German Office for International Cooperation in Vocational Education and Training (GOVET) at the

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

2. Structureofpresentation • GOVET at BIBB • German Dual VET (IVET- Initial Vocational Education & Training) • The German Dual VET System – a General Overview • Governance • Financing • 3. ContinuingVocational Education and Training (CVET) • CVET in Germany • The Roleof BIBB in CVET

3. 1. • German Office for International Cooperation in VET (GOVET) • atthe • Federal Institute forVocational 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

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. Support of bilateral working groups led by the Ministry, implementation of pilot-projects

8. 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 Secondary level II 15 to 19 years Full-time vocational schools Senior level at compr. secondary school 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 Curriculum Company Training Plan Training content 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. 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 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

15. Gross costs, gains and net costs per trainee and year

16. 3. • ContinuingVocational Education and Training (CVET) • CVET in Germany • The Roleof BIBB in CVET

17. CVET in Germany – Characteristicsandregulation • Main characteristics of thecontinuingtrainingsystem • Pluralisticstructure of CVET providers • Market-orientedorganisation • Subsidiaryrole of thestate • Regulation on different levels: federal, 16 states, individual chamberregulations (differingbysectors and type of continuingtrainingcertificate)

18. CVET Regulation Bund (Federal State) • Act on Vocational Education and Training (Berufsbildungsgesetz) • Legal ordinanceofthecraftsector • Act on the Promotion ofCareerAdvancement - „Meister-Bafög“ (AFBG) • Act on Labour Management Regulation (Betriebsverfassungsgesetz) • Act on Distance Learning (Fernunterrichtsgesetz) Länder (16 federalstates) • Regulation forschoolingandhighereducation • Acts on Continuing Education andTraining

19. Continuing Vocational Education and Training – Aims AimsandConcept of Vocational Education (§ 1 BBiG) PreparationforVocational Education Vocational Education and Training ContinuingVocational Education Occupational Re-Training • Basic knowledgetopreparetheentranceintovocationaleducation • Professional knowledge and skills • Professional Experience • Maintainance, adjustmentorextension of professional knowledge and skills • Careeradvancement • Enable professionals toenter a newoccupationalfield

20. Continuing Vocational Education and Training Continuing Training ContinuingVocational Education and Training General Continuing Educationand Training Academic Continuing Training Social Education Cultural Education Political Education Continuing Training Re-Training Work-basedlearning Adaptive continuingtraining Continuingtrainingforcareeradvance-ment Certified vocationalprofessions 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. 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 Challenges

23. Graciasporsuatención Contacto: Ilona Medrikat medrikat@bibb.de +49 (0)228 /107- 2527 www.bibb.de/en