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).
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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