© Bundesarbeitgeberverband Chemie A highly skilled workforce for the Chemical Industry in Germany Dirk Meyer BAVC, Managing Director Elewijt, Belgium, April 2012

Bundesarbeitgeberverband Chemie (BAVC) German Federation of Chemical Employers‘ Associations  National federation of the German chemical industry in the area of collective bargaining and social affairs  Headquarters in Wiesbaden, European office in Brussels  Federal structure: BAVC is made up of 10 regional member associations  1,900 companies with 550,000 employees are members of the regional associations 2

3 Education and Training System in Germany (schematic diagram) Primary School Dual VET-System (approx. 51%) Dual VET-System (approx. 51%) Full-time vocational schools (approx. 12%) Upper secondary grammar school (approx. 37%) Labour Market University continuing vocational training Lower secondary school Lower secondary school Intermediate school Lower secondary grammar school Primary level 6 to 10 years Secondary level I 10 to 15 / 16 years Secondary level II 15 to 19 years Tertiary level I over 19 years Source: OECD „Education at a glance“

4 Dual VET-System in Germany Source: BAVC Germany (2011)  approx. 350 nationwide recognised training occupations  1,6 million apprentices Chemical Industry (2011)  more than 50 different training occupations  approx apprentices (approx. 5 % of all employees)  approx. 60 % of the member companies are providing training Characteristic Elements  Places of learning company training and part-time vocational school  Final qualification State-recognized training occupation (chamber certificate)  Prerequisistes Full compulsory education (no leaving certificate required)  Duration Two, three or three an a half years Facts and Figures Source: BMBF Source: BIBB

industry 5 Effectiveness and Efficiency of Dual VET-System in Germany state / society young people  good prospects on the labour market  recognized certificate  practical orientation  payment of an allowance  secures the skilled labour  reduces costs of settling-in  increases motivation and loyalty to company  job specific qualification  relativly low rate of youth unemployment  possibility of offering all school leavers vocational training  private sector contribution eases the burden on public budgets Source: BiBB / BMBF

Ageing Workforce 6 Average 42,4 years Quelle: Beschäftigungsstatistik der BA,

7 Occupational skills in the Chemical Industry in Germany BAVC 2011; eigene Auswertung

Academic Employees in the Chemical Industry (Graduates) 8 BAVC Akademiker-Strukturerhebung /3 MINT skills (mathematics, information technology, natural sciences, technology),

9 Most important training occupations in the Chemical Industry BAVC 2012; eigene Auswertung 2/3 MINT skills (mathematics, information technology, natural sciences, technology),

A highly skilled workforce for the Chemical Industry in Germany Challenges  In order to ensure the quantity and quality of the next generation of employees with MINT skills (mathematics, information technology, natural sciences, technology), the teaching of these subjects in schools and universities must be given priority.  Companies are encountering increasing difficulties in finding suitable applicants for the Dual VET System.  There is a need for improvement of the interfaces between vocational training, further training and tertiary education.  The challenges of demographic change and technological progress mean that further training of employees will have to be expanded and vocational training needs to be developed systematically in order to avoid running out of skilled workers. 10

11 Dirk Meyer Bundesarbeitgeberverband Chemie e.V. Abraham-Lincoln-Straße Wiesbaden Telefon Fax

12 Higher Education – facts and figures Study Programmes Students University University of Applied Science (Fachhochschule) total University of Cooperative Education * (Duale Hochschule)

States (Länder) e.g. issue curricula for part-time vocational schools and finance teaching staff. Chambers (self-governing bodies) e.g. supervise training in the company, register training contracts, administer examinations Chambers (self-governing bodies) e.g. supervise training in the company, register training contracts, administer examinations Employer’s Associations and Trade Unions Draft proposals for the creation of training occupations nominate experts for participation in the drafting of training regulations negotiate provisions in collective agreements (e.g. amount of allowance paid to apprentices) Employer’s Associations and Trade Unions Draft proposals for the creation of training occupations nominate experts for participation in the drafting of training regulations negotiate provisions in collective agreements (e.g. amount of allowance paid to apprentices) Federal Government e.g. recognizes training occupations and promotes measures to support dual training 13 Stakeholders and Responsibilities in Dual VET-System Dual VET-System BBiG Actions by all stakeholders is governed by statutory federal framework legislation, in particular the Vocational Training Act (BBiG)