- 2016Design
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
According to the Vocational Training Act (BBiG), the Federal Institute for VET (BIBB) is responsible for the dual training regulations and their updating. For example, the BIBB investigated whether the dual training programmes for four IT occupations had to be modernised: preliminary investigation took place from February 2015 to April 2016; followed by an online survey in 2016 and a final recommendation report in December 2016. The target audience comprised company managers, human resources managers and training staff, skilled IT workers, apprentices, workers' councils, bodies representing young people and apprentices and vocational school teachers.
From 2016 to 2018, the Federal Ministry of Education and Research (BMBF) and BIBB jointly supported the research initiative, Skills, qualifications and competences for the digitised work of tomorrow. The study examined systematically the influence of digitalisation on 14 selected occupations, including agricultural services specialist, designer of digital and print media, and plant mechanic for sanitary, heating and air conditioning systems. The focus was on work processes, tasks and qualification needs.
Objectives
The updating and restructuring of training occupations ensures the quality and competitiveness of dual training in Germany. Training regulations are revised at regular intervals and new ones are created, if needed, so that qualifications meet the current demands of the economy, policy and society. In order to ensure the quality of vocational training, the standardised national training regulations set out qualifications, examinations, the structure of training and training requirements.
Description
The regulated qualifications of apprenticeships and advanced training occupations are based on examinations with nationwide uniform examination regulations. The training regulations and the learning fields of the school-based part of dual VET that are coordinated with them are oriented to company work and business processes. They therefore ensure that the vocational qualifications are highly relevant to the labour market. The design of the training content for the creation of new or updating of existing training occupations by the experts of the social partners with the support of the BIBB ensures that current labour market and technological developments (especially in the context of digitalisation and the energy transition) as well as the goals of sustainable development are taken into account. The inclusion of research results also makes an indispensable contribution to the early identification and of adaptation needs and skills developments.
In 2017, 13 IVET training regulations and 19 CVET regulations, and an additional 24 IVET regulations in 2018, were modernised with significant involvement of the social partners to ensure up-to-date qualifications that correspond to the current and foreseeable development of technical standards. Digitalisation of work, data protection and information security have become integral components of training in the industrial metal and electrical occupations and in the IT occupations.
In...
The regulated qualifications of apprenticeships and advanced training occupations are based on examinations with nationwide uniform examination regulations. The training regulations and the learning fields of the school-based part of dual VET that are coordinated with them are oriented to company work and business processes. They therefore ensure that the vocational qualifications are highly relevant to the labour market. The design of the training content for the creation of new or updating of existing training occupations by the experts of the social partners with the support of the BIBB ensures that current labour market and technological developments (especially in the context of digitalisation and the energy transition) as well as the goals of sustainable development are taken into account. The inclusion of research results also makes an indispensable contribution to the early identification and of adaptation needs and skills developments.
In 2017, 13 IVET training regulations and 19 CVET regulations, and an additional 24 IVET regulations in 2018, were modernised with significant involvement of the social partners to ensure up-to-date qualifications that correspond to the current and foreseeable development of technical standards. Digitalisation of work, data protection and information security have become integral components of training in the industrial metal and electrical occupations and in the IT occupations.
In some industries and for certain fields of activity, new job descriptions are emerging. An example is the one relating to the job of management assistant in e-commerce, a new cross-sectoral dual training occupation for the booming online trade sector. The corresponding training regulation was drawn up by BIBB, social partners and experts in 2017 and came into force in August 2018. The social partners also intend to develop advanced training regulations with a view to creating further career pathways for management assistants in e-commerce.
In 2019, four IVET regulations, 11 national advanced VET regulations and 31 advanced VET regulations from the Chambers were updated.
In 2020, 11 IVET regulations, 12 national advanced VET regulations and 21 advanced VET regulations by the Chambers were updated or new.
Eleven updated apprenticeship occupations came into force on 1 August 2020:
- Bank clerk,
- Housekeeper,
- IT occupations (four training occupations),
- Management assistant for wholesale and foreign trade management,
- Media designer for image and sound.
In addition, vocational training in the laboratory field (chemistry, biology and paint) was adapted to current requirements through an amendment ordinance for three training occupations.
The BIBB publication series Designing Apprenticeship provides detailed information on new or modernised training occupations. With its concrete tips and practical instructions, the series directly addresses training practice and supports training staff in their daily work with apprentices.
Eight new advanced training qualifications coming into force in 2020 (in line with the implementation of the BBiG changes in further training regulations according to § 53 BBiG and § 42 HwO):
- Betriebswirt/in nach dem BBiG - master professional in business management in accordance with the Vocational Training Act,
- Accountant - bachelor professional in balance sheet accounting,
- Certified specialist in purchasing - bachelor professional in procurement,
- Master of industry - print media - bachelor professional in print,
- Business administrator in accordance with the HwO - bachelor professional in commercial management in accordance with the crafts code,
- Media specialist - bachelor professional in media,
- Master craftsman in event technology - bachelor professional in event technology,
- Restorer in the skilled crafts - master professional for restoration in the skilled crafts.
In February 2021, 4 modernised so-called standard occupational profile items (Standardberufsbildpositionen) were agreed by all actors involved in training regulatory work. From August 2021, they will be included in all newly regulated dual training occupations, through which apprentices will acquire cross-occupational competences. Digitalisation and sustainability will become compulsory for apprentices.
In 2021, 9 IVET regulations, 4 national advanced VET regulations and 35 advanced VET regulations by the chambers were updated or new.
One new apprenticeship occupation, electronics technician for building systems integration, came into force in 2021.
Eight updated apprenticeship occupations came into force in 2021:
- brewer and maltster;
- electronics technician for machines and drive technology in accordance with the Vocational Training Act;
- electronics technician for machines and drive technology under the Crafts Code;
- electronics technician;
- vehicle interior mechanic;
- hairdresser;
- information electronics technician;
- painter and varnisher.
The four updated or new national advanced VET regulations were:
- Dairy Laboratory Technician - Bachelor Professional in Dairy Laboratory Science
- Dairy Master Craftsman - Bachelor Professional in Dairy Technology
- Master Masonry and Terrazzo Contractor
- Master bicycle mechanic.
In 2022, the modernisation of initial and continuing training regulations, master craftsman's examination ordinances, educational plans (including in-company training plans, vocational school curricula and inter-company apprentice training plans) was continued: 14 IVET regulations, 3 national advanced VET regulations and 28 advanced VET regulations by the chambers were updated or newly set up.
The two new regulations for dual training occupation in 2022 were inland navigation captain and kitchen specialist. Twelve apprenticeship regulations were updated: Inland navigation operator; Railwayman in operational service locomotive driver and transport; Railwayman in train traffic control; Specialist in catering; Specialist for restaurants and event catering; Specialist for system catering; Hotel management specialist; Management assistant in hotel management; Insurance and financial investment clerk; Cook; Dental assistant; Dental technician. The three updated or new national advanced VET regulations were: Master hearing aid acoustician, Master woodwind instrument maker, Master sign and light sign maker.
The implementation of the standard occupational profile items 'Environmental protection and sustainability' and 'Digitised world of work' in all dual VET courses at both places of learning (training company and vocational school) was continued in 2022. Further, BIBB published a competence module with specific examples of formulations to help integrate international professional competences such as 'International specialist competences', 'Intercultural competences' and 'Foreign language competences' in IVET regulations.
The following tasks concerning higher VET qualifications were continued as well in 2022: reorganisation of advanced VET regulations; further implementation of the degree designations Bachelor Professional and Master Professional; development of a structural ordinance for continuing professional development; development of a checklist for quality assurance of advanced VET regulations prepared by the chambers; expansion and ensuring continuation of offers for the acquisition of higher VET qualifications (both in parallel with training and in vocational training courses that build on such qualifications).
Six initial VET regulations (including a new one: immersive media designer) and 35 advanced VET regulations were updated or newly set up in 2023. The mandatory integration of the new cross-occupational training standards 'Environmental protection and sustainability', 'Digitised world of work', 'Safety and health at the workplace' and 'Company, VET, labour and tariff law' in all dual VET courses at both places of learning was continued in 2023.
This regulatory work at BIBB is partly based on skills anticipation research. The H2PRO research project is investigating which qualification needs of skilled workers will arise through the use of green hydrogen. Three factsheets with sectoral analyses (hydrogen production, chemical and refining industry, mobility sector) have been published in 2023. BIBB is also developing the Occupation and Competence Radar, a data-based information portal (funded by the education ministry BMBF). It combines retrospective data (since 2000) and forecast data (up to 2040) from various data sources to open up new analysis and information possibilities at sector and occupation level and to give orientation for actors from labour market and VET politics, research and companies, employees and apprentices. By the end of 2023, the data have been collected, processed and harmonised to document the existing base and develop it continuously. Parallel to this and building on it, the online portal for users is being developed, tested and will be put into trial operation by the end of 2024.
To boost the attractiveness of dual VET, the Board of the Federal Institute for Vocational Education and Training (BIBB) adopted in July 2023 a recommendation that supplements on-site dual vocational training with planned remote training and learning. The BIBB Board emphasises that dual VET should continue to take place mostly on-site / in-person in compliance with all legal regulations. However, this could be effectively supported by forms of remote training and learning provision.
In 2024, 8 initial VET regulations (including environmental technologists with 4 different specialisations) and 28 advanced VET regulations were updated. The mandatory integration of the four new cross-occupational training standards in all dual VET courses at both places of learning was continued in 2024.
The provision of dual training is to become more digital - and thus more attractive to apprentices and training companies. To this end, numerous amendments to the Vocational Training Act (BBiG) were passed in July 2024 as part of the Vocational training validation and digitisation act (BVaDiG). They apply from 1 August 2024 and can therefore already be used for the new training year. Companies and chambers were enabled to implement an end-to-end digital process, primarily by eliminating written form requirements. To this end, the digital training contract, possibility of digital remote training and increased digital communication are planned.
The comprehensive modernisation of the IT advanced training system (IT-WBS) enters into force in November 2024 and opens up new prospects for IT specialists. In view of the ongoing shortage of skilled labour and the dynamic digital transformation, the new system sets standards and offers innovative approaches to further vocational training in the IT sector. The new advanced training regulations improve career opportunities and offer attractive career paths to graduates of vocational training in the IT sector as well as lateral and side entrants.
Bodies responsible
- Federal Institute for Vocational Education and Training (BIBB)
- Federal Ministry of Education and Research (BMBF)
Target groups
Learners
- Learners in upper secondary, including apprentices
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET as an attractive choice based on modern and digitalised provision of training and skills
- VET underpinned by a culture of quality assurance
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
- Sustainability - a green link in VET
- European Education and Training Area and international VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Modernising VET qualifications: Germany. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28112