The dual system of vocational education and training (VET) and its quality have recently been receiving scientific attention, partly due to high drop-out rates and to politically-motivated efforts to increase participation in the system (Le Mouillour, 2018). However, it remains controversial as to how quality within training companies should be measured, and from whose perspective, and how the quality of training affects drop-out. Empirical studies mostly target the quality perceptions of trainees or of trainers in isolation. The extent to which output factors such as drop-out rates are influenced by variations in perceptions of quality between both these parties has to this point not been tested. The object of the present study was to present a novel bilateral approach to assessing training quality. For this reason, the effects on drop-out intention of differences in the perception of in-company training quality (incongruences) between trainees and trainers from the same company were examined. An online survey was conducted involving 311 commercial trainees and training officers from 30 German companies. A framework model of workplace learning (Tynjälä, Vocations and Learning, 6(1), 11–36, 2013) and a short questionnaire “VET-LQI” (Böhn and Deutscher, Zeitschrift für pädagogische Psychologie: ZfPP, 33, 49–70, 2020) served as the theoretical basis and test instrument respectively. Responses from trainees were matched to those of their corresponding trainers, in order to determine possible differences for every item and scale. Following a weighting method regarding the absolute rating level, 15 input- and process-quality factors of divergence, so called “difference accounting multi-perspective scores” were used as independent variables in multiple regression analyses. The results show that differences in perception of quality not only have a significant effect on drop-out intentions, but also explain drop-out intentions more generally, and with a higher predictive power than the conventional method of merely focusing on the quality perceptions of trainees (adjusted R² = .439 > .333).

职业教育和培训双重制度（VET）及其质量最近受到科学重视，部分原因是辍学率高以及出于政治动机努力增加该制度的参与（Le Mouillour，2018）。但是，关于如何衡量培训公司的质量，从谁的角度以及培训质量如何影响辍学方面仍存在争议。实证研究主要针对学员或孤立的学员的质量观念。到目前为止，双方之间对质量观念的差异对诸如辍学率之类的输出因素的影响程度尚未得到检验。本研究的目的是提出一种新颖的双边方法来评估培训质量。为此原因，研究了来自同一公司的受训人员和培训人员之间对公司内培训质量的理解（不一致）对辍学意向的影响。对来自30家德国公司的311名商业培训生和培训人员进行了在线调查。工作场所学习的框架模型（Tynjälä，职业与学习， 2013年第6期（1），11-36日）和简短的问卷调查表“ VET-LQI”（伯恩和德意志，心理心理学杂志：ZfPP，33岁）（49-70，2020年）分别作为理论基础和测试工具。将受训者的回答与其相应培训者的回答相匹配，以确定每个项目和规模的可能差异。遵循关于绝对评级水平的加权方法，将15个输入和过程质量差异因素，即所谓的“差异核算多视角评分”用作多元回归分析中的自变量。结果表明，对质量的感知差异不仅对辍学意向有显着影响，而且比仅关注受训者的质量观的传统方法具有更广泛的解释力，并且具有更高的预测能力。 （调整后的R ²  = .439> .333）。