1. 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

2. 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

3. 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)

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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)

11. 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

12. 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.

13. 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.

14. 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.

15. 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.

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

17. 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)

18. 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

19. 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

20. 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

21. 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

22. 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 persons in transition system – reorganization and new concepts necessary

23. Gracias por su atención
Contacto: Ilona Medrikat
+49 (0)228 /