DOCUMENT RESUME

ED 349 421 CE 061 918

TITLE Learning for the Working World: Vocational Trainingin the Federal Republic of Germany.

INSTITUTION Inter Nationes, Bonn (Germany).REPORT NO ISSN-0172-0171PUB DATE 92NOTE 29p.PUB TYPE Collected Works Serials (022) Reports

Descriptive (141)JOURNAL CIT Bildung and Wissenschaft; n5/6(e) 1992

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Apprenticeships; Career Education; Disabilities;

Disadvantaged; Educational Development; EducationalHistory; Educational Practices; Foreign Countries;Industrial Training; Inplant Programs; *Job Training;Postsecondary Education; Secondary Education;*Vocational Education; Womens Education

IDENTIFIERS *Germany

ABSTRACTThe German education system is the responsibility of

the 16 federal states. The federal government plays the leading rolein regularizing the on-the-job section of occupational training inthe dual system. Other forms of occupational training are full-timevocational schools and further full-time vocational training schools.The on-the-job part of the dual system goes back to the medievalcrafts guilds. With the introduction of compulsory attendance invocational schools for apprentices in the 1920s, trade trainingbecame dual. The main location or vocational training within the dualsystem is the employing firm, which must have suitable instructorsand comply with training regulations. Inplant training issupplemented by interplant instruction courses and an interlinkedtraining system. Coordination between the vocational training schooland the firm is one of the major problems in the dual trainingsystem. Career information is provided only at main schools. Mostlarge cities now have Careers Information Centers. Recruitmentefforts are aimed at both able and less able youth. Special trainingprograms are available for disadvantaged and handicapped individuals,foreign youth, and women. State-financed vocational further traininghas been chiefly concentrated on interplant programs. Furtherdevelopment of vocational training is influenced by work forcerequirements and demographic development. (Appendixes include aglossary, addresses of 13 important ministries and otherorganizations, and 5 references in German.) (YLB)

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Bildung und issenschaftEducation and Science

U S DEPARTMENT OF EDUCATION()nice or Educetronal Patotarct and ImprovementE

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CONTENTS rage

Preface 3

Vocational training as an integral part of the education system 4

The dual system: on-the-job and school vocational training 7

Historical development 7Legal basis and responsibilities 8Apprenticeship trades: heart of the dual system 10

The role of the employers and the trade unions 12

The role and duties of the chambers 14

Training firms varying volumes 14

The interlinked system 15

The training contract 16Training remuneration 16

The financing of vocational training 17Training places: supply and demand 17

The vocational training school 18

Responsibilities, teaching content 18

Full-time vocational school courses 20

From school to career 20Careers information and advice in schools 20Choice of career the role of job centres 20The search for training places 21Report Book 21Examinations 21

Differentiated assistance in vocational training 21

Able young persons 22The less able 22

Problem groups 22Vocational preparation year 22The programme for disadvantaged persons 22Vocational training for the handicapped 23Vocational training of young foreigners 23The promotion of women in vocational training 24

Vocational further training - an overview 24Vocational further training agencies 25The legal basis of vocational further training 25

Further development of vocational training 26Requirements in skilled jobs 26Demographic developments 26Pilot schemes 27

27GlossaryImportant addresses 28

Bibliography 28

Education and Science (BW 5-6/92)

Special topic: Learning for the Working World Vocational training in the Federal Republic of Germany

Published by: Inter Nationes e.V., Kennedyallee 91-103. D-5300 Bonn 2

Editor-in-chief: Manfred NeuberEditor and Layout: Oguz Akalin

Text: Norbert Krekeler Updating: Michael SchlichtEnglish Translation: Brangwyn Jones

Production: Ilona Orthen

Printed by: Druckpartner Moser Druck + Verlag GmbH, D-5308 Rheinbach

Cover photo: Vocational training at the Ford Works, Clogne: toolmaker Photo: Manfred VollmerISSN: 0172-0171

Editorial deadline: 19. Mai 1992

2

Learning for the working world

Vocational training in the Federal Republic of Germany

Preface

The acknowledged quality of German products, theirrepressible lustre of "Made in Germany", the per-sistent competitive power of the German economyworld-wide - all these factors are attributed by ob-servers of German development not least to thehigh level of qualification and large number of Ger-man skilled blue and white-collar workers. Both arethe result of vocational training which enjoys an im-portant place in the education system.

In recent years, world-wide interest in the Germanvocational system has also increased for otherreasons: the reasonably low level of unemploy-ment and juvenile delinquency among youth com-pared internationally, the well organized transitionfrom school to the world of work, the rapid sur-mounting of new challenges in professions tai-lored to the latest state of the art are are also heldin high regard and acknowledged as the result ofthe special form and scope of German vocationaltraining.

"Education and Science" intends to outline theparticular features of German occupational train-ing in this special issue. It will indicate its historicalorigins, what its structures look like today andhow this sector is integrated into the educationsystem as a whole. In so doing, of course, theproblems will not be glossed over.

Special mention should be made of the new Bun-deslander (states) in eastern Germany where aradical change from a planned to a market econ-omy - is taking place. This process is raising di-verse questions of a qualitative and quantitativenaure which must be solved as quickly as possiblein the interest of young persons.

In the Federal Republic of Germany, the place ofwork (Berrieb) constitutes the central point in vo-cational training not the school. True, there arealso full-time training programmes at vocationalschools (Berufsschulen) but they "only" play asupplementary role vis-a-vis the predominantform of occupational training (Berufsausbildung)i.e. the "dual system".

This issue will also describe the distribution ofroles and division of labour in the training pro-

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grammes offered by employer and vocationalschool, and the manner in which they collaborate.

On-the-job training is, of course, different fromthat provided at vocational schools. As a result,the content and pattern of on-the-job trainingcourses must be organized along different linesfrom the scholastic programmes timetabled atvocational schools.

Who controls vocational training in Germany, andhow? This system has various control mecha-nisms, the most important of which are participa-tion (Mitwirkung) and co-determination (Mitbes-timmung) by the trade unions (Gewerkschaften) atall levels.

Good training is expensive, both for vocational train-ing in schools and for employers. Facilities, equip-ment, teaching staff, teaching materials and quality,all of which play a decisive part in training. What arethe costs of vocational training? Who foots the bill?These questions will be answered below.

Trade training, i.e. an apprenticeship, is the basicessential as far as job-security is concerned in theFederal Republic of Germany. Consequently,young persons themselves must take an active partin their path from school to occupation. They havemanifold opportunities of obtaining advice and arelargely free to choose their own profession.

Vocational training in the Federal Republic ofGermany must open up additional opportunitiesin life for particularly talented young persons bygiving them access to other educational chan-nels. Promotion of talented persons in Germanyis just as much a matter of course in vocationaltraining as it is in schools and higher education.The paths followed are described below

The disadvantaged, the handicapped and for-eign young persons are the "problem children" ofthe German education and training system. Evenyoung women often experience great difficulty infinding good trade training particularly if they re-strict themselves to a relatively small number ofdesIred professions. What opportunities are they

3

offered by the vocational training system in theFederal Republic of Germany? Are they givenhelp and, if so, what sort of help?

"Training for all" is an objective which all politicalparties and social groupings have supported andset themselves. But, as a rule, vocational trainingonly provides the foundation for 30 to 40 yearsof working life. Further training is its natural andessential continuation. especially in view of thefact that, compared with the rest of Europe, train-ing in Germany takes some considerable time.The correlations between training and furthertraining are moving more and more tc the fore inindividual, Inplant and state planning.

In view of the high qualification profiles in modernoccupational training, the traditional distinctionmade between mental and physical work has be-come outdated. Even so, the equity of general andvocational education is still nowhere near reality.

Wide discussion on this issue is currently takingplace in Germany.

1 January 1993 marks a historical step in Europe:with the establishment of the European domesticmarket, diverse effects on the further develop-ment of occupational training are anticipated inthe EC member countries. The opening up ofWest European states towards one another is be-ing augmented by association and other agree-ments with the countries of Central and EasternEurope, including the successor states to theformer USSR. By this means, it will be possible tosupport the reform of the vocational training sys-tems in these countries. In addition, the EC nas al-so made its trade training programmes accessibleto the EFTA states. This extensive cooperation byall the countries of Europe in a politically crucialsector represents an educational challenge in theyears ahead, such as in respect of the mutual rec-ognition of vocational qualifications, the promo-tion of vocation-related visits abroad and the ex-change of skilled workers.

Vocational training as an integral part of the education system

Scholastic training paths

From primary school to university

There is a wealth of various school forms andchannels in the Federal Republic of Germany. De-spite the basis of a common structure, there aremarked differences in the 16 federal states (Bun-deslander). This stems from the fact that the wholeof the education system is the responsibility of thefederal states and not the Federal Government.Legislation, organization, administration, financeand curricula planning are the responsibility of thefederal states in broad areas - from kindergartento university.

Coordination exists between the Bundeslander onmatters concerning the further development ofthe education system. The Federal Government isalso involved in joint overall educational planning.In one sector, however, the Federal Governmentplays the leading role: on the strength of its re-sponsibility for the economy, the Federal Govern-ment regularizes the on-the-job section of occu-pational training which, as mentioned earlier, isbased on the dual system, i.e. the combination of

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compulsory part-time education with on-the-jobtraining.

School attendance is compulsory in the FederalRepublic of Germany. It begins on completion ofthe 6th birthday and ends at the age of 16. This,however, only applies to full-time school. Be-tween the the ages of 16 and 18 young personsno longer attending a secondary school must goto part-time schools.

Structures and data

As a rule, the primary level, the Grundschule, lastsfour years - in some Bundeslander six - and pro-vides pupils with basic knowledge in preparationfor their attendance of a secondary school:

- the Hauptschule (Main school)This type of school provides education fromClasses 5 (7) to 9/10 with a main school final

certificate (HauptschulabschluB): in specialcases, it can also culminate in an intermediatecertificate (Mitt lere Reife).

the Realschule (Intermediate School)Covers Classes 5 (7) to 10, culminating in an in-termediate certificate (see above).

the Gymnasium (Grammar School)Goes from Class 5 to Class 12, but as a generalrule, to Class 13, culminating in an intermedi-ate certificate (see above) after Class 10 andAbitur (university entrance qualification) inClass 12 or 13.

the Gesamtschule (Comprehensive School)This type of school exists as a normal schoolfacility or a pilot project in the various Bun-deslander. It combines the three forms of sec-ondary school mentioned above under oneroof from Classes 5 (7) to 10, culminating in theintermediate certificate. Transfer to the Ober-stufe (Classes 11-13 at Gymnasium) is possi-ble.

the Sonderschule (Special School)Pupils with serious learning problems, whocannot keep up at a normal school, attend spe-cial (remedial) schools. They have the samecurricula, to some extent, but are given addi-tional pedagogical help.

Trends

The numerical proportions at the various types ofschool have undergone a rapid change in the lastfew decades. Further changes are also foresee-able in the future.

In view of the developments on the employmentmarket, the proportions have, in part, undergonea drastic shift away from the Hauptschule towardsthe Realschule and Gymnasium. Whereas up to70% of school leavers had a Hauptschule finalcertificate in the early 1970s, this has nowdropped to a nationwide 31.5% today. The factmust be taken into account that, because of theenhanced permeability of the various types ofschool, the trend towards more superior finalschool certificates may well be greater than thegrowing pupil numbers at secondary schools sug-gest. This development has alarmed the educa-tion experts, prompting ideas of re-emphasizingto an even greater extent the intrinsic value of aHauptschule final certificate as the basis for fur-ther vocational trs'ning.

Vocational training coursesOn completion of Class 9 or 10, various formsof occupational training are available, side byside with general education at secondaryschools:

The dual system of on-the job training and (parttime) vocational school education providestraining courses (apprenticeships) of between2 to 3.5 years in various sectors (technical,commercial, agricultural etc.), culminating in aqualification as a skilled blue or white-collarworker. At a figure of 1.8 million, somethingequivalent to almost to two-thirds of an age-group are following occupational courses astrainees or apprentices.

- Berufsfachschulen (full-time vocationalschools) provide courses of one to three years,culminating in a trade qualification which, how-ever, is not usually recognized as a "fully-fledged" "skilled worker qualification" on thelabour market. As a result, a growing numberof pupils are using the facility as preparation fora shorter period of training under the dual sys-tem. These schools also offer training coursesand final certificates not occurring within thedual system, e.g. social educational and nurs-ing professions.

- Further full-time vocational training schoolsinclude, for instance: Berufsaufbauschulen(continuation vocational training schools),Fachoberschulen (senior technical schools)and Fachschulen (technical schools). Theseschools provide continuation courses on thestrength of training received within the dualsystem or on the basis of other types of vo-cational training in school. They provide theopportunity to extend general education anddeepen specialized trade training. Thecourses culminate in final certificates permit-ting further scholastic training courses, at-tendance of a technical school (see above)and even a higher education institution.(Many of the various types of vocationalschool are housed in the same buildings, en-abling teachers, classes and facilities to beused in diverse manner).

A comparison of numbers of pupils attendingschool training courses with those in the dualsystem shows that the former tend to play asubordinate role, particularly in the initial train-ing sector, in the Federal Republic of Germany.This, however, does not exclude their specialimportance for individual vocational sectors.

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Attendance of state schools requires no fees.Even textbooks are paid for by the state in the ma-jority of cases.

Access to academic training courses is possiblein various ways in the Federal Republic of Germa-ny nowadays. The most common way continuesto be via the Oberstufe (Classes 11, 12 and 13) ata Gymnasium. At the end of Class 13, pupils sittheir final examination, known as Abitur orReifeprufung which gives them general right of ac-cess to a higher education institution.

In 1991, some 35% of a year group, i.e. 18 yearolds, obtained a university (allgemeine Hochs-chuireife) or a college (Fachhochschulreife) en-trance qualification.

The other forms of school and training, though,are by no means "dead-ends". Manifold channelsvia full-time vocational schools or evening gram-mar schools (Abendgymnasium) and secondaryeducation courses (Kollegs) known as the "Zweit-er Bildungsweg"(Second Chance Education) alsoprovide adults with entrance qualifications forFachhochschulen (colleges for higher profession-al training) and universities. This, however, is oftena tortuous path. Persons completing their tradetraining within the dual system, for instance, andwho are in possession of their Mittlere Reife, canacquire an entrance qualification for a higher ed-ucation institute after one year at a senior techni-cal school (Fachoberschule). Over and above this,some of the Bundeslander are already offeringqualified working persons the opportunity ofstudying without Abitur.

Higher education

Higher education takes place at colleges and uni-versities in the Federal Republic of Germany. Itprovides the basis for vocational activities callingfor the application of academic knowledge andmethods, or the ability to engage in artistic crea-tiveness.

We must note the following differences:

- Universities (wissentschaftliche Hochschulen),which include integrated universities (Gesamt-hochschulen) and teacher training colleges(Padagogische Hochschulen). They award de-grees (with the exception of the teacher train-ing colleges). As a rule, universities providecourses of study in theology, law, economics,social science, medicine, natural science andthe humanities. The same applies to technicaluniversities and colleges nowadays. Although

6

originally restricted to technology and some ofthe natural sciences, it is now possible to readarts and social science disciplines, as well asmedicine, at these institutions. Academiccourses usually last five years.

Integrated universities (Gesamthochschulen)combine university, teacher training collegeand Fachhochschule under one roof. They of-fer a system of graduated, interrelated coursesand final qualifications. Depending on the typeof course, studies last three to five years.

Teacher Training Colleges (PadagogischeHochschulen) train teachers for various levels.The courses normally last three to four years.They have now been merged with universities.

Colleges of Art (Kunsthochschulen) offercourses in the visual arts, design, music, filmand television.

Colleges for Higher Professional Training(Fachhochschulen) provide practice-related,specialized training based on a scientific or ar-tistic foundation. They primarily offer coursesin engineering, economics, social welfare, ag-riculture and design.

The student population came to about 1.7 millionin 1991; about 1.3 million of these were registeredat universities, 380,000 at Fachhochschulen and24,000 at art colleges. This means that about 22%of the 19-26 age group are currently studying inthe Federal Republic of Germany.

Diversity in the Bundesliinder

It is impossible to list all the different educationalopportunities. Apart from the main forms men-tioned above, there are further educational cours-es at all levels and which vary from Land to Land,particularly in the new Bundeslander which arecurrently in the throes of major development. Spe-cial mention must be made of the vocationalacademies Berufsakademien in Baden-Wurttem-berg. Following three years of partly practical,partly academic training, they lead to a profes-sional qualification and diploma of Fachhoch-schule level. Because of the combined prospectsoffered by this educational channel, the Beruf-sakademien are providing a model for other Bun-deslander.

The dual system: on-the-job and school vocational training

Historical development

The on-the-job part of the dual system goes backto the medieval craftsmen's guilds. Training in ahandicraft at that time took place according to thestrict rules set out in the guild statutes and wasknown as "master apprenticeships" (Meister-lehre).

An apprentice, who had to pay for his training un-der a master craftsman, not only worked in the lat-ter's workshop: he was also taken into his mas-ter's family. His training included both the learningof skills and working conduct, as well as the ac-quisition and practice of social qualities beyondthe basic requirements of his trade. Training wasrooted in the principle of demonstrating and copy-ing. There was little or no systematic teaching oftheory. As a consequence, the quality of the train

ing depended very much on the master crafts-man's attitude, his instructional skill and, of-course, his own level of craftsmanship. The ap-prenticeship was completed in a broad, historical-ly developed spectrum of handicraft professions.This spectrum still exists to a great extent inpresent-day vocational structure.

The developing of handicraft apprenticeships wasgreatly influenced by the creation of freedom oftrade in Germany at the beginning of the 19th cen-tury and, consequently, the nullification of thetrade-training monopoly enjoyed hitherto by thehandicraft professions. The subsequent decline intraining resulted in the restoration of fundamentalpositions on the part of the handicrafts in bothtrade and training. The independence of the hand-icrafts - as opposed to other industrial sectorssuch as industry and commerce - has also beenretained organization-wise.

The Dual System

lnplant and school training

Facts and figures

Number of trainees in 1992:

Number of newly concluded training contracts in 1991:

Proportion of year group:

Proportion of female trainees:

Proportion of foreign young persons:

Number of training firms

Number of vocalonal schools:

Number of interplant training centres:

Number of trades:

Average monthly earnings 1991:

Number of trainee drop-outs annually (50% start on a new trade course):

Duration of training:

Number of final trade examinations:

Proportion of trained persons among gainfully employed population:

Net costs of implant vocational training 1991:

Cost of vocation schools:

1.66 million

680,000

86%

43 %

6.7 %

500,000

1,500

600

380

DM 838

140,000 1)

2 to 3.5 years

600,000

80 %

DM 26 billion

DM 9 billion

1) Figures relate to western Germany: because of the structural change, figures for eastern Germany are highly divergent

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Positive experiences

The dawn of industrialization in the latter half ofthe last century increased the demand for well-trained skilled workers. The positive experiencegained by industry with skilled persons trainedby the crafts prompted the former to take overthe basic structures of the latter. Admittedly,training was adapted to industrial requirements.Because of the marked division of labour in in-dustrial jobs, the comprehensive knowledge andskills of one single trade were not needed, andthus neither learnt not taught. If, however, askilled worker was to remain versatile and, as aresult, to have a broadly based trade qualificationin industry, it became necessary to transfer cer-tain parts of the training from place of work to a"training workshop". This led to a more devel-oped systemization of training in industry and togrowing professionization, i.e. the creation of thepost of full-time instructor for larger groups ofapprentices.

At the turn of the century, efforts were made, firstin industry and then in the crafts, to regularizetraining in a given profession by laying down abinding catalogue of skills and knowledge - aswell as specific duration of training - to achieve auniform standard of training. Regional differencesand those resulting from the varying size and typeof firms were to be restricted. This is the origin ofthe "training regulations" (Ausildungsordnungen)which set out, initially non-committal and then le-gally binding federal regulations (in 1969), thetraining objectives and training framework to beadhered to by employers.

Training regulations

The interest by newly growing industries in train-ing comparable to that provided by the handicraftprofessions resulted in a further important devel-opment, apart from the expansion of training vol-ume; newly created industrial sectors and voca-tional fields adopted the idea of training creatednew jobs according to qualification-requirementsand regularized them in training statutes. In thisway, the inplant training system was able tospread throughout the whole of industry and com-merce.

Up to the 1920s, however, the vocational trainingsystem was still not "dual" because there were novocational education schools. True, there werenight and Sunday schools where apprenticescould improve their general education. These

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schools, however, were not compulsory. It wasonly with the introduction of compulsory attend-ance of vocational schools for apprentices thattrade training became "dual", was given a furthertheoretical basis and general education contin-ued. Nowadays, the weekly programme of train-ing is roughly three days inpiant instruction andtwo days vocational school. This is just about theupper limit for the schools.

Despite the basic recognition of the necessity forvocational schools, firms prefer to have the ap-prentices themselves and lay great store by theeducational value of practical trade training.

Reorientation in eastern Germany

The reunification of Germany on 3 October 1990meant the end of a Socialist planned economy ineastern Germany and the adjustment of the vo-cational training system there to the dual pattern.This required, to some extent, radical reorienta-tion, particularly on the part of those directly in-volved in trade training. In the ex-GDR, trainingtook place mainly in the large combines, firmsand cooperatives. Small handicraft businesses -which employ over a third of the apprentices inwestern Germany - were practically non-exist-ent. There were also considerable structural dif-ferences in the roughly identical number oftrades. Whereas, in eastern Germany, the ratio ofindustrial trades to handicrafts was 40:4.5%, inwestern Germany 50% of young workers aretrained in industry and commerce, and 35% inthe crafts. In the state-controlled, planned econ-omy there was only a minimum of apprenticeshiptrades in some areas, e.g. in the commercial andservice sectors, the judicature and the self-em-ployed professions.

Legal basis and responsibilities

Efforts towards standardization and legal fixationof conditions with regard to inplant vocation train-ing resulted, in the first instance, in the drafting ofa parliamentary act (Reichsgesetz) in 1919. Thistook place at the instigation of the trade unions atthat time. As a consequence, the bill was stampedwith their own ideas. The bill was never enactedas a law, however.

Endeavours to realize statutory regularizationwere not resumed until the end of World War II.Occupational training in the crafts has been regu-

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larized since 1953 when the Crafts Code (Gesetzzur Ordnung des Handwerks/HWO) came intoforce. In the early 1960s, discussion recom-menced on a comprehensive vocational traininglaw. This law (Berufsbildungsgesetz/BBIG) was fi-nally approved in 1960 by the Grand Coalition,composed of the Christian Democratic Union(CDU), the Christian Social Union (CSU), and theSocial Democratic Party (SPD). The Crafts Codewas amended accordingly.

Inter alia, the BBIG regularizes the articles of ap-prenticeship between young persons and thetraining firm (e.g. terms of contract, certificate,remuneration), i.e. the rights and obligations ofboth apprentice and employer; questions re-garding the pattern of vocational training (e.g.suitability of place of training, instructor, train-ing regulations, examination system, supervi-sion of training) and the organization of voca-tional training (e.g. the duties of the chambersas the "responsible agency" and their "tradetraining committees"), as well as research in thefield of occupational training.

Improvement in quality

A sweeping amendment to the Vocation TrainingLaw, tabled by the Social-Liberal Coalition, con-sisting of the Social Democratic Party and theFree Democratic Party, in 1976 was not realized.The main point at issue was the question of fi-nancing vocational training. An improvement inthe quality of trade training, considered essentialby all political parties, seemed only feasible, inthe opinion of the Social Democrats and thetrade unions by greater state influence beingbrought to bear on the financial basis of voca-tional training. What was planned was the re-placement of the system of financing by individ-ual firms with a "training levy" (Ausbildungsurn-lage) on all businesses. This levy was then to beused to reimburse the training costs incurred byfirms running trade training programmes. As itturned out, however, the bill did not receive therequired majority.

At the same time, vocational training policy wasconfronted by a further challenge: the well-above average size of year groups born in the1960e were about to embark on their trade train-ing. A rapidly growing demand, reaching well in-to the 1980s, had to be reckoned with. As a re-

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suit, the discussions on finance shifted to thesupply aspect. The yardstick for an adequateavailability of training places was now "demandon the part of young persons" side by side with"requirements on the part of industry and com-merce". Social Democrat politicians hoped tocreate more training places through strong pub-lic pressure, in particular, being exerted on em-ployers. The "Coalition of the Centre", consist-ing of the CDU/CSU and the F.D.P., in officesince 1982, on the other hand, banked more onan improved economic climate and a better per-formance by individual firms through a generalcyclical upswing to increase employers' per-sonal responsibility for junior staff. Develop-ments have confirmed this course; on their ownbat, firms are now offering sufficient trainingplaces beyond requirements to both the highbirthrate year groups and young persons in theex-GDR - who were affected by the collapse ofthe Socialist economic system.

Federal Institute of VocationalTraining

A basic feature of vocational training in Germanyis the "principle of the unanimous vote" (Kon-sensprinzip). Major stipulations concerning struc-ture and content are only undertaken theconcurrence of the Federal Government, theLander, employers and employees. These groupsare all members of the Federal Institute of Voca-tional Training, thus providing vocational trainingwith a "round table".

Ever since the agreement on German unity wasconcluded on 3 October 1990, west German vo-cational training law has been in force in the fivenew Bundeslander (Brandenburg, Mecklen-burg-West Pomerania, Saxony, Saxony-Anhaltand Thuringia) and the eastern part of Berlin.This has opened up the way for the training ofall young persons in Germany in accordancewith uniform regulations, the establishment ofresponsible offices with supervisory duties andthe setting up of modern inplant and schooltraining facilities. The skilled-worker qualifica-tions acquired in the ex-GDR have, for the mostpart, been put on a par with those in westernGermany. Instructors in firms and vocationalschools can also continue to use their qualifica-tions.

Apprenticeship trades - heart of the dual system

Officially recognized skilledtrades

The basis of training in the dual system are the "of-ficially recognized apprenticeship trades" (Ausbil-dungsberufe). Ever since the enactment of the Vo-cational Training Law, these are training coursesregularized by federal ordinances. All officiallyrecognized apprenticeship trades are listed.Young persons under 18 years of age may only betrained in one of these recognized trades.

Firms are not obliged to provide training. If theydecide to do so, they must act in accordance withthe "training regulations" (Ausbildungsordnun-gen) for the recognized skilled trades. The sameapplies to older apprentices: if they are trained ina recognized trade, the regulations must be ob-served. Older persons, however, can be trainedfor other jobs, too.

There are currently 380 recognized skilled tradesrequiring specialized training. They prepare theground, however, for some 25,000 different occu-pations. In other words training provides differentas well as similar activities.

The training regulations only set out the minimumrequire 'dents for any given trade. Employers can,of course, in their own interest, go beycnd theserequirements and, for instance, teach knowledgeand skills in the field of new technologies or envi-ronment protection before they are made univer-sally binding by introduced generally.

The training regulations regularize

* the designation of the trade

* the length of training

* the job description

* the basic training plan and

* the examination requirements for intermediateand finai examinations.

The designation of the skilled trade briefly de-scribes the essential content of the trainingcourse, e.g. automobile mechanic, baker, whole-sale and export trade salesman, lawyer's assist-ant, farmer, restaurant specialist, electronic spe-

10

cialist etc. With afew exceptions in the building in-dustry, all trades also bear the female designation,thus indicating that women can be trained in theseprofessions, too.

The length of training for the recognized skilledtrades lasts 2 to 3.5 years. Because of the growingdemands in the working world, there has been amarked trend towards longer training periods inrecent years.

The job description gives the key words with re-gard to the type and scope of the qualificationwhich is to be acquired at the end of the trainingcourse.

The basic training plan provides firms with a guideas to how the training is to be organized practicallyand time-wise. In other words, it states what is tobe learnt in six or twelve months, and in which se-quence. On account of the special conditionsgoverning inplant training, firms are not obliged toadopt a specific method of instruction. The train-ing content is formulated in the shape of learningobjectives. The manner in which these areachieved depends on the facilities at the firm'sdisposal.

The examination requirements provide basic in-formation on the subject matter in the intermedi-ate and final examinations. They are closely linkedwith the learning objectives outlined in the basictraining plan.

The Federal Law stipulates that apprenticeshipsmust provide broadly-spanned basic training,qualifying skilled training and the necessary voca-tional experience in an orderly training course.

Requirement level

Although training for a skilled trade does not re-quire special qualifications before embarking onan apprenticeship, it is assumed, as a matter ofprinciple, that would-be trainees are in posses-sion of a main school final certificate (Hauptschu-labschluB). Young persons with superior scholas-tic qualifications and above average learningprogress can, on application (to the chamber),have their training period shortened. Young per-sons who have successfully completed a voca-

11

tional foundation training year or full-time voca-tional school can have this time counted towardsthe length of training for a recognized skilledtrade. This can shorten the period by six to twelvemonths.

Apart from the federalwide pattern of training,the "recognized skilled trade" has further impor-tant functions. Anyone successfully completingthe training for a recognized skilled job simulta-neously acquires social enitlements (e.g. subsi-dization for further training and retraining), re-muneration rights (entitlement to specific wagescales) and insurance rights (e.g. pension be-cause of disability).

Concentration of demand

Despite this large number of skilled trades (380),the fact cannot be overlooked that there has beena marked concentration on just a few trades forsome years now. The order of succession haschanged only marginally in recent years. In spiteof manifold efforts to open up all occupations formen and women alike, there is still a distinct divi-sion between typically "male" and "female"trades.

The ten most patronized male trades are: automo-bile mechanic, electrician, business specialist(wholesale and foreign trade), industrial mechanic(operational engineering), industrial mechanic(machine and system engineering), joiner, bankclerk, business specialist, business specialist inthe retail trade, plumber (gas and water connec-tions). Some 37% of all male apprentices arelearning one of these trades.

In the case of young women, the concentration ona few trades is even areater. 55% of all femaletrainees are following courses for one of the fol-lowing ten occupations, all of them in the businessor service sector: hairdresser, business specialist(retail trade), commercial clerk doctor's assistant,business specialist (industrial production andsales), dentist's assistant, saleswoman in the foodsector, bank clerk, business specialist (wholesaleand foreign trade).

Compared with the men, the proportion of femaletrainees comes to 43%.

Growing qualificationrequirements

Just as manufacturing processes and work or-ganization are constantly changing so are qualifi-cation requirements which are also subject toconstant change at one's place of work. Vocation-al training hcping to successfully prepare personsfor their future occupation must, as a conse-quence, continually re-adapt to technical andeconomic developments.

A regularized procedure has been evolved in theFederal Republic of Germany since 1969 for theelaboration of new or the adaptation of existingtraining regulations. The salient features of thisprocedure are:

7:z Involvement of employers and trade unions

Inclusion of training practice

Participation of vocational training research

* Coordination of training regulations for inplanttraining with the skeleton curricula of the Bun-deslander for vocational schools.

If a Pector, a professional or trade associationfeels that certain training regulations are no longerin keeping with the times, a regulation revisionprocedure is instigated. Legally, the responsibleminister for the trade in question is also responsi-ble for the revision, In most cases, it is the eco-nomics minister.

In the case of difficult regulation revision proce-dures, e.g. when certain trades have not been re-worked for some considerable time, when severalrelated trades have to be reorganized simultane-ously, or when there is insufficient informationavailable on the development of the trades to berevized, or when employers and trade unions areof differing opinion,; on proposed revision, a re-search phase is initiated.

The Federal Institute of Vocational Training,whose various committees also include employ-ers, trade union officials and representatives ofthe Federal Government and the Lander, elabo-rate the necessary basis in a research project.

Thus far, a total of 246 trades have been reorgan-ized in this manner. The greater majority- have alsobeen harmonized with the nationwide standardskeleton curricula for vocational schools in theBundeslander. Thus some 96% of al' approntices

11

12

about 1.5 million young persons at the presenttime - are being trained in up-to date trades. In fu-ture, apart from the reworking of individual or re-maining trades, the amendment of the appren-ticeship trades reorganized in the 1970s will be-come more and more important. This particularlyapplies to the major business trades. Because ofrapid technical and economic further develop-ment, a "second modernization wave" is antici-pated.

Major reorganization in the last few years has af-fected:

* the industrial and handicraft metal trades

* the industrial and handicraft electrical trades

* trades in the chemical industry

* office jobs

* the retail trade.

The trend in the reorganization process is one ofreducing the number of skilled trades through abroadening of training combining related occupa-tions and increasing basic vocational training.With the new job of supply and disposal specialist,the first step was taken towards the creation ofmodern training courses in the environment pro-tection sector.

Training regulations andtechnological change

The question is often raised in the Federal Repub-lic of Germany as to whether the revision of thetrades can keep pace with technological develop-ment. Here, the fact must be taken into consider-ation that there are always firms with highly differ-ing technical facilities in the same sector andsame trade. Conventional plant exists side by sidewith the latest state-of-the art equipment for yearson end. Not all technical innovations make thEgrade. In other words, new technological develop-ments usually only become binding training con-tent for all firms after a standardization phase.

Effects of political changes

The more recent training regulations also includenew and complex vocational requirements. Ap-

12

prentices, for instance, are to be equipped to"plan, carry out and check" their particular workin a responsible manner. In other words, thetraining is to go beyond the mere acquisition ofspecific skills and knowledge. Apart from care-fully thought-out planning there are such thingsas consideration of the environmental aspects orthe readiness to undergo further training to beable to react flexibly to new occupational re-quirements. Apart from economic, technicaland ecological developments, greater consider-ation must also be given to the consequencesof European cooperation when framing the con-tent of dual training. The basic conditions forfreedom of movement in Europe must be im-proved.

These include "Euro-qualifications" such as mas-tery of foreign languages as well as an under-standing of the living conditions and historical de-velopment of European neighbours. Such impor-tant elements cannot all be an integral part of nor-mal trade training and must be included in the cat-alogue of aims in further vocational training. Theirimportance is being emphasized by a number ofEuropean Community promotion programmes, bymeans of which, for example, exchange measuresand practical training periods abroad are beingsponsored. At Community level, efforts are beingmade in general to make trade training qualifica-tions more transparent and to achieve freedom ofmovement with the EC through mutual recogni-tion of qualifications and job profiles.

The role of the employers andtrade unions

Because of the particular constellation of the dualsystem account must be taken of two further in-fluential factors - in addition to the Federal Gov-ernment (which enjoys legislative powers in re-spect of inplant training) and the Bundeslander(which enjoy legislative powers in respect of vo-cational schools) in the shape of the two sides ofindustry, i.e. the employers and the trade unions.

The employers

They determine

* whether they run training courses

* how many young persons they will train

13

which young persons they will train

* for which trades they will provide training.

They conclude contracts with the trainees, carryout instructional courses on their own responsibil-ity in line with statutory requirements, and bear thebulk of the costs. They are also legally obliged tooffer training places on equal terms to both maleand female applicants alike.

The trade unions

On the strength of several statutory regulations,such as the Vocational Training Law and theLaw on the Constitution of Enterprises, thetrade unions have acquired participation rightsin the planning and implementation of vocation-al training. They enjoy equal representation onthe "vocational training committees" of thechambers. At Bundesland level, they also enjoyequal representation on the "Land Committeesfor Vocational Training", together with repre-sentatives of the employers and the publicpurse. These committees advise the Land gov-ernments on vocational training matters. At fed-eral level the trade unions enjoy equal represen-tation on the "main committee" of the FederalInstitute of Vocational Training.

This position enjoyed by the trade unions resultsnot least from the fact that they regard the repre-sentation of employees' interests as a fundamen-tal responsibility in vocational training and its im-provement. Despite all criticism, they stand by the"dual system" of training.

The Federal Institute ofVocational Training (BIBB)

The Federal Institute of Vocational Training (BIBB)constitutes a valuable instrument of cooperationbetween employers, trade unions, the FederalGovernment and Bundeslander at federal level. Inaccordance with the Vocational Training promo-tion Law, the BIBB has the following commit-ments:

* advising the Federal Government on vocationaltraining matters

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* carrying out vocational training research withinthe framework of a specified research pro-gramme

* the drawing up and publication of a catalogueof officially recognized trades

* examination and approval of correspondencecourses, and the promotion of these coursesthrough research and advice

* in accordance with Federal Government in-structions

to participate in the drawing up of trainingregulations and other ordinances

- in the preparation of the Vocational TrainingReport

- in the preparation of federal training statis-tics

in the promotion of pilot schemes

* in accordance with general Federal Govern-ment administrative regulations

- support in the planning, setting up and fur-ther development of interplant vocationaltraining centres.

In view of the setting up of the European domesticmarket and the radical changes from a planned toa market economy in Eastern and Central Europe- in which vocational training plays a crucial part- the support of the Federal Institute is in demandin many respects: it carries out research projects,prepares teaching and learning materials, assiststhe qualification of training personnel and pro-vides advice on the setting up of modern trainingcentres. The increasing involvement of the Feder-al Institute of Vocational Training in the carryingout of government programmes is also embodiedin the law.

Legal basis and history

The Federal Institute of Vocational Training wasfounded in 1970 as a purely research establish-ment on the basis of the Vocational TrainingLaw. In 1976 its responsibilities were expandedto include development, promotion and consul-tation. Its present legal basis is the VocationalTraining Promotion Law. The Institute is locatedin both Berlin and Bonn, employing a staff of 440

13

in both cities. It is financed to the tune of someDm 40 million annually with funds from the Fed-eral Ministry of Education and Science's budget.Within the framework of its supervision of pilotschemes, the promotion of interplant trainingcentres and the carrying out of international gov-ernment programmes, the BIBB also adminis-ters considerable funds from the Federal Minis-try of Education and Science and the EuropeanCommunity.

The main committee is an autonomous organ ofthe Federal Institute. Its members include repre-sentatives of the top employers' and trade unionorganizations, the Lander and the Federal Gov-ernment.

The role and duties ofthe chambers

The chambers, which are the "responsible agen-cies" for vocational training, play an importantpart in the carrying out and monitoring of instruc-tional trade courses. True, the chambers are, inpoint of fact, autonomous organizations of region-al industry and commerce - which all firms mustbelong to. Thus, they represent the interests of theeconomy even though they are at the same time.also public institutions, subject to the lawful su-pervision of the responsible Land authorities. Themost important chambers are the Chambers of In-dustry and Commerce and the Chambers ofHandicraft. There are also further chambers forother professional categories. They have set up"vocational training committees" for their respon-sibilities in the field of trade training. Representa-tives of the employers, trade unions and vocation-al school teachers are equally represented onthese committees.

The vocational training committee decides on thestatutory regulations to be issued by the respon-sible office and must be given a hearing and in-formed on all major matters relating to vocationaltraining.

The main commitments of the responsible agen-cies include, amomg others, the following sectors:

* Examination of the suitability of firms as train-ing centres and the suitability of the instructors.

tr Organization of intermediate and final exami-nation.

14

Issuing training regulations, e.g. for the trainingof disabled persons and for further training

* Acting as one of the major responsible bodiesand organizers in the field of vocational train-ing.

Training firms - varying volumes

The main location of vocational training within thedual system is the employing firm in the FederalRepublic of Germany. A firm intending to providetrade training must fulfil certain requirements:

It may only train persons under 18 years of agefor the 380 officially recognized apprenticedtrades.

It must have suitable instructors.

It must draw up a training plan conforming withthe requirements of the training regulations.

Tz It must be recognized by the "responsibleagency" (chamber) as a training firm.

Something like half a million firms provide tradetraining courses in Germany. They exist in allbranches of the economy, i.e. in the industrial,commercial and service sectors, in agriculture,the civil service, the liberal professions (doctorslawyers, chemists etc), and in household manage-ment, to name but a few of the more importantones. But not all firms provide trade training. Thelargest number of training firms are to be found inthe handicrafts sector where more than 50% takeon apprentices. The intensity of training in thecrafts is also high, i.e. 14 trainees per 100 em-ployed persons.

The second largest number are to be found inindustry and commerce. Here the ratio is 7 train-ees to 100 employed persons. It can be as-sumed that all major companies in the FederalRepublic of Germany run training programmes

even if they vary greatly in intensity and vol-ume.

There are also marked differences of trade train-ing volume firm-wise. 60% of all apprentices, forinstance, receive their occupational instructionin relatively small firms with fewer than 50 em-ployees. A further 24% are trained by business-es with a staffing strength of between 50 and500, 5% with a work force of between 500 and

15

1,000, and only 1% in major industrial compa-nies.

Suitability of instructors - an im-portant criterion

One of the important criteria for a firm's qualifica-tion to provide trade training programme is theavailability of suitable instructors. The mastercraftsman's examination in the crafts has long re-quired instructional ability in addition to purelytechnical skills. Accordingly, all master craftsmenare entitled to train apprentices. Instructors in in-dustry and commerce (and other sectors of theeconomy) were by no means expected to offersuch qualifications as a matter of course. Sincethe 1972 Instructor Suitability Order, qualificationrequirements have been extended to more andmore economic sectors. Since that time, instruc-tors have been required to sit an examination toprovide proof of their aptitude to train apprentic-es. This examination includes:

* basic questions regarding vocational training,

* the planning and execution of training pro-grammes for young persons, and

the legal aspects of vocational training.

Instructors are also expected to have personaland vocational experience. Consequently, theymust be at least 24 years of age.

There are an estimated 700,000 full time and part-time instructors. The legal fixation of their qualifi-cations in the Instructor Suitability Order hasmade vocational instructors increasingly aware oftheir personal status.

Interplant training

The training offered by a firm must comply with alltraining regulations, i.e. it must be comprehen-sive. During the last few years, however, techni-calization and specialization have overtaken me-dium-sized and smaller firms. This has resulted ina situation where an increasing number of thesefirms are no longer in a position to provide a com-prehensive vocational qualification in accordancewith existing training regulations and the lateststate of the art.

16

Whereas major companies and certain branchessolved this problem at an earlier stage by settingup and extending their own workshops - wherenow the bulk of trainees' trade training is providedin addition to the training they receive at theirplace of work - the financial and organizationalpotential of small firms does not extend to the set-ting up of such workshops. In order to help rem-edy this situation, the concept of interplant (Ober-betrieblich) training was evolved. In essence, thismeans that a number of small firms send their ap-prentices, learning various trades to trainingcourses at a central training centre, usually run bythe chamber or guild.

It should be pointed out that interplant training isviewed as complementary to inplant instruction,and not as an independent training facility or pointof departure for "schoolifying" vocational training.The length of such interplant training depends onboth the specific requirements of the variousskilled trades and personnel and material capac-ities - quite apart from the financial frameworkconditions. This can be laid down by training reg-ulations or at individual training firm level.

Since the high level of investment costs for suchtraining centres cannot be borne by the firms andchambers (or guilds) alone, the Federal Govern-ment and the Lander make considerable sumsavailable from the public purse for investment andmodernization purposes.

Beyond their original functiun of

* adaptation of training to technical progress,

systemization and intensification of inplanttraining

* supplementation and broadening of inplanttraining into vocational training

interplant centres are developing into occupation-al further training centres and places for diverseother training measures. They enjoy additional im-portance in respect of their introduction of newtechnologies in small and medium-sized busi-nesses.

The interlinked system

Apart from supplementing inplant training bymeans of interplant instruction courses, the es-sential breadth of training is being achieved by an"interlinked training system". The latter implies the

15

cooperation of various firms in an overall trainingprogramme. Such firms agree as to which parts ofthe training course can be taken on by the variousmembers of the association. The final result iscomprehensive training for a skilled trade. Diverseforms of such cooperative systems are possible.The salient feature of interlinked systems of thisnature is that hardly any additional costs are in-curred or investments necessary. It is expectedthat greater use will be made of these cooperativesystems in the fac,e of new technologies and theirinclusion in trade training. Within the framework ofthe restructuring of the vocational training systemin the new Bundeslander, the interlinked trainingsystem will play a major role as partnership be-tween experienced training firms in western Ger-many and new enterprises in eastern Germany.

The training contract

The "training agreement - Ausbildungsvertrag -between employer and apprentice constitutes thelegal basis for an instructional trade course.

By law, the contract must contain the followingdetails:

1. Manner, organization, technically and time-wise, and objective of the vocational trainingcourse

2. Commencement and duration of training

3. Payment and remuneration level.

The training firm is free to decide whether or notit takes a young person onto the pay-roll on suc-cessful completion of trade training. In like man-ner, young persons cannot be compelled to staywith the training firm beyond the time stipulated inthe training contract.

With this contract, an apprentice accepts the ob-ligation to actively participate in his own trainingand to strive to acquire the skills and knowledgerequired to achieve the final training objective. Thetrainee s obligations include the following of in-structions given him by the instructor during thecourse of his or her training.

The training commitments of the employing firmare extensive. It must ensure, for instance, that therequired knowledge and skills are taught, that thetraining is carried out according to the schedule,that the proposed training objective can be

16

achieved within the prescribed period and thattrainees are given time off to attend vocationalschool. Apprentices may not be called upon topreform tasks outside their training programme.Employers are also expected to assist in the for-mation of character and to provide protectionagainst moral and physical hasards.

Training remuneration

All trainees are entitled to commensurate remu-neration on the part of the training firm. This isbased on the age of the trainee, the year of trainingand the skilled trade in question. The remunera-tion levels are agreed on in most branches of in-dustry and commerce between management andlabour.

Inplant training not only incurs costs: the workperformed by an apprentice is also productive toa certain extent. Remuneration also representspayment for this productive activity. It is alsomeant as an appropriate contribution to the ap-prentice's livelihood. In 1991, the average monthlyremuneration was as follows for the specifiedtrades (for both female and male trainees alike):

- Mason Dm 1322

- Bank clerk Dm 1011

- Business specialist in retail trade Dm 905

- Cook

- Doctor's assistant

- Painter and lacquerer

- Baker

Electrician

Automobile mechanic

Hairdresser

Dm 839

Dm 763

Dm 740

Dm 702

Dm 699

Dm 683

Dm 506

Training remuneration amounts to a monthly av-erage of about Dm 838 for all trades and year oftraining. This represents about 20 to 40% of askilled worker's starting pay.

In the new Bundeslander, remuneration has stillnot reached the level of that paid in western Ger-

1 7

many. In the chemical industry, for instance,which is undergoing radical structural change,training remuneration is only about 39% of thewestern level as compared with the roofing tradewhere remuneration amounts to 75% of what ispaid elsewhere in Germany.

The financing ofvocational training

The costs of inplant training comprise several fac-tors:

tr trainee costs e.g.

- training remuneration

- social insurance benefits

- materials and work clothes

ti training personnel costs

tr. material costs.

A projection of the net costs of vocational training,based on a cost survey by the BIBB, produces thefollowing figures for 1991:

- Dm 26 billion for inplant training

- Dm 9 billion from the public purse (mostlyLander) for part-time vocational school.

- Dm 2 billion from the Federal Employment Of-fice for individual promotion in vocational train-ing.

The amount of money spent by firms on vocation-al training has risen quite considerably in recentyears. One of the main reasons is the substantialincrease in the number of apprentices. But thereare also other reasons:

* more and better trained instructors, plus longerworkshop periods

in a number of trades, the former "apprentice'smonetary assistance" has grown into respect-able training remuneration

increased expenditure on supplementary train-ing e.g. in interplant training centres

* growing contributions for various promotionprogrammes, particularly in favour of slow-learning young persons.

Apart from the financing of vocational training byindividual firms, there are also various interplant fi-nancial arrangements on the basis of collectiveagreements. Here, we are referring to the levies tobe paid by employers. These levies are paid intofunds which are used to cover certain vocationaltraining expenses, mainly in such sectors whereindividual firms are unable to finance the largeshare in interplant training on their own. All firmswithin a specific tariff area are called on to pay alevy, irrespective of whether they run trainingcourses or not. In this way, the levies help to sharethe load between training and non-training firms.

Training places: supply anddemand

For decades, there was no questioning the factthat the number of training places, i.e. appren-ticeships, in toto, and in the individual trades,were based on the firms' personal estimate oftheir own requirements in the way of youngskilled workers. This, of course, resulted inmarked overlappings, depending on the eco-nomic situation and estimated developments. In"good times", a high availability of training plac-es could be reckoned on; in "bad times", on theother hand, it could become quite low. The ex-tent to which training was provided, what ismore, depended on training policy exigencies.

In the planned economy of the ex-GDR, an at-tempt was made to solve this problem by thestate laying down the economy's requirement. Inthis way, education and training paths were con-trolled in such a manner that every school leaverwas guaranteed a training place.

Since 1976, in western Germany and, followingunification, since 1990 in eastern Germany, the"demand on the part of young persons" has be-come the yardstick for adequate "availability ofplaces". The basic concept of "training for all" isnot questioned by any noteworthy political con-stellation in the Federal Republic of Germany.

17

is

By means of the annual Vocational Training Re-port (Berufsbildungsbericht) by the Federal Min-istry of Education and Science, a "training bal-ance sheet" is drawn up. It is based on data sup-plied by the job centres (Arbeitsamter) wheremost of the vacant training places in firms andwhere most young persons who apply for suchplaces are registered. The cut-off date is 30September each year. Additional data for thisannual "training balance sheet" is supplied bythe chambers (where all new training contractshave to be registered).

Following the presentation of this "balancesheet", however, there are considerable discus-sions throughout the whole year as to whetherall young persons were able to obtain a trainingplace or not. The main bone of contention is theorder of magnitude of demand. The FederalGovernment draws attention to "registered" de-mand which can be the only yardstick. The Op-position, on the other hand, underscores theproblem of training place availability in variousregions and branches, pointing out that manyyoung persons cannot obtain the apprenticeshipof their choice and have, consequently, to turnto other trades. The Federal Government and theemployers highlight the level of overall availabil-ity as the hallmark of its success, emphasizingthe fact that training place applicants must de-velop regional mobility and adapt their occupa-tional wishes to training place availability. TheOpposition and the trade unions reckon that de-mand is much greater than shown in the figuressupplied by the employment administration.

They fear that many young persons, because,say, of a poor school certificate or set-backs inthe quest for a training place, become disheart-ened or do not apply at all.

The massive increase in the number of trainingplaces in the last 10 years, particularly the pro-vision of all young persons in the new Bun-deslander with a training place - despite consid-erable economic, structural problems repre-sents a remarkable and totally unexpected (bymany) achievement on the part of industrialtraining capacity. Conversely, regional problems

lack of availability in structurally weak areas -sectoral discrepancies - career wishes andtraining availability do not coincide in many cas-es - cannot be denied. Because of the restruc-turing processes in the economy in eastern Ger-many, viewed mid-term, it is still not possible toprovide all young persons with an inplant train-ing place. This is why off-the-job and schooltraining possibilities are being increasingly fallenback on.

Many young persons on leaving school do notfind a training place directly and, as a result, turnto preparatory measures and full-time schooltraining programmes. Those most acutely af-fected by training place problems are girls,young foreigners and youngsters with learningproblems. There are diverse pilot trainingprojects for them which are financed for themost part by the Federal Government and theLander.

The vocational training schoolIn the dual system of vocational training the train-ee spends three to four days a week on the joband one to two days at vocational school. In orderto increase the systematic and theoretical part ofbasic training efforts are afoot to make two daysa week at vocational school general practice.

In many cases, the time spent at vocational schoolis lumped together into one or more blocks. Thelatter are intended to provide larger, interrelatedlearning units at vocational school and trainingfirm, thus improving the opportunity to learn. Thevalue of this training pattern, however, is some-thing of a controversial issue. Prolonged absencefrom on-the-job training can result in apprenticesforgetting what they have learnt and vice-versa if

1F

they stay away from school too long. In many cas-es, firms do not greet the fact that their apprentic-es spend too much time away from their place oftraining.

The part-time vocational schools in the FederalRepublic of Germany have the task, in the main,of teaching the more abstract, theoretical aspectsand correlations. By means of demonstration andinstruction, they complement and extend practi-cal inpiant training provided by firms and continuetrainees' general education (in subjects such asGerman, mathematics, religion, social studiesetc). There is an increasing demand to teach for-eign languages irivpcational schools, too.

Depending on the number of young persons in avocational school district following the same tradecourse and in the same training year, classesknown as Fachklassen, i.e. classes for relatedtrades, are set up. If, of course, this is not possi-ble, classes are made up of related and unrelatedtrades. For the minor occupations there are Land(state) - or even national classes. In such cases,trainees can often go to boarding establishmentswhere they receive instruction in their commontrade in blocks. In school districts with large in-dustrial concerns, the former often set up specialclasses for the firms' own trainees - provided thenumbers justify this in a particular trade.

Skeleton curricula

Coordination between school and firm is one ofthe major problems in the dual training system. Onthe one hand, coordination results from the devel-cpment of new training statutes. In such cases,parallelism is sought between the training regula-tions for firms and the skeleton curricula for voca-tional schools. Close contact between instructorsin firms and teachers at vocational schools is alsonecessary to achieve coordination in isolatedtrade training cases. At chamber level, there areoften joint working groups of instructors andteachers - as well as other coordinating instru-ments. Such coordination becomes problematic,however, if a vocational school class consists oftrainees from many different types of firm.

Vocational school curricula are set out in accord-ance with the educational statutes of the Lander.

The Vocational FoundationTraining Year

Discussions have been going on since the 1960sabout the possible improvement of the quality oftraining through a broader foundation. One of thefruits of these deliberations is the Vocational Foun-dation Training Year (German abb: BGJ/Berufs-grundbildungsjahr). This is based on the idea thattraining for a particular (skilled) trade should have abroad foundation of knowledge and skills embrac-ing several or more trades. This is linked with theproposed objective that such knowledge and skillsacquired in basic training should be variably utiliz-able or applicable, as the case may be.

"Vocational fields", in which fundamental tram lingwas to take place for the trades allocated to them,was created as a basis for the BGJ:

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Economics and Administration

* Metalwork

* Electrical Engineering

Building

* Woodwork

Textiles and Clothing

* Chemistry, Physics and Biology

Printing

* Painting and Interior Design

Hygiene

* Health

* Food and Household Management

A large number of apprenticed trades were allo-cated to these vocational fields. Thus, the BGJ isbasically possible for all these trades.

The BGJ exists in two different forms: school andcooperative.

The school form of the BGJ

in the case of the school form of the BGJ, both thetheoretical and practical sections of training takeplace in vocational school in the first year of train-ing Unlike apprentices in the dual system, theyoung persons have pupil status.

The school form aims at a continuation of voca-tional (skilled trade) training in the dual system.Even so, a young person, who has successfullycompleted the BGJ, can only reckon on beingcredited with a year - in some trades only sixmonths - towards the whole period of training. Tothis end, however, the apprenticed trade must be-long to a vocational field already learnt. Thosesuccessfully completing this course can alsocatch up on a missed main school certificate(HauptschulabschluB).

The cooperative form of the BGJ

The Cooperative Vocational Foundation TrainingYear is based on the principle of duality of trainingplaces, typical of the traditional form of vocationinstruction. Even so, it accords the school trainingsection (comparatively speaking) the greater partof the training course. The training is usually divid-ed up into two days weekly instruction at voca-

19

tional school and three days on-the-job training. Itcan, however, take place in alternative blocks be-tween vocational school and training firm.

The full-timevocational training school

Full-time vocational schools (Berufsfachschulen)prepare persons for a subsequent job or providevocational training whilst simultaneously further-ing general education. Depending on the pro-posed training objective, the entrance qualifica-tion to these schools is a final main school or in-termediate school certificate (Hauptschul- or Re-alschulabschluB). Depending on the skilled tradeand aim, the training course at a full-time vcca-

From school to careerCareers information and advicein schools

At main schools (but not intermediate or grammarschools), preparation for the choice of eventualjob is given in the pupils last two years in theshape of a subject known asArbeitslehre. Its mainaims are:

* to help pupils to appreciate and acquaint them-selves with the world of work,

* to provide young persons with a guide to thevarious vocational fields,

' to help young persons to develop a mature at-titude towards their choice of career, i.e. to putthem in a position where they can identify anddeve' their own particular skills and interests.

Choice of career - the role ofjob centres

On the strength of numerous pamphlets from theFederal Employment Office, young personshave the opportunity to obtain details about var-ious jobs and choose their career. They can alsotest their personal suitability for a specific careerat their local job centres and receive individualadvice. Most large cities now boast Careers In-formation Centres which provide both printed

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tional school lasts from one to three years. Wename here three of the many such training cours-es: commercial school Berufsfachschule for childcare and Berufsfachschule for technical assist-ants. Courses at full-time vocational schools al-ways conclude with a final examination.

Since, however, the final certificates acquired at aBerufsfachschule are not accepted in most casesas a full qualification for blue or white-collar work-ers (Facharbeiter or Fachangestellte) on the em-ployment market, a considerable number ofyoung persons go on to complete a trade trainingcourse within the dual system. Here, school at-tendance counts towards the period of training.The number of females attending Berufsfach-schulen is particularly conspicuous.

and audio-visual, informative material. Despitethese various possibilities, the final choice of ca-reer by young persons is still fraught with con-siderable problems. After all, such a decision isof vital importance:

The recommendations by parents, friendsand acquaintances often play a more impor-tant role than careers advice.

ir The huge number of trades - who can be ex-pected to know all 380? makes a well-founded decision difficult.

There is quite possibly no training placeavailable locally in the desired skilled tradeor their is no vacancy.

* Young persons often assess their personalability and chances unrealistically.

* In many cases, the expectations on the partof training firms in respect of the aptitude andprevious school education of young personsand the actual level of achievement do not co-incide.

Despite these difficulties, the declining demandon the part of young persons and the high avail-ability of training places is leading to a situationwhere all the job centres have been able to placeyoung persons or at least recommend them aplace. The difficulty of even finding enough

21

young new blood is beginning to emerge in manyan industrial and commercial sector.

The search for training places

Many firms, particularly large companies, selecttheir trainees according to a special procedure.They have precise ideas on the desired schooleducation and achievement level. In many cas-es, aptitude tests are held. Final school certifi-cates also play an important role. Apart from thisformal procedure, personal impressions andpersonal contact to firms are of equal impor-tance. In many of the large companies, for in-stance, preference is given to the children of thefirm's employees.

Because of the differing economic conditions inthe various Bundeslander, a number of youngpersons are confronted with regional problems.In many an area there is a surplus of trainingplaces, in others (with a poorer economic struc-ture) a lack of availability. In Germany's newBundeslander, the restructuring of the schooland vocational training systems and the col-lapse of individual major economic sectors willresult in considerable imponderabilities forsome years to come. As the wishes of youngpersons do not always coincide with what is of-fered by employers, too limited an availability al-so restricts young persons' free choice of ca-reer. This can lead to a situation where a youngperson has to make several applications for atraining place or try his luck in another region.

Report book

For most of the skilled trade training courses ap-prentices are expected to complete a "reportbook" (Berichtsheft). As a rule they are expectedto fill in briefly details of instructions and work car-

ried out in the training firm and the instructionalsubjects dealt with at vocational school. In thisway the report provides a sort of check for bothsides, i.e. apprentice and training firm, on trainingprogress.

Examinations

At least one intermediate examination must takeplace during training. This provides informationon the young person's progress and can showup deficiencies and gaps.

The final examination establishes whether thetrainee has acquired the skills and practical andtheoretical knowledge required by the regula-tions and whether the instruction he has re-ceived at vocational school has provided himwith the basic learning material for his tradetraining. The examination consists of a theoreti-ea!, a practical and,where prescribed by the reg-ulations, an oral and a written section. Both theinterim and final exams are organized and con-ducted by "examination committees" (cham-bers). The examination committees are made upof persons delegated by the employers and em-ployees (in equal number), and at least one vo-cational school teacher. If a trainee fails his ex-amination, he may take it twice more.

If the trainee passes the examination, he hasachieved the objective of his or her trainingcourse: he or she becomes a Gese//e, i.e. a jour-neyman/journeywoman (in the handicrafts), or aFacharbeiter, i.e. skilled blue-collar worker, orFachangestellter i.e. skilled white-collar worker.Depending on the apprenticeship trade, 85 to95% of trainees pass their examination.

Differentiated assistance in vocational trainingThe number of young persons preferring to embarkon studies rather than on a vocational training courseis growing. Consequently, all those involved are try-ing to enhance the attractiveness of vocational train-ing vis-à-vis studies. These efforts include:

r offering attractive programmes during training

and improved opportunities of vocational fur-ther development without studies for ablezoung persons,

tr providing optimum individual assistance pro-grammes for young persons who either make

21

22

no effort to seek an apprenticeship or who donot seem likely to make the grade.

Able young persons

The more options it offers, the more able youngpersons and their parents will consider dual train-ing. Consequently, in the case of such young per-sons, concepts must be elaborated which go be-yond the usual minimum requirements. Such con-cepts are basically aimed at the deepening andbroadening of content and at additional materialwhich is not normally part of the "standard reper-toire" - in supplementary qualifying courses.

In collaboration with the chambers and otheragencies responsible for vocational training sev-eral thousand young persons are selected yearlyto take part in the programme for the promotion

Problem groupsVocational preparation year

One of the most extensive measures designed toimprove the basic starting conditions of youngpersons vis-a-vis their occupational training iswhat is known as the Vocational Preparation Year(Berufsvorbereitungsjahr/BVG). This usually takesplace in a vocational school for the duration of oneyear.

In the first six months, young persons are brieflyfamiliarized with various vocational fields such asmetal, electricity and wood. In the second half ofthe year, the young persons concentrate on a vo-cational sector in which they intend to take a train-ing course or seek a job. Whilst enjoying this high-ly practice-oriented instruction, the young per-sons are also given the opportunity of makinggood deficits in the basic subjects of reading, writ-ing and arithmetic. The BVJ does not encroach onother trade training: on the contrary, it is of a pre-paratory nature and improves the basic require-ments for a successful apprenticeship.

Wherever there are bottle-necks on the employ-ment market, young persons follow up their BVJwith a full course of school training, e.g. a Voca-tional Foundation Training Year or a course at aBerufsfachschule (see above) - to the exclusion ofon-the job training, i.e. betriebliche Ausbildung.

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of talented persons in vocational training. Theachievements attained in previous vocationaltraining are rewarded with the award of scholar-ships for a variety of purposes.

The less able

Despite manifold measures and programmes forthe promotion of disadvantaged young persons,and a favourable availability of training places forthose seeking them, there are a large number ofyoung persons who have not successfully com-pleted an apprenticeship. Research puts theirnumber at 10 to 14% of an age group. It is for thisreason that efforts are being made by means ofsupporting measures to put persons with learningproblems or those who are socially underprivilegedin a position to formally complete a course of tradetraining and obtain permanent employment.

Only a small percentage enter gainful employ-ment.

The basic training courses run by the Federal Em-ployment Office are similar in objective. They arefinanced by the job centres, organized by inde-pendent providing bodies and carried out in work-shops. Because of the varying deficits on the partof the young persons, a wide variety of trainingcourses are offered. The problems of transition tothe dual trade system are similar to those of theBCJ.

The programme fordisadavantaged persons

Despite intensive efforts, many young persons,particularly those without a final main school cer-tificate, ex-special school pupils and foreignersdo not find sufficient training places, especially instructurally weak areas. Consequently, in the1980s, the Federal Ministry of Education and Sci-ence devised a special programme to help thisparticular group of persons. Training places areprovided at interplant instructional centres in-stead of in firms. At the same time, the youngtrainees also attend vocational school.

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Training at interplant centres is intended to lastonly as long as there is no place available in thefirm. The latter then continues the training. It con-cludes with the usual examination conducted bythe chamber. Diverse, similar programmes are runby the Bundeslander and local authorities. Thesespecific forms of training are designed to

make demands based on performance

correspond to the learning habits of young per-sons with limited performance

be open to further continuation training seg-ments and final trade qualifications

tr enhance employment prospects.

Vocational training forthe handicapped

Basically, the same principle applies to handi-capped persons. Wherever possible, they are toreceive normal training in recognized skilledtrades. In addition, the handicap or disablement inquestion can be taken into consideration in the fi-nal examination.

In accordance with the Vocational .7-raining Law(Berufsbildungsgesetz), special training coursesare possible for persons who are severely handi-capped - physically, mentally or psychically.Within the framework of such courses, variousgroups undergo training in firms whilst otheryoung persons are trained at Berufsbildung-swerke (special facilities financed by job centres).At the latter, young persons are given special as-sistance by training being adapted to their partic-ular handicap and concomitant care being provid-ed by doctors, psychologists, special educationexperts and other persons skilled in rehabilitation,to help them complete their course successfully.Statistics show that 90% of the persons assistedin this way are able to work in their new tradethereafter.

The teaching of training content takes place bymeans of special teaching and learning methodswhich have been adapted to the requirements ofthe various handicapped groups. Within theframework of existing regulations. the manner anddegree of the particular are disablement are takeninto account in training and for examination pur-poses.

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Vocational training of youngforeigners

Foreign youngsters constitute a particular prob-lem as far as vocational training is concerned inthe Federal Republic of Germany. There are morethan 5 million aliens living in Germany at thepresent time. About half come from Turkey. Al-though some 300,000 young foreigners betweenthe ages of 15 and 18 are obliged by law to attendvocational school, only about one-third of themundergo trade training. True, the percentage hasgrown in recent years, but is still too small. By wayof a comparison, 70% of young German personsof the same age group follow a training course.The situation is particularly bad as far as youngforeign women are concerned.

The main reason for this - as ever - is the lack orinadequate knowledge of the German language.This, in turn, stems from the fact that only a verysmall number of foreign youngsters in the FederalRepublic of Germany have attended school full-time or at least partially. As a result, of course,they do not have a final school certificate.

Most of the young foreigners undergoing normaltrade training today have, for the most part, beento a German school for a number of years. Theyspeak good German, have a good final certificatein most cases and are offered the sari ;4vocationalopportunities as comparable young Germans ofthe same age.

The Federal Government, Bundeslander and localauthorities, the top organizations of industry andcommerce, the trade unions and the Churches aremaking diverse efforts to improve the training sit-uation of young aliens. The promotion pro-grammes decided on by the Federal Governmentfocuses on the improvement of educational op-portunities. These programmes embrace the pre-school, school and vocational training sectors aswell as advice and information. Many foreign par-ents and young persons are still riot aware of theimportance of a successfully completed course oftrade training, particularly in a country like Germa-ny which lays great store by formal certificates,nor are they in the picture regarding the manifoldeducational/training opportunities available.

Efforts are being currently focused on measuresaimed at vocational training, the teaching of Ger-man, the overcoming of deficits in general educa-tion and vocational school instruction - and as-sistance concomitant with training.

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Opportunities for foreign children in the FederalRepublic of Germany are thought to be very fa-vourable long-term. In view of the drop in thenumber of German applicants for training places,the readiness on the part of employers to trainyoung foreigners to cover skilled-worker require-ments is growing. Motivation on the part of youngpersons is also steadily increasing.

The promotion of women invocational training

The increased involvement of women in vocation-al training for former "men. jobs" has not beenable to effect any major change in the sex-related,different choice of career. This has a disadvanta-geous result: young women are strongly orientedtowards jobs which can only be learnt in vocation-al school. For the most part, these do not have the"market value" of the trades preferred by males.This restricts later opportunities of employmentand advancement. The favourite school-trainedcareers are household management, businessspecialist, medical care and social work.

A third of all female trainees choose a career ashairdresser, businesswoman in the retail trade,commercial clerk, doctor's assistant or businessspecialist in industrial production and sales. Byway of a comparison, less than a quarter of youngmen concentrate on the five trades most favouredby them.

It is for this reason that efforts have been made foryears to open up the trade/technical trades to amuch greater degree for women. The problems inthis context are to be found on both sides, i.e. em-ployers and young females :

* Firms are hesitant about making vocationaltraining places available to women which haveso far been an exclusively a male preserve,fearing that women will not be equal to thetasks, and are, to some extent, unsure aboutthe effect this training will have on the workingclimate. Employment at a later date is also notwithout its problems. There are protective lawsregarding the employment of women. More-over, many young women leave working life, ifonly temporarily, when they want to start a fam-ily. This confronts many a firm with the questionas to whether trade training for women isworthwhile.

* Most young females are unfamiliar with indus-trial and technical jobs. Environment andschool do little to encourage their interest inthings technical. Often family and acquaintanc-es adopt a negative attitude to "untypical"choices of career. The conventional ideas onthe roles of men and women oppose such ca-reers.

Admittedly, a number of pilot schemes by theFederal Government and the Lander, in which par-ticular effort is being made to involve women to amuch greater extent in metal and electrical trades,have resulted in a perceptible improvement in var-ious attractive, technically-oriented occupationaltraining courses. Nevertheless, if one comparesthe increase of the number of women in "male"occupations from 2% in 1977 to 9.1% in 1990, itis obvious that there is still much to be done in thissector. The European Community also regardsthe promotion of occupational training for youngwomen as a priority measure.

Vocational further training - an overview

Further education means the continuation or re-sumption of organized learning on conclusion ofthe initial training phase or after embarking on a ca-reer. It embraces vocational further training and vo-cational retraining. Further training is designed tomaintain and extend knowledge and skills. Retrain-ing is designed to facilitate the transfer to anotheroccupation. So far, state-financed vocational fur-

24

ther training has been chiefly concentrated on in-terplant programme. Unlike initial trade training,there are relatively few statutory further trainingregulations. In fact, viewed overall, there are fewerstipulations in the statutory organization of voca-tional further training since it is felt that such train-ing must enjoy flexibility rather than be subjectedto formal regulations.

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Vocational further trainingagencies

Vocational further training programmes are of-fered by a variety of agencies and institutions.Those mainly responsible for about half ofthese programmes are firms. They are followedby the adult education institutions (Volkshoch-schulen) which continue to be the provider ofpublicly sponsored further training for variousgroups of persons. In addition, a wide range ofprogrammes is offered by the professional as-sociations, the chambers, the trade unions, theChurches and many other institutions. in viewof the rapidly changing requirements at one'splace of work, further training motivation on thepart of employees is decidedly high. This isparticularly true of the new Bundeslanderwhere, because of the radical) structuralchanges taking place, there is particularlygreat demand for supplementary qualificationsor retraining.

The legal basis of vocationalfurther training

The Federal Government and the Bun-deslander enjoy legislative powers for certainareas of further training. The Federal Govern-ment is legally responsible for out-of-schoolvocational further training whilst the powers ofthe Lander relate, first and foremost, to voca-tional further training in schools, non-vocation-al further training, higher education institutionsand academies.

The responsibility of the Federal Government re-fers to vocational further training outside schools.Such training is organized and carried out by thecarriers mentioned above. The main legal basis forthe regulation of vocational further training is pro-vided by the Vocational Training Law, and the Em-ployment Promotion Act for the financing of fur-ther training.

The Vocational Training Law contains two types ofregulations for vocational further training:

r the Kammerregelungen, i.e. chamber regula-tions. Here, the responsible offices (chambers)can lay down content, aim, requirements, pro-cedure and admission conditions for furthertraining examinations in line with regional de-mand.

* the standard regulations federalwide. They em-brace content, aim, examination regulationsand designation of final certificate.

The most important federalwide regulations forfurther training concern those affecting industrialand handicraft master craftsmen (Industrie andHandwerksmeister). Whereas the regulations forhandicraft master craftsmen boast of a long tradi-tion, those of their industrial counterparts are rel-atively new. They cover a total of 20 skilled areasand thus the major part of industry.

Today the Kammerregelungen in the vocationalfurther training sector embrace 200 different ap-prenticeship trades, especially in the Chambersof Industry and Commerce sector. Here, in1991, over 70,000 further training examinationswere held on the basis of the chambers' regu-lations or federal further training regulations:About two-thirds of these were in the commer-cial sector.

The most important federal statutory basis for thefinancial promotion of vocational further training isthe Employment Promotion Act (AFG). It makes adistinction between individual and institutional as-sistance. Under certain conditions, the AFG ac-knowledges the legal entitlement to financial as-sistance. In addition, certain costs in connectionwith the training measure are reimbursed.

In 1991, 700,000 persons took part in vocationalfurther training, retraining and job-familiariza-tion with AFG financial assistance. The aims andimportance of vocational further training withAFG financial assistance have changed quitemarkedly in recent years. During the years ofeconomic growth and shortage of labour in the1970s, vocational further training served thepurpose of promoting employees' mobility,powers of adaption and individual professionalpromotion. With the growth of unemployment inthe 1980s, these aims gave way to efforts to re-duce unemployment and to promote the reinte-gration of jobless persons. At the moment, thevocational integration of ethnic German immi-grants and assistance for persons without atrade qualification enjoy pride of place, whilst ineastern Germany the acquisition of qualifica-tions, e.g. in the commercial sector, are in greatdemand - qualifications which played a subor-dinate role in a state-controlled economy.

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2C

Further development of vocational training

Further development of the dual system of occu-pational training is influenced by many factors,e.g. manpower requirements and demographicdevelopments, the qualifications demanded atone's place of work, the European unificationprocess, the attractiveness of a skilled-worker ca-reer and the opportunities of advancement in linewith performance.

Requirements in skilled jobs

According to the experts, the marked shift of eco-nomic and employment structures towards theservice industry - accompanied by a decline in theemployment level in those sectors closely linkedwith production - will persist and further accele-rate in the conditions resulting from the Europeandomestic market. Even so, it is anticipated thatmore than 60% of all gainfully-employed personswill be working in production-oriented areas in thewidest sense and in the primary service sector.The call for ever better qualifications will oustsemi-skilled and unskilled workers from these"classical" skilled-worker employment areasmore and more.

Influenced by new technologies, ecological de-mands and the internationalization of economicactivity, the simpler jobs in stock-rooms, des-patch department and offices - as well as tradi-tional manual work - are in less demand. Modernworkplaces are characterized by information andcommunication technology, increasing consulta-tion, team-work and a large degree of personal re-sponsibility.

With the advent of the open-frontier domesticmarket at the beginning of 1993 and the resultant,universal freedom of movement, knowledge offoreign languages will increase in importance. Ac-cording to the latest surveys, 78% of all firms arealready demanding a knowledge of English fromtheir employees. The fact that only 2.5% of voca-tional school pupils are taught foreign languagesshows that something needs to be done - which,albeit, can only be achieved during the initial vo-cational training period. Knowledge of foreign lan-guages has already acquired great importance inthe vocational training process.

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Demographic developments

The general availability of young manpower in re-lation to requirements will be limited in the dec-ades to come. It is this demographic componentof training-place demand, in particular, which,with the marked growth in requirements on thepart of industry and commerce, has resulted in thescarcity of new blood in the currently less popularapprenticeship trades, especially the handicrafts.Sight must not be lost of the fact that, in the historyof the Federal Republic of Germany, the level ofyoung persons being trained in the dual systemhas never been so high as it has been of late. Thegaps in trainee availability for the dual system,however, will extend beyond this demographicfactor if the trend towards the best educationalqualifications possible continues.

The reason for staying on longer at a secondaryschool and acquiring university entrance stemsfrom the realization - or at least the assumption -that such qualifications offer many options via fur-ther education, and the prospect of a promisingcareer. This attitude is not only causing a "dry-out" of the main school (Hauptschulen) - whichwas traditionally the path to the dual training sys-tem. It is also making the main school vis-à-viscompetitive scholastic courses which can onlylead to university entrance via a roundabout route

less attractive in the eyes of many young per-sons and their parents. This is resulting in a situ-ation where young persons with an intermediatecertificate (Mittlerer AbschluB) continue theirschool education or embark on a course of stud-ies instead of starting work in their chosen tradeon completion of their dual training.

The diverse educational efforts needed to en-hance the attractiveness of a skilled-worker ca-reer are characterizing current discussions it Ger-many:

)'z Differentiated promotion of able and less ableyoung persons, exhausting talent and individu-al inclinations, doing greater justice to abilityand basic vocational requirements.

tz Improvement of quality at vocational schools.

Equity of general and vocational training cours-es to the point where master craftsmen are en-abled to enter a higher education institution -in a move to avoid "dead-ends".

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Pilot schemes

For the last 20 years, pilot schemes have turnedout to be a highly effective instrument of innova-tion-promotion in vocational training. On thestrength of an agreement between the FederalGovernment and the Bundeslander, they are dis-cussed beforehand by a joint commission andthen carried out as "school pilot schemes" or "in-dustrial/commercial pilot schemes" in individualeducational institutions. This system providesgreat flexibility within the scope of existing regu-lations and direct testing in practice. Almost 600

Glossary

Careers advice (Berufsberatung)

Careers advice constitutes the basis for young persons'choice of occupation. This service is provided by the local jobcentres (belonging to the Federal Employment Office), inschools and their own facilities - supported by diverse inform-ative material.

Dual system

This term is used to describe the typical form of trade trainingin the Federal Republic of Germany. It takes places on the joband at vocational school simultaneously.

Federal Employment Office (Bundesanstalt fur Arbeit/BA)

This central federal agency is responsible for the social secu-rity of employees, including, inter alia, social insurance, pro-curing employment and finding training places. At a figure ofseveral billion Dm annually, it promotes a wide variety of indi-vidual supporting measures for particular groups of personsin training and further training. State, regional and local jobcentres (Arbeitsamter) are subordinate BA agencies.

Instructors (Ausbilder)

Firms wishing to provide trade training programmes musthave qualified instructors on their pay-roll. In the handicrafts,a training qualification has been an integral part of the mastercraftsman's examination for decades. In industry and othertraining areas there has been a number of statutory qualifica-tion requirements for instructors since the early 1970s. In-structors are required to take an aptitude test to show thatthey possess the necessary expertise and are able to train ap-prentices.

Skilled Trades(Ausbildungsberufe)

Training takes place in the dual system for about 380 skilledtrades. Apprenticeship trades are those which have been rec-ognized by a statutory order.

2

scientifically-monitored pilot schemes have beencarried out or launched and have provided edu-cational policy, research and planning with im-portant impulses. The subject areas embrace thewhole spectrum of training and further trainingcontent and final certificates, cooperation ofplaces of learning and special groups of persons.In the 1980s, the new technologies, post-qualifi-cation measures for vocation reintegration, oc-cupation-related environmental protection, inno-vation transfer following Germany unification andEuropean-related vocational qualifications stoodto the fore.

Training firm (Ausbildungsbetrieb)

Any firm is qualified to offer apprenticeships provided it is suit-ably equipped and has trained instructors on the pay-roll.Such firms must be in a position to comply with all the require-ments for the trade in question.

Training Period (Ausbildungsdauer)

Depending on the trade in question, an apprenticeship canlast from 2 to 31/2 years. The length of training is laid down inthe regulations. Because of increasing qualification require-ments, training courses are tending to become longer.

Training Regulations (Ausbildungsordnung)

Training in an officially recognized skilled trade is regulated byfederal orders. Training firms must adhere to these regulationsand accomplish the training objectives (minimum require-ment) stipulated.

Training Remuneration (Ausbildungsvergutung)

Firms must offer trainees reasonable training remuneration.This based on the apprentice's age and are set out, for themost part, in collective agreements between the employersand trade unions.

Training contract (A us bildungsvertrag)

is a written agreement on apprenticeship in a recognizedskilled trade concluded between a trainee or his or her legalrepresentative (in the case of minors) and the firm in question.

Vocational Foundation Training Year (Berufsgrundbil-dungsjahr/DGJ)

The BGJ exists in full-time school or dual (cooperative) form.It is the first year of dual trade training and is designed tobroaden basic vocational training.

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Vocational Preparation Year (Berufsvorbereitungsjahr)

This is a school programme designed mainly to prepare youngpersons still not mature enough to embark on an apprentice-ship. It is an integral part of vocational training.

Vocational Training Committee(BerufsbildungsausschuB)

All responsible agencies (chambers) must set up a vocationaltraining committee. It must consist, in three equal parts, ofrepresentatives of the employers, the trade unions and voca-tional school teachers.

Vocational Training Report

Ever since 1976, the Federal Ministry of Education and Sci-ence has issued an annual Vocational Training Report whichprovides details of the quantitative and qualitative develop-ments in vocational training.

(Full-time) Vocational Schools (Berufsfachschulen)

These schools offer one to three-year training courses. Theyprovide vocational preparation or training for persons with noprevious practical training. Only in exceptional cases do thesecourses culminate in a skilled trade qualification for blue orwhite-collar workers, as is the case in the dual system.

Vocational School (Berufsschule)

These schools operate as full-time (see above) or part-time in-stitutions. The part-time schools are an integral part of the du-al system of trade training. They continue general educationand provide specialized theoretical instruction. The Vocation-al Preparation Year and the Vocational Foundation TrainingYear take place in full-time schools. Full-time vocationalschools, senior technical and technical schools either prepareyoung persons for trade training - or they supplement or con-tinue this training.

Important AddressesFederal Minister of Education and ScienceBundesminister fUr Bildung und WissenschaftHeinemannstr. 2D-5300 Bonn 2

Federal Minister of Economic AffairsBundesminister ftir WirtschaftVillmomblestr. 76D-5300 Bonn 1

Federal Minister of Labour and Social AffairsBundesminister fur Arbeit und SozialordnungRochusstr. 1D-5300 Bonn 1

Conference of Ministers of Education and CultureKultusministerkonferenzNassestr. 8D-5300 Bonn 1

Federal Institute of Vocational TrainingBundesinstitut far BerufsbildungFehrbelliner Platz 3D-1000 Berlin

Federal Employment OfficeBundesanstaa fur ArbeitRegensburgerstraBe 104D-8500 Nurnberg 30

28 29

National Federation of German IndustryBundesverband der Deutschen IndustrieGustav-Heinemann-Ufer 84-88D-5000 KOIn 51

National Federation of German Employer AssociationBundesvereinigung der Deutschen ArbeitgeberverbandeGustav-Heinemann-Ufer 72D-5000 Köln 51

Federation of German Chambers of HandicraftDeutscher HandwerkskammertagJohanniterstr. 1D-5300 Bonn 1

Federation of German Chambers of Industryand CommerceDeutscher Industrie- und HandelstagAdenauerallee 148D-5300 Bonn 1

Board of the German Economy for Vocational TrainingKuratorium der deutschen Wirtschaft fur BerufsbildungBuschstr. 83D-5300 Bonn 1

Federation of German Trade UnionsDeutscher GewerkschaftsbundHans-Buckler -Str. 39D-4000 Dusseldorf

Union of German Salaried EmployeesDeutsche AngestelltengewerkschaftKarl-Muck-Platz 1D-2000 Hamburg 35

Bibliography

Deutscher Bundestag (German Bundestag)Zukanftige Bildungspolitik, Bildung 2000 (Future EducationalPolicy, Education 2000), Bonn, 1990

Bundesminister fur Bildung und Wissenschaft (Federal Minis-try of Education and Science)Grund- und Strukturdaten (Basic and Structural Data) Bonn,1991/92

Bundesminister fur Bildung und Wissenschaft (Federal IV .is-try of Education and Science)Berufsbildungsbericht 1992 (Vocational Training Report1992), Bonn 1992

Bundesinstitut far Berufsbildung (Federal Institute of Voca-tional Training)Die anerkannten Ausbildungsberufe (The Recognized Train-ing Occupations), pub. annually Koln (Verlag Bundesanzeiger)and Bielefeld (Verlag W. Bertelsmann)

Bundesminister fur Bildung und Wissenschaft (Federal Minis-try of Education and Science)Ausbildung und Beruf, Rechte und Pflichten wahrend derBerufsausbildung (Training and Occupation, Rights and Du-ties during Vocational Training) 27th edit., Bielefeld 1992