetivos de la investigación es determinar si
los estudiantes de la cohorte 2008-2009 que
estudiaron bajo el sistema dual adquirieron
mejores competencias profesionales para
ser insertados en el proceso productivo
que aquellos que estudiaron en el sistema
tradicional. La investigación compara los
estudiantes de la cohorte 2008-2010 en
mecatrónica: uno en el sistema dual y otro
en el sistema tradicional. La metodología
aplicada fue una combinación de métodos
cualitativos y cuantitativos con instrumentos
como el cuestionario, la entrevista y las
mediciones sobre de las competencias,
tiempo para obtener un trabajo y condiciones
salariales.
Palabras clave: sistema dual, empleabilidad,
competencia, sistema alemán, educación
salvadoreña.
Abstract:
This article develops a part of the research
entitled Rising competences in technical
education by implementing dual system
elements under El Salvador conditions in
the field of Mechatronics. One of the main
purpose of the research was to determine
if the students of cohort 2008-2010 who
studied under the dual system acquired
better professional competences to be
inserted in the productive process than
those who studied in a traditional system. The
research compared students from cohort
2008–2010 in Mechatronics: one in dual and
other in traditional system. The methodology
applied was a combination of quantitative
and qualitative method with questionnaires,
interviews and measurements about
competences, time to get a job and the
salary conditions.
Keywords: Dual system, employability,
competences, German system, El Salvador
Education.
* Vicerrectora Académica de Ciencia y Tecnología de la Universidad Don Bosco. Máster en Gestión de la
Innovación por la Universidad Don Bosco, Máster en Administración de Empresas por la Universidad José Simeón
Cañas y Licenciada en Ciencias de la Computación por la Universidad José Simeón Cañas.
1. Research for getting the academic title of PhD in Education from the Faculty of Education, Technische Universität
Dresden, Germany
Para citar este artículo: Durán, R. (2013). Competencias y empleabilidad con sistemas duales: experiencia de El
Salvador en la educación técnica. Diálogos 11, 63-86.
Artículo
Reina Durán de Alvarado*
reina.alvarado@udb.edu.sv
Competencias y empleabilidad con
sistemas duales: experiencia de El
Salvador en la educación técnica
1
Rising competences and employability with dual system: experience of
El Salvador in technical education
ISSN 1996-1642, Editorial Universidad Don Bosco, año 7, No.11, Enero-Junio de 2013, pp.63-86
Recibido: 29 de enero 2013 Aceptado: 15 de febrero de 2013
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
64.
1. Introduction
El Salvador context
Population and location
El Salvador is a tropical country located in Central America; it is the smallest
country of Central America, with the greater population density. In 2009, the
Household Survey and Multiple Purposes (EHPM) registered a total population of
6,150,953 inhabitants, distributed in the 21,040.79 km² in the national territory
with a population density of 292 inhabitants per km². It was also reported that
59% of the population is between 15 and 29 years; these data reveals that the
Salvadoran population is quite young (MINEC & DIGESTYC, 2010).
Economy
El Salvador’s economy has been traditionally agricultural
2
, but services and
industry now employs a greater percent of the workforce and accounts for a
much higher percentage of the gross domestic product. El Salvador’s economy
was adversely affected by its 12-year civil war during the decade of 80´s (The
Columbia Electronic Encyclopedia, 2007). El Salvador has achieved an average
economic growth of 3.5% for the period 1990-2009. In 2009, gross domestic
product (GDP) contracted by 3.5% and grew very moderately (1%) in 2010 (CEPAL,
2011). It also has a diversified economy, being reported in 2009 the contribution
to GDP by major sectors as follows: manufacturing 24.1%, commerce 21%,
infrastructure 14.7%, financial12.3%, and others 8.5%.
It is a country with high levels of migration, currently about 3 million of Salvadorans
are living abroad (Ministerio de Relaciones Exteriores, 2010), who contribute to the
Salvadoran economy through remittances, which in 2010 accounted for 16.2
% of annual GDP (BCR, 2011). The deficit in trade of El Salvador is financed
largely by remittances (CEPAL, 2011), which are mostly used for consumption in
the household economies (Cáceres & Saca, 2006).
Based on the Global Competitiveness Index (WEF, 2010), El Salvador was in the
rank 82, showing deterioration in competitiveness; from 2005 - 2006, El Salvador
has dropped 19 positions in a constant sample of 119 countries in this index
(INCAE, 2010). Among the strengths, the WEF’s report highlights the efficiency
of the property market and infrastructure development (roads, air and mobile
communication), and certain macroeconomic conditions (in particular, a
controlled inflation rate), the quality of local suppliers, and labor flexibility. However,
the country is constrained by its limited capacity to innovate and weaknesses
2. About half of the land is used for either crops or pasturage. Corn is the chief subsistence crop, and rice, beans,
oilseeds, and sorghum are also grown; coffee and sugar are the major commercial crops.
65.
of public institutions and the quality of the education system. For investors and
executives, crime, instability of the policies and access to financial resources are
the main obstacles to doing business in the country (WEF, 2010).
Unemployment and young people
The poor development of the Salvadoran economy and the social problems
have affected young people; there are problems with the delinquency, the
phenomenon of “Maras” (gangs) and unemployment. People who are specially
affected by this situation are young boys and girls between 14 and 24 years
that approximately represent 20% of the population. In fact, El Salvador has
been catalogued as one of the most violent country in the world with over 60
deaths per 100,000 populations; between 2004 and 2009, more people died
violently according to the 2011 Global Burden of Armed Violence report (Geneva
Declaration, 2011).
Recently studies from UNPD, remark that for young people, the main challenges
and opportunities are given in terms of job creation and difficulties for insertion
into the labor market is evidenced by high rates of underemployment and
unemployment, 62% in 2009 for people between 18 to 24 years old (UNPD,
2010), that are significantly higher than those of any other age group. Most of the
young people in vulnerable conditions come from families that have an average
income of approximately US$275.00 (GTZ, 2004). At present time, the minimum
wage is US$219.30 (Ministerio de Trabajo y Previsión Social, 2011).
Education and employability for young people
According to the world ranking, El Salvador is not in a good position in education
and competitiveness. According the Global Competitiveness Index, the country
has weaknesses in the quality of the education system (WEF, 2010). On the other
hand, the same situation is presented for All Development Index (EDI) (UNESCO,
2010a), where in the year 2007 had the position 121 and 124 of 139 countries,
in the evaluation of the education system and the quality of teaching in science
and math, respectively.
Moreover, in a workshop developed in El Salvador in 2008 with the education
stakeholders, there was an evaluation which included the perception and
aspirations of the students and parents in terms of education. In this, parents
expressed that their expectations are that education would enable their children
pursue a career and have a decent job. But they considered that most graduates
do not receive sufficient preparation to succeed in the workplace; they believed
that the school curricula are not congruent with the demands of work. For their
part, students between 13 and 19 years old expressed their expectations. They
pointed out that they expect to graduate from high school, attend the university,
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
66.
3. ITCA is called the Academy for the purposes of this research. It is the Instituto Tecnológico Centro Américano
(Central American Technical Institute of el Salvador)
and have a decent job that allows them to improve their living conditions and their
families (Comisión de Seguimiento Plan Nacional de Educación 2021 [Follow-up
Commission for the 2021National Plan of Education], 2008).
On the other hand, a recent survey conducted by USAID and GIZ in the 2011
about the private sector (enterprises) and the youth employment, where 21
enterprises and 5 people from business association were interviewed, has showed
the demands to the educational system related to the formation process and the
preparation of the students for the labor life. One datum, in the report is that the
companies pointed the need to strengthen the strictness of study plan and align
the curriculum of the education system (basic education, high school, higher
and technical education) with the labor needs of the private sector and must,
at a time, create mechanisms of approchement between the public institutions
involved, training institutions and private enterprises. Also, pointed to the need, in
order to begin exposing youth to real opportunities in the market through career
counseling and internship opportunities (USAID & GIZ, 2011).
Similar situation has been presented by the American Chamber of El Salvador in
some studies related to the needs from enterprises about the labor force, finding
that enterprises demand from higher education institutions (HEI) to adapt their
process of formation according the enterprise’s needs (AMCHAM, 2011).
A recent World Bank study (World Bank, 2011) notes that the quantity and quality
of employment in El Salvador have improved very little. This is because a
significant deficiency of human capital, which is reflected in a poorly educated
population, low levels of employability and vulnerable conditions. At the same
time the Salvadoran economy has a very limited capacity to adopt and develop
new technologies, which translates into a low capacity to generate quality jobs.
Besides, the study remarks that the employment in El Salvador has a precarious
labor panorama, especially for youth, which increased just 1%, which is insufficient
to absorb new cohorts who entered the labor market.
Technical education
Technical education in El Salvador has been developed with the purpose of
preparing youth for the labor life. Most of them are two years programs. Most
of the technician in El Salvador are formed at ITCA
3
. It has the 27% of the total
population registered in all technical education, according to the registries of the
Ministry of Education for 2009 (MINED, 2010). This population means 4% of total
student population in the higher education system of El Salvador.
67.
4. The average estimation of hours was taken from the presented Curricular Maps in Student Guide (ITCA, 2008e).
5. Better job opportunities are presented in the metropolitan area; this in the capital of El Salvador and the cities that
are close to this region.
6. The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH brings together the long-standing
expertise of the Deutscher Entwicklungsdienst (DED) gGmbH (German development service), the Deutsche
Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH (German technical cooperation) and Inwent – Capacity
Building International, Germany.
7. To reduce the unemployment problem, different programs have been implemented with the support of
cooperating agencies; in this context the German International Cooperation, started in 2002 the program for
the Strengthening of the Economy and Employment (FORTALECE in Spanish) with the aim of development and
institutionalization of useful instruments for promoting systemic economic and employment at regional and
national levels (El Salvador and Central America). One component of the program was the Youth Employment,
aimed at increasing employability among young men and women aged 14 to 25 years.
8. More information about Dual system is developed in the next chapter. For ease of reading in this investigation the
words “dual system”, is used instead of “elements of the dual system”, when referring to it simple implementation in
El Salvador.
9. In the Traditional system are one and a half month (260 hours) like an internship at the end of the career.
In this system, students have to develop practicum in the enterprises for one
and a half month (260 hours) like an internship at the end of the career. This
practicum represents 7.4% percent of total of programmed hours average for its
formation
4
. This system is called in this research “Traditional system”. According to
the Annual Report about Results 2007 and the Annual Report 2009 (ITCA, 2010),
the employment rate for graduated technician in this system has been close
to 80% for the last 10 years. The average salary could vary from US$241.00 to
US$416.00 depending of the career and the region according the Annual Report
(ITCA, 2010)
5
.
Dual system in technical education
Even though, the Traditional system has good level of employability compared to
the unemployment rates for young people in El Salvador, as has been presented
before; Dual system has been implemented in order to increase the employment
rate and to improve the employability conditions. This system was introduced
in the Mechatronics career in 2008, with the support from GTZ
6
, the German
International Cooperation in El Salvador, under the FORTALECE program
7
.
Dual system combines the formation between the academy and the enterprise
8
,
as a strategy to increase the competence level for the students in order to prepare
them for the labor life, with the expectation to improve their labor conditions. This
means more connection between the schools/academy and the companies.
Actually, in both methods, the traditional and the new system, the academy
keeps connection with enterprises, but this is more intensive in the new system,
where students have to make enterprise practice for 10 months (1760 hours)
9
,
and where they have tutors that help them with their apprenticeship according to
the student guide developed with the curricula.
The problem
It is important to recognize that at this moment, in technological education this is
the first experience with dual system in this country. The incorporation of the Dual
System in Mechatronics and its impact in the level of competences developed
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
68.
by students and the incidence on the employability of technicians formed in
the first cohort are the main purpose of this study. With the implementation of
the New System is important to investigate its results comparing with traditional
system, identifying if dual system has developed better competences in order to
improve the employability level of students and deduce the consequences of its
implementation under El Salvador conditions.
Aim, questions and hypotheses
The research Rising competences in technical education by implementing dual
system elements under El Salvador conditions in the field of Mechatronics aims
at determining if the students of cohort 2008-2010 who study under the dual
system elements acquire better professional competences to be inserted in the
productive process that those of the traditional system.
Questions
Related to the aim, the research was conducted in order to find the answers to
this question: Under which conditions does the Dual system contribute to raise
the competences level and improve the employability on students in technical
education?
Hypothesis
In the empirical part, the hypothesis was defined as follow:
H1: Students of Cohort 2008 to 2010 that were formed under some
elements of the Dual System (new system), have acquired
better competences than students in the same cohort
that were formed in the traditional system.
For methodological reasons and to facilitate the analysis and comprehension
of data and results, this hypothesis has been sub divided in two sub hypotheses
being established as follow:
Sub hypothesis H1.1: The students from cohort 2008 - 2010 that
were formed in the new system (Dual system), got better
competences than those of the same cohort who were
formed in the traditional system.
Sub hypothesis H1.2: The students from cohort 2008 - 2010
that were formed in the new system (Dual system), got a
job in less time and better salary in the first 6 months after
the graduation, than those of the same cohort who were
formed in the traditional system.
69.
2. Empirical research in Mechatronics
Methodological approach
The research measures the results of implementing dual system (new system) in
a group of students from Mechatronics cohort 2008 -2010, compared to the
result of another group of students in traditional system in the same career and
the same cohort.
To reach the objective of this research, the methodology applied was a
combination of quantitative and qualitative methods with questionnaires,
interviews
10
and measurements of competences and analyzing time to get a job
and the salary.
Population in the study
The population of this study was the students of the career of s of the Cohort 2008-
2010 made up of 56 students, where 39 belonged to the dual system (70%) and
17 to the Traditional System (30%) respectively.
Methodological approach for Sub hypothesis H1.1
The hypothesis about the competencies (H1.1) was proved by evaluating the
competences by grades, significant tasks, and observation of student’s behavior.
Besides the opinions about students development were taken from students and
tutors.
Methodological approach for Sub hypothesis H1.2
To prove the Sub hypothesis H1.2, the methodological approach applied the
statistical technique significant test for the two groups of students (T-student), and
the analysis of level of placement and retention. The source of data was the dates
when student got a formal contract and its salary. Two conditions of employability
are measured: time to get job and salary.
Design
Because the type of research and the characteristics on how the groups were
conformed, the design applied was the quasi experimental design. In this design
the groups were not chosen at random but, through a process of admittance
based on grades taken from the admission course and by the criterion of
acceptance at the participating companies.
Due to this situation, it was necessary to verify that the initial conditions: academic,
psychological and aptitudes were not significantly different between both groups.
10. Interviews and questionnaire results are not presented in this article.
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
70.
These verification was made by considering (a) the results of the Aptitudes and
Learning Test for Secondary Education Graduates (PAES), (b) the course notes for
admission, and (c) the results of psychological testing. These analyses are shown
further on.
The groups were divides as follow: (a) Experimental group (EG_Dual), with 39
students enrolled in the dual system; and (b) control group (CG_trad), with 17
students enrolled in the system.
The unit of analysis were students of Mechatronics enrolled in the cohort 2008–
2010; and the treatment was the enterprise practical that student received in the
company is the treatment by the experimental group; this approach allows the
Dual Group an alternate formation period of 10 month between the academic
institution and the company involved. This was a guided practice, that entails
process and elaboration of student’s binnacle, as well as records of evaluation,
regarding the developed competences that include attitude aspects.
On the other hand, students from the Traditional group (Control group) stayed
under a system where formation takes place merely at the academic institution.
For this group of students practices occur at the end of their career for a period
of one month and a half (6 weeks). It is relevant to note that such practice do not
have any evaluation neither a formal supervision from the academic institution.
The Intervening Variable was the amount of guided practices received by students
in the company determinate by the study system. Variables were defined as
follow: (a) Independent Variable. It was the study system, upon which students
from each group are formed, it can take two values: Dual system or Traditional
system. And (b) Dependent Variable. It was the level of competence acquired
by students in the two different study system and the employability conditions.
The effect of independent variable, must be observed in this variable. It was
established that the incidence of the study system (independent variable) in the
competence level (independents variables), were measured by the knowledge,
abilities and attitudes observed in students; and the time to get job and salary.
Aptitudes and learning initial conditions
Neither the experimental group nor the control group were made by random
techniques; the main factor for the allocation of students to the Dual Group was
the selection made by the representatives of the enterprises participating in the
program. This situation led to identify that one of the factors that could affect the
validity of the results was the selection of students. Because of this, it was necessary
to verify that the initial conditions: academic, psychological and aptitudes were
not significantly different between groups. To determine whether there is any
71.
significant difference between both groups, the PAES results the course grades for
admission and the results of psychological testing were considered. Each of this
analysis is shown follows:
Aptitude and Learning Test for Secondary Education Graduates (PAES)
When students have completed their studies in high school, they must take
the PAES. This test is provided by MINED
11
, through which the competence of
academic development of secondary education students is evaluated. The
results are classified in three levels, as follow: (a) Basic, from 0.00 to 3.75; (b)
intermediate, from 3.76 to 7.50; and (c) advanced, from 7.51 to 10.00. The
national average for PAES in the year 2007 was 5.92 (MINED, 2008).
Students from cohort 2008-2010 in the career of Mechatronics, graduated from
secondary school in 2007, they took thePAES in the same year
12
, passing with
an average higher than the national standard: 7.56 for Dual students and 6.71
for traditional group. This factor is a good academic indicator for students of
this cohort. With the purpose of identifying whether the results of PAES marked
significant differences in both groups (Dual system and Traditional system), the
data were submitted to the statistics test T-Student, for independent samples. The
hypothesis was:
H
0
:m
PAES_Dual
= m
PAES_Traditional
H
1
:m
PAES_Dual
= m
PAES_Traditional
The t test failed to reveal a statistically reliable difference between the mean of
PAES, that students of Dual System have (µPAES_Dual = 7.5688, s = 1.25092), and
students of Traditional system have (µPAES_Traditional = 6.7154, s = 1.75064),
t(17) = 1.599, p = 0.128, a = 0.05.
The null hypothesis H
0
was accepted, then there was not significant differ-
ences in the PAES between the two groups
Admission grades
Both groups were submitted for the course of admission to go through a selection
process in the companies. Those who were accepted into the companies came
to form the dual group, while the others were admitted in the traditional group.
The mean value obtained for each group, during admission course was for the
dual group of 7.4686, and 7.5688 for the traditional. Considering these results,
11. Ministry of Education of El Salvador.
12. Note: not all the students did PAES, because when some of then finished their high school, this test was not exist.
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
72.
It was necessary to determine whether there was a significant difference in
admission notes between the two groups. For this, the T-student test was applied
to the independent samples in order to determine the following hypothesis:
The t-test failed to reveal a statistically reliable difference between the mean of
Course admission, that students of Dual System have (µ
course_admission_Dual
= 7.4686,
s = 1.08671), and students of Traditional system have (µ
course_admission_Traditional
=
7.5688, s = 0.95965), t(52) = 0.326, p = 0.746, a = 0.05.
H
0
was accepted, then there was not significant differences in course
admission between the two groups, when they started their studies
Psychological test
Students in both groups were evaluated with a parametric test, in the areas
of personality, values and character in order to know if there was a significant
difference in psychological aspects that could give advantages to one group
from the other in the learning process. This was done using the Gordon Personal
Profile–Inventory (GPP-I) and Gordon´s Survey of Personal Values (SPV)
13
, in order
to establish the level of psychological functioning at the time to start the career.
Tests were applied. supervised and controlled by Psychologists
14
. Students were
organized in three groups, where group A (19 students) and B (19 students)
belonged to Dual System, and group C was students in Traditional System (18
students
15
).
Test results
• Gordon Personal Profile – Inventory (GPP-I)
In relation to the PPG-IPG test, group A (Dual) received a global score of 361 and
an average of 19 points per subject, while group B (Dual) received an overall
score of 396, giving an average of 21 points, meanwhile the group C, had values
of 365 points overall and an average of 20. As can be seen, there is a very slight
13. Leonard V. Gordon is the author of the tests.
14. Hada de Escalante and Carlos Mario Pacheco administered tests. They are professionals in Psychology in El
Salvador (Escalante & Pacheco, 2008).
15. In 2008, were 20 students enrolled in traditional group, 18 of them did the psychological test. In 2010, there were
only 17 students in this group.
73.
advantage on the average score of the group B on the other two groups, 2-point
advantage in relation to group A and a point with respect to C.
• Gordon´s Survey of Personal Values (SPV)
With regard to Survey of Personal Values (SPV), although there are differences
in scores by Range, it disappears when comparing the averages of the tests
because the three groups had an average score of twelve (12).
In conclusion, by inspection of the results it can say, that there
are no differences, in psychological characterization of
subjects that form the different groups
16
. This means that when
starting the training process the groups are homogeneous.
The above is convenient because if there are any changes
in further evaluations it will mean that It is probably the result
of the educational treatment to which each group has been
exposed.
Although, neither the experimental groups nor the control groups was formed
by random techniques; analyzing the initial condition related to PAES, Admission
Course and psychological test, it is determined that:
Students in both groups started with similar conditions
related with their knowledge (results in PAES and course
of admission), and psychological level.
Sub hypothesis (H1.1) about higher competences: Results and valuation
Competences by grades, significant task and observation of behavior
With Coefficient of Unit of Merit (GPA) as a global grade of competences
The GPA has used in the evaluation system in higher education, which is used
to measure the academic performance of learners
17
. The following data were
the final GPA of students at end of 2010, period when was supposed to finish
the career. The analysis is done from considering the studio system, where seeks
to determine whether there were significant difference in the results of the GPA
16. Conclusion for psychological test was made for Hada de Escalante and Carlos Mario Pacheco who are
professional in Psychology in El Salvador (Escalante & Pacheco, 2008).
17. The definition method of calculation, is laid down in Article 7 of the Act on Higher Education (MINED, 2004),
which states that the unit of Merit is the final grade for each subject, multiplied by their valuation units. While the
Coefficient of Units of Merit is the quotient of the total units of merit earned by the total of credit units of courses
taken and passed.
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
74.
among students of the Dual System and the Traditional. The null hypothesis and
alternative were:
The test was applied for testing differences between means by T-Student for
independent samples
18
. The mean value obtained for the Study System and
other statistical data as the standard deviation and standard error of the mean, is
shown in Table 1, and T-Student results are in Table 2:
Table 1. Statistics for GPA - Hypothesis H1.1
Group Statistics
Study System N Mean
Std.
Deviation
Std. Error
Mean
GPA
Dual 39 8.274 .4128 .0661
Traditional 17 8.006 .6329 .1535
Table 2. t-Test for GPA
Independent Samples Test
Levene’s Test
for Equality
of Variances
t-test for Equality of Means
F Sig. T Df
Sig.
(2-
tailed)
Mean
Diffe-
rence
Std. Error
Differen-
ce
95%
Confidence
Interval of the
Difference
Lower Upper
GPA
Equal
variances
assumed
2.054 .158 1.891 54
.064 .2685 .1420 -.0161 .5531
Equal
variances
not as-
sumed
1.606 22.162
.122 .2685 .1671 -.0780 .6149
The columns labeled “Levene’s Test for Equality of Variances”, tells whether an
assumption of the t-test has been met. The t-test assumes that the variability
18. Results from the database “Final Student Profile.sav” processed by the software: Statistical Package for the Social
Sciences (SPSS).
75.
of each group is approximately equal. Then, Levene test Sig. = 0.158 > 0.05.
Because the value (0.158) is greater than a level for the test (.05), then the null
hypothesis is accepted where the variability of the two groups is equal, implying
that the variances are equal. Then, T-Student for equal variances: Sig. (p) = 0.064
> 0.05.
The t test failed to reveal a statistically reliable difference between the mean
of GPA, that students of Dual System have (µ
CUM_Dual
= 8.274, s= 0.4128), and
students of Traditional system have (µ
CUM_Traditional
= 8.006, s= 0.6329), t(54) =
1.891, p = 0.064, a = 0.05.
H
0
is accepted, then there is not significant differences between both
groups related to the final grades that were measured by GPA
Level of competence
For this research in order to compare how both systems are different from the
point of view of competence level, the following classification of grades have
been used: (a) Advanced, from 9.1 to 10.0; (b) Intermediate, from 7.6 to 9.0; (c)
Basic from 6.9 to 7.5; and (d) Is not competent. Less than 6.8. Analyzing the data
by level of competences in the first year of cohort 2008-2010, almost all students
got the intermediate level; 94% for traditional and 97% for dual system, showing
little difference of 3 point up in dual system (See Graph 1).
Graph 1. Level of competence in year 2008
At the end of their studies in the year 2010, the gap grow up with a slight difference
of 9 point in favor of in the group of the dual system, because one student got
a step down from intermediate to not competent level; 88% for traditional and
97% for dual system, showing a little difference of 9 point up in dual system (See
Graph 2).
Intermediate,
94%
Basic, 6%
Basic, 3%
Traditional
Dual
0% 20% 40% 60% 80% 100% 120%
Intermediate,
97%
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
76.
Graph 2. Level of competences in year 2010
Level of competences according enterprise practice (Only for Dual students)
The measurement of skills was more complete for students in the dual system
because in addition to the evaluations obtained at the Academy, they were
evaluated in the company, using the binnacle
19
as assessment instrument,
where it was considered: Competences (skills and knowledge), attitudes and
the significant task (skills). All these evaluations were part of level of global
competences
20
from enterprise.
Assessments made by the tutors reflect better results than those in the academy,
in the sense that students have achieved the advanced level of competences
(See Graph 3). One of the more valued factors is the student’s attitude shown
while the training was being developed the company where 49% achieved the
advanced level and 46% the intermediate level, which together make up 95%
of students achieving at these levels.
Graph 3. Enterprise competences evaluation
0% 20% 40% 60% 80% 100% 120%
Basic, 6%
Traditional
Dual
Intermediate,
88%
Intermediate,
97%
Is not
competent, 6%
Is not
competent, 3%
19. The Binnacle instrument used by tutors at enterprises.
20. The global competence grade was calculated considering the 40% of average of competences grades
(knowledge and skills), the 30% of average of evaluations related with attitudes and the 30% assigned for significant
task (skills).
Global level
Intermediate, 79%
Intermediate, 60%
Intermediate, 46%
Intermediate, 79%
Significant
task level
Attitudes level
Advanced, 13%
Advanced, 15%
Advanced, 49%
Advanced, 8%
0% 20% 40% 60% 80% 100%
Is not
competent,
3%
Is not
competent,
15%
Basic, 8%
Basic, 10%
Basic, 5%
Basic, 10%
level
Competence
77.
Moreover, the area with the lowest result was for the evaluation to the significant
tasks, where they reached the advanced and intermediate levels to 75% of the
students.
Job in less time and better salary (Sub hypothesis H1.2)
Returning to the understanding of competences, according OEDC, where
“Key competences represent a transferable, multifunctional package of
knowledge, skills and attitudes that all individuals need for personal fulfillment and
development, inclusion and employment. These should have been developed
by the end of compulsory school or training, and should act as a foundation
for further learning as part of Lifelong Learning”
21
. It is important to evaluate the
employability as a result of the formation process of the new study system. For
that the empirical research included to prove, if students in Dual system (the new
system) have had better opportunities of employment than students in traditional
system. The measurements were made by comparing the time to be hired and
the salary level.
The population of the cohort 2008 - 2010 was 56 students, from which the 75%
finished their studies as the study plan demanded. In Dual system from 39 students,
31 (79% of dual population) were graduated on time, meanwhile in traditional,
from 17, 11 students (65% from traditional population) finished on time.
The foregoing mean is that dual system has better performance than traditional
in terms of academic efficiency as measured by the time it takes to complete
the studies. Considering the graduation the end of the studies, this was the starting
point to measure the time that took the student to be employed by an enterprise
and its correspondent salary. It is important to clarify that, in addition to the
graduates, some of the undergraduates, were employed, so for purposes of this
investigation are considered both.
Job in less time
Taking into consideration graduate and not graduate on time students, six months
after the graduation, 85% of dual group got a job, while in traditional group only
53% had employment (See Graph 4).
21. European Commission (2003b). Implementation of “Education and Training 2010” work program, Working group
on Basic skills, entrepreneurship and foreign languages.
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
78.
Graph 4. Mechatronics cohort 2008 – 2010 - Level of employability
Analyzing inside the data, most of the graduates’ students and some not graduate,
with an employ in the first month after graduation: 67% for Dual system, and 41%
for Traditional. In case of Dual group, the Level of Retained was 41%; meaning
the proportion of persons who got a job immediately that they have finished their
studies, which were hired in the same enterprise where practice was done. After
six month, the gap into the two groups in relation to the time to get a job grow
up, where dual group’s employability was 85%, while traditional had 53% (See
Table 3).
Table 3. Mechatronics cohort 2008 – 2010 - Time to get a job
Time to get Job since graduation (Include graduate and not graduate on time
students)
Time
Study System
Dual Traditional
Count
The
cumulative
percentage
Count
Cumulative
percentage
Immediately after graduation 16 41% 0 0%
One month after
10 67% 7 41%
Two months after
1 69% 0 41%
Three months after
1 72% 1 47%
Four months after
0 72% 0 47%
Five months after 1
74% 1 53%
Six months after
4 85% 0 53%
Without a job
6 100% 8 100%
Total
39 17
0%
Not working, 6
20%10% 40%30% 60%50% 80% 90%80% 100%
Traditional
Dual
79.
The Level of retained (41%) was close to the expectation to be hired that the
students have (54%). In conclusion:
According the placement test and the level of retention,
the students from cohort 2008 - 2010 that were formed
in the new system (Dual system), got job in less time in
the first 6 months after the graduation, than those of the
same cohort who were formed in the traditional system.
Better salary
Better salary in the other factor to prove is the salary conditions for students from
cohort 2008 – 2010 who had been employed. The hypothesis declaration is as
follow:
The test is applied for testing differences between means, by the T-Student for
independent samples
22
The mean value obtained for the Study System and other
statistical data as the standard deviation and standard error of the mean, are
shown in Table 4, and the results of applying T-Student are in Table 5.
Table 4. Statistics of Mechatronic student salary from cohort 2008 - 2010
Group Statistics
Study System N Mean
Std.
Deviation
Std. error
Mean
Salary
Dual
23
32 476.31 158.00 27.93
Traditional 9 357.78 115.30 38.43
22. Results from the database “Final Student Profile.sav” processed by the software: Statistical Package for the Social
Sciences (SPSS).
23. Even though, 33 persons were working, only 32 were processed, because one of the data was not available
because the technician was out of the country.
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
80.
Table 5. t-Test for Salary
Independent Samples Test
F
Levene’s
Test for
Equality of
Variances
t-test for Equality of Means
Sig. T df
Sig.
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
(2-tailed) Lower Upper
Salary
Equal
variances
assumed
1.102 .300 2.091 39 .043 118.5347 56.6858 3.8768 233.1926
Equal
variances
not
assumed
2.495 17.427 .023 118.5347 47.5114 18.4815 218.5879
The columns labeled “Levene’s Test for Equality of Variances”, tell it whether an
assumption of the t-test has been met. The t-test assumes that the variability
of each group is approximately equal. Then Levene test: Sig. = 0.300 > 0.05.
Because the value (0.300) is greater than a level for the test (.05), then the null
hypothesis is accepted where the variability of the two groups is equal, implying
that the variances are equal. Then, T-Student for equal variances: Sig. (p) = 0.043
< 0.05.
The t test for independent sample reveal a statistically reliable difference between
the mean of salary, that students of Dual System have (µ
Salary_Dual
= 476.31, s=
158.00), and students of Traditional system have (µ
Salary_Traditional
= 357.78, s=
115.30), t(39) = 2.091, p = 0.043, a = 0.05. In conclusion:
H
0
is rejected, then there is a significant differences between
both group related with the salary, where dual group (µ
Salary_Dual
= US$476.31), has gotten better salary than traditional group
(µ
Salary_Traditional
= US$357.78).
It is also important as a reference point that minimum wage for industry since
May 2011 is US$210.30 in El Salvador (Ministerio de Trabajo y Previsión Social,
2011). Moreover, the average salary of all technical graduates at the same
time of Mechatronics groups, in this educational institution for the year 2010 was
81.
US$379.62, and the percentage of placement of 73.56%
24
. The foregoing, shows
that the Dual group’s students, had better results at the placement Percentage
(85%) relative to the placement rate of graduates of all technical careers of the
Academy (73.56%); in wage levels also exceeded the overall average for all
technical graduates in the year 2010 (See Graph 5).
Graph 5. Average salary
Average salary US$
$600.00
$500.00
$400.00
$300.00
$200.00
$100.00
$
0 1 2 3 4 5
Traditional,
$357.78
Dual, $476.31
Minimum
wage,
$219.30
All technicians
at Academy,
$379.62
Conclusions
As has been identified by World Bank (2011), the main challenges and policy
priorities in the short and medium term to improve the employment situation of the
Salvadoran population, where among other things, recommended implementing
a comprehensive reform of education system where is necessary to assess their
relevance for the labor market, modernizing curricula, teaching methods and
learning assessment according to international standards and diversify the range
of interdisciplinary studies.
According to the results of this empirical study, Dual system could be a strategic
to attend part of the challenges of the employability situation for youth and to
improve the technical educational system. This main conclusion is developed
as follows by the association to the aim of the research, giving answer for two
scientific questions presented before.
Better competences for students in Dual system
To determine if the students of cohort 2008 - 2010 who study under using dual
system elements acquire better professional competences to be inserted in the
24. The placement rate and the average salary, was calculated in the first 6 months after the graduation, and the
data was in the Annual Report for the year 2010; it included the graduated from all technical careers.Annual Report
of ITCA (ITCA, 2011b).
Competencias y
empleabilidad con
sistemas duales:
experiencia de
El Salvador en la
educación técnica
82.
productive process than those of the traditional system was the aim. The scientific
question was: Under which conditions does the Dual system contribute to raise
the competences level and improve the employability on students in technical
education?
The investigation to find the answer to these question were based in the
hypothesis H1, where the aim was to prove if students of Cohort 2008 to 2010
that were formed under some elements of the Dual System and have acquired
better competences than students in the same cohort that were formed in the
traditional system. This was proved by two sub hypothesis related to prove the
level of competences (H1.1) and the other about the employability conditions
that include getting a job in less time and better salary conditions (H1.2). The test
of the sub hypothesis showed the following results comparing the Dual group with
traditional group: a) There was no difference in the level of competences; b) the
Dual group got job in less time; and c) the Dual group got better salary (See Table 6).
Table 6. Summary result for Hypothesis H1
Hypothesis Dual group Traditional group
Competences level Same Same
Time to get job Less time More time
Better salary Higher salary Lowest salary
Taking in consideration the three factors measured, Dual system has contributed
to maintain a good level of competence (97% in intermediate level) as has been
tested with sub hypothesis H1.1 with the dual group. Besides, students in Dual
system had better job conditions with good rate of placement time (85% in the
first six months and 41% retention level) and better salary comparing with the
traditional group and with the technician from other careers who have graduated
at the same time. The test of this sub hypothesis showed that there is a significant
difference in the salaries between dual group and traditional group, having
dual group better salaries. Then, the main aim was to find out if students of
cohort 2008 - 2010 who study under using dual system elements acquire better
professional competences to be inserted in the productive process that those of
the traditional system.
Taking only the grades at the Academy there were not significant differences
between both group. In these grades were reflected the measurement
competences method of the Academy. Here is important to remember about
difference between qualifications and competences. Competences are
developed in controlled situation; it certifies that the person knows and can do
83.
something; but this is not guarantee that this person will be successful in non-
controlled situation, resolving problem in the real life.
So, it is possible to assure that both groups acquire the same level of professional
qualifications, because the evaluation by final grades were under controlled
situations. But, considering that Dual group has developed its formation taking
contact with the real world, exposed to solve real problems, and according
the interviews (opinions from students and tutors), they got a very good level of
competences. Besides, The results about job opportunities (time to get a job and
salary conditions) were better for Dual group.
Considering all these facts, it is possible to affirm that students of cohort 2008 - 2010
who studied under dual system has acquired better professional competences
to be inserted in the productive process that those of the traditional system
In conclusion:
Dual system is a possibility to have a better quality in technical
higher education, raising the competences level and improving the
employability of the students, preparing them for the labor life.
Besides, in order to have better measurements at Academy about
students’ competences level, where it is necessary to reevaluate
the actual measurement system including a better evaluation for
competences developed in non-controlled situation in the real
work life. It has to consider
25
(a) personal competences; (b) Activity
and implementation-oriented competences; (c) technical and
methodological competences; and (d) social and communicative
competences.
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