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. ® 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

3. ® 1. German Office for International Cooperation in VET (GOVET) at the Federal Institute for Vocational Education and Training (BIBB)

4. ® 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 – Who we are

5. ® Areas of responsibility and tasks of BIBB Drawing up concepts for the qualification of in-company training staff Support of in-company training practice via modern training documentation and media Investigation of the structural developments on the training places market and within continuing training Identification of future qualification requirements by early recognition of these Development and modernisation of initial and advanced training occupations International research and VET cooperation Promotion of modern vocational training centres to supplement in-company initial and continuing vocational education and training

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 Lower secondary school Intermediate school Comprehensive secondary school Primary school Continuing vocational training Dual System Company/part-time vocational school Full-time vocational schools Senior level at compr. secondary school Secondary level I 10 to 15/16 years Primary level 6 to 10 years Secondary level II 15 to 19 years Tertiary level over 19 years Continuing education Universities

10. ® The German Dual VET System - Two Venues for Learning 10 Bund/German Federal State: Training Regulation (AO) Federal States: Framework Curriculum (RLP) Company Part-time vocational school

11. ® Basic elements of the dual system Funding Training contract Training Company Chambers or other competent bodies Chambers or other competent bodies Trainer Vocational Training Act Company Training Plan CompanyCompany Training regulations Compulsory attendance States, district and local councils States, district and local councils State or local education authorities/bodies State or local education authorities/bodies Vocational School teacher State School laws Curriculum Vocational School Framework Curriculum Advice and Monitoring Training staff Legal Basis of Training Training venues Legal basis of training relations Legal basis of training relations Legal basis of training occupations Legal basis of training occupations Training content

12. ® Governance Source: Education report working group at the Max Planck Institute for Education Research 1990. Federal level: FM of Education and Research in cooperation with other Federal Ministries responsible State level: State government Minister of Education Conference of the Ministers of Education Federal Institute for Vocational Education and Training Employers’ associationsTrade unions Relevant agency (Chamber) Examination boards Vocational schoolIn-company training Workers´ council Youth representative Framework curricula Curricula Dual system of vocational education and training Training ordinances, Laws Inter-company training centres

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. 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 Cultural Education Political Education Social Education Continuing Training Adaptive continuing training General Continuing Education and Training Academic Continuing Training Re-TrainingWork-based learning Continuing training for career advance- ment Certified vocational professions Occupation tasks 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 300.000 persons in transition system – reorganization and new concepts necessary 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

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