GERMANY

GERMANY spotlight on VET EN

Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012

VOCATIONAL

GENERAL

100 24.7

49.6

51.7

53.9

51.8

86.8

■ Cedefop Refernet Germany (2011). VET in Europe – Country report. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_DE.pdf

75.3 69.5

48.3

50.4

20

48.2

46.1

44.2

■ Eurydice (2013), Germany: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Germany:overview

13.2

AT

EU-28

NL

DE

PL

DK

FR

CY

■ BIBB (2014). Datenreport zum Berufsbildungsbericht [VET data report]. Bonn: BIBB. http://datenreport.bibb.de/media2014/BIBB_Datenreport_2014.pdf

Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.

ISCED 5B 50

50.0

47.0

42.0

40.0

ISCED 5A-6 40.0

2020 NATIONAL TARGET 40.0

38.0

40 EUROPE 2020=40

30

26.8

24.8

26.0 23.7

20 10

28.1

37.4

21.3

40.3 22.2

17.9

17.3

2.8

9.4

8.7

6.0

6.0

DE

EU-28

DK

AT

■ BIBB (2013). VET data report Germany 2013. Bonn: BIBB. http://datenreport.bibb.de/media2013/DR2013_engl._Screen.pdf ■ BMBF (2012). Getting ahead through advanced vocational training. German background report on the OECD study Skills beyond school. Bonn: BMBF. www.bmbf.de/pub/getting_ahead_through_advanced_vocational_training.pdf ■ BMBF (2014). Berufsbildungsbericht [VET report]. Bonn, Berlin: BMBF. www.bmbf.de/pub/bbb_2014.pdf

0.2

www.refernet.de

ReferNet Germany

www.bmbf.de

Federal Ministry of Education and Research

35

www.bibb.de

Federal Institute for Vocational Training (BIBB)

30

www.kmk.org

Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (KMK)

www.refernet.de/html/en/47.php

Information on the German ReferNet consortium

BE

FR

NL

IT

Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.

25 20

31.4

E&T 2020=15 31.6

15 10

17.7

5

17.4

This spotlight is based on input from ReferNet Germany.

13.9

10.4

7.8

0 DK

FR

NL

EU-28

AT

DE

4.3

1.7

PL

BG

8057 EN – TI-01-13-645-EN-N – doi: 10.2801/49839

0

Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013

Further information ■ Cedefop Refernet Germany (2013). VET in Europe – Country report. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_DE.pdf

55.8

60

0

Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013

EN

30.5

80

40

European Centre for the Development of Vocational Training

NB: Break in series for France. Source: Eurostat, labour force survey, date of extraction 19.5.2014.

Early leavers from education and training % of early leavers from education and training, 2013

2013

2020 NATIONAL TARGET

25

European Centre for the Development of Vocational Training

20

spotlight on VET

15.0

15

EUROPE 2020=10

10 5 0

4.0

4.5

3.7

5.6

HR

PL

9.5

7.3

AT

10.0

8.0

DK

8.0

9.2

NL

NB: Break in series for France. Source: Eurostat labour force survey, date of extraction 19.5.2014.

9.5

9.7

FR

10.0

9.9

DE

Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]

10.0

11.9

EU-28

23.5

Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved.

visit our portal www.cedefop.europa.eu

978-92-896-1388-0

GERMANY

ES

2013/14

VET in Germany’s education and training system

spotlight on VET

ADULT LEARNING/CONTINUING TRAINING (outside the school system)

TERTIARY LEVEL

VET in Germany

The main pillar of VET is the dual system (apprenticeship, ISCED 3B). Every person who has completed full-time compulsory schooling has access to apprenticeship training (duration usually three years), which combines two learning venues, companies and vocational schools. Those successfully completing their training are qualified to be employed as skilled workers. Progression is possible through various school-based VET programmes and by acquiring master craftsperson and similar qualifications. There are also programmes based on the dual principle at higher education level. Parallel to the dual system there is a wide range of school-based programmes (ISCED levels 3-4), which differ in terms of entry requirements, focus, types and levels of qualifications they lead to, such as: • programmes at vocational schools preparing people for work in many occupational areas (Berufsfachschule, duration one to three years depending on the occupational area and specialisation and the type/level of qualification). Where they do not offer a full vocational qualification, attendance can be credited as the first year of training in the dual system if certain conditions are met. Entry requirement is the lower secondary general school certificate or the certificate obtained on completion of year 10 (intermediate level, Realschule); • programmes providing general upper secondary and vocationally-oriented education (ISCED 3A) and usually leading to the general higher education entrance qualification (Berufliches

Gymnasium/Fachgymnasium, duration three to four years depending whether they also acquire a vocational qualification). Entry requirement is the intermediate level certificate; • specialised programmes that build upon intermediate level certificates or initial vocational training and impart deeper occupational knowledge (duration one to three years). They lead to entrance qualifications for universities of applied sciences or specific fields of study. Under certain conditions, learners may also obtain the general higher education entrance qualification. VET at higher education level is becoming more important. A blend of vocational and academic training is offered by universities of applied sciences (duration four years) and other higher education institutes (Berufsakademien, duale Hochschule in some Länder, usually leading to bachelor or in some cases master degrees). Enterprises participating in Berufsakademie programmes bear the costs of the company-based training and pay learners a wage. An important step in widening access to higher education is the 2009 KMK resolution, which defines common access criteria for vocationally qualified applicants without a school-based higher education entrance qualification: advanced vocational qualifications such as those of master craftsperson, foreperson and certified supervisor (Meister, Techniker, Fachwirt, see below); completion of relevant IVET lasting two years; three years of relevant occupational experience; passing an aptitude test; or successful completion of a probationary year of studies. Continuing training is playing an increasingly important role in improving employability. It is characterised by a wide variety of providers (a training market) and a comparatively low degree of regulation by the state. Only a small part of provision leads to formal qualifications regulated by the Vocational Training Act, such as master craftsman/foreman/ certified supervisor, technical engineer, and certified senior clerk qualifications (Meister, Techniker, Fachwirt). Courses to prepare for these advanced level qualifications are offered by chambers or schools (Fachschulen, master craftsmen schools). Access to the respective assessment usually requires several years of practice in the related occupation.

Courses for unemployed and other vulnerable groups

CVET for employees

EQF 8

VET in Germany is based on cooperation between State, private sector and social partners. The Federal Ministry of Education (BMBF) is responsible for general VET policy issues and has a coordinating and steering role for all training occupations in cooperation with the respective ministries. The ministry also works closely with the Federal Institute for Vocational Education and Training (BIBB), which conducts research and advises the Federal Government and vocational training providers. The Länder (federal states) are responsible for school-based (parts of) VET and have VET committees with employer and employee representatives. The Ministries of Education in the Länder cooperate in a standing conference (KMK) to ensure a degree of uniformity and comparability.

PhD programmes, duration varies ISCED 6 EQF 7

EQF 7

Master programmes, 2 years ISCED 5A

EQF 6

ISCED 5A

19+

,

Master programmes 2 years

EQF 6-7

,

IT-Professional

ISCED 5A

EQF 6

Bachelor programmes 3-4 years

Training courses by private providers

EQF 7

Master programmes 2 years ISCED 5A

Bachelor programmes, 3-4 years

GERMANY

,

EQF 6

Bachelor programmes 3-4 years

ISCED 5A

EQF 6

,

ISCED 5A

Bachelor programmes 3-4 years

EQF 6

EQF 6

Technician, Fachwirt etc. qualifications

,

ISCED 5b

ISCED 5b

Meister, technician, etc. qualifications examinations ISCED 5b

13+

Specialised programmes, 1-3 years

POST-SECONDARY LEVEL

ISCED 4A

EQF 4

19

13

18

12

17

11

16

10

16

10

15

9

14

8

13

7

AGE

General education programmes, 2-3 years ISCED 3A

General educ. programmes with vocational orientation, 2-3 years ISCED 3A

Apprenticeship programmes, 2-3.5 years

EQF 2-4

Schoolbased VET programmes, 1-3 years

EQF 1-2

ISCED 3B

Transition programmes, 1 year

Lower secondary programmes, at Gymnasium, Realschule and Gesamtschule, 4 years

EQF 2

ISCED 3B

Lower secondary programmes, at Hauptschule and Gesamtschule 3 years (4 years in one federal state)

SECONDARY LEVEL

YEARS in E&T

General education programmes

Possible progression routes

VET programmes Programmes combining VET and general education

Prior education may be recognised affecting the duration of the programme

Also available to adults

Access restricted to certain related subjects

Officially recognised vocational qualifications

Professional experience required to enter

Qualifications allowing access to the next educational level

At universities of applied science

End of compulsory education

At duale Hochschule

Giving access to higher education

At Berufsakademien

Access to HE is limited, only from/to some programmes

At Fachschule/Fachakademie, duration varies

NB: This is a simplified chart, based on the unified approach used for the spotlights on VET in all EU-28 countries plus Iceland and Norway. ISCED 1997 was used in this chart. Conversion to ISCED 2011 is ongoing. EQF levels have not yet been defined for all qualifications. Source: Cedefop.

Distinctive features of VET

Challenges and policy responses

Germany’s VET is seen internationally as a successful model, largely because of the dual system, which leads to high-quality vocational qualifications and enables smooth education to work transitions. A considerable share of those choosing this type of training have already obtained higher education entrance qualifications. Germany’s well-trained, skilled workers are a prerequisite for economic success.

Current VET-related issues that need to be addressed include: • improving transition from (compulsory) general education to VET and higher education; • further developing guidance and counselling; • preventing dropouts from VET; • reducing the lack of qualified personnel.

Companies conclude training contracts with applicants under private law and provide training in accordance with vocational training regulations. While the regulations are binding and guarantee national standards, they allow for flexibility to agree company training plans with the apprentices. The enterprises also bear the costs of in-company training and pay the apprentice remuneration as regulated by collective agreements. Learning at vocational school is based on a framework curriculum that is aligned to training regulations and is drawn up for every recognised training occupation. Enterprises and vocational schools conduct training, but the chambers are responsible for holding examinations. Training regulations are revised every few years to keep pace with rapid technological and organisational change. The initiative for updating or developing an entirely new occupational profile comes from the social partners or BIBB. After consultation with all parties involved, the competent federal ministry decides in consultation with the Länder governments whether to proceed. Cooperation between the social partners (employer organisations, trade unions and employee organisations) and the government is a core element of VET in Germany. Social dialogue and joint decisions are the means to ensure that VET reforms are accepted. Advanced vocational training leading to qualifications such as master craftsperson certificates (EQF level 6, i.e. the same level as bachelor degrees) is at the heart of the VET system. It confers the right to exercise a trade independently, to hire and train apprentices and to enter higher education. It also supports acquisition of middle management qualifications in companies. Improved financial support included in the legislation has reduced obstacles.

An increasing number of unoccupied apprenticeship places coincides with high unemployment risk of early leavers, dropouts and learners with poor performance. Various measures are in place to help young disadvantaged people manage the transition into VET and acquire a qualification. Introductory training (6 to 12 months’ duration) uses qualification modules as a basis to prepare young people for dual VET. As these preparatory programmes reflect the VET content, this period may be credited towards the overall training duration. A BMBF initiative (Bildungsketten) aims to ensure different initiatives complement one another. Complementary measures include competence analyses prior to VET, a career orientation and career management skills programme, preventing VET dropouts by providing a personal mentor who supports the young person during the apprenticeship, mentoring by senior experts and additional guidance and counselling.

VET in Germany’s education and training system

spotlight on VET

ADULT LEARNING/CONTINUING TRAINING (outside the school system)

TERTIARY LEVEL

VET in Germany

The main pillar of VET is the dual system (apprenticeship, ISCED 3B). Every person who has completed full-time compulsory schooling has access to apprenticeship training (duration usually three years), which combines two learning venues, companies and vocational schools. Those successfully completing their training are qualified to be employed as skilled workers. Progression is possible through various school-based VET programmes and by acquiring master craftsperson and similar qualifications. There are also programmes based on the dual principle at higher education level. Parallel to the dual system there is a wide range of school-based programmes (ISCED levels 3-4), which differ in terms of entry requirements, focus, types and levels of qualifications they lead to, such as: • programmes at vocational schools preparing people for work in many occupational areas (Berufsfachschule, duration one to three years depending on the occupational area and specialisation and the type/level of qualification). Where they do not offer a full vocational qualification, attendance can be credited as the first year of training in the dual system if certain conditions are met. Entry requirement is the lower secondary general school certificate or the certificate obtained on completion of year 10 (intermediate level, Realschule); • programmes providing general upper secondary and vocationally-oriented education (ISCED 3A) and usually leading to the general higher education entrance qualification (Berufliches

Gymnasium/Fachgymnasium, duration three to four years depending whether they also acquire a vocational qualification). Entry requirement is the intermediate level certificate; • specialised programmes that build upon intermediate level certificates or initial vocational training and impart deeper occupational knowledge (duration one to three years). They lead to entrance qualifications for universities of applied sciences or specific fields of study. Under certain conditions, learners may also obtain the general higher education entrance qualification. VET at higher education level is becoming more important. A blend of vocational and academic training is offered by universities of applied sciences (duration four years) and other higher education institutes (Berufsakademien, duale Hochschule in some Länder, usually leading to bachelor or in some cases master degrees). Enterprises participating in Berufsakademie programmes bear the costs of the company-based training and pay learners a wage. An important step in widening access to higher education is the 2009 KMK resolution, which defines common access criteria for vocationally qualified applicants without a school-based higher education entrance qualification: advanced vocational qualifications such as those of master craftsperson, foreperson and certified supervisor (Meister, Techniker, Fachwirt, see below); completion of relevant IVET lasting two years; three years of relevant occupational experience; passing an aptitude test; or successful completion of a probationary year of studies. Continuing training is playing an increasingly important role in improving employability. It is characterised by a wide variety of providers (a training market) and a comparatively low degree of regulation by the state. Only a small part of provision leads to formal qualifications regulated by the Vocational Training Act, such as master craftsman/foreman/ certified supervisor, technical engineer, and certified senior clerk qualifications (Meister, Techniker, Fachwirt). Courses to prepare for these advanced level qualifications are offered by chambers or schools (Fachschulen, master craftsmen schools). Access to the respective assessment usually requires several years of practice in the related occupation.

Courses for unemployed and other vulnerable groups

CVET for employees

EQF 8

VET in Germany is based on cooperation between State, private sector and social partners. The Federal Ministry of Education (BMBF) is responsible for general VET policy issues and has a coordinating and steering role for all training occupations in cooperation with the respective ministries. The ministry also works closely with the Federal Institute for Vocational Education and Training (BIBB), which conducts research and advises the Federal Government and vocational training providers. The Länder (federal states) are responsible for school-based (parts of) VET and have VET committees with employer and employee representatives. The Ministries of Education in the Länder cooperate in a standing conference (KMK) to ensure a degree of uniformity and comparability.

PhD programmes, duration varies ISCED 6 EQF 7

EQF 7

Master programmes, 2 years ISCED 5A

EQF 6

ISCED 5A

19+

,

Master programmes 2 years

EQF 6-7

,

IT-Professional

ISCED 5A

EQF 6

Bachelor programmes 3-4 years

Training courses by private providers

EQF 7

Master programmes 2 years ISCED 5A

Bachelor programmes, 3-4 years

GERMANY

,

EQF 6

Bachelor programmes 3-4 years

ISCED 5A

EQF 6

,

ISCED 5A

Bachelor programmes 3-4 years

EQF 6

EQF 6

Technician, Fachwirt etc. qualifications

,

ISCED 5b

ISCED 5b

Meister, technician, etc. qualifications examinations ISCED 5b

13+

Specialised programmes, 1-3 years

POST-SECONDARY LEVEL

ISCED 4A

EQF 4

19

13

18

12

17

11

16

10

16

10

15

9

14

8

13

7

AGE

General education programmes, 2-3 years ISCED 3A

General educ. programmes with vocational orientation, 2-3 years ISCED 3A

Apprenticeship programmes, 2-3.5 years

EQF 2-4

Schoolbased VET programmes, 1-3 years

EQF 1-2

ISCED 3B

Transition programmes, 1 year

Lower secondary programmes, at Gymnasium, Realschule and Gesamtschule, 4 years

EQF 2

ISCED 3B

Lower secondary programmes, at Hauptschule and Gesamtschule 3 years (4 years in one federal state)

SECONDARY LEVEL

YEARS in E&T

General education programmes

Possible progression routes

VET programmes Programmes combining VET and general education

Prior education may be recognised affecting the duration of the programme

Also available to adults

Access restricted to certain related subjects

Officially recognised vocational qualifications

Professional experience required to enter

Qualifications allowing access to the next educational level

At universities of applied science

End of compulsory education

At duale Hochschule

Giving access to higher education

At Berufsakademien

Access to HE is limited, only from/to some programmes

At Fachschule/Fachakademie, duration varies

NB: This is a simplified chart, based on the unified approach used for the spotlights on VET in all EU-28 countries plus Iceland and Norway. ISCED 1997 was used in this chart. Conversion to ISCED 2011 is ongoing. EQF levels have not yet been defined for all qualifications. Source: Cedefop.

Distinctive features of VET

Challenges and policy responses

Germany’s VET is seen internationally as a successful model, largely because of the dual system, which leads to high-quality vocational qualifications and enables smooth education to work transitions. A considerable share of those choosing this type of training have already obtained higher education entrance qualifications. Germany’s well-trained, skilled workers are a prerequisite for economic success.

Current VET-related issues that need to be addressed include: • improving transition from (compulsory) general education to VET and higher education; • further developing guidance and counselling; • preventing dropouts from VET; • reducing the lack of qualified personnel.

Companies conclude training contracts with applicants under private law and provide training in accordance with vocational training regulations. While the regulations are binding and guarantee national standards, they allow for flexibility to agree company training plans with the apprentices. The enterprises also bear the costs of in-company training and pay the apprentice remuneration as regulated by collective agreements. Learning at vocational school is based on a framework curriculum that is aligned to training regulations and is drawn up for every recognised training occupation. Enterprises and vocational schools conduct training, but the chambers are responsible for holding examinations. Training regulations are revised every few years to keep pace with rapid technological and organisational change. The initiative for updating or developing an entirely new occupational profile comes from the social partners or BIBB. After consultation with all parties involved, the competent federal ministry decides in consultation with the Länder governments whether to proceed. Cooperation between the social partners (employer organisations, trade unions and employee organisations) and the government is a core element of VET in Germany. Social dialogue and joint decisions are the means to ensure that VET reforms are accepted. Advanced vocational training leading to qualifications such as master craftsperson certificates (EQF level 6, i.e. the same level as bachelor degrees) is at the heart of the VET system. It confers the right to exercise a trade independently, to hire and train apprentices and to enter higher education. It also supports acquisition of middle management qualifications in companies. Improved financial support included in the legislation has reduced obstacles.

An increasing number of unoccupied apprenticeship places coincides with high unemployment risk of early leavers, dropouts and learners with poor performance. Various measures are in place to help young disadvantaged people manage the transition into VET and acquire a qualification. Introductory training (6 to 12 months’ duration) uses qualification modules as a basis to prepare young people for dual VET. As these preparatory programmes reflect the VET content, this period may be credited towards the overall training duration. A BMBF initiative (Bildungsketten) aims to ensure different initiatives complement one another. Complementary measures include competence analyses prior to VET, a career orientation and career management skills programme, preventing VET dropouts by providing a personal mentor who supports the young person during the apprenticeship, mentoring by senior experts and additional guidance and counselling.

VET in Germany’s education and training system

spotlight on VET

ADULT LEARNING/CONTINUING TRAINING (outside the school system)

TERTIARY LEVEL

VET in Germany

The main pillar of VET is the dual system (apprenticeship, ISCED 3B). Every person who has completed full-time compulsory schooling has access to apprenticeship training (duration usually three years), which combines two learning venues, companies and vocational schools. Those successfully completing their training are qualified to be employed as skilled workers. Progression is possible through various school-based VET programmes and by acquiring master craftsperson and similar qualifications. There are also programmes based on the dual principle at higher education level. Parallel to the dual system there is a wide range of school-based programmes (ISCED levels 3-4), which differ in terms of entry requirements, focus, types and levels of qualifications they lead to, such as: • programmes at vocational schools preparing people for work in many occupational areas (Berufsfachschule, duration one to three years depending on the occupational area and specialisation and the type/level of qualification). Where they do not offer a full vocational qualification, attendance can be credited as the first year of training in the dual system if certain conditions are met. Entry requirement is the lower secondary general school certificate or the certificate obtained on completion of year 10 (intermediate level, Realschule); • programmes providing general upper secondary and vocationally-oriented education (ISCED 3A) and usually leading to the general higher education entrance qualification (Berufliches

Gymnasium/Fachgymnasium, duration three to four years depending whether they also acquire a vocational qualification). Entry requirement is the intermediate level certificate; • specialised programmes that build upon intermediate level certificates or initial vocational training and impart deeper occupational knowledge (duration one to three years). They lead to entrance qualifications for universities of applied sciences or specific fields of study. Under certain conditions, learners may also obtain the general higher education entrance qualification. VET at higher education level is becoming more important. A blend of vocational and academic training is offered by universities of applied sciences (duration four years) and other higher education institutes (Berufsakademien, duale Hochschule in some Länder, usually leading to bachelor or in some cases master degrees). Enterprises participating in Berufsakademie programmes bear the costs of the company-based training and pay learners a wage. An important step in widening access to higher education is the 2009 KMK resolution, which defines common access criteria for vocationally qualified applicants without a school-based higher education entrance qualification: advanced vocational qualifications such as those of master craftsperson, foreperson and certified supervisor (Meister, Techniker, Fachwirt, see below); completion of relevant IVET lasting two years; three years of relevant occupational experience; passing an aptitude test; or successful completion of a probationary year of studies. Continuing training is playing an increasingly important role in improving employability. It is characterised by a wide variety of providers (a training market) and a comparatively low degree of regulation by the state. Only a small part of provision leads to formal qualifications regulated by the Vocational Training Act, such as master craftsman/foreman/ certified supervisor, technical engineer, and certified senior clerk qualifications (Meister, Techniker, Fachwirt). Courses to prepare for these advanced level qualifications are offered by chambers or schools (Fachschulen, master craftsmen schools). Access to the respective assessment usually requires several years of practice in the related occupation.

Courses for unemployed and other vulnerable groups

CVET for employees

EQF 8

VET in Germany is based on cooperation between State, private sector and social partners. The Federal Ministry of Education (BMBF) is responsible for general VET policy issues and has a coordinating and steering role for all training occupations in cooperation with the respective ministries. The ministry also works closely with the Federal Institute for Vocational Education and Training (BIBB), which conducts research and advises the Federal Government and vocational training providers. The Länder (federal states) are responsible for school-based (parts of) VET and have VET committees with employer and employee representatives. The Ministries of Education in the Länder cooperate in a standing conference (KMK) to ensure a degree of uniformity and comparability.

PhD programmes, duration varies ISCED 6 EQF 7

EQF 7

Master programmes, 2 years ISCED 5A

EQF 6

ISCED 5A

19+

,

Master programmes 2 years

EQF 6-7

,

IT-Professional

ISCED 5A

EQF 6

Bachelor programmes 3-4 years

Training courses by private providers

EQF 7

Master programmes 2 years ISCED 5A

Bachelor programmes, 3-4 years

GERMANY

,

EQF 6

Bachelor programmes 3-4 years

ISCED 5A

EQF 6

,

ISCED 5A

Bachelor programmes 3-4 years

EQF 6

EQF 6

Technician, Fachwirt etc. qualifications

,

ISCED 5b

ISCED 5b

Meister, technician, etc. qualifications examinations ISCED 5b

13+

Specialised programmes, 1-3 years

POST-SECONDARY LEVEL

ISCED 4A

EQF 4

19

13

18

12

17

11

16

10

16

10

15

9

14

8

13

7

AGE

General education programmes, 2-3 years ISCED 3A

General educ. programmes with vocational orientation, 2-3 years ISCED 3A

Apprenticeship programmes, 2-3.5 years

EQF 2-4

Schoolbased VET programmes, 1-3 years

EQF 1-2

ISCED 3B

Transition programmes, 1 year

Lower secondary programmes, at Gymnasium, Realschule and Gesamtschule, 4 years

EQF 2

ISCED 3B

Lower secondary programmes, at Hauptschule and Gesamtschule 3 years (4 years in one federal state)

SECONDARY LEVEL

YEARS in E&T

General education programmes

Possible progression routes

VET programmes Programmes combining VET and general education

Prior education may be recognised affecting the duration of the programme

Also available to adults

Access restricted to certain related subjects

Officially recognised vocational qualifications

Professional experience required to enter

Qualifications allowing access to the next educational level

At universities of applied science

End of compulsory education

At duale Hochschule

Giving access to higher education

At Berufsakademien

Access to HE is limited, only from/to some programmes

At Fachschule/Fachakademie, duration varies

NB: This is a simplified chart, based on the unified approach used for the spotlights on VET in all EU-28 countries plus Iceland and Norway. ISCED 1997 was used in this chart. Conversion to ISCED 2011 is ongoing. EQF levels have not yet been defined for all qualifications. Source: Cedefop.

Distinctive features of VET

Challenges and policy responses

Germany’s VET is seen internationally as a successful model, largely because of the dual system, which leads to high-quality vocational qualifications and enables smooth education to work transitions. A considerable share of those choosing this type of training have already obtained higher education entrance qualifications. Germany’s well-trained, skilled workers are a prerequisite for economic success.

Current VET-related issues that need to be addressed include: • improving transition from (compulsory) general education to VET and higher education; • further developing guidance and counselling; • preventing dropouts from VET; • reducing the lack of qualified personnel.

Companies conclude training contracts with applicants under private law and provide training in accordance with vocational training regulations. While the regulations are binding and guarantee national standards, they allow for flexibility to agree company training plans with the apprentices. The enterprises also bear the costs of in-company training and pay the apprentice remuneration as regulated by collective agreements. Learning at vocational school is based on a framework curriculum that is aligned to training regulations and is drawn up for every recognised training occupation. Enterprises and vocational schools conduct training, but the chambers are responsible for holding examinations. Training regulations are revised every few years to keep pace with rapid technological and organisational change. The initiative for updating or developing an entirely new occupational profile comes from the social partners or BIBB. After consultation with all parties involved, the competent federal ministry decides in consultation with the Länder governments whether to proceed. Cooperation between the social partners (employer organisations, trade unions and employee organisations) and the government is a core element of VET in Germany. Social dialogue and joint decisions are the means to ensure that VET reforms are accepted. Advanced vocational training leading to qualifications such as master craftsperson certificates (EQF level 6, i.e. the same level as bachelor degrees) is at the heart of the VET system. It confers the right to exercise a trade independently, to hire and train apprentices and to enter higher education. It also supports acquisition of middle management qualifications in companies. Improved financial support included in the legislation has reduced obstacles.

An increasing number of unoccupied apprenticeship places coincides with high unemployment risk of early leavers, dropouts and learners with poor performance. Various measures are in place to help young disadvantaged people manage the transition into VET and acquire a qualification. Introductory training (6 to 12 months’ duration) uses qualification modules as a basis to prepare young people for dual VET. As these preparatory programmes reflect the VET content, this period may be credited towards the overall training duration. A BMBF initiative (Bildungsketten) aims to ensure different initiatives complement one another. Complementary measures include competence analyses prior to VET, a career orientation and career management skills programme, preventing VET dropouts by providing a personal mentor who supports the young person during the apprenticeship, mentoring by senior experts and additional guidance and counselling.

GERMANY

GERMANY spotlight on VET EN

Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012

VOCATIONAL

GENERAL

100 24.7

49.6

51.7

53.9

51.8

86.8

■ Cedefop Refernet Germany (2011). VET in Europe – Country report. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_DE.pdf

75.3 69.5

48.3

50.4

20

48.2

46.1

44.2

■ Eurydice (2013), Germany: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Germany:overview

13.2

AT

EU-28

NL

DE

PL

DK

FR

CY

■ BIBB (2014). Datenreport zum Berufsbildungsbericht [VET data report]. Bonn: BIBB. http://datenreport.bibb.de/media2014/BIBB_Datenreport_2014.pdf

Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.

ISCED 5B 50

50.0

47.0

42.0

40.0

ISCED 5A-6 40.0

2020 NATIONAL TARGET 40.0

38.0

40 EUROPE 2020=40

30

26.8

24.8

26.0 23.7

20 10

28.1

37.4

21.3

40.3 22.2

17.9

17.3

2.8

9.4

8.7

6.0

6.0

DE

EU-28

DK

AT

■ BIBB (2013). VET data report Germany 2013. Bonn: BIBB. http://datenreport.bibb.de/media2013/DR2013_engl._Screen.pdf ■ BMBF (2012). Getting ahead through advanced vocational training. German background report on the OECD study Skills beyond school. Bonn: BMBF. www.bmbf.de/pub/getting_ahead_through_advanced_vocational_training.pdf ■ BMBF (2014). Berufsbildungsbericht [VET report]. Bonn, Berlin: BMBF. www.bmbf.de/pub/bbb_2014.pdf

0.2

www.refernet.de

ReferNet Germany

www.bmbf.de

Federal Ministry of Education and Research

35

www.bibb.de

Federal Institute for Vocational Training (BIBB)

30

www.kmk.org

Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (KMK)

www.refernet.de/html/en/47.php

Information on the German ReferNet consortium

BE

FR

NL

IT

Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.

25 20

31.4

E&T 2020=15 31.6

15 10

17.7

5

17.4

This spotlight is based on input from ReferNet Germany.

13.9

10.4

7.8

0 DK

FR

NL

EU-28

AT

DE

4.3

1.7

PL

BG

8057 EN – TI-01-13-645-EN-N – doi: 10.2801/49839

0

Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013

Further information ■ Cedefop Refernet Germany (2013). VET in Europe – Country report. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_DE.pdf

55.8

60

0

Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013

EN

30.5

80

40

European Centre for the Development of Vocational Training

NB: Break in series for France. Source: Eurostat, labour force survey, date of extraction 19.5.2014.

Early leavers from education and training % of early leavers from education and training, 2013

2013

2020 NATIONAL TARGET

25

European Centre for the Development of Vocational Training

20

spotlight on VET

15.0

15

EUROPE 2020=10

10 5 0

4.0

4.5

3.7

5.6

HR

PL

9.5

7.3

AT

10.0

8.0

DK

8.0

9.2

NL

NB: Break in series for France. Source: Eurostat labour force survey, date of extraction 19.5.2014.

9.5

9.7

FR

10.0

9.9

DE

Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]

10.0

11.9

EU-28

23.5

Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved.

visit our portal www.cedefop.europa.eu

978-92-896-1388-0

GERMANY

ES

2013/14

GERMANY

GERMANY spotlight on VET EN

Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012

VOCATIONAL

GENERAL

100 24.7

49.6

51.7

53.9

51.8

86.8

■ Cedefop Refernet Germany (2011). VET in Europe – Country report. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_DE.pdf

75.3 69.5

48.3

50.4

20

48.2

46.1

44.2

■ Eurydice (2013), Germany: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Germany:overview

13.2

AT

EU-28

NL

DE

PL

DK

FR

CY

■ BIBB (2014). Datenreport zum Berufsbildungsbericht [VET data report]. Bonn: BIBB. http://datenreport.bibb.de/media2014/BIBB_Datenreport_2014.pdf

Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.

ISCED 5B 50

50.0

47.0

42.0

40.0

ISCED 5A-6 40.0

2020 NATIONAL TARGET 40.0

38.0

40 EUROPE 2020=40

30

26.8

24.8

26.0 23.7

20 10

28.1

37.4

21.3

40.3 22.2

17.9

17.3

2.8

9.4

8.7

6.0

6.0

DE

EU-28

DK

AT

■ BIBB (2013). VET data report Germany 2013. Bonn: BIBB. http://datenreport.bibb.de/media2013/DR2013_engl._Screen.pdf ■ BMBF (2012). Getting ahead through advanced vocational training. German background report on the OECD study Skills beyond school. Bonn: BMBF. www.bmbf.de/pub/getting_ahead_through_advanced_vocational_training.pdf ■ BMBF (2014). Berufsbildungsbericht [VET report]. Bonn, Berlin: BMBF. www.bmbf.de/pub/bbb_2014.pdf

0.2

www.refernet.de

ReferNet Germany

www.bmbf.de

Federal Ministry of Education and Research

35

www.bibb.de

Federal Institute for Vocational Training (BIBB)

30

www.kmk.org

Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (KMK)

www.refernet.de/html/en/47.php

Information on the German ReferNet consortium

BE

FR

NL

IT

Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.

25 20

31.4

E&T 2020=15 31.6

15 10

17.7

5

17.4

This spotlight is based on input from ReferNet Germany.

13.9

10.4

7.8

0 DK

FR

NL

EU-28

AT

DE

4.3

1.7

PL

BG

8057 EN – TI-01-13-645-EN-N – doi: 10.2801/49839

0

Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013

Further information ■ Cedefop Refernet Germany (2013). VET in Europe – Country report. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_DE.pdf

55.8

60

0

Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013

EN

30.5

80

40

European Centre for the Development of Vocational Training

NB: Break in series for France. Source: Eurostat, labour force survey, date of extraction 19.5.2014.

Early leavers from education and training % of early leavers from education and training, 2013

2013

2020 NATIONAL TARGET

25

European Centre for the Development of Vocational Training

20

spotlight on VET

15.0

15

EUROPE 2020=10

10 5 0

4.0

4.5

3.7

5.6

HR

PL

9.5

7.3

AT

10.0

8.0

DK

8.0

9.2

NL

NB: Break in series for France. Source: Eurostat labour force survey, date of extraction 19.5.2014.

9.5

9.7

FR

10.0

9.9

DE

Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]

10.0

11.9

EU-28

23.5

Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved.

visit our portal www.cedefop.europa.eu

978-92-896-1388-0

GERMANY

ES

2013/14