Country fiches
Germany (2023)
OVERALL TARGETS IN IVET MOBILITY POLICY
Overall policy targets are in place. The federal act on VET (Vocational Training Act – BBiG) as well as the political objectives aim at the integration of international mobility activities as a rule and not an exception. This is the only way to qualify IVET-learners in an appropriate manner for the requirements of a labour market and to support the internationalization of Vocational Education and Training in Germany. This overall target includes the necessity to introduce and standardize several instruments of quality assurance in order to simplify the implementation of mobility activities.
This federal act on VET was reflected in a countrywide policy target: In 2013, the Deutsche Bundestag (German Parliament) recommended that in 2020 at least 10 % of all apprentices graduating in the Dual System should have had a learning experience abroad (1). Therefore, the Federal Ministry of Education and Research launched in September 2017 the new national pilot programme “AusbildungWeltweit” (VETWorldwide) for funding international learning experience of German IVET-learners in the dual system. It offers the possibility to gain international learning experience in all countries not associated to Erasmus+ and to foster the participation of learners and their training companies in transnational mobility. This programme represents an attractive supplement to Erasmus+ for enterprises having a high demand for sending their apprentices in countries outside the EU. By implementing this programme, the German government creates not only new opportunities for IVET-learners to learn abroad and for their training companies to participate in international cooperations, it also demonstrates the political willingness to expand international learning mobility in IVET. As this funding programme was very successful in 2017 and 2018, this pilot programme became a national funding programme for international mobility in IVET in November 2018.
Even if the national 10% benchmark until 2020 described above is not valid anymore, Germany continues to implement specific measures to strengthen transational mobility in VET. For example, early 2020 the Federal Ministry of Education and Research published new funding guidelines for the programme. It includes a broader definition of who is eligible to apply for funding, now including VET schools. It is also now possible for VET students whose study focus is regulated by the Länder to take part. AusbildungWeltweit is therefore open to all VET students in initial training (2). Moreover, Germany remains commited to the European benchmark recommended by the Council of the European Union that 8 % of learners in VET benefit from a learning mobility abroad, despite the difficult conditions during to the pandemic. The Bundesrat (German Federal Council) explicitely endorsed this benchmark. (3) On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021. (4) The Federal Institute for Vocational Education and Training published in 2022 a competence module with specific examples of formulations to help integrate “international professional competences” in German training regulations (each state-recognised training occupation has their own training regulation, e.g. for the occupation of mechatronics fitter). The tool was developed on national level on behalf of the Federal Ministry of Education and Research with experts, social partners and government representatives. (5)
International mobility in IVET is also a policy target at the level of the Länder. A good example of this is the ministry of education in North Rhine-Westphalia (NRW) (6) which adopted a decree on the "Certification of vocational schools for their international cooperation activities in European vocational training" (7). With this decree, the ministry aims at strategically supporting and implementing international mobility and internationalisation at vocational schools in NRW. This decree includes a benchmark for mobility as well as a curriculum for the additional qualification “international VET mobility”: vocational schools making transnational mobility possible for 10 % of their pupils and implementing this curriculum are awarded the certification. Furthermore, in 2019 North Rhine-Westphalia introduced the initiative “Europa- Erleben und Lernen” (Europe – experience and learn). Companies who take part in the initiative allow their apprentices a mobility at a European subsidiary or partner company. After their return, they take part in an apprentice and student parliament simulation (8). In 2020, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers’ participation in international mobilities in order to increase the attractiveness of VET (9). In September 2021, the NRW government adopted an agenda for strenghthening VET including transnational mobility of apprentices. (10) This shows the political will of the Länder to strengthen transnational mobility in VET.
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(1) http://dip21.bundestag.de/dip21/btd/17/109/1701986.pdf
(2) https://www.ausbildung-weltweit.de/dateien/F%c3%b6rderrichtlinie_Ausbil…
(3) celex_32020h120201_en_txt.pdf (europa.eu)
(4) https://dserver.bundestag.de/btd/19/309/1930950.pdf
(5) https://www.bibb.de/de/pressemitteilung_158853.php
(6) The Lander have political and legislative competence for the VET school part of dual IVET, and therefore play an important role in IVET mobility as well. North Rhine-Westphalia (NRW) is a forerunner, since it is the first state to set a benchmark in this field. NRW is the most populous and economically strongest state (highest gross regional product) in Germany. NRW also has the most apprentices, the most participants in Erasmus+ funded IVET mobility, and the best developed guidance infrastructure for IVET mobility (at district level, guidance is provided in every VET school and company, esp. SMEs). NRW already experiences a shortage of skilled workers, so wants to make IVET more attractive, for example by fostering international mobility. Other Lander (like Bavaria or Baden-Wurttemberg) support IVET mobility politically, but do not have a benchmark.
(7) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(8) https://www.mbei.nrw/sites/default/files/asset/document/initiative_euro…
(9) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…
(10) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
This federal act on VET was reflected in a countrywide policy target: In 2013, the Deutsche Bundestag (German Parliament) recommended that in 2020 at least 10 % of all apprentices graduating in the Dual System should have had a learning experience abroad (1). Therefore, the Federal Ministry of Education and Research launched in September 2017 the new national pilot programme “AusbildungWeltweit” (VETWorldwide) for funding international learning experience of German IVET-learners in the dual system. It offers the possibility to gain international learning experience in all countries not associated to Erasmus+ and to foster the participation of learners and their training companies in transnational mobility. This programme represents an attractive supplement to Erasmus+ for enterprises having a high demand for sending their apprentices in countries outside the EU. By implementing this programme, the German government creates not only new opportunities for IVET-learners to learn abroad and for their training companies to participate in international cooperations, it also demonstrates the political willingness to expand international learning mobility in IVET. As this funding programme was very successful in 2017 and 2018, this pilot programme became a national funding programme for international mobility in IVET in November 2018.
Even if the national 10% benchmark until 2020 described above is not valid anymore, Germany continues to implement specific measures to strengthen transational mobility in VET. For example, early 2020 the Federal Ministry of Education and Research published new funding guidelines for the programme. It includes a broader definition of who is eligible to apply for funding, now including VET schools. It is also now possible for VET students whose study focus is regulated by the Länder to take part. AusbildungWeltweit is therefore open to all VET students in initial training (2). Moreover, Germany remains commited to the European benchmark recommended by the Council of the European Union that 8 % of learners in VET benefit from a learning mobility abroad, despite the difficult conditions during to the pandemic. The Bundesrat (German Federal Council) explicitely endorsed this benchmark. (3) On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021. (4) The Federal Institute for Vocational Education and Training published in 2022 a competence module with specific examples of formulations to help integrate “international professional competences” in German training regulations (each state-recognised training occupation has their own training regulation, e.g. for the occupation of mechatronics fitter). The tool was developed on national level on behalf of the Federal Ministry of Education and Research with experts, social partners and government representatives. (5)
International mobility in IVET is also a policy target at the level of the Länder. A good example of this is the ministry of education in North Rhine-Westphalia (NRW) (6) which adopted a decree on the "Certification of vocational schools for their international cooperation activities in European vocational training" (7). With this decree, the ministry aims at strategically supporting and implementing international mobility and internationalisation at vocational schools in NRW. This decree includes a benchmark for mobility as well as a curriculum for the additional qualification “international VET mobility”: vocational schools making transnational mobility possible for 10 % of their pupils and implementing this curriculum are awarded the certification. Furthermore, in 2019 North Rhine-Westphalia introduced the initiative “Europa- Erleben und Lernen” (Europe – experience and learn). Companies who take part in the initiative allow their apprentices a mobility at a European subsidiary or partner company. After their return, they take part in an apprentice and student parliament simulation (8). In 2020, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers’ participation in international mobilities in order to increase the attractiveness of VET (9). In September 2021, the NRW government adopted an agenda for strenghthening VET including transnational mobility of apprentices. (10) This shows the political will of the Länder to strengthen transnational mobility in VET.
__________
(1) http://dip21.bundestag.de/dip21/btd/17/109/1701986.pdf
(2) https://www.ausbildung-weltweit.de/dateien/F%c3%b6rderrichtlinie_Ausbil…
(3) celex_32020h120201_en_txt.pdf (europa.eu)
(4) https://dserver.bundestag.de/btd/19/309/1930950.pdf
(5) https://www.bibb.de/de/pressemitteilung_158853.php
(6) The Lander have political and legislative competence for the VET school part of dual IVET, and therefore play an important role in IVET mobility as well. North Rhine-Westphalia (NRW) is a forerunner, since it is the first state to set a benchmark in this field. NRW is the most populous and economically strongest state (highest gross regional product) in Germany. NRW also has the most apprentices, the most participants in Erasmus+ funded IVET mobility, and the best developed guidance infrastructure for IVET mobility (at district level, guidance is provided in every VET school and company, esp. SMEs). NRW already experiences a shortage of skilled workers, so wants to make IVET more attractive, for example by fostering international mobility. Other Lander (like Bavaria or Baden-Wurttemberg) support IVET mobility politically, but do not have a benchmark.
(7) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(8) https://www.mbei.nrw/sites/default/files/asset/document/initiative_euro…
(9) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…
(10) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
Latvia (2023)
OVERALL TARGETS IN IVET MOBILITY POLICY
Overall policy targets are in place. Aspects of learner mobility are part of national education policy to raise international competitiveness of education and to promote the prestige of vocational education. Education development guidelines for 2021 – 2027 (2021)1 set the task to provide support measures for transnational mobility and cross-border co-operation in vocational education and define quantitative goals for the number of vocational students involved in learning Therefore, transnational mobility is an integral part of vocational school development strategies (2021 – 2027). Investment and Development Strategies 2021-20272 where an inherent part (priority) is internationalisation which addresses the issue of mobilities as well.
During the framework period, it is planned to promote the capacity of education policy makers, implementers and institutions for the internationalisation of Latvia's education and for the successful participation in the EU and other international education programmes, in order to promote the development of Latvia's education and international visibility. Significant support is intended for the development of resources and capacity of public administration in the field of education and for the development of the resources and capacity of all institutions in the education sector in order to increase the international prestige and export capacity of Latvian education.
Education Development Guidelines 2021-2027 (2021) define that higher education and science are currently one of the sectors of global activity, which means that cross-border mobility of academic and scientific staff, students and graduates is an integral part of it. In 2021-2027, it is planned to strengthen international cooperation and internationalisation in higher education, including the participation of universities in high-level international consortia, such as the EU association, European universities. It is also important to improve the quality of the internationalisation of Latvia's higher education by providing both modern and high-quality study programmes and study environments, both highly qualified academic staff and by attracting motivated students. In vocational education, it is planned to continue on the ground by strengthening cooperation between the Baltic States.
In vocational education, the involvement of educational institutions in the process of internationalisation of education should be encouraged by continuing Baltic cooperation, developing cooperation with third countries, and by targeting links with young people in the diaspora. This is the way to export vocational education, innovative capacity and competitiveness of Latvia. The development of Latvian vocational education during the implementation period of the guidelines is aimed at achieving outstanding achievements, along with ensuring an inclusive approach. At present, the capacity of excellence, innovation and internationalisation of VET centres is underdeveloped. To this end, a wider package of measures is intended to promote the transformation of VET centres into centres of excellence and innovation in vocational education and to strengthen the role and capacity of VET centres in order to prepare a competitive workforce. It will also contribute to the involvement of VET centres in networks and platforms at EU level. Therefore, transnational and integrational mobility is increasingly becoming an integral part of vocational school development plans.
Strengthening VET centre capacity and performance in the implementation of EQAVET approach and concept of defining learning outcomes (LOs), ensuring their assessment, validation and recognition in a national and transnational context is also essential, both by ensuring links between different levels of education and by promoting cooperation within a single level of education between different institutions and by harmonising the ways and forms of education implementation. The implementation of the principles of LOs concept and EQAVET makes it possible to ensure the quality of supply for lifelong career processes and labour market requirements, as well as to implement and assess competences acquired outside formal education. In order to ensure the quality of vocational training offers, all learners of vocational education institutions (including adults and potential learners (e.g. students in basic education) should be provided with timely, individualised and permanent support for career development and the necessary information measures should be implemented.
Erasmus + programme continues to be main instrument for promoting international cooperation with partner countries under the Programme and thus contribute to the development of the Common European Area of Education. The Erasmus + programme provides learning mobility for different target groups in higher education, vocational education, general education and adult education; facilitates innovative practices through cooperation partnerships; support different measures for education policy reforms as well as encourages implementation of projects that provide resources for the development in Education and Training fields of policy initiatives and for the introduction of good practices in the Latvian education system.
During the framework period, it is planned to promote the capacity of education policy makers, implementers and institutions for the internationalisation of Latvia's education and for the successful participation in the EU and other international education programmes, in order to promote the development of Latvia's education and international visibility. Significant support is intended for the development of resources and capacity of public administration in the field of education and for the development of the resources and capacity of all institutions in the education sector in order to increase the international prestige and export capacity of Latvian education.
Education Development Guidelines 2021-2027 (2021) define that higher education and science are currently one of the sectors of global activity, which means that cross-border mobility of academic and scientific staff, students and graduates is an integral part of it. In 2021-2027, it is planned to strengthen international cooperation and internationalisation in higher education, including the participation of universities in high-level international consortia, such as the EU association, European universities. It is also important to improve the quality of the internationalisation of Latvia's higher education by providing both modern and high-quality study programmes and study environments, both highly qualified academic staff and by attracting motivated students. In vocational education, it is planned to continue on the ground by strengthening cooperation between the Baltic States.
In vocational education, the involvement of educational institutions in the process of internationalisation of education should be encouraged by continuing Baltic cooperation, developing cooperation with third countries, and by targeting links with young people in the diaspora. This is the way to export vocational education, innovative capacity and competitiveness of Latvia. The development of Latvian vocational education during the implementation period of the guidelines is aimed at achieving outstanding achievements, along with ensuring an inclusive approach. At present, the capacity of excellence, innovation and internationalisation of VET centres is underdeveloped. To this end, a wider package of measures is intended to promote the transformation of VET centres into centres of excellence and innovation in vocational education and to strengthen the role and capacity of VET centres in order to prepare a competitive workforce. It will also contribute to the involvement of VET centres in networks and platforms at EU level. Therefore, transnational and integrational mobility is increasingly becoming an integral part of vocational school development plans.
Strengthening VET centre capacity and performance in the implementation of EQAVET approach and concept of defining learning outcomes (LOs), ensuring their assessment, validation and recognition in a national and transnational context is also essential, both by ensuring links between different levels of education and by promoting cooperation within a single level of education between different institutions and by harmonising the ways and forms of education implementation. The implementation of the principles of LOs concept and EQAVET makes it possible to ensure the quality of supply for lifelong career processes and labour market requirements, as well as to implement and assess competences acquired outside formal education. In order to ensure the quality of vocational training offers, all learners of vocational education institutions (including adults and potential learners (e.g. students in basic education) should be provided with timely, individualised and permanent support for career development and the necessary information measures should be implemented.
Erasmus + programme continues to be main instrument for promoting international cooperation with partner countries under the Programme and thus contribute to the development of the Common European Area of Education. The Erasmus + programme provides learning mobility for different target groups in higher education, vocational education, general education and adult education; facilitates innovative practices through cooperation partnerships; support different measures for education policy reforms as well as encourages implementation of projects that provide resources for the development in Education and Training fields of policy initiatives and for the introduction of good practices in the Latvian education system.