- 2016Design
- 2017Design
- 2018Design
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
According to the Vocational Training Act, an in-company trainer should possess the professional skills, knowledge and abilities as well as the pedagogical skills, knowledge and abilities required to impart the contents of the training. A completed vocational training or course of study in a field corresponding to the training occupation can demonstrate professional aptitude. Professional qualification of trainers also includes vocational and occupational pedagogical knowledge. Any company carrying out apprenticeship has at least one employee who is the designated responsible trainer and has proven his aptitude to take over this task by successfully passing the examination according to the AEVO.
This training aptitude test is carried out by the chambers, who also provide 'training of trainers' preparatory courses offered in different formats (attendance, distance learning or blended formats). The BIBB recommends taking a 115-hour course to prepare the AEVO examination. In 2009, the Board of the BIBB has published a framework curriculum with details of the knowledge to be imparted in the AEVO preparatory courses.
Needs analyses have been carried out since the 1960s mostly by the BIBB to monitor the up-to-date competences needed by trainers, ensure the quality of IVET and CVET in companies and adapt the train-the-trainer course offer accordingly. One example was the BIBB research project 'Digital media in VET - media appropriation and media use in the everyday practice of company-based training staff' (DiMBA; 2015-17), which investigated the challenges faced by company-based training staff in this regard.
Objectives
In-company trainers need to be qualified to be up to the challenges of in-company training processes (regarding digitalisation, sustainability, demographic development, heterogeneity). BIBB monitors the up-to-date competences needed by trainers as well as the Ordinance on Trainer Aptitude (AEVO) and corresponding framework curriculum, thus contributing to quality assurance in the training of trainers. Accordingly, the policy measures described below aimed at developing and providing (additional) qualifications for in-company trainers to improve their skills as well as their ability to adapt the content of the training process to the future of VET (e.g. media and digital skills; sustainability and green skills).
Description
Since 2015, BIBB has funded eighteen 'VET for sustainable development' projects (BBNE). They experimented and evaluated relevant curriculum concepts, digital teaching, learning materials and examination questions on green skills for initial and continuing VET, e.g. on energy saving and energy efficiency, carbon and water footprint, or thinking about resources.
In 2016, new funding guidelines also relevant for the continuing professional development (CPD) of trainers were covered in the framework of the BMBF initiative, Digital media in vocational training. The guidelines focused on:
- promoting critical media competence in vocational qualifications;
- promoting the use of open educational resources;
- training trainers who could act as multipliers;
- promoting digital learning networks in VET (DigiNet), especially among SMEs.
For example, the funded projects Competence workshop toolbox and the Perspective 2.0 tutorial course also contributed to in-company trainer CPD. The toolbox focused on providing conceptual and digital support to training in companies, in vocational schools and at inter-company vocational training centres. Under the title Training in a practically oriented way, it has made a cross-media series of instruments available to training staff and teachers. Perspective 2.0 is developing an online tutorial course in social media addressing trainers, educators and consultants working in the field of job application and...
Since 2015, BIBB has funded eighteen 'VET for sustainable development' projects (BBNE). They experimented and evaluated relevant curriculum concepts, digital teaching, learning materials and examination questions on green skills for initial and continuing VET, e.g. on energy saving and energy efficiency, carbon and water footprint, or thinking about resources.
In 2016, new funding guidelines also relevant for the continuing professional development (CPD) of trainers were covered in the framework of the BMBF initiative, Digital media in vocational training. The guidelines focused on:
- promoting critical media competence in vocational qualifications;
- promoting the use of open educational resources;
- training trainers who could act as multipliers;
- promoting digital learning networks in VET (DigiNet), especially among SMEs.
For example, the funded projects Competence workshop toolbox and the Perspective 2.0 tutorial course also contributed to in-company trainer CPD. The toolbox focused on providing conceptual and digital support to training in companies, in vocational schools and at inter-company vocational training centres. Under the title Training in a practically oriented way, it has made a cross-media series of instruments available to training staff and teachers. Perspective 2.0 is developing an online tutorial course in social media addressing trainers, educators and consultants working in the field of job application and career entry.
Based on research on the implications of digitalisation and industry 4.0 for workers' skill needs and teachers' and trainers' competences, BIBB developed a model of media-pedagogical competence for training personnel. It was developed in cooperation with trainers and defines the expertise that trainers could use to deliver and develop vocational media and IT competence.
In 2019, the funding programme 'VET for sustainable development' (BBNE) continued. For example, to keep the topic of sustainability present in the minds of trainers and apprentices all year round and throughout the entire training period, the '5-minute talks' were developed as a learning support measure by the project ANLIN 'Apprenticeship promotes sustainable places of learning in industry'. They are particularly suitable for starting a teaching unit or ending a teaching day without interfering with the daily work and learning routine. They allow a regular, short exchange between the trainers and their apprentices. Furthermore, the Digital change Q 4.0 initiative was launched in 2019 to set up and test innovative continuing education and training concepts. These concepts aim to improve the media and IT skills of in-company trainers and their ability to adapt the content of the training process to digital changes. The funding initiative offers two sub-programmes:
- Network Q 4.0: the programme considers regional and sector-specific aspects and focuses on cooperation between learning places;
- MIKA seminars: the programme follows a more general approach, independent from the specifics of the training place.
The qualification initiative will last until 2022 and is implemented by the Federal Ministry of Education and Research (BMBF), which cooperates with the German Economic Institute, the training providers of the economic sector and the Federal Institute for Vocational Education and Training (BIBB). At the final stage, the BMBF and its project partners will decide in which format the developed qualifications will be introduced. The funding volume for the Q 4.0 initiative is approximately EUR 30 million (2019-22).
A transfer programme for training staff shall follow the BBNE programme to support in-company trainers to develop green and sustainable skills. Consortia with experienced partners of the BBNE pilot projects were selected in summer 2020 with seven collaborative transfer projects for training staff, which started in November 2020 for 2 years. One example is the BBNE sustainability project ANLIN, which now has a successor: the transfer project ANLIN2 Trainers and apprentices become sustainability experts.
In 2020, regional and industry-specific qualification needs of vocational training staff were surveyed, a digital learning management system was set up and the first qualification formats were designed and tested in the two sub-programmes of Q 4.0 (MIKA seminars and Network 4.0).
The German Economic Institute (IW) set up a new website netzwerkq40.de in May 2020, presenting the sub-programme Network Q 4.0 and its partners. The Network Q 4.0 aims to establish contacts with other VET partners for learning location cooperation and will be funded until the end of 2022. The network provides new training and discussion formats guiding in-company trainers, including using design thinking and boot camps as well as frequent online meetings, Q 4.0 talk, Q 4.0 meet or Q 4.0 work. The website offers an online media library, featuring own studies, publications and videos, and a newsletter and is present on social media.
The MIKA seminars are currently being tested at five locations in cooperation with several chambers of skilled crafts as well as chambers of commerce and industry. The seminars focus on six learning fields:
- understanding the digital world;
- protecting data and acting safely;
- communicating and collaborating;
- searching for and processing content;
- creating and sharing content;
- solving and reflecting on problems.
Since the seminars for the trainers mostly take place alongside their jobs, the MIKA seminars are offered in the so-called 'blended learning format', i.e. a combination of face-to-face events and webinars. The self-learning phase, in which the trainers inform themselves autonomously about the learning content and acquire basic skills, is particularly important. The MIKA learning world, developed by the BIBB and available from mid-2021, is intended to support the self-learning phase and supplement the previous offer in the BIBB's trainer portal, foraus.de. The seminar concept should follow the format of the 'flipped classroom' and thus be directly oriented towards the everyday work of the participants. The content is conveyed over a period of 10 to 12 weeks. After completing the seminar, the participants receive a certificate.
At BIBB, the MIKA seminar concept project was completed and the developed seminars on the digital development of trainers are offered now nationwide. In January 2021 NETWORK Q 4.0 in Bavaria created a digital reference work on the content of IT occupations. In May 2021, NETWORK Q 4.0 participated in DIGITALTAG 2021, where around 2000+ actions took place in virtual space and on site. In June 2021, NETWORK Q 4.0 organised an expert conference on the topic of Training 4.0 - fit for the digital now.
In a study published in 2021, BIBB concluded that the qualification of trainers should be modernised and further developed. The recommendations for action relate to further training courses and adjustments to the content of examination methods and practice to meet increased requirements (digitalisation, heterogeneity, inclusion and sustainability). The results are now being incorporated into further consultations between the Federal Government and the social partners.
In 2022, the Network Q 4.0 programme carried out many CPD offers for trainers, as well as a roadshow and a blog directly linked to their work processes. MIKA offered CPDs for trainers to develop their digital media skills, which is now threefold:
- the learning platform MIKA-Campus,
- the CVET offer MIKA-Seminars (in blended learning format),
- the training for future seminar leaders (MIKA trainer).
The BBNE transfer programme for in-company trainers was completed in 2022. The new funding programme 'Sustainability training for trainers' (NIB), supports projects that implement further training programmes for the sustainability-related qualification of training staff and thus contribute to the anchoring of BBNE in training practice. The first funding guidelines have been published and projects can be submitted until 17 April 2023.
BIBB monitors the Ordinance on Trainer Aptitude (AEVO) as well as the competences needed by trainers in companies. The review and updating process of the framework curriculum for preparing the AEVO examination was completed in July 2023.
Training and examination staff in VET are now being supported by the new Leando portal, launched on 20 November 2023. Leando (previously foraus.de) serves as a central contact platform and provides information and CPD on daily training practice and the examination system.
Further, the qualification initiative Digital Change Q 4.0 carried out many CPD measures for trainers in 2023, as well as a roadshow and a blog directly linked to their work processes (Network Q 4.0 project). Another project of the initiative, Media and IT competence for training personnel (MIKA), was threefold in 2023: learning platform MIKA-Campus, CPD offer MIKA-Seminars and training for future seminar leaders (MIKA-Trainer).
In 2023, three roadshows of the transfer campaign 'Digital media in everyday VET' took place in Nürnberg, Rostock and Bonn. The one-day events offered space for dialogue, networking and trying out digital tools and concepts, accompanied by the project managers. The roadshows addressed training staff from companies from companies, inter-company training centres, vocational schools and educational institutions.
To follow up the BBNE funding programmes, the education ministry BMBF published a new funding guideline in 2023: the 'Sustainable at work - future-oriented training (NIB)' funding programme (with ESF Plus co-financing). The funding period ends in 2027 with a total funding budget of approx. EUR 43 million. A centre set up at BIBB on behalf of BMBF promotes the transfer of results and networking with VET initiatives and stakeholders. A total of three funding guidelines are planned. The first funding guidelines (for 2024-26) were published in 2023 and focus on projects strengthening professional competences of training staff in sustainability and establishing BBNE offers in more VET institutions.
To support national monitoring and reporting on the anchoring of education for sustainable development in VET (BBNE), the BIBB company panel on qualification and skills development, funded by the BMBF, is investigating the importance of sustainability in training and the extent to which companies have provided their training staff with further training on the topic of sustainability/BBNE (BBNE - Survey on sustainability in initial and continuing vocational education and training / indicator 'Training staff and sustainability IndAuNa in the BIBB company panel on qualification and skills development'; duration: 2022-2026; funding volume: approx. EUR 108 000). Between March 2023 and February 2024, around 3 400 companies from all sectors and company size categories took part in the survey. Initial results are included in the BIBB data report 2024. A further survey is planned for 2025.
In 2024, all information on the former web portal of the Digital media in VET initiative (qualifizierungdigital.de) and of the former trainer platform foraus.de have been integrated into the new Leando portal for training and examination staff.
In 2024, the new roadshow 'Leando on Tour - Tools for Training Practice' organised by the BIBB visited five locations (Hamburg, Karlsruhe, Stuttgart and twice Berlin). The roadshow presents the central services of the Leando platform for training and examination staff: Inform - Network - Qualify. In parallel workshops, participants have the opportunity to try out specific topics and methods for organising their own training practice, using suitable tools.
The MIKA qualification offer for training staff was expanded mid-2024 with three services: MIKA-Game (educational game in quiz format testing knowledge in digitalisation and media education), MIKA-VR (easy-to-use virtual reality application for company training staff) and MIKA-Do (digital pinboard for VET teachers and trainers with learning and work tasks).
The Network Q 4.0 in particular is establishing contacts in all regions with other VET partners in the sense of cooperation between learning venues. The training organisations of the business community and the respective local partners are collaborating. For example, the BW-NRW (training organisation of the business community in North-Rhine Westphalia) updates daily its catalogue of Network Q 4.0 training courses for training staff in 2024-25, including courses to obtain the Ausbildung 4.0. certificate. Participants can cumulate various courses to achieve up to three certificate levels.
The first NIB funding guideline published in 2023 and focusing primarily on the qualification of training personnel has selected 21 implementation projects, which started in 2024 with a Kick-Off meeting on 10 September. The funded projects directly involve 56 organisations from vocational training practice and research as well as over 150 associated practice and strategy partners. Their common goal is to train a total of 12 000 skilled workers (who work as in-company trainer) from different sectors and professions in sustainability-related skills. To this end, they implement customised analogue and digital Train-the-Trainer courses, which are often modular in structure - from low-threshold taster courses to comprehensive certificate courses.
Bodies responsible
- Federal Ministry of Education and Research (BMBF)
- Federal Institute for Vocational Education and Training (BIBB)
- German Economic Institute (IW)
Target groups
Education professionals
- Trainers
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 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.
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.
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.
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.
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.
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.
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills
- VET underpinned by a culture of quality assurance
Osnabrück Declaration
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Qualifying trainers for the future world of 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/28147