- 2015Pilot
- 2016Pilot
- 2017Pilot
- 2018Pilot
- 2019Pilot
- 2020Pilot
- 2021Implementation
- 2022Implementation
Background
The challenges for sustainable development, as defined by the 17 Sustainable development goals (SDG) of the United Nations agenda 2030, are addressed by vocational education and training (VET) in Target 4, high-quality education. VET for sustainable development has a key role to play in shaping this social change. Sustainable, future-oriented VET contributes, among other things, to its attractiveness, to securing skilled labour, to economic development and to combating the climate change.
Objectives
The aim of the measure is to develop sustainability-relevant skills of apprentices and training personnel and to disseminate knowledge on how to design sustainable in-company learning places.
Description
In 2015, the Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead - amongst others - to recommendations for organising sustainable VET and related didactic guidance. Emphasis is put on a strong partnership between businesses, scientific support and the responsible authorities
In 2019, the BBNE pilot projects on sustainable competences in commercial occupations and on the design of sustainable in-company learning locations were successfully completed. Their results and products are available. The pilot projects on sustainable competences in the food trade and industry will run until 2021. Accompanying projects also address the management level of SMEs.
On behalf of the Federal Ministry of Education and Research (BMBF), BIBB developed indicators in the area of VET for sustainable development aiming to systematically and continuously record the implementation, development and implementation problems of sustainable development in VET (Indikatoren Berufsbildung für nachhaltige Entwicklung, iBBNE) from January 2019 to the end of 2021. Findings from practical experience, existing research and indicator reports will be taken into account. The first conference took place in September 2019.
In 2020, a transfer programme for training staff (2020-22) follows the VET for sustainable development BBNE programme. The initiative includes the development of advanced qualifications for trainers and teaching staff to integrate sustainability-related content in all VET courses. The funding call (budget: EUR 2.8 million) was published by BMBF in spring 2020. Consortia (experienced partners of the BBNE pilot projects) were selected in summer 2020 with seven collaborative transfer projects, which started in November 2020 for 2 years. One example is the BBNE sustainability project ANLIN (Apprenticeship promotes sustainable places of learning in industry), which now has a successor: the transfer project ANLIN2 (Trainers and apprentices become sustainability experts).
There were also several new publications published (also in EN, ES and FR) in different formats on the BBNE projects in different sectors (trade and commerce, food trades).
In November 2020, the sustainability navigator for the skilled crafts sector of the project HANDWERKhochN - strengthening sustainability in skilled crafts businesses, of the Central Office for Continuing Education in the Skilled Crafts (funded by the BMBF) was launched. The browser application is a digital management tool that significantly supports business owners and managers from the skilled crafts sector in aligning their business sustainably and creating a sustainability report according to the internationally recognised criteria of the German sustainability code (DNK).
In July 2020, BIBB published its final report Competence requirements for sustainability in VET in the context of digitalisation.
With the results of the pilot projects and research on sustainability in VET (BBNE), BIBB contributes to anchor sustainability in VET. Competence requirements that are identical in all dual training occupations are integrated into all 326 training regulations as standard occupational profile items. In 2020, the standard occupational profile items 'environmental protection and sustainability' and 'digitalised world of work' have been added and will be part of any new or updated training regulation from 1 August 2021.
In 2021, the iBBnE project which started in 2019, was completed.
Furthermore, BIBB published guidelines in 2021 that offer a scientifically based and practical concept with numerous explanations, tasks, tips and checklists to support trainers in structurally integrating the guiding idea of sustainability into vocational training in commercial VET. In particular, it shows which competences apprentices in commerce need to be able to work in a sustainability-oriented way in their profession.
In February 2021, the anthology Vocational education and training for sustainable development was published. It presents the final results and findings on the promotion of occupation-specific, sustainability-related competences and the design of sustainable learning venues in 23 contributions, based on the 2015-19 pilot projects: On the way from project to structure.
Following the National Hydrogen Strategy, BMBF/BIBB started in October 2021 a 3-year research project on the development of qualification and skill requirements in relation to hydrogen technology (H2PRO), from the production of green hydrogen to its transport and storage, as well as its use in the steel and chemical industries, mobility and logistics sectors and heat supply.
In 2022, the transfer programme for training staff (2020-22) following the VET for sustainable development BBNE programme (2015-2021) was completed.
In 2022, the planning of the new funding programme 'Training Cluster 4.0 in the Lignite Regions' started, aiming to support structural changes in the three lignite regions through establishing six sector-specific training clusters. The training clusters are sector-specific collaborations between companies, trade unions, training providers and other local actors. Parts of in-company training can be carried out in such a cluster. In this way, they will help companies and young people to find each other in training occupations that are necessary for structural change as well as in bottleneck occupations and ensure that in-company training in the districts becomes more digital and sustainable. In addition, the clusters will provide more young people in the regions affected by structural change career prospects and thereby avoid their migration. The implementation of the programme will start in 2023.
Bodies responsible
- Federal Ministry of Education and Research (BMBF)
- Federal Institute for Vocational Education and Training (BIBB)
Target groups
Learners
- Young people (15-29 years old)
Education professionals
- Teachers
- Trainers
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
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 the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this 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 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.
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).
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
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.
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.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category is in line with the EU policy focus on the green transition and sustainability, and refers to professional development and other measures to prepare and support teachers and trainers in raising learners’ awareness of the green transition and sustainable development, and teaching and training them on skills necessary for the green transition. It also covers the development and availability of tools and resources on sustainability and green transition for teachers and trainers.
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.
European priorities in VET
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
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
- Sustainability - a green link in VET