- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In order to adapt vocational training to the new demands brought by digitalisation, it is first necessary to investigate changes in work processes, tasks and requirements in profiles of skilled workers. Through the study of job profiles, the requirements for the qualification of skilled workers were to be recognised at an early stage. Based on these findings, recommendations for action were formulated for the development of training regulations or for the further training of trainers.
Objectives
Adapting vocational education and training (VET) to the rapid progress in digitalisation, allows graduates to gain the respective qualifications needed on the labour market and counteracts the challenge of skills mismatches and shortages. These activities are of fundamental importance for ensuring the quality of dual VET.
Description
The preliminary examination of the potential restructuring of IT occupations carried out by the Federal Institute for VET (BIBB) in 2015-16 and the subsequent research initiative 'Skills, qualifications and competences for the digitised work of tomorrow' on 14 occupations (2016-18) touched upon developing key competences. Findings from the selected screening showed that the process of 'digital penetration' into training occupations occurred at different rates, depending on the company and on the occupation. Digitalisation has reached all 14 of the occupations investigated. However, only one in three of the surveyed skilled staff, trainers, supervisors and training managers assessed the degree of digitalisation in their workplace as high. Therefore, in many cases, slight changes to training regulations, such as the provision of additional qualifications and mandatory or optional modules, seem sufficient in the transition phase.
Additional IT-related qualifications have been developed. For the metal-working occupations, these are process integration, system integration, IT-based plant modifications, and additive manufacturing procedures. In the mechatronics fitter profile, those were programming, IT security, digital networking, and additive manufacturing procedures. The electrical occupations include programming, IT security, and digital networking.
The recommended time for acquiring all additional qualifications is 8 weeks....
The preliminary examination of the potential restructuring of IT occupations carried out by the Federal Institute for VET (BIBB) in 2015-16 and the subsequent research initiative 'Skills, qualifications and competences for the digitised work of tomorrow' on 14 occupations (2016-18) touched upon developing key competences. Findings from the selected screening showed that the process of 'digital penetration' into training occupations occurred at different rates, depending on the company and on the occupation. Digitalisation has reached all 14 of the occupations investigated. However, only one in three of the surveyed skilled staff, trainers, supervisors and training managers assessed the degree of digitalisation in their workplace as high. Therefore, in many cases, slight changes to training regulations, such as the provision of additional qualifications and mandatory or optional modules, seem sufficient in the transition phase.
Additional IT-related qualifications have been developed. For the metal-working occupations, these are process integration, system integration, IT-based plant modifications, and additive manufacturing procedures. In the mechatronics fitter profile, those were programming, IT security, digital networking, and additive manufacturing procedures. The electrical occupations include programming, IT security, and digital networking.
The recommended time for acquiring all additional qualifications is 8 weeks. Testing takes place in the form of a task-based oral examination included in the final examination. This optional training content is certified separately. Additional qualifications provide apprentices with an attractive way of expanding their skill sets to include new competences, which are in high demand. Additional qualifications also improve opportunities for skilled workers to pursue continuing training.
It is also apparent that increasing digitalisation is accompanied by a further shift in expectations to the core competences of skilled workers. Occupational competence remains important; the use of information and communication technologies, digital work and IT security are increasingly integrated into work tasks; process and system understanding are required, as are independent and continuous learning, flexibility, problem-solving and communication skills. This reflects the German concept of the 'coherent vocational action competence' which means that acquiring key competences does not take place by teaching isolated lessons or modules but is integrated into the vocational learning process. The learning process is based on professional activities identified in the real working world, in the companies.
In 2018, the most important metalworking and electrical occupations, as well as mechatronics technician, were amended. BIBB is currently conducting an evaluation project on this: Evaluation of the additional qualifications and the new integrative occupational profile item of the industrial metalworking and electrical occupations as well as the occupation of mechatronics technician. The aim is to examine the fitting accuracy, implementation, acceptance and quality of the changes introduced and to gather impulses for the further development of the occupations.
In 2019, BIBB published the results of the comparative study Vocational training 4.0 - Skilled workers' qualifications and competences for digitised work. (Zinke, 2019). The overall study documents the comparison of occupation-related results from a screening that focused on 14 occupations. The sample base illustrates how digitalisation affects occupational task areas and what this means for the initial and continuing VET of skilled workers.
In October 2019, BIBB launched a new series of events Digitisation of the world of work and occupations - implementation examples from practice. The aim is to promote dialogue on implementation between stakeholders, multipliers and interested parties.
In 2020, BIBB evaluated the amendments carried out in the most important metalworking and electrical occupations, as well as those for mechatronics technicians, with a focus on the additional qualifications and the new integrative occupational profile item of the industrial metalworking and electrical occupations, as well as on the occupation of mechatronics technician. The aim is to examine the fitting accuracy, implementation, acceptance and quality of the changes introduced and to gather impulses for the further development of the occupations.
Four events related to the Digitisation of the world of work and occupations - implementation examples from practice took place in 2020 and more are planned in 2021. One example is the virtual event 'You ask - we answer: the new IT occupations, held by BIBB on 10 December 2020. More than 250 participants from various practical fields of IT initial and continuing education and training attended the event, asked questions and learned about the outcome of the amendment and the implementation process for new IT occupations (as example, from 1 August 2020, four training regulations for new IT occupations came into force).
In a 2020 publication, BIBB is presenting figures, data and facts on regulated IVET additional qualifications offered by the chambers. The special review of the AusbildungPlus database provides an overview of those additional qualifications that are regulated by legal ordinances of the chambers, which go through a formal procedure and end with an examination before the chamber. The publication offers all VET actors a wide range of data and information that can be helpful, for example, in vocational orientation for career planning.
In August 2021, the group of skilled electrical and information technology occupations was redefined. BIBB, together with the responsible Federal ministries and the social partners and experts from company practice, has modernised the training content of the skilled electrical occupations and largely standardised examination regulations on behalf of the Federal Government.
The BIBB evaluation project: Evaluation of the additional qualifications and the new integrative occupational profile item of the industrial metalworking and electrical occupations, published an interim report. Additional qualifications that are acquired over and above the training content in parallel to dual VET hold great potential - both for companies and for trainees. For companies, additional qualifications in initial VET prove to be a flexible and versatile instrument for implementing a forward-looking qualification strategy. They enable companies to react to specific requirements during training, such as those brought about by technical and digital change.
In 2021, BIBB implemented eight events from different occupational areas as part of the project on Digitisation of the world of work and occupations - implementation examples for digitised work, in which approaches and solutions for implementing digitalisation in company practice were presented.
In 2022, the BIBB evaluation project 'Evaluation of the additional qualifications and the new integrative occupational profile item of the industrial metalworking and electrical occupations' continued.
In 2023 the final report on the BIBB evaluation project 'Evaluation of the additional qualifications and the new integrative occupational profile item of the industrial metalworking and electrical occupations' was published.
Furthermore, another evaluation report on the in 2018 modernized training regulations in the area of the industrial metalworking and electrical occupations was published by a research consortium. In particular, the report focussed on whether the changes made have been implemented in training practice, what effects they have had and what obstacles there are for a successful implementation. The 2018 revisions were intended to integrate Industry 4.0-relevant aspects into the training regulations in particular.
In 2024 BIBB published a research report on the impact of digitalisation on non-routine situations (NRS). With the increasing digitalisation of industries, only few studies so far have focused on competencies, which remain crucial in non-routine situations. In NRS, professionals must quickly mobilise a wide range of knowledge and skills to make swift and competent decisions. These skills, however, are increasingly at risk of being forgotten, as automation has reduced the need for them in routine tasks. While this issue has already been explored in high-risk industries with a high degree of automation, no empirical studies have been conducted in the chemical or pharmaceutical production sectors.
Bodies responsible
- Federal Institute for Vocational Education and Training (BIBB)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Persons in employment, including those at risk of unemployment
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.
High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic sub-category.
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 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).
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 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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Adapting vocational qualifications to progress in digitalisation: Germany. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/fr/tools/timeline-vet-policies-europe/search/28141