Vocational Education in Baden-Württemberg - FOR PARENTS FOR LEARNERS
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FOR PARENTS FOR LEARNERS FOR TEACHERS
Vocational Education
in Baden-Württemberg
Ministry of Education, Youth and Sports
Contents
Vocational education: many paths lead to the chosen career 4
The Vocational School 6
Infobox: The transition area at vocational schools 8
Vocational preparation courses 9
Infobox: Individual support at vocational schools 10
The full-time vocational school 11
Intermediate secondary school-leaving certificate 13
University entrance qualification (university of applied sciences) 14
Teacher at a vocational school – a profession with a future 15
Educational paths in vocational training in Baden-Württemberg 16
The advanced vocational school 19
The higher vocational school for general education 20
The higher vocational secondary school 22
Advanced vocational training and education: the senior vocational school 24
Centre for School Quality and Teacher Training Baden-Württemberg (ZSL) 26
Imprint 30
3
Vocational education: many paths
lead to the chosen career
The vocational training and education of Baden- qualification for their professional future. By combining
Württemberg is held in high esteem both in Germany the competencies of vocational schools and the company
and abroad. Around 280 public vocational schools make providing vocational training, the dual system of voca
a significant contribution to business and society: they tional education and training ensures that there are suffi-
help young people to gain a primary vocational educa- cient skilled workers ready to take over jobs in the local
tion and open up ways for them to attain higher general economy as well as being a tried and tested foundation
school-leaving qualifications. They offer the opportunity for a successful career. True to the motto „No qualifica-
to acquire a university entrance qualification and also tion without continuation“, the so-called „second-chance
equip their students with advanced vocational training course of education“, which builds on a completed vo-
qualifications. cational education, can lead via the „one-year advanced
The overview of educational paths (pp. 6-7) in Baden- vocational school to attain an entrance qualification for a
Württemberg gives a clear picture of the numerous university of applied sciences“ to such a qualification, or
opportunities open to anyone wishing to obtain an to a university entrance qualification via an intermediate
individually suitable qualification. and then higher vocational school for general education.
One of the key tasks of vocational schools is to ease Many a university graduate has used this practical path to
the transition of young people into the world of work their studies. In total, over half of all university entrance
and to impart to them a basic vocational education or a qualifications are attained in vocational schools.
4
Even for young people who do not manage the tran to facilitate inclusion in the job market; they stand for
sition to vocational training directly after leaving school, young people – with or without disability – successfully
the vocational schools can offer significant educational learning together.
opportunities. The main focus of vocational preparation
courses is on reinforcing the competencies necessary for The vocational schools are constantly evolving, and
the vocational training. These courses offer a wide range they react flexibly and swiftly to changes resulting from
of company internships and thus attach great value to new economic developments and social change. With
proximity not only to the everyday working environ- their broad spectrum of school types and educational
ment but also to potential companies providing voca- programmes, they provide an ideal environment for
tional training. It is also important – as far as educational students to develop and hone their individual aptitudes
goals are concerned – to attain an educational status and competencies. They ensure that young people find
equivalent to that of a general secondary school-leaving their place in the world of work and – with their high
certificate. qualifications – promote the state of Baden-Württem-
berg as a business location.
Young people who are disabled will also find a special
form of some of the educational offerings at vocational
schools. The vocational schools provide special offers
5
The vocational school
FO RM AN D CO N TEN T O F TH E T R A I N I N G T H E S P E C I A L I S AT I O N L E V E L
After attending a general-education school, a large The years of training that follow the basic level are de-
number of young Germans decide in favour of the dual signed to deepen the basic knowledge already acquired.
system for vocational training. The dual system today The trainees are taught the special skills that make up the
covers around 330 occupations requiring formal training profile of the occupation concerned.
in almost all sectors of the economy, including craft In parallel to imparting such job-related skills, the
trades, industry and services and ranging from traditional vocational school also continues to further the trainees’
activities through to high-tech areas. As in the past, voca- general knowledge as a key prerequisite for occupational
tional training still takes place at two training locations competence.
where the joint educational mandate is fulfilled: the
company and the vocational school. The company takes T H E C O MP L E T I O N O F T H E T R A I N I N G
over the practical side of the training, whereas the voca- At the end of their vocational school training, trainees
tional school – in addition to extending and deepening sit a final examination. Those who pass this examination
their students’ general education – convey the theoretical receive a vocational school-leaving certificate. Combined
knowledge required to carry out the occupation they with a successful conclusion of the in-company training
are training for. In this context, the learning content is (in the form of a Chamber of Commerce examination
meanwhile, for the majority of occupations, no longer certificate or a journeyman’s/skilled worker’s certificate),
taught in individual subjects but in what are called fields these young people have acquired an educational status
of learning (didactical-curricular organisational units), equivalent to a general secondary school-leaving cer
i.e. within the framework of self-contained subject areas. tificate. Trainees who have successfully completed their
These are oriented towards practical, job-related proce training with appropriate examination grades can have
dures. The duration of school attendance depends on the their educational status recognised as being equivalent to
duration of the training in the occupation concerned. an intermediate secondary school-leaving certificate.
THE BASI C LEVEL After completing their training, young people can:
In their first year of training, the trainees first of all • gain practical experience and, after attaining an
acquire a broad knowledge of the whole occupational avanced vocational qualification (e.g. as a master
field. This creates a good basis for specialisation later craftsperson), take up studies at a university;
on and ensures that in the various occupations within a • choose to train for a medium-level administrative career
particular occupational field “everyone speaks the same in the service of the state of Baden-Württemberg;
language” – an essential requirement nowadays as occu- • choose to train at a senior vocational school for social
pations become more and more closely intertwined with pedagogy;
each other. In many occupations the basic level takes the • acquire the qualifications to study at a university for
form of a “one-year, full-time vocational school”. applied sciences, or
• attain a general university entrance qualification via the
senior classes of the higher vocational school for
general education.
6
The successful completion of vocational training is also O C C U PAT I O N A L F I E L D S I N T H E V O C AT I O N A L
a sound basis for further vocational qualifications that SCHOOLS
build on it. For example, engineers who have previously
gained a skilled worker's certificate are in particularly V O C AT I O N A L S C H O O L S F O R T R A D E A N D
high demand. I N D U S T RY
• Metal Technology
• Automotive Engineering
A DD ITIONAL QUAL I FI CATI O N S AN D • Electrical Engineering
UNIVERSITY ENTRAN CE Q U ALI FI CATI O N • Information Technology
• Construction Engineering
(UNIVERSITY OF AP PLI ED SCI EN CES)
• Wood Technology
Depending on what is offered locally, through partici • Textile Engineering and Clothing
pation in additional courses and on passing a further • Chemistry, Physics and Biology
• Printing and Media Technology
examination, additional vocational qualifications can be
• Paint Technology and Interior Design
earned. Examples of such qualifications are: "Manage- • Health
ment Assistant in Skilled Crafts", the "Foreign-Language • Personal Hygiene
• Nutrition and Home Economics, Nutritional Field
Certificate of the Standing Conference of Ministers of
Education", or even the university entrance qualification
(university of applied sciences). V O C AT I O N A L B U S I N E S S S C H O O L
• Business and Administration
Further information can be found in the info box entitled
"University Entrance Qualification (university of applied V O C AT I O N A L S C H O O L S F O R H O ME E C O -
sciences)". N O MI C S , N U R S I N G A N D S O C I A L P E D A G O G Y
V O C AT I O N A L S C H O O L S F O R A G R I C U LT U R E
• Nutrition and Home Economics,
C O N CL USION
Home Economics Field
The vocational schools constitute an important com- • Agricultural Economics
ponent for the permeability of educational domains in
Baden-Württemberg. The interaction between schooling
and in-company training and the interlocking of theory
and practice mean that the dual system prepares trainees
in the best possible way for the challenges and constantly
increasing demands of the working world.
The wide variety of skilled occupations allows every
young person to choose the occupation that best fits
their personal inclinations and abilities. In the vocational
school, the young people are individually fostered ac-
cording to the job profile of the occupation chosen. This
opens up for them a great variety of career prospects.
7
info
The transition area at vocational schools
The vocational preparation courses at vocational schools of their own vocational interests and opportunities. The
ensure that pupils leaving general education schools concept focuses strongly on improving young people's
are supported on their path to vocational training. interdisciplinary competences as well as their self-learn-
For example, if they do not hold a general secondary ing competences. By learning in separate groups depend-
school-leaving certificate, they can acquire one; if they ing on their level in particular subjects, young people
already have the certificate, they can improve their grades obtain maximum freedom to choose between various
or even acquire an intermediate secondary school- educational goals in order to be able to exploit their
leaving certificate. In connection with a basic vocational potential to the fullest. The concept of AVdual is
qualification which includes practical elements, this intended to contribute towards securing the supply of
increases their chances of getting a training position. This skilled workers and towards effectively meeting the
is one of the points that are addressed by the reform of educational and demographic challenges that lie ahead.
the transition from school to job, which was passed into The concept of young people with different educational
law by the education alliance of our federal state. The goals learning together will be introduced not only in
reform provides for the establishment of AVdual (the the AVdual school trial but also in vocational training
preparation for dual vocational training) in the field of preparation (AV). Both AVdual and AV will be run as
vocational preparation. AVdual incorporates not only all-day classes.
teaching based on individualised learning but also the
Further information can be obtained from
increasing use of company internships. These internships
the Departments 7 of the Regional Councils
are designed to make young people acquainted with the or directly from the individual schools and at
realities of working life and give them a clearer picture www.km-bw.de/uebergangsbereich
8
Vocational preparation courses
IM P ROVING THE CH AN CES O F G ETTI N G A TRAI N I N G P O S I T I O N :
P R E -QUALIF ICATION YEAR FO R W O RK / PRO FES S I O N ( VA B )
V O C ATIONAL INTRODU CTO RY YEAR ( BEJ)
P R E PARATION FOR DU AL VO CATI O N AL TRAI N I N G ( AV D U A L )
V O C ATIONAL TRAINI N G PREPARATI O N ( AV)
see infobox "The transition area at vocational schools" on page 8
Young people who, after completing their compulsory their individual ability to learn and perform. One special
education, do not start with vocational training can feature of the pre-qualification year for work / profession
obtain specific preparation for entering the world of compared to the vocational introductory year is that,
work by completing a prequalifying year or a vocational like in the vocational school, there are not the traditional
introductory year. The flexible timetables of such courses subjects but fields of learning instead. These compre-
mean that they can be geared precisely to the specific hensively interlock theory and practice with each other
areas in which the young people need support. For and put a strong emphasis on learning by doing.
example, those attending a prequalifying year who do
not have a sufficient knowledge of German receive a In the vocational introductory year the pupils are taught
greater number of German lessons. Young immigrants the job-related contents equivalent to approximately half
without any knowledge of German are, as a rule, offered of what is normally taught in the first skilled occupation.
teaching in separate classes specifically to improve their In the vocational introductory year sub-qualification,
language skills in a special form of the prequalifying year which is a special form of the vocational introductory
which focuses on acquiring a knowledge of German. year, they can acquire a sub-qualification certified by the
chamber of commerce if they serve a 90-day company
FR OM THE F IRST PRACTI CAL EXPERI EN CES internship, if they keep a record book of things they have
T H R OUGH TO PREQU ALI FI CATI O N I N A learned during the internship, and if the internship
V O C ATIONAL AREA contract is registered with the chamber of commerce.
The goal of the pre-qualification year for work / profes-
sion is to give young people vocational orientation and G E T T I N G A TA S T E O F D A I LY L I F E I N T H E
to provide them with job-related competences and skills WORKING WORLD
in up to three vocational fields, such as Metal Technol Many schools offer internships in the form weekly
ogy, Electrical Engineering, Wood Technology, Con- practical days in various companies. Parallel to their
struction Engineering, Nutrition and Home Economics, school lessons and supervised by a teacher, the pupils
Personal Hygiene as well as Business and Administration. can – on one or two days a week over a fairly long period
In addition, this helps the young people to get to know – continually try out the serious side of working life and
specific vocational requirements, to find out what their gather a lot of concrete job-related experience.
personal preferences are, and to gauge and improve
9
I N DI VI DU AL SU PPO RT AN D A D VA N C E ME N T schools, such as a two-year full-time vocational school
Individual support plays a key role in the vocational leading to a university entrance qualification (university
preparation courses. An important basis for this is the of applied sciences). After completion of the special
implementation of a "competence profile analysis". prequalifying year for young people with no knowledge
This analysis is instrumental in precisely recognising the of German, pupils can do the regular prequalifying year
individual strengths of the young people concerned. It or, with the appropriate qualification, continue with
serves as a basis for further support and advancement other vocational training options. The certificate gained
throughout the school year. after successful completion of the preparation for dual
vocational training (AVdual) is equivalent to that of the
THE SCHO O L- LEAVI N G CERT I F I C AT E I S A N prequalifying year.
I M PO RTAN T G O AL The vocational introductory year (BEJ) certificate is a
If pupils fulfil the requirements of the prequalification qualification in its own right and builds on the general
year for work / profession, they receive a school-leav- secondary school-leaving certificate. It also requires a
ing certificate. If they pass a centralised school-leaving central final examination in German, mathematics and,
examination in German, mathematics and possibly as a rule, English. Here, too, it is possible to go on to
English, they also attain an educational status equivalent study at other vocational schools such as a one-year or
to a general secondary school-leaving certificate. This two-year full-time vocational school, with the two-year
substantially increases the odds of getting a training po- option leading to a university entrance qualification
sition. It is also possible to continue at other vocational (University of Applied Sciences).
info
IN DI VI DU AL SU PPO RT AT VOC AT I O N A L S C H O O L S
Pupils in our vocational schools not only differ from schools. At the same time, didactically based, subject-ori-
each other with regard to previous knowledge and cap- ented support is just as important as the development of
ability, social background and mother tongue, interests the pupils' personality. With increasing action compet-
and aptitudes, but they also learn in totally different ways. ence, the pupils should be able to be responsible for and
At vocational schools they are individually supported to steer their own learning.
in their development, for example by the competence
Further information can be found in the brochure "Basic
analysis Profil AC, by individual support systems in the
model for individual support at vocational schools" and at
vocational school, by the promotion of self-organised
learning, by seminar courses or project work in the www.schule-bw.de/themen-und-impulse/
vocational full-time schools, and many others. Individual individuelles-lernen-und-individuelle-
support is a basic pedagogical principle of vocational foerderung/berufliche-schulen
10The full-time vocational school
T H E ORY AND PRAC TI CE U N DER O N E RO O F time vocational school, young people who are interested
There are various options open to young people on how in this field obtain the basic training that is important for
to start their careers. Instead of choosing a part-time this occupation. After that it's a question of the young
vocational school in the dual system, they can attend person choosing the vocational qualification that is the
a predominantly full-time vocational school without right one for them. Possible options are, for example, the
in-company training. There are several forms of full-time state-recognised qualification as a professional house-
vocational schools for young people to choose from. keeper or geriatric nurse in the home economics/nursing
care sector.
T H E ONE-YEAR FUL L- TI M E VO CATI O N AL
S C H OOL (1BF S) T H E T W O - Y E A R F U L L - T I ME V O C AT I O N A L
The one-year full-time vocational school can be seen SCHOOL (2BFS)
as complementary to the dual system. This school type For school-leavers from general education schools
teaches according to the relevant training regulations and who want to improve their career prospects using their
according to the formal curricula and syllabuses for the general secondary school-leaving certificate as a basis, the
first year of training. It imparts the occupation-oriented two-year vocational school (2BFS) represents a con-
specialist and practical competences either in one specific tinuation option that is highly regarded by parents and
skilled occupation (e.g. architectural draughtsperson) or companies. With its entrance qualification for a senior
over the range of an occupational field (e.g. automotive vocational school, which is equivalent to an interme-
engineering). On top of that, such schools also promote diate secondary school-leaving certificate, the 2BFS
general education. also provides a basic vocational qualification which,
experience has shown, gives graduates easier access to the
This means that in many occupations both the theoret- vocational training market.
ical and the practical vocational training in the first year
frequently take place at school. There are good reasons In the timetable of the different types of 2BFS, not only
for this: not every company can offer the same training the occupation-related subjects but also the occupation-
facilities. Furthermore, many companies are so highly oriented specialist and practical competences play a
specialised in their industry that they cannot offer trainees special role. Companies that offer training can recognise
the full range of basic vocational training necessary for the attendance of the 2BFS as the first year of training; at
the corresponding occupational field. The one-year full- the same time, the students are buying a ticket for their
time vocational school, however, makes this possible. journey towards professional development. With a good
One occupational field for which there are only few qualification from the 2BFS, the young people can also
training positions on the job market is home economics. continue their school career, for example, with the goal
That is why in this case the State complements the dual of achieving an entrance qualification for a university
system by offering the contents of the practical side of the of applied sciences or a general university entrance
training in the vocational schools. In the one-year full- qualification.
11To do this they can go various ways after attending the 2BFS: lead directly to employment. Some examples of this are:
• Via vocational training or via attendance of an ad- state-certified classical dancer or state-recognised child
vanced vocational school they can achieve a university care worker.
entrance qualification (university of applied sciences)
• High-performing pupils can attend a higher vocational The occupation of state-recognised geriatric nurse can
secondary school and acquire a general university be learned in a three-year full-time vocational school. In
entrance qualification. trade and industry as well, committed young people can
achieve a qualification in a recognised skilled occupation
FU RTHER TW O - O R THREE- Y E A R F U L L - T I ME (e.g. watchmaker).
VO CATI O N AL SCHO O LS: THE S T R A I G H T
PATH TO A CAREER Compared with the large number of normal teaching
There are also special solutions for some special training conditions, these special forms may not weigh heavily.
situations. For example, in the arts, nursing and office But these special paths show the variety of options and
sectors, some two-year full-time vocational schools make the vocational education landscape complete.
VO CATI O N AL SCHO O LS AT A G L A N C E
ONE-YEAR FULL-TIME VOCATIONAL SCHOOLS TWO-YEAR FULL-TIME VOCATIONAL SCHOOLS
Vocational trade school for Commercial/technical field
• Automotive Engineering • Metal Technology
• Metal Technology (precision engineering and metal • Electrical Engineering
working technology, installation technology) • Automotive Engineering
• Wood Technology • Construction Engineering
• Electrical Engineering (electronics, information • Wood Technology
electronics) • Textile Engineering
• Construction Engineering • Laboratory Technology (offered mainly by schools for
• Paint Technology and Interior Design home economics)
• Personal Hygiene • MINTec (Maths, IT, Natural Sciences and Technology
• Printing and Media Technology excellence centre)
• Architectural Draughtsperson
• Textile Engineering and Clothing Commercial/business field (business school)
• Photography Vocational school for the field of nutrition and health
• Glazier with the profiles:
• Home Economics and Nutrition, industrial occupations • Home Economics and Nutrition
(bakery production, meat processing) • Nutrition and Gastronomy
• Make-up Artist • Health and Nursing
Full-time vocational school for home economics
12Intermediate secondary
school-leaving certificate
IN TERM EDI ATE SECO N DARY S C H O O L - L E AV I N G C E RT I F I C AT E
2-year full-time Intermediate voca- Alternative I (Baden-Württemberg Alternative II
vocational school tional school for gen- model or "9+3" model) • Vocational school
leading to a senior eral education (1 year) • General secondary school-leaving certificate (average grade
vocational school certificate 3.0)
qualification (FSR) • Vocational school certificate • Knowledge of foreign
• Certificate from the competent languages
Vocational training/
authority (Chamber examination) • Professional qualification
vocational school
Average grade overall 2.5
G EN ERAL SECO N DARY SCH O O L - L E AV I N G C E RT I F I C AT E
13University entrance qualification
(University of Applied Sciences)
U N I VERSI TY EN TRAN C E Q U A L I F I C AT I O N ( U N I V E R S I T Y O F A P P L I E D S C I E N C E S )
2-year 3-year 1-year advanced 2-year senior
advanced advanced vocational school to vocational
vocational vocational achieve the university school
school school entrance qualification
(University of Applied
Sciences)
Employment Vocational school with
an additional qualification
for entrance to a university
Vocational training of applied sciences
I N TERM EDI AT E S E C O N D A RY S C H O O L - L E AV I N G C E RT I F I C AT E
School type 1 BKFH* A D VA N C E D SENIOR V O C AT I ONA L
V O C AT I O N A L V O C AT I O N A L SCHOOLS
SCHOOLS SCHOOLS
Entrance intermediate intermediate completed vocational intermediate
require- secondary school- secondary school- training and relevant secondary school-
ments leaving certificate leaving certificate work experience (see leaving certificate
and completed (see also the section also the section on
vocational training on "The Advanced "Advanced Vocational
or equivalent Vocational School") Training and Education:
employment the Senior Vocational
School")
Duration 1 year of full-time or depends on the 2 years of full-time or 3 years (additional
2 years of part-time type of advanced up to 4 years of part- programme parallel
teaching vocational school time teaching to vocational training)
* 1-year advanced vocational school to achieve the university entrance qualification (University of Applied Sciences)
14Teacher at a vocational school
– a profession with a future
THE TEACHING PROFESSION AT VOCATIONAL SCHOOLS OFFERS:
• work with young people
• close professional contact to the world of work
• cooperative working atmosphere
• creative ways to structure your work
• good employment perspectives
• ample in-service and advanced training opportunities
• a secure job
• fair pay
• mobility assistance with the JobTicket BW
• chance to be taken on as a public servant if you fulfil the criteria
PATHS LEADING TO A TEACHING POSITION AT A VOCATIONAL SCHOOL:
• teacher training programme at university
• lateral entry
special path for graduates of universities of applied sciences after subject-specific
courses with a consecutive Master's degree or an equivalent qualification
• direct entry
special path for those with professional experience who have absolved
a subject-specific course of studies
TEACHER TRAINING PROGRAMMES AT UNIVERSITY:
• ocational education courses at universities (technical and engineering education,
business education)
• cooperative study programmes at universities for applied science and at teacher
training colleges
• course of studies "Gerontology, Health and Care" at the University of Heidelberg
• courses of studies at universities for teaching positions at higher academic
secondary schools (for general education subjects which are taught at
vocational schools)
IMPORTANT INTERNET SITES
Ministry of Education, Youth and Sports
www.km-bw.de
Teacher recruitment portal of the Ministry of Education
www.lehrer-online-bw.de
Advertising campaign for the teaching profession conducted
by the Ministry of Science, Research and the Arts
www.lieber-lehramt.de
15EDUCATIONAL PATHS IN VOCATIONAL TRAINING IN BADEN-WÜRTTEMBERG
BILDU N G S WE G E D E R B E R U FLIC HEN B IL DUNG IN B ADEN- WÜRTTEMB ER G
Q U AQ
LUI FAILZI FI EI ERDT EE MBP
UNIVERSITY ENTRANCE QUALIFICATION
allg./fachgeb.HSR FHSR
FHSR
Higher Vocational School Senior Vocational
Advanced Vocational for general education School
School
Intermediate Vocational School (e.g. technical school)
1 year for general education 1 year 1 or 2 years
VOCATIONAL QUALIFICATION /
VOCATIONAL SCHOOL CERTIFICATE ZQ FHSR
In-Company Training + Vocational School
1-year Full-Time Vocational School
V O C A T I O N A L T RAI N I N G I N T HE DU AL SYST E M
INTERMEDIAT
Vocationa
1, 2 and 3-year Co
Full-Time Vocational School VAB, BEJ,
+ In-Company Training
GENERAL
Vocational Preparation
Courses
VAB, BEJ, AVdual, BFPE
no school-leaving certificate
Schools for general education
Wichtiger Hinweis: Vocational schools Allgemein bildende Schulen
Diese Grafik kann aus Vereinfachungsgründen nicht
Certificates
Berufliche Schulen
sämtliche Übergangsmöglichkeiten darstellen.
Für einige Übergangsmöglichkeiten gelten zusätzliche Abschlüsse
16
Voraussetzungen.
16LO
E SY
CMH EÄNFTT I G U N G
UNIVERSITY
HSZB UNIVERSITY ENTRANCE QUALIFICATION
FHSR FHSR allg. HSR allg. HSR
3-year Full-Time Advanced Higher Vocational Secondary School General
Vocational School Vocational School education
1, 2, 3 years 6 years 3 years schools
Higher Academic
Secondary School,
Joint Secondary
School,
SBBZ
TE SECONDARY SCHOOL-LEAVING CERTIFICATE
al Preparation General education schools
Intermediate Secondary School with
ourses 2-year Full-Time focus on vocational orientation,
AVdual, BFPE Vocational School Joint Secondary School,
Intermediate Secondary School,
Higher Academic Secondary School,
SBBZ
SECONDARY SCHOOL-LEAVING CERTIFICATE
General education schools
General Secondary School/Intermediate
Secondary School with focus on vocational
orientation, Joint Secondary School,
Intermediate Secondary School,
Higher Academic Secondary School,
SBBZ
Abbreviations
FHSR University Entrance Qualification BEJ Vocational Introductory Year
Abkürzungen
(University of Applied Sciences) AV Preparation for Vocational Training
allg. HSR FHSRUniversity Entrance Qualification (general) AVdual Preparation
BEJ for Dual Vocational Training
Berufseinstiegsjahr
Fachhochschulreife
fachgeb. HSR University Entrance Qualification (specific) BFPE Full-Time Vocational School Pilot Project
allg. HSR allgemeine Hochschulreife AV Ausbildungsvorbereitung
HSZB University Entrance Qualification ZQ Additional Qualification
fachgeb. HSR fachgebundene Hochschulreife SBBZ
AVdual Ausbildungsvorbereitung dual
Special-Needs Education and Advisory Centre
VAB Prequalification Year for Work/Profession
HSZB Hochschulzugangsberechtigung ZQ Zusatzqualifikation
17
VAB Vorqualifizierungsjahr Arbeit/Beruf SBBZ Sonderpädagogisches Bildungs- 17
und BeratungszentrumNotes 18
The advanced vocational school
A C LOSE LINK BETWEEN THEO RY AN D O V E RV I E W O F A D VA N C E D V O C AT I O N A L
P R ACTICE SCHOOLS
Technological developments and the advance of global
specialisation at work are leading to occupations with • Educational programmes
much higher demands in the theoretical specialist field. • Technical advanced vocational schools
With their close link between theory and practice, • Commercial advanced vocational schools
advanced vocational schools impart the appropriate vo- • Advanced vocational schools for home economics,
cational qualifications while at the same time expanding nursing, social pedagogy
their pupils' general
educational background.
Admission to an advanced vocational school requires not
only an intermediate secondary school-leaving certi-
ficate but also the fulfilment of further criteria (e.g. an
internship).
The advanced vocational school normally ends with a
final examination. In the case of training courses lasting at
least two years (also in stages), graduates can acquire not
only a university entrance qualification for universities of
applied sciences but also a professional qualification (e.g.
state-certified assistant).
19The higher vocational school
for general education
The higher vocational schools for general education U P P E R L E V E L ( T E C H N I C A L U P P E R S E COND -
offer talented young people who have already com- A RY S C H O O L , C O MME R C I A L U P P E R SECOND -
pleted their vocational training a chance to broaden A RY S C H O O L , U P P E R S E C O N D A RY SCH OOL
their general and specialised theoretical knowledge. F O R S O C I A L S E RV I C E S )
This opens up paths to further educational institu- Those who have completed vocational training or have
tions. equivalent work experience can attain a university en-
The higher vocational school for general education is trance qualification restricted to specific courses in two
divided into an intermediate level and an upper level. years via the upper level of the higher vocational school
for general education. If they also meet the requirements
I N TERM EDI ATE LEVEL ( I N TE R ME D I AT E regarding a second foreign language, it is even possible
VO CATI O N AL SCHO O L FO R G E N E R A L for them to attain a general (i.e. unrestricted) university
EDU CATI O N ) entrance qualification. After that, they are free to study.
In the intermediate vocational school for general In addition to the professional qualification evidenced by
education, pupils who have a general secondary completed vocational training or by equivalent profes-
school-leaving certificate and have completed their sional experience, applicants for the higher vocational
vocational training or have comparable work exper- school for general education require one of the following
ience are able to acquire an intermediate secondary qualifications:
school-leaving certificate (entrance qualification for • intermediate secondary school-leaving certificate
senior vocational school) within a year. • senior vocational school entrance qualification
For the respective vocational fields there are corres- • certificate from an intermediate secondary school with
ponding intermediate vocational schools for general focus on vocational orientation
education: • school report of promotion to Grade 10 of an eight-
• with an industrial orientation year higher academic secondary school
• with a commercial orientation • school report of promotion to Grade 11 of a nine-year
• with an agricultural orientation higher academic secondary school (or of a six-year
After attaining a qualification to attend a senior voca- higher vocational secondary school)
tional school, young people can enrol at an advanced • school report of promotion to the higher secondary
vocational school to attain a university entrance quali- level of a joint secondary school (E level = extended
fication for universities of applied sciences or – via the level) in each case with an average mark of 3.0 in the
upper level of the higher vocational school for general subjects German, English, Mathematics and one of the
education – even achieve a general university entrance subjects or subject combinations Biology, Chemistry,
qualification. Physics, MNT (Matter-Nature-Technology) or Natural
As long as they have not yet reached the age limit for Science Work and with a mark no lower than "fair/
admission (see table on page 26), they can also attend pass" in any of these subjects. Graduates from the "9+3"
a higher vocational secondary school. model can be admitted on the basis of an entrance
examination.
20Particularly well qualified young people with a uni-
versity entrance qualification (University of Applied
Sciences) and a professional qualification can take up free
places in the second year of existing classes at a higher
vocational school for general education, but only on the
following conditions: the requisite university entrance
qualification was achieved with an average mark of at
least 2.5 in the relevant subjects and a better level than
"fair/pass" was achieved in each of the subjects German,
English and Mathematics as well as in the vocational
focus subject. A counselling interview is obligatory.
The higher vocational school for general education
lasts two years in all and leads to a specific or general
university entrance qualification. Both qualifications
are recognised in whole of Germany. The upper level
of the higher vocational school for general education
specialises either in the fields of technology (technical
upper secondary school), commerce (commercial upper
secondary school) or social services (upper secondary
school for social services). The written final examination
is taken in German, English and mathematics as well as in
the corresponding specialist subject.
21The higher vocational
secondary school
Young people with a special interest in the world for their studies at university and – in a special way – for
of business and work and with specific skills and their working life.
aptitudes definitely deserve one thing: special paths In the course of three years, the following pupils can
to the universities. Vocational education and general acquire a university entrance qualification at a higher
education are of equal value. This fact was recognised vocational secondary school:
early on in Baden-Württemberg, the consequence • pupils with an appropriate school-leaving certificate
being that in the past decades a highly differentiated from an intermediate secondary school or from an
offering of courses of education at higher academic intermediate secondary school with focus on
secondary school level has been created at vocational vocational orientation,
schools. For many young people capable of studying • particularly high-achieving pupils with a general
the path to university is nowadays via the higher voca- secondary school-leaving certificate who have attained
tional secondary schools. an intermediate secondary school-leaving certificate
via a two-year full-time vocational school or via an
THE HIGHER VOCATIONAL SECONDARY SCHOOLS intermediate vocational school for general education
Higher vocational secondary schools are full-time • pupils with a school report of promotion to Grade 10
schools. They lead to a general university entrance of an eight-year higher academic secondary school
qualification. Above and beyond that, they offer a • pupils with a school report of promotion to Grade 11
good basis for completing demanding vocational train- of a nine-year higher academic secondary school
ing outside of the universities. • pupils of a joint secondary school, either on the basis
of a qualified intermediate secondary school-leaving
THE THREE- YEAR HI G HER VO C AT I O N A L certificate from that school (M level = intermediate
SECO N DARY SCHO O L ( 3BG ) level) or on the basis of a promotion to the higher
The three-year higher vocational secondary school pre- secondary level that reached an advanced level in a
pares pupils in the first year and in the two upper grades joint secondary school (E level)
22The job-related subjects also influence the general sub- a general education both in the language and social
jects. What are the advantages of this? The pupils receive fields as well as in the mathematical and scientific fields
a broad and in-depth education and also acquire the which is supplemented by a vocational focus. This whole
ability to think and act in system contexts. spectrum is covered by the compulsory syllabuses of the
subjects taught.
The higher vocational secondary schools differ in their
focus on occupational fields, each of them concentrating The six-year higher vocational secondary school is
on a specific area: geared towards:
• Agricultural science • pupils form higher academic secondary schools
• Biotechnology • pupils from joint secondary schools (E level)
• Nutritional science • good pupils from intermediate secondary schools and
• Social and health science from joint secondary schools (M level)
• Technical • very good pupils from general secondary schools, from
• Economics intermediate secondary schools with a focus on
These specific areas are defined by six lessons per vocational orientation, from intermediate secondary
week in the major field of studies, which are subject schools and from joint secondary schools (G level =
to compulsory attendance. basic level) who, at an early stage, have shown a special
interest in or talent for individual specialist fields and
T H E SIX-YEAR HIGHER VO CATI O N AL for whom it would therefore make sense to change
S E C ONDARY SCHOO L ( 6BG ) from the eighth grade to a vocational training
The six-year higher vocational secondary schools offer programme. Here they can obtain a general university
pupils – to a particularly high degree – the opportunity entrance qualification after a total of 13 school years.
to occupy themselves at an early stage with technical, This course of education is offered with a focus on
economic, scientific, nutritional or social and health economics (6WG), technology (6TG), nutrition, social
issues. and health sciences (6ESG).
In the six-year higher vocational secondary schools
(6BG) the corresponding job-related specialist subjects
are taught in four weekly lessons as early as Grade 8, with
two weekly lessons at intermediate level reserved for
practice-oriented tasks in the laboratory, in the work-
shop or in the training company. At upper level there
are then six weekly lessons in each specialist subject.
Even with this job-related focus, it is possible for pupils
to learn together longer. As in the case of the three-year
vocational secondary schools, the specialist subjects
radiate into the general subjects – thus the pupils receive
23Advanced vocational training
and education:
the senior vocational school
The one- and two-year senior vocational schools offer Together with these qualifications they can also acquire
employed persons who have completed their vocational – with the exception of those in the hotel and catering
training the opportunity to prepare for a position in industry – a university entrance qualification. As long as
middle management or to qualify for self-employment in state regulations are fulfilled, graduates may also choose
their profession. To this end, the qualifications acquired to become self-employed. Attendance of a senior voca-
in vocational school and on the job are expanded and tional school is also eligible for financial support under
developed in more depth. Since 2006, students gradu- the Federal Education Assistance Act (BAföG) or under
ating from senior vocational schools have also – under the Advanced Further Training Assistance Act (AFBG).
certain circumstances – had the possibility of studying at Part-time courses are also offered to allow students to
university. attend school and also continue working. Those who
graduate from senior vocational schools have attained
TW O - YEAR SEN I O R VO CATI ON A L S C H O O L S a university entrance qualification for universities of
FO R EN G I N EERI N G , DESI G N A N D B U S I N E S S applied sciences.
There are two-year senior vocational schools for engin-
eering and design in the field of trade and industry and S C H O O L S F O R MA S T E R C R A F T S P E R SON
for economics in the commercial field (covering the spe- Apprentice – journeyman – master that is still the classic
cialist fields of business administration and management course of training in the craft industry. The examination
as well as the hotel and catering industry). The require- for the master craftsperson's certificate with its four parts
ments for admission are vocational training in the inten- – practical, theoretical, economic and legal, and profes-
ded field of specialisation and subsequent professional sion- and work-educational – is an established, well-bal-
activity in this field. During the course, an independent anced programme. One of the advantages of the master
project must be prepared and presented. This helps the training is that it offers the opportunity to start one's own
students gain specialised qualifications that extend far business. As a rule, the course for master craftspersons
beyond what is learned in vocational training and that lasts one year, in part-time programmes proportionately
are widely acknowledged in the business world. On longer. The requirement for admission is vocational
passing the final examination, the graduates of the senior training corresponding to the intended field of specialisa-
vocational schools for engineering and for design earn tion. The examination itself is taken before the appropri-
the professional title "State-certified Technical Engineer" ate master craftsman's examination board of the chamber
and "State-certified Designer" respectively, while a grad of trade, the chamber of commerce and industry, or the
uate from the senior vocational school for economics Regional Council. On passing the examination, graduates
becomes a "State-certified Business Economist". acquire a university entrance qualification.
24A C A DEMIES Professional". By taking an additional course and passing
The academies of business administration in the craft indus- an additional examination, they qualify for studying at a
tries prepare students in a two-year course for the master university of applied sciences.
craftsperson's examination and provide further qualifica-
tion in the technical and, especially, managerial areas. The S E N I O R V O C AT I O N A L S C H O O L F O R
requirement for enrolment is generally at least two years of O R G A N I S AT I O N A N D MA N A G E ME N T
work experience in a related field. In all areas of specialisa- Further education in the two-year part-time senior
tion, it is possible to enrol in the second year of an academy vocational schools for organisation and management
of business management in the craft industry after passing qualifies respective professionals to discharge managerial
the master craftsperson's examination. On passing the exam- tasks, above all in socio-pedagogical facilities. On
ination, graduates acquire a university entrance qualification successful completion of the entire course, graduates
for universities of applied sciences. attain the professional title "State-certified Specialist
for Organisation and Management – with a focus on
S E N IOR VOCATIONAL SCHO O L FO R FU RTHER social services". In addition to vocational training in the
E D U CATION IN HEA LTH CARE respective field, the requirements for admission are,
The two-year part-time senior vocational school of generally, two years of related work experience.
further education in health care (with the additional Applicants who have already acquired university
qualification of university entrance qualification for a entrance qualifications require at least one year of
university of applied sciences) offers a course that focuses related work experience.
on leading a nursing and functional unit or on geriatric
psychiatry. A pass in the former area of focus qualifies the
student to take on a leadership position.
The admission requirements are: completed training as
a geriatric nurse, as a nurse, as a paediatric nurse, or as
a disability nurse and at least two years of related work
experience. In addition, a minimum of 400 hours of
training-related practice is required during the course
of further training and education. When graduates pass
the final examination, they acquire the professional title
of "State-certified Specialist for Leading a Nursing and
Functional Unit" or "State-certified Geriatric Psychiatry
25Center for School Quality and Teacher
Education Baden-Württemberg (ZSL)
– training, advanced training and support for all schools
The ZSL was established on March 1, 2019 and is an • optimal equipment (iPads, servers, computer rooms,
authority that is responsible for the whole of the federal etc.) and know-how for training courses that are digital-
state of Baden-Württemberg. The ZSL consists of the ly supported or, in part, organised as web conferences
headquarters in Stuttgart, where the conceptual tasks • state-of-the-art IT infrastructure with support (on-site
are bundled together and processed by a total of five de- system support)
partments. The training, further education and advisory • further training as part of the Cisco Networking
services are decentralised and provided to the teachers Academy Program on the subjects of "Digital Infras-
locally in the various regions of the federal state. The ZSL tructure", "Digital Devices and Operating Systems" and
therefore consists not only of the headquarters but also on application development for the classroom
of six regional offices in Freiburg, Karlsruhe, Mannheim, • further training on the subject of Industry 4.0
Schwäbisch Gmünd, Stuttgart and Tübingen. In addition (electronic laboratory, intensive cooperation with
to the regional offices, the ZSL also has five branch of- Festo)
fices in Bad Wildbad, Comburg, Esslingen, Ludwigsburg • impulses and tailor-made advanced training events for
and Rotenfels Castle. At the branch offices, courses are the "Learning Factory 4.0"
primarily held for central advanced training courses. • further training events on subject-specific digital
applications and the use of digital devices in specialist
O nline presence teaching
The ZSL provides information on its website
www.zsl-bw.de about the ZSL and its services. In particu I nternational collaborations
lar, the pages “lernen über@ll” (www.zsl-bw.de/,Lde/ The education system of the state of Baden-Württem-
Startseite/lernen+ueberall) focus on digital teaching and berg with its diversity and permeability is attracting
learning. At www.lehrerfortbildung-bw.de numerous a lot of international attention. Vocational training in
teaching materials are published that cover all subjects particular, with its differentiated system of teacher train-
and that have been developed in and for advanced train- ing and further education, is receiving great recognition
ing courses. and attracting great international interest. This makes
the federal state of Baden-Württemberg an important
Branch office Esslingen point of contact for cooperation with those responsible
With around 600 events annually, teachers in partic- for education and with institutions from many countries
ular at vocational schools in Esslingen receive innov- around the world.
ative impulses and current specialist input. It is here
that, every year, around 10,000 teachers from all over The structuring and implementation of the international
Baden-Württemberg enhance their technical and meth- collaborations is handled by Subdivision 45 of the ZSL,
odological-didactic skills on over 25,000 training days. which is responsible for international cooperation
Particular stress is laid on consistent quality assurance projects in teacher training for vocational and general
and the constant optimisation of the training offers as schools. In the field of vocational training, Subdivision 45
well as in the area of d igitisation/Industry 4.0: seamlessly continues the good work of the former State
26Academy for Further Education and Personnel Develop- T he main focus of this work is , among
ment in Esslingen. The international partnerships, which other things :
have often been in existence for decades, for example • to give detailed insights into the vocational training
with educational authorities, educational institutions system in Baden-Württemberg;
and schools – in France, Singapore and Beijing/China – • to develop individually tailored concepts/curricula for
speak for the quality of the cooperation, especially in the the advanced training of teachers and managers in
professional area. coordination with the international cooperation
partners;
In cooperation with the Ministry of Education, Youth • to advise on the further development of the education
and Sports Baden-Württemberg, the ZSL initiates, system in the various countries and also in individual
designs and coordinates a wide range of international schools;
projects in the field of vocational training. In many • to support the establishment of new courses
projects, the ZSL cooperates with partners from business, (e.g. senior vocational school) in different countries;
administration and science. Subdivision 45 is the central • to advise on the introduction and further
point of contact in Baden-Württemberg for international development of quality management systems;
teacher training projects and educational cooperation • to implement current vocational training policy issues
with other countries. as a partner or initiator (e.g. in EU projects);
• to support schools in developing their international
In this context, Subdivision 45 is always geared towards vocational training projects.
the needs of the respective international partners,
regardless of whether the projects are in direct cooper- Subdivision 45 cooperates with different countries and
ation with institutions of the educational administra- regions, for example with Egypt, China (Beijing, Jiangsu,
tion, at the level of training and further qualification of Liaoning), France, The Gambia, Israel, Austria, Palestine,
teachers or at school level in the form of an exchange of Switzerland, Singapore, Spain, Italy (South Tyrol),
teachers or pupils. Thailand, Vietnam
Subdivision 45 relies on experienced and qualified
specialist consultants and teachers from schools in
Baden-Württemberg, who use their experience in inter-
national projects to further develop the way the
vocational education system works in Baden-Württem-
berg. As a result, in the context of globalisation, topics
such as sustainable education, flexibility and mobility are
clearly included in the educational canon for both the
international partners and the schools in the federal state.
27Examples of projects:
France S ingapore
On 22 January 2005, the state of Baden-Württemberg, the The successful partnership between the Republic of
Alsace region and the French academies of Strasbourg, Singapore and Baden-Württemberg has existed for over
Dijon and Lyon signed a declaration of intent to found 30 years. Since January 2007, the ITE (Institute for Tech-
the Academy of Vocational Education and Training nical Education, Singapore) has been offering a state-cer-
(ABB). In 2015, the Academy of Besançon joined the tified technician in the fields of mechanical engineering
partnership. and automotive technology. The cooperation with five
other schools from the commercial, housekeeping and
The goals of the cooperation are : technical sectors has proven the successful relationship
• promotion of exchanges in the professional field with Singapore for years.
• improving mobility in cooperation with business
partners A ims of cooperation:
• strengthening the professional skills of trainees • technical support for the establishment and
• development and implementation of joint training continuation of senior vocational schools for
courses mechanical engineering and automotive technology
• training of the Singaporean teachers in accordance
Since 2005, over 3,500 students and 150 teachers have with the Baden-Württemberg education plan and the
participated in ABB's projects. applicable examination regulations
• examination and certification according to Baden-
Württemberg standards with professional support
on site
As part of the partnership with the ITE Academy, multi-
pliers have been trained for teacher training.
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