GERMANY spotlight on VET - Refernet
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spotlight on VET
GERMANY
2020spotlight on VET
VET in Germany
Vocational education and training (VET) in Germany At post-secondary level, specialised
is based on close cooperation between the State, programmes are offered at EQF levels 4 to 5,
companies and social partners. The Federal lasting one to three years. They build on the
Ministry of Education and Research (BMBF) is intermediate school leaving certificate or initial VET
responsible for general VET policy issues and has and lead to entrance qualifications for universities
a coordinating role for all training occupations. or provide direct access to the labour market.
The BMBF works closely with the Federal Institute
for Vocational Education and Training (BIBB). Tertiary VET
BIBB conducts research, moderates the process At tertiary level, persons with vocational
of developing the training regulations and plays qualifications can acquire advanced vocational
a crucial advisory role for VET policy. The federal qualifications at EQF levels 5 to 7, contributing
states (Länder) are in charge of the school-based greatly to the attractiveness of the VET pathway.
part of VET. Social partners’ contribution is Those at EQF level 6 (bachelor professional, e.g.
important at different levels. Meister) entitle graduates to exercise a trade
independently, to hire and train apprentices, and
Upper secondary VET to enrol in subject-related academic bachelor
The apprenticeship programme (dual system) programmes. Graduates of the bachelor
is the main pillar of upper secondary VET. professional can continue at EQF level 7 (master
It is mostly offered at EQF level 4 (about professional). These qualifications also support
50 programmes at EQF level 3) and covers the acquisition of middle and top management
about 330 occupations in various economic positions in companies. Preparation courses are
sectors. Programmes usually last three years offered by chambers or schools. Access to the
(two years for EQF level 3 programmes) and respective assessment generally requires several
combine two learning venues, companies and years of practice in the related occupation.
vocational schools (work-based learning share Advanced vocational programmes are offered
is approximately 75%). There are no basic at EQF 6, lasting one and a half to four years.
access requirements, but an apprenticeship Entrance requirements include specific vocational
contract must be concluded between a learner qualification and work experience. They lead
and a company. Enterprises bear the costs to an advanced vocational qualification (such
of company-based training and pay learners as technician, educator) and give access to the
remuneration. Those passing the final relevant field of study.
examination carried out by the chambers are
Dual study programmes are offered at EQF
qualified as certified skilled professionals.
levels 6 to 7 by different higher education
Parallel to apprenticeships, upper secondary institutions. They provide a blend of academic
VET programmes are offered in vocational and vocational training, in which in-company
schools at EQF levels 2 to 4. These include: training is an important element (share of at
• school-based VET programmes, duration least 40 to 50%). Some of them lead to double
one to three years, leading, for example, to qualifications (vocational qualification and
a qualification in the health sector such as bachelor or master degree). Enterprises bear
a nurse. The minimum entrance requirement is the costs of company-based training and pay
the lower secondary school leaving certificate; learners a wage based on the contract.
• general education programmes with vocational
orientation, duration two to three years, leading Continuing VET
to the general higher education entrance Continuing training is playing an increasingly
qualification. The minimum entrance requirement important role in improving employability by
is the intermediate school leaving certificate. upskilling and reskilling in line with the digital and
Young people with learning difficulties, ecological transition. It is characterised by a wide
handicap or insufficient German language skills variety of training providers and a low degree of
have the possibility to attend different transition State regulation. State incentives are in place to
programmes: the prevocational training (lower increase participation in CVET.
secondary school leaving certificate can be
acquired) or basic vocational training year.VET in Germany’s education and training system
TERTIARY LEVEL ADULT LEARNING/CONTINUING TRAINING
EQF 8
(outside the school system)
PhD programmes, duration varies Courses for
CVET unemployed and Private training
for employees other vulnerable courses for adults
groups
ISCED 844
ADVANCED VOCATIONAL
EQF 7 EQF 7 QUALIFICATIONS AND EXAMS
Master programmes Master programmes EQF 77
EQF
1-2 years incl. WBL Master professional
ISCED 747 1-2 years ISCED 747
(management and expert)
EQF 6
EQF 6 EQF 6 EQF 6 Bachelor professional (Master
craftsperson, specialist)
Bachelor Advanced
Bachelor programmes vocational ISCED 554, 655
programmes incl. WBL programmes EQF 5
3-4 years incl. WBL Professional specialist
3-4 years 1.5-4 years
18+ 12+ ISCED 645 ISCED 645 ISCED 655 ISCED 554
EQF 4-5
Specialised programmes
incl. WBL 1-3 years
POST-SECONDARY
LEVEL ISCED 444, 453, 454
EQF 4 EQF 4
18 13 EQF 4
General General educ.
EQF 4 programmes with EQF 4 EQF 4 Apprenticeship
17 12 education
vocational orientation
programmes School- programmes, WBL ca. 75%
incl. WBL EQF 2 EQF 3
16 11 2-3 years ISCED 344 2-3 years ISCED 344 based VET 2-3.5 years
programmes incl. WBL EQF 1-2
15 10 1-3 years ISCED 354 Transition progr., 1 year ISCED 254 ISCED 354
EQF 3
15 10 SECONDARY LEVEL
EQF 2
14 9 Lower secondar y programmes,
(intermediate school leaving certificate) Lower secondary programmes,
13 8 4 years (lower secondary school leaving certificate)
3 years
12 7 ISCED 244 ISCED 244
AGE YEARS in E&T
General education programmes Professional experience required to enter
VET programmes Giving access to higher education
Programmes combining VET and general education Giving access to higher education in the previously acquired field
Also available to adults Possible progression routes
Officially recognised vocational qualifications Prior education may be recognised affecting programme duration
Qualifications allowing access to the next education level Access to relevant field of study
End of education and training obligation Universities of applied science Duale Hochschule
End of compulsory general education
Fachschule/Fachakademie Berufsakademien
WBL Work-based learning, either at the workplace or at a VET institution
NB: ISCED-P 2011. 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.
Source: Cedefop and ReferNet Germany, 2019.GERMANY
Distinctive features (revised Vocational Training Act 2020) and
revision of AFBG, a major funding instrument
of VET •p
for advanced vocational qualifications;
romoting excellence in VET with the funding
Germany’s VET is a successful model, largely scheme InnoVET, which supports high-quality
based on the dual system (apprenticeship) cooperation between learning locations,
leading to high-quality vocational qualifications, for the transfer of knowledge and new
valued on the labour market. Apprenticeship developments (including artificial intelligence)
enables smooth education-to-work transitions, from universities and research institutions via
resulting in low youth unemployment: in 2019, VET into company practice;
5.8% of those aged 15 to 24 versus 15.1% in the • promoting training for care and nursing
EU-27. About 50% of upper secondary school occupations, such as by broadening the
learners are enrolled in a VET programme; qualification, abolishing school fees and
of those, 70% participate in apprenticeship. introducing appropriate remuneration for
A growing share of apprentices has a higher trainees of hospitals and nursing institutions.
education entrance qualification (29.2% of
apprentices starting their training in 2017). The Modernising IVET and CVET to prepare for
success of the German apprenticeship system digital and ecological transition:
was also the main driver for implementing the • IVET: the VET 4.0 initiative investigates the
European alliance for apprenticeships. effects of digitalisation on qualifications
National standards and training regulations and competences requirements of skilled
(curricula for in-company and school-based professionals. It includes various projects,
components) ensure the quality of the dual which contribute to implementing the changes
training programmes. Companies provide needed, such as the funding programme
apprenticeships in accordance with the training Digital transformation in inter-company
regulations, developed by the four stakeholders vocational training and competence centres;
(Federal and State governments, companies • CVET: the Qualification Opportunities Act
and trade unions). These regulations allow for (2019) introduces the right of employees
flexibility to agree on company training plans to access CVET funding (including salary
with apprentices. Regular revisions to training compensations), if they are affected by
regulations guarantee keeping pace with rapid structural changes or strive for further training
technological and organisational changes. to access an occupation lacking employees.
Social partner contribution at different levels is The National skills strategy (2019) responds to
important. As vocational training must respond the challenges of the increasing digitalisation
to labour market needs, employer organisations of the world of work, which changes
and trade unions have a major influence on the qualifications and job profiles. The overall goal
content and form of IVET and CVET. At national is to establish a new culture by understanding
level, they are represented in the BIBB board and occupational CVET as a lifelong necessity.
participate in its vocational training committees.
At regional level, the chambers play a crucial role Providing guidance and coaching to reduce
in VET, such as in examinations. The initiative for matching problems and support inclusive VET:
updating or developing new occupational profiles • the number of unfilled training places shows
comes mainly from social partners. a need for reconciling supply and demand
while taking into account significant regional
Challenges and policy and branch-specific differences. Employment
agencies play a major role in matching
responses enterprises (especially SMEs) and applicants
through databases, campaigns and support
measures;
Increasing the attractiveness of VET to secure a • the Alliance for initial and further training
future skilled workforce: has committed to integrating all interested
• promoting vocational educational pathways learners in a VET programme; pre-VET
up to EQF levels 6 and 7 (higher VET) and measures and support during training are
underlining the equivalence to academic offered to migrants, refugees and other
education through new designations of disadvantaged groups to facilitate their
bachelor professional and master professional transition to VET and successful completion.GERMANY
Education and training in figures1
VOCATIONAL GENERAL
Upper secondary 100
students (ISCED 2011 80
28.7 31.6 32.5
47.9 52.0 53.5
level 3) enrolled in 60.7
vocational and general 60 83.3
programmes 40
% of all students 71.3 68.4 67.5
52.1 48.0 46.5
in upper secondary 20 39.3
education, 2018 16.7
0
CZ AT NL PL EU-27 DE FR CY
Source: C
edefop calculations, based on Eurostat, UOE data collection on education systems,
date of extraction 5.5.2020.
35
Lifelong learning
% of population aged 30
25 to 64 participating in 25
education and training 20 E&T 2020=15
over the four weeks prior 34.3
15
to the survey, 2019 10 19.5 19.5
14.7
5 10.8 8.2
4.8 1.3
0
SE NL FR AT EU-27 DE PL RO
Source: Eurostat, EU labour force survey, date of extraction 6.5.2020.
2019 2020 NATIONAL TARGET
20
Early leavers from 15.0
education and training
15 EUROPE 2020=10
% of the population
9.5 9.5 10.0 10.0
aged 18 to 24 with at 10
8.0
most lower secondary
4.0 4.5
education and who were 5
not in further education
or training during the last 3.0 5.2 7.5 7.8 8.2 10.2 10.3 17.3
0
four weeks prior to the HR PL NL AT FR EU-27 DE ES
survey, 2019 Source: Eurostat, EU labour force survey, date of extraction 6.5.2020.
100
Employment rates of
young graduates 80
% of 20 to 34 year-olds 79.4
60
no longer in education 62.4
57.5 58.4 56.7
and training, 2019 40 51.6 50.8 50.0
20
94.5
90.2
90.0
68.8
89.6
76.6
88.1
81.0
81.0
72.2
79.8
76.5
73.4
66.5
62.9
66.7
0
MT DE AT NL EU-27 PL FR EL
Upper vocational secondary and post-secondary non-tertiary education (levels 3 and 4)
Upper general secondary and post-secondary non-tertiary education (levels 3 and 4)
Less than primary, primary and lower secondary education (levels 0-2)
Source: Eurostat, EU labour force survey, date of extraction 6.5.2020.
(1) T
he data displayed in each figure include the Spotlight country, its neighbouring countries, the EU-27
average as well as the countries with the highest and lowest rate.spotlight on VET
GERMANY
EN
Further information
BIBB (2020). Datenreport zum Berufsbildungsbericht 2020 (Vorversion) [VET data report
Germany, preliminary draft report]. Bonn. https://www.bibb.de/dokumente/pdf/bibb_
datenreport_2020_vorabversion.pdf
BMBF (2020). Berufsbildungsbericht 2020 [Report on vocational education and training 2020].
Bonn, Berlin. https://www.bmbf.de/de/berufsbildungsbericht-2740.html
Cedefop (forthcoming). Vocational education and training in Germany: short description.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4184
Cedefop ReferNet Germany (2019). VET in Europe – Online database.
https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/germany
Eurydice (2018/19). Germany: overview. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/
index.php/Germany:overview
8137 EN – TI‐01‐20‐367‐EN‐N – doi:10.2801/981096
https://www.refernet.de/en/ ReferNet Germany
Federal Institute for Vocational Education and
https://www.bibb.de/en/index.php
Training (BIBB)
https://www.bmbf.de/en/index.html Federal Ministry of Education and Research (BMBF)
The Standing Conference of the Ministers of
http://www.kmk.org/ Education and Cultural Affairs of the Länder of the
Federal Republic of Germany (KMK)
https://www.bmwi.de/Navigation/
Federal Ministry for Economic Affairs and Energy
EN/Home/home.html
http://www.bmas.de/EN/Home/
Federal Ministry of Labour and Social Affairs
home.html
German Chamber of Commerce and Industry
https://www.dihk.de/
(DIHK)
https://www.zdh.de/en/ German Confederation of Skilled Crafts (ZDH)
https://www.arbeitsagentur.de/en/
Federal Employment Agency
welcome
This Spotlight is based on input from BIBB (ReferNet Germany 2020).
Europe 123, 570 01 Thessaloniki (Pylea), GREECE
Postal: Cedefop service post, 570 01 Thermi, GREECE
Tel. +30 2310490111, Fax +30 2310490020, Email: info@cedefop.europa.eu
Copyright © European Centre for the Development of Vocational Training (Cedefop), 2020
Creative Commons Attribution 4.0 International
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