Workshop: Structural Conditions for Change/Improvement

The German dual system – New and updated job profiles forapprenticeship training

Dr. Frank PetrikowskiFederal Ministry of Education and Research, Germany

Julia GockeConfederation of German Employers Assiciations

1182 ac1182 acFirst certified professional training scheme – wood First certified professional training scheme – wood

turnerturner

a brief historical sketch…….a brief historical sketch…….

• MedievalMedieval: Training organized in guilds: Training organized in guilds

• 18th / 19th century / industrial revolution18th / 19th century / industrial revolution: : Development of the “dual system” (approximately 80% Development of the “dual system” (approximately 80% in-company training and 20% school education)in-company training and 20% school education)

• 18691869 First Trade Regulation (Craft Protection Law): First Trade Regulation (Craft Protection Law): Definition of rights and duties of companies that offer Definition of rights and duties of companies that offer training and apprentices in crafts and industry and training and apprentices in crafts and industry and commercecommerce

• since 1918since 1918: trade unions involvement through : trade unions involvement through collective bargaining (salaries of apprentices became collective bargaining (salaries of apprentices became subject of the collective bargaining contracts between subject of the collective bargaining contracts between unions and employer organizations)unions and employer organizations)

• 19691969 Federal Vocational Training Act: First `all- Federal Vocational Training Act: First `all-inclusive` regulationinclusive` regulation

• 2005 2005 Reform of the Federal Vocational Training ActReform of the Federal Vocational Training Act

Present Facts and Figures on VET in GermanyPresent Facts and Figures on VET in Germany

• 350 state recognized professional training regulations; 350 state recognized professional training regulations; Training in the so-called “dual system”. For in-company Training in the so-called “dual system”. For in-company training the responsibility lies with the Federal Government, training the responsibility lies with the Federal Government, the economy and its associations, for the school-part the the economy and its associations, for the school-part the Federal States (Länder) in 2.000 part-time vocational Federal States (Länder) in 2.000 part-time vocational schoolsschools

• Duration of a training scheme: generally 3 yearsDuration of a training scheme: generally 3 years

• Federal Government issues for each profession a country-Federal Government issues for each profession a country-wide valid training regulation with qualification and wide valid training regulation with qualification and examination requirements examination requirements

• 1,6 million apprentices are trained in the “dual system”, 1,6 million apprentices are trained in the “dual system”, (55% of one age-group(55% of one age-group each year)

• 500.000 apprentices are in full-time vocational schools 500.000 apprentices are in full-time vocational schools (responsible Federal States).(responsible Federal States).

in the “Dual System”:in the “Dual System”:

• Apprentice has a training contract under private law with Apprentice has a training contract under private law with the company that trains him/her. The contract contains the company that trains him/her. The contract contains articles like the beginning and duration of the training articles like the beginning and duration of the training period, the organization of the training, the salary of the period, the organization of the training, the salary of the apprenticeapprentice

• Apprentice gets paid according to tariff. Tariffs are Apprentice gets paid according to tariff. Tariffs are agreed on in collective bargaining between unions and agreed on in collective bargaining between unions and employer organizations. Apprenticeship-salaries are employer organizations. Apprenticeship-salaries are around 1/3 of the salaries paid for trained workersaround 1/3 of the salaries paid for trained workers

• Germanys VET-System is a success-story, because it Germanys VET-System is a success-story, because it combines the educational system with the first labour combines the educational system with the first labour market. The transition of young people from the educa-market. The transition of young people from the educa-tional system into the first labour market through a high tional system into the first labour market through a high standard training scheme is assured or at least well-paved. standard training scheme is assured or at least well-paved.

• Around 90 % of apprentices work one year after passing Around 90 % of apprentices work one year after passing final examen in the first labour market. final examen in the first labour market. Youth unemployment (16-24 year olds) is constantly below Youth unemployment (16-24 year olds) is constantly below or as high the general unemployment rate. Still the system or as high the general unemployment rate. Still the system guarantees flexibility: 7 years after the examen, 50 % of guarantees flexibility: 7 years after the examen, 50 % of former apprentices work in other professions than trained in.former apprentices work in other professions than trained in.

Attractiveness of VET from the employers’ point of view

• training according to companies requirements (staff, qualifications)

• focus on practical training

• opportunity to pick and choose the best trainees

• socialization in the company prevention of fluctuation

• low recruiting costs/low training costs for newcomers

highly qualified skilled personnel

competitiveness (companies/economy)

Challenges and Prospects

• Bologna Process/Implementation of BA and MA

reduce gap between VET and HE more competition

Employability

• Demographic Development competition for high-qualified employees

• Wide differences regarding employees’ qualification profile

• Lifelong Learning

Thank you for your attention

What needs to be done to keep VET attractive for employers?

• More flexible VET pathways differentiation on the basis of trainees’ capability

• Realizing permeability between VET and HE

flexible access to University Universities to choose their students

Validation of competences gained in VET

Validation of non and informal competences

National Qualifications Framework

Credit Point System for VET / ECTS compatible no more blind alleys