Description
Country
Focus area
The initiative reviews the training contents of VET education and produces information brochures and regulations, which provide information on a unique procedure for the development of training regulations. The arrangements form the basis for initial training in the dual system, in which many young people in Germany begin their vocational qualification.
Link
Reference/weblink
Implementation level
At what level is the initiative implemented?
National
Legal base
Legal base (E.g. Law, regulation, implementing provision, other)
An agreement between the federal government and the federal states regulates the procedure for coordinating training regulations and framework curricula. The process in general is described in the Vocational Training Act.
Starting period
TIMESPAN: In what year did the initiative commence?
1972
Perspective
PERSPECTIVE: is the initiative based on evidence derived from skill forecasts or foresight activities?
BiBB creates the prerequisites for the training regulations to be redesigned, revised and adapted in accordance with economic, technical and social changes. This redesign is informed by all kinds of LMI, including skills forecasts and foresight activities.
Funding
How it is funded?
Funded by national government
Skill mismatch
Skill mismatch target
What type(s) of skills MISMATCH does the initiative aim to addresses?
Overqualification (individuals' qualifications/credentials are above their job's needs)
Underqualification (individuals' qualifications/credentials are below their job's needs)
Skill gaps (worker's skills are below the level of proficiency required by their employers and jobs)
Skills obsolescence (some or all of an individual's skills are no longer relevant to the current employer or in the labour market generally)
Skills matching focus
How does the initiative address skills mismatches?
By modernizing training regulations according to skills needs.
Skills delivered
What types of skill does the initiative deliver?
Basic literacy and numeracy skills
depends on the occupation/training regulation
Basic digital skills
depends on the occupation/training regulation
More advanced digital skills
depends on the occupation/training regulation
General employability skills (team working, communication, etc.)
depends on the occupation/training regulation
Green skills
depends on the occupation/training regulation
Methods
Methods
What methods of undertaking skills assessments and / or skills anticipation does the policy instrument utilise?
Expert panels
Experts from training practice, the Federal Institute for Vocational Education and Training (BIBB), experts from vocational training schools, employers, trade unions, and Federal Government
Use of skills intelligence
How is labour market information / skills intelligence used within the initiative?
Please select the most important options and explain how the labour market information (LMI) has been used (maximum 50 words)
In the process LMI is used to design and update training regulations.
Stakeholders
Main responsible body
Main body or organisation with overall responsibility for the initiative.
National agency
Bundesinstitut für Berufsbildung (BiBB)
Other involved organisations
Which other organisations have a role in the initiative?
National ministry
The federal government provides the legal framework for vocational training through laws and ordinances. These are issued by the responsible federal ministries in agreement with the Federal Ministry of Education and Research (BMBF) through statutory ordinances.
Social partner: employer organisation
part of the advisory process
Social partner: trade union
part of the advisory process
National PES
part of the advisory process
Chambers of Commerce
part of the advisory process
Training Providers
part of the advisory process
Research centres, universities
part of the advisory process
Other
All kinds of (relevant) stakeholders are involved in the process (depending on the VET qualification)
Beneficiaries
Who are the intended beneficiaries?
Other
Employers and persons in VET training, as this process is aimed at designing training regulations that are up to date.
Sustainability
Success factors
SUCCESS FACTORS in the implementation
A wide range of different institutions (employers, unions, ministries, associations etc.) are involved in the process. This ensures that training regulations also meet the demand of the labour market. Also, the system is deeply routed in the German vocational training system.
Monitoring and evaluation
MONITORING and EVALUATION: Is progress measured regularly? What are the indicators used to measure progress of the policy instrument? Have any evaluations been conducted?
Progress could be measured/evaluated by vocational training job matching. However, an evaluation of the process is not publicly available.
Updates
UPDATES: whether there have been any major updates of the initiative since it has been implemented?
Yes
New training regulations are implemented and updated very regularly (see https://www.bibb.de/dienst/berufesuche/de/index_berufesuche.php/new_mod…)
Effectiveness
EVIDENCE ON EFFECTIVENESS: How effective is the policy instrument?
No information is publicly available, but the Vocational Training Act as a whole was evaluated in 2016 by the Federal Ministry of Education (https://www.bmbf.de/files/2016-03-23_Evaluationsbericht_BBiG.pdf). According to this, the process has proven itself extensively in over 40 years of professional training practice as it ensures that ll regulations relating to dual vocational training are mutually agreed in the federal-state coordination without interfering with the sole competencies of the federal and state governments.
Sustainability
SUSTAINABILITY: How sustainable is the policy instrument? Do you expect the instrument to continue over the next few years and why?
There is no indication that the BIBB will discontinue this instrument.
Other instruments in Germany
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