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German Office for International Cooperation in Vocational Education and Training (GOVET) at the Federal Institute for Vocational Education and Training (BIBB), Bonn. Ilona Medrikat. Madrid, 14 de Marzo 2014. Structure of presentation. GOVET at BIBB - PowerPoint PPT Presentation
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®
German Office for International Cooperation
in Vocational Education and Training (GOVET) at the
Federal Institute for Vocational Education and Training (BIBB), Bonn
Ilona Medrikat Madrid, 14 de Marzo 2014
®
Structure of presentation
1. GOVET at BIBB
2. German Dual VET (IVET- Initial Vocational Education & Training)• The German Dual VET System – a General Overview • Governance• Financing
3. Continuing Vocational Education and Training (CVET)• CVET in Germany• The Role of BIBB in CVET
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1.German Office for International Cooperation in VET (GOVET)
at the Federal Institute for Vocational Education and Training (BIBB)
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is the national and international centre of competence for initial and continuing
vocational education and training in Germany and contributes to the
improvement of vocational education and training by means of research,
advisory services and development.
Founding of BIBB: 1970
Current basis in law: Vocational Training Act of 1969
Public-law institution with its own legal personality
Legal supervision: Federal Ministry of Education and Research
Members of staff: 630, (including) 29 apprentices
BIBB – Who we are
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Areas of responsibility and tasks of BIBB
Drawing up concepts for the qualification of in-company training staff
Support of in-company training practice via modern training documentation and media
Investigation of the structural developments on the training places market and within continuing training
Identification of future qualification requirements by early recognition of these
Development and modernisation of initial and advanced training occupations
International research and VET cooperation
Promotion of modern vocational training centres to supplement in-company initial and continuing vocational education and training
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Context of GOVET activities at BIBB
Ministry in charge: Federal Ministry for Education and Research Regulatory context: BIBB contributes following Federal law for VET (§90;3) to
international VET cooperation
Department 1: Internationalisation of Vocational Education and Training / Knowledge Management
Section 1.1Internationalisation & Monitoring of Vocational Education and Training Systems
Section 1.2International Cooperation and Advisory Services / Central Office for International Cooperation in VET
Section 1.5iMOVE International Marketing of Vocational Education
Increasing request for development of work based, dual or alternance‐based training in different countries in and outside Europe
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Support of bilateral working groups led by the Ministry, implementation of pilot-projects
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2.German Dual VET (IVET- Initial Vocational Education & Training)
•The German Dual VET System – a General Overview
•Governance
•Financing
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Basic structure of the German education and training system
Lower secondaryschool
Intermediateschool
Comprehensivesecondaryschool
Primary school
Continuing vocational training
Dual System
Company/part-time vocational school
Full-time vocational schools
Senior level at compr. secondary school
Secondary level I 10 to 15/16 years
Primary level 6 to 10 years
Secondary level II 15 to 19 years
Tertiary levelover 19 years
Continuing education
Universities
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The German Dual VET System - Two Venues for Learning
10
Bund/German Federal State: Training Regulation (AO) Federal States: Framework Curriculum (RLP)
Company
Part-time vocational
school
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Basic elements of the dual system
Funding
Training contract
Training Company
Chambers or other competent bodies
Trainer
Vocational Training Act
Company Training Plan
CompanyCompany
Training regulations
Compulsory attendance
States, district andlocal councils
State or local education authorities/bodies
Vocational School teacher
State School laws
Curriculum
Vocational SchoolVocational School
Framework Curriculum
Advice and Monitoring
Training staff
Legal Basis of Training
Training venues
Legal basis of training relations
Legal basis of training occupations
Training content
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Governance
Source: Education report working group at the Max Planck Institute for Education Research 1990.
Federal level:FM of Education and Research in cooperation
with other Federal Ministries responsible
State level:State government
Minister of Education
Conference ofthe Ministers of
Education
Federal Institute forVocational Education and Training
Employers’ associations Trade unions
Relevant agency(Chamber)
Examination boards
Vocational school In-company training Workers´ councilYouth representative
Fra
me
wo
rkcu
rric
ula
Cu
rric
ula
Dual system of vocational education and training
Tra
inin
g o
rdin
an
ces,
La
ws
Inter-company training centres
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Labour market as driver of the TVET system
Social Partners: •represented in all relevant TVET-Boards on all levels, e.g. main board at BIBB• involved in process of change or development of new training regulations and framework curricula• agree on proposals for the development or revision of training regulations before they are taken up by the Federal Government
Chambers: • self-governing bodies of industry and crafts • public tasks in dual training (competent bodies) • training advisers• receive training contracts, check and register them, • take care of the overall organisation of examinations.
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Financing of Vocational Education and Training
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Gross costs, gains and net costs per trainee and year
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3.Continuing Vocational Education and Training (CVET)
•CVET in Germany•The Role of BIBB in CVET
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CVET in Germany – Characteristics and regulation
Main characteristics of the continuing training system
• Pluralistic structure of CVET providers• Market-oriented organisation• Subsidiary role of the state• Regulation on different levels: federal, 16 states,
individual chamber regulations (differing by sectors and type of continuing training certificate)
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CVET Regulation Bund (Federal State)• Act on Vocational Education and Training
(Berufsbildungsgesetz)• Legal ordinance of the craft sector• Act on the Promotion of Career Advancement -
„Meister-Bafög“ (AFBG)• Act on Labour Management Regulation
(Betriebsverfassungsgesetz)• Act on Distance Learning (Fernunterrichtsgesetz)
Länder (16 federal states) • Regulation for schooling and higher education• Acts on Continuing Education and Training
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Continuing Vocational Education and Training – Aims
Aims and Concept of Vocational Education (§ 1 BBiG)
Preparation for Vocational Education
Vocational Education and
Training
Continuing Vocational Education
Occupational Re-Training
• Basic knowledge to prepare the entrance into vocational education
• Professional knowledge and skills
• Professional Experience
• Maintainance, adjustment or extension of professional knowledge and skills
• Career advancement
• Enable professionals to enter a new occupational field
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Continuing Vocational Education and Training
Continuing Training
Continuing Vocational
Education and Training
Cultural Education
Political Education
Social Education
Continuing Training
Adaptive continuing
training
General Continuing
Education and Training
Academic Continuing Training
Re-Training Work-based learning
Continuing training for
career advance-
ment
Certified vocational
professions
Occupationtasks
Formal Learning
Informal Learning
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Some Facts about IVET and CVET (2011)
• 1,48 Mio. trainees
• 58% of all companies were allowed to train
• 31%, every third firm, trained
• Not all training places could be occupied. 17 % remained vacant.
• Two out of three VET graduates where employed by training company after finishing training
• About 53 % of the companies have supported continuing VET measures financially or by paid time off
• 31% of all employees took part in in-company continuing VET measures
Source: IAB Nürnberg (2012): Betriebliche Berufsausbildung und Weiterbildung in Deutschland
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Challenges
• Demographic decline - competition of the dual system with higher education institutions will increase.
• Raising permeability between dual training and higher education -
Competences acquired during VET must be recognised for further education including for university access.
• Raising the international competiveness of our skilled workforce through CVET - International qualifications like foreign language knowledge and intercultural skills are increasingly important.
• About 300.000 persons in transition system – reorganization and new concepts necessary
• Demographic decline - competition of the dual system with higher education institutions will increase.
• Raising permeability between dual training and higher education -
Competences acquired during VET must be recognised for further education including for university access.
• Raising the international competiveness of our skilled workforce through CVET - International qualifications like foreign language knowledge and intercultural skills are increasingly important.
• About 300.000 persons in transition system – reorganization and new concepts necessary
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Gracias por su atención
Contacto: Ilona Medrikat
+49 (0)228 /107- 2527
www.bibb.de/en