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)
®
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
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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
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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 1.1
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
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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
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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
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
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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)
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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
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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.
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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
• 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
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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
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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
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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
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Gracias por su atención
Contacto: Ilona Medrikat
medrikat@bibb.de
+49 (0)228 /107- 2527
www.bibb.de/en
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