vocational education and training – an overview...vocational training have also requested an...

Helmut Pütz

Vocational

Education and Training –

An Overview

Bonn

Federal Institute forVocational Training

Researching

Advising

Shaping the future

.Federal Institute for Vocational Training

Unchanged extracts may be reproduced for personal use without permission provided the author and publisher is acknowledged. © 2003 by Bundesinstitut für Berufsbildung, Bonn Edited by: Bundesinstitut für Berufsbildung, Secretary general D-53043 Bonn Internet: www.bibb.de e-mail: [email protected] Translation: Aileen Sharpe Cover: Hoch Drei, Berlin Printed by: Bonner Universitäts-Buchdruckerei, Bonn Published by: Bundesinstitut für Berufsbildung, Bonn Printed in Germany

wefers-middelhoff

DDB-Stempel

Contents O verview 1 M akrosystems of vocational education 2 M aster Specialist 3 G ermany’s Dual System of Vocational Education 4 G ermany’s Dual System of Vocational Education (Infrastructure (1)) 5 G ermany’s Dual System of Vocational Education (Infrastructure (2)) 6 C ontinuing Training 7 R ecognized occupational and career advancement further training 8 O ne age group 9 O rganizational forms of Vocational training in Germany 10 T he learning sites of vocational education and continuing training 11 F orms of cooperation between the two training sites 12 H ow companies train 13 G oals of participants in continuing training measures 14 Transfer of regulations governing further Training by Chambers into s tatutory rules and other of the Federal Government 15 W hat gainfully employed persons say about continuing training 16 I n-company continuing training 17 L ength of continuing vocational training events 18 D efinitions 19 S keleton Curriculum (vocational school) 20 L egal foundations of vocational Education and Training 21 F ederal govt. and Länder working in combination in vocational training 22

V ocational training 23 L evels of responsibility 24 B asic elements of the dual system of vocational/educational training 25 Structural elements of the Skeleton curricula of the KMK ( Board of 16 Ministers of Education) 26 T he Role of the Vocational school 27 T he Role of the Vocational school (Vocational school as Partner) 28 T he Role of the Vocational school (Vocational school as Partner) 29 T he Role of the Vocational school (Vocational school as an Independent) 30 P ersonnel in the Dual System 31 T rainers and vocational school teachers 32 T echnology model – Human ressources model 33 A n example: The motor vehicle industry 34 2 5.000 gainful occupations 35 T raining regulation 36 S tructure of the training regulations 37 P hased training in the construction industrie 38 Training occupations according to school leaving qualifications 39

Cooperation between the Federal Government and Federal states on

Way of development of Training Regulations 40 New structure 41 Structural concept “IT-occupations” Basic skills – specific occupational skills 42 Structural concept for the media industry – combination of compulsory and O ptional modules 43 S tructural concept for laboratory occupations – Linking up of initial and continuing training 44 Goals of modularisation 45 Dual-/modular training 46 Procedure for the elaboration of furtheer training regulations in accordance with BbiG/HwO 47 The players in vocational training research and occupational research 48 Main Board of BIBB 49 BIBB - Organization 50 L egal form of the Federal Institute of Vocational Training (BIBB) 51 T ask Catalog in accordance with BerBiFG 52 W ork programme 53 F ederal Institute for Vocational Training 54 G ermany’s Dual System of vocational education: West and East 55 T rainees according to fields of training 56 T he ten most attended training occupations 57 R easons for providing training companies 58 Where abouts of those who have completed training in the Dual System I n the new federal states 59 U nemployed young persons under 25 years in EU 60 M easures to improve the Training places situation (I) 61 M easures to improve the Training places situation (II) 62 C osts 63 F inancing of vocational education/per year 64 D iscretionary costs (avoided) 65 I n-company training: what a training place costs 66 D evelopment of training allowances from 1992 to 2001 67 T raining allowances according to fields of training 2001 68 T raining allowances in twenty selected occupations 2001 69 C ontinuing training costs 70 P romoting Vocational Training for disadvantaged young People (I) 71 P romoting Vocational Training for disadvantaged young People (II) 72 P romoting Vocational Training for disadvantaged young People (III) 73 P romoting Vocational Training for disadvantaged young People (IV) 74 P romoting Vocational Training for disadvantaged young People (V) 75 P romoting Vocational Training for disadvantaged young People (VI) 76 S upport for gifted apprentices in Vocational training 77 G ifted II 78 G ifted III 79 V ocational education/training is also a “royal way” 80 University/University of applied sciences entrance regulations for Specialists with vocational certificate and no Abitur 81

Preface The publication of “Vocational Education and Training – An Overview” was preceded by a lengthy period of development which began at the Federal Institute for Vocational Training with Hermann Schmidt's “Qualifying the Workforce – Education and Training for an Age of Uncertainty” in 1994. For many years there has been a high demand for publications in English about the German system of vocational and further training, and particularly for a short, schematic representation which can serve as a template, which in turn can be used in English language presentations. Now the members of the board of the Federal Institute for Vocational Training have also requested an outline of this type, not least in order to be able to manage their frequent presentations in English for foreign listeners better. This publication is therefore aimed at anyone involved in vocational and further training who needs to present and explain the German system of vocational training at home and abroad. Often, however, the requisite up-to-date English language skills are unfortunately lacking. The following representation, which can easily be converted into slides, is intended to serve as a thematic, linguistic and descriptive framework in such cases. This outline may be of use to any type of vocational training specialist, politicians and researchers involved in the vocational training field, teachers in tertiary education, instructors and teachers at vocational training colleges, representatives of chambers of trade, trade unions and trade associations and anyone else involved in the field who is regularly or occasionally required to explain the specifics of our vocational training system either to foreign visitors to Germany or on trips abroad. The following publication is to a certain extent work in progress and is not a finished, printable product. It is a living, developing compendium of professional vocational and further training in Germany. It will need to be updated regularly, and the English used and subject matter presented in it will need to be developed further and improved. On-the-ground experience at home and abroad will give rise to suggestions and improvements, particularly in terms of the English (and American) language used, and we would like to receive such feedback. Please send your suggestions for modifications and enhancements to the following address: [email protected]. The latest templates for copying can be downloaded at: http://www.bibb.de/de/4798.htm This material evolved from my teaching activities and work with students, from previous publications and from range of materials from the Federal Institute for Vocational Training, the Federal Ministry of Education and Research, the Carl-Duisberg Gesellschaft (CDG), the Gesellschaft für technische Zusammenarbeit (GTZ) and others, to whom I owe a great debt of thanks. It was standing on their shoulders that I was able to develop this outline. My wish is for this work to be carried on and improved further – for other authors to stand on my shoulders in future, as it were. B onn, September 2002

(Prof. Dr. Helmut Pütz) Federal Institute for Vocational Training, Bonn

http://www.bibb.de/de/4798.htm

Folie 1

© BIBB, Bundesinstitut für Berufsbildung, Bonn 2002


ResearchingAdvisingShaping the future

training learning at work

trainingtraining places

continuing training (“upper classes of the DS”)

young people/ adults

problem groups disadvantaged/gifted

tradition“occupational concept”

innovationmodules

companytraining regulations

school, vocational school, specialized vocational school (skeleton curriculum)

trainer teacher

big companies (industry)

small companies/ local training initiatives(craft, partly commerce)

commercialtechnical,social

employers trade unions

Government“consensus”

trade and industry “differentiation”

federal government 16 federal state govern-mentsregional aspects

nationalBBiG

internationalEU, globalisation

BIBBBerBiFG

Federal state institutes

ResearchServices

Folie_01.indd 1 10.12.02, 10:07:47

education/vocational

Folie 2




Makrosystemsof vocational education

Company model

Cooperative model I training company and vocational school

Cooperative model II training center and

vocational school

School model

Folie 3




job university for applied sciences

college

(university)

Further education

and training

Master Specialist

school

vocational training

(full-time)

"Dual System" training in companies and

vocational schools

Training

occupations

Basic vocational

training year

basic vocational

training year

upper

secondary

school

specialized

vocational

school

3 ½ year

3 year

2 year

primary school

lower secondary school

intermediate

secondary school

pre-vocational training year

“Dual System”

Folie 4




Dual System of Vocational Education

What does the 3-year training mean for:

The individual

the transition from school to work is facilitated by the 2 to

3-year period of training

working and learning are combined

investigation of opportunities and own abilities

attainment of social standing and income

the company

competent workforce for the future

low personnel recruitment costs

low labour costs

the government

uniform national qualifications standards are guaranteed

maintenance of Germany’s competitiveness

lower training costs for the government

social stability - social dialogue

Germany’s

Folie 5




Germany’s


Training in trade and industry

industry, trade, crafts & trades, agriculture, professional

occupations, public administration, health services

approx. 500.000 companies, hospitals, farms,

lawyers‘ firms etc.

approx. 900 intercompany training centres with 100.000

training places

stock of approx. 1 million qualified trainersa

Partner of the industry vocational schools

approx. 2.000 vocational schools

approx. 130.000 teachers

The chambers: administrative infrastructure

Approx. 480 chambers have the task of:

advising companies

certifying the technical aptitude of trainers

holding examinations

conducting social dialogue at regional level

Infrastructure (1)

’

registering trainees (1.7 Million)

Folie 6




Germany’s


Partnership between employers and trade unions

Regional level

• • •

•

•

Vocational training committees of the cambers

Examination boards of the cambers

approx. 300 000 voluntary members: senior execu-

tives from trade and industry, trade union representa-

tives, trainers

Federal state (Land) level

Vocational training committee within the responsible

ministry

Federal level

Main committee board within the Federal Institute for

Vocational training

Infrastructure (2)

Folie 7




further training within the in recognized informal

company training occupation induction

flexible, unregulated with

adaptation and internal

advancement

Chamber further training in gainfully employed formal

§ 46.1 BBiG*, regional occupation/job induction

regulatory requirement, adaptive

further training, advancement

further training (e.g. to master craftsman,

specialist, technician),

access to college/university

Federal regulations for further training

Further training RetrainingInduction

(on the job)

vocational

continuing training

general

continuing training

political

continuing training

C O N T I N U I N G T R A I N I N G

§ 46.2 BBiG*,

Federal regulatory requirement,

transparency, supra-regional importance

further training occupations:

master craftsman, specialist, technician,

access to college/university

* Berufsbildungsgesetz (1969): Vocational Training Act

Folie 8




Reco

gn

ized

occu

pati

on

al

an

d c

areer a

dvan

cem

en

t fu

rth

er t

rain

ing

Te

rtia

ry le

ve

l/co

lleg

es a

nd

un

ive

rsitie

s,

un

ive

rsitie

s fo

r a

pp

lied

scie

nce

s

Ad

ditio

na

lq

ua

lific

atio

n

Maste

r cra

ftsp

ers

on

(industr

y/c

rafts a

nd tra

des)

S

pecia

list

Fu

rth

er t

rain

ing

Bu

ildin

gb

lock

Mo

du

leA

dd

itio

na

lq

ua

lific

atio

nO

ccu

pa

tio

na

lp

rofile

po

sitio

n

Vocational tr

ain

ing

Tra

nsitio

n fro

m c

om

puls

ory

school

Folie 9




VET Universities Unskilled

approx.65% approx.25% approx.10%one age group

(100)

External

“Dual System” Vocational Schools Training center

approx.66% approx.27% approx.7%(covering the 1 to 3 year training period)

1.7 millon 0.6 million 0.15 millon

Folie 10




Org

an

iza

tio

na

l fo

rms

of

Vo

ca

tio

na

l tr

ain

ing

in

Ge

rma

ny

3 O

rga

niz

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al

D

ua

l S

ys

tem

Sc

ho

ol

Ex

tern

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form

s:

(va

rio

us

lo

ca

tio

ns

) (s

om

eti

me

s w

ith

wo

rk

tra

inin

g c

en

ters

p

lac

em

en

ts)

3

-years

as a

ru

le

2 o

r 3 y

ears

3

years

Tra

inin

g s

ites:

Com

pany part

-tim

especia

lized v

ocational

exte

rnal p

art

-tim

e

-

work

pla

ce v

ocational

schools

train

ing c

entr

e vocational

-

in-h

ouse school

full-

tim

e(p

ractical s

chool

tr

ain

ing w

ork

shop

health s

erv

ice

vocational tr

ain

ing)

-

inte

rcom

pany tra

inin

g centr

es

~

3 d

ays

~ 2

da

ys

~ 5

da

ys

~ 3

da

ys

~ 2

da

ys

27

%

7

%

66

%

Folie 11




The learning sites of

vocational education and

continuing training

“Dual”? “Plural”!

- Company, e.g. crafts & trades, building site,

Customer order

- Training workshop, big companies

- Vocational school, part-time vocational school

- (full-time) vocational school,

specialized vocational school (BFS)

- external training centre

- intercompany training centre (ÜBS)

- external continuing training seminar/private

body

- interactive, multi-media Computer Based

learning/training (CBL/CBT), virtual training

centre

Folie 12




Fo

rms o

f co

op

era

tio

n b

etw

een

th

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wo

tra

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g s

ites –

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/ vo

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) +

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(

in

ad

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)

oth

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train

ing s

ites =

full-

tim

e

vocational schools

, tr

ain

ing

work

shops,

exte

rnal tr

ain

ing

centr

es,

inte

rcom

pany t

rain

ing

centr

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Com

pute

r B

ased

Tra

inin

g (

CB

T)

transfe

rable

?S

ME

s?

teachers

?

B+

SS

BS

BS

B

Folie 13




How

com

panie

s t

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pro

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ork

37

29

ord

er

oriente

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43

21

independent (t

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w

ith c

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26

31

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ork

w

ith g

uid

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18

23

Com

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r B

ased T

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(CB

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multi-m

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learn

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11

19

Managem

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sim

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814

Fore

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experience

39

Tele

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42

Junio

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So

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Folie 14




Go

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Folie 15




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Folie 16




Wh

at

gain

fully e

mp

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s s

ay a

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school dip

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pass a

vocational exam

ination

retr

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anoth

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icte

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move u

p t

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0 10 20 30 40 5

0 6

0

70

Folie 17




In-company continuing training

Induction ofnew staff 35%

Familiarization with technical- organizationaladjustments 30%

0 10% 20% 30% 40% 50%

Instruction by superior 42%

Self-managed learning 17%

Quality circles 5%

Exchange programmes 4%

Job rotation 4%

Learning workshop 2%

Folie 18




Len

gth

of

co

nti

nu

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vo

cati

on

al

train

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ts

Nu

mb

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of

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0 2

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0 80

1

00

in thousands

Folie 19




Definitions

Training Regulations (AO)

Occupational profile/occupational profile

Positions/modules

General training plan

In- company training plan

Skeleton curriculum ( vocational school)

Regulations governing further training

_____________________________________________

Folie 20




Skeleton Curriculum

(vocational school)

Fields of Learning (thematic)

Learning goals (result)

Study contents (technical)

Suggested time allocation (hours of instruction)

_____________________________________________

Folie 21




Legal foundations of vocational

Education and Training

- Vocational Training Act, 1969 - BBiG

- Crafts regulation code, 1965 - HwO

(Act for the Regulation of Crafts)

- Vocational Training Promotion Act, 1981 - BerBiFG -

(Training Places Promotion Act, 1976,

APlFG)

- Social Security Code III, 1997 - SGB III -

- Employment Promotion Act, 1969 - AFG -

- Employees‘ Representation Act, since 1953 - BetrVG -

- Employment Protection of Young Persons Act,

1976 - JArbSchG

- Basic vocational training year

Vocational school year

Accountable ordinance (s), since 1978 - BGJ-AV -

- Ordinance on Trainer Aptitude, since 1972 - AEVO -

(new since 1998)

- Coordinantion Training Regulations/skeleton curriculum:

- “Joint results protocol”

of 30.5.72 (Federal Gazette No. 216 v. 16.11.1972)

Folie 22




Federal govt. and Länder working in

BerBiFG! BBiG Vocational Training §§ 54-59 Promotion Act Vocational Training Act

BerBiFG of 1981: Vocational Training Promotion through Planning and Research Act BIBB Establishment Act

• Sec. 8 Main Board Tasks16 delegates from the federal state (govern-ments) at the suggestion of the Bundesrat (Cl. 3,4,5,8 and 9)

•

• • •

Sec. 9: Federal States Committee Cl. 1: tasks Cl. 2: composition Cl. 3: opinions on training regulations Cl. 4: other procedures Cl. 5: discretionary Federal govt.

Sec. 11: specialized committees teachers

Sec. 14: budget

Sec. 15: charter

combination in vocational training

Folie 23




2002 Cooperation between the Federal Government

v. 1969, HwO v. 1965

- Sec. 54: Federal state committees

+ formation, composition + rules and regulations

+ voting

- Sec. 55: Tasks

+ advising the federal state government

+ uniform voc. training → cooperation

further development of schools

- Sec. 56: Vocational training committee of the responsible agency/ chambers

+ formation, composition, appointing the members compensation, recall, deputy, chair

- Sec. 57: Quorum, voting

- Sec. 58: Tasks: information, hearings, legal regula-tions

- Sec. 59: Rules and regulations

and Federal states on vocational training

BBiG

Folie 24




Levels of responsibility

Federal Ministry of Education an Re-search

Government departments

Federal Institute for Vocational Training

National federations

Federal level

• Ministries of theLänder- Education and Cultural Affairs - Economic Affairs

Federal State (Land) level

•

•

Presidents of the re-gional administration

Competent bodies (chambers)

Regional level

•

•

Training companies

Vocational schools

Company level

•

•

•

•

Folie 25




Basic elements of the dual system of vocational/educational training

In-companytraining

Schooltraining

Traineeship contract

legalbasis

for the training

relationship

CompulsoryVocational education

Training regulations

legalbasis

for trainingoccupations for

which formal vocationaltraining exists

Curricula

vocational Training Act

legalbasis

for training Educational acts of

the federal states

TrainerTraining

personnelVocational school teacher

Chambers or other responsible agencies

adviceand

monitoring

Presidents of the regional administrations or boards of education

Firms providing training financingFederal states, Admini- stration = Districts and municipalities

Folie 26




Structural elements of the

Skeleton curricula of the KMK(Board of 16 Ministers of Education

fields of learning

study contents

learning goals

suggested time allocation

Instruction at vocational schools: 1/3general / 2/3 specialized instruction

social studies technology German economic fields foreign language of learning sports/religion

Folie 27




THE ROLE OF THE VOCATIONAL SCHOOL

•

•

Part-time vocational schools

Daily instruction and block instruction

~ Top priority: maintaining educational principles

Full-time vocational schools

~ prepare for an occupation: goal is to make

participant fit to pursue an occupation, not

to simply “mark time”

~ lead to qualification in an occupation:

principle of subsidiarity and alternative

to Dual System (Dual System not at hand

or not suitable)

VOCATIONAL SCHOOL IS A PARTNER IN

THE DUAL SYSTEM AND AN INDEPEND-

ENT TRAINING CENTRE

Folie 28




THE ROLE OF THE VOCATIONAL

SCHOOL

• • ech-

• •

Pupils‘ previous eduction/training

Heterogeneity of in-company training - t

nical, economic, social competences

Varying lengths of training

Differentiation of contents, learning objectives

and methods

Vocational schools have to reconcile all differ-

ences, companies only those they select them-

selves

VOCATIONAL SCHOOL AS PARTNER

REQUIREMENTS HAVE INCREASED

Pupils’

Folie 29





•

•

•

•

•

Defined subject standards of the training regulations

Educational task of the vocational school: Personality development, subject competence

End of the industrial/commercial division? Example: IT occupations

End of training/continuing training divison?

Future of teacher training

VOCATIONAL SCHOOL AS PARTNER

CONTENTS OF INSTRUCTION - DEFINED STAN-DARDS OF THE FEDERAL GOVT. AND AUTONOMY

OF THE FEDERAL STATES

Folie 30





Reasons

•

•

Manual work is on the decrease; theoretically-based

practice is on the increase; the importance of language

and mathematics is growing; systematic knowlegde logical

abstract thingking are demanded in all occupations

Lack of training places in Dual System or alternative

model?

• • •

• •

Results of BIBB studies

Dialogue blockade: who can speak to whom?

Learning site dialogue as a precursor to learning site

cooperation

Joint platform and organization

How will central training workshops/external and inter-

companie training centres/specialized vocational schools

be included?

LEARNING SITE COOPERATION

~ AN UNSOLVED PROBLEM

VOCATIONAL SCHOOL AS AN INDEPENDENT

TRAINING CENTRE LEADING TO A RECOGNISED

QUALIFICATION

FULL-TIME SCHOOLS WILL INCREASE

Folie 31




Personnel in the Dual System

Three groups

in companyvocational training

personnel

schoolvocational training

personnel

commitee members

Trainingcounsellor

and ap-prentice

counsellor

trainer Mastercrafts-person

Voca-tionalschoolteacher

Practicalskills

teacher

Examina-tion boards

vocationaltraining

committees

Occupation/ career counsellor Educational counsellor

Folie 32




Trainers and vocational school teachers

Practical instruction Theoretical instruction Age

Head of training Advancement opportunities

- as main occupation - as secondary occupation

High school principal Advancement

opportunities 28

trainer

AEVOcertificate

master,craftsperson,specialistmastercraftspersons’squalifyingexamination

Secondary school teacher VOCATIONAL SCHOOL TEACHER

second state examination 24

preparatory service

Company practice Theoretical courses

e.g. journeyman skilled worker

First state examination

Academic studies

Subject-specific practical training 18

Vocational education (Dual System)

University entrance level of education

Lower secondary school Secondary school levels I + II 10

Elementary school Elementary school 6

Folie 33




Technology model Human ressources model

Capital assets

Technological progress

Human resources include

all staff members of a com-

pany

Hierarchy Organizational

developments

Clockwork mechanism

Lack of training Teams

The employee is a small

wheel in a process deter-

mined by others

Consideration of the indi-

vidual in the overall con-

stellation, identification with

the company, corporate

culture

Training for all employees

The individual employee

has a clearly defined posi-

tive role

Folie 34




An example: the motor vehicle industry

before Japan after Japan

Work organization

assembly/production line flexible,computer-controlledmass production just-in-time- and lean production; small and large

Series also;Assembly/production line

Personnel

Hierarchical organization organization in teams

management, engineers, technicians and skilled workers work together in

• engineer: teams/groups supervision every team member must be planning able to plan, carry out and

• skilled worker: monitor his/her work in this logistics process independently

• unskilled workers:

assembly/production

line

B.J. A.J.

Folie 35




approx. 350

training

occupations for

which formal

vocational

training exists

25000 gainful occupations

The approx. 350 state-recognized occupations are the basis for a

structured and uniform vocational education to skilled worker/employee

level. They open the door to a variety of occupational activities and to

further training. There are approx. 25,000 gainful occupations.

Folie 36




Federal Law Gazette

Training regulations Basis of in-company training

Recognized occupational titel

Duration of training

Recognized occupational profile

General training plan

Examination requirements

Regulations

pursuant to

Sec. 25

BBiG/HwO

Folie 37




Educatio-

nal policy

duration

of training

occupational field

designation

cronological

organisation

structure and organization

of the training course

environmental

protection

occupational

description

additional

procedures

recognized occupational

title

Training occupation

bench-

marks

Folie 38




Ph

ase

d tra

inin

g in

th

e c

on

str

uctio

n in

du

str

ie

12

mo

nth

s

12 m

onth

s

12 m

onth

s

Co

mm

on

kn

ow

led

ge

an

d s

kills

Skille

d s

tru

ctu

ral

en

gin

ee

rin

g

wo

rke

r

Skille

d fin

ish

ing

wo

rke

r

Skille

d c

ivil

En

gin

ee

rin

g

wo

rke

r

Bric

k layer

Co

ncreto

r

Heati

ng

an

d c

him

ney t

ech

nic

ian

Jo

iner/c

arp

en

ter

Stu

cco

ist

Tile a

nd

mo

saic

layer

Flo

or layer

Insu

lati

on

tech

no

log

y s

pecia

list

Dry c

on

str

ucti

on

bu

ild

er

Ro

ad

bu

ild

er

Pip

elin

e f

itte

r

Can

al co

nstr

ucti

on

wo

rker

Well b

uild

er

Sp

ecia

l u

nd

erg

ro

un

d c

on

str

ucti

on

wo

rker

Rail t

rack b

uild

er

Folie 39




Train

ing

occu

pati

on

s a

cco

rd

ing

to

sch

oo

l

Univ

ers

ity

entr

ance

level

Bank

cle

rk

12,2

78

ofeducation

In

dustr

ial cle

rk

10,5

41

Whole

sale

and

reta

ilcle

rk

6,5

74

Offic

e c

lerk

4,5

47

Inte

rmedia

tesecondary

R

eta

il c

lerk

12,3

11

school le

avin

g

Medic

al assis

tant

9,8

96

cert

ific

ate

Car

mechanic

8,5

06

Offic

e c

lerk

8,3

78

Low

er

secondary

school

Car

mechanic

10,7

31

leavin

gcert

ific

ate

Pain

ter

and

varn

isher

10,5

69

Reta

il c

lerk

9,9

46

Hairdre

sser

9,7

21

No

low

er

secondary

P

ain

ter

and

varn

isher

1,7

56

school le

avin

g c

ert

ific

ate

D

isable

d o

ccupations in c

rafts a

nd tra

des

1,5

76

Dis

able

d o

ccupations

indom

estic

scie

nces

992

Brickla

yer

758

leavin

g q

ualifi

cati

on

s

Folie 40




Training Regulations

and skeleton curricula

Training Skeleton

Regulations Curricula

Fed Gov 16 Ministers

of Education

Federal states

Decree and promulgation

Resolution in Federal States

Coordinating committee

Resolution in BIBB standing committee

Resolution in BIBB federal states

committee

Hearing o

f th

e c

entr

al org

aniz

ations

Coordination of the drafts training

regulations and skeleton curriculum

Joint session

BMBF, BIBB, KMK,

central organizations, experts

Development of a

draft skeleton

curriculum

Federal states

experts

Development of a

draft training

regulation

Federal government/

BIBB experts

Project resolution in Federal/States

coordinating committee

Application discussion

Laying down of educational

policy benchmarks

Folie 41




Ad

ap

tiv

efu

rth

er

tra

inin

g/f

urth

er t

ra

inin

g f

or c

areer a

dv

an

cem

en

t

3rd

year

of

train

ing

2n

d y

ear

of

train

ing

Vo

ca

tio

na

l T

ra

inin

g

Fin

al

Ex

am

inati

on

mo

du

les

co

mp

uls

ory

ele

cti

ve s

ub

jects

sp

ecif

ic s

pecia

list

qu

ali

ficati

on

ele

cti

ve s

ub

jects

ad

dit

ion

al

qu

ali

ficati

on

tr

ain

ing

co

mp

an

y

co

mp

en

sato

ry t

rain

ing

tr

ain

ing

in

sti

tuti

on

cert

ific

ati

on

part

ial

ex

am

inati

on

/ex

ten

ded

ex

am

inati

on

sp

ecia

lized

tra

inin

g (

inc.

occu

pati

on

al

ex

peri

en

ce)

occu

pati

on

al

pro

file

basic

sk

ills

o

ccu

pati

on

al

pro

file

1st y

ear

of

train

ing

Folie 42




Str

uctu

ral co

nce

pt

“IT

occu

pa

tio

ns”

Ba

sic

skill

s -

sp

ecific

occu

pa

tio

na

l skill

s

Ba

sic

skill

s

Sp

ecific

occu

pa

tio

na

l skill

s

Fle

xib

ility

for

all

fou

r o

ccu

pa

tio

ns

in t

he g

roup

• In

form

ation a

nd

Co

mm

un

ica

tio

ns S

yste

ms

ele

ctr

on

ics t

ech

nic

ian

• S

kill

ed

co

mp

ute

r te

ch

nic

ian

• In

form

ation a

nd

Co

mm

un

ica

tio

ns S

yste

ms

c

lerk

• C

om

pu

ter

cle

rk

thro

ugh

ele

ctive

de

plo

ym

en

t a

rea

s/

sp

ecia

list

are

as

with

in t

he

fr

am

ew

ork

of

the

sp

ecia

list

qu

alif

ica

tio

n

Folie 43




Str

uctu

ral concept fo

r th

e m

edia

industr

y –

com

bin

ation o

f com

puls

ory

and o

ptional m

odule

s

com

mon t

rain

ing

un

its

su

bje

ct-

sp

ecific

tra

inin

g

un

its

tra

inin

g u

nits t

o b

e

chosen b

y

tra

ine

r/in

str

ucto

r o

r

train

ee

me

dia

de

sig

ne

r fo

r

dig

ita

l a

nd

prin

t

me

dia

• • • •

• • •

me

dia

co

nsu

ltin

g

me

dia

de

sig

n

me

dia

op

era

tin

g

me

dia

te

ch

no

log

y

2 t

rain

ing

un

its

(co

mm

on

se

lectio

n

list)

2 t

rain

ing

un

its f

rom

su

bje

ct-

rela

ted

se

lectio

n lis

t I

1 t

rain

ing

un

it f

rom

su

bje

ct-

rela

ted

se

lectio

n lis

t II

Folie 44




Str

uctu

ral

co

ncep

t fo

r l

ab

orato

ry o

ccu

pati

on

s –

Lin

kin

g u

p o

f in

itia

l an

d c

on

tin

uin

g t

rain

ing

basic

tra

inin

g

continuin

g

train

ing

specia

list tr

ain

ing

com

puls

ory

tra

inin

g u

nit

train

ing u

nit

ele

ctive

chem

icalla

bora

tory

bio

logic

al la

bora

tory

coating labora

tory

technic

ian

te

chnic

ian

te

chnic

ian

Folie 45




Goals of modularisation

“occupational careers”

Training continuing training

initial and continuing

training

Educational quotas distributed among

Working life

Improving links between vocational and general education

links between different learning sites

Integration of target groups not located close to education and

postqualification

Individual learning needs qualification requirements of the

companies

facilitating learning process flexible work organization/

O-Development

facilitating “open learning” self-management of learning

processes

step-by-step acquisition of certificates and qualifications: “credits”

improved comparability between national qualification systems =

EU, vocational training portfolio

testing of new economic financing models

promotion of disadvantaged and gifted at all educational levels

“additional qualification(s)”, also compensatory

Definition

Module = Bundle of self-contained initial and continuing

Training contents

Which leads to useful, more complex partial qualifications

(can be accumulated to achieve full occupational com-

petence) and are certifiable/(state) recognized

Folie 46




Dual-/modular training

Petrol Station attendant

(3 years)

general knowledge

of the occupational

branch

commercial

activities

customer and

travel service

damage

elimination

fuel and

accessories sale

knowledge of

motor vehicles and

accessories

accident and fire

safety regulations

petrol station and

garage operation

basic knowledge

of procucts

car and motorcycle

care

motor vehicle

attendant

(ap. 3 months)

brakes

tires

body

cooling system

oil change

ignition system

battery

training

module/

partial

qualification

(approx. x

days)

battery

Folie 47




Procedure for the elaboration of

further training regulations in accordance with BBiG/HwO

Pre

lim

ina

ry

pro

ce

du

re

Determination of need e.g.

through BIBB projects –

experiences of the applicants

Agreement by the

social parties

Application

to BMBF

BMBF: Hearing on the application

(departments and social parties,

applicants, stakeholders)

Decision on political benchmarks

and further procedure

Direct completion

of the further

training regulation

by BMBF

or

Elaboration of

a draft by BIBB

Consultation with

expert committee or

Advisory council

Ministerial draft bill/ interministerial coordination

BIBB Board hearing

Enactment and promulgation

Ela

bo

rati

on

an

d c

oo

rd

inati

on

of

the f

urth

er t

rain

ing

reg

ula

tio

ns

Involv

em

ent of th

e s

ocia

l part

ies

Folie 48




The players in vocational training

Research and occupational research

Colleges/universities

occupational and eco-

nomic education

State institutions:

- BIBB

- IAB

Foreign/EU institutions (e.g.):

- CEDEFOP, ETF

- CEREQ, ISFOL

- VUOS, ZIBB

Private sector

Institutions (e.g.):

- IW

Federal state institu-

tions (e.g.):

- ISB

- LSW

Vocational training practice

Folie 49




Main Board of BIBB

Federal government

5 Representatives

16 Votes

em

plo

ye

rs

16 r

epre

senta

tives/1

6 v

ote

s

tra

de

un

ion

s

16 r

epre

senta

tives/v

ote

s

Consultative body of the

Federal Government

Vocational training report

Fundamental questions of

vocational training

Decision-making body of the

institute

Charter - budget - reserarch

programme

Federal states

16 Representatives

16 Votes

Consultative:

1 representative of the federal labour office

1 representative of the federal association of

municipalities

Se

ctio

n 1

.2:

Pro

du

ct

mark

eti

ng

, D

issem

inati

on

of

sp

ecia

list

info

rmati

on

, In

form

ati

on

syste

ms

Pu

blic

atio

ns

Info

rma

tio

n t

ech

no

log

y:

Pro

ject

ma

na

ge

me

nt

“In

no

va

tio

ns in

Vo

ca

tio

na

l E

du

ca

tio

n a

nd

Tra

inin

g a

nd

C

on

tin

uin

g V

oca

tio

na

l E

du

ca

tio

n a

nd

T

rain

ing

”(P

TIA

W):

Off

ice o

f th

e B

oard

Pre

sid

en

t,S

ecre

tary

Gen

era

l

Pre

ss,

Pu

blic R

ela

tio

ns

Perm

an

en

t R

ep

resen

tati

ve o

f th

e

Pre

sid

en

tD

eputy

Secr

eta

ry G

enera

l, H

ead o

f R

ese

arc

hA

ud

it O

ffic

e

Se

ctio

n 1

.1:

Researc

h a

nd

serv

ice p

lan

nin

g,

Vo

cati

on

al E

du

cati

on

an

d T

rain

ing

R

ep

ort

, T

ask F

orc

e

Se

ctio

n 2

.4:

Ch

oic

e o

f p

ath

ways,

Care

er

path

s,

Targ

et

gro

up

an

aly

ses

Se

ctio

n 2

.1:

Need

s a

naly

ses,

Tra

inin

g s

up

ply

an

d d

em

an

d

Se

ctio

n 2

.3:

Co

sts

, B

en

efi

ts, F

inan

cin

g

Se

ctio

n 3

.1:

Ed

ucati

on

an

d t

rain

ing

path

ways,

Co

mp

ete

nce d

evelo

pm

en

t, L

earn

ing

tr

aje

cto

rie

s

Tra

inin

g t

ech

no

log

y, T

rain

ing

pers

on

nel,

Le

arn

er-

tra

iner

co

op

era

tio

n

Pilo

t p

roje

cts

, In

no

vati

on

an

d

tran

sfe

r

Dis

tan

ce learn

ing

, O

pen

learn

ing

Qu

ality

sta

nd

ard

s, C

ert

ific

ati

on

s,

Exam

inati

on

s, E

dit

ing

of

ord

inan

ces

Z 1

Pers

on

nel, in

-ho

use in

itia

l an

d

co

nti

nu

ing

vo

cati

on

al ed

ucati

on

an

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ing

Z 4

Inte

rna

l s

erv

ice

s,

Bu

ild

ing

man

ag

em

en

t

.

Z 2

Bu

dg

eti

ng

, F

inan

ce Z

3

Leg

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aff

air

s,

Leg

al

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ela

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g t

o

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on

al ed

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an

d t

rain

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, O

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izati

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Se

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n 2

. 2

:

Earl

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arn

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syste

ms,

New

fie

lds o

f em

plo

ym

en

t,V

ocati

on

al ed

ucati

on

an

d

train

ing

sta

tisti

cs

Se

ctio

n 2

.5:

Learn

ing

ven

ues, P

rom

oti

on

of

inte

r-

co

mp

an

y v

ocati

on

al tr

ain

ing

cen

tres

Se

ctio

n 1

.3:

Inte

rnati

on

al co

op

era

tio

n in

vo

cati

on

al

ed

ucati

on

an

d t

rain

ing

, E

du

cati

on

m

ark

eti

ng

“E

du

ca

tio

n f

or

Eu

rop

e”

Na

tio

na

l A

ge

nc

y

Bu

nd

esin

sti

tut

für

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ild

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g53043 B

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Bo

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Se

ctio

n 4

.5:

Se

ctio

n 3

.2:

Se

ctio

n 3

.3:

Se

ctio

n 3

.4:

As

of:

1

Oc

tob

er

20

02

Man

ag

em

en

t O

ffic

e

iMO

VE

Inte

rna

tio

na

l M

ark

eti

ng

of

Vo

ca

tio

na

l E

du

ca

tio

n

Se

ctio

n 4

.1:

Co

mm

erc

ial

serv

ice o

ccu

pati

on

san

d o

ccu

pati

on

s in

th

e m

ed

ia

bu

sin

ess, O

ccu

pati

on

s in

in

itia

l an

d

co

nti

nu

ing

vo

cati

on

al ed

ucati

on

an

d

train

ing

(A

.WE

.B)

Se

ctio

n 4

.3:

Co

mp

an

y-r

ela

ted

se

rvic

e o

cc

up

ati

on

s,

Str

uctu

res o

f co

nti

nu

ing

vo

cati

on

al

ed

ucati

on

an

d t

rain

ing

Se

ctio

n 4

.4:

Pers

on

al

an

d s

ocia

l serv

ice o

ccu

pati

on

s,

Co

mm

itte

e f

or

pro

ble

ms o

f d

isab

led

pers

on

s

Section 4

.2:

Ind

ustr

ial p

rod

ucti

on

occu

pati

on

s,

Cra

fts

De

pt.

1R

es

ea

rch

an

d S

erv

ice

C

on

ce

pt

De

ve

lop

me

nt,

In

tern

ati

on

al

Vo

ca

tio

na

l E

du

ca

tio

n a

nd

Tra

inin

g,

Ed

uc

ati

on

Ma

rke

tin

g

De

pt.

2S

oc

iolo

gic

al

an

d E

co

no

mic

Pri

nc

iple

s o

f V

oc

ati

on

al

Ed

uc

ati

on

an

d T

rain

ing

De

pt.

3T

ea

ch

ing

an

d L

ea

rnin

g

Fo

rma

ts i

n V

oc

ati

on

al

Ed

uc

ati

on

an

d T

rain

ing

Str

uc

ture

an

d R

eg

ula

tio

n o

f V

oc

ati

on

al

Ed

uc

ati

on

an

d

Tra

inin

g

De

pt.

4

Ce

ntr

al

Se

rvic

es

Folie 50




“E

du

cati

on

fo

r E

uro

pe”

Nati

on

al A

gen

cy

iMO

VE

Inte

rn

ati

on

al V

ocati

on

al

Train

ing

an

d E

du

cati

on

Marketi

ng

Div

isio

n

Com

mu

nic

ati

on

an

d

In

form

ati

on

Cen

tre f

or

Profe

ssio

nal

Train

ing -

KIB

B

Train

ing

an

d E

du

cati

on

Train

ing

beh

avio

ur,

Ca

re

er p

ath

s,

Learn

ing

ven

ues,

Pro

mo

tio

n o

f cen

tral

train

ing

facilliti

es

Friedrich-E

bert

-Allee 3

8

Folie 51




Legal form of the Federal Institute ofVocational Training (BIBB)

Sec. 6 Cl. 1 of Vocational Training Promotion Act (BerBiFG):

“A Federal Institute for Vocational Training with legal capacitydirectly responsible to the Federal Government shall be established.”

“...within the framework of the educational policy of the Fed-eral government.”

BIBB bodies and their tasks

3 Bodies

Main Committee/Standing Committee Secretary General/ President

- right of decision-making powers implementation of tasks BIBB- research programme - administration- budget - external representation

of BIBB- charter - advice and support for the

federal government- statutory provisions and orders advising and supporting the Federal government on basic questions of vocational training

Folie 52




Task C

ata

log

in

acco

rd

an

ce w

ith

BerB

iFG

• T

rain

ing r

egula

tions, oth

er

sta

tuto

ry r

ule

s in a

ccord

ance w

ith B

BiG

/Hw

O

Vocational tr

ain

ing r

eport

• • • • •

Vocational tr

ain

ing s

tatistics

Pro

motion o

f pilot pro

jects

2.

Ad

min

istr

ati

ve t

asks

• In

terc

om

pany tra

inin

g c

ente

rs

(s

ec. 6 C

l. 2

Nr.

2 B

erB

iFG

)

• D

irecto

ry o

f re

cogniz

ed tra

inin

g o

ccupations

(s

ec. 6 C

l. 2

Nr.

4 B

erB

iFG

)

3.

Research

tasks

• V

ocational education/tra

inin

g r

esearc

h

Media

researc

h

(sec. 6 C

l. 2

Nr.

3 B

erB

iFG

)

Dis

tance learn

ing r

esearc

h

(se

c.

6 C

l. 2

Nr.

5d

Be

rBiF

G)

4.

Co

nsu

ltati

ve t

asks

• A

dvic

e to d

ista

nce learn

ing institu

tions a

nd p

art

icip

ants

(sec. 6 C

l. 2

Nr.

5e B

erB

iFG

)

5.

Inte

rn

ati

on

al co

op

erati

on

in

vo

cati

on

al ed

ucati

on

/train

ing

(sec. 6 C

l. 2

Nr. 1e B

erB

iFG

)

(dir

ecti

ve t

ask)

1.

Instr

ucti

on

-bo

un

d t

asks (

sec. 6 C

l. 2

Nr.

1 B

erB

iFG

)

Folie 53




Wo

rk p

rog

ram

me

researc

h p

roje

cts

perm

anent scie

ntific

pro

jects

oth

er

specia

list

ta

sks

activitie

s

scie

ntific c

onta

cts

directive tasks

ad h

oc tasks

and c

onta

cts

to p

ractice

mo

nito

rin

g

ad

min

istr

ative

e

xp

ert

op

inio

ns

researc

h

ta

sks

pu

blica

tio

ns

co

nsu

lta

tio

n

lectu

res

(prim

arily

on

be

ha

lf o

f

the

Federa

l G

ovt.)

Re

se

arc

h p

rog

ram

me

Folie 54




Federal Institute for Vocational Training

consultation

structural information

initial and continuing

training programs

learning and teaching

methods

reports and pilot projects

ideas on continuing training

of trainers/instructors

training media (books, films,

CBT, etc.)

costs and benefits of

vocational training

specialist conferences,

congresses

international cooperation

employers organizations

chamber organizations

trade unions

government, ministries

companies

trainers/instructors/

teachers

learners

the public

Vocational Training

Addressees

Fundamental principles of the work of BIBB

principle of consensus in regulatory work • • •

•

•

practical orientation (participation of experts from companies)

integrated task perception (prerequisite: corresponding links

between basic research and application-oriented qualification

of the staff, work experience)

connection between pure research and realization-oriented

research (principle of effect on the outside world)

freedom of research in the implementation of projects and the

publishing of results

Folie 55




Germany’s

Dual System of vocational education

Training in Germany:

two systems grow together

Old

federal states

1989 New

federal states

500 000 training companies 4 500

1.6 millon trainees 360 000

3 trainees/company 80

70% share of small com-

panies

10%

380 occupations for which

formal vocational trai-

ning exists

308

private/state relationship

company: school

state only

3 years duration of training 2 years

free access access (3

stages) via

grades

700 interfirm workshops

(intercompany train-

ing centres)

0

0.5% boarding schools 35%

0.3% in-house vocational

schools

75%

Folie 56




Tra

ine

es

ac

co

rd

ing

to

fie

lds

of

tra

inin

g

Trade a

nd

industr

y

47%

Crafts a

nd

trades

38%

Profe

ssio

nal occupation

9%

Public

secto

r

3%

Agric

ulture

2%

Dom

estic s

cie

nce

1%

Folie 57




Th

e t

en

mo

st

att

en

de

d t

ra

inin

g o

cc

up

ati

on

s

male

/fem

ale

car m

echanic

(craft)

4,7

%

reta

il c

lerk (

trade a

nd industr

y)

4,4

%

offic

e c

lerk (

trade a

nd industr

y)

4,3

%

in

dustr

ial cle

rk (

trade a

nd industr

y)

3,4

%

ele

ctr

ical fitter (

craft)

3,4

%

w

hole

sale

and foreig

n trade c

lerk (

trade/industr

y)

2,9

%

bank m

erchant (tr

ade a

nd industr

y )

2,9

%

m

edic

al assis

tant (profe

ssio

nal occupations)

2,8

%

pain

ter a

nd v

arnis

her (

craft)

2,8

%

hairdresser

2,5

%

to

tal

33,8

%

4.

4.

4.

3.

3.

2.

2.

2.

2.

2.

3.

Re

aso

ns fo

r p

rovid

ing

tra

inin

g c

om

pa

nie

s

Re

aso

ns

for

tra

inin

g

29

% o

fa

llco

mp

an

ies

tra

in

Yo

un

g p

ers

on

s c

orr

esp

on

din

g t

o

co

mp

an

yre

qu

ire

me

nts

93

%

Skille

d w

ork

ers

no

t re

cru

ita

ble

on

th

e

lab

ou

rm

ark

et

9

1%

Avo

ida

nce

of

pe

rso

nn

el flu

ctu

atio

ns

thro

ug

hco

mp

an

yb

on

din

g

8

2%

Ch

oic

e o

f b

est

tra

ine

es w

he

n

recru

itin

g

7

7%

Avo

ida

nce

of

pe

rso

nn

el m

ista

ke

s in

th

e

hir

ing

of

ou

tsid

ers

7

4%

En

ha

nce

dre

pu

tatio

nfo

rth

eco

mp

an

y

59

%

Sa

vin

go

nin

du

ctio

nco

sts

53

%

Re

du

ctio

n o

f u

nskille

d a

nd

se

mi-

skille

d

lab

ou

r

4

8%

Co

st

sa

vin

gs in

pe

rso

nn

el re

cru

itm

en

t 3

7%

Folie 58




Folie 59




Wh

ere

ab

ou

ts o

f th

ose w

ho

have c

om

ple

ted

tra

inin

g in

th

e

Du

al S

yste

m in

th

e n

ew

fed

era

l sta

tes

le

arned o

ccupation

45,3

%

oth

er o

ccupation

15,9

%

unem

plo

yed

9,6

%

college/u

niv

ersity

7,7

%

continuin

g v

ocational tr

ain

ing

5,3

%

oth

er

4,7

%

m

ilitary/n

on m

ilitary

3,9

%

national servic

e

5.

5.

9.

7.

5.

4.

3.

Folie 60




Italy

Greece

Finland

Spain

France

EU

Belgium

Great Britain

Sweden

Germany

Portugal

Denmark

Ireland

Luxembourg

Austria

the Netherlands

Annual average 2000

Original data: Eurostat

Unemployed young persons under 25 years in EU

29.5

28.4

25.5

20.6

16.1

15.2

12.1

9.5

8.5

8.4

6.7

6.5

6.4

6.3

5.3

31.5

Folie 61




Measures to improve the

Training places situation (I)

2. Faster and more “new occupations” in particular in

the services sector, “specialist occupational groups”

3. Restriction of the “principle of consent” through set-

ting of deadlines by the Federal gouvernment?

4. Flexibilisation of the Training Regulations (new IT

occupations): modularisation in 3rd

year of training,

dovetailing of initial and continuing training/compulsory

and optional modules

5. More training in local training initiatives, support

measures

6. Reform and expansion of part-time vocational

schools

7. Training site cooperation

8. More differentiation and individualization:

Promotion of disadvantaged youth = compensatory,

“simple” occupations

Promotion of gifted young people = additional quali-

fications

9. Develop and expand the “upper classes of the Dual-

System ”.

realization!

1. Will for reform: not a Problem of knowledge but of

Folie 62




Measures to improve the

Training places situation(II)

10. Specific training and continuing training in

11. Inclusion of specialized schools (BFS)as

another Dual System

12. New financing aids:

Additional tax relief for (socially responsible)

training provision

“Freezing” of training allowances/“apprentice

wages”?

Fund-levy financing?

13. Reform of the examination system (for

chambers),

Vocational schools + companies , “credits”,

“elongated examinations”

Examinations: project/team work, customers

orders

14. Practical equivalence/parity of general educa-

tion/university & college entrance, universities

for applied sciences

independence/business start-ups

Folie 63




Costs

1. The firms bear the costs for their training measures

themselves and pay a levy for the services of the

chambers (administration, intercompany training cen-

tres, examinations etc.)

2. The training costs differ every year for each trainee,

depending on

ratio of systematic training to training in the work-

place

Training personnel (part-time or full-time trainers)

Training allowance

3. The government provides financial backing for special

training measures, e.g. through

Integration programs, e.g. underachievers, minori-

ties

Innovative experiments, e.g. new methods, new

contents

Programs for small and medium sized enterprises

(SMEs), e.g. intercompany training centres for sys-

tematic training and imlementation of state-of-the-art

technology/skills/technology centers

4. The federal state governments bear the costs of the

vocational school instruction, the municipalities for the

school buildings

Folie 64




Fin

an

cin

g o

f vo

ca

tio

na

l e

du

ca

tio

n/

pe

r ye

ar

(Euro

)

Du

alS

yste

m

vo

ca

tio

na

l sch

oo

ls

€23.0

billion

€ 5

.62

billion

vocational

school

sch

oo

l

vo

ca

tio

na

l

com

panie

s

(part

-tim

e)

tr

ain

ing

Tota

l

€ 2

0.3

billio

n

€ 2

.8 b

illo

n

€ 2

.9 b

illo

n

€ 2

5.9

billio

n

78

%

11

%

1

1%

Folie 65




Discretionary costs(avoided)

ä Recruitment costs (advertisements, interviews,

administration, induction, continuing training)

ä Lower risk = miscasting

ä Bonding to company, corporate culture, group strengthening

ä More broadly deployable (illness, vacation), advantages over

temporary employees

ä “human capital awareness”, image factor

Folie 66




In

-co

mp

an

y t

ra

inin

g: w

ha

t a

tra

inin

g p

lace c

osts

Gro

ss c

osts

17.9

19

1997 in E

uro

per

train

ee

In

du

str

y

C

raft

&tr

ad

es

Perso

nn

el

co

sts

1

0.0

86

7

.68

0

of t

he t

rain

ee

+ c

osts

of t

he t

rain

ing

-

7

.38

6

6.6

07

perso

nn

el

+fix

ed

asset

an

d 6

61

3

51

+ o

ther c

osts

1

.52

3 1

.17

4

= g

ro

ss c

osts

1

9.6

56

1

5.8

12

- p

ro

du

cti

on

s o

utp

ut

6

.95

4

7.6

06

o

f t

he t

rain

ee

=n

et c

os

ts

1

2.7

02

8

.20

6

1.3

66

oth

er

co

sts

7

.24

9

pro

du

ctio

n

ou

tpu

t b

y

tra

ine

e

10.6

70

ne

t co

sts

520

fixed a

sset

and

ma

terial costs

7.0

34

co

sts

of

tra

inin

g

pers

onnel

8.9

99

pers

onnel costs

of

the t

rain

iee

All s

ecto

rs o

f th

e e

conom

y

Folie 67




Ba

sis

of

ca

lcu

latio

n:

tra

inin

g a

llo

wa

nce

s a

cco

rdin

g t

o c

olle

ctive

ag

ree

en

t -

ave

rag

e o

f th

e t

rain

ing

occu

pa

tio

ns a

nd

th

e y

ea

rs o

f tr

ain

ing

East G

erm

any

West G

erm

any

+ 1

.5 %

+ 8

.3 %

+ 3

.0 %

+ 7

.7 %

497 €

490 €

483 €

486 €

479 €

487 €

472 €

436 €

405 €

321 €

+ 2

6.1

% - 1.7

%

- 0.7

%

+ 2

.7 %

+ 5

.3 %

582 €

571 €

556 €

546 €

539 €

539 €

53

0 €

51

2 €

49

7 €

47

2 €

+ 3

.0 %

+ 3

.4 %

+ 1

.8 %

+/-

0 %

+ 1

.1 %

+ 2

.0 %

+ 1

.9 %

2

00

1

20

00

19

99

19

98

19

97

19

96

19

95

19

94

19

93

19

92

De

ve

lop

me

nt

of

tra

inin

g a

llo

wa

nc

es

fro

m 1

99

2 t

o 2

00

1

- a

ve

rag

e m

on

thly

am

ou

nts

as w

ell a

s c

ha

ng

es o

ve

r th

e p

revio

us y

ea

r

+ 1

.4 %

+ 1

.6 %

Folie 68




58

2 €

50

9 €

51

2 €

52

0 €

64

0 €

64

0 €

Train

ing

allo

wan

ces a

cco

rd

ing

to

fie

lds o

f tr

ain

ing

2001

- a

ve

ra

ge

mo

nth

ly a

mo

un

ts -

49

7 €

41

7 €

44

9 €

44

3 €

55

0 €

57

2 €

Pu

blic s

ecto

r

T

ra

de

an

in

du

str

y

A

gric

ultu

re

Pro

f. o

ccu

pa

tio

ns

Cra

fts a

nd

tra

de

s

To

tal

We

st

Ge

rm

an

yE

ast

Ge

rm

an

y

Basis

of

calc

ula

tion:

collectively

agre

ed t

rain

ing a

llow

ances -

avera

ge f

or

train

ing o

ccupations a

nd y

ears

of

train

ing

Folie 69




Tra

inin

g a

llo

wan

ces in

tw

en

ty s

ele

cte

d o

ccu

pati

on

s2001

- a

ve

ra

ge

mo

nth

ly e

mu

ne

ra

tio

n

398 €

413 €

455 €

474 €

484 €

487 €

509 €

512 €

517 €

517 €

536 €

537 €

630 €

637 €

648 €

670 €

674 €

741 €

756 €

788 €

245 €

301 €

350 €

401 €

361 €

446 €

356 €

420 €

402 €

441 €

421 €

439 €

566 €

563 €

570 €

650 €

661 €

621 €

756 €

643 €

B

ric

kla

ye

r (

C+

I/C

+T

)

Insu

ra

nce

sa

lesm

an

(I+

H)

Sca

ffo

lde

r(T

+I/

C+

T)

Ind

ustr

ial m

ech

an

ic (

T+

I)

Ele

ctr

on

ic p

ow

er t

ech

nic

an

(T

+I)

ind

ustr

ial cle

rk (

T+

I)

Ad

min

istr

ative

cle

rk (

PS

)

Re

tail c

lerk (

T+

I)

Off

ice

cle

rk (

C+

T)

Co

ok

(T

+I)

Me

dic

al A

ssis

tan

t

Ca

r m

ech

an

ic (

C+

T)

Ga

s/f

itte

r a

nd

plu

mb

er

(C

+T

)

Ga

rd

en

er

(A

)

Pa

inte

r a

nd

va

rn

ish

er (

C+

T)

Ele

ctr

ica

l fitt

er (

C+

T)

Jo

ine

r/c

arp

en

ter

(C

+T

)

Ba

ke

r(C

+T

)

Flo

ris

t(T

+I)

Ha

ird

re

sse

r(C

+T

)

T+

I =

Tra

de

an

d I

nd

ustr

y

C +

T =

Cra

fts a

nd

Tra

de

s

A=

Ag

ric

ultu

re

P=

Pro

fessio

na

l o

ccu

pa

tio

ns

We

st

Ge

rm

an

y

Ea

st

Ge

rm

an

y

Berechnungsbasis:

Ta

riflich

e A

usb

ild

un

gsve

rg

ütu

ng

en

– D

urch

sch

nitt

üb

er d

ie A

usb

ild

un

gsja

hre

Folie 70




Co

nti

nu

ing

tra

inin

g:

co

mp

an

ies

pa

y t

he

mo

st.

Ex

pe

nd

itu

re f

or

co

nti

nu

ing

tra

inin

g i

n 1

99

8 i

n b

illi

on

Eu

ro.

Fe

de

ral

La

bo

ur

Off

ice:

no

t in

cl.

Reh

ab

ilit

ati

on

, S

ou

rce:

IW s

urv

ey, In

sti

tute

of

the G

erm

an

Eco

no

my

34.3

%

Tra

de a

nd industr

y/ cra

fts

(em

plo

yers

24. 7

bill

ion.)

14.2

%

Pro

fessio

nal occupations

and p

ublic

secto

r

12.5

%

Federa

l Labour

Offic

e

(sta

te 8

.89)

4.8

%

Federa

l G

overn

ment,

federa

l sta

tes a

nd

munic

ipalit

ies1

1.7

%

part

icip

ants

(aro

und.6

. 64 b

illio

n.)

Folie 71




PROMOTING VOCATIONAL TRAINING FOR DISADVANTAGED

YOUNG PEOPLE (I)

Young People who require special Support

The problem/the magnitude

In Germany

total without vocational qualification

(per year and age group around. 13% around 100 000)

1. The problem:

- vocational certification, preferably in state-recognized

training occupations

- reduction of the number of young people without

vocational qualifications

* through new and differentiated paths,

in order to achieve this goal

- restrictions by state SGB III financing (Social security

code III)

2. The main question:

- special vocational courses (also for disadvantaged youth)

within the framework of the BBiG/HwO? (Vocational train-

ing act)

- modularisation of training courses (curricular - didactic

internal differentiation),

perhaps also partial qualifications?

Folie 72





YOUNG PEOPLE (II)

Principles

full skilled worker/journeymann/skilled employee

qualifications

•

•

•

•

•

•

state-recognized qualification in accordance with

Training Regulations (AO)

support measures/priority

educational needs of disadvantaged youth and

requirements of the labour market

agreement of social parties, Federal Govern-

ment, federal state governments

stabilization, modernization, further development

of the vocational training system

Folie 73





YOUNG PEOPLE (III)

Findings:

At present, varying demand in industry for specific training occupations is recognisable

•

•

•

•

•

•

But: from individual, sectors, companies, vocational training experts

New generation of specialists in the future

Paths:

Flexible, differentiated, individualized, phased

rather a lengthening than a shortening of the period of training

Support measures - socio-educational - school - training-attendant aid

Folie 74





YOUNG PEOPLE (IV)

Emergency solution for the stigmatization of the

„unskilled“

without vocational qualifications subject to discrimi-nation on the labour market

•

•

•

integration/reintegration into working life through

- modularized training courses - reduced learning-content training - less theory in examination

new training occupations with labour market pros-pects

Varied demands today

around 350 state-recognized training occupations in Germany

•

•

•

•

•

•

varied profile and requirement hierarchies

two and three-year training occupations

full social welfare protection in two-year training occupations through parties to a collective wage agreement (BSozGer - Federal Social Court)

example: new: two-year now three-year occupa-tions: scaffolder

example: retailer/ upgraded retailer (Verkäufer, KiE)

Folie 75





YOUNG PEOPLE (V)

Legal framework

BBiG/HwO (Vocational Training Act (Crafts and Trades

Regulation Code)

make possible special occupations/state recognized

easily learned by disadvantaged young people)

•

• make possible organization of training corses in

modules when training leads to state-recognized quali-fication (differentiation and flexible shaping of the entire

training course)

Examinations

special examination regulations

•

•

•

•

supplementary oral examinations for grade compensa-

tion

extended processing time for theoretical examination

forms which make the written examination easier

recognition of examination sections taken as partial

qualification with certificate (resolutions of the “Alliance

for Work, Training and Competitiveness”, 1999)

• own “disadvantaged section” in BBiG und HwO with

training regulations/ simple” occupational profiles (more “

Folie 76





YOUNG PEOPLE (VI)

Programme-controlled compter work materials/

computers (BIBB projekt)

•

•

•

•

•

•

•

successful pedagogical-didactic means for promotion

intensification!

the operation of programme-controlled (computer) tools

can be learned

promotion of motivation for initial and continuing training

strengthening of feeling of one’s own worth, social prestige

and recognition among each other

improvement in skills in language, arithmetic, writing,

drawing, information technology

“Qualifizierungsbausteine“/modules for qualification

Support for gifted apprentices inVocational training

Support for gifted young people in in-company training

Occupational advancement paths/also

inhouse support/in addition to voca-

tional school/training and work place

•

Identify and promote during training •

• Federal Ministry for Education and

Research support programme (since

1991, 4,500 annually/consolidation/

not just graduates/during in-company

training

In addition to proven measures (e.g.

competitions, BBiG reduction) Using

GDR experience: “inventors schools”,

“gifted programmes”

•

Folie 77




,

Folie 78




Gifted (II)

–

attractiveness of Dual System •

•

•

in-company selection of central

theme

such as benefits for gifted pupils in

schools and colleges, research

– targeted: girls and young women

– additional tasks/demanding and

responsible/projects/clients/

building sites

– in-house preparation for competitions/

release

– special. foreign languages/IT/service

– heavier technical and non-business DL-

occupations

– image factor/benefits/SMEs

– freer work design, task processing

public “marketing”

(clients)/ Youth researches” “

Folie 79




Gifted (III)

– 2nd

threshold”/permanent job/

adaptive further training

– innovative trainers/more

individual advice

– shortening of length/additional qualifications (certified)

- technical- business qualification

open in-company “support sircles” for

skilled workers/employees, “creative task

pools”/simulations and management

games for apprentices/trainees

“

Folie 80




Vocational education/ training is also a “royal way”

Top of the pyramid

of income and social

prestige (objective of

parents and young

person)

GOAL

Equal status of

vocational and general

educational

qualifications for

realization of equal

value of vocational and university, university for

general education applied science,

college entrance

subject-related examination?

university entrance

level of education

further training qualified job, Abitur (final

framework law, core skills secondary-school

nationally-recognized examination)

certificates

46 I and II BBiG

master craftsperson “new” kind of

(crafts and trades, central Land

industry; master Abitur

craftsperson continuing

training, examination)

technician

qualified specialist

training

(e.g. “specialist”)

adaptive, job intermediate final

advancement continuing examination “first,

training (chamber, public

company) examination in

secondary

school”

qualified job,

core skills

completion of dual

vocational/educational

training

school supplements

evening colleges,

etc.

colleges of further

vocational education

intermediate final

examination,

Lower secondary school

leaving certificate

“

secondary modern school, intermediate modern secondary school (junior high school), “standard

school”, comprehensive school, Gymnasium (high school/junior school)

„royal way

Folie 81




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vocational education and training – an overview...vocational training have also requested an...

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