Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28150

Background

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

Inter-company training centres supplement the training provided in companies with practice-based education and training courses. Apprentices of SMEs often do a part of their training in inter-company training centres (Überbetriebliche Berufsbildungsstätten, ÜBS) where they find newest technologies and training methods that are not always available in a small training company. Competence centres are ÜBS that provide training as well as further and advanced training in a specialist focus.

Objectives

Goals and objectives of the policy development.

Accelerating digitalisation in the training of skilled workers in inter-company training centres, especially for SMEs, with digital equipment and innovative training concepts.

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) initiated the programme of promoting digitalisation in competence centres and inter-company training centres in 2016. The Federal Institute for Vocational Education and Training (BIBB) has the task of supporting the planning, establishment and further development of inter-company vocational training centres (ÜBS). Inter-company training centres are meant to be learning places to include digital innovation for skilled workers. For this, they need to meet technological challenges by adapting their training infrastructure and learning and teaching processes. Through the programme, ÜBS receive funds to improve their digital infrastructure - such as CNC machines, 3-D printer, touchscreen - to qualify future skilled workers for the digital demands of the labour market. Since 2016, a total of more than 200 ÜBS centres with more than 39 000 units of digital equipment and eight pilot projects to modernise training courses have been funded. The funding of this special programme is EUR 30 million per year.

2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, 71 projects were funded.

The symposium, Designing a place of learning - securing the future. Digitalisation in inter-company vocational training centres, took place in Berlin on 25-26 June 2019. In June 2019, the programme was extended to 2023 and new funding opportunities were added. In 2019, BMBF published a brochure that describes good practice projects from the first funding phase 2016-19 and presents the new funding guidelines for 2019 to 2023.

2020
Implementation

In 2020, 48 projects were funded under the first guidelines.

In 2020, BMBF published a brochure (in German and English, see sources) that describes the special programme on digitalisation in inter-company vocational training centres (ÜBS), its achievements since 2016, and its future perspectives.

Due to the measures to contain the coronavirus, the ÜBS had to suspend their teaching nationwide from mid-March to the beginning of May 2020. Since then, the ÜBS in all Federal States have gradually resumed their training courses. To ensure that the training system continues to function well, the nationwide network of inter-company training and competence centres has played a key role in shaping training, both during and after the Corona crisis. Digital learning resources can contribute to this. Online modules or web-based learning platforms developed with BMBF funding are available to ÜBS throughout Germany and can support them in conducting courses digitally. As a rule, the offers require tutorial support by the trainers. There are learning offers for apprentices and training staff.

In September 2020, 15 projects selected for the second funding phase started. The new projects involve 25 ÜBS from the skilled trades, construction industry, agriculture, industry and trade. In some of the projects, the focus is on identifying the requirements of the economy from digitalisation and implementing these in training courses for apprentices. In the other projects, the focus is on transferring new technologies to inter-company vocational training centres. On 25 November 2020, within the European vocational skills week, the new project met for their first transfer strategy workshop.

The online portal for company-based and inter-company trainers, foraus.de (see sources below), disseminates the project results. Online learning modules, explanatory videos and more information on the completed projects of the first funding phase, as well as on the 15 new projects of the second funding phase, can be found on the site (in German).

2021
Implementation

In 2021, applications for development and trial projects can no longer be submitted.

ÜBS can still submit applications for funding for digital equipment until 30 June 2023. The new, updated equipment list has been available since 31 March 2021.

In February 2021, the ko.ve.di project started. Through digital networking, the current requirements and needs of the economy are determined and the necessary competences in four exemplary trades are derived from this.

2022
Implementation

Augmented reality for the implementation of digital building models (ARUB), which is the 20th and for the time being, last project in the special ÜBS-Digitalisierung programme, started on 1 January 2022. Apprentices implement actual building models created with CAD programmes with the help of augmented reality applications. The physical workpieces created in this way are evaluated by trainers using digital technologies such as rotary scanners and then returned to the digital world for learning purposes using AR glasses.

In 2022, the funding guidelines for digital equipment were adapted to the requirements of the joint guidelines on the funding of inter-company vocational training centres and their further development into competence centres. This means that digital procurements are also eligible for funding outside of the state education mandate if they predominantly serve the further and continuing education that is part of the state education mandate. Use for inter-company training or to prepare, enable or support vocational training or a vocational qualification is permissible. Funding for innovation spaces is now also possible. Applications for grants for the digital equipment of inter-company vocational training centres can be submitted until 30 June 2025. The 3rd transfer workshop of the special programme ÜBS-Digitalisierung took place in autumn 2022 and focused on the transfer of project results and the stabilisation of knowledge. In view of the limited project duration until mid-2023, it was determined how project results can be secured, processed and made usable in the long term.

The ProMech-I project has developed the series of events Training Workshop 4.0 to discuss with the trainers in the ÜBS how the training there is to be further developed with regard to digitalisation. The third meeting in autumn focused on personnel and organisational development in the age of digital transformation.

2023
Implementation

In 2023, the web dossier 'Qualification of inter-company training personnel in the digital transformation' provides an overview of the current state of research and the need for discussion. It highlights existing challenges and presents concepts and solutions from practice.

The funding guideline for the digitisation of inter-company training centres focuses on investments in construction, equipment and modernisation and on the further training of digital skills among trainers. In 2023, 135 projects were supported with a funding volume of 86.1 million euros in federal funding. Parallel to the special ÜBS programme, there were 26 digital equipment funding programmes by BAFA. Funding for innovation rooms is also possible as part of the funding for digital equipment. Innovation rooms serve to demonstrate, communicate and test innovative technologies and services.

This special programme will expire in 2025.

In parallel to the funding of the digitalisation of the inter-company training centres, the idea of excellent inter-company training was further developed by developing the inter-company training centres into technology-oriented centres of excellence. At the Future Forum for Inter-company Training 2023 conference, the transformation of the inter-company training centres into VET centres of excellence was further developed. Ideas for excellent inter-company training that is fit for the future were drafted and the 'Initiative for Excellent Inter-company Training - INex-ÜBA' was presented in this context.

The funding programme for excellent inter-company training (INex-ÜBA) aims to test and implement innovative, training-related concepts for designing excellent teaching/learning locations. During the period from 2024-2027, interested inter-company training companies will be provided with a funding volume of EUR 120 million to enable them to develop into excellent teaching and learning locations. In particular, the quality improvement and development of the ÜBA, using future-oriented technologies and innovative methods, should help to enable excellent educational work in ÜBS. The following outlines are relevant to the following priorities:

  1. use of digital technologies and AI-supported systems with a view to the learning and support needs of trainees;
  2. development of cooperation structures with partners from business and science;
  3. measures to attract and qualify training personnel;
  4. concepts for redesigning training rooms and workshops;
  5. focus on managing the digital and ecological transformation processes;
  6. development of new topics for the future viability of excellent inter-company training.

INex-ÜBA is funded under the Excellence Initiative for Vocational Education and Training.

Project ideas from inter-company training centres could be submitted until 31 December 2023.

2024
Implementation

In 2024, applications for funding for digital equipment for inter-company vocational training centres could be submitted, which is supposed to last until 30 June 2025.

On 19 August 2024, an amendment to the funding guidelines for projects was published as part of the 'Initiative for Excellent Inter-company Training (INex-ÜBA)'.

An initial evaluation process of the ideas submitted was completed in the summer and 31 concept outlines from prospective funding recipients were approved for funding. These are spread across centres for a wide range of apprenticeships. Many projects involve the use of AI and other future-oriented technologies. At the same time, they range from project ideas for overcoming training bottlenecks in inter-company training to concepts for innovation spaces for learning based on personal initiative and ideas, and more sustainability. The list of the ideas sketches approved for application can be viewed.

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

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)

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.

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.

Engaging VET stakeholders and strengthening partnerships in VET

This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.

In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.

Modernising VET infrastructure

This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.

Improving digital infrastructure of VET provision

This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.

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.

Diversifying modes of learning: face-to-face, digital and/or blended learning; adaptable/flexible training formats

This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.

Developing and updating learning resources and materials

This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.

Acquiring key competences

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).

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 Centres of vocational excellence (CoVEs)

This thematic sub-category refers to the establishment and development of Centres of vocational excellence (CoVEs). These centres support the development of VET, including at higher qualification levels (EQF 5-8), cooperation of VET, higher education and research. They build on strong local business investment and support recovery, green and digital transitions, European and regional innovation and smart specialisation strategies. They provide innovative services, such as clusters and business incubators for start-ups, technology innovation for SMEs and innovative reskilling solutions for workers at risk of redundancy. The thematic sub-category is not limited to the centres supported by Erasmus+ funding.

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Supporting teachers and trainers for and through digital

This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.

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.

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).

Providing for individuals' re- and upskilling needs

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.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

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

Osnabrück Declaration

  • Resilience and excellence through quality, inclusive and flexible VET

Subsystem

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

Country

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). Supporting excellent inter-company training (ÜBA) and the centers (ÜBS): 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/28150