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 1

Structure of presentation GOVET at BIBB 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

German Office for International Cooperation in VET (GOVET) at the 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 BIBB was established in 1970 in Berlin on the basis of the Vocational Training Act (BBiG). Its present legal foundation is provided by the Vocational Training Act of 23 March 2005, which defines the Institute´s tasks. Since 1999 its headquarters have been in Bonn. Being directly accountable to the Federal Government, BIBB is funded from the federal government budget and is subject to the legal supervision of the Federal Ministry of Education and Research (BMBF). BIBB currently has a staff of approximately 630. Financing: Budget 2012: approx. € 38.7 m. mostly as grant from Ministry (BMBF) plus approx. € 150 m. for governmental programs

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

German Office for International Cooperation in VET Coordination of Round Tables at different decision levels One-stop shop for national and international VET cooperation stakeholders Knowledge Management and Public Relations Support of bilateral working groups led by the Ministry, implementation of pilot-projects

German Dual VET (IVET- Initial Vocational Education & Training) 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 Universities Full-time vocational schools Senior level at compr. secondary school Secondary level II 15 to 19 years Dual System Company/part-time vocational school Secondary level I 10 to 15/16 years Lower secondary school Intermediate school Comprehensive secondary school Primary level 6 to 10 years Primary school

The German Dual VET System - Two Venues for Learning Part-time vocational school Company Bund/German Federal State: Training Regulation (AO) Federal States: Framework Curriculum (RLP)

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 State or local education authorities/bodies Training Company Funding States, district and local councils

Dual system of vocational education and training Governance State level: State government Minister of Education Federal level: FM of Education and Research in cooperation with other Federal Ministries responsible Federal Institute for Vocational Education and Training Conference of the Ministers of Education Employers’ associations Trade unions Training ordinances, Laws Relevant agency (Chamber) Framework curricula Curricula Examination boards Political regulation of vocational education and training within the Dual System exhibits both corporatistic and bureaucratic features. The regulative authority of the Federal and State governments corresponds to the dual structure: The States are responsible for the organisation of the vocational schools, the Federal government for the regulations regarding in-company vocational education and training. Employers’ associations and trade unions are important collaborators in establishing the normative content of in-company training. Glossary Dual system Legal foundations Training regulation Enterprise Vocational training system Federal Institute for Vocational Education and Training Educational policy Education system Social partners Schools Workers´ council Youth representative Vocational school In-company training 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 Betriebe: Hier dargestellt Bruttokosten, d.h. ohne Berücksichtigung der Ausbildungserträge; Bundesländer: Nur Teilzeitberufsschulen hier berücksichtigt, keine Berufsfachschulen, Fachoberschulen etc.

Gross costs, gains and net costs per trainee and year In 2007, enterprises that provided in-company vocational training incurred gross costs averaging € 15,288 per trainee and year of training. Personnel costs for trainee and instructor – more detailed information next slide On the other side of the ledger is the productive work done by trainees which was worth an average of € 11,692. Thus training firms must bear an average € 3,596 in net costs per trainee and year.

Continuing Vocational Education and Training (CVET) 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 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

Continuing Vocational Education and Training Continuing Training Continuing Vocational Education and Training General Continuing Education and Training Academic Continuing Training Cultural Education Political Education Social Education Continuing Training Re-Training Work-based learning Adaptive continuing training Continuing training for career advance-ment Certified vocational professions Occupationtasks 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