Vocational Education Federal Republic of Germany and the State of Baden-Wuerttemberg

1. Vocational Education Federal Republic of Germany andthe State of Baden-Wuerttemberg

2. Contents • Topic 1 : General background information on Germany and Baden-Wuerttemberg • Topic 2: The Dual System in Baden-Wuerttemberg • 2.1 Legal Principles of the German Education System • 2.2: System of Education in Baden-Wuerttemberg • 2.3: Vocational Education in Baden-Wuerttemberg • 2.4 Common Examination Board • Topic 3: Full-time vocational schools and colleges • Topic 4: International Cooperation of Baden-Wuerttemberg in Vocational Education and Training • Topic 5: OES - the route to a Quality Management System of Baden-Wuerttemberg

3. Impressions of Germany

4. Impressions of Baden-Wuerttemberg

5. Topic 1: General background information on Germany and Baden-Wuerttemberg

6. Federal Republic of Germany • Population: 82.543.000 • Size: 356.974 km² • 16 Federal States (Bundesländer)

7. State of Baden-Wuerttemberg Population: 10.736.000 Size: 35.725 km² No natural resources

8. Economy in BW • Employees: 3.7 Mio. • Unemployment rate: BW 3,9% ( D: 7,5%) • more than 125,000 crafts enterprises • more than 8,400 industrial enterprises • About 40% of all enterprises participate in the training in the Dual System

9. Main industries in BW 22% 20% 12% 7% 6% 5% BW holds a percentage of 4.3 % of the world‘s total engineering market, as compared to nations like Great Britain (3.1 %) or France (4.0 %) 28%

10. Topic 2: The Dual System in Baden-Wuerttemberg

11. 2.1 Legal Principles of the German Education System

12. Basic Idea of German Law According to our “constitution”, the Basic Law of the Federal Republic of Germany (Grundgesetz, Art. 70): All educational issues are decided by the individual Federal States autonomously (Länderhoheit)

13. Federal Republic of Germany- in charge of - • Creating common frameworks in all questions of education (e.g. in school examinations, university entrance requirements, professional training, ...) • framework of curricula in vocational education • framework and basic principles of university education • scientific and technological research ...

14. Federal States (Länder)- in charge of - • It is up to the individual state to implement an educational system within the general framework of the Federal Republic of Germany • General framework is agreed upon by the education ministers in the Standing Conference of Ministers of Education

15. Coordination between Federal Republic and Federal States Standing Conference of Ministers of Education BW Hamburg Saxony Bavaria Federal Minister of Education

16. 2.2 System of Education in Baden-Wuerttemberg It is now up to the individual state to transform the framework of the Federal Republic of Germany in each State according to the State law

17. Central Quality Characteristic “No graduation without continuation“ The opportunities of achieving higher levels of education offered by vocational schools are basic aims to increase upward mobility within the educational system.

19. 2.3 Vocational Education in Baden-Wuerttemberg New developments in the Dual System

20. Future challenges: School leavers of general education from private and state schools 144 000 150 000 140 000 128 800 128 300 128 000 127 400 126 700 126 000 125 600 124 200 123 800 123 500 130 000 122 400 122 300 120 600 118 800 117 300 114 699 114 648 113 900 120 000 113 233 112 357 110 900 109 830 107 200 106 339 105 200 110 000 99 879 99 636 98 878 98 379 100 000 90 000 80 000 2020/21 2019/20 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

21. Vocational and general education

22. Types of Vocational Schools about 182,000 students (07/08) about 131,000 students (07/08) about 54.000 students (07/08) Social-pedagogic, agricultural, bio-technological and hotel and catering schools Technical schools Economic schools

23. Two educational centres! Berufsschule: the Dual Systemtraining for skilled professionals Basic Idea: To train young people in vocational college and in company

24. The two Educational Centres Dual System 70%in-company training 30%at vocational school • State Law of Baden-Wuerttemberg: Framework Curriculum (Rahmenlehrplan) 1.5 days per week theory • Law of the Federal Republic of Germany: Training Regulations (Ausbildungsordnung) 3.5 days per week work experience

25. Facts about the Dual System • About 60% of all young people attend the Dual System • Training in Dual System is open to all school leavers after general education • The Dual System is free of charge for the students • It provides basic and specialised professional training and broadens general education • 344 state approved professions (training period between 2 and 3.5 years; average: 3 years)

26. Aims of the Dual System to train skills to cope with professional requirements to encourage further education and life-long learning to decrease the risk of unemployment to guarantee a skilled workforce for the modern world of work to develop professional flexibility

27. Up to 1996 Framework curricula were transformed into state curricula Teaching according to subjects Each lesson was defined and fixed State curriculum (up to 120 pages) Since 1996 Framework curricula are adopted directly New teaching methods (teamwork, media / social competences) 12 to 15 areas of professional competencies (~20 pages) Comparing old and new Professions

28. Advantages of New Curricula • New technological developments are automatically introduced • It is no longer necessary to rewrite curricula permanently • The teaching staff decides the contents of the lessons in teams together with specialists from industry • More responsibility for teams of teachers

29. Flexible structure of framework curricula according to the needs of economy New teaching methods to promote teamwork, to increase social competences and problem solving techniques Turning over more responsibilities to colleges Thus creating more freedom and rights for vocational colleges Aims in Vocational Education

30. Development or Modification of Professions Changes in requirements Developmentof new professions Modification of existing professions

31. Changes in Requirements Car electrician Car mechanic Car mechatronic

32. Social Partners Industry Trade Unions Ministry Bundesministerium für Bildung und Forschung Project proposal

33. Development and Coordination Stage Exchange of information in joint meetings Experts from industry develop training regulations and in-company training plan Federal State experts appointed by the Standing Conference of Ministers of Education develop curriculum framework

34. Final Joint Meeting BiBB Federal Institute for Vocational Training State and Federal States Representatives Employers‘ Association and Union Representatives Standing Conference of Ministers of Education Participants

35. Legislative Process Government enacts training regulations and in-company training plan Standing Conference of Ministers of Education passes curriculum framework

36. Publication in Federal Law Gazette Publication of training regulations, in-company training plan and curriculum framework

37. Curriculum in Modernised and new Professions (since 1996) • In addition to the general subjects and optional subjects vocational content is taught in a new way • Special emphasis is placed on vocational competencies • Learning units are no longer taught according to traditional vocational subjects but according to vocational competencies (Lernfelder) • Part of these competencies are taught in vocational English • Project work becomes part of the modern curriculum

38. Innovation in Vocational Training • Constant change is taking place in industry and commerce (new technologies, globalisation, work organisation...) . • Innovation in industry creates innovation in vocational training. • Life-long learning is a necessity • Mobility of the learner has to increase

39. New Professions and re-organised Professions since 1996 • 50 new professions have been created • 250 professions have been re-organised • Modernisation according to framework curricula • Enormous effort is put into in-service-training • 10.000 teachers attend training sessions each year (State Academy for In-Service-Training) • Teaching aids are generated by teams of specialists for each new profession

40. Preconditions for the Dual System A wide consensus in society to provide all school leavers with vocational education and training A powerful strategic concept for training young professionals in cooperation with enterprises The willingness of the public sector (government, colleges) to accept the private sector as an equal partner in vocational education and training The willingness of enterprises to cover their own training costs (e.g. apprentices pay, cost of trainers)

41. Benefits of the Dual System • Maximum exposure to job reality • Match between supply and demand of highly qualified skilled professionals • Relatively low rate of youth unemployment • Comprehensive range of competencies is taught in all professions • Guarantees a better employability • Funding: 73% by private sector – 27% by public sector (in 2000 a total of € 21 billion)

42. 2.4 Common Examination Board

43. Common Final Examination Common Final Examination Focus on Performance Final Examination of the Chamber of Commerce Final Examination of the Vocational School  no double examination

44. Coordination Board (at the Ministry of Education) • Specification of examination procedures and contents • Assuring a common examination standard • Fixing the examination dates • Coordination of the activities of professional committees • Printing and distribution of the final examinations

45. A double examination is avoided The dual partnership is confirmed The motivation of vocational students is encouraged The two partners share the efforts and costs for the organisation of examinations Industry and education influence the quality of the examination Effects

46. Information about the Dual System in English language may be found under the following address: www.bibb.de/en

47. Topic 3:Full-time vocational schools and colleges

48. Full-time Vocational School - 2 years - General Certificate of Secondary Education Economic School Technical School Vocational School of Nutrition and Home economics Vocational School of Nursing, Health and Care Other profiles 101 locations 86 locations 73 locations 68 locations 24 locations ca. 13,800 students ca. 6,300 students ca. 4,800 students ca. 4,800 students ca. 900 students General Secondary School

49. Vocational schools leading to Advanced Certificate of Education Advanced Certificate of Secondary Education at Upper Secondary Vocational Schools (2 or 3 years) Advanced Certificate of Vocational Education at e.g. Advanced Vocational Schools and Senior Vocational Schools of Further Education In Baden-Wuerttemberg, 50 percent of all Advanced Certificates of Education are aquired at vocational schools

50. Upper Secondary Vocational School • Entry requirement: GCSE • Duration: 3 years • Courses in general and vocational subjects • Certificate: Advanced Certificate of Secondary Education