© Bundesarbeitgeberverband Chemie

A highly skilled workforce for the Chemical Industry in Germany

Dirk MeyerBAVC, Managing DirectorElewijt, 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

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Education and Training System in Germany (schematic diagram)

Primary SchoolPrimary School

Dual VET-System(approx. 51%)

Dual VET-System(approx. 51%)

Full-time vocational

schools(approx. 12%)

Full-time vocational

schools(approx. 12%)

Upper secondary grammar school

(approx. 37%)

Upper secondary grammar school

(approx. 37%)

Labour MarketLabour Market UniversityUniversity

continuing vocational trainingcontinuing vocational training

Lower secondary school

Lower secondary school

Intermediateschool

Intermediateschool

Lower secondary grammar school

Lower secondary grammar school

Primary level6 to 10 years

Secondary level I10 to 15 / 16 years

Secondary level II15 to 19 years

Tertiary level Iover 19 years

Source: OECD „Education at a glance“

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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. 26.000 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 FiguresFacts and Figures

Source: BMBF

Source: BIBB

industryindustry

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Effectiveness and Efficiency of Dual VET-System in Germany

state / societystate / societyyoung peopleyoung 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

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Average 42,4 years

Quelle: Beschäftigungsstatistik der BA, 31.12.2010

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Occupational skills in the Chemical Industry in Germany

BAVC 2011; eigene Auswertung

Academic Employees in the Chemical Industry (Graduates)

8BAVC Akademiker-Strukturerhebung 2007

2/3 MINT skills (mathematics, information technology, natural sciences, technology),

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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.

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Dirk MeyerBundesarbeitgeberverband Chemie e.V.Abraham-Lincoln-Straße 2465189 Wiesbaden

Telefon +49 611 77881- 41Fax +49 611 77881- 23

dirk.meyer@bavc.dewww.bavc.de

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Higher Education – facts and figures

Study Programmes

Students

University 172 10.467 1.503.197

University of Applied Science (Fachhochschule)

207 4.277 716.630

total 379 14.744 2.219.827

       University of Cooperative Education * (Duale Hochschule)   929 61.195 

States (Länder)

e.g. issue curricula for part-time vocational schools and finance teaching staff.

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 oftraining 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 oftraining 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

Federal Government

e.g. recognizes training occupations and promotes measures to support dual training

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Stakeholders and Responsibilities in Dual VET-System

Dual VET-System

BBiGActions by all stakeholders is governed by statutory federal

framework legislation, in particular the Vocational Training Act (BBiG)