Country fiches
Germany (2023)
6.1.1. MOBILITY PREPARATION FROM THE EARLY STAGES OF EDUCATION
The country has taken actions that cover the following three dimensions.
Linguistic and intercultural preparation
Foreign language teaching is an integral part of basic general education at all primary and secondary schools. In vocational schools, language teaching builds on the competences taught in the lower secondary level. It develops the ability to act in an international professional context and promotes intercultural competences and the mobility of apprentices (1). The KMK foreign language certificate (2) is a nationwide regulated certificate proving job-related foreign language skills. The exams are based on the KMK framework agreement on the certification of foreign language skills in vocational training (3) and on the areas of competence and levels of the Common European Framework of Reference for Languages (CEFR). A particular strength of this additional qualification is its consistent occupational orientation. The exams consist of a written and an oral part. They are carried out by vocational schools.
In May 2017, the Ministry for Education and Cultural Affairs of North Rhine-Westphalia (NRW) decided to commit itself to reach the national benchmark for mobility in VET: by 2020, 10% of IVET-learners in North-Rhine-Westphalia should have a learning experience abroad. To reach this target, a two-fold certification tool is to be implemented: certification of the vocational schools for their activities in the European cooperation in vocational education, and certification of the IVET learners for additional qualification in “international vocational mobility”. This additional qualification includes min. 10 working days abroad and min. 40 teaching hours before and after the apprenticeship abroad in different relevant subjects: foreign language, company abroad, cultural sensitisation, documentation and reporting. Certification is given to schools that allow at least 10 percent of their students to stay abroad and also implement curricular and strategic measures for internationalization (4). Further, the NRW ministry of education adopted in September 2021 an agenda for strengthening VET, including concrete measures to foster competences in intercultural and foreign language competences and (preparation of) transnational IVET mobilities (34). This is quite significant, since North Rhine-Wesphalia is the most populous and the economically strongest federal state in Germany.
The national agencies Erasmus+ in Germany and the pedagogical exchange service (PAD) of the KMK (conference of the federal education ministries) organised an impulse conference on 16 January 2018 “Talk to me! Languages.Learning.Europe” to foster linguistic preparation for international mobility of upper secondary learners (5).
The involved institutions (KMK in schools at federal level, the national agencies for Erasmus+ and AusbildungWeltweit, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) at the National Agency at the German Federal Institute for Vocational Education and Training (NA at BIBB) and the chambers initiative “Training without Boarders”) are informing about preparation activities by each providing an up-to-date website and mobility guide with a chapter on linguistic and intercultural preparation.
As summarised in the ReferNet thematic report 2020 on international mobility of apprentices (6), several bilateral programmes integrate language courses and intercultural awareness as part of the mobility projects of apprentices to overcome the linguistic obstacle. Here are some examples: ProTandem, the German-French-Office for exchange in VET (former DFS “Deutsch Französisches Sekretariat”), the Deutsch-Französisches Jugendwerk DFJW / OFAJ (Franco-German Youth Office), Deutsch-Polnisches Jugendwerk DPJW (Polish-German Youth Office), Deutsch-Griechisches Jugendwerk DGJW (Greek-German Youth Office),Tandem - Koordinierungszentrums Deutsch-Tschechischer Jugendaustausch (Coordination centre for Czech-German youth exchanges), DNJW and Interreg in the Netherlands, DAJW in African countries, and also bilateral programmes with Israel and the USA.
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. It shows a corresponding demand for international competences in VET (in terms of intercultural competence, international professional competence, foreign language competence). (33)
Digital competences
As described in the ReferNet thematic report “Vocational education and training for the future of work in Germany” published in January 2020 (7), the umbrella initiative VET 4.0 (8) launched in 2016 has helped identify the requirements arising from digitalisation and promote innovation in order to continue to develop the German VET system. Training regulations are being updated accordingly and new regulations developed in this sense (9). Under its ‘Digital pact for schools’ (10) programme, the Federal Government has been funding since 2019 the digital infrastructure needed across all German schools (including vocational schools) to promote the uptake of digital skills, as the European Computer Driving Licence (ECDL). However, even before this national initiative, the federal states have already faced the digital challenge in VET schools, as in North-Rhine-Westphalia since 2016 (11). Increasing digitalisation is making new demands on vocational training that requires an appropriate upgrading of equipment as well as innovative teaching and learning concepts in inter-company vocational training centres ÜBS (BMBF funding programmes 2016-23 promoting digitalisation in ÜBS (12)) and in training companies, especially in SMEs (JOBSTARTER plus funding programme supporting training companies in the digitalisation process (13)). New learning scenarios and modern initial and continuing training courses are promoting the acquisition of digital media competence (Digital media in VET framework programme 2012-22 with own website www.qualifizierungdigital.de(14)). To reach this goal, digital qualification of in-company trainers (DIMBA research project 2016-18 followed by Digital change qualification Q 4.0 initiative 2019-22 (15)) and VET-school teachers (Digital upskilling of VET teachers’ strategy 2016 and funding programmes since December 2018 (16)) is essential.
The online platforms “Forum for trainers”, www.foraus.de, “Digital media in VET”, www.qualifizierungdigital.de, and “Qualification Network Q 4.0” www.netzwerkq40.de provide in-company trainers and VET school teachers with suitable online resources and tools for distance learning of theoretical and practical components, addressing the implications of COVID-19. The digital platforms offer online training modules and allow sharing and collaborative design of teaching and training material. The projects MIKA seminars and Digi-Gap both equip VET trainers and teachers respectively with digital skills, remote and blended teaching pedagogies.
(Source:http://libserver.cedefop.europa.eu/vetelib/2022/teachers_and_trainers_i…)
The COVID 19 pandemic has intensified the need for digitalisation in VET schools and companies (17).
In the field of digital competences in VET, an increasing number of measures are financed. The aim is to use digital media in model projects at the regional and national level to contribute to sustainable structural change of the VET system. The "Digital Media in Vocational Training" funding programme (18) is focused on projects that prioritise direct integration of learning processes into real occupational contexts, for example through workplace-based learning, ePortfolios and Open Educational Resources – OER (i.e. open education and training materials). These can help to modernise initial and continuing vocational training, help to more widely disseminate the use of digital media for training and education purposes and increase the number of people engaged in digital learning and forms of work (19).
In February 2021, four modernised standard occupational profile items (“Standardberufsbildpositionen”) were agreed by all actors involved in training regulatory work and will find their way from August 2021 into all newly regulated dual training occupations. Digitalisation and sustainability in the working world are now compulsory subjects for all apprentices and companies involved in training are obliged to integrate and implement these subjects in their individual company training plans. This will facilitate the digital preparation for IVET mobilities. (https://www.bibb.de/en/134898.php )
Internationalising the IVET curriculum
One of the aims defined by the Federal Government consists in: Internationalizing vocational training and education is an aim of the federal Government "to ensure that skilled personnel have the qualifications they need in a globalized economy" (20).
Many companies integrate additional international skills in their training programme in order to meet the demand for internationally skilled staff and to prepare the apprentices for a learning phase abroad. Many VET schools not only encourage their students to earn abroad but also offer additional international courses (i.e. foreign languages). In Lower Saxony for example, the Ministry for Education and Cultural Affairs gives VET schools the possibility to develop an international profile, including the curricula. The internationalisation process within the schools is supported by a practical handbook from the regional ministry (21). Chambers are also very active regarding additional international qualifications. The Crafts Chamber of Muenster for example, offers the additional international qualification "European Assistant" (22) with a three-week internship abroad as well as a “European Assistant” Plus version including a four-month stay abroad.
There is a growing number of apprenticeship programmes offering (optional) additional international qualifications, as detailed in the ReferNet thematic report 2020 on international mobility of apprentices (6). The Erasmus+ VET Mobility Charter implemented in Germany by the NA at BIBB (23) encouraged the internationalisation of IVET curricula in organisations, as this accreditation created space for further content developments in the curricula (126 accredited learning venues in Germany by 2020; 377 new accreditations and 219 new applications in 2021 (24)). As a result, more and more schools and federal states offer international additional qualifications (refer to database AusbildungPlus https://www.bibb.de/dienst/abp/de/zusatzqualifikationen.php ), as extra modules on top of the national qualification. Here are three examples:
(a) At the Berufskolleg Uerdingen, apprentices in electrical engineering, information technology, metal and chemistry can complete the IHK additional qualification "European Technician" (25).
(b) The Erasmus+ project “B.Smart4Europe” offers a European additional qualification in digital skills at the Max-Weber-Berufskolleg in Duesseldorf (26).
(c) The Schulzentrum Neustadt in Bremen offers the additional qualification “Intercultural skills in care and support” (27).
Another example is BBVET (Boosting Business Integration through joint VET Education), a research and development project (2016-2019) broadening the internationalisation of VET in the Baltic Sea Region. The aim of this project is to develop and pilot the first cross-border VET qualification, involving 40 students (Mechatronics and Edtech sectors) and five countries (Denmark, Germany, Lithuania, Poland, and Sweden). Practical experience and analyses of national curricula together with ECVET regulations in the specific vocational fields represent a main part of the project. This will promote steps towards internationalisation of VET schools and regional companies. The concept and curriculum would be transferable to other branches (28). The project is co-financed by the INTERREG South Baltic Programme and the European Regional Development Fund.
The Journal „Bildung für Europa“ No. 31 (Dec. 2019 / Jan. 2020) published by the NA at BIBB, the German Agency Erasmus+ for VET, is dedicated to the internationalisation of VET. One article focuses on international additional qualifications, with a fact sheet on the curricula for European Assistant (29).
Between June and September 2019, experts in VET regulations and social partners were invited by the German education ministry (BMBF) and ministry for economic affairs (BMWi) to discuss a "modular competence kit for international action competence" in order to anchor international action competence in future and modernised training regulations as standardised additional qualification (30). In March 2020, the BIBB started a 2-year project to develop such a modular competence system for acquiring international action competence as a tool for the drafting of training regulations. (31) As a result, the BIBB 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. It shows an increasing demand for international competences in VET (in terms of intercultural competence, international professional competence, foreign language competence). (33)
In October 2020, the KMK published a decision on “VET as an opportunity for Europe” (32). This decision calls for a strong European commitment in German vocational schools in all its facets: a strong European attitude in school life and education about Europe as part of the curricula – also integrating European mobility as an integral part of IVET. Some examples are the EU project days and EU weeks, which are already very successful in vocational schools, or the visits of European institutions. Promoting participation in EuroSkills or the trans-border dual training models with France and Denmark are other examples. With the cross-cutting theme "Europe" across all courses, subjects, fields of study and school and training years, vocational schools can provide their students with the skills for a successful European future.
As training regulations have to be applicable for all companies training for the correspondant occupation and their respective training situation on site, an integration of new competences in this binding framework is always subject to compromise, considering small and medium-sized enterprises as well (“least common denominator”). Considering the abundance of relevant recent topics for VET (like digitalisation, sustainability etc.), it can be a challenge to integrate international professional competences (or even international mobility) in training regulations. Chances are higher for state-recognised additional qualifications (“kodifizierte Zusatzqualifikationen”), which could be offered by training companies on a voluntary basis and would allow nationwide recognition and certification. So far, existing additional international qualifications – which usually include internships abroad, like “Europakaufmann/-frau” “European businessman/woman” – are regional offers by VET schools and chambers. To conclude, international VET mobility is currently a tool, that may be used and integrated into training according to the federal act on VET, but it is not bindingly covered by state-recognized legal frameworks.
Further, the NRW ministry of education adopted in September 2021 an agenda for strengthening VET, including concrete measures to foster competences in intercultural and foreign language competences and (preparation of) transnational IVET mobilities (34).
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(1) Recommendations of the Conference of Ministers of Education for the Strengthening of Foreign Language Competence on 8 December 2011, p 5 (Empfehlungen der Kultusministerkonferenz zur Stärkung der Fremdsprachen-kompetenz am 8.12.2011, p 5)
(2) KMK-Fremdsprachenzertifikat: https://www.kmk.org/themen/berufliche-schulen/duale-berufsausbildung/km…
(3) https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/1…
(4) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i...
BWP 4/2018, BIBB, Bonn: Müller, H., Nannen-Gethmann, F., p 30.
(5) https://www.kmk-pad.org/pad/english.html
(6) Huismann, A. (2020). International mobility in apprenticeships: focus on long-term mobility: Germany. Cedefop ReferNet thematic perspectives series. https://www.refernet.de/en/refernet_68664.php
(7) Huismann, A. (2020). Vocational education and training for the future of work: Germany. Cedefop ReferNet thematic perspectives series. https://www.refernet.de/en/refernet_68664.php
(8) BIBB website on VET 4.0 (2020) https://www.bibb.de/de/26729.php
(9) https://www.bibb.de/dienst/berufesuche/de/index_berufesuche.php/new_mod…
https://www.bibb.de/dienst/berufesuche/de/index_berufesuche.php/new_mod…
Zinke, Gert: Berufsbildung 4.0 – Fachkräftequalifikationen und Kompetenzen für die digitalisierte Arbeit von morgen: Branchen- und Berufescreening. Bonn 2019. https://www.bibb.de/veroeffentlichungen/de/publication/download/10371
(10) https://www.bildung-forschung.digital/digitalezukunft/de/bildung/der-di…; https://www.bmbf.de/de/wissenswertes-zum-digitalpakt-schule-6496.html
(11) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
(12) https://www.bibb.de/uebs-digitalisierung
https://www.foraus.de/de/themen/foraus_107695.php
(13) https://www.jobstarter.de/jobstarter/de/ueber-jobstarter-plus/projektfo…
(14) https://www.bmbf.de/de/digitale-medien-in-der-bildung-1380.html
https://www.qualifizierungdigital.de/
https://www.qualifizierungdigital.de/de/programm-23.php
https://www.qualifizierungdigital.de/qualifizierungdigital/shareddocs/d…
(15) https://www.bibb.de/de/87594.php
https://www.foraus.de/de/themen/foraus_107718.php
https://www.bmbf.de/bmbf/de/bildung/berufliche-bildung/foerderinitiativ…
(16) https://www.qualitaetsoffensive-lehrerbildung.de/lehrerbildung/de/progr…
https://www.kmk.org/fileadmin/Dateien/pdf/PresseUndAktuelles/2017/KMK-S…
(17) https://www.bibb.de/de/121454.php
(18) Bundesministerium für Bildung und Forschung BMBF: Digitale Medien in der beruflichen Bildung: Förderprogramm des Bundesministeriums für Bildung und Forschung https://www.qualifizierungdigital.de/de/programm-23.php
(19) Bundesministerium für Bildung und Forschung (BMBF): Berufsbildungsbericht 2018. Internationalization of IVET curricula
(20) https://www.bmbf.de/upload_filestore/pub/Internationalisation_Strategy…
(21) Niedersächsisches Kultusministerium: Internationalisierung als Strategie berufsbildender Schulen - Handbuch http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKE...
(22) Handwerkskammer Münster (HWK): Zusatzqualifikationen und Auslandserfahrung während der Ausbildung - Europaassistent/-in
https://www.hwk-muenster.de/de/ausbildung/auszubildende/zusatzqualifika…
(23) “The Erasmus+ VET Mobility Charter aims to encourage organisations with proven track records of organising high-quality VET mobility for learners and staff to build their European internationalisation strategies. In addition to the advancement of learning in another Erasmus+ Programme country, European internationalisation involves the development of international approaches throughout the applicant and/or sending organisation.”
https://erasmus-plus.ec.europa.eu/resources/documents/applicants/vetmob…
(24) BIBB Datenreport 2022, p 466
(25) https://bkukr.de/index.php?id=147
(26) https://www.max-weber-berufskolleg.de/web/b-smart4europe-digitalisierun…
(27) http://www.sznbremen.de/berufsschulen/berufsschulehauswirtschaft0/weite…
(28) http://www.bbvet.eu/
(29) Wilkens, K. Ein Blick in die Praxis: Internationale Berufskompetenz erwerben - Internationale Zusatzqualifikationen mit Auslandsaufenthalt. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
https://www.na-bibb.de/themen/internationalisierung/ein-blick-in-die-pr…
(30) Diehl, O. Internationale Handlungskompetenz – Anschlussfähigkeit im Beruf, Herausforderung für die Ordnungsarbeit. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
https://www.na-bibb.de/themen/internationalisierung/ein-blick-in-die-pr…
(31) Internationale Handlungskompetenz - Entwicklung eines Kompetenzbaukastens als Konstruktionshilfe für die Ordnungsarbeit https://www.bibb.de/de/dapro.php?proj=2.2.345
(32) KMK-Beschluss v. 15.10.2020 „Berufliche Bildung als Chance für Europa”
https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020…
(33) www.bibb.de/kompetenzbaukasten_international
(34) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
Linguistic and intercultural preparation
Foreign language teaching is an integral part of basic general education at all primary and secondary schools. In vocational schools, language teaching builds on the competences taught in the lower secondary level. It develops the ability to act in an international professional context and promotes intercultural competences and the mobility of apprentices (1). The KMK foreign language certificate (2) is a nationwide regulated certificate proving job-related foreign language skills. The exams are based on the KMK framework agreement on the certification of foreign language skills in vocational training (3) and on the areas of competence and levels of the Common European Framework of Reference for Languages (CEFR). A particular strength of this additional qualification is its consistent occupational orientation. The exams consist of a written and an oral part. They are carried out by vocational schools.
In May 2017, the Ministry for Education and Cultural Affairs of North Rhine-Westphalia (NRW) decided to commit itself to reach the national benchmark for mobility in VET: by 2020, 10% of IVET-learners in North-Rhine-Westphalia should have a learning experience abroad. To reach this target, a two-fold certification tool is to be implemented: certification of the vocational schools for their activities in the European cooperation in vocational education, and certification of the IVET learners for additional qualification in “international vocational mobility”. This additional qualification includes min. 10 working days abroad and min. 40 teaching hours before and after the apprenticeship abroad in different relevant subjects: foreign language, company abroad, cultural sensitisation, documentation and reporting. Certification is given to schools that allow at least 10 percent of their students to stay abroad and also implement curricular and strategic measures for internationalization (4). Further, the NRW ministry of education adopted in September 2021 an agenda for strengthening VET, including concrete measures to foster competences in intercultural and foreign language competences and (preparation of) transnational IVET mobilities (34). This is quite significant, since North Rhine-Wesphalia is the most populous and the economically strongest federal state in Germany.
The national agencies Erasmus+ in Germany and the pedagogical exchange service (PAD) of the KMK (conference of the federal education ministries) organised an impulse conference on 16 January 2018 “Talk to me! Languages.Learning.Europe” to foster linguistic preparation for international mobility of upper secondary learners (5).
The involved institutions (KMK in schools at federal level, the national agencies for Erasmus+ and AusbildungWeltweit, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) at the National Agency at the German Federal Institute for Vocational Education and Training (NA at BIBB) and the chambers initiative “Training without Boarders”) are informing about preparation activities by each providing an up-to-date website and mobility guide with a chapter on linguistic and intercultural preparation.
As summarised in the ReferNet thematic report 2020 on international mobility of apprentices (6), several bilateral programmes integrate language courses and intercultural awareness as part of the mobility projects of apprentices to overcome the linguistic obstacle. Here are some examples: ProTandem, the German-French-Office for exchange in VET (former DFS “Deutsch Französisches Sekretariat”), the Deutsch-Französisches Jugendwerk DFJW / OFAJ (Franco-German Youth Office), Deutsch-Polnisches Jugendwerk DPJW (Polish-German Youth Office), Deutsch-Griechisches Jugendwerk DGJW (Greek-German Youth Office),Tandem - Koordinierungszentrums Deutsch-Tschechischer Jugendaustausch (Coordination centre for Czech-German youth exchanges), DNJW and Interreg in the Netherlands, DAJW in African countries, and also bilateral programmes with Israel and the USA.
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. It shows a corresponding demand for international competences in VET (in terms of intercultural competence, international professional competence, foreign language competence). (33)
Digital competences
As described in the ReferNet thematic report “Vocational education and training for the future of work in Germany” published in January 2020 (7), the umbrella initiative VET 4.0 (8) launched in 2016 has helped identify the requirements arising from digitalisation and promote innovation in order to continue to develop the German VET system. Training regulations are being updated accordingly and new regulations developed in this sense (9). Under its ‘Digital pact for schools’ (10) programme, the Federal Government has been funding since 2019 the digital infrastructure needed across all German schools (including vocational schools) to promote the uptake of digital skills, as the European Computer Driving Licence (ECDL). However, even before this national initiative, the federal states have already faced the digital challenge in VET schools, as in North-Rhine-Westphalia since 2016 (11). Increasing digitalisation is making new demands on vocational training that requires an appropriate upgrading of equipment as well as innovative teaching and learning concepts in inter-company vocational training centres ÜBS (BMBF funding programmes 2016-23 promoting digitalisation in ÜBS (12)) and in training companies, especially in SMEs (JOBSTARTER plus funding programme supporting training companies in the digitalisation process (13)). New learning scenarios and modern initial and continuing training courses are promoting the acquisition of digital media competence (Digital media in VET framework programme 2012-22 with own website www.qualifizierungdigital.de(14)). To reach this goal, digital qualification of in-company trainers (DIMBA research project 2016-18 followed by Digital change qualification Q 4.0 initiative 2019-22 (15)) and VET-school teachers (Digital upskilling of VET teachers’ strategy 2016 and funding programmes since December 2018 (16)) is essential.
The online platforms “Forum for trainers”, www.foraus.de, “Digital media in VET”, www.qualifizierungdigital.de, and “Qualification Network Q 4.0” www.netzwerkq40.de provide in-company trainers and VET school teachers with suitable online resources and tools for distance learning of theoretical and practical components, addressing the implications of COVID-19. The digital platforms offer online training modules and allow sharing and collaborative design of teaching and training material. The projects MIKA seminars and Digi-Gap both equip VET trainers and teachers respectively with digital skills, remote and blended teaching pedagogies.
(Source:http://libserver.cedefop.europa.eu/vetelib/2022/teachers_and_trainers_i…)
The COVID 19 pandemic has intensified the need for digitalisation in VET schools and companies (17).
In the field of digital competences in VET, an increasing number of measures are financed. The aim is to use digital media in model projects at the regional and national level to contribute to sustainable structural change of the VET system. The "Digital Media in Vocational Training" funding programme (18) is focused on projects that prioritise direct integration of learning processes into real occupational contexts, for example through workplace-based learning, ePortfolios and Open Educational Resources – OER (i.e. open education and training materials). These can help to modernise initial and continuing vocational training, help to more widely disseminate the use of digital media for training and education purposes and increase the number of people engaged in digital learning and forms of work (19).
In February 2021, four modernised standard occupational profile items (“Standardberufsbildpositionen”) were agreed by all actors involved in training regulatory work and will find their way from August 2021 into all newly regulated dual training occupations. Digitalisation and sustainability in the working world are now compulsory subjects for all apprentices and companies involved in training are obliged to integrate and implement these subjects in their individual company training plans. This will facilitate the digital preparation for IVET mobilities. (https://www.bibb.de/en/134898.php )
Internationalising the IVET curriculum
One of the aims defined by the Federal Government consists in: Internationalizing vocational training and education is an aim of the federal Government "to ensure that skilled personnel have the qualifications they need in a globalized economy" (20).
Many companies integrate additional international skills in their training programme in order to meet the demand for internationally skilled staff and to prepare the apprentices for a learning phase abroad. Many VET schools not only encourage their students to earn abroad but also offer additional international courses (i.e. foreign languages). In Lower Saxony for example, the Ministry for Education and Cultural Affairs gives VET schools the possibility to develop an international profile, including the curricula. The internationalisation process within the schools is supported by a practical handbook from the regional ministry (21). Chambers are also very active regarding additional international qualifications. The Crafts Chamber of Muenster for example, offers the additional international qualification "European Assistant" (22) with a three-week internship abroad as well as a “European Assistant” Plus version including a four-month stay abroad.
There is a growing number of apprenticeship programmes offering (optional) additional international qualifications, as detailed in the ReferNet thematic report 2020 on international mobility of apprentices (6). The Erasmus+ VET Mobility Charter implemented in Germany by the NA at BIBB (23) encouraged the internationalisation of IVET curricula in organisations, as this accreditation created space for further content developments in the curricula (126 accredited learning venues in Germany by 2020; 377 new accreditations and 219 new applications in 2021 (24)). As a result, more and more schools and federal states offer international additional qualifications (refer to database AusbildungPlus https://www.bibb.de/dienst/abp/de/zusatzqualifikationen.php ), as extra modules on top of the national qualification. Here are three examples:
(a) At the Berufskolleg Uerdingen, apprentices in electrical engineering, information technology, metal and chemistry can complete the IHK additional qualification "European Technician" (25).
(b) The Erasmus+ project “B.Smart4Europe” offers a European additional qualification in digital skills at the Max-Weber-Berufskolleg in Duesseldorf (26).
(c) The Schulzentrum Neustadt in Bremen offers the additional qualification “Intercultural skills in care and support” (27).
Another example is BBVET (Boosting Business Integration through joint VET Education), a research and development project (2016-2019) broadening the internationalisation of VET in the Baltic Sea Region. The aim of this project is to develop and pilot the first cross-border VET qualification, involving 40 students (Mechatronics and Edtech sectors) and five countries (Denmark, Germany, Lithuania, Poland, and Sweden). Practical experience and analyses of national curricula together with ECVET regulations in the specific vocational fields represent a main part of the project. This will promote steps towards internationalisation of VET schools and regional companies. The concept and curriculum would be transferable to other branches (28). The project is co-financed by the INTERREG South Baltic Programme and the European Regional Development Fund.
The Journal „Bildung für Europa“ No. 31 (Dec. 2019 / Jan. 2020) published by the NA at BIBB, the German Agency Erasmus+ for VET, is dedicated to the internationalisation of VET. One article focuses on international additional qualifications, with a fact sheet on the curricula for European Assistant (29).
Between June and September 2019, experts in VET regulations and social partners were invited by the German education ministry (BMBF) and ministry for economic affairs (BMWi) to discuss a "modular competence kit for international action competence" in order to anchor international action competence in future and modernised training regulations as standardised additional qualification (30). In March 2020, the BIBB started a 2-year project to develop such a modular competence system for acquiring international action competence as a tool for the drafting of training regulations. (31) As a result, the BIBB 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. It shows an increasing demand for international competences in VET (in terms of intercultural competence, international professional competence, foreign language competence). (33)
In October 2020, the KMK published a decision on “VET as an opportunity for Europe” (32). This decision calls for a strong European commitment in German vocational schools in all its facets: a strong European attitude in school life and education about Europe as part of the curricula – also integrating European mobility as an integral part of IVET. Some examples are the EU project days and EU weeks, which are already very successful in vocational schools, or the visits of European institutions. Promoting participation in EuroSkills or the trans-border dual training models with France and Denmark are other examples. With the cross-cutting theme "Europe" across all courses, subjects, fields of study and school and training years, vocational schools can provide their students with the skills for a successful European future.
As training regulations have to be applicable for all companies training for the correspondant occupation and their respective training situation on site, an integration of new competences in this binding framework is always subject to compromise, considering small and medium-sized enterprises as well (“least common denominator”). Considering the abundance of relevant recent topics for VET (like digitalisation, sustainability etc.), it can be a challenge to integrate international professional competences (or even international mobility) in training regulations. Chances are higher for state-recognised additional qualifications (“kodifizierte Zusatzqualifikationen”), which could be offered by training companies on a voluntary basis and would allow nationwide recognition and certification. So far, existing additional international qualifications – which usually include internships abroad, like “Europakaufmann/-frau” “European businessman/woman” – are regional offers by VET schools and chambers. To conclude, international VET mobility is currently a tool, that may be used and integrated into training according to the federal act on VET, but it is not bindingly covered by state-recognized legal frameworks.
Further, the NRW ministry of education adopted in September 2021 an agenda for strengthening VET, including concrete measures to foster competences in intercultural and foreign language competences and (preparation of) transnational IVET mobilities (34).
__________
(1) Recommendations of the Conference of Ministers of Education for the Strengthening of Foreign Language Competence on 8 December 2011, p 5 (Empfehlungen der Kultusministerkonferenz zur Stärkung der Fremdsprachen-kompetenz am 8.12.2011, p 5)
(2) KMK-Fremdsprachenzertifikat: https://www.kmk.org/themen/berufliche-schulen/duale-berufsausbildung/km…
(3) https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/1…
(4) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i...
BWP 4/2018, BIBB, Bonn: Müller, H., Nannen-Gethmann, F., p 30.
(5) https://www.kmk-pad.org/pad/english.html
(6) Huismann, A. (2020). International mobility in apprenticeships: focus on long-term mobility: Germany. Cedefop ReferNet thematic perspectives series. https://www.refernet.de/en/refernet_68664.php
(7) Huismann, A. (2020). Vocational education and training for the future of work: Germany. Cedefop ReferNet thematic perspectives series. https://www.refernet.de/en/refernet_68664.php
(8) BIBB website on VET 4.0 (2020) https://www.bibb.de/de/26729.php
(9) https://www.bibb.de/dienst/berufesuche/de/index_berufesuche.php/new_mod…
https://www.bibb.de/dienst/berufesuche/de/index_berufesuche.php/new_mod…
Zinke, Gert: Berufsbildung 4.0 – Fachkräftequalifikationen und Kompetenzen für die digitalisierte Arbeit von morgen: Branchen- und Berufescreening. Bonn 2019. https://www.bibb.de/veroeffentlichungen/de/publication/download/10371
(10) https://www.bildung-forschung.digital/digitalezukunft/de/bildung/der-di…; https://www.bmbf.de/de/wissenswertes-zum-digitalpakt-schule-6496.html
(11) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
(12) https://www.bibb.de/uebs-digitalisierung
https://www.foraus.de/de/themen/foraus_107695.php
(13) https://www.jobstarter.de/jobstarter/de/ueber-jobstarter-plus/projektfo…
(14) https://www.bmbf.de/de/digitale-medien-in-der-bildung-1380.html
https://www.qualifizierungdigital.de/
https://www.qualifizierungdigital.de/de/programm-23.php
https://www.qualifizierungdigital.de/qualifizierungdigital/shareddocs/d…
(15) https://www.bibb.de/de/87594.php
https://www.foraus.de/de/themen/foraus_107718.php
https://www.bmbf.de/bmbf/de/bildung/berufliche-bildung/foerderinitiativ…
(16) https://www.qualitaetsoffensive-lehrerbildung.de/lehrerbildung/de/progr…
https://www.kmk.org/fileadmin/Dateien/pdf/PresseUndAktuelles/2017/KMK-S…
(17) https://www.bibb.de/de/121454.php
(18) Bundesministerium für Bildung und Forschung BMBF: Digitale Medien in der beruflichen Bildung: Förderprogramm des Bundesministeriums für Bildung und Forschung https://www.qualifizierungdigital.de/de/programm-23.php
(19) Bundesministerium für Bildung und Forschung (BMBF): Berufsbildungsbericht 2018. Internationalization of IVET curricula
(20) https://www.bmbf.de/upload_filestore/pub/Internationalisation_Strategy…
(21) Niedersächsisches Kultusministerium: Internationalisierung als Strategie berufsbildender Schulen - Handbuch http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKE...
(22) Handwerkskammer Münster (HWK): Zusatzqualifikationen und Auslandserfahrung während der Ausbildung - Europaassistent/-in
https://www.hwk-muenster.de/de/ausbildung/auszubildende/zusatzqualifika…
(23) “The Erasmus+ VET Mobility Charter aims to encourage organisations with proven track records of organising high-quality VET mobility for learners and staff to build their European internationalisation strategies. In addition to the advancement of learning in another Erasmus+ Programme country, European internationalisation involves the development of international approaches throughout the applicant and/or sending organisation.”
https://erasmus-plus.ec.europa.eu/resources/documents/applicants/vetmob…
(24) BIBB Datenreport 2022, p 466
(25) https://bkukr.de/index.php?id=147
(26) https://www.max-weber-berufskolleg.de/web/b-smart4europe-digitalisierun…
(27) http://www.sznbremen.de/berufsschulen/berufsschulehauswirtschaft0/weite…
(28) http://www.bbvet.eu/
(29) Wilkens, K. Ein Blick in die Praxis: Internationale Berufskompetenz erwerben - Internationale Zusatzqualifikationen mit Auslandsaufenthalt. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
https://www.na-bibb.de/themen/internationalisierung/ein-blick-in-die-pr…
(30) Diehl, O. Internationale Handlungskompetenz – Anschlussfähigkeit im Beruf, Herausforderung für die Ordnungsarbeit. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
https://www.na-bibb.de/themen/internationalisierung/ein-blick-in-die-pr…
(31) Internationale Handlungskompetenz - Entwicklung eines Kompetenzbaukastens als Konstruktionshilfe für die Ordnungsarbeit https://www.bibb.de/de/dapro.php?proj=2.2.345
(32) KMK-Beschluss v. 15.10.2020 „Berufliche Bildung als Chance für Europa”
https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020…
(33) www.bibb.de/kompetenzbaukasten_international
(34) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
Portugal (2023)
6.1.1. MOBILITY PREPARATION FROM THE EARLY STAGES OF EDUCATION
Portugal has taken actions for the long-term preparation of students in the linguistic, intercultural, and digital areas
1. Linguistic preparation
The Portuguese education system offers English as a foreign language from the age of six, although it is neither a compulsory offer nor a curricular discipline in the first two years of the 1st cycle of basic education (lasting four years). However, since 2014, it became a compulsory subject in the two last years (1) with a minimum of two hours per week. At the end of the 1st cycle, pupils are expected to reach the A1 level. Thus, the learning of English is compulsory for seven consecutive years. The study of a second foreign language is compulsory during the 3rd cycle (corresponding to lower secondary education).
As regards the application of the principles of the Common European Framework of Reference for Languages, Portugal has accredited the European Language Portfolio (ELP) for primary, lower and upper secondary education.
Portugal also participates in the English-Speaking Union (ESU), the activities of which in the country have been taking place for about twenty years, with emphasis on cultural exchanges, conferences, travel grants, debates and public-speaking in English (for secondary and higher education). Since 2013, ESU Portugal has the institutional support of the Directorate-General for Education – DGE.
Some partnerships and pilot projects between public and private entities have also been put in place with the purpose of studying possible future measures to promote a quality language culture from the early stages of formal education.
- One such example is the Bilingual Schools Programme (PEBI): since 2011, the DGE has worked in partnership with the British Council Portugal in some primary schools across the country where part of the curriculum was delivered in English. Primary teachers were supported by English teachers in teaching part of two curricular subjects – natural & social environment and artistic expressions – in English. The British Council worked closely with the DGE on delivering training courses, carrying out school monitoring visits and providing teaching resources. A full external evaluation study was conducted in 2014 and presented in 2015 (2). Based on the results obtained, the programme was renewed and opened to other levels of education and teaching and to a broader network of schools.
- Another example was the Kiitos@21st Century Preschools, an international project for the period 2015 to 2018, aimed at an integrated pedagogical approach to preschool education, promoting the early learning of a second language along with music education and “skills for the 21st century” (3).
- The project Teaching Chinese in Basic Education was the result of a partnership between the Municipality of São João da Madeira, the University of Aveiro, and the three school groupings in the municipality. It aimed at promoting the learning of Mandarin and the knowledge of Chinese culture. The scientific and pedagogical supervision of the project is under the joint responsibility of the Department of Languages and Cultures of the University of Aveiro and the Confucius Institute at this University. The education ministry bodies monitored and evaluated the project. The project was implemented in 2012/13, on an experimental basis, in the 3rd year of basic education and was progressively extended to the 7th year (4) as a complementary subject.
- Also, the European Language Label (ELL) competition annually rewards the most innovative language-learning projects in the country. Schools, institutes, universities, training centres, companies and other institutions that work on initiatives with foreign languages can apply. This initiative is under the framework of the erasmus+ programme, and PTNA01.
Regarding the IVET curriculum, foreign languages learning is a compulsory subject for all VET programmes at lower and upper secondary education.In articulation with the general and specific competences contained in the Common European Framework of Reference for Languages and the National curriculum of basic education, VET programmes target core language skills as well as sociocultural and learning skills, to be developed/acquired in an articulated way throughout the cycle. Learners can choose the foreign language they wish to study according to their study plan, except if they didn’t study a second foreign language throughout the 3rd cycle. It is mandatory to study a second foreign language to complete a VET programme. The qualifications required from candidates for enrolment in a VET programme (although they may vary according to factors such as age or type of programme) generally presuppose that the learner has previously acquired a certain level of language skills.
In terms of inbound mobility, the linguistic preparation of foreign students is set to ensure their effective integration in the national education system. The curriculum for basic and secondary education may thus include the subject of Portuguese as a Non-Native Language (Português Língua Não Materna, PLNM) (5), aimed at students newly arrived in the education system that do not have Portuguese as their mother tongue. Following a diagnostic evaluation process or a level transition process, students placed at the initial (A1 / A2) or intermediate (B1) proficiency levels follow the PLNM curriculum at their respective level rather than the Portuguese language curriculum of the school year they are attending. If the school does not meet the conditions to create a PLNM class, students attend the Portuguese subject class, but study the PLNM curriculum. These should additionally benefit from PLNM support classes. This learning path allows the completion of upper secondary level education. However, if they want to follow higher education, a PLNM exam cannot be the option as an entrance exam.
2. Intercultural preparation
In 2012, the DGE developed guidelines for integrating Education for Citizenship in the national curriculum from preschool to upper secondary education. In 2018, legislation (6) changed this subject to Citizenship and Development, reinforcing the awareness about intercultural contexts. Since the 2018/2019 school year, this subject has become mandatory in all programmes under the responsibility of the education ministry. Public and private upper secondary schools may opt to organise it as a transversal or as an independent curricular component.
The Network of schools for intercultural education (REEI) programme created within the framework of the Strategic Plan for Migration 2015–2020 is a joint initiative of the High Commission for Migration (ACM), the DGE and the Aga Khan Foundation. In 2020, a new cycle of the Programme was launched for the triennium 2020-2023, which continues the pilot programme. The REEI will include 47 members, among school groupings and non-grouped schools, public and private, in 14 districts, substantially increasing the number of members and the territorial coverage. The programme promotes not only the reception, integration and educational success of all children and young people from pre-school to secondary education but also creates a network for sharing practices between public education schools, training providers and private and cooperative educational institutions, aiming at the intercultural education of all members of the educational community. The ACM also offers several resources and training materials and actions to citizens, professionals and organisations on the issues of inter-culturalism and migrations, across the country, delivering awareness-raising sessions and training actions. In a joint initiative with the DGE, the ACM also created the Intercultural School Seal in 2012, which aims to distinguish schools that excel in the development of projects promoting the recognition and appreciation of diversity as an opportunity and source of learning for all.
The European Clubs, a national network coordinated by the education ministry (7), also contributes to introducing a global and intercultural dimension in curriculum development. Implemented in schools across the country and managed mainly by teachers of the schools involved, these are spaces that aim at promoting activities in the field of the European dimension in education. They create among the members of the school community a sense of European citizenship, fostering the acquisition of knowledge about Europe (geographical, historical and cultural aspects), European institutions and the purpose of European integration, and promoting foreign languages and exchanges with students from foreign schools. Launched in the academic year 2013/14, the European Club Bulletin disseminates projects, themes and activities developed by clubs throughout the country. The DGE promotes annual national meetings to foster dialogue and debate among clubs and disseminate good practices.
3. Fostering the acquisition of basic digital competencies by IVET learners
ICT is, in general, a compulsory subject for all programmes from primary to upper secondary education. In primary education’s curricula, ICT is a transversal subject. Depending on the programme, ICT training includes modules on: worksheet; database management; creation of web pages; Web page editing; Web graphics animation; understanding the impact of the Internet on perceptual habits to develop a critical attitude towards available content.
ICT also plays a key role in stimulating participation in learning processes in the education of learners with special needs, as well as in the professional integration of people with disabilities. A national network of ICT resource centres (CRTIC) for special education was created, consisting of 25 centres based in school groupings. The purpose of these centres is to evaluate students in view of adapting technologies to meet their specific needs.
Attention has also been paid to the ICT training of teachers and trainers. Since 2009, the education ministry has been implementing the Training and Certification System for ICT Competences of teaching staff from pre-school to secondary education. The system has three levels, according to the principle of progressive expansion of acquired skills. The use of MOOC courses as well as that of platforms such as eTwinning or moodle is encouraged and has also enabled Portuguese teachers to create collaborative networks with other European schools, through the development of joint projects using the internet and ICT, thus seeking to integrate students into international projects. The Educational resources and technologies team – ERTE of the DGE promotes accredited training courses for teachers and trainers regularly and throughout the country. A major initiative taken by the ERTE of the DGE is the ICT Competence Centres (CCTIC). This network currently comprises nine institutions (mostly from higher education) resulting from protocols established with the education ministry. The mission of the CCTICs is to support schools in the educational use of ICTs and, ultimately, to promote innovative teaching towards the improvement and internationalisation of teaching and learning processes in Portugal.
Finally, there are several good practices in ICT training in Portugal carried out and supported both by public authorities and private organisations, in particular:
- Escola Global, most likely the only school in Portugal where all textbooks are digital. Technologies such as digital writing and collaborative digital tools as well as educational resources created by the teachers result in an innovative experience for students.
- Introduction to Programming in primary education has been piloted in 388 school groupings (44 393 pupils) since the school year 2016/2017.
- Academia de Código is a project created with the support of Lisbon Municipal Council and the Calouste Gulbenkian Foundation, in three primary schools in Lisbon, which have integrated basic programming skills into the curricula of students of the 3rd and 4th years.
_______________
(1) Decree-Law (Decreto-Lei) No. 176/2014, of 12 December (https://dre.pt/application/file/a/63958168).
(2) http://www.dge.mec.pt/sites/default/files/Projetos_Curriculares/Linguas…
(3) https://www.dge.mec.pt/projeto-kiitos21stcenturypreschools .
(4) Corresponding to the 1st year of lower secondary education (http://www.dge.mec.pt/ensino-de-chines-no-ensino-basico).
(5) https://www.dge.mec.pt/portugues-lingua-nao-materna-plnm.
(6) Decree-Law (Decreto-Lei) No. 55/2018 of 6 July (https://dre.pt/application/file/a/115648908).
(7) https://www.dge.mec.pt/clubes-europeus.
1. Linguistic preparation
The Portuguese education system offers English as a foreign language from the age of six, although it is neither a compulsory offer nor a curricular discipline in the first two years of the 1st cycle of basic education (lasting four years). However, since 2014, it became a compulsory subject in the two last years (1) with a minimum of two hours per week. At the end of the 1st cycle, pupils are expected to reach the A1 level. Thus, the learning of English is compulsory for seven consecutive years. The study of a second foreign language is compulsory during the 3rd cycle (corresponding to lower secondary education).
As regards the application of the principles of the Common European Framework of Reference for Languages, Portugal has accredited the European Language Portfolio (ELP) for primary, lower and upper secondary education.
Portugal also participates in the English-Speaking Union (ESU), the activities of which in the country have been taking place for about twenty years, with emphasis on cultural exchanges, conferences, travel grants, debates and public-speaking in English (for secondary and higher education). Since 2013, ESU Portugal has the institutional support of the Directorate-General for Education – DGE.
Some partnerships and pilot projects between public and private entities have also been put in place with the purpose of studying possible future measures to promote a quality language culture from the early stages of formal education.
- One such example is the Bilingual Schools Programme (PEBI): since 2011, the DGE has worked in partnership with the British Council Portugal in some primary schools across the country where part of the curriculum was delivered in English. Primary teachers were supported by English teachers in teaching part of two curricular subjects – natural & social environment and artistic expressions – in English. The British Council worked closely with the DGE on delivering training courses, carrying out school monitoring visits and providing teaching resources. A full external evaluation study was conducted in 2014 and presented in 2015 (2). Based on the results obtained, the programme was renewed and opened to other levels of education and teaching and to a broader network of schools.
- Another example was the Kiitos@21st Century Preschools, an international project for the period 2015 to 2018, aimed at an integrated pedagogical approach to preschool education, promoting the early learning of a second language along with music education and “skills for the 21st century” (3).
- The project Teaching Chinese in Basic Education was the result of a partnership between the Municipality of São João da Madeira, the University of Aveiro, and the three school groupings in the municipality. It aimed at promoting the learning of Mandarin and the knowledge of Chinese culture. The scientific and pedagogical supervision of the project is under the joint responsibility of the Department of Languages and Cultures of the University of Aveiro and the Confucius Institute at this University. The education ministry bodies monitored and evaluated the project. The project was implemented in 2012/13, on an experimental basis, in the 3rd year of basic education and was progressively extended to the 7th year (4) as a complementary subject.
- Also, the European Language Label (ELL) competition annually rewards the most innovative language-learning projects in the country. Schools, institutes, universities, training centres, companies and other institutions that work on initiatives with foreign languages can apply. This initiative is under the framework of the erasmus+ programme, and PTNA01.
Regarding the IVET curriculum, foreign languages learning is a compulsory subject for all VET programmes at lower and upper secondary education.In articulation with the general and specific competences contained in the Common European Framework of Reference for Languages and the National curriculum of basic education, VET programmes target core language skills as well as sociocultural and learning skills, to be developed/acquired in an articulated way throughout the cycle. Learners can choose the foreign language they wish to study according to their study plan, except if they didn’t study a second foreign language throughout the 3rd cycle. It is mandatory to study a second foreign language to complete a VET programme. The qualifications required from candidates for enrolment in a VET programme (although they may vary according to factors such as age or type of programme) generally presuppose that the learner has previously acquired a certain level of language skills.
In terms of inbound mobility, the linguistic preparation of foreign students is set to ensure their effective integration in the national education system. The curriculum for basic and secondary education may thus include the subject of Portuguese as a Non-Native Language (Português Língua Não Materna, PLNM) (5), aimed at students newly arrived in the education system that do not have Portuguese as their mother tongue. Following a diagnostic evaluation process or a level transition process, students placed at the initial (A1 / A2) or intermediate (B1) proficiency levels follow the PLNM curriculum at their respective level rather than the Portuguese language curriculum of the school year they are attending. If the school does not meet the conditions to create a PLNM class, students attend the Portuguese subject class, but study the PLNM curriculum. These should additionally benefit from PLNM support classes. This learning path allows the completion of upper secondary level education. However, if they want to follow higher education, a PLNM exam cannot be the option as an entrance exam.
2. Intercultural preparation
In 2012, the DGE developed guidelines for integrating Education for Citizenship in the national curriculum from preschool to upper secondary education. In 2018, legislation (6) changed this subject to Citizenship and Development, reinforcing the awareness about intercultural contexts. Since the 2018/2019 school year, this subject has become mandatory in all programmes under the responsibility of the education ministry. Public and private upper secondary schools may opt to organise it as a transversal or as an independent curricular component.
The Network of schools for intercultural education (REEI) programme created within the framework of the Strategic Plan for Migration 2015–2020 is a joint initiative of the High Commission for Migration (ACM), the DGE and the Aga Khan Foundation. In 2020, a new cycle of the Programme was launched for the triennium 2020-2023, which continues the pilot programme. The REEI will include 47 members, among school groupings and non-grouped schools, public and private, in 14 districts, substantially increasing the number of members and the territorial coverage. The programme promotes not only the reception, integration and educational success of all children and young people from pre-school to secondary education but also creates a network for sharing practices between public education schools, training providers and private and cooperative educational institutions, aiming at the intercultural education of all members of the educational community. The ACM also offers several resources and training materials and actions to citizens, professionals and organisations on the issues of inter-culturalism and migrations, across the country, delivering awareness-raising sessions and training actions. In a joint initiative with the DGE, the ACM also created the Intercultural School Seal in 2012, which aims to distinguish schools that excel in the development of projects promoting the recognition and appreciation of diversity as an opportunity and source of learning for all.
The European Clubs, a national network coordinated by the education ministry (7), also contributes to introducing a global and intercultural dimension in curriculum development. Implemented in schools across the country and managed mainly by teachers of the schools involved, these are spaces that aim at promoting activities in the field of the European dimension in education. They create among the members of the school community a sense of European citizenship, fostering the acquisition of knowledge about Europe (geographical, historical and cultural aspects), European institutions and the purpose of European integration, and promoting foreign languages and exchanges with students from foreign schools. Launched in the academic year 2013/14, the European Club Bulletin disseminates projects, themes and activities developed by clubs throughout the country. The DGE promotes annual national meetings to foster dialogue and debate among clubs and disseminate good practices.
3. Fostering the acquisition of basic digital competencies by IVET learners
ICT is, in general, a compulsory subject for all programmes from primary to upper secondary education. In primary education’s curricula, ICT is a transversal subject. Depending on the programme, ICT training includes modules on: worksheet; database management; creation of web pages; Web page editing; Web graphics animation; understanding the impact of the Internet on perceptual habits to develop a critical attitude towards available content.
ICT also plays a key role in stimulating participation in learning processes in the education of learners with special needs, as well as in the professional integration of people with disabilities. A national network of ICT resource centres (CRTIC) for special education was created, consisting of 25 centres based in school groupings. The purpose of these centres is to evaluate students in view of adapting technologies to meet their specific needs.
Attention has also been paid to the ICT training of teachers and trainers. Since 2009, the education ministry has been implementing the Training and Certification System for ICT Competences of teaching staff from pre-school to secondary education. The system has three levels, according to the principle of progressive expansion of acquired skills. The use of MOOC courses as well as that of platforms such as eTwinning or moodle is encouraged and has also enabled Portuguese teachers to create collaborative networks with other European schools, through the development of joint projects using the internet and ICT, thus seeking to integrate students into international projects. The Educational resources and technologies team – ERTE of the DGE promotes accredited training courses for teachers and trainers regularly and throughout the country. A major initiative taken by the ERTE of the DGE is the ICT Competence Centres (CCTIC). This network currently comprises nine institutions (mostly from higher education) resulting from protocols established with the education ministry. The mission of the CCTICs is to support schools in the educational use of ICTs and, ultimately, to promote innovative teaching towards the improvement and internationalisation of teaching and learning processes in Portugal.
Finally, there are several good practices in ICT training in Portugal carried out and supported both by public authorities and private organisations, in particular:
- Escola Global, most likely the only school in Portugal where all textbooks are digital. Technologies such as digital writing and collaborative digital tools as well as educational resources created by the teachers result in an innovative experience for students.
- Introduction to Programming in primary education has been piloted in 388 school groupings (44 393 pupils) since the school year 2016/2017.
- Academia de Código is a project created with the support of Lisbon Municipal Council and the Calouste Gulbenkian Foundation, in three primary schools in Lisbon, which have integrated basic programming skills into the curricula of students of the 3rd and 4th years.
_______________
(1) Decree-Law (Decreto-Lei) No. 176/2014, of 12 December (https://dre.pt/application/file/a/63958168).
(2) http://www.dge.mec.pt/sites/default/files/Projetos_Curriculares/Linguas…
(3) https://www.dge.mec.pt/projeto-kiitos21stcenturypreschools .
(4) Corresponding to the 1st year of lower secondary education (http://www.dge.mec.pt/ensino-de-chines-no-ensino-basico).
(5) https://www.dge.mec.pt/portugues-lingua-nao-materna-plnm.
(6) Decree-Law (Decreto-Lei) No. 55/2018 of 6 July (https://dre.pt/application/file/a/115648908).
(7) https://www.dge.mec.pt/clubes-europeus.