Responsible for the national implementation of the EU youth guarantee is the Federal Ministry of Labour and Social Affairs (BMAS).
Meanwhile I’ve gathered some information concerning your ”Youth Guarantee”-Project. I was glad to find something very similar in Germany which even mentions the ”guarantee” aspect and is also funded by ESF on national level. I will add a (German) document and will now translate some content from the main Websites for you (sorry in advance for any deficient translation and sorry that the links all lead to Websites in German language!)
In the new funding period a further national ESF-programme called
“Berufseinstiegsbegleitung” (accompanying steps into profession) launched (2015 to 2018). More than 100,000 young people will be addressed by the programme at 2,500 schools.
The main goal is to accompany young people from school into formal vocational education. It is called “Bildungsketten” (chains for/of education) and contains companions (or tutors) into the start of profession (Berufseinstiegsbegleiter, BerEb):
“Starting Point of the initiative is the fact that many young people leave school without reaching a qualification or will not be connected successfully to vocational education. They are running into waiting loops. This is unacceptable for young people as well as for companies which increasingly lack of skilled professionals.
This is where the initiative “Bildungsketten” (chains for education) comes in. Goal is to promote young people efficiently already during their school education phase. For this the already existing funding programmes and instruments need to be coordinated/ harmonized. Competences of the involved actors like schools, regional authorities, the federal state of Germany, labour agencies, cities and municipalities will be bundled and tailored to pupil’s needs. Pedagogic, job counsellors, educators and professionals in practice will get a professional frame in which they can network on a local, regional or national basis.
The initiative is integrating activities of all actors in a holistic funding philosophy which will help to improve the vocational system. The same goal is addressed by the national-regional accompanying task force” (see http://www.bildungsketten.de/de/235.php)
The „Berufseinstiegsbegleitung (BerEb)“ (see attached pdf-file) is titled: „Garant für die Integration in Ausbildung?!“ (Guarantee for integration in vocational education?!)
The tasks comprise
– Support for young people in finding a suitable profession in combination with a training company
– Accompany them up to one year to prepare the path to a successful completion of vocational education.
Perhaps in addition to the mentioned EUROPASS of ERASMUS+ there is also an instrument a skill-collecting report-card, a document (Berufswahlpass) to collect modules, personal strengths, competencies in the profession-choosing process. http://www.bildungsketten.de/de/1508.php
Last but not least there is a collection of useful tools and guidelines for trainers/coaches abour transition from school to profession, called “qualoboXX” http://www.bildungsketten.de/de/1270.php
There are two contact persons responsible for the subject at the national service point at BiBB – Bundesinstitut für Berufsbildung which you can contact for more details:
Head of service point: Jens Pescher, phone +49-228/107-1032, e-mail email@example.com
Deputy head: Satiye Sarigöz, phone, +49-228/107-2824, e-mail firstname.lastname@example.org
For you and your colleagues all the best for the project work, also a merry Christmas and a healthy and happy new year!
Hochschule für Technik und Wirtschaft Berlin
University of Applied Sciences
Lizenz- und Patentberatung
Treskowallee 8, 10318 Berlin
Tel. +49 30 5019-2316 | Fax +49 30 5019-2545
beim Bundesinstitut für Berufsbildung (BIBB)
Tel.: 0228/ 107-2405
Fax: 0228/ 107-2887
The Educational Chains Initiative established by the Federal Ministry of Education and Research (BMBF) supports pupils in making the transition from school to training and in completing training successfully.
The main focus is on providing preventative assistance, and vocational orientation and individual help start at an early stage whilst children are still at school. The initiative is one of the measures in the national implementation plan to establish the EU youth guarantee in Germany. A further measure in this context is VerA – Senior Expert Service initiative to prevent trainees from dropping out an to support young people in training with the support of voluntary mentors. VerA is part of the educational chains initiative.
The Educational Chains Service Agency has been set up at the Federal Institute for Vocational Education and Training (BIBB) in Bonn in order to provide specialist support and public relations work for the educational chains initiative. As deputy head of this service agency I will be pleased to give you an interview with focus on the educational chains initiative. Here fore, I would prefer an appointment on Monday, 20th April. Mr. Peschner will not be able to attend, but my colleague André Grabinski could join the interview. Mr. Grabinski is in charge of VerA.
Responsible for the national implementation of the EU youth guarantee is the Federal Ministry of Labour and Social Affairs (BMAS).
Therefore, the Educational Chains Service Agency will be only able to give you information about the educational chains initiative but not about the general political setting of the youth guarantee.
By which means will the interview take place: on the phone or a personal meeting? For a personal interview we will be delighted to welcome you in Bonn.
– Deputy Head –
It was a pleasure meeting you and your colleagues on Monday, 20th April in Bonn. A short summary of the central aspects of our input is attached.
With regard to Alexander’s question, here some current data about German companies with vocational training opportunities: According to the recent annual Report on Vocational Education and Training 437.721 out of 2.11 Mio. companies with at least one employee subject to the social insurance contribution were offering vocational training in 2013. The figures in relation to company’s size are: 215.345 companies with up to 9 employees, 154.371 companies with 10 to 49 employees, 55.611 companies with 50 to 249 employees and 12.394 companies with 250 or more employees.
Please do not hesitate to contact us for further information. We are very interested in your project 5 Moves and would be delighted, if you could send us your final report.
Educational Chains Service Agency
at at the Federal Institute for Vocational Education and Training (BIBB)
(Servicestelle Bildungsketten beim Bundesinstitut für Berufsbildung – BIBB)
53175 Bonn – Germany
Tel.: +49 228 107-2824
Vocational education and training (VET) system in Germany
The vocational education and training system in Germany enables young people to get qualified training for at the moment around 350 different professions. In the Federal Republic of Germany, a recognised vocational education may be obtained in a company-based manner via dual training. Training takes place at the two learning venues of the company and the vocational school. There are separate but coordinated regulations for both learning venues. State recognised training occupations, which are governed by the Vocational Training Act (BBiG) and the Crafts and Trades Regulation Code (HwO), constitute the foundations for regulated and standardised vocational education and training. The Federal Government enacts training regulations for each training occupation. These describe the respective occupations and stipulate in overall binding terms the skills, knowledge and competences (so-called “employability skills”) which need to be acquired during training. The federal states supplement these training regulations by issuing skeleton curricula for vocational school teaching. These skeleton curricula are coordinated with the training regulations in regard to content and scheduling.
No particular entry requirements are laid down in respect of accessing recognised training. Young people apply for vacant training places and are taken on by companies if deemed suitable. Conditions of recruitment may vary from company to company. When a training place is agreed, the trainee and the company conclude a training contract which stipulates rights and obligations for both parties. Training is funded by the company and lasts for between 2 and 3. years depending on the occupation. There are training occupations for all areas of trade and industry and public administration. Payment of trainees (training allowance) is mainly provided by the companies. Dual training is open to all school leavers. Training takes place on a full-time vocational school basis in certain occupations.
Federal Institute for Vocational Education and Training (BIBB):
In this system the BIBB plays an important part:
It conducts research on vocational education and training and takes part in the further development of the system. It works in an advisory capacity to policy and other decisions makers. Plus it provides different services connected with vocational education and training. One main task is the developing of new training occupations and updating the training requirements for existing occupations. Whenever any existing occupation needs to be modernized the BIBB is involved.
The Institute is actively involved in helping to shape the European Education Area. BIBB implements and pilots the European instruments EQF, ECVET and EQAVET and is involved in the validation of informal learning.
BIBB is organised into four departments with 16 sections and a Central Services department. Currently the Institute employs some 600 members of staff. Overall authority for BIBB rests with the Board and the President.
– Department 1: “Internationalisation of Vocational Education and Training/Knowledge Management”
– Department 2: “Sociology and Economics of Vocational Education and Training”
– Department 3: “Vocational Teaching and Learning, National Programmes and Pilot Scheme- – Department 4: It is responsible for developing new training occupations and continuing vocational training provisions and regulations, as well as updating the training requirements for existing occupations.
The Institute also supports practice by taking on programme sponsor tasks like JOBSTARTER. With this programme the Federal Ministry of Education and Research fosters innovation and structural development in the vocational training field. It aims at improving the regional supply of in-company training places for youths by convincing more companies to provide in-house vocational training and putting untapped potential for in-company training to use.
Educational Chains Service Agency at BIBB
An Educational Chains Service Agency has been set up at the Federal Institute for Vocational Education and Training (BIBB) in order to provide specialist support and public relations work for the Initiative “Qualification and connection – Educational chains until the completion of training” (Educational Chains Initiative). This Service Agency acts as the Main Office of the Federal Government-Federal State Support Group and coordinates the Federal Career Choice Pass Project Group. It develops provision for practice and works in conjunction with regional partners to implement such provision across the country. Staff of the agency is integrated into the JOBSTARTER programme.
Situation of young people in the transition phase from school to vocational training in Germany
Germany has the lowest level of youth unemployment in the European Union. Alongside demographic development and the structure of trade and industry in Germany, scientific research indicates that one of the main reasons for this positive result is the system of dual training.
Nevertheless, the numbers of young adults without a training qualification will remain a challenge in the years ahead. The situation on the German training market is characterised by growing problems in matching supply and demand. This is apparent from the rising number of unplaced applicants and unfilled training places, but also from cases where choices of occupations and training courses have been made without adequate information and with little enthusiasm. Early dissolution of training contracts is one of the consequences. Hence, increased provision of vocational orientation and better coordination of the different initiatives and models are regarded as ways of ensuring better matching.
A substantial number of young people leave school without qualifications. Large numbers fail to progress to vocational training directly or even at all. They do not yet know what they wish to do in life. They are either unable to find a training place or else drop out of training. The proportion of unsuccessful applicants is again increasing (2012). At the same time, it is also noticeable that companies are increasingly experiencing problems in filling their places. In 2013, 1.4 million young people were not in possession of a vocational qualification.
The number of young people within the so-called transitional sector is still at a relatively high level: 256,110 in 2014 (cf. Annual Report on Vocational Education and Training 2015). The measures in the
transitional sector consist of extra-school schemes and school-based courses which do not lead to a formal vocational qualification. Examples include the school-based basic vocational training year to the extent that this is not recognised as the first year of training, full-time vocational schools not providing a vocational qualification and the vocational preparation schemes organised by the Federal Employment Agency.
Account also needs to be taken of premature contract dissolutions in the area of vocational education and training. The contract dissolution rate is higher when the general school leaving qualification is lower: 38.8% for those not in possession of a lower secondary school leaving certificate (cf. 2014 Report on Vocational Education and Training, p. 53).
In many cases, companies are being forced to reconsider their willingness to offer apprenticeships to lower qualified applicants and to give such young people an opportunity to enter training. In order to do so, companies for their part can get support via such vehicles as Federal State or Federal Government programmes.
The Federal Government and the Federal States reached an agreement on activities to promote lifelong learning at the Educational Summit 2008 in Dresden. One of the main goals: “everyone should be able to achieve a school leaving and vocational qualification”.
Qualification and connection – Educational chains until the completion of training
The Initiative “Qualification and connection – Educational chains until the completion of training” (Educational Chains Initiative) was founded 2010. It was established by the Federal Ministry of Education and Research (BMBF) to support pupil’s transition from school to training and in completing training successfully. The main focus is on providing preventative assistance, and vocational orientation and individual help start at an early stage whilst children are still at school. In Germany, responsibility for school education lies with the Federal States. Dual VET for many occupational fields is governed by the Federal Government, although the Federal States also control some areas. Full-time school based training courses are one such area. The Educational Chains Initiative evokes a paradigm shift. The Federal States and the Federal Government are entering into cooperation across their fields of responsibility in order to ensure the best possible transition from school to training.
Aims of the Educational Chains Initiative
The objective of the initiative is to provide young people with individual support whilst they are still at school. The aim is that pupils obtain a training place as quickly as possible following the end of their schooling and to complete the training they start.
Here fore, existing funding programmes and instruments are being better coordinated. The areas of expertise of the stakeholders involved – the schools, the Federal States, the Federal Government, the employment agencies and local government authorities – are bundled together and precisely tailored towards the needs of the pupils. Since
Since the launch of the Educational Chains Initiative in 2010, the BMBF has been backing up the whole process at the institutional level via a Federal Government-Federal State Support Group which has been under the joint lead managership of the Federal Ministry of Labour and Social Affairs (BMAS) since 2014. The role of this committee is to coordinate Federal Government and Federal State measures. Members are: representatives from the BMBF and BMAS, from the sixteen Ministers of Education and Cultural Affairs of the Federal States, from the Conference of the Ministers of Economic Affairs of the Federal States, from the Conference of the Ministers of Labour of the Federal States and from the Federal Employment Agency.
BMBF, BMAS and the Federal Employment Agency coordinate their activities, programmes and funding instruments for the Educational Chains Initiative with the Federal States. They are in joint pursuit of the objective of providing young people with efficient support at the transition from school to vocational education and training. The initiative integrates the activities of all stakeholders into a holistic funding philosophy in order to improve coherence, transparency and efficiency in the transition phase from school to vocational education.
The emphasis in the Education Chains Initiative is placed on the following areas of support provision:
- Analysis of potential
An analysis of potential forms the initial stage of individual vocational orientation for all pupils in Years 7 or 8 and thus constitutes the first link in the Educational Chain. Pupils learn about their strengths, and this establishes the basis for the individual support that is offered. Young people identified as requiring additional assistance are nominated for such provision as career entry support.
- Vocational orientation
Vocational orientation is aimed at supporting young people in identifying their own strengths and interests and developing career perspectives, with a view to easing their transition from school into work. Practical vocational orientation usually begins in Year 8. Its aim is to make young people aware of various occupational fields in an employment-oriented manner. This provides a vehicle whereby young people can test out their predispositions and talents at an early stage. They are then able to align their future career choice to these personal insights into the world of work.
Approval has been given for measures involving more than 740,000 young people within the scope of the “Vocational orientation programme in inter-company vocational training centres and comparable training centres” (BOP) since 2008. They are offered an analysis of potential followed by workshop sessions extending over a period of two weeks. In this period pupils are given the chance to familiarise themselves with at least three occupational fields under the guidance of experienced vocational trainers.
Vocational orientation measures are also provided under section 48 of the German Social Code III.
The “Inclusion Initiative” provides vocational orientation for pupils with disabilities and special educational needs [funding: Rehabilitation Fund (Ausgleichsfonds)].
- Individual support from full-time staff and volunteers
Career enter support by mentors is an assistance for young people as they make the transition from school to training. It is a long term support for pupils starting in the penultimate school year and lasting until the first six months of the vocational training. Focus of the support is on pupils who are expected either to have difficulties in attaining a school leaving certificate or in making the transition to vocational training.
A piloting project for career entry support by mentors started under section 421s German Social Code III (prior to amendment). Additionally, the Federal Ministry of Education and Research (BMBF) 2010 funded a similar project for 1.055 schools with more than 19.220 participants and up to 961 mentors. Meanwhile, the instrument has been included as a standard instrument in section 49 of German Social Code III since 2012.
From 2015 on, career entry support will be implemented in more than 2.900 schools as part of the ESF Federal Government Programme “Co-financed Career Entry Support” launched by the Federal Ministry of Labour and Social Affairs (BMAS). Around 115.000 young people right across Germany will benefit. Within the framework of this programme, the BMBF is yearly funding up to 55.000 analyses of potential, which represent an important element of individual support. Young people who experience difficulties in their training can also be supported by volunteer coaches such as the “senior experts” working for the “Avoidance of training dropouts Initiative” called “VerA”. “Senior experts” are retired professionals with broad experience in their respective field of work. Trainees may also receive assistance via special training support measures provided by the Federal Employment Agency. Since 2009 up to 4,000 young people used this volunteer support. From 2015, the BMBF will be funding training support for up to 3,000 young people each year as part of VerA.
Young people who experience difficulties in their training can also be supported by volunteer coaches such as the “senior experts” working for the “Avoidance of training dropouts Initiative” called “VerA”. “Senior experts” are retired professionals with broad experience in their respective field of work. Trainees may also receive assistance via special training support measures provided by the Federal Employment Agency. Since 2009 up to 4,000 young people used this volunteer support. From 2015, the BMBF will be funding training support for up to 3,000 young people each year as part of VerA.
The whole of the process from vocational orientation to the start of training is documented by using a central organisational and support instrument such as the career choice pass. The aim is to introduce this instrument into all schools and forms of schools on a gradual basis.
- Training preparation after school leaving
The measures in the transitional sector consist of extra-school schemes and school-based courses. Examples include the school-based basic vocational training year, full-time vocational schools and the vocational preparation schemes organised by the Federal Employment Agency.
An introductory training (EQ) and introductory training for young people with special needs (EQ plus) under section 54a German Social Code III is a long term training placement in a company with perspective on a vocational training place in the same company afterwards.
- Regional coordination
- Regional coordination
Objective of the Educational Chains Initiative is also to establish regional cooperation schemes such as the young people and career alliances (Arbeitsbündnisse Jugend und Beruf) and youth career agencies (Jugendberufsagenturen). Aim is to maintain transparency and exchange as well as to harmonize processes and measures (one-stop-shop principle).
Evaluation of the Educational Chains Initiative
2015, an institute in Berlin evaluated the implementation of the initiative’s instruments at school. The aim was to gain information on supporting as well as hindering factors for the implementation of the instruments of the Initiative. The status report on the degree of implementation covers 65 case studies from all sixteen Federal States. It analyses of frameworks in each Federal State, the concepts on school and Federal State level and was based on interviews with representatives of the Federal States departments in charge of the initiative, interviews with school representatives, parents, pupils, and includes examples of good practice schools for the implementation of the Educational Chains Initiative. Further evaluations about the structural and strategic effects of the initiative are in planning.
Publications and events
The Educational Chains Service Agency regularly tells the stories of young people and how they find career paths in its publications (only in German) like “Bereb – die Möglichmacher” or BK-Journal, as well as with events and workshops for young people such as an open space 2012 in Rostock.
More information on the Educational Chains Initiative
BIBB – Federal Institute for Vocational Education and Training/AL
Germany has a long history in learning by doing and lowest youth unemployment in Europe.
About the German system and the youth guarantee:
- The attempt is not to create new system but to redesign the old one.
- Mainly funded from the federal budget (government)
- In vocational training system database is more than 350 professions you can choose.
- Each company can choose their own trainees
- Training takes 2-3,5 years.
- Normally you continue working with the same company
”Companies benefit when they get trained employees working.”
- After training youth get a degree like ”skilled hairdresser / professional”
- Internationalisation is getting more and more important in the institute as well.
- Different departures create new, modernizise, training occupations (f.ex. new enviromental technology needs new kind of occupations…) But there’s maximum 10 new occupations created / year.
- “We’re kind of a satellite: Job tracker, ministry, institute, educational chains initiative, regional employment agencies”
- Huge structure: federal government + federal states + federal employment agencies
- Unions and trade are committed to vocational education
- 256110 young people are NEETs or in transition phase.
-> Problem is matching: some of the young people don’t match into companies wishes or the company is in low prestige area.
- Vocational training is allowed for all age groups.
- Prevention instead of repair!
- Vocational orientation concept in schools:
1) analysis of individual areas of potential, starting from year 7
- practical orientation measures, starting from year 8 (real career perspectives)
- Integration into company training:
- training preparation after leaving school
- initial vocational training
- – vocational training
-> VerA – voluntary program where you f.ex. get answers from retired experts of their own profession
– Everything is regionally coordinated
* pilot programme 2009 -> 2012 reform about career support program
-> ends in the end of ISF, 2020
-> Coaching: accompanying individual guidance and help
– Young people with problems get more and targeted support
In the future: Vocational training is equal with academic education
– Recent government decided that in Germany should be employment agencies in every state / area.
-> In this the ministries and federal states are working together
– There is an employment gap between east and West Germany, rural and non rural
-> unemployment rate is 5% in West and 9% East
-> people are leaving from the worst areas in the East
-> best situation in Bavaria, worst in Turingen
– Immigration background makes it harder to get a job
-> arabic / turkish get less workplaces than European immigrants
-> vietnamese are the most succesful group
– language problems make it harder to be employed
– germans themselves immigrate to Switzerland (or Austria). Mainly people move after work inside Germany.