- 2018Legislative process
- 2019Approved/Agreed
- 2020Implementation
- 2021Completed
Objectives
The amendment of the Vocational Training Act aims to modernise and strengthen vocational education and training (VET) by making it more attractive, permeable, flexible, transparent and equivalent to academic education. Another aim is to introduce minimum remuneration for apprentices and more opportunities for part-time vocational training.
Description
The legislative process for amending the Vocational Training Act started in November 2018. Several key changes to be introduced:
Introducing a minimum training wage for apprentices.
Apprentices starting their training in 2020 will receive a minimum wage of EUR 515 per month. This will increase by 18% in the second year of training and by 35% (based on the first year) in the third year. For apprenticeships starting in 2021, the minimum wage will be EUR 550 in the first year of training, for apprenticeships starting in 2022 it will be EUR 585, and for apprenticeships beginning in 2023 the minimum wage will be EUR 620. In subsequent years, the minimum training remuneration will be adjusted annually to the average development of all training allowances. This regulation does not apply to apprentices in companies with collective bargaining agreements, where the wages are part of the social partner agreements.
Underlining equivalence of VET to academic qualifications.
New English terms for advanced vocational qualifications for the three levels of tertiary VET are introduced to underline the equivalence to academic qualifications and to improve international visibility and recognition. The new terms are:'certified advisor' (EQF level 5); 'bachelor professional' (EQF level 6); and 'master professional' (EQF level 7). Existing and recognised professional terms such as master craftsperson (Meister) will not be replaced but...
The legislative process for amending the Vocational Training Act started in November 2018. Several key changes to be introduced:
Introducing a minimum training wage for apprentices.
Apprentices starting their training in 2020 will receive a minimum wage of EUR 515 per month. This will increase by 18% in the second year of training and by 35% (based on the first year) in the third year. For apprenticeships starting in 2021, the minimum wage will be EUR 550 in the first year of training, for apprenticeships starting in 2022 it will be EUR 585, and for apprenticeships beginning in 2023 the minimum wage will be EUR 620. In subsequent years, the minimum training remuneration will be adjusted annually to the average development of all training allowances. This regulation does not apply to apprentices in companies with collective bargaining agreements, where the wages are part of the social partner agreements.
Underlining equivalence of VET to academic qualifications.
New English terms for advanced vocational qualifications for the three levels of tertiary VET are introduced to underline the equivalence to academic qualifications and to improve international visibility and recognition. The new terms are:'certified advisor' (EQF level 5); 'bachelor professional' (EQF level 6); and 'master professional' (EQF level 7). Existing and recognised professional terms such as master craftsperson (Meister) will not be replaced but supplemented.
Expanding part-time vocational training to new target groups.
In future, it will be possible to extend the duration of part-time apprenticeship in consultation with the training company. This possibility will also support disadvantaged groups, such as people with learning disabilities, handicaps or people who need to work to earn money alongside the training.
Facilitating recognition of prior VET learning and improved permeability.
The new law makes it easier for VET graduates of 2-year programmes to get their prior learning recognised and the duration of the subsequent (3.5 years) apprenticeship programme reduced. Recognition of prior assessments and examinations will be improved. The objective is to avoid duplication of learning and administrative work.
Further reduction of administrative burden: there are further revisions concerning examinations and simplifying international mobility, which means that a learning phase abroad requires an agreed plan only when its duration exceeds eight weeks (previously four weeks).
Improved framework conditions for legally binding and high-quality examinations as well as for an attractive honorary office for examiners.
The amendment of the Vocational Training Act was adopted in May 2019. Different VET actors congratulate BBiG on its 50th birthday in 2019.
The amendment of the Vocational Training Act came into force on 1 January 2020.
The following information was published in 2020:
- the BMBF initiated a new portal on the dual training system in Germany with the entry into force of the amended Vocational Training Act on 1 January 2020. The portal promotes the German apprenticeship system and explains the new aspects of BBiG;
- the full text of the new BBiG act was published as a brochure in German and English in August 2020;
- five short videos produced by the BMBF explain the modernised Vocational Training Act (BBiG);
- the Association of German Chambers of Industry and Commerce (DIHK) also produced two videos, explaining different facets of the new BBiG.
In 2021, the action was completed.
Bodies responsible
- Federal Ministry of Education and Research (BMBF)
- Federal Institute for Vocational Education and Training (BIBB)
- Federal States
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Adult learners
Thematic categories
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.
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 initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
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 providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).