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 ® 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 ® 1. German Office for International Cooperation in VET (GOVET) at the Federal Institute for Vocational Education and Training (BIBB) ® BIBB – Who we are 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 ® Areas of responsibility and tasks of BIBB Development and modernisation of initial and advanced training occupations Identification of future qualification requirements by early recognition of these Investigation of the structural developments on the training places market and within continuing training Support of in-company training practice via modern training documentation and media Drawing up concepts for the qualification of in-company training staff Promotion of modern vocational training centres to supplement in-company initial and continuing vocational education and training International research and VET cooperation ® 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 1.1 Internationalisation & Monitoring of Vocational Education and Training Systems Section 1.2 International Cooperation and Advisory Services / Central Office for International Cooperation in VET Section 1.5 iMOVE International Marketing of Vocational Education Increasing request for development of work based, dual or alternance‐based training in different countries in and outside Europe ® Coordination of Round Tables at different decision levels One-stop shop for national and international VET cooperation stakeholders German Office for International Cooperation in VET Support of bilateral working groups led by the Ministry, implementation of pilot-projects Knowledge Management and Public Relations ® 2. German Dual VET (IVET- Initial Vocational Education & Training) • The German Dual VET System – a General Overview • Governance • Financing ® Basic structure of the German education and training system Continuing education Tertiary level over 19 years Continuing vocational training Dual System Company/part-time vocational school Lower secondary school Universities Full-time vocational schools Intermediate school Primary school Senior level at compr. secondary school Comprehensive secondary school Secondary level II 15 to 19 years Secondary level I 10 to 15/16 years Primary level 6 to 10 years ® The German Dual VET System - Two Venues for Learning Company Bund/German Federal State: Training Regulation (AO) Part-time vocational school Federal States: Framework Curriculum (RLP) ® 10 Basic elements of the dual system Company Training venues Vocational School Training regulations Legal basis of training occupations Framework Curriculum Training contract Legal basis of training relations Compulsory attendance Company Training Plan Training content Curriculum Vocational Training Act Legal Basis of Training State School laws Trainer Training staff Vocational School teacher Chambers or other competent bodies Advice and Monitoring Training Company Funding State or local education authorities/bodies States, district and local councils ® Governance Curricula Framework curricula Conference of the Ministers of Education Vocational school Federal level: FM of Education and Research in cooperation with other Federal Ministries responsible Training ordinances, Laws State level: State government Minister of Education Federal Institute for Vocational Education and Training Employers’ associations Trade unions Relevant agency (Chamber) Examination boards In-company training Workers´ council Youth representative Dual system of vocational education and training Inter-company training centres Source: Education report working group at the Max Planck Institute for Education Research 1990. ® 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. ® Financing of Vocational Education and Training ® Gross costs, gains and net costs per trainee and year ® 3. Continuing Vocational Education and Training (CVET) • CVET in Germany • The Role of BIBB in CVET ® 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) ® 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 ® Continuing Vocational Education and Training – Aims Aims and Concept of Vocational Education (§ 1 BBiG) Preparation for Vocational Education • Basic knowledge to prepare the entrance into vocational education Vocational Education and Training • Professional knowledge and skills • Professional Experience Continuing Vocational Education Occupational Re-Training • Maintainance, adjustment or extension of professional knowledge and skills • Enable professionals to enter a new occupational field • Career advancement ® Continuing Vocational Education and Training Continuing Training Continuing Vocational Education and Training General Continuing Education and Training Academic Continuing Training Cultural Education Continuing Training Adaptive continuing training Continuing training for career advancement Re-Training Certified vocational professions Occupation tasks Political Education Social Education Work-based learning Formal Learning Informal Learning ® 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 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 ® Gracias por su atención Contacto: Ilona Medrikat medrikat@bibb.de +49 (0)228 /107- 2527 www.bibb.de/en ®