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® How to strenghten partnerships with the productive sector? The case of the dual system in Germany Anke Bahl Federal Institute for Vocational Education
How to strenghten partnerships with the productive sector? The
case of the dual system in Germany Anke Bahl Federal Institute for
Vocational Education and Training (BIBB), Germany Mexiko City,
April 28 th 2014
Slide 2
Agenda 1.The German dual vocational education and training
system and its origin in the productive sector 2.The qualification
structure in Germany The innovative potential of VET
3.Institutional framework of the dual system The important role of
the social partners 4.The costs and benefits for training companies
5.Summary The case of the dual system in Germany
Slide 3
German dual system of vocational education and training
Vocational school and the company providing training fulfill a
joint educational remit 1-2 days/ week 4 days/ week Vocational
School Teaches vocational and general educational content Trains
specialist competence and general skills Enables pupils/students to
understand and reflect the theoretical fundament of their vocation
Training Company Provides opportunities for learning by integrating
the apprentices in real work processes applying the domain specific
contents learned at school in practice Enables apprentices to
acquire the ability to perform professionally on their own INAP
Conference, Annalisa Schnitzler
Slide 4
The productive sector: origin and driver of the German VET
system
Slide 5
Participation in apprentice training by size of enterprise in
2011 14.2 % provide training 84.8 % provide training 5.000 50.000
100.000 500.000 1 Mio. 2 Mio. 2.1 million enterprises 21.7 % of all
enterprises provide training 1.67 million enterprises 335.000
enterprises 80.000 enterprises 14.000 enterprises 45.7 % provide
training 67.6 % provide training enterprises in total 1-9 employees
10-49 employees 50-499 employees 500 and more employees thereunder
Quelle: Beschftigtenstatistik der Bundesagentur fr Arbeit; Stichtag
21.12.2011
Slide 6
Agenda 1.The German dual vocational education and training
system and its origin in the productive sector 2.The qualification
structure in Germany The innovative potential of VET
3.Institutional framework of the dual system The important role of
the social partners 4.The costs and benefits for training companies
5.Summary The case of the dual system in Germany
Slide 7
Forecast: Development of qualification requirements in Germany
reference: Institute for future of work (IZA), 2007 Levels of
qualifications (in percent)
Slide 8
Agenda 1.The German dual vocational education and training
system and its origin in the productive sector 2.The qualification
structure in Germany The innovative potential of VET
3.Institutional framework of the dual system The important role of
the social partners 4.The costs and benefits for training companies
5.Summary The case of the dual system in Germany
Slide 9
Vocational training act Federal Government Federal states
(Lnder) Unions Employers Public-Private-Partnership: Shared
responsibility in VET governed by a statutory legislative framework
cooperation between the public and private sector common steering,
regulation and financing arrangements
Slide 10
National standard: Basic elements of vocational training
regulations Designation of the training occupation Duration of the
training Occupational profile Training programme Examination
requirements Training Standard 2 - 3,5 Years Car Mechatronic
Occupational Standard Assessment Standard
Slide 11
Continuous reforms: Training regulations as a means of
innovation
Slide 12
Participants in the process of developing training regulations
Experts unions Experts employers Coordinator unions BMWi/KMK BMBF
Coordinator employers Education Ministers Conference Ministry of
Economics Ministry of Education Trade Unions Employers State
Slide 13
Training regulations: Aims of the employer associations Experts
employers Coordinator employers Employers Job-specific
qualification High specificity of training for the firm / sector
Securing the skilled labor needed for regional / national and
global competitiveness
Slide 14
Training regulations: Aims of the trade unions / employees
Experts unions Coordinator unions Trade Unions Definition of skills
that are polyvalent and transferable to other contexts Preservation
of labor mobility and mobility of apprenticeship graduates across
educational sectors
Slide 15
Training regulations: Aims of the state BMWi/KMK BMBF Education
Ministers Conference Ministry of Economics Ministry of Education
State Personality development / citizenship Transition of youth
into world of work Uniform qualification standards Occupational
flexibility and broad educational pathways
Slide 16
Role of the social partners as central stakeholders of the dual
system National level Participation in the development of training
regulations/standards; expert recommendations in all fields and
aspects of vocational education and training Regional level State
(Lnder) level expert recommendations in all fields of vocational
education and training with regard to the coordination between
school and enterprise Level of competent bodies Counselling;
monitoring of the implementation of training in the enterprises;
holding of examinations; granting of certificates/qualifications
Sectoral level Negotiations about the supply of apprenticeships;
wage agreements covering apprenticeship pay Company levelPlanning
and carrying out training in the enterprises
Slide 17
Agenda 1.The German dual vocational education and training
system and its origin in the productive sector 2.The qualification
structure in Germany The innovative potential of VET
3.Institutional framework of the dual system The important role of
the social partners 4.The costs and benefits for training companies
5.Summary The case of the dual system in Germany
Slide 18
Production motive: firms train mainly because they want to
benefit from the apprentices productive contribution (Lindley 1975)
Investment motive: firms train because they want to retain the
apprentices after training and ensure the skills of their future
employees (Merrilees 1983) Screening motive: firms use the training
period to observe the apprentices and choose the best for retention
(Stevens 1994) Social responsibility: firms train because they want
to give young people the possibility to integrate in the labor
market (e.g. Beicht et al. 2004) Reputation motive: firms expect
that clients, potential employees, and suppliers have a better
image of the firm when they train (e.g. Niederalt 2004) Why do
firms train apprentices? - Research on motives
Slide 19
Net costs of apprenticeship training in 2007 for the firm
Average Gross costs, Benefits and Net costs of apprenticeship
training in 2007 (per apprentice and year of training) Gross Costs:
Apprentices wages Costs for trainers Infrastructure/facilities
Benefits during training: Productive contribution of apprentices
Benefits through retention: Recruitment costs Productivity
differences Costs of misappointment Institutionalised regeneration
of staff
Slide 20
Costs and Benefits of Apprenticeship Training 2007 Average
results for 51 training occupations Net costs 2007
Slide 21
Comparison of two occupations (crafts vs. industry) 12493 10503
1990 22114 6586 15528
Slide 22
SME crafts sector Electrician and sanitary trade (25 empl.)
Customer Service = part-time trainer / journeyman Projects
Construction site Inter-company training centre = part-time trainer
/ owner = fulll-time trainer
Slide 23
Agenda 1.The German dual vocational education and training
system and its origin in the productive sector 2.The qualification
structure in Germany The innovative potential of VET
3.Institutional framework of the dual system The important role of
the social partners 4.The costs and benefits for training companies
5.Summary The case of the dual system in Germany
Slide 24
Benefits of cooperatively structured VET For enterprises next
generation of skilled workers assured low recruitment costs
influence on content and organisation of vocational training For
apprentices labor market relevant training, i.e. improved chances
on the labor market after completion of training; uniform
qualification standards motivating situation (earning &
learning) acquisition of social skills, personality development For
the state possibility to offer all school leavers vocational
training private sector contribution eases the burden on public
budgets finding partners for developing international competitive
standards
Slide 25
Many Thanks for your attention! Anke Bahl ++49 (0) 228 107-
1407 [email protected] www.bibb.de
Slide 26
Dual System Company / part- time vocational school Lower
secondary school Secondary level I 10 to 15/16 years Primary level
6 to 10 years Secondary level II 16 to 20 years Tertiary level over
19 years Weiterbildung Primary school Full-time vocational school
Senior level at compr. secondary school Intermediate school
Comprehensive secondary school Continuing education
UniversitiesContinuing vocational training Source: OECD Education
and training system in Germany
Slide 27
Structure of the dual dystem in Germany Cooperation,
Coordination Companies (private) Vocational School (public)
Didactic Foundation Vocational Training Regulation Occupational
Profile Framework Curriculum Examination Requirements Classroom
Training Workshop Didactic Foundation Syllabus Timetables
Examination Requirements Harmonisation Regulated by Vocational
Training Act (Bund) Regulated by School Acts (Lnder) Designation of
Learners: Vocational School Students Legal Basis: Compulsory
Schooling (School Act) The Trainees are: Youths / Adults The
training is completed by the final examination Craft / Journeymans
certificate Learning Venues are: Designation of Learners:
Apprentices / Trainees Legal Basis: Apprenticeship Contract
Learning Venues are: inter-company Vocational Training
Establishments Workplace Training Workshop with
Slide 28
Quality assuring of in-company VET within the dual system State
(Federal Government) Instruments: laws (e.g. BBIG) and statutory
orders (e.g. training regulations) Training companies (companies
providing training) Instruments: training contracts and training
programmes Competent bodies (chambers of trade, chambers of
industry & commerce) Instruments: monitoring, consultation
& regulations In-company initial vocational training according
to the German Vocational Training Act (BBIG)
Slide 29
Sharing the training costs by all firms of the sector Special
funding incentive for offering in-company training All companies in
the building trade pay for training young talents regardless of
whether they offer training or not: 1,2% of total gross salary-pay
Companies, which offer Vocational Training, get reimbursed for:
Inter-company vocation- oriented training Driving costs for the
apprentices Payment for apprentices (in parts), e.g. Industrial
apprentices: 1st year: 10 months 2nd year: 6 months 3rd year: 1
month according to increasing productivity of the apprentices Model
of construction sector: sectoral training fund
Slide 30
Step by step - Becoming a skilled worker in the building
industry
Slide 31
Proposition of a new occupational profile Application meeting
at the competent ministry Definition of the Benchmarks of the
vocational training regulation Vorphase Draft of training
regulation (firm) Draft of framework curriculum (school)
Coordination Consultations in Boards Erarbeitungs- und
Abstimmungsphase Examination of compliance with legal formalities
Adoption by Lnder committee Promulgation in the Federal Gazette
Erlass- phase Mostly initiated by employers & employees
Designation Lenght of Training Occupational Field Type &
Structure of the training Timetable List of skills and knowledge
Experts of Federal government Employers Employees Managed by BIBB
Permanent Subboard Main Board Consensus principle Vocational
training regulations The process behind them
Slide 32
Distribution of trainees among enterprise size classes in 2011
14.2 % provide training 45.7 % provide training 67.6 % provide
training 84.4 % provide training Quelle: Beschftigtenstatistik der
Bundesagentur fr Arbeit; Stichtag 21.12.2011
Slide 33
Variety of skill formation systems in advanced industrial
democracies Public commitment to vocational training HighStatist
Sweden France Collective Germany Austria Switzerland The
Netherlands Denmark Low USA Ireland Liberal Japan Segmentalist
LowHigh Involvement of firms in initial vocational training Source:
Busemeyer, M.R.; Trampusch, C: Introduction: The Comparative
Political Economy of Collective Skill Formation. In:
Busemeyer/Trampusch (Eds.): The Political Economy of Collective
Skill Formation. Oxford/ New York 2012, p. 12
Slide 34
Large Company of the Manufacturing Industry Power and
Electrical Engineering (8600 Empl.) Commercial Training, dual study
courses Technical Training; Workshop B Location B C Location C =
part-time trainer = full-time trainer Head office / Main location A
LocationA = training manager
Slide 35
Industrial Training in the Production Sector Vehicle and Engine
Construction, appr. 1500 Employees = part-time trainer/ informal
workplace trainer = full-time trainer = training manager
Weiterbildung Head of initial and continuous training Trainer /
Meister (rotating workforce) Production lab Full-time trainers
(with Meister qualification) in training workshop (permanent) IVET
training appointee (=Meister) Informal workplace trainers IVET
training appointee (=Meister) Vehicle AssemblyEngineering
MechanicsLogistics Coordinator IVET training coordinator Informal
workplace trainers CVET IVET training coordinator
Slide 36
Head Office Large Company of the Services Sector with Branches
Insurance Group (5500 Empl.) = training manager = part-time trainer
IVET management VD Vertriebsdirektion (VD) Agentur
