Attracting university dropouts to VET

Policy development
Practical measure/Initiative
Germany
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Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28135

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The facilitation of access to VET is considered important as:

  1. there are approximately 27% of university dropouts in bachelor programmes in recent years;
  2. there are shortages of skilled workers;
  3. small and medium-sized enterprises (SMEs) especially have difficulties in finding apprentices.

Objectives

Goals and objectives of the policy development.

The facilitation of access to VET for university dropouts aims to bring together university dropouts and companies providing training places, especially SMEs to set up a central online information platform and counselling services at the main higher education institutions.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Federal Ministry of Education and Research (BMBF) has been supporting countrywide pilots to ease access to VET for university dropouts to address predicted shortages of skilled workers. The funding volume of support has amounted to EUR 16 million for 2014-20. SMEs received support in hiring more young people from the target group.

The initiative focusses on:

  1. bringing together university dropouts and companies that provide training places, especially SMEs. For example, a guide for SMEs, Getting (university) dropouts on board as apprentices (2018-19) was published. This is also the objective of regional integration projects funded and supported through the JOBSTARTER plus programme;
  2. a central online information platform, launched in July 2016, provides information on alternative qualification paths inside and outside universities and on opportunities to transfer acquired competences;
  3. setting up counselling services at the main higher education institutions in the Federal States;
  4. collecting data and obtaining insights into the process of reorientating university dropouts to VET. The BMBF commissioned the German Centre for Higher Education and Science Research (DZHW) to conduct the research study The attractiveness of vocational education and training for university dropouts (2018) to obtain information on the transition routes to VET and on the factors for successful transition of university dropouts.

The Federal Ministry of Education and Research (BMBF) has been supporting countrywide pilots to ease access to VET for university dropouts to address predicted shortages of skilled workers. The funding volume of support has amounted to EUR 16 million for 2014-20. SMEs received support in hiring more young people from the target group.

The initiative focusses on:

  1. bringing together university dropouts and companies that provide training places, especially SMEs. For example, a guide for SMEs, Getting (university) dropouts on board as apprentices (2018-19) was published. This is also the objective of regional integration projects funded and supported through the JOBSTARTER plus programme;
  2. a central online information platform, launched in July 2016, provides information on alternative qualification paths inside and outside universities and on opportunities to transfer acquired competences;
  3. setting up counselling services at the main higher education institutions in the Federal States;
  4. collecting data and obtaining insights into the process of reorientating university dropouts to VET. The BMBF commissioned the German Centre for Higher Education and Science Research (DZHW) to conduct the research study The attractiveness of vocational education and training for university dropouts (2018) to obtain information on the transition routes to VET and on the factors for successful transition of university dropouts.
2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

The guide for SMEs 'Getting university dropouts on board as apprentices' was published by BMBF in 2019.

2020
Implementation

The interim results (01/2020) of JOBSTARTER plus projects on supporting university dropouts revealed the following:

  1. cooperation with colleges and universities makes it easier to identify and address the target group. Joint public relations work helps to make the counselling services more visible and to break the taboo on the subject of study doubt or dropout;
  2. the problems and information needs of those seeking advice and those who doubt or dropout of their studies are complex. Therefore, they often need holistic advice. For the necessary consulting know-how, a coordinated understanding of consulting with the network partners is indispensable;
  3. more than half of the companies advised by JOBSTARTER plus projects are micro and small enterprises. With the support of the projects, they were able to fill their vacant training places with graduates;
  4. dropout students often opt for training in the industrial and commercial sector because of the affinity with the course of study they have taken to date. One out of three dropouts were convinced of the advantages of training in the skilled crafts sector.
2021
Implementation

From 2015 to January 2021, BMBF and ESF funded 17 projects (2015-18) in 15 Federal States and 14 follow-up projects (2018-20) in 11 Federal States.

The JOBSTARTER plus Factsheet on projects for SME and university dropouts was updated in March 2021, as well as the work aid Improving guidance at universities for those who doubt their studies and drop out (JOBSTARTER, 2020).

From 2021, the Queraufstieg counselling network will help young people who have doubts about their studies, or who have dropped out, to identify options for a professional or academic path with an alliance of network partners across the Federal States. The counselling network is funded by the BMBF as part of the Education Chain Agreement (Bildungsketten). The network is intended to act as a first point of contact for students who have doubts about their studies or are thinking of dropping out.

2022
Implementation

In 2022, on the homepage Studienabbruch - und dann (Dropping out of studies - and then?) current events are published that are aimed at students who have doubts about their studies and those who have dropped out. Three projects of the BMBF are aimed at students who are in doubt about their studies or have dropped out. Such as the Queraufstieg (transveral ascent) project. The Queraufstieg counselling network offers a variety of services and offers like the Studienabbruch (Dropping out of university) Podcast, testimonials and a series of events on dropping out of university. This once-a-year event took place in Saxony-Anhalt in 2022.

In 2022, Jobstarter published an updated reprint Studienabbrecher als Auszubildende ins Boot holen. Ein Ratgeber für kleine und mittlere Unternehmen (Getting dropouts on board as trainees. A guide for small and medium-sized enterprises) and the Factsheet on JOBSTARTER plus projects for university dropouts

Following the funding provided by the JOBSTARTER plus programme four former Jobstarter Plus projects have continued to address university dropouts or those who are considering it. These services for students in doubt, dropouts and SMEs are still available and can now be further developed.

2023
Implementation

The Queraufstieg counselling network was continued in 2023.

2024
Implementation

In January 2024, the project 'Beratungsnetzwerk Queraufstieg - Connected Advice on University Dropout in Berlin, Brandenburg, Bremen, Lower Saxony, and Saxony-Anhalt' was launched. The goal of this cross-regional initiative is to establish more professional advisory and support structures for students who leave university without completing their studies. The project is set to run until the end of 2026.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Federal Ministry of Education and Research (BMBF)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several 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.

Reinforcing work-based learning, including apprenticeships

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.

Promotion strategies and campaigns for VET and lifelong learning

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.

Permeability between IVET and CVET and general and vocational pathways, academic and professional higher education

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.

Financial and non-financial incentives to learners, providers and companies

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).

Lifelong guidance

This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Initiative for the recruitment of university dropouts
Getting university dropouts on board as apprentices - A guide for SMEs (2022)
Project „Beratungsnetzwerk Queraufstieg" (2024)

Country

Germany

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Attracting university dropouts to VET: 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/28135