Country fiches

Upper secondary;
Post-secondary non-tertiary
The following information covers to a very large extent initial VET on upper secondary level (ISCED 4). Only a few apprentices and VET-students are in parallel enrolled in tertiary courses (ISCED 5).
A study (1) published in 2011 by the National Agency at the BIBB showed that from 2007 to 2009, about 23.500 apprentices and full-time VET students were transnationally mobile every year. Alone in 2010, 16.877 learners, in other words 2.4%, gained international learning experience by staying abroad. The most relevant subgroups from about 40% each where the learners funded by the European education programme (Leonardo da Vinci) and those financed by private funds only, mostly by the enterprises.
The study was reissued and published by the National Agency at the BIBB in 2018 in order to monitor the development of mobility activities in Germany (2). This study shows that about 30.785 apprentices and full-time VET students were transnationally mobile in 2017. Compared to 2010, to the share of transnationally mobile learners has more than doubled: 5.3 % vs 2.4%. A large proportion of these learners, namely 48.6 %, were funded by the European education programme Erasmus+. Four in ten transnationally mobile learners (also) used private financial means and 33.7 % were funded by their company.
In addition, the Federal Ministry of Education and Research launched in September 2017 a new national pilot programme for funding international learning experience of German IVET-learners. It is called “AusbildungWeltweit” (VETWorldwide) and offers the possibility to gain international learning experience in all countries not associated to Erasmus+. This new programme should strengthen the participation of learners and their training companies in transnational mobility. It provides an attractive supplement to Erasmus+ for enterprises having a high demand for sending their apprentices in countries outside the EU. By implementing this programme, the German government creates not only new opportunities for IVET-learners to learn abroad and for their training companies to participate in international cooperations, it also demonstrates the political willingness to expand international learning mobility in IVET. As this funding programme was very successful in 2017 and 2018, this pilot programme became a national funding programme for international mobility in IVET in November 2018.
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(1) (Friedrich, Werner; Körbel, Markus 2011. Verdeckte Mobilität in der beruflichen Bildung https://www.na-bibb.de/service/publikationen/detailansicht.html?tt_produ)
(2) (Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me….

Mobility scheme: Erasmus+
Source of funds: European
Target group: Initial VET; Continuous VET; VET-Staff

Mobility scheme: AusbildungWeltweit (VETWorldwide)
Source of funds: National funds
Target group: Initial VET

Mobility scheme: ProTandem (former “Deutsch Französisches Sekretariat”;German-French)
Source of funds: National
Target group: Initial VET

Mobility scheme: bilateral youth programmes
for example between France and Germany (OFAJ/DFJW)
Source of funds: binational
Target group: Initial VET and others

Mobility scheme: Chambers, Enterprises, Foundations, others
Source of funds: Mostly private
Target group: Initial VET and others

Overall policy targets are in place. The federal act on VET (Vocational Training Act – BBiG) as well as the political objectives aim at the integration of international mobility activities as a rule and not an exception. This is the only way to qualify IVET-learners in an appropriate manner for the requirements of a labour market and to support the internationalization of Vocational Education and Training in Germany. This overall target includes the necessity to introduce and standardize several instruments of quality assurance in order to simplify the implementation of mobility activities.
This federal act on VET was reflected in a countrywide policy target: In 2013, the Deutsche Bundestag (German Parliament) recommended that in 2020 at least 10 % of all apprentices graduating in the Dual System should have had a learning experience abroad (1). Therefore, the Federal Ministry of Education and Research launched in September 2017 the new national pilot programme “AusbildungWeltweit” (VETWorldwide) for funding international learning experience of German IVET-learners in the dual system. It offers the possibility to gain international learning experience in all countries not associated to Erasmus+ and to foster the participation of learners and their training companies in transnational mobility. This programme represents an attractive supplement to Erasmus+ for enterprises having a high demand for sending their apprentices in countries outside the EU. By implementing this programme, the German government creates not only new opportunities for IVET-learners to learn abroad and for their training companies to participate in international cooperations, it also demonstrates the political willingness to expand international learning mobility in IVET. As this funding programme was very successful in 2017 and 2018, this pilot programme became a national funding programme for international mobility in IVET in November 2018.
Even if the national 10% benchmark until 2020 described above is not valid anymore, Germany continues to implement specific measures to strengthen transational mobility in VET. For example, early 2020 the Federal Ministry of Education and Research published new funding guidelines for the programme. It includes a broader definition of who is eligible to apply for funding, now including VET schools. It is also now possible for VET students whose study focus is regulated by the Länder to take part. AusbildungWeltweit is therefore open to all VET students in initial training (2). Moreover, Germany remains commited to the European benchmark recommended by the Council of the European Union that 8 % of learners in VET benefit from a learning mobility abroad, despite the difficult conditions during to the pandemic. The Bundesrat (German Federal Council) explicitely endorsed this benchmark. (3) On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021. (4) The Federal Institute for Vocational Education and Training published in 2022 a competence module with specific examples of formulations to help integrate “international professional competences” in German training regulations (each state-recognised training occupation has their own training regulation, e.g. for the occupation of mechatronics fitter). The tool was developed on national level on behalf of the Federal Ministry of Education and Research with experts, social partners and government representatives. (5)
International mobility in IVET is also a policy target at the level of the Länder. A good example of this is the ministry of education in North Rhine-Westphalia (NRW) (6) which adopted a decree on the "Certification of vocational schools for their international cooperation activities in European vocational training" (7). With this decree, the ministry aims at strategically supporting and implementing international mobility and internationalisation at vocational schools in NRW. This decree includes a benchmark for mobility as well as a curriculum for the additional qualification “international VET mobility”: vocational schools making transnational mobility possible for 10 % of their pupils and implementing this curriculum are awarded the certification. Furthermore, in 2019 North Rhine-Westphalia introduced the initiative “Europa- Erleben und Lernen” (Europe – experience and learn). Companies who take part in the initiative allow their apprentices a mobility at a European subsidiary or partner company. After their return, they take part in an apprentice and student parliament simulation (8). In 2020, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers’ participation in international mobilities in order to increase the attractiveness of VET (9). In September 2021, the NRW government adopted an agenda for strenghthening VET including transnational mobility of apprentices. (10) This shows the political will of the Länder to strengthen transnational mobility in VET.
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(1) http://dip21.bundestag.de/dip21/btd/17/109/1701986.pdf
(2) https://www.ausbildung-weltweit.de/dateien/F%c3%b6rderrichtlinie_Ausbil…
(3) celex_32020h120201_en_txt.pdf (europa.eu)
(4) https://dserver.bundestag.de/btd/19/309/1930950.pdf
(5) https://www.bibb.de/de/pressemitteilung_158853.php
(6) The Lander have political and legislative competence for the VET school part of dual IVET, and therefore play an important role in IVET mobility as well. North Rhine-Westphalia (NRW) is a forerunner, since it is the first state to set a benchmark in this field. NRW is the most populous and economically strongest state (highest gross regional product) in Germany. NRW also has the most apprentices, the most participants in Erasmus+ funded IVET mobility, and the best developed guidance infrastructure for IVET mobility (at district level, guidance is provided in every VET school and company, esp. SMEs). NRW already experiences a shortage of skilled workers, so wants to make IVET more attractive, for example by fostering international mobility. Other Lander (like Bavaria or Baden-Wurttemberg) support IVET mobility politically, but do not have a benchmark.
(7) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(8) https://www.mbei.nrw/sites/default/files/asset/document/initiative_euro…
(9) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…
(10) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i

The IVET mobility policy and mobility process in general are framed by the federal act on VET. The most important goals are coordinated by authorities at the federal level, i.e. the Federal Ministry of Education and research (BMBF) and the Federal Ministry for Economic Affairs and Climate Action (BMWK), and at the state level by ministries of education. The relevant national services providing funding for transnational mobility cooperate closely and share ideas and information about their activities.

Part of the IVET mobility policy is evaluated. As Erasmus+ funds the largest number of learners staying abroad and since the NA at BIBB is an important player in the field of funding mobility experience and internationalization, the achievements in the framework of this programme are important indicators for such an evaluation. In 2019 the NA at BIBB therefore published a study “Mobil in Europa mit Erasmus+”, solely focussing on Mobilities financed by Erasmus+. It gives an overview of the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the Lifelong Learning Programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (1). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
Also, the study "Verdeckte Mobilitaet in der Berufsbildung" was reissued in 2017 in order to show the development of mobility activities in Germany. The first results of this study were analysed by the NA at BIBB and the Federal Ministry of Education and Research, who deduced further measures and activities to support learning abroad during IVET. For example, “insufficient communication by existing programmes as well as a lack of financial support can be identified as the main reasons for inactive schools and companies, having refrained so far from sending apprentices abroad” (2).
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(1) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
(2) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

There are several mechanisms to provide information and guidance to IVET-learners (apprentices in the Dual System and full-time students at VET-schools): About 35 years ago, the Federal Ministry of Education and Research (BMBF) establisheda service providing transparent information and guidance to IVET-learners on opportunities for learning abroad: The former Information and Guidance Service for International Mobility in VET (IBS) was restructured in 2021 and is now called “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET). This central information service is located at the National Agency Education for Europe at the Federal Institute for VET (Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung, NA at BIBB). NA at BIBB is also in charge of implementing Erasmus+ in the VET sector as well as the national funding programme “AusbildungWeltweit” (VETWorldwide).
The new support center takes up and enhances the information and guidance work from IBS, especially by creating and servicing two new central portals: 1. www.meinauslandspraktikum.de was launched in 2021 and offers comprehensive information and guidance to young apprentices about their possibilities to go abroad, available funding (extensive database and access to Erasmus+ pool projects for individual applications included), a map with regional guidance services, testimonials, as well as personal support via e-mail, telephone, and fairs all over Germany. “MeinAuslandspraktikum” merges the former websites www.machmehrausdeinerausbildung.de (information about Erasmus+ for young apprentices) and www.go-ibs.de (general information on international mobility in VET), and includes the correspondent social media campaign “Mein Auslandspraktikum”, which was started by NA at BIBB and former IBS in 2017 on Instagram and Youtube to directly address young people in IVET (1) (2). 2. A second portal targeting VET institutions and organisations is currently being created, and will be available in early 2023. This service is built to inform especially new and inexperienced institutions about their possibilities to support international apprentice mobility, and the potential thereof.
In order to provide this extensive service, the support team at NA at BIBB closely works with the operating teams of Erasmus+ VET and “AusbildungWeltweit” (VETWorldwide), as well as other scholarship and guidance structures in Germany, e.g. the “Training without Borders”-network, a regional structure of currently more than 50 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (3). “Training without Borders”, which is funded by the Federal Ministry for Economic Affairs and Climate Action (BMWK), practically supports enterprises as well as apprentices in initiating and realizing their international training activities. The services are focused on enterprises and apprentices but address partly also VET-schools and VET-students in full time IVET. The support is offered in personal meetings, by internet, e-mail and phone.
Twice a year, the NA at BIBB also informs the so called “Erasmus+ VET counsellors” (mobility coaches at VET schools, chambers, and further guidance structures on regional levels) about recent changes in Erasmus+ (VET), AusbildungWeltweit, and other relevant programmes and news (4). Last, but not least, theNA at BIBB also addresses the different ministries of education at Federal Land level to provide them with information about participating in mobility as well as to help them establish support measures. Twice a year, for instance, NA at BIBB conducts special information and guidance events for representatives of the ministries of education of all sixteen German länder.
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(1) www.instagram.com/meinauslandspraktikum/
(2) www.youtube.com/c/MeinAuslandspraktikum
(3) www.berufsbildung-ohne-grenzen.de/en
(4) www.na-bibb.de/erasmus-berufsbildung/mobilitaet/mobilitaetslandkarte

Countrywide coordination of the IVET information and guidance mechanism is ensured by the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET – former IBS) at the National Agency at BIBB under the direct supervisory control of the Federal Ministry of Education and Research. As the NA at BIBB administrates the two main IVET scholarship programmes Erasmus+ VET and VETWorldwide (AusbildungWeltweit), and closely works with regional guidance structures like “Training without Borders” (i.a. as member of the advisory board), the “Erasmus+ VET counsellors” (mobility coaches at VET schools, chambers, and further guidance structures on regional levels - see 1.1.1), other scholarship programmes and ministries of education on Federal Land level, a coordinated approach of information and guidance is ensured. The new service portals for young VET learners (MeinAuslandspraktikum.de) and for VET institutions (to be launched in 2023) play a vital role by presenting all the relevant information needed to facilitate international mobility in vocational education and training.

In Germany, diverse stakeholders – federal level, lands, chambers, business associations, employers, trade unions – may influence the goals and the framework of transnational mobility in VET. Lands have sovereignty over their (vocational) schools and may or may not establish different policies regarding information and guidance for IVET mobility. In 2020, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers’ participation in international mobilities in order to increase the attractiveness of VET (1).
On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021 (2). To achieve this goal, the committee calls for further development of national coordination, guidance and financing structures, e.g. by establishing a central, overarching digital information portal presenting all public and private IVET programmes, including mobility guidance offers. By creating MeinAuslandspraktikum.de for young VET learners (offering comprehensive information and guidance to young apprentices about their possibilities to go abroad, available funding, a map with regional guidance services, testimonials, as well as personal support via e-mail, telephone, and fairs all over Germany - see 1.1.1) and another portal for VET institutions to be launched in 2023, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET – former IBS) at the National Agency at BIBB is already implementing this goal on behalf of the Federal Ministry of Education and Research (BMBF).

The above-mentioned committee also recommends the extension and consolidation of “Training without Borders”, a regional structure of currently more than 50 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce, informing and practically supporting training companies (and partly VET schools) in their districts. This network is funded by the Federal Ministry for Economic Affairs and Climate Action (BMWK). See also 1.1.1 and 1.1.2 for more information about the central support center at NA at BIBB, “Training without Borders” and their respective collaboration.

The current “Alliance for Initial and Further Training 2019-2022” (Allianz für Aus- und Weiterbildung) lead by the Federal Ministry for Economic Affairs and Climate Action (BMWK) and consisting of business community, trade unions, federal government and Länder also intends to support international VET mobility in their respective fields of responsibility (promotion, organisational, financial support). (3) According to the Federal Government’s Skilled Labour Strategy 2022, the Alliance will continue in 2023, and (re)negotiate their goals. (4)

These information and guidance mechanisms in Germany are supported by the Instructor Aptitude Ordinance (5), amended in 2009. This reform requires instructors to have the competence to assess whether parts of a vocational training can be realized abroad (see § 3 (2) 6.) This extension aimed at giving more advice on international mobility to apprentices directly from the instructor in charge and not only from external experts.
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(1) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…
(2) www.bundestag.de/dokumente/textarchiv/2021/kw25-pa-enquete-bb-abschluss…
(3) www.aus-und-weiterbildungsallianz.de/AAW/Navigation/EN/Home/home.html
(4) www.bundesregierung.de/breg-en/news/skilled-labour-strategy-2133762
(5) Ausbildereignungsverordnung – AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html

Support to international mobility is expressed in the federal act on VET in §2 and §76 (1). §2 (3) states: “Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations”. §76 (3) says: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds eight weeks, a plan agreed with the competent body shall be required.” The minimum duration period abroad requiring additional supervision of the chamber was raised from four to eight weeks during an amendment to the Vocational Training Act in 2019 (in force from 1 January 2020), the “Novelle des Bundesbildungsgesetztes BBiG” (2).
The general objective of the federal act to support international mobility in VET has been specified by a recommendation of the Deutsche Bundestag (German Parliament) in 2013 defining a national benchmark for mobility in IVET: In 2020 at least 10% of all apprentices graduating in the Dual System should have had a learning experience abroad (3). The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: “Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training” (4). This political commitment for learning abroad is repeated in the Coalition treaty between CDU/CSU and SPD in 2018 (5). In addition, the fractions CDU/CSU and SPD in the German Parliament asked the German government in 2018 to support lifelong learning and mobility within the framework of Erasmus+; moreover, the CDU/CSU in the EVP fraction in the European Parliament wants to continue the success story of Erasmus+ in the new financial period from 2021 onwards (6). The Coalition treaty between SPD, Bündnis 90/Die Grünen and FDP from 2021 currently intents to strengthen European and international youth work, especially for apprentices (7).
In 2020 the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers participation in international mobilities in order to increase the attractiveness of VET (8).
All these policy targets include the objective of promoting international learning mobility in IVET as a rule and not as an exception.
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(1) http://www.gesetze-im-internet.de/bbig_2005/
(2) https://www.bmbf.de/bmbf/de/home/_documents/die-novellierung-des-berufs…
(3) https://www.kas.de/c/document_library/get_file?uuid=d58641a0-02ab-935a-…
(4) (http://www.kas.de/wf/doc/kas_36853-544-2-30.pdf?140820093605 page 20 (2014)
(5) https://archiv.cdu.de/system/tdf/media/dokumente/koalitionsvertrag_2018… pp 31; 37.
(6) https://dserver.bundestag.de/btd/19/048/1904846.pdf
https://www.cducsu.eu/artikel/erasmus-erfolgsgeschichte-neuer-finanzper…
(7) https://cms.gruene.de/uploads/documents/Koalitionsvertrag-SPD-GRUENE-FD… page 98
(8) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…

An initiative regarding the quality of guidance of apprentices consisted in amending in 2009 the Instructor Aptitude Ordinance (1). The reform required instructors to have the competence to assess whether parts of a vocational training can be realized abroad (see § 3 (2) 6.) This extension aimed at giving more advice on international mobility to apprentices directly from the instructor in charge and not only from external experts.
In order to strengthen the visibility of information for potential Erasmus+ participants, a new website co-funded by Germany and the European Union and dedicated especially to apprentices and VET students was launched in 2015. It explained individual access to the Erasmus+ VET mobility, by far the largest programme for VET mobility (machmehrausdeinerausbildung.de. This website was merged with the general information website about IVET mobility from former Informations- und Beratungsstelle für Auslandsaufenthalte in der beruflichen Bildung (IBS) in 2021 to build a new, extensive information portal for young VET learners: www.meinauslandspraktikum.de. It is serviced by the new “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 offers comprehensive information and guidance to young apprentices about their possibilities to go abroad, available funding (extensive database and access to Erasmus+ pool projects for individual applications (2) included), a map with regional guidance services, as well as a hotline and e-mail contact to the support center team. The latter is also present at fairs and information events throughout Germany. A second portal addressing VET institutions not yet experienced with international VET mobility will be launched in 2023.

The study “Transnational Mobility in Initial Vocational Education and Training” published by NA at BIBB in 2017 shows “that insufficient communication by existing programmes as well as a lack of financial support can be identified as the main reasons for inactive schools and companies having refrained so far from sending apprentices abroad” (3). NA at BIBB presented the results of the study among different important employer associations in order to motivate them to offer possibilities for learning abroad and to provide their apprentices with information and guidance. Furthermore, NA at BIBBdeveloped new information material addressing enterprises and schools both about Erasmus+ VET mobility and AusbildungWeltweit (VETWorldwide). Joint information campaigns targeting VET institutions include nationwide flyer distributions to VET schools in 2021, an ad campaign in professional, trade and education journals and national newspapers in 2022, or several talks and information stands at fairs for HR specialists, trainers, schools etc.
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(1) Ausbildereignungsverordnung –AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html , available only in German
(2) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/pool-projekte
(3) (Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

The website for apprentices will be included in the yearly customer survey.
The Instructor Aptitude Ordinance has been evaluated in several studies since 2009 but the aspect of internationalization was not addressed. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another evaluation. This study states different reasons for inactive schools and companies having refrained so far from sending apprentices abroad and provides important indicators for improving information and guidance (1).
In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”, solely focussing on mobilities financed by Erasmus+. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (2). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
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(1) (Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
(2) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

Information on international mobility in IVET is largely spread by NA at BIBB via internet, newsletters, publication of best practice, press, information events, education and HR fairs and co-operation with relevant stakeholders. The information is adapted to the specific target groups. The study “Transnational Mobility in Initial Vocational Education and Training” published by NA at BIBB in 2017 had shown “that insufficient communication by existing programmes as well as a lack of financial support can be identified as the main reasons for inactive schools and companies having refrained so far from sending apprentices abroad”. NA at BIBB presented the results of the study among different important employer associations in order to motivate them to offer possibilities for learning abroad and to provide their apprentices with information and guidance. Furthermore, NA at BIBB developed new information material addressing enterprises and schools both about Erasmus+ VET mobility and AusbildungWeltweit (VETWorldwide). Joint information campaigns targeting VET institutions include nationwide flyer distributions to VET schools in 2021, an ad campaign in professional, trade and education journals and national newspapers in 2022, or several talks and information stands at fairs for HR specialists, trainers, schools etc. To reinforce the provision of information and assistance to institutions in the future, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) is now developing a portal targeting VET institutions and organisations. This service is built to inform especially new and inexperienced institutions about their possibilities to support international apprentice mobility, and the potential thereof. It will be launched in 2023.
To a limited extent (at least so far) enterprises and VET schools are also addressed directly. For example, the NA at BIBB cooperates since 2015 with employer associations and provides tailor made information and assistance to company representatives in different industrial sectors. Directions are provided via internet, handbooks, e-mail, telephone, life webinars and mobility meetings. Furthermore, NA at BIBB offers twice a year a special information and guidance event for representatives of the ministries of education of all sixteen German länder. Furthermore, the education ministries at länder level provide support structures to foster the transnational mobility of VET learners in their region, for example in North Rhine-Wesphalia (1).
Complementary to nationwide actions from NA at BIBB, the mobility coaches at the chamber network “Training Without Borders” use their regional and personal contacts to training companies – and partly VET schools – in their districts to offer direct advice and practical help on site. (2)
(1) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(2) www.berufsbildung-ohne-grenzen.de/en/about-us/our-network/

Germany provides its IVET learners with information on international mobility. So far, there is no countrywide coordination. But initiatives have been taken to improve the existing system, in particular in the form of two new and extensive information portals serviced at 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) – one for young VET learners and one for VET institutions (launch in 2023) not yet experienced with international VET mobility (see 1.1.1) . The different scholarship programmes and guidance structures work together more closely (see 1.1.1-1.1.2). However, it is unclear whether (and how) guidance, as defined for this review (see note 1 below), is in place. Putting in place in future systematic and complete monitoring / evaluation covering all aspects of the provision system could be considered for further progress. On the target setting side, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021. To achieve this goal, the committee calls for further development of national coordination, guidance and financing structures, e.g. by establishing a central, overarching digital information portal presenting all public and private IVET programmes, including mobility guidance provision (see 1.1.3).
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1. Guidance refers to the provision of tools and actions that help IVET learners clarify their interests and values, identify their skills, reflect on their experience, understand training and employment systems and the ensuing options available to them, formulate plans, and make career-oriented decisions, also taking on board the perspectives opened by mobility abroad. Proper guidance is by definition personalised and delivered by qualified guidance counsellors. Guidance aims to best prepare IVET learners to integrate their learning and career plans with their mobility objectives and experiences, and make the most of these.

There is a clear and marked policy intention to integrate international mobility experiences – at least on a voluntary basis – in the curricula of IVET programmes. This policy intention is firmly expressed in the federal act on VET and the instructor aptitude ordinance (see 1.1.3 and 1.1.4). 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". 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 learn abroad but also offer additional international courses (i.e. foreign languages). Chambers are also very active regarding additional international qualifications. The Crafts Chamber of Muenster for example, offers the additional international qualification "European Assistant" 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. The Erasmus+ VET Mobility Charter implemented in Germany by the NA at BIBB encouraged the internationalisation of IVET curricula in organisations, as this accreditation (126 accredited learning venues in Germany by 2019) created space for further content developments in the curricula. As a result, more and more schools and federal states offer international additional qualifications (in Nov. 2022, 207 according to database AusbildungPlus https://www.bibb.de/dienst/abp/de/zusatzqualifikationen.php/zq-search ), as extra modules on top of the national qualification.
Furthermore, a benchmark recommendation of 20% international mobility in VET until 2030 by the committee of enquiry „Vocational Education in a Digital Working World“ 2021 (see 1.1.3) and varying goals in recent and former coalition agreements in favour of international apprentice mobility (see 1.1.4) were and can be supporting factors that lead to actual initiatives::

(a) 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). (1) 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. Nonetheless, the following measures can help increase IVET transnational mobility for German apprentices:
(b) The Internationalisation Strategy of the Federal Ministry of Education and Research last published in 2017 shows how the different initiatives for internationalization in Education and Research are embedded into a national Strategy. It also includes the goal to increase apprentice mobility (2).
(c) The “Alliance for Initial and Further Training 2019-2022” (Allianz für Aus- und Weiterbildung) lead by the Federal Ministry for Economic Affairs and Climate Action (BMWK) and consisting of business community, trade unions, federal government and Länder also intends to support international VET mobility in their respective fields of responsibility (promotion, organisational, financial support) (3). According to the Federal Government’s Skilled Labour Strategy 2022, the Alliance will continue in 2023, and (re)negotiate their goals. (4)
(d) The Länder, as responsible for the VET schools in Germany, play an active part in supporting international mobility and internationalization of VET curricula. For example, the ministry for education and cultural affairs of Lower Saxony gives VET schools the possibility to develop an international profile. This process within the schools is supported by a practical handbook provided by the regional ministry (5).
North Rhine-Westphalia introduced 2019 the initiative “Europa- Erleben und Lernen” (Europe – experience and learn). Companies who take part in the initiative allow their apprentices a mobility at a European subsidiary or partner company. After their mobility the apprentices take part in an apprentice and student parliament simulation (6).
In 2020 the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers participation in international mobilities in order to increase the attractiveness of VET (7).
(d) In Germany, different VET-providers offer supplemental international qualifications to become e.g. “Europakaufmann/-frau” (European businessman/woman). International mobility experience is usually an integral part of the curricula (8).
(e) The “Berufsbildende Schulen des Landkreises Osnabrück” (Vocational schools of the district of Osnabruck) introduced in the framework of Erasmus+ international learning mobility as an integral part of different training courses. The activities of this school are an example of best practice showing that the integration of learning mobility in training courses is an effective strategy to encourage international learning mobility and to reduce institutional burdens (9).
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(1) www.bibb.de/kompetenzbaukasten_international
(2) www.bmbf.de/bmbf/de/europa-und-die-welt/vernetzung-weltweit/internation…
(3) www.aus-und-weiterbildungsallianz.de/AAW/Navigation/EN/Home/home.html
(4) www.bundesregierung.de/breg-en/news/skilled-labour-strategy-2133762
(5)www.mk.niedersachsen.de/download/158126/Handbuch_Internationalisierung_… (pdf available only in German)
(6) https://www.mbei.nrw/sites/default/files/asset/document/initiative_euro…
(7) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…
(8) www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/05_Service/01…
(9) https://bbs-os-brinkstr.de/die-schule/auslandspraktika-fuer-auszubilden…

It is a countrywide policy target in Germany to foster the internationalisation of Vocational Education and Training. This objective is noted in the Internationalisation Strategy of the Federal Ministry of Education and Research last published in 2017 (1). The goal is that VET-institutions develop international profiles and integrate mobility experiences in curricula. International mobility in IVET should be the rule and not an exception. In 2022, the NA at BIBB added a task area which explicitly concentrates on obstacles and frame conditions in IVET.
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(1) www.bmbf.de/bmbf/de/europa-und-die-welt/vernetzung-weltweit/internation…

The measure put in place is a website providing transparent information for the criteria applied when deciding whether a visa should be issued to learners from third countries or not. The website is combined with a personal telephone hotline for personal advice (1).
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(1) https://www.make-it-in-germany.com/en/

The federal act on VET regards learning abroad as a rule, not as an exception. Therefore, no administrative request by the apprentice, the enterprise or the school is necessary. The need for paperwork comes to a large extent from qualitative aspects of the training (e.g. Memorandum of understanding with host institution, definition of learning outcomes, learning contract with participant, insurances). NA at BIBB and other sources provide learners (1) and VET institutes (2) with information on how to cope with these qualitative aspects in an efficient way.
NA at BIBB also sensitize the Federal Ministry for Education and Research (BMBF) to give attention to the special situation of IVET-learners during processes of amendments. For example, the regulations in Germany concerning the minimum wage shall not apply to learners in Erasmus+ in order not to discourage participation in mobility schemes. In 2022, the NA at BIBB additionally created a task area which explicitly concentrates on consisting obstacles and frame conditions in IVET.
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(1) https://www.meinauslandspraktikum.de/
(2) https://www.dihk.de/de/themen-und-positionen/fachkraefte/bildung-intern…

In Germany, the average age of apprentices when starting their training is 19.9 years. In 2020, 26,4% of the apprentices starting a training were below 18 years (1). In most cases, the international part of the training activity takes place in the 2nd or 3rd year of training, as the learner needs to have already a set of relevant professional skills. In Erasmus+ VET, about 5% of the learners are minors.
The school laws of the Länder define the preconditions for minors to take part in activities outside the premises, which cover also international mobility. The most relevant preconditions are (a) parents’ approval; and (b) close monitoring and guidance. The sending institutions have to comply with these preconditions. Therefore, the most relevant European and national programmes provide financial support for accompanying persons in order to overcome this obstacle.
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(1) BIBB Datenreport 2022, p. 157-159 www.bibb.de/datenreport/de/datenreport_2022.php

Social security
Incoming apprentices and IVET students from the EU benefit from medical care through the European Health Insurance Card (EHIC). Apprentices benefit from social security of employees (1). Outgoing IVET-students benefit from social security coverage through the EHIC (as regards medical care), and parents or school insurance. The sending organisation (school or training company) is responsible for the statutory accident insurance.
Labour protection
The relevant act for all employees is the working condition act (2). In addition, for minors, the Youth Health and Safety at Work Act (3) applies. Both acts are applied regardless of whether the person is an employee, an apprentice or a VET student realizing an internship and regardless of whether he or she is an EU or non-EU national.
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(1) - Health insurance: http://www.sozialgesetzbuch-sgb.de/sgbv/5.html , § 5
- Accident insurance: http://www.sozialgesetzbuch-sgb.de/sgbvii/1.html , § 10 (1) 2. As the training abroad is covered by the federal training act, the accident insurance covers also the international mobility
- Pension insurance: http://www.sozialgesetzbuch-sgb.de/sgbvi/1.html , §1 (1)
- Long term care insurance: http://www.sozialgesetzbuch-sgb.de/sgbxi/1.html , §1 (2)
- Unemployment insurance: http://www.sozialgesetzbuch-sgb.de/sgbiii/1.html , §24 (1)
- The legislation concerning maternity leave is regulated in the protection of mothers law: https://www.bmfsfj.de/bmfsfj/service/gesetze/gesetz-zur-neuregelung-des…
(2) https://www.bmas.de/DE/Service/Gesetze-und-Gesetzesvorhaben/arbeitsschu…
(3) https://www.bmas.de/DE/Arbeit/Arbeitsrecht/Arbeitnehmerrechte/Jugendarb…

In 2022, the NA at BIBB created a task area which explicitly concentrates on obstacles and frame conditions in IVET.
In December 2022, the Federal Ministry of Education and Research presented an Initiative for Excellency in Vocational Education and Training, which combines different activities to make VET more attractive. Among other things, it aims to improve and raise international mobility within the German VET system for the acquirement of international professional competencies. For instance, the initiative announces a consultation process with relevant stakeholders for 2023 to discuss, how a German Vocational Exchange Service could contribute to the strengthening of international VET mobility. (1)
Generally, the federal act on VET is the countrywide framework, which ensures the possibility for IVET-learners to learn abroad during vocational and educational training. Therefore, no administrative request is necessary neither by the apprentice nor by the sending VET-institution (reduction of administrative obstacles, see also 1.1.3).
Regarding incoming mobility, a website which is funded by different national authorities and important German stakeholders provides transparent information for the criteria applied when deciding whether a visa should be issued to learners from third countries or not. The website is combined with a personal telephone hotline for personal advice. This service is coordinated by different national authorities and provides transparent information about the delivery of visas and residency of high quality (2).
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(1) www.bmbf.de/bmbf/de/bildung/berufliche-bildung/strategie-und-zusammenar…
(2) www.makeitingermany.com

The facilitating actions (or at least some of them) are monitored. However, there is no systematic and complete evaluation and no systematic process of setting up recommendations oriented towards future improvement, yet.
The BBiG Berufsbildungsgesetz (Vocational Training Act) ensures the possibility for IVET-learners of learning abroad during vocational and educational training. In 2016, the BMBF evaluated the BBiG (1). As a result, it was recommended that the chamber should supervise only long-term stays longer than eight weeks. This recommendation considers the fact that the average duration of stays has increased to five weeks during the last years. In 2019, these recommendations were incorporated in an amendment to the BBiG (“BBiG Novelle”). The Chambers now supervise only long-term stays of eight weeks length or longer (2). With such improvements, long-term stays are more supported by chambers and the administrative effort is reduced.
The website www.makeitingermany.com , which provides transparent information for the criteria applied when deciding whether a visa should be issued to learners from third countries or not is evaluated in form of a user survey. The evaluation is implemented by the Federal Ministry for Economic Affairs and Climate Action.
The study „Transnational Mobility in Initial Vocational Education and Training“ (3) published by the NA at BIBB in 2018 interviewed IVET learners who have not been abroad as well as companies and other VET-institutions who refrained from sending their learners abroad. Therefore, the study provides insight into the main reasons for not participating in IVET-mobility: Lack of financial support as well as lack of adequate information about funding possibilities. In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”, solely focussing on mobilities financed by Erasmus+. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (4). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
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(1) https://www.bmbf.de/bmbf/shareddocs/downloads/files/2016-03-23_evaluati…
(2) https://www.bmbf.de/bmbf/de/home/_documents/die-novellierung-des-berufs…
(3) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
(4) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

Germany has a clear and marked policy intention to integrate international learning experiences in the curricula of IVET programmes. It has also set quantitative and qualitative targets for international mobility in IVET, but no specific target in terms of removing the institutional and administrative obstacles to mobility has been set. The country also has measures in place for facilitating the delivery of visas and residency permits to IVET learners from third countries, reducing the administrative burdens generated by mobility arrangements, and removing the obstacle to the movement of minors. Actions in this policy strand are countrywide coordinated and evaluated, but not in a systematic and complete manner. Steps for further progress in future could include: ensuring that the information services provided to learners to help them cope with the administrative burdens are felt by users as effective and sufficient; setting up policy targets/benchmarks in terms of removing the institutional and administrative obstacles to mobility; making systematic and complete the processes for coordination and evaluation of actions in this policy area.

Recognition of learning outcomes acquired by IVET learners involved in international learning mobility is regulated by law at national level.

Recognition is a prerequisite which has to be fulfilled ex ante sending an apprentice abroad. The federal act on VET supports learning periods abroad “if this serves the purpose of training”. This imposes the obligation to the enterprise or training body to make sure that this relevance requirement is met.

As for the whole training the relevance and quality is supervised by the chambers: “Initial training undergone abroad pursuant to §2 subsection (3) shall be supervised and supported by the competent body in an appropriate manner. If the duration of a period of initial training abroad exceeds four weeks, a plan agreed with the competent body shall be required.”
An amendment to the Vocational Training Act in 2019 (in force from 1 January 2020), the “Novelle des Bundesbildungsgesetztes BBiG”, raised this minimum duration period abroad requiring a supervision of the chamber to eight weeks (1).

The training is supervised by the chambers and in case of a stay abroad the sending institution has to assure that competences relevant for the qualification (Beruf) are acquired throughout the whole training regardless whether it takes place in Germany or abroad. The stay abroad is integral part of the whole training. The assessment and recognition of learning outcomes is subject to the holistic final examination at the end of the training which covers the whole training regardless whether parts of it where realized abroad or not.

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 that there is an increasing demand for international competences in VET in terms of intercultural competence, international professional competence, foreign language competence. (2) Furthermore, there are various additional international qualifications which include internships abroad and recognition of learnings outcomes by specific requirements resulting from curricula. These are regional offers by VET schools and chambers, but they help to implement the recognition of learnings outcomes in a very specific manner (e.g. “Europakaufmann/-frau” “European salesman/woman” (3)) (4)

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(1) https://www.bmbf.de/upload_filestore/pub/The_new_Vocational_Training_Ac…
(2) BIBB / Weltweit erfolgreich handeln
(3) Europakaufmann / Europakauffrau - IHK Stade
(4) A liste of different additional international qualifications can be found at this link: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/05_Se…

IVET learners involved in international learning mobility have easy access to recognition of learning acquired abroad. Easiness comes from the sending institution ensuring that competences relevant for the qualification are acquired during the mobility stay, so recognition is guaranteed. For the future, the modular qualification kit will make the recognition of learning aquired abroad even easier and especially more precise.

Recognition of learning outcomes acquired by IVET learners involved in international learning mobility is regulated by the federal act on VET. The stay abroad is integral part of the whole training. Moreover, at national level, the integration of mobility experiences in VET curricula is also an objective noted in the Internationalisation Strategy of the Federal Ministry of Education and Research (1).
A separate recognition process for competences acquired abroad does not exist yet in Germany. If the new competence module on “international professional competences” is used in the future when training occupations are modernised or created, there could be a more precise recognition of competences acquired abroad. Furthermore, the use of ECVET instruments in learning agreements is an important target for VET-providers in Germany. Therefore, the Federal Ministry of Education and Research (BMBF) funded the national contact point ECVET (NKS ECVET) until 2015. This service advised all programmes funding international mobility as well as VET-providers how to use ECVET principles as a tool for quality assurance. The contact point succeeded in spreading out and fostering the use of ECVET-instruments by VET-providers in Germany. Since the ECVET contact point was suspended in 2015, the NA at BIBB now provides service and guidance in this thematic area. Moreover, NA at BIBB works together with some multipliers, the so called “VET Experts”. This is a network of some experts who gives advice to VET institutions how to implement ECVET instruments.
In conclusion, the introduction of the description tool to help integrate international professional competences in German training regulations demonstrates the political will to strengthen the recognition of learning outcomes acquired abroad in a very specific way.
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(1) www.bmbf.de/bmbf/de/europa-und-die-welt/verentzung-weltweit/internation…

The recognition approach in place in the country applies to:
Courses
Credit points
Units
Modules
Programmes
Qualifications/diplomas/degrees.

The approach to recognition that applies in Germany is regulated by law and is coordinated countrywide. If the new competence module on “international professional competences” is used in the future when training occupations are modernised or created, there could be a more precise and nationwide recognition of competences acquired abroad.

The recognition approach that applies in Germany is based on the principle the sending institution ensures that competences relevant for the qualification are acquired, so recognition is guaranteed. There is therefore no need for a recognition process (and no need for a time limit to process recognition requests).

In the approach that applies in Germany, recognition is guaranteed provided that the competences relevant for the qualification are acquired during the mobility stay. The learner does not have to request recognition, so there is no need for contact points and visibility policy thereof.

No recognition process is needed since recognition is guaranteed. Therefore, there is no visibility policy, so no evaluation thereof.

The Europass Mobility document is widely used in Germany. About 24.000 documents are issued every year. Within Erasmus+, almost every participant receives a Europass mobility document. The specific value of the Europass Mobility document is twofold. On the one hand it is important for the mobile IVET learner to make transparent which learning outcomes in the context of his qualification (Beruf) where acquired abroad. This is relevant although the recognition is assured as described above. These descriptions of learning outcomes are interesting for potential future employers or further training institutions. On the other hand, learners acquire very often competences which go beyond the defined qualification they aim to achieve. Especially in this case, the Europass Mobility is the relevant instrument to make these additional competences visible and transparent.
The Europass Certificate Supplement has been developed in Germany for all 330 qualifications (Berufe) defined based on the federal training act. In addition, about 50 full time qualifications provided under the auspices of the different Länder are finalized. There are mainly four different situations in which the Supplement is helpful:
- For guidance, as a short standardized description of a qualification;
- As a multilingual document to enable professionals and learners to display in brief the core of a qualification;
- It is essential for graduates preparing to be mobile on the labour market;
- It contains essential information for institutions abroad who are in charge of recognizing foreign qualifications.

ECVET is largely used for IVET mobility as a tool for quality assurance. The ECVET instruments as ECVET Memorandum of Understanding and ECVET Learning agreement increase the quality of preparation and implementation in IVET mobility. In addition, these documents are essential as they are a good basis for a precise and detailed Europass Mobility document at the end of the mobility stay. ECVET is used by many enterprises and VET providers.
EQF/NQF and its paradigm of learning outcomes and the descriptors of competences is the basis for visibility. In Mai 2012 the German Qualification Framework (DQR) was established (1). For VET institutions and IVET Learners, the orientation provided by the EQF /NQF approach is essential, as they are able to display and understand on which level a specific qualification is located. For mobility promoters the framework is essential for the setup of Memorandum of Understanding and Learning agreements.
EQAVET, DEQAVET: The increasingly marked shortage of skilled staff in the German labour market makes it necessary to reach agreement with other European Union member states on a shared culture of quality assurance in vocational training. Therefore, Quality Assurance in Vocational Education and Training (EQUAVET, DEQAVET) is of general importance also for international mobility. Nevertheless, this European process is not yet of practical relevance for the process of visibility and recognition.
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(1) http://www.dqr.de/index.php

The BBiG (federal act on VET) supports learning periods abroad "if this serves the purpose of training". This imposes the obligation to the enterprise or training body to make sure that this relevance requirement is met. The training is supervised by the chambers and in case of a stay abroad the sending institution has to ensure that competences relevant for the qualification are acquired throughout the whole training regardless whether it takes place in Germany or abroad.
However, the Federal Institute for Vocational Education and Training recommended the Federal Ministry for Education and Training to evaluate the use of the new competence module on “international professional competences” in the VET regulatory work.
Furthermore, the use of ECVET-instruments and their implementation in Germany were evaluated at European level with results of high quality.

Germany utilises a countrywide coordinated mechanism that ensures recognition of learning acquired during mobility. The approach ensures easiness of access to learners. It avoids needing a time-frame for processing requests after the mobility stay, and carrying out actions for the visibility of contact points. However, there is no mention of any time limit or visibility policy in the case of requests for the recognition of learning outcomes acquired outside of the framework of mobilities between a sending and a receiving institution, and in 2022, Germany made an important step forward by introducing the competence module for integration of international competences in new training regulations. Through the competence module for the integration of international additional qualifications into the regulatory work, a further step is taken so that stays abroad will no longer be integrated into the regulatory work as an exception but as a fixed component of a profession. This also means that the recognition of competences - which was previously only regulated in very general terms by the Vocational Training Act (BBiG) - will be regulated even more concretely. Competences are thus explicitly described, documented and recognised, i.e. much more concretely than only through the framework provided by the BBiG. The modular competence system clearly describes which competences are acquired through the additional qualifications. This creates more transparency and the possibility to recognise them as an integral part of a professional profile. Of course, the BBiG automatically included and regulated recognition, but only in a very general and theoretical way. The modular system for international competences in regulatory work thus creates precision and quality.

Benchmarks for the recognition policy are still lacking. Recognition in Germany applies to all types of learning components (courses, credit points, units, modules, programmes and qualifications / diplomas / degrees). The country makes use of all five EU tools considered in this review (i.e. Europass Mobility Document, Europass Certificate Supplement, ECVET, EQF/NQF and the learning outcomes approach) for the visibility, transfer and recognition of learning outcomes.

Even if the national benchmark is not valid anymore, Germany continues to implement specific measures to strengthen partnerships and funding of transational mobility in VET. For example, early 2020 the Federal Ministry of Education and Research published new funding guidelines for the AusbildungWelweit (VETWorldwide) programme. It includes a broader definition of who is eligible to apply for funding, now including VET schools. It is also now possible for VET students whose study focus is regulated by the Länder to take part. AusbildungWeltweit is therefore open to all VET students in initial training (1). Moreover, Germany remains commited to the European benchmark recommended by the Council of the European Union that 8 % of learners in VET benefit from a learning mobility abroad, despite the difficult conditions during to the pandemic. The Bundesrat (German Federal Council) explicitely endorsed this benchmark. (2) On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021. (3)
Furthermore, the Internationalization Strategy of the BMBF (2017) emphasizes the internationalization of Vocational Education and Training as an overall target in Germany.
In 2020, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate VET students’ and teachers’ participation in European mobilities in order to foster European partnerships and increase the internationalisation of VET (4). As it is already mentioned above in part 1, there are various policy targets concerning learning mobility of VET learners. These targets also include the need to foster European partnerships and funding for learning abroad. It is not only the Internationalization Strategy of the BMBF and the recommendation of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder but also the different Coalition agreements. This political commitment for learning abroad is repeate--------------------------------------------------------------------------------d in the Coalition treaty between CDU/CSU and SPD in 2018 (5). In addition, the fractions CDU/CSU and SPD in the German Parliament asked the German government in 2018 to support lifelong learning and mobility within the framework of Erasmus+ (6). The Coalition treaty between SPD, Bündnis 90/Die Grünen and FDP from 2021 currently intents to strengthen European and international youth work, especially for apprentices (7).
At the Länder level, there is also a political will to develop and deepen partnerships in IVET mobility, partly with bordering countries but not solely. This is for example the case of the most populated Land North Rhine-Wesphalias (NRW) which has such partnerships through various programmes (Erasmus+, AusbildungWeltweit worldwide, ProTandem and DFJW in France, DPJW in Poland, DNJW and Interreg in the Netherlands, DAJW in African countries – but also in Israel and the USA). (8)
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(1) https://www.ausbildung-weltweit.de/SharedDocs/Downloads/de/dateien/Foer…
(2) celex_32020h120201_en_txt.pdf (europa.eu)
(3) https://dserver.bundestag.de/btd/19/309/1930950.pdf
(4) https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020…
(5) https://archiv.cdu.de/system/tdf/media/dokumente/koalitionsvertrag_2018… pp 31; 37.
(6) https://dserver.bundestag.de/btd/19/048/1904846.pdf
(7) https://cms.gruene.de/uploads/documents/Koalitionsvertrag-SPD-GRUENE-FD…
(8) see links on the last page of this document
https://www.berufsbildung.nrw.de/cms/upload/idb/struktur_reiter_interna…

Complete countrywide coordination of actions in all dimensions is ensured through a countrywide framework, which is set by regulations and/or arrangements agreed between players. Germany has clearly an objective to increase the number of enterprises and VET institutions starting to be active in international VET mobility, to initialize and to enlarge international cooperation. The support in finding a partner is important to achieve this objective. In this context, 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) is instructed by the BMBF to support VET institutions in finding partners for international mobility and to provide information about financial support.
As about 40% of the VET mobilities are covered by the Erasmus+ programme in the field of VET, the National Agency as the institution in charge of implementing this programme provides information for learners and VET-institutions on financial and non-financial support as well. The National Agency supports organizers of mobility projects by supplying information, guidelines as well as personal guidance and monitoring actions concerning funding, preparation, implementation and eventually feedback and evaluation. This is realized directly and via so called multipliers. The multipliers are located mainly in schools and chambers in the Länder. ProTandem (former DFS Deutsch-Französisches Sekretariat / German-French Office for Exchange in VET) is also in charge of providing information to learners about financial support and possibilities for staying abroad in France.
These three important players and their supporting activities for partnerships and funding are coordinated by the BMBF in order to reach the aims of the internationalization strategy and to foster international mobility in IVET.
Complementary to this service, the Federal Ministry of Economic Affairs and Climate Action (BMWK) has established a network of counsellors for international mobility. They are located at the chambers and especially dedicated to enterprises, their trainers and apprentices. Coordination between the BMBF and BMWi initiative is achieved, as these counsellors are also acting as multipliers for the National Agency at BIBB.

The Federal Ministry of Education and Research (BMBF) has established 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). One of their tasks is to support VET institutions in finding partners for international mobility.
Complementary to this service, the Federal Ministry of Economic Affairs and Climate Action (BMWK) has established a network of counsellors for international mobility. They are located at the chambers. Among other tasks, they support enterprises in finding international partners for international mobility activities. Coordination between the BMBF and BMWi initiative is realized, as a representative of the National Agency at BIBB is a member of the steering committee of this network.
Germany has clearly objectives to increase the number of enterprises and VET institutes starting to be active in international VET mobility. The support in finding a partner is important to realize this objective. Within this frame, institutions starting or enlarging their international network are given access to the existing database supported by the EU. Furthermore, the institutions are guided to verify if they could build on existing international contacts in their institutional context (e.g. town twins, sectorial or regional contacts). This approach leads often to better and quicker results than internet databases. There are different institutions providing support in partner finding which focus on different target groups as described above. The aim is to realize a one-stop-shop and avoid the redirections of customers. The main achievements are the increasing mobility figures and the increased number of VET institutions having international partners and cooperation.
Within the framework of fostering partnerships, NA at BIBB set up in 2018 different activities, which aimed at supporting partnerships between German and French VET-institutions. NA at BIBB cooperated in 2018 with the French National Agency, and started to bring together multipliers of both countries. In addition, the management level at NA at BIBB visited the French National Agency in order to exchange experiences about funding possibilities and participation in different mobility schemes, not only in Erasmus+. Furthermore, NA at BIBB published the results of a survey analysing the current state of the cooperation between Germany and France. These results showed the state of partnerships between German and French VET-institutions and made clear which steps have to be taken in the future in order to foster mobility partnerships between these two European countries, not only in Erasmus+ (1).
In 2018 and 2019, the NA at BIBB also organised so called Transnational Cooperation Activities (TCA) for organisations using Erasmus+ funds to send their learner abroad. During these contact seminars organisations from several of the Erasmus+ countries met for three days to share ideas, get to know each other and hopefully work together in the future by sending their VET learners to each other.
In 2022, NA at BIBB encourage organisations to participate in different contact seminars in order to find new partnerships.
Since 2020, VET institutions active in Erasmus+ can apply for the “Erasmus+ accreditation”. This accreditation is the key to support mobilities for learners and staff as well as the internationalization as part of the organizational development. NA at BIBB provides guidance and advice for institutions in VET on how such an organizational development can be successful with Erasmus+. In this context, NA at BIBB also tries to encourage and to support the (potential) beneficiaries to expand and strenghten international partnerships. (2) By 2020, 126 learning venues were accredited in Germany and in 2021, there were 377 new accreditations and 219 new applications (3).
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(1) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
(2) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/akkreditierung
(3) BIBB Datenreport 2022, p 466

The institutions participating in the policy for supporting partnerships and networks have internal evaluations concerning the services they provide. These cover also the information and guidance concerning the support of partner finding. Some of the institutions also have evaluations based on customer surveys. The results of evaluations and surveys are used to improve the offered service.

The strategy to support learners in finding financial support for their learning period abroad is threefold. Firstly, financial support is provided through European and national programmes (e.g. Erasmus+, AusbildungWeltweit and ProTandem). Secondly, 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) provides transparent information about approximately 50 different small programmes from public and private bodies offering financial support to IVET learners. Finally, there is the strategy to inform enterprises about the advantages and results of sending IVET learners abroad in order to encourage them to finance transnational mobility on their own. A significant share of mobility stays abroad have been financed directly by the enterprises

The institutions which contribute in funding learners' mobility have internal evaluations concerning their services. These cover also the actions to provide IVET learners with financial support. Some of the institutions also have evaluations based on customer surveys. The results of evaluations and surveys are used to improve the offered service.

The Federal Ministry of Economic Affairs and Climate Action (BMWK) has established a network of counsellors for international mobility. They are located at the chambers and especially dedicated to enterprises, their trainers and apprentices. Coordination between the BMBF and BMWi initiative is ensured through a representative of the National Agency at BIBB participating in the steering committee of this network.
Since about 40% of VET mobilities are covered by the Erasmus+ programme, the National Agency, as the implementing institution of this programme, provides all of the target groups with information on financial and non-financial support. This is done directly and via so called "multipliers", which are located mainly in schools and chambers in the regions.
In 2020 these multipliers were made more visible with introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). In order to receive this label, interested multipliers have to take part in information sessions by the NA at BIBB regularly, in order to ensure that they are always up-to-date on the newest developments within the programme.

VET professionals, enterprises and VET schools also receive tailor-made information on international mobility via internet, especially a database for individuals and institutions to find financial support provided by projects and programmes. Individual support and assistance are also provided via e-mail, telephone, and on education fairs. For example, in the framework of Erasmus+ and AusbildungWeltweit, NA at BIBB offers tailor-made information activities for enterprises in different economic sectors. NA at BIBB had launched in 2014 a network of enterprises, funded by Erasmus+, in order to support them in organising mobility projects. NA at BIBB also cooperates closely with employers’ associations in different industry sectors. In fact, NA at BIBB advises more and more employers' organisations representing SMEs and large companies. NA at BIBB reaches mainly companies that are not yet active in Erasmus+ and offers tailor made information on funding mobility in Erasmus+. (1)
To reinforce the provision of information and assistance to institutions in the future, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) is now developing a portal targeting VET institutions and organisations. This service is built to inform especially new and inexperienced institutions about their possibilities to support international apprentice mobility, and the potential thereof. It will be launched in 2023.

The NA at BIBB participated in 2022 at the Conference of german headmasters in schools and works together with the Advisory Board of the German Industry for Vocational Education and Training (Kuratorium der deutschten Wirtschaft für die Berufsbildung, KWB).
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(1) https://www.na-bibb.de/service/publikationen/publikationsdetails/wk/anz…

The institutions which provide support have internal evaluations concerning their services. These cover also the support for organizing mobility projects. Some of the institutions also have evaluations based on customer surveys. The results of evaluations and surveys are used to improve the offered service.

Germany has a policy for providing companies and VET institutions with support in the creation of partnerships and networks for international mobility activities in IVET, and in organising mobility projects. Actions for funding learners’ mobility are also in place. All these policies are coordinated countrywide. They are also subject to some form of evaluation, through user surveys. However, the country has not set out any specific policy targets for the partnerships and funding actions. Setting up such targets/benchmarks could be considered in future. Nevertheless, in Germany national authorities and services implement various measures and initiatives in order to strengthen international partnerships.

Actions are in place for both awareness raising and promoting a mobility culture.

1. Raising awareness about the added value of mobility
To make young people aware of the added value of learning mobility, different communication tools are used, such as websites (1), video spots as well as events and distribution of individual success stories (2). They allow to outline the advantages of mobility experiences abroad and to convince learners and VET-providers of the benefits of learning abroad. For example, the film produced by the German National Agency at the Federal Institute for Vocational Education and Training (NA at BIBB) in December 2018 concentrates on the benefits of learning abroad. It features two apprentices during their stay abroad in Amsterdam and highlights the added value and benefit of transnational mobility for the training company. A website (3) specifically addressing apprentices and VET-students and co-funded by Germany and the European Union was launched , also aiming to not only deliver information and guidance but further show how learning abroad can create an added-value in terms of international competences and personal development.
Raising stakeholders’ and VET-providers’ awareness about the added value of mobility is also an objective and an important task of the support center for transnational mobility in VET at the NA at BIBB. For example, both services provide different Employers Associations in different sectors with information about the added value of mobility in VET (for example Employers Association Chemistry Rhineland or Germand Trade Association) . ProTandem also uses peer-to-peer activities to convince enterprises and IVET-learners of the added value of learning abroad.
NA at BIBB provides regularly information and monitoring events for different target groups as VET schools, chambers and enterprises. To inform and point out the added-value of mobility activities for the successful development of enterprises, a new portal for VET institutions will be launched in 2023.
To prove the added value of learning mobility and to illustrate the reasons for learning abroad during, NA at BIBB published in 2018 the study " Transnational Mobility in Initial Vocational Education and Training 2017“. Based on empirical methods, this study documents and describes the benefit of international mobility experience for apprentices and their training companies/ VET-schools (4).
The awareness-raising on the added value of learning abroad is also supported by a decentralized information structure in order to reach as many VET-institutions and IVET-learners as possible. The NA at BIBB and its “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) cooperate with a network of multipliers who are located in chambers and schools in each Land. These multipliers promote the added value of stays abroad to VET-providers in their region and offer information and guidance concerning mobility activities (5).
The initiative "Berufsbildung ohne Grenzen" ("Training without Borders"), a structure of about 50 mobility counsellors located since 2009 at the different regional chambers of crafts as well as at the chambers of industry and commerce, is also an important player for disseminating information about the added-value of learning abroad (6). This initiative is funded by the Federal Ministry of Economic Affairs and Climate Action (BMWK). It provides information and guidance on organizing mobility projects and points out the advantages of international learning experience for enterprises, apprentices, VET-schools and VET-students in full time IVET. ). In 2020, multipliers were made more visible with introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). In order to receive this label, interested multipliers have to take part in information sessions by the NA at BIBB regularly, in order to ensure that they are always up-to-date on the newest developments within the programme. (7)
The NA at BIBB established a European network of Erasmus+ funded apprentices: EuroApprentices. Based on individual success experiences of German mobile apprentices, they give learning mobility an individual success experiences of German mobile apprentices, they give learning mobility an individual face and a personal story. By this, they help to spread information about the added value of mobility for learners in VET. (8)
2. Fostering a mobility culture
The development of a mobility culture in Germany is fostered by different initiatives in the Lander. The Lander are responsible for the VET schools and play an active role in supporting mobility and internationalization of VET curricula. Some examples are:
- The ministry of education in North Rhine-Westphalia (NRW) adopted a decree on the "Certification of vocational schools for their international cooperation activities in European vocational training". (9) With this decree, the ministry aims at strategically supporting and implementing international mobility and internationalisation at vocational schools in NRW. This decree includes a benchmark for mobility as well as a curriculum for the additional qualification “international VET mobility”. Vocational schools making transnational mobility possible for 10 % of their pupils and implementing this curriculum are given the certification. Further, the federal government of NRW adopted in September 2021 an Agenda for strengthening VET including a mobility culture and internationalisation of curricula. (10)
- Learning mobility is also promoted by the Ministry of Finance and Economic Affairs in Baden-Württemberg (11). The Ministry supports the initiative "Go for Europe" (12). This office provides information and guidance on international mobility for learners and staff in VET. It addresses in particular small and medium-sized enterprises.
-In the Bavarian State, the “Staatsinstitut für Schulqualität und Bildungsforschung” (State Institute for School Quality and Educational Research) provides information, guidance and mobility projects for the Bavarian VET-schools in order to strengthen internationalisation in the VET-system and to foster international mobility for VET-students. (13)
-The City State Hamburg is also engaged in developing a mobility culture. In 2012 the Senate published a press release concerning the numbers of VET-students learning abroad and emphasized in this context the importance and added value of international mobility experience The City State Hamburg continues in implementing measures to foster a mobility culture in schools and enterprises and encourages them to participate in different funding programmes (14).
Regarding inbound mobility, the Federal Ministry for Employment and Social Affairs (BMAS) and the German Employment Agency (BA) funded a special programme to promote the vocational mobility of young Europeans (18-27 years old) interested in vocational training in Germany (Sonderprogramm "Förderung der beruflichen Mobilità¤t von ausbildungsinteressierten Jugendlichen aus Europa": MobiPro-EU). It was a German contribution to reduce the youth unemployment in Europe. (15) In order to facilitate the access to the labour market, the programme MobiPro-EU offered supporting measures to complete successfully a company-based VET training in Germany, e.g. German language courses before and during training, grant for travel and subsistence costs during training, and orientation measures. More than 2,300 apprentices have been awarded a grant. Also, several binational organizations foster the cross-border mobility of youth, including VET exchanges, and thus encourage foreign language skills, intercultural awareness as well as the internationalization of curricula, for ex. The Deutsch-Französisches Jugendwerk DFJW/OFAJ (Franco-German Youth Office), the Deutsch-Polnisches Jugendwerk DPJW (Polish-German Youth Office) or the Tandem - Koordinierungszentrums Deutsch-Tschechischer Jugendaustausch (Coordination centre for Czech-German youth exchanges).
The development of a mobility culture is also supported by law. The Federal act on VET states: "Parts of initial training may be completed abroad if this serves the purpose of training. The total duration of such training abroad shall not exceed one fourth of the duration of training specified in the initial training regulations" (16). The Coalition treaty between CDU/CSU and SPD issued in February 2014 states: "Our apprentices and trained specialists should be able to move successfully in international markets and develop intercultural skills. As a result, we want to double the proportion of young people who spend time abroad during their training" (17). This political commitment to learning abroad is repeated in the 2018 Coalition treaty between CDU/CSU and SPD (18). The Coalition treaty between SPD, Bündnis 90/Die Grünen and FDP from 2021 currently intents to strengthen European and international youth work, especially for apprentices (19).
The 2014 established Alliance for Initial and Further Training, consisting of the Federal Government and representatives from business, trade unions and the Länder, was renewed in 2019. Within the goal of strengthening the attractiveness and quality of the dual VET system, international mobility is mentioned explicitly. The Federal Government will continue to advance the international mobility of VET students through Erasmus+, ApprenticeshipWorldwide and, together with the industry “Training without Borders”. The Länder are called upon, to ensure that VET students can be released from VET school in order to take part in longer mobilities abroad (20).

The German Education Union (GEW) published in 2019 a 10-step-programme “Berufliche Schulen in Deutschland handlungsfähig machen für Europa” (“Make German VET schools fit for Europe”) demanding specific steps to ensure more VET students have the opportunity to take part in European mobilities (21).

A recommendation of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) from 2020 states, that international mobility helps improve the attractiveness of VET and the Länder should continue to provide the necessary conditions to facilitate VET students’ and teachers participation (22).

The mobility culture in Germany is also supported by funding initiatives. The BMBF co-funds "Poolprojekte" ("pool projects"), i.e. mobility projects organized by educational institutions for IVET-learners.
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(1) https://www.meinauslandspraktikum.de/, , https://protandem.org/
(2) https://www.na-bibb.de/stories/berufsbildung/ ,
(3) https://www.meinauslandspraktikum.de/
(4) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
(5) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/mobilitaetsland…
(6) https://www.berufsbildung-ohne-grenzen.de/
(7) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/mobilitaetsland…
(8) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/euroapprentices
(9) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
(10) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(11) https://www.gut-ausgebildet.de/azubis
(12) http://www.goforeurope.de/
(13) http://www.isb.bayern.de/schulartspezifisches/ansprechpartner/schule-un… (eu-bildungsprogramme/
(14) https://bildung-international.hamburg.de/eu/erasmus/
(15) Förderung der beruflichen Mobilität von ausbildungsinterssierten Jugendlichen aus Europa (MobiPro-EU) — (nrw.de)
(16) https://www.bmbf.de/pub/BBiG_englisch_050805.pdf
(17) http://www.kas.de/wf/doc/kas_36853-544-2-30.pd140820093605
18) https://www.cdu.de/system/tdf/media/dokumente/koalitionsvertrag_2018.pdf..., pp 31; 37.
(19) https://cms.gruene.de/uploads/documents/Koalitionsvertrag-SPD-GRUENE-FD… page 98.
(20) https://www.aus-und-weiterbildungsallianz.de/AAW/Redaktion/DE/Downloads…
(21) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
(22) https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020…

Complete countrywide coordination of actions takes place through a countrywide framework which is set by regulations and/or arrangements agreed between players as well as by policy targets already mentioned above and the central support center fort transnational mobility in VET
The federal act on VET and the policy targetsconstitute the countrywide framework for the actions mentioned above as well as the Internationalisation Strategy of the Federal Ministry of Education and Research published in 2017 (1). It shows how different initiatives for internationalization in education and research are embedded into a national strategy. The support of international mobility activities in VET is an important part of this strategy.
In the context of this political framework, the national contact points are instructed by the national authority, the BMBF, to define and carry out the actions mentioned above in order to raise the number of IVET-learners learning abroad and to foster a mobility culture in Germany. The actions are coordinated between the BMBF and the contact points by internal working plans. The different offices for mobility in VET have intensified the communication and cooperation among each other during the last year and coordinated their different actions.
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(1) https://www.bmbf.de/bmbf/de/europa-und-die-welt/berufsbildung-internati…

NA at BIBB published in 2018 under the authority of the BMBF the study “Transnational Mobility in Initial Vocational Education and Training 2017” (1). This study investigates the state of international mobility activities in VET throughout Germany and points out the impact of learning abroad for IVET-learners. It also clarifies if the different actions have been expedient. Each national contact point also evaluates its activities for raising awareness on added value of learning abroad and considers the development of a mobility culture in Germany on the basis of internal statistic data about the numbers of funded participants. They determine future activities for improvements and (re)adjustments.

Another current study in the field of youth made a substantial contribution to the question of awareness raising and establishing a mobility culture. Even if it is written from another point of view, it gives an essential insight in barriers and obstacles for young people to participate in learning abroad: Warum nicht? Studie zum internationalen Jugendaustausch. Zugaenge und Barrieren (2). The study analyses the obstacles young people face when it comes to participation in international mobility. There is a specific focus on young people who are not participating. The objective of the research is to reduce barriers and restraints to participation, and enable young people to gain experiences in international contexts. The research takes place over three years (2016 - 2018) and will have a multidimensional and multi-methodical design. In the long term, the results of this study can help to improve the actions for awareness raising and fostering the mobility culture in Germany.
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(1) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
(2) http://zugangsstudie.de/

Germany has objectives applicable to IVET mobility in general (see part 1), which are strongly linked with the need to increase the motivation to participate in learning abroad. The countrywide ‘10% transnational mobility in IVET’ benchmark which has been applicable till 2020 still determines the actions and measures of the different national services coordinated by the national authorities BMBF and BMWK.
Diverse stakeholders – federal level, lands, chambers, business associations, employers, trade unions – may influence the goals and the framework of transnational mobility in VET. Lands have sovereignty over their (vocational) schools and may or may not establish different policies regarding information and guidance for IVET mobility. In 2020, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder (Kultusministerkonferenz KMK) issued a recommendation, including a call to all Länder to improve the necessary conditions to facilitate and encourage VET students’ and teachers’ participation in international mobilities in order to increase the attractiveness of VET (1).
On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021 (2). To achieve this goal, the committee calls for further development of national coordination, guidance and financing structures, e.g. by establishing a central, overarching digital information portal presenting all public and private IVET programmes, including mobility guidance and motivation offers. By creating MeinAuslandspraktikum.de for young VET learners (offering comprehensive information, guidance and motivation to young apprentices about their possibilities to go abroad, available funding, a map with regional guidance services, motivating testimonials, as well as personal support via e-mail, telephone, and fairs all over Germany - see 1.1.1) and another portal for VET institutions to be launched in 2023, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET – former IBS) at the National Agency at BIBB is already implementing this goal on behalf of the Federal Ministry of Education and Research (BMBF).

The above-mentioned committee also recommends the extension and consolidation of “Training without Borders”, a regional structure of currently more than 50 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce, informing, motivating and practically supporting training companies (and partly VET schools) in their districts. This network is funded by the Federal Ministry for Economic Affairs and Climate Action (BMWK). See also 1.1.1 and 1.1.2 for more information about the central support center at NA at BIBB, “Training without Borders” and their respective collaboration.

The current “Alliance for Initial and Further Training 2019-2022” (Allianz für Aus- und Weiterbildung) lead by the Federal Ministry for Economic Affairs and Climate Action (BMWK) and consisting of business community, trade unions, federal government and Länder also intends to support international VET mobility in their respective fields of responsibility (promotion, organisational, financial support). (3) According to the Federal Government’s Skilled Labour Strategy 2022, the Alliance will continue in 2023, and (re)negotiate their goals. (4)

These information, guidance and motivation mechanisms in Germany are supported by the Instructor Aptitude Ordinance (5), amended in 2009. This reform requires instructors to have the competence to assess whether parts of a vocational training can be realized abroad (see § 3 (2) 6.) This extension aimed at giving more advice on international mobility to apprentices directly from the instructor in charge and not only from external experts.
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(1) www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2020/2020_10_15-B…
(2) www.bundestag.de/dokumente/textarchiv/2021/kw25-pa-enquete-bb-abschluss…
(3) www.aus-und-weiterbildungsallianz.de/AAW/Navigation/EN/Home/home.html
(4) www.bundesregierung.de/breg-en/news/skilled-labour-strategy-2133762
(5) Ausbildereignungsverordnung – AEVO, http://www.gesetze-im-internet.de/ausbeignv_2009/BJNR008800009.html

Germany has in place a range of actions for raising the awareness of IVET students about the added value of mobility. The existing actions are coordinated and evaluated. The country has set up policy targets in terms of information, guidance and learners’ motivation.

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).
__________
(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

The Länder are responsible for education in schools at all levels, including vocational schools. Among others, they establish all curricula (including acquisition of foreign languages, intercultural and digital
competences), their evaluation (i.e. through educational standards) and prepare policy reforms. Their countrywide coordination is ensured by the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) and the BMBF. The federal act on VET, the national benchmark and the Internationalization Strategy of the Federal Ministry of Education and Research published in 2014, updated in 2016 (1), constitute the countrywide framework for the actions in the area of long-term preparation. An important coordination partner is the Federal Institute of VET (BIBB).
The main institutions involved in IVET mobility (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 initiative “Training without Boarders”) are coordinating the preparation of mobility projects and are providing information and guidance to the relevant target groups.
__________
(1) https://www.bmbf.de/upload_filestore/pub/Internationalisation_Strategy…

The existing linguistic and intercultural, digital, and internationalisation actions (or at least some of them) are monitored. The concept of evaluation in the education system (in other words the systematic assessment of organisational structures, teaching and learning processes and performance criteria with a view to improving quality) consists in control mechanisms. State supervisory authorities for schools, statistical surveys carried out by the federal statistical office as well as educational research are used for quality assurance and evaluation purposes. Further,

In the field of linguistic preparation, the project MobiPro EU (1), a special funding programme to promote the vocational mobility of young Europeans (18-27 years old) interested in vocational training in Germany (incoming mobility) was evaluated. MobiPro EU offered supporting measures to complete successfully a company-based VET training in Germany, e.g. German language courses before and during training, grant for travel and subsistence costs during training, accompanying qualification and orientation measures. The evaluation report “Handbook – A model to promote transnational mobility in vocational education and training” published in April 2019 dedicates one chapter on linguistic preparation of mobility with recommendations and best practice examples (2).

In the field of digital competences in VET, the "Digital Media in Vocational Training" funding programme (3) was evaluated. The digitalisation of vocational schools is increasingly moving into the focus of educational research and politics as well (especially with regard to the "Digital Pact"). It all began in 2026 with the "Monitor Digital Education" (4) on vocational training in the digital age. BIBB also addressed this topic in studies and at several events. The Telekom Foundation recently launched a project on "Vocational School Digital". Supported by Bremen's IFIB, the project aims to clarify by the end of 2019 "which cross-occupational and occupation-specific digital skills vocational school students need to learn and which conditions vocational schools need in order to be able to integrate digital media profitably into their teaching and everyday life". (5)
The national offices have their evaluation measures in form of participant reports. These reports collect feedback from learners and organisations and are used as basis for subsequent adjustments and improvements. The NA at BIBB published in December 2018 an evaluation of midterm reports by the first 48 VET institutions with Erasmus+ mobility Charta. It shows the positive impact of mobility projects and strategy on the internationalisation of these VET institutions (6).
End of 2019, the NA at BIBB published a data analysis “Mobil in Europa mit Erasmus+”, partly based on the evaluation surveys among all beneficiaries after their mobility. One focus of this analysis are the perceived effects of VET teachers & trainers (T&T) mobilities on the internationalisation of their sending institution. It shows that such T&T mobilities are catalysts for the internationalisation of VET institutions, especially for those with the Erasmus+ VET Mobility Charta, so already anchored in an internationalisation strategy (7).

Further, the BIBB recommended the education ministry BMBF to evaluate the use of the new competence module on “international professional competences” in the VET regulatory work published in 2022 (in terms of intercultural competence, international professional competence, foreign language competence). (8)
_______
(1) https://www.thejobofmylife.de/de/home.html
(2) “Handbook – A model to promote transnational mobility in vocational education and training” (Chapter 3.2.4, p 68-80)
https://www.arbeitsagentur.de/vor-ort/zav/content/1533719619116
(3) www.qualifizierungdigital.de
(4) Schmid, U.; Goertz, L.; Behrens, J. (2016). https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/G…
(5) mmb institute. https://www.mmb-institut.de/blog/berufsschule-4-0-wo-steht-die-digitale…
(6) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
Schröder, U. Internationalisierung mit Strategie – Eine Auswertung der Zwischenberichte zur Mobilitätscharta. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
(7) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
Broß, L.; Wiethölter, F. Datenanalyse der Antragsrunde 2016 – Wirkung von Erasmus+ auf die Internationalisierung von Berufsbildungseinrichtungen. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
(8) www.bibb.de/kompetenzbaukasten_international

Linguistic preparation and internationalisation of VET
The policy target for mobility linguistic preparation set by the federal ministries of education (KMK) in vocational schools is that language teaching “shall develop the ability to act in an international professional context as well as promote intercultural competences and the mobility of apprentices” (1). In October 2020, the KMK published a decision on “VET as an opportunity for Europe” (2). 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. This shall anchor the European idea in dual vocational training. “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”.
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 (3). 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. (4) 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).
(www.bibb.de/kompetenzbaukasten_international )
In May 2017, the Ministry for Education and Cultural Affairs of North Rhine-Westphalia 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 (including 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 (5). 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 (https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…). This is quite significant, since North Rhine-Wesphalia is the most populous and the economically strongest federal state in Germany.
The BMBF formulated in 2014 the strategy for internationalization in education and research. The strategy and its policy targets were updated in 2016 (6). The development of an international profile of VET-institutions through international mobility activities and cooperation is a substantial part of this strategy: "In its efforts to modernize training and further training, the BMBF will thus also focus on intercultural competences and on developments in international qualifications." Further, one of the aims defined by the Federal Government consists in: "Internationalizing vocational training and education, especially professional development training, in order to ensure that skilled personnel have the qualifications they need in a globalized economy".
On federal level, for instance, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021 (). To achieve this goal, the committee calls for further development of national coordination, guidance and financing structures, e.g. by establishing a central, overarching digital information portal presenting all public and private IVET programmes, including guidance offers for mobility preparation.

Digital preparation
Under its ‘Digital pact for schools’ (7) 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. 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 (8). In this context, the digital upskilling of VET teachers (Länder-Strategy in 2016 and funding programmes since December 2018 (9)) is essential.
As described in the ReferNet thematic report “Vocational education and training for the future of work in Germany” published in January 2020 (10), the federal states (Kultusministerkonferenz, KMK) are participating in the modernisation process with the strategy ‘Education in the digital world’ (11) and the resolution ‘Vocational schools 4.0’ (12). The strategy addresses VET specifically: ‘The goal of vocational education and training is the acquisition of a comprehensive set of competences for action, whereby the acquisition of these competences should be designed as an interdisciplinary cross-sectional task within the context of digital working and business processes. These competences are addressed in the context of the craft sector, industry and economy 4.0.’ Some fields of action described in the strategy are:
(a) development of education plans, teaching and curricula (13);
(b) initial and continuing education of teachers (14);
(c) infrastructure and equipment;
(d) educational media (15).
Since December 2018 (Digitalisation II) (16), the Federal government is providing funding for projects that seek to identify strategies for designing learning processes that use the potential of digital media to support successful learning, both for individuals and groups. From 2020, the Federal Government and the federal states will supplement the "Quality Initiative for Teacher Education" with a new funding guideline. Funding will focus on the topics "Digitisation in teacher education" and/or "Teacher education for vocational schools". (17)

Further, the German government has formulated a strategy (18) on artificial intelligence (AI) in November 2018 (19). The BMBF, BMAS and BMWI took the lead. Field of Action 6 is on ‘strengthening vocational training and attracting skilled labour and experts’, among others by funding initial and further training programmes, considering the specific features of sectors, such as healthcare or the food supply chain. Further, basic AI knowledge is to be anchored as firm element of curricula in sciences subjects and integrated into initial and continuing vocational training programmes, where needed, for example with the Learning Factories 4.0 (20) funding programme.
The German AI strategy is accompanied by a platform on learning systems: ‘Plattform Lernende Systeme – Germany’s platform for artificial intelligence’ (21) brings together leading experts in self-learning systems and AI from science, industry, politics and civic organisations. In specialised focus groups, they discuss the opportunities, challenges and parameters for developing self-learning systems and using them responsibly. They derive scenarios, recommendations, design options and road maps from the results. One of the platform’s aims is to strengthen skills for developing and using self-learning systems and one working group is dedicated to ‘work and skills’ (22).
The COVID 19 pandemic has intensified the need for digitalisation in VET schools and companies and the national and regional policy initiatives try to face these challenges and give support (23).
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. (24)
____________
(1) KMK (2011). Empfehlungen der Kultusministerkonferenz zur Stärkung der Fremdsprachenkompetenz am 8.12.2011. p 5.
(2) KMK-Beschluss v. 15.10.2020 „Berufliche Bildung als Chance für Europa”
https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2…
(3) 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/service/publikationen/publikationsdetails/wk/anz…
(4) Internationale Handlungskompetenz - Entwicklung eines Kompetenzbaukastens als Konstruktionshilfe für die Ordnungsarbeit https://www.bibb.de/de/dapro.php?proj=2.2.345
(5) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
BWP 4/2018, BIBB, Bonn: Müller, H., Nannen-Gethmann, F., p 30.
(6) https://www.bmbf.de/upload_filestore/pub/Internationalisation_Strategy…
(7) https://www.bildung-forschung.digital/de/der-digitalpakt-schule-kommt-2…; https://www.bmbf.de/de/wissenswertes-zum-digitalpakt-schule-6496.html
(8) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
(9) https://www.qualitaetsoffensive-lehrerbildung.de/de/zusaetzliche-foerde…
https://www.kmk.org/fileadmin/Dateien/pdf/PresseUndAktuelles/2017/KMK-S…
(10) Huismann, A. (2020). Vocational education and training for the future of work: Germany. Cedefop ReferNet thematic perspectives series. http://libserver.cedefop.europa.eu/vetelib/2020/vocational_education_tr…
(11) https://www.kmk.org/themen/bildung-in-der-digitalen-welt/strategie-bild…; https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2…
(12) https://www.qualifizierungdigital.de/de/berufsschule-4-0-kmk-benennt-ze… ; https://www.qualifizierungdigital.de/de/digitalisierung-der-berufsschul…; https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2…
(13) https://www.kmk.org/fileadmin/Dateien/pdf/PresseUndAktuelles/2017/KMK_K…
(14) https://www.kmk.org/themen/bildung-in-der-digitalen-welt/veranstaltung-…
(15) https://www.kmk.org/fileadmin/Dateien/pdf/Gemeinsame_Erklaerung_KMK_VBM…
(16) https://www.bmbf.de/foerderungen/bekanntmachung-2157.html
(17) https://www.qualitaetsoffensive-lehrerbildung.de/de/zusaetzliche-foerde…
(18) BREG. https://www.ki-strategie-deutschland.de/home.html
(19) https://www.bmbf.de/de/strategie-kuenstliche-intelligenz-offiziell-auf-…
(20) Industrie 4.0. https://industrie40-live.de/index.php/en/learning-factory
(21) Plattform lernende Systeme. https://www.plattform-lernende-systeme.de/home-en.html
https://www.plattform-lernende-systeme.de/files/Downloads/Publikationen…
(22) https://www.plattform-lernende-systeme.de/wg-2.html; https://www.plattform-lernende-systeme.de/work-and-skilling.html
(23) https://www.bibb.de/de/121454.php
(24) https://www.bibb.de/en/134898.php

In 2017, the main institutions (KMK in schools at federal level, the national agencies for Erasmus+ and AusbildungWeltweit, IBS Information and Guidance Service for International Mobility in VET and the initiative “Training without Boarders”) have improved the visibility of their guidance in preparation of mobility by each providing a mobility guide with a chapter on linguistic and intercultural preparation.
The NA at BIBB provides up-to-date information and guidance on preparation of mobility projects (to VET schools, companies and IVET learners) on its website (1). Organisers of mobility projects can find tailor-made information in the Mobility Handbook, first published in 2016 and updated in 2018 by the NA at BIBB. Information and guidance concerning linguistic and intercultural preparation are also available in the Mobility Handbook (2). Complementary to the activities funded by the BMBF, the Federal Ministry of Economic Affairs and Energy (BMWi) funds the initiative “Training without Borders”, a structure of about 35 mobility counsellors located since 2009 at the different regional chambers of craft as well as at the chambers of industry and commerce (3). The mobility counsellors support enterprises as well as apprentices in initiating, preparing and realising their international training activities. The services are focused on enterprises and apprentices but address partly VET schools and VET-learners in full time IVET. The support is given in meetings, via a handbook, by internet, e-mail and phone (4). 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) is republishing in 2022 a notebook “Dein Weg ins Ausland - Auslandspraktikum: Wann, wo und wie?“ , which helps you to prepare, implement and follow up on an IVET stay abroad.
The NA at BIBB established a European network of Erasmus+ funded apprentices: EuroApprentices (6). Based on individual success experiences of German mobile apprentices, they give learning mobility an individual face and a personal story. This idea is inspired by the EuroPeers-Network. In peer-to-peer visibility activities, the EuroApprentices also address questions on linguistic and intercultural preparation. In addition, the NA at BIBB and the IBS (7) started together the social media campaign “Mein Auslandspraktikum” on Instagram and Youtube. This campaign is especially dedicated to young people in IVET in order to provide them with information (including on preparation activities) and to motivate them to participate in mobility (8).
The “AusbildungWeltweit” funding programme for international mobility of IVET learners outside the EU became a standard programme in November 2018 after its successful piloting (9). It also provides a mobility guide including information on preparation activities.
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). (10)
Further, the NRW ministry of education published 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 (11). This is quite significant, since North Rhine-Wesphalia is the most populous and the economically strongest federal state in Germany.
__________
(1) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/
https://www.meinauslandspraktikum.de/ (2) NA at BIBB (2018). Handbuch. Mobilität machen – Auslandsaufenthalte in der
beruflichen Bildung erfolgreich durchführen.
(3) https://www.berufsbildung-ohne-grenzen.de/
https://www.berufsbildung-ohnegrenzen.
de/fileadmin/redaktion/Dateien/Neuauflage_BoG-Handbuch_-_Kopie.pdf
(4) BWP 4/2018, BIBB Bonn: Moll, T., p 26-27.
(6) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/euroapprentices/
(7) Informations- und Beratungsstelle für Auslandsaufenthalte in der Berufsbildung, IBS: https://www.go-ibs.de/vorbereitung-planung/sprachkenntnisse/ transfered to the portal https://www.meinauslandspraktikum.de/deine-planung/sprachkenntnisse
(8) https://www.instagram.com/meinauslandspraktikum/ https://www.youtube.com/c/meinauslandspraktikum
(9) https://www.ausbildung-weltweit.de/
(10) www.bibb.de/kompetenzbaukasten_international
(11) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…

The BMBF roadshow "Digital Media in Everyday Training" (1) presents digital concepts for initial and continuing vocational education and training throughout Germany (since 2016). In interactive workshops, participants can learn about innovative tools and applications and try them out for themselves. Due to the pandemic, it is now possible to attend the roadshow online. (2)
The web portals of all VET policy decision-makers are making the digital preparation in VET visible, for example the BMBF portal www.qualifizierungdigital.de . Both the BIBB portal (3) and the National Agency Erasmus+ for VET website (4) have thematic pages on digital preparation in VET, as well as the Länder with the KMK portal (5). The NA at BIBB dedicated an issue of their journal No 25 (Dec. 2016) on this topic (6) and the BIBB did so as well in their BWP magazines in 2019 and 2022 (7).
In February 2021, four modernised standard occupational profile items (“Standardberufsbildpositionen”) were agreed and promoted 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. (8)
________
(1) https://www.qualifizierungdigital.de/de/bmbf-roadshow-digitale-medien-i…
(2) https://www.qualifizierungdigital.de/de/roadshow-online-5995.php
(3) https://www.bibb.de/de/26729.php
(4) https://www.na-bibb.de/themen/digitale-bildung/
(5) https://www.kmk.org/themen/bildung-in-der-digitalen-welt/strategie-bild…
(6) https://www.na-bibb.de/service/publikationen/publikationsdetails/wk/anz…
(7) https://www.bwp-zeitschrift.de/dienst/veroeffentlichungen/en/bwp.php/en…
https://www.bwp-zeitschrift.de/en/bwp.php/en/bwp/show/10086
(8) https://www.bibb.de/en/134898.php

The web portals of VET stakeholders are making the internationalisation of the IVET curriculum visible, for example the National Agency Erasmus+ for VET (NA at BIBB) website (1) and the BIBB (2) have thematic pages on internationalisation of the IVET curriculum, as well as the Länder with the KMK portal (3). The NA at BIBB dedicated an issue of their journal No 31 (Dec. 2019 / Jan. 2020) on this topic (4) and published in 2019 a Handbook on how to disseminate successfully project results and products of strategic partnerships as well as a Practical guide on internationalisation strategy in VET in 2017 (5).
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). (6)
Further, the NRW ministry of education published 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 (7). This is quite significant, since North Rhine-Wesphalia is the most populous and the economically strongest federal state in Germany.
__________
(1) https://www.na-bibb.de/themen/internationalisierung/
(2) https://www.bibb.de/de/42362.php
https://www.bwp-zeitschrift.de/en/bwp.php/en/bwp/show/9124
(3) https://www.kmk.org/themen/internationales/eu-zusammenarbeit.html
(4) https://www.na-bibb.de/service/publikationen/publikationsdetails/wk/anz…
(5) https://www.na-bibb.de/service/publikationen/publikationsdetails/wk/anz…
https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/02_Be…
(6) www.bibb.de/kompetenzbaukasten_international
(7) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…

The national offices have their evaluation measures in form of participant reports. These reports collect feedback from learners and organizations, based on which adjustments and improvements are possible.

According to the NA-BIBB mobility survey among learners, improving proficiency in a foreign language is one of the main motivations for apprentices to participate in a learning mobility (1). An additional motivation is to get to know another culture. Given the fact that the English language plays a crucial role in this respect, it remains a challenge to organise mobilities in non-English-speaking countries, for example in France. The same applies for in-coming apprentices, since they should be able to understand and speak the language in the company, in order to learn and take part in the working processes. Linked to the foreign language proficiency, considerably more apprentices with a higher school qualification spend time abroad: 9.2% of holders of an entrance qualification for university (Abitur) versus 2.7% of holders of the lower secondary school (Hauptschule) certificate (2).

According to the BIBB/BAuA survey among the working population on qualification and working conditions in Germany (2006; 2012; 2018), the importance of job requirement in foreign language competence for IVET graduates (at secondary level) has risen significantly. Requirement of basic skills in a foreign language increased from 33.5% in 2006 to 51.2% in 2018, while requirement of specialist knowledge rose from 10.3% to 14.2% (3).
_____
(1) NA at BIBB (Ed.) (2018). Langfassung: Auslandsaufenthalte in der Berufsbildung 2017 - Mobilitätsstudie. (p 93 of long version)
(2) NA at BIBB (Ed.) (2018). Transnational mobility in IVET in 2017 – Study on Mobility. (English version, p 14)
(3) Hall, Anja (2020). Fremdsprachennutzung am Arbeitsplatz. In: Bildung für Europa 31 (2020), p 16-17.

The establishment panel on qualification and competence development by the Federal Institute for Vocational Education and Training (short: BIBB qualification panel) is a representative annual survey among 3,500 companies in Germany. The survey was conducted for the first time in 2011 and is supported by the Federal Ministry of Education and Research BMBF (1). The 2020 survey focuses on the state of digitalisation and automation in enterprises, the effects on training needs and training practice as well as inclusion in enterprises (2).
The BIBB research project ‘Digital media in VET – media appropriation and media use in the everyday practice of company-based training staff’ (DiMBA) (3) investigated the challenges faced by company-based training staff in this regard. The main issues were as follows:
(a) how do company-based training staff select digital media for everyday initial and continuing training practice?
(b) how are digital media integrated into initial and continuing training processes?
(c) what support do company-based training staff require in order to be able to integrate digital media into training in the best possible way?
These questions were investigated via a cross-domain approach in the occupations of vehicle mechatronics technician, management assistant for retail services and geriatric nurse. Alongside the definition of terms, BIBB developed a model of media-pedagogical competence for training personnel (4). The results were published in Härtel et al. (2018).
Further, 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 a forum of exchange as well as 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. (5)
_____
(1) https://www.bibb.de/de/1482.php
(2) https://www.bibb.de/de/119910.php
(3) https://www.foraus.de/html/foraus_media-pedagogical-competence-of-compa…
(4) https://www.bibb.de/de/87594.php
(5) http://libserver.cedefop.europa.eu/vetelib/2022/teachers_and_trainers_i…

The national offices have their evaluation measures in form of participant reports. These reports collect feedback from learners and organizations, based on which adjustments and improvements are possible.
Higher competences and job requirements due to internationalisation? A BIBB panel survey among 4,000 companies in 2016 and 2018 (1) shows differences between companies with national and those with international orientation (2).
In order to support the Charta applicants, the NA at BIBB NA has developed a proposal for the structuring of fields of action in which internationalisation can take place and published a guide on “Internationalisation in VET - A self-assessment guide for VET institutions in preparation for applying for the Erasmus+ mobility charter”. This guide last updated in May 2019 helps the applicants to reflect on their own possible field of actions and strategy (3).
The NA at BIBB published in December 2018 an evaluation of midterm reports by the first 48 VET institutions with Erasmus+ mobility Charta. It shows the positive impact of mobility projects and strategy on the internationalisation of these VET institutions (4).
End of 2019, the NA at BIBB published a data analysis “Mobil in Europa mit Erasmus+”, partly based on the evaluation surveys among all beneficiaries after their mobility. One focus of this analysis are the perceived effects of VET teachers & trainers (T&T) mobilities on the internationalisation of their sending institution. It shows that such T&T mobilities are catalysts for the internationalisation of VET institutions, especially for those with the Erasmus+ VET Mobility Charta, so already anchored in an internationalisation strategy (5).
(1) www.bibb.de/qb
(2) Troltsch, K. Höhere Kompetenzen als Folge der Internationalisierung? Panelbefragung zeigt Unterschiede zwischen Betrieben mit nationaler und internationaler Ausrichtung. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
(3) Internationalisierung in der Berufsbildung - Eine Handreichung zur Selbsteinschätzung für berufsbildende Einrichtungen in Vorbereitung auf eine Beantragung der Mobilitätscharta in Erasmus+
https://www.na-bibb.de/themen/internationalisierung/
(4) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
Schröder, U. Internationalisierung mit Strategie – Eine Auswertung der Zwischenberichte zur Mobilitätscharta. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
(5) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
Broß, L.; Wiethölter, F. Datenanalyse der Antragsrunde 2016 – Wirkung von Erasmus+ auf die Internationalisierung von Berufsbildungseinrichtungen. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)

The national offices have their assessment measures in form of participant reports. These reports collect feedback from learners and organisations, on which basis adjustments and improvements are possible.

The national offices have their assessment measures in form of participant reports. These reports collect feedback from learners and organisations, on which basis adjustments and improvements are possible.

Higher competences and job requirements due to internationalisation? A BIBB panel survey among 4,000 companies in 2016 and 2018 (1) shows differences between companies with national and those with international orientation (2).
In order to support the Charta applicants, the NA at BIBB NA has developed a proposal for the structuring of fields of action in which internationalisation can take place and published a guide on “Internationalisation in VET - A self-assessment guide for VET institutions in preparation for applying for the Erasmus+ mobility charter”. This guide last updated in May 2019 helps the applicants to reflect on their own possible field of actions and strategy (3).
The NA at BIBB published in December 2018 an evaluation of midterm reports by the first 48 VET institutions with Erasmus+ mobility Charta. It shows the positive impact of mobility projects and strategy on the internationalisation of these VET institutions (4).
End of 2019, the NA at BIBB published a data analysis “Mobil in Europa mit Erasmus+”, partly based on the evaluation surveys among all beneficiaries after their mobility. One focus of this analysis are the perceived effects of VET teachers & trainers (T&T) mobilities on the internationalisation of their sending institution. It shows that such T&T mobilities are catalysts for the internationalisation of VET institutions, especially for those with the Erasmus+ VET Mobility Charta, so already anchored in an internationalisation strategy (5).
(1) www.bibb.de/qb
(2) Troltsch, K. Höhere Kompetenzen als Folge der Internationalisierung? Panelbefragung zeigt Unterschiede zwischen Betrieben mit nationaler und internationaler Ausrichtung. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
(3) Internationalisierung in der Berufsbildung - Eine Handreichung zur Selbsteinschätzung für berufsbildende Einrichtungen in Vorbereitung auf eine Beantragung der Mobilitätscharta in Erasmus+
https://www.na-bibb.de/themen/internationalisierung/
(4) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
Schröder, U. Internationalisierung mit Strategie – Eine Auswertung der Zwischenberichte zur Mobilitätscharta. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)
(5) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…
Broß, L.; Wiethölter, F. Datenanalyse der Antragsrunde 2016 – Wirkung von Erasmus+ auf die Internationalisierung von Berufsbildungseinrichtungen. In: Journal „Bildung für Europa – Internationalisierung der Berufsbildung“ Nr. 31 (Dez. 2019 / Jan. 2020) der Nationalen Agentur beim Bundesinstitut für Berufsbildung (NA-BIBB)

Germany has a range of actions to provide IVET learners with linguistic and digital preparation for mobility from the early stages of education. Actions to internationalise the IVET curriculum are also in place. Initiatives have been taken to make visible to learners the existing mechanisms for long-term linguistic and intercultural preparation. The existing actions are coordinated. They are also evaluated, although not in a systematic and complete manner, which could be further addressed in the future. The country has set out policy targets/benchmarks in terms of linguistic and digital preparation of IVET learners from the early stages of education.

The country has taken actions that cover the following dimensions:

Language preparation
Each funding programme has its own quality ensuring actions. For example, NA at BIBB, which funds the largest number of learners learning abroad in Erasmus+, as well as its “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET), Pro Tandem and AusbildungWeltweit provide guidance and service concerning language and intercultural preparation and all the following dimensions on their websites and mobility handbooks (1-4). The mobility handbook will be reiussed in 2023.

NA at BIBB and AusbildungWeltweit refer in this regard to the European quality charter. Organizers of mobility projects can find tailor-made information in the Mobility Handbook, first published in 2016 and updated in 2018 (5). Until 2015, the national contact point for ECVET (NKS) (6) provided service and guidance for setting-up and using ECVET-instruments in learning agreements. This national office worked under the authority of the BMBF and provided information and guidance to VET-institutions organizing international mobility experiences for learners. It also advised the mobility coaches in the network "Berufsbildung ohne Grenzen" ("Training without Borders") in order to strengthen quality standards through learning agreements nationwide. Since the ECVET contact point was suspended in 2015, service and guidance in this thematic area is now provided by the NA at BIBB. Information and guidance concerning learning agreements and ECVET-instruments are also available in the Mobility Handbook. During yearly monitoring events for beneficiaries, the NA at BIBB provides workshops focusing on different thematic aspects.
Inspired by the positive experience in Erasmus+, the national funding programme AusbildungWeltweit also requires the funded institutions to set up learning agreements and working plans for stays abroad. In doing so, the Ministry for Education and Research in Germans strengthens the use of learning agreements at national level and ensures a high level of quality.

Stay monitoring
It is a general approach in Germany to monitor the stay process and to provide mentoring during the mobility experience as the federal act on VET supports learning periods abroad "if this serves the purpose of training". The enterprise or training body has to make sure that this relevance requirement is met by appropriate monitoring and guidance, no matter which funding programme is used. NA at BIBB (National Agency Education for Europe at the Federal Institute for VET) also gives advice to applicant organisations in Erasmus+ and AusbildungWeltweit on how they can provide learners with guidance and monitor the stay process. The sending institution ensures the integration in particular by clear agreements with the host institution. It is also common practice to provide learners with assistance through a permanent contact in the host institution. This mentor provides support in all professional and organizational matters and monitors the stay process. In addition, the learners have to report on all aspects concerning the stay abroad to the competent instructor or teacher in the sending institution during the whole mobility.

Feedback collection
Sending organisations have usually measures for collecting feedback in order to evaluate the stay abroad. The training body questions the learner upon return from mobility about the personal mobility experience and the organisational quality of the stay. As the stay abroad is an integral part of the vocational training and since especially enterprises use the mobility experience for qualifying their apprentices, the sending institution is always interested in collecting feedback for improving the quality of learning periods abroad.

Reintegration upon return from mobility
It is in the own interest of the sending institution to support the reintegration upon return of mobility. Enterprises need their apprentices as employees, so instructors are encouraged to support the integration after return from mobility.

Transport, housing, catering
The “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) does not provide learners with housing, catering and transport and cannot make sure that they obtain the required housing since this is the responsibility of the sending institution. However, individual learners can find advice and tipps on MeinAuslandspraktikum.de on how to find an appropriate intermediary organisation, which organises learning periods abroad with convenient and affordable services.
In September 2021, the ministry of education in North Rhine-Westphalia (most populated region in Germany) adopted in September 2021 an agenda for strengthening VET, including concrete measures to ensure the quality of IVET transnational mobilities. (7) Indeed, the NRW ministry of education published in December 2020 a “Quality framework and guideline for implementing education or training initiatives and internships abroad for vocational colleges”. (8)
__________
(1) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/
https://www.meinauslandspraktikum.de/
(2) NA at BIBB (2018). Handbuch. Mobilität machen – Auslandsaufenthalte in der beruflichen Bildung erfolgreich durchführen.
(3) https://www.berufsbildung-ohne-grenzen.de/
https://www.berufsbildung-ohne-grenzen.de/fileadmin/redaktion/newslette…
(4) BWP 4/2018, BIBB Bonn: Moll, T., p 26-27.
(5) https://www.na-bibb.de/en/service/publikationen/publikationsdetails/wk/…
(6) http://www.ecvet-info.de/
(7) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(8) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…

The Vocational Training Act (BBiG) is the overall framework for quality assurance in mobility experiences for IVET-learners as it formulates the responsibility of the competent body to supervise the whole training abroad and that the requirements are met. In 2016, the BBIG was evaluated. The results of this evaluation process were presented to the Board for Vocational Education and Training. The Board is the executive body of the Federal Institute for Vocational Education and Training and the German government's statutory advisory body in fundamental matters regarding vocational education and training. Representatives of employers, trade unions, Germany's federal states and the federal government work together on the Board, with each group having an equal share of votes. There is no countrywide framework for the four dimensions of the Quality policy, but there is a legal framework, which ensures the quality of the training even abroad. The Federal Ministry for Education and Research (BMBF) supervises the use and implementation of learning agreements within the framework of the AusbildungWelweit programme.

The Vocational Training Act (BBiG) is the overall framework for quality assurance in mobility experiences for IVET-learners as it formulates the responsibility of the competent body to supervise the whole training abroad and that the requirements are met. In 2016, the BBIG was evaluated. The results of this evaluation process were presented to the Board for Vocational Education and Training. The Board is the executive body of the Federal Institute for Vocational Education and Training and the German government's statutory advisory body in fundamental matters regarding vocational education and training. Representatives of employers, trade unions, Germany's federal states and the federal government work together on the Board, with each group having an equal share of votes. In Germany, there is no overall evaluation of the quality actions carried out before, during, after and all along mobility stays abroad. The relevant offices have their own internal evaluation processes concerning the success of their quality-related actions.

The Vocational Training Act (BBiG) is the overall framework for quality assurance in mobility experiences for IVET-learners as it formulates the responsibility of the competent body to supervise the whole training abroad and that the requirements are met. In 2016, the BBIG was evaluated. The results of this evaluation process were presented to the Board for Vocational Education and Training. The Board is the executive body of the Federal Institute for Vocational Education and Training and the German government's statutory advisory body in fundamental matters regarding vocational education and training. Representatives of employers, trade unions, Germany's federal states and the federal government work together on the Board, with each group having an equal share of votes. No specific policy targets have been set in terms of the four dimensions of the Quality policy.
In September 2021, the ministry of education in North Rhine-Westphalia (most populated region in Germany) adopted in September 2021 an agenda for strengthening VET, including concrete measures to ensure the quality of IVET transnational mobilities. (1) Indeed, the NRW ministry of education published in December 2020 a “Quality framework and guideline for implementing education or training initiatives and internships abroad for vocational colleges”. (2)
This quality framework provides the vocational schools with a structured working basis for systematically planning, implementing and evaluating mobility within the framework of binational partnerships. It not only describes the process from the idea to the reflection on the internship, but also points out opportunities: for example, learning stays abroad can be credited for up to a quarter of the training period. This increases the motivation to do an internship abroad. (3)
_______________________
(1) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/i
(2) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
(3) https://www.berufsbildung.nrw.de/cms/upload/idb/qualirahmen-leitfaden_e…

The different funding programmes in Germany have their own measures to involve stakeholders and learners in making the quality policy work and improve. For example, the NA at BIBB evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. In addition, the NA at BIBB (National Agency Education for Europe at the Federal Institute for VET) invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy. Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) gets in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

Each funding programme has its own quality ensuring actions, which they make visible. For example, NA at BIBB, which funds the largest number of learners learning abroad in Erasmus+, as well as the its “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET), Pro Tandem and AusbildungWeltweit provide guidance and service concerning language and intercultural preparation and all the following dimensions on their websites, through social media and mobility handbooks (1) to (5).
In September 2021, the ministry of education in North Rhine-Westphalia (most populated region in Germany) adopted in September 2021 an agenda for strengthening VET, including concrete measures to ensure the quality of IVET transnational mobilities. Indeed, the NRW ministry of education published in December 2020 a “Quality framework and guideline for implementing education or training initiatives and internships abroad for vocational colleges”, making the quality mechanisms visible and accessible in the case of mobility preparation.
_________________________
(1) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/
https://www.meinauslandspraktikum.de/
(2) NA at BIBB (2018). Handbuch. Mobilität machen – Auslandsaufenthalte in der beruflichen Bildung erfolgreich durchführen.
(3) https://www.berufsbildung-ohne-grenzen.de/
https://www.berufsbildung-ohnegrenzen.de/fileadmin/redaktion/Dateien/Ne…
(4) BWP 4/2018, BIBB Bonn: Moll, T., p 26-27.
(5) The Mobility Handbook was updated in 2018: https://www.na-bibb.de/service/publikationen/publikationsdetails/wk/anze...

The different funding programmes in Germany have their own measures to involve stakeholders and learners in making the quality policy work and improve. For example, the NA at BIBB evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. In addition, the NA at BIBB (National Agency Education for Europe at the Federal Institute for VET) invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy. Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) gets in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

It is a general approach in Germany to monitor the stay process and to provide mentoring during the mobility experience as the federal act on VET (BBiG) supports learning periods abroad "if this serves the purpose of training". The enterprise or training body has to make sure that this relevance requirement is met by appropriate monitoring and guidance, no matter which funding programme is used. NA at BIBB (National Agency Erasmus+ for VET) also gives advice to applicant organisations in Erasmus+ and AusbildungWeltweit on how they can provide learners with guidance and monitor the stay process. The sending institution ensures the integration in particular by clear agreements with the host institution. It is also common practice to provide learners with assistance through a permanent contact in the host institution. This mentor provides support in all professional and organizational matters and monitors the stay process. In addition, the learners have to report on all aspects concerning the stay abroad to the competent instructor or teacher in the sending institution during the whole mobility.
In September 2021, the ministry of education in North Rhine-Westphalia (most populated region in Germany) adopted in September 2021 an agenda for strengthening VET, including concrete measures to ensure the quality of IVET transnational mobilities. Indeed, the NRW ministry of education published in December 2020 a “Quality framework and guideline for implementing education or training initiatives and internships abroad for vocational colleges”, making the quality mechanisms visible and accessible in the case of stay monitoring.

The different funding programmes in Germany have their own measures to involve stakeholders and learners in making the quality policy work and improve. For example, the NA at BIBB evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. In addition, the NA at BIBB (National Agency Education for Europe at the Federal Institute for VET) invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy. Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) gets in
contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

Sending organisations have usually measures for collecting feedback in order to evaluate the stay abroad. The training body questions the learner upon return from mobility about the personal mobility experience and the organisational quality of the stay. As the stay abroad is an integral part of the vocational training and since especially enterprises use the mobility experience for qualifying their apprentices, the sending institution is always interested in collecting feedback for improving the quality of learning periods abroad.
Similarly, it is in the own interest of the sending institution to support the reintegration upon return of mobility. Enterprises need their apprentices as employees, so instructors are encouraged to support the integration after return from mobility.
In September 2021, the ministry of education in North Rhine-Westphalia (most populated region in Germany) adopted in September 2021 an agenda for strengthening VET, including concrete measures to ensure the quality of IVET transnational mobilities. Indeed, the NRW ministry of education published in December 2020 a “Quality framework and guideline for implementing education or training initiatives and internships abroad for vocational colleges”, making the quality mechanisms visible and accessible in the case of feedback collection and reintegration.

The different funding programmes in Germany have their own measures to involve stakeholders and learners in making the quality policy work and improve. For example, the NA at BIBB evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. In addition, the NA at BIBB (National Agency Education for Europe at the Federal Institute for VET) invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy. Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) gets in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

The “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) does not provide learners with housing, catering and transport and cannot make sure that they obtain the required housing since this is the responsibility of the sending institution. However, individual learners finde advice and tipps at MeinAuslandspraktikum.de on how to find an appropriate intermediary organisation, which organises learning periods abroad with convenient and affordable services (5).

In September 2021, the ministry of education in North Rhine-Westphalia (most populated region in Germany) adopted in September 2021 an agenda for strengthening VET, including concrete measures to ensure the quality of IVET transnational mobilities. Indeed, the NRW ministry of education published in December 2020 a “Quality framework and guideline for implementing education or training initiatives and internships abroad for vocational colleges”, making the quality mechanisms visible and accessible in the case of housing, catering and transport.
__________
(1) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/
https://www.meinauslandspraktikum.de/ (2) NA at BIBB (2018). Handbuch. Mobilität machen – Auslandsaufenthalte in der beruflichen Bildung erfolgreich durchführen.
(3) https://www.berufsbildung-ohne-grenzen.de/
https://www.berufsbildung-ohnegrenzen.de/fileadmin/redaktion/Dateien/Ne…
(4) BWP 4/2018, BIBB Bonn: Moll, T., p 26-27.
(5) https://www.instagram.com/meinauslandspraktikum/
https://www.youtube.com/c/meinauslandspraktikum as well as https://www.meinauslandspraktikum.de/

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another assessment (1). In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (2). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.
____________
(1) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: NA beim BIBB: Publikationsdetails (na-bibb.de)...
(2) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another assessment (1). In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (2). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.
____________
(1) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: NA beim BIBB: Publikationsdetails (na-bibb.de)...
(2) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another assessment (1). In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (2). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.
____________
(1) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: NA beim BIBB: Publikationsdetails (na-bibb.de)
(2) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

The NA at BIBB (National Agency Erasmus+ at the Federal Institute for VET) evaluates the reports of applicant organisations as well as the reports of the participants themselves and collects feedbacks concerning problems and possible improvements. The study Transnational Mobility in Initial Vocational Education and Training published by the NA at BIBB in 2018 was another assessment (1). In 2019 the NA at BIBB published a study “Mobil in Europa mit Erasmus+”. It gives an overview over the development of Erasmus+ funded mobilities over time, including information from earlier EU-programmes, like the lifelong learning programme. It also has a close look on the learners and teachers going abroad with Erasmus+ and especially looks at their answers in the mobility surveys everyone has to hand in after their mobility (2). The NA at BIBB plans to provide such analysis of Erasmus+ mobilities regularly.
The NA at BIBB invites learners who received funding from Erasmus+ every few years. During this event, they have the possibility to share the mobility experience among each other and they can formulate messages to education institutions and politics concerning future improvements for more and better mobility experiences in VET. In addition, the network "EuroApprentices" of learners who received funding from Erasmus+ helps to collect more feedback of learners concerning the quality policy.
Furthermore, the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) and the project “VET without borders” get in contact with important stakeholders and IVET-learners not only to improve their consultancy service but also to become more familiar with reasons and obstacles for participating in mobility in IVET.
____________
(1) Umfragezentrum Bonn – Prof. Rudinger GmbH; July 2018. Transnational Mobility in Initial Vocational Education and Training 2017: https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Met...
(2) https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

Germany has in place procedures to ensure the quality of mobility in terms of pre-stay linguistic preparation, stay monitoring processes, and post-stay feedback mechanisms. Control on providing learners with affordable and convenient transport, accommodation and catering is left up to sending organisations, although the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) may provide advice. The existing actions are to some extent countrywide coordinated and evaluated. Room has been made for users to give feedback on the quality mechanisms upon having experienced them. However, the country has not set out policy targets for the quality of mobility. Setting up such targets/benchmarks could be considered for further progress in future. Other steps forward could include: setting up processes for regular systematic and complete coordination and evaluation of the quality policy; making sure that all potential users know about the quality mechanisms and how to access them; and monitoring the use of the quality mechanisms so as to readjust and improve them accordingly over time as necessary.

1. Remuneration, grants and support measures available for apprentices in the dual system (approx. 70% of IVET) (2)

1.1. Apprentice's remuneration, paid by employer
According to the Vocational Training Act (BBiG, Part 2, Division 2), the training employer shall pay apprentices an appropriate allowance. The amount and payment procedure are specified in the training contract. This remuneration is not interrupted (so it is portable) if parts of the initial training are completed abroad (up to one fourth of the duration of training) – BBiG, Part 1, Section 2, 3. (3)

One major change in the Amendment of the Vocational Training Act (BBiG), which came into force on 1 January 2020, is the introduction of a minimum remuneration for apprentices (4). Collective agreements take precedence over the minimum remuneration. In this way, the parties to collective agreements can continue to find appropriate solutions for specific regions or sectors in the future.

1.2. Vocational training support grant (BAB)
Financial support is offered during IVET and prevocational training organised by the federal employment agency to help apprentices overcome the economic difficulties that can stand in the way of appropriate vocational qualification. The overall monthly needs of the apprentice not living with his or her parents are estimated and the amount which cannot be covered by own/parents’’ income are subsidised (5).
The monthly living standard rates will increase by 5 percent from 1 August 2019, and by a further 2 percent from 1 August 2020. In addition, a lump sum for accommodation costs of 325 euros will be introduced. The new lump sum is independent of the actual amount of rent. The previous basic lump sum of 166 euros, which could be increased by up to 84 euros for higher rents, will no longer apply under the new regulations. The changeover to the new BAB rates is automatic.
There be will no financial disadvantages for BAB beneficiaries due to the pandemic.
All financial support measures by the employment agency can be applied for online.

1.3. Grants for IVET learners with disabilities
There are also vocational training grants specifically adapted to the needs of learners with disabilities (6). The “Budget for Training”, which was introduced on January 1, 2020, is intended to make it easier for young people with disabilities to start vocational training. The aim is to enable vocational training on the general labour market and not just in a workshop for disabled people.

1.4. New Assisted training (since 2021 including the former Assistance during training measure)
This instrument is designed to help disadvantaged young people to successfully complete company-based vocational training in the dual system and give young people who have hitherto only been able to engage in non-company training new employment and training prospects. The instrument’s salient feature is that young people receive continuous individual support and social and educational mentoring within the company.
The support is supposed to be individualised and continuous. It aims at stabilising the training relationship.
A prevocational training phase can be undertaken before vocational training in a company as part of a consistent Assisted Training measure to open up the possibility of integration into company-based vocational training, ensuring continuing support from the same provider. During the prevocational phase, young people are already eligible to receive a basic vocational training allowance.
This instrument was to be available only for the period of the Alliance for Initial and Continuing Vocational Training, so for four cohorts of young people. The partners in the Alliance for Initial and Further Training had agreed to be ready to offer up to 10,000 training places for Assisted Vocational Training per training year (7). The Alliance was re-conducted from 2019 to 2021 and again until 31.12.2022. Based on the law on the promotion of professional development in the face of structural change and on the further development of training support, the Assistance during Training was merged with the Assisted Training in 2021.

1.5. Non-company vocational training
This support is targeted at disadvantaged young people (including with disabilities) who have not yet been successfully placed in training in a company, not even with assistance during training. Non-company training is training provided not by a company but by a training provider. The objective of the support is to encourage the transition of the young people towards company vocational training. If a direct transition into in-company training is not (yet) possible, participants are placed in a form of integrative training as of their second year in the scheme. The programme aims at leading more young people to training and working in a company (8).

2. For learners in school-based IVET (30% of IVET), the supports available are:
- the student grant BAföG (as in general education); and
- student loans (9).
The same changes to the Vocational training support grant (BAB) for apprentices apply to the BAföG for (VET) students, for example the rates were increased from 1 August 2019 and again from 1 August 2020. Further, there will be no financial disadvantages for BAföG beneficiaries due to the pandemic and the inflation (10).
_________
(1) https://www.bmbf.de/de/das-sollten-kmu-jetzt-wissen-11839.html
(2) https://www.bmbf.de/upload_filestore/pub/Ausbildung_und_Beruf.pdf (p 34-38)
https://www.arbeitsagentur.de/bildung/ausbildung/ausbildung-vorbereiten…
https://www.bmas.de/DE/Themen/Aus-und-Weiterbildung/Ausbildungsfoerderu…
(3) https://www.berufsbildung-ohne-grenzen.de/auszubildende/infos-fuer-ausz…
http://www.berufsbildung-ohne-grenzen.de/mobipedia/mobipedia/
(4) https://www.bmbf.de/de/die-novellierung-des-berufsbildungsgesetzes-bbig…
https://www.die-duale.de/
https://www.bmbf.de/upload_filestore/pub/Ausbildung_und_Beruf.pdf (p 36)
(5) Berufsausbildungsbeihilfe BAB
Standard funding support under S. 56 ff. of the German Social Code (SGB III and BAföG); Actual expenditures 2021: € 262.78 million
https://dejure.org/gesetze/SGB_III/58.html
https://www.arbeitsagentur.de/bildung/ausbildung/berufsausbildungsbeihi…
http://www.bafoeg-aktuell.de/karriere/berufsausbildungsbeihilfe.html
(6)https://www.arbeitsagentur.de/bildung/ausbildung/hilfen-jugendliche-beh…
https://www.bmbf.de/upload_filestore/pub/Ausbildung_und_Beruf.pdf (p 38)
(7) Assistierte Ausbildung AsA
Standard support under the German Social Code (S. 130, SGB III); Actual spending in 2021 (SGB III and II): 64,10 million Euros
https://www.arbeitsagentur.de/bildung/ausbildung/ausbildung-vorbereiten…
(8) Außerbetriebliche Berufsausbildung BaE
Standard support as defined in the German Social Code (SGB III, S.s 74, 76 to 80); Actual spending in 2021 (SGB III and II): 225.19 million Euros
https://www.arbeitsagentur.de/bildung/ausbildung/hilfen-jugendliche-beh…
(9) https://www.bmbf.de/de/finanzierung-bafoeg-andere-72.html and www.bildungskredit.de
(10) https://www.xn--bafg-7qa.de/bafoeg/de/home/home_node.html

1. The Vocational training support grant (including the part targeted at learners with disabilities) aims at overcoming the economic difficulties that can stand in the way of appropriate vocational qualification.
2. The assistance during training aims to ensure success in training / introductory training and prevent dropouts.
3. Assisted training aims at helping disadvantaged young people successfully complete company-based vocational training, and stabilising the training relationship.
4. Non-company vocational training aims to prepare disadvantaged learners for future in-company training and working.
All beneficiaries of the above also received special support during the COVID pandemic. (1)
_____________________
(1) https://www.aus-und-weiterbildungsallianz.de/AAW/Redaktion/DE/Dossier/c…

1. Apprentice's remuneration is paid by the employer
2. Vocational training support grants are financed by State funds
3. Grants for IVET learners with disabilities are financed by State funds
4. Assistance during training is financed by State funds.
5. Assisted training is financed by State funds.
6. Non-company vocational training is funded by employment offices and Jobcenters
7. Student grants are financed by State funds

The employer remuneration (as specified in Vocation Training Act BBiG § 2) (1) as well as all standard public grants and support measures (based on the German Social Code and the German Federal Training Assistance Act; implemented by employment and BAföG offices) are portable when part of the vocational training is completed abroad. (2)
_________
(1) The new Vocational Training Act (Berufsbildungsgesetz – BBiG) 2020
https://www.bmbf.de/publikationen/?E=31569
(2) https://dejure.org/gesetze/SGB_III/58.html

Based on the Vocational Training Act (BBiG § 2) (1), the employer remuneration is portable when parts of IVET are completed abroad. In addition, based on the German Social Code (SGB III and II), all standard public grants and support measures are portable when parts of the IVET are completed abroad (2).
_________
(1) The new Vocational Training Act (Berufsbildungsgesetz – BBiG) 2020
https://www.bmbf.de/publikationen/?E=31569
(2) https://dejure.org/gesetze/SGB_III/58.html

Countrywide coordination is ensured by law. The Vocational Training Act (BBiG § 2) (1) ensures that the employer remuneration is portable when parts of IVET are completed abroad. Further, the German Social Code (SGB III and II) ensures that all standard public grants and support measures are portable when parts of the IVET are completed abroad (2).
_________
(1) The new Vocational Training Act (Berufsbildungsgesetz – BBiG) 2020
https://www.bmbf.de/publikationen/?E=31569
(2) https://dejure.org/gesetze/SGB_III/58.html

1. Monitoring the portability of apprentice's remuneration
The monitoring and evaluation of the implementation of the Vocational Training Act (BBiG), including the portability of the apprentice's remuneration when parts of the training are completed abroad (§ 2), is the task of the so-called “competent bodies” (§ 76) which are the competent chambers (for example, chambers of skilled crafts or chambers of industry and commerce). Concerning the parts of training completed abroad, the network ”Training without Borders“ (supported by the federal ministry for economic affairs), a nationwide interchamber guidance and evaluating network, has been set up. More than 50 mobility coaches in the participant chambers of skilled crafts and chambers of industry and commerce provide apprentices and companies with advice and support in organising internships abroad. The coordinating body ”Training without Borders“ supports the network. It has offices at the Central Agency for Continuing Vocational Education and Training in the Skilled Crafts (ZWH) in Düsseldorf and at the Association of German Chambers of Industry and Commerce (DIHK) in Berlin.
2.Monitoring the portability of public grants and support measures
The monitoring (e.g. through reports, data analyses and user surveys) and evaluation of the implementation of the German Social Code (SGB III and II), including the portability of the standard public grants and support measures when parts of the training are completed abroad, is the task of the federal ministry of labour and social affairs and the federal employment office. Recommendations for future improvement are set up.

No specific policy targets/benchmarks have been set for the portability policy. However, based on the monitoring and evaluation of the implementation of the Vocational Training Act, the competent chambers, their umbrella organizations and the nationwide interchamber guidance network ”Training without Borders“ are setting countrywide policy targets to improve all aspects of training abroad, including the portability of remuneration and grants.

The visibility and access policies to inform learners and stakeholders on portability are in place through different actors:
- The nationwide interchamber guidance network ”Training without Borders“, its mobility coaches and website (1) inform on an on-going basis apprentices, trainers and companies about all aspects of training abroad, including portability.
- The national agency Erasmus+ at BIBB (2), the AusbildungWeltweit website (3) and the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) (4) also provide information.
- Employment offices and their website (5) provide information on all aspects of public grants and support measures based on the social code, including their portability in case of training abroad.
- The federal education ministry BMBF on its websites and publications (6).
- The federal ministry for labour and social affairs BMAS on its website (7).
_____________
(1) http://www.berufsbildung-ohne-grenzen.de/
(2) https://www.na-bibb.de/
(3) https://www.ausbildung-weltweit.de/
(4) https://www.meinauslandspraktikum.de/
(5) https://www.arbeitsagentur.de/en
(6) https://www.bmbf.de/de/berufliche-bildung-69.html
https://www.bmbf.de/upload_filestore/pub/Ausbildung_und_Beruf.pdf
https://www.die-duale.de/de/noch-fragen-zur-beruflichen-bildung-1733.ht…
https://www.die-duale.de/
(7) https://www.bmas.de/DE/Themen/Aus-und-Weiterbildung/ausbildung-weiterbi…

Various funding/mobility schemes carry out surveys to check learners' and stakeholders' satisfaction concerning aspects of the training abroad. Portability may happen to be addressed in this context. For example, the National Agency Education for Europe at the Federal Institute for VET - NA at BIBB collects feedback from reports by mobility organisers and mobility participants, and identifies from there possible ways for future improvements (1). The agency also regularly invites former Erasmus+ participants to events where they can share their mobility experience and formulate messages to education institutions and policy-makers concerning future improvements for more and better mobility experiences in VET. In addition, the network “EuroApprentices” of learners who received funding from Erasmus+ helps to collect more feedback of learners. Another example is that of the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET), who carried out a survey among stakeholders and IVET-learners to better understand the reasons for- and obstacles to participating in mobility in IVET.
_____________
(1) NA at BIBB (Ed.) (2018). Langfassung: Auslandsaufenthalte in der Berufsbildung 2017 – Mobilitätsstudie.
NA at BIBB (Ed.) (2018). Transnational mobility in IVET in 2017 – Study on Mobility. (English summary)
NA at BIBB (2019). Broß, L.; Wiethölter, F. Mobil in Europa mit Erasmus+. Datenanalyse zu Auslandaufenthalten von Lernenden.
https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

Various funding/mobility schemes carry out surveys and assessments to check learners' and stakeholders' satisfaction concerning aspects of the training abroad. Portability may happen to be addressed in this context. For example, the National Agency Education for Europe at the Federal Institute for VET - NA at BIBB collects feedback from reports by mobility organisers and mobility participants, and identifies from there possible ways for future improvements. The NA at BIBB also analyses data and facts on apprentices’ stays abroad (1).
_____________
(1) NA at BIBB (Ed.) (2018). Langfassung: Auslandsaufenthalte in der Berufsbildung 2017 – Mobilitätsstudie.
NA at BIBB (Ed.) (2018). Transnational mobility in IVET in 2017 – Study on Mobility. (English summary)
NA at BIBB (2019). Broß, L.; Wiethölter, F. Mobil in Europa mit Erasmus+. Datenanalyse zu Auslandaufenthalten von Lernenden.
https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me…

Germany has developed a range of support measures for its IVET learners. The support funds are portable. The portability policy is coordinated countrywide, and it is also evaluated. Initiatives have also been taken to make learners aware of the possibilities offered to them in terms of portability, and to collect feedback from users. Targets/benchmarks for the portability policy are lacking, but setting up such targets is being considered.

1. Information and guidance
The Federal Ministry for Labour and Social Affairs (BMAS), the NA at BIBB (National Agency Education for Europe at the Federal Institute for Vocational Education and Training) and the the support center for transnational mobility in VET (“Beratungsservice für Auslandsaufenthalte in der Ausbildung”) provide learners with fewer opportunities with support tailored to their specific needs in the context of different European funding programmes. In the new programme phase 2021 to 2027 of Erasmus+, the group of people with fewer opportunities includes not only people with disabilities but also other impairments (geographical, economic, social, etc.). Inclusion and diversity are key cross-cutting themes for all programme areas in the Erasmus programme. Equal opportunities, accessibility, fairness and diversity should be promoted in all programme actions to ensure broad participation of people with fewer opportunities in society, in the education system and in Erasmus. The NA at BIBB is responsible for implementing the inclusion strategy between 2021 and 2027.

The national benchmark for mobility in VET (1) also includes the participation of learners with fewer opportunities who have the possibility to undergo a training in the Dual System with different supporting possibilities (2). NA at BIBB as well as support center for transnational mobility in VETalso provide services to educational institutions working with people with fewer opportunities. The objective is to boost the numbers of disadvantaged learners participating in Erasmus+ mobility. For this purpose, the NA gives information and guidance to educational institutions and stakeholders on how they can organize and implement mobility projects for learners with fewer opportunities. For example, the NA at BIBB organized in 2022 an event on inclusion and diversity in Erasmus+ projects. During this event, the NA at BIBB informed about the added value of learning mobility for learners with fewer opportunities and gave advice about professional implementation of stays abroad for suchlearners (3).
For the future, it is planned to initiate some cooperation initiatives with welfare organizations which provide Vocational Education and Training for learners with fewer opportunities. The NA at BIBB and the support center for transnational mobility in VET also spread information for learners with fewer opportunities via the Internet (4).
Also, the NA at BIBB commissioned a study about the impact of learning mobility abroad for disadvantaged learners (5). One objective of this empirical study was to research the best conditions for a successful implementation of mobility project for disadvantaged learners.

2.Funding
The Federal Ministry of Labour and Social Affairs published the funding guideline for the ESF Plus programme "JUVENTUS: Strengthening mobility - for a social Europe" on 17 October 2022. The programme promotes the implementation of stays abroad with in-company training for disadvantaged young people. JUVENTUS is intended to take up and further develop the approach of the successful previous action focus "Integration through Exchange" (IdA) of the ESF Federal Integration Guideline of the ESF funding period 2014-2020. Youth and young adults can gain (learning) experience in other countries and thereby improve their chances on the labour market. The programme promotes the development of participants' professional perspectives with the aim of sustainable integration into the labour market.
One of the focal points is the further development of mutual exchange - through the increased reception of young people from abroad in Germany. This is done in cooperation with other Member States, especially the partners of the transnational learning network "Transnational Mobility Measures for Disadvantaged Youth and Young Adults" (TLN Mobility) as well as the programmes that will be launched in the future under the new initiative ALMA ("Aim Learn Master Achieve") of the European Commission. JUVENTUS thus supports the ALMA initiative at the same time. Therefore, in addition to networking activities at the regional level, the funding is flanked by a professional exchange and transfer of quality standards at the transnational level.

The national service point in Germany “Jugend für Europa” (Youth for Europe), which is responsible for implementing the EU Youth Strategy, published in November 2016 an expert report concerning the results of different programmes, projects and initiatives for funding international mobility experiences for young people with fewer opportunities. This report has its focus on the youth sector but it also includes employment-related mobility in VET and gives an overview about different funding programmes in the youth sector. This report was published on behalf of the “Bund-Länder AG”, a working group of representatives of the national government and Lander and an important multiplier. This expert report formulates important measures for the future. It makes clear that cross-border offers have to be an integral part of the youth social work in Germany, which also concerns the field of VET.

3. Motivation
NA at BIBB as well as the support center for transnational mobility want to motivate educational organizations to give d learners with fewer opportunities the possibility to learn abroad. For this purpose, they use testimonial stories in order to show the added value of learning mobility for people with fewer opportunities (6, 7). Individual success stories of learners who stayed abroad are an important part of it. Also, a disadvantaged learner is part of the network “EuroApprentices”. This is a network for apprentices funded by Erasmus+, which motivates other leaners in IVET to participate in international mobility. In this sense, this young apprentice with hearing impairment tries to motivate other disadvantaged learners to live and learn abroad even with disabilities. (8)

4. Use of multipliers
NA at BIBB and the support center for transnational mobility use their website to disseminate individual success stories of learners with fewer opportunities. In these stories, the learners have the opportunity to tell their experience from their point of view. As already mentioned above, a disadvantaged learner with hearing impairment is part of the network “EuroApprentices”.
__________
(1) http://dip21.bundestag.de/dip21/btd/17/109/1710986.pdf
(2) https://www.arbeitsagentur.de/web/content/DE/BuergerinnenUndBuerger/Ausb
(3) https://www.na-bibb.de/service/veranstaltungsrueckblicke/zugang-fuer-al…
(4) https://www.na-bibb.de/themen/inklusion-und-vielfalt
www.meinauslandspraktikum.de/inklusiv
(5) NA-BIBB: Mobilität – Kompetenzzuwachs für Benachteiligte LEONARDO DA VINCI Mobilität fördert Kompetenzzuwachs und Beschäftigungsfähigkeit von Benachteiligten in der Berufsausbildung, 2012 https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/06_Me… “
(6) www.meinauslandspraktikum.de/erfahrungsberichte
(7) www.meinauslandspraktikum.de/inklusiv
(8) https://www.meinauslandspraktikum.de/dein-auslandspraktikum/erfahrungsb…

The actions by the NA at BIBB and its support center for transnational mobility in VET are coordinated by the national authority BMBF. The National Agency at BIBB set its internal objectives for supporting learners with fewer opportunities under the direct supervisory control of the Federal Ministry of Education and Research. In 2022, at least 15% of funded participants in the Erasmus+ prpogramme should be learners with fewer opportunities. As Erasmus+ funds the largest number of learners staying abroad and since the NA at BIBB is an important player in the field of funding mobility experience and internationalization, the objectives in the framework of this programme are important aspects with regard to international mobility of learners with fewer opportunities. NA at BIBB and the support center for transnational mobility in cooperate closely in order to support the transnational learning mobility of learners with fewer opportunities.
Coordination with the initiative “JiVE” is also ensured since the support center for transnational mobility regularly takes part in the meetings of these important network.
The federal act on VET constitutes the countrywide framework for action. In the context of this political framework, the national contact points are instructed by the national authority, to define and carry out actions in order to raise the number of disadvantaged IVET-learners learning abroad.

The different national services have internal evaluation of their actions. For example, NA at BIBB evaluates its activities in support to the mobility of learners with fewer opportunities, in order to (re)adjust and improve future activities. Each national service has its own evaluation of the support actions and has to demonstrate the outcomes of the evaluation process in the form of internal reports to the national authority responsible.

The NA at BIBB specifies its overall target in terms of boosting the number of learners with fewer opportunities participating in international learning mobility in the Erasmus+ programme. In 2022, the target was that learners with fewer opportunities would represent at least 15% of funded participants.

All national services in Germany implementing different funding programmes and information services are in close contact with important stakeholders and educational organizations. They spread out the possibility to participate in international mobility via different websites and information events. The NA at BIBB also carried out in 2017 an information and guidance event for educational organizations, which organize mobility projects for learners with special needs. In this context, NA at BIBB invited IVET learners with disabilities to talk about their mobility experience and involved stakeholders to improve the support of disadvantaged learners. All relevant information and guidance concerning mobility projects for disadvantaged learners was covered.

All national services in Germany implementing different funding programmes and information services are in close contact with important stakeholders and educational organizations. They spread out the possibility to participate in international mobility via different websites and information events. For example, the website https://www.meinauslandspraktikum.de/ shows different stories of disadvantaged learners who were funded by Erasmus+ (1, 2).
______
(1) https://www.meinauslandspraktikum.de/dein-auslandspraktikum/erfahrungsb…
(2) https://www.meinauslandspraktikum.de/dein-auslandspraktikum/erfahrungsb…

The website https://www.meinauslandspraktikum.de/ shows stories of learners with fewer opportunities who were funded by Erasmus+ (1). Such testimonials are an important measure to motivate disadvantaged learners to participate in international mobility. NA at BIBB and the support center for transnational mobility in VET also publish testimonials of learners in this specific target group on Instagram and Youtube.
______
(1) https://www.meinauslandspraktikum.de/dein-auslandspraktikum/erfahrungsb…

The support center for transnational mobility in VET has improved the visibility of their guidance in preparation of mobility by giving advice on preparing mobilities. (1).
__________
(1) https://www.meinauslandspraktikum.de/deine-planung

A website (1) shows via a geographical map where learners and institutions can find members of the multiplier network of the NA at BIBB (2). The activities of the “EuroApprentices” are disseminated via Instagram (3). In 2020, multipliers were made more visible with introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). In order to receive this label, interested multipliers have to take part in information sessions by the NA at BIBB regularly, in order to ensure that they are always up-to-date on the newest developments within the programme.
__________
(1) https://www.meinauslandspraktikum.de/deine-beratung/beratungslandkarte
(2) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/mobilitaetsland…
(3) https://www.instagram.com/meinauslandspraktikum/

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The different national services evaluate how many educational institutions who provide VET for disadvantages learners use and appreciate the different information and guidance actions.

The different national services evaluate every year the number of applications for funding for learners with fewer opportunities sent by educational services. Depending on the number of funded learners in this specific target group, the different services and funding programmes formulate and adapt their internal objectives.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

Germany has developed actions in terms of information and guidance, funding, motivation and making use of multipliers in order to support the mobility of VET learners with fewer opportunities (broader definition in Erasmus+ programme since 2021). The existing actions are coordinated countrywide. They are also evaluated. The use and practice of the mechanisms targeted at learners in this specific target group is also monitored. The country has also set out policy targets for its policy in this area. Steps for further progress in future could include making sure that the available mechanisms and opportunities (and how to access them) are visible to all potential users; and collecting users' feedback on the said mechanisms upon having experienced them.

Inspired by the positive experience of the EuroPeers-Network (1), the German National Agency at the Federal Institute for Vocational Education and Training (NA at BIBB) established in May 2017 a European network of Erasmus+ funded apprentices ("EuroApprentices"). 65 young people participate in the network. Their mission is to encourage other young people in their environment to participate in international mobility schemes. (1)
The NA at BIBB also organized in March 2017, April 2018 and October 2019 the so-called “Mobilitätstag” (Mobility Day) (2). Apprentices and their accompanying teachers and trainers were invited to talk about their mobility experiences and formulate messages to policy makers, stakeholders and decision makers for setting further impulses for international mobility experiences in VET. In this context, the young apprentices also formulated messages for further IVET-learners who have not been abroad yet. They encouraged them to participate in mobility schemes. It is planned to organise this event again.
In addition, the NA at BIBB and IBS started together in 2017 a social media campaign “Mein Auslandspraktikum” on Instagram (3) and Youtube (4). This campaign is especially dedicated to young people in IVET, to provide them with information and to motivate them to participate in mobility and is still very successful in 2022.
Multipliers are also involved through the practice of peer-to-peer learning in use in some companies. Companies which enable their apprentices a learning experience abroad use the “peer-to-peer-learning”-concept. Already mobile apprentices share their experiences with further learners in order to motivate them to participate in mobility. For example, apprentices who stayed abroad, have to present their individual international learning experience to a large audience of trainers and further apprentices. It is also common that the apprentices publish an experience report in internal company magazines.
On institutional level, the NA at BIBB introduced in 2019 a partner label for organisations active in the Erasmus+ Programme but also an Apprentice Partner Label (5). This was given to companies who allow their apprentices to take part in international mobility. Their participation and support for VET mobilities therefore became more visible.
In 2020, multipliers were made more visible with introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). In order to receive this label, interested multipliers have to take part in information sessions by the NA at BIBB regularly, in order to ensure that they are always up-to-date on the newest developments within the programme.
_______
(1) The EuroPeers-Network connects young people who have experienced the Erasmus+ YOUTH IN ACTION programme. The EuroPeers share their international experience among each other and with other young people in their living environment and local institutions. By such information and networking activities, the EuroPeers enhance the visibility of the Erasmus+ programme at regional or local level and motivate other young people to participate in European initiatives and mobility schemes.
(2) https://www.na-bibb.de/service/veranstaltungsdokumentationen/mobilitaet…
(3) www.instagram.com/meinauslandspraktikum/
(4) https://www.youtube.com/channel/UCrPja604vmauBi-TTIoASUg
(5) https://www.na-bibb.de/index.php?id=5757

The initiative EuroApprentices for apprentices funded by Erasmus+ is the only official network in Germany for mobile apprentices. As Erasmus+ funds the largest number of learners staying abroad and since the NA at BIBB is an important player in the field of funding mobility experience and internationalization, this network is a very important measure for strengthening the multiplier effect in Germany. This network is coordinated by the NA at BIBB under the authority of the Federal Ministry for Education and Research (BMBF). Therefore, countrywide coordination is ensured.
As Erasmus+ funds the largest number of learners staying abroad and since the NA at BIBB is an important player in the field of funding mobility experience and internationalization, the objectives in the framework of this programme are important aspects with regard to international mobility of disadvantaged learners.

The NA at BIBB will evaluate its initiatives to involve and develop multipliers. Especially the success of the new network “EuroApprentices” of funded apprentices in Erasmus+ will be evaluated in the future.

No specific policy targets/benchmarks in particular have been set for the actions in the area of multipliers.

In Germany, learners and stakeholders are not directly involved in making the multiplier initiative work. Of course, learners and stakeholders are informed about the different initiatives of multipliers but they are not involved in how multipliers are developed and involved. NA at BIBB ensures visibility and access policies to inform learners and stakeholders about the actions/mechanisms put in place to involve the multipliers of the network "EuroApprentices".
A website shows via a geographical map where learners and institutions can find members of the multiplier network of the NA at BIBB (1). The activities of the “EuroApprentices” are disseminated via Instagram (2).
__________
(1) https://www.na-bibb.de/erasmus-berufsbildung/mobilitaet/mobilitaetsland…
(2) https://www.instagram.com/meinauslandspraktikum/

In 2020, multipliers were made more visible with introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). In order to receive this label, interested multipliers have to take part in information sessions by the NA at BIBB regularly, in order to ensure that they are always up-to-date on the newest developments within the programme.

In 2020 these multipliers were made more visible with introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). In order to receive this label, interested multipliers have to take part in information sessions by the NA at BIBB regularly, in order to ensure that they are always up-to-date on the newest developments within the programme.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their evaluation measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their assessment measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their assessment measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

The national offices have their assessment measures in form of participant reports. These reports are an important instrument in order to collect a feedback of learners and organizations. On this basis, it is possible to adjust and improve different supporting actions. Furthermore, the different national services are in close contact with the funded educational institutions in their funding programme and ensure the exchange with these beneficiaries. This exchange is the most important instrument to collect feedback of learners and stakeholders and to involve them in making the support work.

In Germany, learners and stakeholders are not directly involved in making the multiplier initiative work. Of course, learners and stakeholders are informed about the different initiatives of multipliers but they are not involved in how multipliers are developed and involved. NA at BIBB establishes visibility and access policies to inform learners and stakeholders about the actions/mechanisms put in place to involve the multipliers of the network "EuroApprentices".

Germany mobilises multipliers to motivate not yet mobile IVET learners for going on mobility. An initiative was taken to make this action visible to potential participants. In 2020, multipliers were made more visible by introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). The existing actions are coordinated countrywide. They are not evaluated, but this is planned for the future. Germany has not set out any policy targets/benchmarks for its actions in the multipliers area. Addressing this could be considered in future. Further steps for progress in future could include developing actions to value staff who commit to developing mobility activities; mainstreaming mobility into the training/background of VET institutions’ staff and heads; making sure that the mechanisms put in place and opportunities thus open (and how to benefit from them) are visible to all potential users.

Information and guidance: Germany provides its IVET learners with information on international mobility. So far, there is no countrywide coordination. But initiatives have been taken to improve the existing system, in particular in the form of two new and extensive information portals serviced at 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) – one for young VET learners and one for VET institutions (launch in 2023) not yet experienced with international VET mobility (see 1.1.1) . The different scholarship programmes and guidance structures work together more closely (see 1.1.1-1.1.2). However, it is unclear whether (and how) guidance, as defined for this review (see note 1 below), is in place. Putting in place in future systematic and complete monitoring / evaluation covering all aspects of the provision system could be considered for further progress. On the target setting side, the committee of enquiry „Vocational Education in a Digital Working World“ (consisting of members of Federal Parliament, unions, professional experts and scientists) recommended a 20% benchmark for international mobility in VET until 2030 in their final report 2021. To achieve this goal, the committee calls for further development of national coordination, guidance and financing structures, e.g. by establishing a central, overarching digital information portal presenting all public and private IVET programmes, including mobility guidance provision (see 1.1.3).
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1. Guidance refers to the provision of tools and actions that help IVET learners clarify their interests and values, identify their skills, reflect on their experience, understand training and employment systems and the ensuing options available to them, formulate plans, and make career-oriented decisions, also taking on board the perspectives opened by mobility abroad. Proper guidance is by definition personalised and delivered by qualified guidance counsellors. Guidance aims to best prepare IVET learners to integrate their learning and career plans with their mobility objectives and experiences, and make the most of these.

Institutional and administrative issues: Germany has a clear and marked policy intention to integrate international learning experiences in the curricula of IVET programmes. It has also set quantitative and qualitative targets for international mobility in IVET, but no specific target in terms of removing the institutional and administrative obstacles to mobility has been set. The country also has measures in place for facilitating the delivery of visas and residency permits to IVET learners from third countries, reducing the administrative burdens generated by mobility arrangements, and removing the obstacle to the movement of minors. Actions in this policy strand are countrywide coordinated and evaluated, but not in a systematic and complete manner. Steps for further progress in future could include: ensuring that the information services provided to learners to help them cope with the administrative burdens are felt by users as effective and sufficient; setting up policy targets/benchmarks in terms of removing the institutional and administrative obstacles to mobility; making systematic and complete the processes for coordination and evaluation of actions in this policy area.

Recognition: Germany utilises a countrywide coordinated mechanism that ensures recognition of learning acquired during mobility. The approach ensures easiness of access to learners. It avoids needing a time-frame for processing requests after the mobility stay, and carrying out actions for the visibility of contact points. However, there is no mention of any time limit or visibility policy in the case of requests for the recognition of learning outcomes acquired outside of the framework of mobilities between a sending and a receiving institution, and in 2022, Germany made an important step forward by introducing the competence module for integration of international competences in new training regulations. Through the competence module for the integration of international additional qualifications into the regulatory work, a further step is taken so that stays abroad will no longer be integrated into the regulatory work as an exception but as a fixed component of a profession. This also means that the recognition of competences - which was previously only regulated in very general terms by the Vocational Training Act (BBiG) - will be regulated even more concretely. Competences are thus explicitly described, documented and recognised, i.e. much more concretely than only through the framework provided by the BBiG. The modular competence system clearly describes which competences are acquired through the additional qualifications. This creates more transparency and the possibility to recognise them as an integral part of a professional profile. Of course, the BBiG automatically included and regulated recognition, but only in a very general and theoretical way. The modular system for international competences in regulatory work thus creates precision and quality.

Benchmarks for the recognition policy are still lacking. Recognition in Germany applies to all types of learning components (courses, credit points, units, modules, programmes and qualifications / diplomas / degrees). The country makes use of all five EU tools considered in this review (i.e. Europass Mobility Document, Europass Certificate Supplement, ECVET, EQF/NQF and the learning outcomes approach) for the visibility, transfer and recognition of learning outcomes.

Partnerships and funding: Germany has a policy for providing companies and VET institutions with support in the creation of partnerships and networks for international mobility activities in IVET, and in organising mobility projects. Actions for funding learners’ mobility are also in place. All these policies are coordinated countrywide. They are also subject to some form of evaluation, through user surveys. However, the country has not set out any specific policy targets for the partnerships and funding actions. Setting up such targets/benchmarks could be considered in future. Nevertheless, in Germany national authorities and services implement various measures and initiatives in order to strengthen international partnerships.


Motivation: Germany has in place a range of actions for raising the awareness of IVET students about the added value of mobility. The existing actions are coordinated and evaluated. The country has set up policy targets in terms of information, guidance and learners’ motivation.

Long-term preparation: Germany has a range of actions to provide IVET learners with linguistic and digital preparation for mobility from the early stages of education. Actions to internationalise the IVET curriculum are also in place. Initiatives have been taken to make visible to learners the existing mechanisms for long-term linguistic and intercultural preparation. The existing actions are coordinated. They are also evaluated, although not in a systematic and complete manner, which could be further addressed in the future. The country has set out policy targets/benchmarks in terms of linguistic and digital preparation of IVET learners from the early stages of education.

Quality: Germany has in place procedures to ensure the quality of mobility in terms of pre-stay linguistic preparation, stay monitoring processes, and post-stay feedback mechanisms. Control on providing learners with affordable and convenient transport, accommodation and catering is left up to sending organisations, although the “Beratungsservice für Auslandsaufenthalte in der Ausbildung” (support center for transnational mobility in VET) may provide advice. The existing actions are to some extent countrywide coordinated and evaluated. Room has been made for users to give feedback on the quality mechanisms upon having experienced them. However, the country has not set out policy targets for the quality of mobility. Setting up such targets/benchmarks could be considered for further progress in future. Other steps forward could include: setting up processes for regular systematic and complete coordination and evaluation of the quality policy; making sure that all potential users know about the quality mechanisms and how to access them; and monitoring the use of the quality mechanisms so as to readjust and improve them accordingly over time as necessary.

Portability: Germany has developed a range of support measures for its IVET learners. The support funds are portable. The portability policy is coordinated countrywide, and it is also evaluated. Initiatives have also been taken to make learners aware of the possibilities offered to them in terms of portability, and to collect feedback from users. Targets/benchmarks for the portability policy are lacking, but setting up such targets is being considered.

Disadvantaged learners: Germany has developed actions in terms of information and guidance, funding, motivation and making use of multipliers in order to support the mobility of VET learners with fewer opportunities (broader definition in Erasmus+ programme since 2021). The existing actions are coordinated countrywide. They are also evaluated. The use and practice of the mechanisms targeted at learners in this specific target group is also monitored. The country has also set out policy targets for its policy in this area. Steps for further progress in future could include making sure that the available mechanisms and opportunities (and how to access them) are visible to all potential users; and collecting users' feedback on the said mechanisms upon having experienced them.

Multipliers: Germany mobilises multipliers to motivate not yet mobile IVET learners for going on mobility. An initiative was taken to make this action visible to potential participants. In 2020, multipliers were made more visible by introducing the official label “Erasmus+ Berater/-innen Berufsbildung” (Erasmus+ Advisor VET). The existing actions are coordinated countrywide. They are not evaluated, but this is planned for the future. Germany has not set out any policy targets/benchmarks for its actions in the multipliers area. Addressing this could be considered in future. Further steps for progress in future could include developing actions to value staff who commit to developing mobility activities; mainstreaming mobility into the training/background of VET institutions’ staff and heads; making sure that the mechanisms put in place and opportunities thus open (and how to benefit from them) are visible to all potential users.