- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Completed
Background
As a result of a joint conference in 2013, the Federal Government and the Federal States (Länder) agreed to launch a long-term quality initiative for teacher training.
Objectives
The quality initiative for teachers (Qualitätsoffensive Lehrerbildung, QLB) follows a comprehensive approach and aims to:
- support teacher training from initial/pre-service training to continuing professional development;
- make it more practice-oriented;
- develop and adopt new teaching methods and use ICT/new media for teaching and learning;
- help (future) teachers deal with heterogeneous target groups;
- increase cooperation between the different actors in teacher training.
Description
The Federal Government and the Federal States (represented by the Standing Conference of the Ministers of Education and Cultural Affairs KMK) have launched a joint programme, the Quality initiative for teacher training (Qualitätsoffensive Lehrerbildung, QLB), a funding competition scheme to strengthen initial teacher preparation (ITP) and raise the attractiveness of teaching. In 2014 and 2015, higher education institutions involved in teacher training were invited to submit project proposals QLB. The funding is planned until 2023.
The Federal Government allocated EUR 500 million to support the programme. During the first funding phase of the quality initiative QLB (2015-19), 49 projects at 59 universities/higher education establishments across the 16 Federal States had been approved.
The TUB Teaching 2.0 project at the Technische Universität Berlin for example started in 2016 and is funded until 2023. It is concerned with two main topics: the accurate recruitment of heterogeneous students for the teaching profession at vocational schools and the professionalisation of these students, especially by building up competences in the field of heterogeneity-sensitive tasks. So-called cooperation labs have been developed within the framework of this project. These Ko-Labs are university didactic learning laboratories and offer a new learning environment in which students develop work- and life-world-oriented learning tasks for...
The Federal Government and the Federal States (represented by the Standing Conference of the Ministers of Education and Cultural Affairs KMK) have launched a joint programme, the Quality initiative for teacher training (Qualitätsoffensive Lehrerbildung, QLB), a funding competition scheme to strengthen initial teacher preparation (ITP) and raise the attractiveness of teaching. In 2014 and 2015, higher education institutions involved in teacher training were invited to submit project proposals QLB. The funding is planned until 2023.
The Federal Government allocated EUR 500 million to support the programme. During the first funding phase of the quality initiative QLB (2015-19), 49 projects at 59 universities/higher education establishments across the 16 Federal States had been approved.
The TUB Teaching 2.0 project at the Technische Universität Berlin for example started in 2016 and is funded until 2023. It is concerned with two main topics: the accurate recruitment of heterogeneous students for the teaching profession at vocational schools and the professionalisation of these students, especially by building up competences in the field of heterogeneity-sensitive tasks. So-called cooperation labs have been developed within the framework of this project. These Ko-Labs are university didactic learning laboratories and offer a new learning environment in which students develop work- and life-world-oriented learning tasks for teaching at (vocational) schools. Current socially relevant cross-cutting issues are included in the development of the tasks. The starting point of the design process is the student' encounters with their future pupils' company-based environments.
The QLB initiative is accompanied by research and evaluated. The interim evaluation showed that while interinstitutional cooperation and interlinking theory and practice work well, there is still room for progress in digitalisation training. To tackle this, the Federal Government and the Federal States decided in June 2018 to offer additional funding for the digital training for teachers through the Quality initiative.
In May 2019, a call for proposals was launched for the QLB additional funding guideline on digitalisation.
The second funding phase for the QLB started in July 2019 and will last until end of to December 2023; it includes 48 projects at 58 establishments have been approved.
In 2019, the Federal Ministry of Education and Research (BMBF) published several new brochures:
- Interim results of the Quality initiative for teacher education - Initial findings from research and practice (07/2019), a translation of the German brochure (11/2018);
- Interlocking theory and practice in teacher training (03/2019);
- several accompanying brochures Materials and publications (03/2019).
The KoBeg project (2019-23) is an example of QLB funded project of the second funding phase. It supports students in teacher training for vocational schools who have a heterogeneous level of previous education and provides them with different access routes to higher education. By means of a teaching/learning concept developed specifically for the introductory phase of studies, the acquisition of competences relevant to the success of studies is supported.
Since 2020, the Federal Government and the Federal States have supplemented the Quality initiative for teacher education with a new funding guideline. Funding is focused on digitalisation in teacher education and/or teacher training for vocational schools. 64 universities are involved in the 43 projects recommended for funding.
The final report of the external evaluation of the 'Quality initiative for teacher education (QLB)' published in Summer 2020 summarises the developments of the QLB programme in the first funding phase.
The BMBF website on the quality initiative in teacher education presents the special funding line for the education of VET teachers. It also features current project activities and videos.
In 2020, the BMBF published several new brochures on teacher training: profile formation in teacher training; contributions of QLB to individual orientation, curricular development and institutional anchoring (01/2020), and an accompanying brochure entitled Materials and publications (03/2020).
In March 2021, the University of Osnabrueck hosted a virtual workshop in the framework of the QLB programme, which focused on the education of VET teachers and its challenges.
The project University & vocational school - Symbiosis for teacher training, is an example of QLB funded project. With an innovative university didactic concept, theory courses for prospective VET teachers are closely interlinked with teaching practice. They can develop competences that are specific to teaching at vocational schools - e.g. with regard to material content, but also to language support in all subjects and the use of digital media typical for teaching at vocational schools. The first project implementation report was published in March 2021.The dynamics of the QLB programme contribute to bringing different actors in teacher education into dialogue with each other. Since March 2020, a total of 91 projects from 72 teacher training universities throughout Germany have been included in the programme funding. In November 2021, the projects leaders came together with other decision-makers and designers of teacher education at the 3rd QLB programme congress.
The 2021 report of the QLB programme evaluation focused on strategies of the funded projects for sustainability and transfer.
In April 2022, the BMBF published an English summary of the QLB programme brochure Milestones in teacher education (German brochure published 11/2021), including a chapter on strengthening teacher education for vocational schools.
There is a considerable shortage of teachers at vocational schools, especially in the industrial-technical sector. QLB funded projects are addressing this with innovative concepts: ways are being tested to attract new target groups for vocational teacher training and to enable side entry through high quality further training programmes.
The project Edu 4.0 - Teacher training for a culture of digital transformation at grammar and vocational schools is an example of QLB funded project. Its aim is the interdisciplinary development of structures, offers and measures at the University of Konstanz to promote digital competences of student (VET) teachers. The second implementation report was published in April 2022. Under the motto Shaping future perspectives through transfer and sustainability, the third network conference of the Quality initiative for teacher training took place in Leipzig in October 2022. The film clip Climate, Environment, Sustainability was shown for the first time at the conference. It shows concepts for training future teachers of all disciplines on topics of environmental protection and sustainability in the classroom.
The 2022 annual report of the QLB programme focused on approaches for increasing the recognition and autonomy of teacher training at universities and in the scientific community.
In 2023, final events took place in many projects during this last year of funding, with an outlook on future activities. Many projects were able to publish publications or present innovations. These can be found on the homepage.
A selection:
- as part of the project for teacher training at vocational schools, an anthology on educational technologies (EdTech) in vocational training and further education was created;
- Cooperative Liberal Laboratory was opened (CoLiLab). Here, teacher training students from all subject areas have access to digital and analogue tools for developing innovative teaching and learning formats. In addition to a support structure, the work is based on collaboration and interdisciplinarity.
At the conclusion of the funding programme, the effects will be summarised in the BMBF's published brochure in English, Qualitätsoffensive Lehrerbildung - A look back, a look ahead (12/2023). In order to make the potential for reforms in teacher training available even after the funding period, recommendations were made on how teacher training can be strengthened in the future. In its master plan for REFORMING TEACHER TRAINING, the Stifterverband has published 75 measures for reforming teacher training.
The joint Quality Initiative for Teacher Training supported by the federal and state governments came to an close at the end of 2023.
In 2024, even after the funding programme has ended, the initiatives that have been launched remain active and present results on the topics. The homepage contains updated information on the resonances of the QLB, but also on publications, networks, tools, curricular developments and teaching-learning laboratories, as well as the latest developments. Among other things, a new online portal for teaching materials and research contributions for the further training of teachers has been launched and further publications on the projects have been published.
A total of 20 funded projects throughout Germany were relevant to the training of vocational school teachers. Thirteen projects on vocational teaching were funded from 2020. Four projects on digitalisation and vocational teaching were funded from 2020. Information and the final reports on the projects have been published and can be viewed.
The effects of the QLB are summarised in many contributions and feedback. One contribution highlights the key results from an academic perspective. At the same time, the need for further strengthening of teacher training at universities is recognised. There is a need for discussion regarding the financing and responsibilities of future support measures, but also regarding the institutional framework conditions and requirements. In view of the shortage of teachers, some are in favour of continued federal involvement (teacher training is the responsibility of the respective federal states).
During the project period, various QLB university locations joined together to form networks on the fields of action and on topics that went beyond them. The network initiative Sustainable Institutionalisation of Teacher Education advocates the creation of a cross-phase, cross-state and cross-disciplinary institutionalised space for discourse in which participants from all phases of teacher education can exchange ideas. A coordinated strategy paper for the possible establishment of an alliance for teacher education was developed as part of QLB. It remains to be seen to what extent these impulses will develop in exchange with policymakers.
Bodies responsible
- Federal Ministry of Education and Research (BMBF)
- Federal States (Länder)
- Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
Target groups
Education professionals
- Teachers
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Long-term quality initiative for teacher training: Germany. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/el/tools/timeline-vet-policies-europe/search/28143