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German Office for International Cooperation

in Vocational Education and Training (GOVET) at the

Federal Institute for Vocational Education and Training (BIBB), Bonn

Ilona Medrikat Madrid, 14 de Marzo 2014

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Structure of presentation

1. GOVET at BIBB

2. German Dual VET (IVET- Initial Vocational Education & Training)• The German Dual VET System – a General Overview • Governance• Financing

3. Continuing Vocational Education and Training (CVET)• CVET in Germany• The Role of BIBB in CVET

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1.German Office for International Cooperation in VET (GOVET)

at the Federal Institute for Vocational Education and Training (BIBB)

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is the national and international centre of competence for initial and continuing

vocational education and training in Germany and contributes to the

improvement of vocational education and training by means of research,

advisory services and development.

Founding of BIBB: 1970

Current basis in law: Vocational Training Act of 1969

Public-law institution with its own legal personality

Legal supervision: Federal Ministry of Education and Research

Members of staff: 630, (including) 29 apprentices

BIBB – Who we are

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Areas of responsibility and tasks of BIBB

Drawing up concepts for the qualification of in-company training staff

Support of in-company training practice via modern training documentation and media

Investigation of the structural developments on the training places market and within continuing training

Identification of future qualification requirements by early recognition of these

Development and modernisation of initial and advanced training occupations

International research and VET cooperation

Promotion of modern vocational training centres to supplement in-company initial and continuing vocational education and training

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Context of GOVET activities at BIBB

Ministry in charge: Federal Ministry for Education and Research Regulatory context: BIBB contributes following Federal law for VET (§90;3) to

international VET cooperation

Department 1: Internationalisation of Vocational Education and Training / Knowledge Management

Section 1.1Internationalisation & Monitoring of Vocational Education and Training Systems

Section 1.2International Cooperation and Advisory Services / Central Office for International Cooperation in VET

Section 1.5iMOVE International Marketing of Vocational Education

Increasing request for development of work based, dual or alternance‐based training in different countries in and outside Europe

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Support of bilateral working groups led by the Ministry, implementation of pilot-projects

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2.German Dual VET (IVET- Initial Vocational Education & Training)

•The German Dual VET System – a General Overview

•Governance

•Financing

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Basic structure of the German education and training system

Lower secondaryschool

Intermediateschool

Comprehensivesecondaryschool

Primary school

Continuing vocational training

Dual System

Company/part-time vocational school

Full-time vocational schools

Senior level at compr. secondary school

Secondary level I 10 to 15/16 years

Primary level 6 to 10 years

Secondary level II 15 to 19 years

Tertiary levelover 19 years

Continuing education

Universities

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The German Dual VET System - Two Venues for Learning

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Bund/German Federal State: Training Regulation (AO) Federal States: Framework Curriculum (RLP)

Company

Part-time vocational

school

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Basic elements of the dual system

Funding

Training contract

Training Company

Chambers or other competent bodies

Trainer

Vocational Training Act

Company Training Plan

CompanyCompany

Training regulations

Compulsory attendance

States, district andlocal councils

State or local education authorities/bodies

Vocational School teacher

State School laws

Curriculum

Vocational SchoolVocational School

Framework Curriculum

Advice and Monitoring

Training staff

Legal Basis of Training

Training venues

Legal basis of training relations

Legal basis of training occupations

Training content

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Governance

Source: Education report working group at the Max Planck Institute for Education Research 1990.

Federal level:FM of Education and Research in cooperation

with other Federal Ministries responsible

State level:State government

Minister of Education

Conference ofthe Ministers of

Education

Federal Institute forVocational Education and Training

Employers’ associations Trade unions

Relevant agency(Chamber)

Examination boards

Vocational school In-company training Workers´ councilYouth representative

Fra

me

wo

rkcu

rric

ula

Cu

rric

ula

Dual system of vocational education and training

Tra

inin

g o

rdin

an

ces,

La

ws

Inter-company training centres

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Labour market as driver of the TVET system

Social Partners: •represented in all relevant TVET-Boards on all levels, e.g. main board at BIBB• involved in process of change or development of new training regulations and framework curricula• agree on proposals for the development or revision of training regulations before they are taken up by the Federal Government

Chambers: • self-governing bodies of industry and crafts • public tasks in dual training (competent bodies) • training advisers• receive training contracts, check and register them, • take care of the overall organisation of examinations.

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Financing of Vocational Education and Training

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Gross costs, gains and net costs per trainee and year

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3.Continuing Vocational Education and Training (CVET)

•CVET in Germany•The Role of BIBB in CVET

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CVET in Germany – Characteristics and regulation

Main characteristics of the continuing training system

• Pluralistic structure of CVET providers• Market-oriented organisation• Subsidiary role of the state• Regulation on different levels: federal, 16 states,

individual chamber regulations (differing by sectors and type of continuing training certificate)

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CVET Regulation Bund (Federal State)• Act on Vocational Education and Training

(Berufsbildungsgesetz)• Legal ordinance of the craft sector• Act on the Promotion of Career Advancement -

„Meister-Bafög“ (AFBG)• Act on Labour Management Regulation

(Betriebsverfassungsgesetz)• Act on Distance Learning (Fernunterrichtsgesetz)

Länder (16 federal states) • Regulation for schooling and higher education• Acts on Continuing Education and Training

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Continuing Vocational Education and Training – Aims

Aims and Concept of Vocational Education (§ 1 BBiG)

Preparation for Vocational Education

Vocational Education and

Training

Continuing Vocational Education

Occupational Re-Training

• Basic knowledge to prepare the entrance into vocational education

• Professional knowledge and skills

• Professional Experience

• Maintainance, adjustment or extension of professional knowledge and skills

• Career advancement

• Enable professionals to enter a new occupational field

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Continuing Vocational Education and Training

Continuing Training

Continuing Vocational

Education and Training

Cultural Education

Political Education

Social Education

Continuing Training

Adaptive continuing

training

General Continuing

Education and Training

Academic Continuing Training

Re-Training Work-based learning

Continuing training for

career advance-

ment

Certified vocational

professions

Occupationtasks

Formal Learning

Informal Learning

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Some Facts about IVET and CVET (2011)

• 1,48 Mio. trainees

• 58% of all companies were allowed to train

• 31%, every third firm, trained

• Not all training places could be occupied. 17 % remained vacant.

• Two out of three VET graduates where employed by training company after finishing training

• About 53 % of the companies have supported continuing VET measures financially or by paid time off

• 31% of all employees took part in in-company continuing VET measures

Source: IAB Nürnberg (2012): Betriebliche Berufsausbildung und Weiterbildung in Deutschland

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Challenges

• Demographic decline - competition of the dual system with higher education institutions will increase.

• Raising permeability between dual training and higher education -

Competences acquired during VET must be recognised for further education including for university access.

• Raising the international competiveness of our skilled workforce through CVET - International qualifications like foreign language knowledge and intercultural skills are increasingly important.

• About 300.000 persons in transition system – reorganization and new concepts necessary

• Demographic decline - competition of the dual system with higher education institutions will increase.

• Raising permeability between dual training and higher education -

Competences acquired during VET must be recognised for further education including for university access.

• Raising the international competiveness of our skilled workforce through CVET - International qualifications like foreign language knowledge and intercultural skills are increasingly important.

• About 300.000 persons in transition system – reorganization and new concepts necessary

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Gracias por su atención

Contacto: Ilona Medrikat

medrikat@bibb.de

+49 (0)228 /107- 2527

www.bibb.de/en