Timeline
  • 2020Legislative process
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
41614

Background

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

Personal circumstances do not always allow people to complete full-time vocational training. Part-time vocational training can then be a pathway to a profession.

Objectives

Goals and objectives of the policy development.

Whereas part-time training used to be aimed almost exclusively at people with family responsibilities, the new model is developing from an exceptional solution for a small group of addressees into a design option for all apprentices. This flexible offer is an important building block to cope with the existing shortage of skilled workers.

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 amendment to the Vocational Training Act in 2020 (Section 7a BBiG), makes it possible to organise part-time vocational training individually in terms of time. In addition to single parents or individuals caring for family members, the option of part-time training is further opened up to additional groups. People with disabilities or refugees, for example, who want to or have to pursue gainful employment next to their training, can now also benefit from the option of part-time vocational training. In consultation with the training company, the daily or weekly training time can be reduced by a maximum of 50% (Section 7a, paragraph 1, sentence 3 BBiG). In addition to a part-time agreement for the entire duration of the training, a proportional reduction of the full-time training is also conceivable, for example a reduction of the daily training time to 70% for a period of 12 months.

2020
Legislative process

The amendment to the Vocational Training Act in 2020 (Section 7a BBiG), increases the flexibility for part-time training.

2021
Implementation

In 2021, the BIBB board published a recommendation on the design of part-time vocational education and training (VET). In June, a symposium was held at which experts discussed the new possibilities offered by the expansion of part-time VET and the concrete challenges in practice. Further, contact points have been set up in almost all Federal States. For example, the Federal State of North Rhine-Westphalia has developed the Part-time vocational training -accompanying entry - opening perspectives (TEP) programme, which will fund projects that support part-time VET from 2022 to 2024.

2022
Implementation

The recommendation on the design of part-time VET was amended on 29 June 2022. The BIBB Board decided to include a passage on remuneration. This must be based on the legally determined level of the minimum remuneration, even if it is not covered by a collective agreement. An updated brochure was published by the Ministry of Education in September 2022 and informs about the new framework conditions for part-time VET.

2023
Implementation

In 2023 the Federal Employment Agency (Bundesagentur für Arbeit, BA) published a new information sheet on the options of part-time VET.

2024
Implementation

In 2024, the BMBF has published an updated brochure on the framework conditions for part-time vocational training and provides an overview of existing state support services.

Data from the 2024 BIBB Data Report (p. 107) shows that overall, the proportion of part-time apprenticeships did not increase in 2022. The changes made to the Vocational Training Act (BBiG) in 2020 also have not affected the groups of people (apprentices) taking up part-time training, nor the agreed duration of the apprenticeship so far. Since then, no legitimate interest is required, meaning part-time vocational training is generally available to all apprentices (if both parties to the contract agree), and the agreed calendar duration of the apprenticeship is automatically extended in the case of part-time vocational training. The vast majority of part-time apprentices are still women (proportion of women among all new part-time apprenticeship contracts: 86.3%). In terms of school qualifications, there are also hardly any differences compared to previous analyses.

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 Institute for Vocational Education and Training (BIBB)
  • Federal Ministry of Education and Research (BMBF)
  • Federal States (Länder)

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)
  • Learners with migrant background, including refugees
  • Learners with disabilities

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.

Ensuring equal opportunities and inclusiveness in education and training

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.

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.

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). Expansion and promotion of part-time 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/41614