THEMATIC ANALYSIS 06 Training VET teachers and trainers © Cedefop, http://www.cedefop.eu.int/

Table of contents 06 - Training VET teachers and trainers ................................................................. 3

0601 - TYPES OF TEACHERS AND TRAINERS IN VOCATIONAL EDUCATION AND TRAINING ............................................................................................................................3

060101 - Differences between teachers and trainers.......................................................6 060102 - Development of policies for VET teachers, VET trainers and other learning facilitators .........................................................................................................................7 060103 - Role of VET teachers and trainers in the VET system ......................................9

0602 - TYPES OF TEACHERS AND TRAINERS IN IVET.................................................10

060201 - Pre-service training for IVET teachers ............................................................15 06020102 - Training models and process................................................................................ 16 06020103 - Training content and curricula............................................................................... 17 06020104 - Assessment and quality monitoring ...................................................................... 18

060202 - In-service, continuing training and development for IVET teachers ................19 060203 - Pre-service training for IVET trainers and other learning facilitators ...............21

06020301 - Admission requirements........................................................................................ 22 06020302 - Training models and process................................................................................ 22 06020303 - Training content and curricula............................................................................... 23 06020304 - Assessment and quality monitoring ...................................................................... 24

060204 - In-service, continuing training and development for IVET trainers and other learning facilitators..........................................................................................................24 060205 - Issues of interest .............................................................................................25

0603 - TYPES OF TEACHERS AND TRAINERS IN CVET...............................................25

060301 - Pre-service training for CVET teachers...........................................................29 06030101 - Admission requirements........................................................................................ 30 06030102 - Training models and process................................................................................ 30 06030103 - Training content and curricula............................................................................... 30 06030104 - Assessment and quality monitoring ...................................................................... 30

060302 - In-service, continuing training and development for CVET teachers ..............31 060303 - Pre-service training for CVET trainers and other learning facilitators .............31

06030301 - Admission requirements........................................................................................ 31 06030302 - Training models and process................................................................................ 32 06030303 - Training content and curricula............................................................................... 32 06030304 - Assessment and quality monitoring ...................................................................... 32

060304 - In-service, continuing training and development for CVET trainers and learning facilitators .......................................................................................................................33 060305 - Issues of interest .............................................................................................33

0604 - UNIONS/ASSOCIATIONS AND RESOURCES......................................................33

0605 - BIBLIOGRAPHICAL REFERENCE AND WEB SITES............................................34

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06 - TRAINING VET TEACHERS AND TRAINERS

0601 - TYPES OF TEACHERS AND TRAINERS IN VOCATIONAL EDUCATION AND TRAINING OVERVIEW: TYPES OF VET STAFF IN GERMANY

The following table provides an overview of the types of teachers and trainers in the German VET system

TYPE OF TRAINING TYPE OF STAFF

IVET

Dual System of Training

- Trainers (instructors) or masters within companies (including in big companies the responsible VET managers) - VET teachers in the vocational schools (two categories: (1) university trained teachers for job-related theory and general education subjects (2) "Werklehrer" (master craftsmen or technicians with additional further training) imparting practical skills - Instructors and trainers within transcompany training centres

Special VET for disadvantaged leading to

Dual System diplomas VET teachers/trainers within private institutions

Full-time Vocational Schools VET teachers in vocational schools (see above)

Learning facilitators Youth workers in training schemes for the disadvantaged, training counsellors in the chambers, vocational guidance counsellors employed by the Federal Employment Agencies etc

CVET

- VET teachers in vocational schools - VET teachers/trainers of Volkshochschulen (adult education centres) - VET teachers/trainers within CE institutions (state recognised or not) or freelance individuals - Company employees concerned with CVET

INITIAL VOCATIONAL TRAINING (IVET) Initial Vocational Training in Germany is provided in:

• The Dual System training in which On-the-Job Trainers and VET teachers are involved; • The Full-time School-Based Training in which only VET teachers are involved.

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In Germany, the following teaching and training occupations can be distinguished (*):

VET TEACHERS VET teacher teach vocational subjects in various kinds of VET schools (full-time, dual system = part-time). There are two types of VET teachers in Germany:

• Upper secondary education (vocational subjects) teachers or vocational schools teachers: with various specialisations e.g. economics or technical subjects.

• "Werklehrer", "Fachlehrer" (Teachers imparting practical (manual) skills (e.g.: metal working or typewriting). These teachers have typically a background as master craftsman or skilled employee and have had a one-year course at a Werklehrerseminar (Fachschule)(**).

PLACE OF TRAINING TYPE OF OCCUPATION LEGAL BASIS

UNIVERSITY AND

PREPARATORY SERVICE

IN A VET SCHOOL

VET teachers with university diploma in part-time or full-time vocational schools (Lehrer an beruflichen Schulen) Among them: - VET teachers at industrial VET schools (Lehrer an beruflichen Schulen - gewerblich-technisch) - VET teachers at commercial VET schools (Lehrer an beruflichen Schulen - kaufmännisch: Dipl.-Berufspädagog/e/in kaufmännisch, Dipl.-Handelslehrer/in, Wirtschaftspädagoge/in)

Federal Law - Hochschulrahmengesetz - HRG (Framework Act for Higher Education) - Bundesausbildungsförderungs-gesetz- BAföG (Federal Training Assistance Act) Länder Law - Teacher Training Laws - Additionally: Länder State Examinations Regulations, study and examinations regulations of the universities, the Länder Laws on Higher Education, Laws concerning the status and the training of civil servants Some Länder do not have specific teacher training laws.

FACHLEHRERSEMINAR

AND PREPARATORY

SERVICE IN A VET SCHOOL

- Teachers imparting practical skills (Werklehrer, Fachlehrer)

Framework regulations of the Standing Conference of the Ministers of Education and Cultural Affairs of 06/07/1973 concerning the training and examination of practical skills teachers in vocational schools and additional Länder regulations

TRAINERS The trainer in a training enterprise is the person responsible for carrying out the vocational training i.e. the person who is mainly and directly involved in the vocational training and bears the appropriate responsibility. This can be the recruiting employer (the provider of training) or a person expressly engaged or appointed for this purpose (the trainer). In large enterprises with specific training departments and workshops these roles are further differentiated (see below).

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PLACE OF

TRAINING TYPE OF

OCCUPATION/TRAINING LEGAL BASIS

Training providers

(mostly

chambers)

Small (craft) enterprise: - Master craftsman (usually the owner) Large enterprise - Trainer or foreman-trainer - Head trainers - Skilled worker trainers

- Ausbilder-Eignungsverordnung (AEVO) trainer aptitude decree (last change 28.05.2003) - Gesetz zur Ordnung des Handwerks (Handwerksordnung) Crafts Code (last change 24.12.2003) - Berufsbildungsgesetz (BBiG) Vocational Training Act - Berufsbildungsförderungsgesetz (BerBiFG) Vocational Training Promotion Act - Rahmenstoffplan für die Ausbildung der Ausbilderinnen und Ausbilder of 11/03/1998 (Skeleton Curriculum for trainers

LEARNING FACILITATORS IN IVET We might call "other learning facilitators" people who contribute to the success of individual learning process, to the preparation of the individual's choice of a specific training course, and those playing a role in guaranteeing the quality of training. We have chosen three types of such learning facilitators for further analysis:

PLACE OF TRAINING TYPE OF OCCUPATION LEGAL BASIS

University of Applied Sciences (Fachhochschule)

Sozialpädagogen (graduate youth and

community workers) in training schemes for the

disadvantaged,

Länder Schools, Social Code etc.

Not applicable (no specific training)

Ausbildungsberater (Training counsellors) of

the chambers Vocational Training Act (BBiG)

University of Applied Sciences (Fachhochschule des Bundes, Fachbereich

Arbeitsverwaltung) and internships

Berufsberater (Careers guidance counsellors)

employed by the Federal Employment Agency

Bundesbeamtengesetz (BBG) Federal Civil Servants Act

Verordnung über die Laufbahnen der

Bundesbeamten (Bundeslaufbahnverordnung - BLV),

Federal Career Regulations

CONTINUOUS VOCATIONAL TRAINING (CVET) The qualification and the training of CVET staff in Germany are not regulated. In the case where CVET is offered in VET schools staff underlies the general regulations for schoolteachers.

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The registry of occupations of the Federal Employment Agency mentions two types of occupations in continuous (vocational) education and training: Adult Education Teachers (Lehrer/in /Dozent/in in der Erwachsenenbildung and Bildungsreferent/in).

PLACE OF

TRAINING TYPE OF OCCUPATION

University

- Adult Education Teacher (Lehrer/in /Dozent/in in der Erwachsenenbildung or

- Adult Education Teacher (Bildungsreferent/in)

(*) Ausbilderhandbuch 4.1: Personen und Aufgaben in der Berufsbildung (**) Detailed information may be obtained through the schools and municipalities, e.g. Merkblatt über die Aufnahme und Ausbildung an der Fachschule für Werklehrerinnen und Werklehrer im sozialen Bereich der Landeshauptstadt München

060101 - DIFFERENCES BETWEEN TEACHERS AND TRAINERS There are significant differences between the various types of personnel active in VET at the level of: formal qualification, legislation governing their activities, type of work contract, salary etc. The basic distinction between both roles can be characterised as follows:

• On-the-Job Trainers are subjects of the “industrial world” governed by economic considerations and profit-making objectives and vulnerable to economic developments and dismissal;

• Teachers are subjects of a non-profit “educational world” with life-long job guarantee and with salaries not based on achievement considerations.

Other distinctions can be made at the following levels:

TRAINERS

Numbers In commerce and industry, agriculture, the public sector, the liberal professions and home economics about 530 000 trainers are registered with the “competent bodies” (chambers).

Formal qualification

A master craftsman diploma or qualification in an appropriate recognised occupation (for non-craft occupations) is usually considered evidence of specialist qualification. Proof of ability for on-the job training is also required (*).

Legislation governing their

activities

Vocational Training Act in very general terms and AEVO (which has been suspended in 2003 for five years)

Type of work contract Private employee or owner

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Salary Is subject to collective bargaining (in case the employer belongs to an employers’ association); if the owner is also the trainer his income depends on the benefits of the firm and what he/she takes out as personal income

Teachers

Numbers In 2000 there were 141547 VET teachers in Germany. 59,1 of them were men and 40,9 % were women. 32,2 % of the women teachers worked only part-time (9,1% of the men).

Formal qualification

VET teachers: Higher Education diploma

Werklehrer (practical skills teachers) master craftsman or skilled employee plus a one-year course at a Fachschule (CVET school)

Legislation governing their

activities Länder School Laws

Type of work contract

In general terms teachers can be described as persons teaching in schools and occupying an established post either as Beamte (civil servants) or as Angestellte (public employees). They normally teach the full teaching load which can, however, be reduced by up to 50 per cent according to the regulations applicable in the Land concerned (full-time and part-time teachers) (**). Dismissal of teachers is almost impossible. Early retirement has become a rule.

Salary Teachers are paid in accordance to the tariffs laid down in the (Bundes-Angestelltentarifvertrag BAT (Collective Agreement for Salary Earners in the Public Service) salary scale.

(*) This proof of ability (AEVO) was suspended from 2003 for 5 years. (**) Bundesministerium für Bildung und Forschung (ed.) Basic and Structural Data 2001/2002, p. 35

060102 - DEVELOPMENT OF POLICIES FOR VET TEACHERS, VET TRAINERS AND OTHER LEARNING FACILITATORS

VET TEACHERS The general framework for the development of training of VET teachers in all German Länder was defined at the level of the Standing Conference of the Education Ministers (KMK). The basic principles agreed by all Länder are:

• VET schools have to respond to changes in the society's organisation of work; • VET teacher training is organised in the framework of higher education (universities); • 3-phase teacher training: (1) initial university training, (2) linked work and training (training

seminars and in the training schools), (3) continuous in-service training.

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Within this general consensus there are some variations between the Länder' and the teacher training institutions' reform strategies. The differences are linked to three basic concepts for VET teacher training:

• the "teacher model" (with an emphasis on pedagogics and didactics); • the "engineer model" (with an emphasis on disciplines of science and with marginal

pedagogy); • the "Berufswissenschaftsmodell" (which integrates a knowledge-based understanding of

technology, work processes and didactics).

TRAINERS The modern Dual System Training and the status and training of on-the-job trainers is mainly based on two documents:

• 1969 Vocational Training Act (BBiG): In its § 20 the Vocational Training Act (BBiG) requests pedagogical competencies of trainers in relation to their skills training and work induction role.

• 1972 Trainer Aptitude Regulations (AEVO): The Trainer Aptitude Regulations stipulate relevant trainers' teaching/training skills and how the chambers as competent bodies shall examine them. AEVOs have been issued for almost all branches of industry in the Federal Republic of Germany since 1972. The 1972 version of the AEVO was based on four thematic areas.

In 1992 recommendations concerning the reform of the trainer aptitude examination were issued. These recommended to tighten the contents, define standards in relation to minimum hours, maximum of participants per course, curricular guidelines etc. In 1998 a new redrafted version of the AEVO was presented. It structures the training of trainers by using seven categories of typical training activities carried out by trainers. In 2003, as a means to stimulate provision of training by industry, the Trainer Aptitude Regulations (AEVO) the Federal government were suspended for a period of five years. In its § 23 the Vocational Training Act (BBiG) still stipulates that the competent bodies (chambers) must consider the trainers' aptitudes.

OTHER LEARNING FACILITATORS YOUTH WORKERS IN TRAINING SCHEMES FOR THE DISADVANTAGED

Training for the disadvantaged became a major theme in the mid-seventies. In addition to schemes financed by the public employment service the Federal Education Ministry launched a specific programme for this target group. The programme started in 1980 with a budget of 8 Mio DM and 572 trainees. In 1988 the programme was embedded in the mainstream employment policy instruments (Arbeitsförderungsgesetz, which became later: SGB III - Social Code III) The implementation of the programme made it necessary to use the skills and expertise of trainers, teachers, and Sozialpädagogen (graduate youth and community workers). It was the first time that funding was given only under the condition that socio-pedagogical staff was provided. Furthermore, the training providers were also obliged to employ staff qualified for these purposes. The programme financed also further training opportunities for trainers, teachers, and youth workers. Youth workers are also employed in schools within the framework of "Schulsozialarbeit" (School Social Work) during education and training. The new occupational role of "Schulsozialarbeiter" has become a widespread feature in German schools and in VET schools, in particular.

TRAINING COUNSELLORS OF THE CHAMBERS The 1969 Vocational Training Act stipulates in § 45 the provision of training counsellors in each of decentralised 480 regional chambers of industry and commerce or crafts. They advise trainees and employers on all problems connected with training, e.g. the training occupations to be considered, how training should be structured, the use of training aids, and educational, psychological and legal questions. The training and admission of training counsellors is not regulated. Usually they have graduated from a university with a diploma in educational sciences or with a diploma in the fields of social, youth and community work. The Chambers provide staff development.

CAREERS GUIDANCE COUNSELLORS The most important provider of vocational guidance is the Bundesagentur für Arbeit (Federal Agency for Employment- BA). It is a nation-wide offer, which is used by almost every school leaver in Germany. BA career counsellors visit schools, run class talks, and provide small-group guidance and short personal interviews in the penultimate year of compulsory schooling. School classes are taken to the Agency's career information centres (BIZ) where they are familiarised

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with the centre's facilities; they can subsequently re-visit the centre and book longer career counselling interviews at the local employment agency. In order to react to new developments BA guidance counsellors' initial and further training during recent years was enriched by elements such as:

• Use of ICT to deliver career information and guidance; • Transnational (European) careers guidance. CVET STAFF

Germany has a differentiated CVET system with various organisational structures and forms of funding related to the varying contents, functions and objectives of continuing vocational training. It has grown rather spontaneously and pragmatically and CVET staff has quite different qualifications. Important initiatives concerning initial and further training of CVET staff were:

• The extension of university courses qualifying CVET staff; • The Federal Ministry for Education and Research (BMBF) during recent years supported

professionalisation in adult education by a number of projects. Among these projects are: job induction courses for full-time employees in adult education institutions („Berufsein-führung für hauptberufliche Mitarbeiter/-innen in der Erwachsenenbildung"), the project "SELBER" on the introduction of "new learning cultures" in adult education.

• The Federal Ministry for Economy and Labour has drafted a list of competencies that persons who are trainers/teachers in CVET schemes financed under Social Code III should have.

060103 - ROLE OF VET TEACHERS AND TRAINERS IN THE VET SYSTEM

TEACHERS TEACHERS AT DUAL SYSTEM PART-TIME VOCATIONAL SCHOOLS ("BERUFS-SCHULEN")

Teachers at vocational schools are responsible for the educational (school) part of vocational training. They hold part-time courses in their respective subject fields and assess the performance of their students (apprentices) undergoing a Dual System training. They hold their courses on basis of curricula defined by the competent Länder authorities. Experienced teachers may be promoted to become Fachleiter (senior teachers) in their respective subject fields or members of specific work groups. In this role they take part in the school's management and develop the curriculum within the boundaries provided by the central Länder authorities. VET teachers can be divided into two groups:

• teachers giving theory and general job-related lessons; • teachers giving practical lessons (Werklehrer) e.g. in school workshops, builder's training

yards, business training offices, school kitchens, laboratories, demonstration workshops. The theory teachers' task at Part-time Vocational Schools is to impart general knowledge and provide their students with the basic theoretical knowledge necessary for practicing an occupation. Teachers at vocational schools mostly give lessons in the subjects in which they have specialised during their studies, for instance, in the case of construction, woodworking and plastics technology. It is often the case, however, that they also have to familiarise themselves with subjects for which there is no academic course of study (e.g. product analysis for retail traders). Vocational school teachers also give general lessons (e.g. German). During teacher training they can - or are even obliged to - obtain a teaching qualification in general subjects. Practical skills teachers' (Werklehrer) prime task is to supplement the practical vocational training in the enterprise and to instil in the trainees the necessary technical knowledge and skills. A further key activity is their involvement in preparing and carrying out experiments as part of, or as a supplement to, theoretical lessons.

TEACHERS AT FULL-TIME VOCATIONAL SCHOOLS Teachers at these schools are in principal the same as in part-time vocational schools. They often have assignments in both types of VET.

TRAINERS The trainer in a training enterprise is the person responsible for carrying out the vocational training i.e. the person who is mainly and directly involved in the vocational training and bears the appropriate responsibility. Trainers are responsible, too, for contacts between the enterprise and careers guidance services, vocational schools, training centres, vocational training support bodies (chambers, associations, organisations, authorities) and the trainees' parents. A trainer can be:

• the recruiting employer (the provider of training) or

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• a person expressly engaged or appointed for this purpose (the trainer). Only people with the personal qualities and occupational aptitude are allowed to work as trainers. Further details are contained in the Trainer Aptitude Regulations. Trainers are registered with the responsible body (i.e the competent chamber). There is no legal definition of what constitutes a 'trainer' in Germany. Instead of defining any group of trainers, the Vocational Training Act regulates the activity of training As a result there is neither a protected occupational title nor an occupational profile. This is because training generally forms part of the work process and is, therefore, subject to very different structures. The overwhelming majority train part-time, and not full-time. There are significant differences between enterprises with regard to the staff involved in training. In the following these differences shall be described by using the most common prototypes: In a small (craft) enterprise, the owner is mainly responsible for vocational training. Very often, however, s/he will delegate responsibility for the trainees to individual skilled workers who perform work that is typical of the occupation or who are regularly involved in training activities at their workplace. A training plan is set-up by the owner or an experienced staff member. It may also contain internal assessment procedures. This plan takes in account the demands of the final examination organised by the chamber. In a large enterprise, training is organised by a training unit that is often subordinate to the personnel department. Here the following roles and tasks may be distinguished:

• The head trainer, who normally does not training him/herself but is responsible for the organisation and running of the unit.

• In apprenticeship workshops and training offices, full-time trainers are employed to provide systematic basic training, which includes explaining the theoretical background.

• The head trainer together with its training staff develops and implements the training plan and training curriculum (as well as internal assessment procedures) by which the trainees are prepared for the final chamber examination.

CVET STAFF

FULL-TIME CVET STAFF MEMBERS Apart from their duties to hold courses, full-time CVET staff members are more and more concerned with organising, planning and counselling tasks. They elaborate training concepts and curricula for different target groups and draft learning material. Last but not least, they test and evaluate the efficiency of such concepts and material in practice. In an executive position they often become directors of an institution and are concerned with general management tasks.

PART-TIME CVET TRAINERS/TEACHERS The role and the responsibility of part-time CVET Trainers/Teachers is limited to their courses and subjects.

0602 - TYPES OF TEACHERS AND TRAINERS IN IVET VET TEACHERS

PLACE OF WORK TYPE OF OCCUPATION/TRAINING

Vocational School (Part-time or Full-time)

VET teachers with university diploma (Lehrer an beruflichen Schulen) Among them: - VET teachers at industrial VET schools - VET teachers at commercial VET schools - VET teachers with other specialisations

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Vocational School (Part-time or Full-time) Teachers imparting practical skills (Werklehrer, Fachlehrer)

STATISTICAL DATA ON VET TEACHERS In 1999 the average age of VET teachers in Germany was about 47,5 years. The age of VET teachers in East-Germany was about 46,5. In Germany as a whole only 4 % of the VET teachers were below the age of 30. The following table shows the age distribution of all secondary general and VET school teachers in Germany.

ALL TYPES OF VET TEACHERS (INCLUDING PRACTICAL SKILLS TEACHERS)

1996 1999 2000 2001 2002

NUMBER OF EMPLOYEES (CIVIL SERVANTS ARE

EXCLUDED) 57.234 57.726 57.618 57.872 57.965

DEVELOPMENT INDEX (1996=100) 100 101 101 101 101

INDIVIDUAL GROUPS

WOMEN 51,5% 51,8% 51,8% 51,8% 51,9%

FOREIGNERS 4,2% 3,5% 3,6% 4,2% 4,1%

BELOW 35 16,7% 16,2% 14,9% 14,0% 12,8%

35 - 50 52,9% 51,2% 50,5% 50,0% 49,5%

50 + 30,4% 32,7% 34,5% 35,9% 37,8%

Source Federal Employment Agency: Civil servants - who are the majority of VET teachers - are excluded since they do not contribute to the social security system (including unemployment insurance). The data therefore are biased: Civil servants are in the average older, more of them live in West-Germany and almost none of them is a foreigner.

TRAINERS

TYPE OF TRAINING TYPE OF STAFF WORK PLACE

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Dual System of Training

Trainers (instructors) or masters within companies (including in big companies the

responsible VET managers) companies

Dual System of Training

Instructors and trainers within trans-company training centres

Training centres usually run by the chambers

Dual System of Training

VET teachers in the vocational schools (two categories: (1) university trained teachers

for job-related theory and general education subjects (2) "Werklehrer" (master craftsmen

or technicians with additional further training) imparting practical skills

Part-time vocational schools ("Berufsschule")

Special VET for disadvantaged (and disabled) leading to

Dual System diplomas

VET teachers/trainers (see above)

(private) training institutions offering

special training courses for disadvantaged or disabled youngsters

STATISTICAL DATA

TRAINERS (ALL GROUPS: INCLUDING TRAINERS OUTSIDE DUAL SYSTEM TRAINING)

1996 1999 2000 2001 2002

NUMBER OF EMPLOYEES (CIVIL SERVANTS ARE

EXCLUDED) 44.824 47.444 47.091 46.385 46.231

DEVELOPMENT INDEX (1996=100) 100 106 105 103 103

INDIVIDUAL GROUPS

WOMEN 45,0% 45,7% 46,3% 46,6% 46,8%

FOREIGNERS 3,2% 2,9% 2,8% 3,1% 3,2%

BELOW 35 26,6% 24,1% 23,1% 21,6% 20,4%

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35 - 50 51,4% 52,5% 52,5% 52,2% 51,6%

50 + 22,0% 23,4% 24,4% 26,3% 27,9%

SALARY RATES

TEACHERS Teachers at vocational schools are mostly civil servants. Their pay is based on the remuneration laws passed by the individual Länder. University trained teachers employed at vocational schools are paid in accordance with remuneration group A13 (as civil servants)or "II a" as public employees) of the Federal Employees Tariff (BAT). Teachers may attain the seniority level of a senior vocational school teacher (A 14) as a result of their professional experience. The levels of deputy principal (A15) and principal (A16) belong to management positions (head of department or head of school). Civil servants' pay depends not just on their salary grade but also on their years of service and marital status. Civil servants do not pay contributions to the social and health insurance system. After retirement they receive "retirement wages" from the previous employer. Teachers who are public employees have to contribute to the social insurance system. The remuneration of public employee teachers is part of collective bargaining between public employers and the public services unions. In the past, the regulations for employees were quasi automatically transferred to civil servants teachers.

Typical gross monthly salary scales for vocational school teachers (as valid from 1 August 2004):

SALARY SCALE GRADE/AGE BASIC

SALARY SUPPLEMENTARY

ALLOWANCE

CIVIL SERVANT: FAMILY

ALLOWANCE (ONE

CHILD) EMPLOYEE: ALLOWANCE (ONE

CHILD)

A 13 (CIVIL

SERVANT IN

WEST-GERMANY)*

7 3448,02 EURO 157,12 EURO Appr. 105 EURO

BAT II A

(PUBLIC

EMPLOYEE WEST-GERMANY)

41 3195,90 EURO 114,60 EURO 762,75 EURO

*Civil Servants must not contribute to the social security system

PRACTICAL TRAINING TEACHERS Practical training teachers in the vocational education system are classified as civil servants or as salaried employees in comparable grades of the Federal Employees Tariff, in accordance with legislation on public officials' pay in the individual Länder.

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Typical gross monthly salary scales for Practical Training Teachers (as valid from 1 August 2004):

SALARY

SCALE GRADE/AGE

BASIC

SALARY SUPPLEMENTARY

ALLOWANCE

CIVIL SERVANT: FAMILY

ALLOWANCE (ONE CHILD) EMPLOYEE: ALLOWANCE (ONE

CHILD)

A 11 7 2792,48 EURO 227,76 EURO Appr. 105 EURO

IV B 41 2281,80 EURO 107,44 EURO 699,83 EURO

TRAINERS No general statements can be made about the income of trainers because there are too many individual factors involved. The sector of industry, previous training, the qualifications obtained, the areas of work, and the responsibilities of trainers are just some of the aspects that help to determine their income. Remuneration for training at the place of work does not generally entail separate payment even in the form of bonuses. Full-time trainers are often integrated into the wage structure in the same way as their non-training colleagues who have purely technical tasks to perform.

OTHER LEARNING FACILITATORS

CAREERS GUIDANCE COUNSELLORS

PLACE OF

WORK TYPE OF OCCUPATION/TRAINING

Employment Agency

• Berufsberater (Careers guidance counsellors for non Abitur holders

• Abiturientenberater (Careers guidance counsellors for Abitur holders)

STATISTICAL DATA

COUNSELLORS (ALL TYPES INCLUDING: CAREERS, EDUCATIONAL AND PLACEMENT)

1996 1999 2000 2001 2002

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NUMBER OF EMPLOYEES (CIVIL SERVANTS ARE

EXCLUDED) 9.101 8.984 9.201 9.168 10.120

DEVELOPMENT INDEX (1996=100) 100 99 101 101 111

INDIVIDUAL GROUPS

WOMEN 49,8% 50,0% 50,3% 51,1% 52,8%

FOREIGNERS 1,3% 1,1% 1,3% 1,4% 1,7%

BELOW 35 14,2% 12,8% 13,4% 13,8% 14,4%

35 - 50 52,0% 50,9% 49,5% 47,8% 47,8%

50 + 33,8% 36,3% 37,1% 38,4% 37,8%

EMPLOYED BY PUBLIC ADMINISTRATION, SOCIAL

INSURANCE INSTITUTIONS -- 56,1% 54,0% 52,9% 54,7%

060201 - PRE-SERVICE TRAINING FOR IVET TEACHERS

VET TEACHERS The pre-service training of school teachers in Germany depends on Länder regulations. The structure of pre-service training for all teachers comprises two phases:

• The first phase of vocational school teacher training is organised in higher education. Admission to university studies is linked to the acquisition of a corresponding upper secondary diploma (higher education entrance qualification - Hochschulreife) which is acquired after attending school for 12 or 13 years and passing the Abitur examination and specific additional admission procedures (Numerus Clausus). This first phase concludes with a final exam (First State Examination or an equivalent diploma).

• Admission to the "preparatory service" (Vorbereitungsdienst) the second phase of teacher training depends on the acquisition of the first state exam or a recognised university diploma during the first training phase. The preparatory service is organised as linked work and training in a training school and a teacher training institution. In the training school the future teacher is looked after and supervised by a "mentor" teacher. The second phase leads to the Second State Examination.

In addition, future VET teachers are obliged to have internship/s (work experience). The periods requested for internship or work experience differ among the German Länder. As a rule there are two full-time periods of several weeks and one semester of part-time work experience in schools, and a one-year internship in a company. The standard period of study is 8-9 semesters with short periods of work experience in schools and a one-year internship in a company. Data of Federal Statistical Agency show that the average student needs 10.7 semesters for getting the final diploma. The paid preparatory service, the second phase of teacher training lasts about 24 months, in some Länder only 18 months are requested. All details are regulated by the Länder governments.

PRACTICAL SUBJECTS TEACHERS

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The training and the admission procedures differ between the Länder and the subject areas of their training. In principal they also undergo a two-phase training including a preparatory service in a training school).

06020101 - ADMISSION REQUIREMENTS VET TEACHERS

The Second State Examination does not grant legal entitlement to employment in teaching. An appointment to a permanent (or temporary) post is made within an application procedure according to the criteria of aptitude, qualification and record of achievement and on the basis of current vacancies. Teachers who are not taken on can apply for temporary posts such as providing cover for teachers on maternity/paternity leave. Admission may also be granted to persons holding diplomas other than a specific teacher diploma. The procedures of recognition depends on Länder regulations. Although all Länder agree that the recruitment of applicants with formal teaching qualification is to be given priority, the employment of higher education graduates without formal teacher training (so-called Seiteneinsteiger) is deemed necessary in order to meet short-term demands in understaffed subjects (in 2002 4.3% of all newly recruited teachers in the public school sector had no formal teaching qualification). The individual Länder provide for different and in some cases limited regulations oriented on their own particular demand. The measures include direct employment (predominantly in the vocational school system) either with or without accompanying pedagogical training, or the admission of higher education graduates with Diplom and Magister degrees to preparatory service. The certificates which can be obtained in the course of accompanying qualification measures, as well as the professional status of the persons who obtain them, vary between the German Länder.

PRACTICAL SUBJECTS TEACHERS The admission procedures differ between the Länder and the subject areas of their training.

06020102 - TRAINING MODELS AND PROCESS Due to the fact that VET schooling and vocational teacher training is governed by the Länder in the Federal Republic of Germany, it is not so simple to formulate a general presentation of VET TT. In the German dual VET system, the company part is governed federally - the Bundesinstitut für Berufsbildung is active in this field - whereas the school part is a Länder responsibility, and school systems differ. To achieve parity of esteem, in Germany VET schools are perceived as schools at the level of upper secondary education. Consequently, VET teacher training is structurally equal to the education of gymnasium teachers and since the 1960s takes place as long university studies. Many universities offer vocational teacher training. The basic principle in VET teacher training is "duality"': first theory at university, then application in practice afterwards. A continuing discussion has for long being - and is still - going on about the sharp division between theory and practice. There are tensions between the two phases; in the former DDR until 1990, there was an integrated model, and today the VET TT programme in Baden-Württemberg has integrated a practice-semester in its university programme. The main variants/models of university VET teacher training programmes existing at universities today are:

• the "teacher model" (with an emphasis on pedagogics and didactics); • the "engineer model" (with an emphasis on disciplines of science and with marginal

pedagogy); • the "Berufswissenschaftsmodell" (which integrates a knowledge-based understanding of

technology, work processes and didactics). At some universities, especially in the south-western part of Germany, occupational specific content is basically derived from the corresponding engineering curricula (the engineering model), whereas at a number of northern German universities the occupational specific content is based on the idea of exploring the specific knowledge which is inherent to work-processes on the level of skilled work, so called work-process knowledge. There is no scientific, academic discipline behind this 'Berufsfelder' perspective - it is a study field which requires continuous empirical research and theoretical constructs to be able to follow changes in technology, work processes, and developments in work organisation in companies, and on this basis analyse the impact of these changes on new competencies required of skilled workers in production. Entrance requirements for teacher training are upper secondary education and relevant occupational experience. The teacher training programme is two-phased ("duality"):

FIRST STAGE OF TEACHER TRAINING: STUDIES AT A HIGHER EDUCATION INSTITUTION Teacher training incorporating a teaching qualification in subjects offered by vocational schools, both for subject-specific theory and general subjects, usually involves a 9-semester course of

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study, with a total of around 160 aggregate hours of weekly attendance. Students must also complete a period of work experience lasting at least 12 months which must be relevant to the vocational subject area chosen and which must be completed before the First State Examination. Under an agreement reached by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder, about half of the course involves in-depth study of a vocational subject area. The other half includes study of educational science on the one hand and, on the other, study of a subject relevant to a number of occupational fields or of a general education subject or study of an additional vocational subject area or of a subject area relating to special education at an approximate ratio of 3:5. The study of subject-related didactics and practical teaching periods at schools are part of the course. The following subject areas can be chosen for study: business and administration, metals technology, electrical engineering, construction engineering, wood engineering, textile and garment technology, chemistry/physics/biology (process engineering), printing technology, colour technology and interior design, design, personal hygiene, health, dietetics and home economics, agriculture, youth and community work and nursing.

SECOND STAGE OF TEACHER TRAINING: PREPARATORY SERVICE For all teaching careers studies at a university or equivalent institution of higher education are followed by the preparatory service as the second stage of teacher training. Generally lasting 2 years and with the particular emphasis depending on the Land and the type of teaching career, it involves sitting in on lessons, guided and independent teaching at training schools and studies in educational theory and subject-related didactics at teacher training colleges which reappraise and consolidate experience gained through practical training. Some Länder plan to reduce the duration of preparatory service to 18 months by means of awarding credits for semesters of practical pedagogical training, other courses in teaching practice etc.

06020103 - TRAINING CONTENT AND CURRICULA The bodies involved in defining the curricula are:

• First of all the higher education institutions running teacher training courses; • At Länder level the ministries and the Länder institutes for further teacher training and

curriculum development; • At Federal level the Standing Conference of the Educations Ministers (KMK); • Teacher associations and unions in an advisory role; • Research institutes with pilot projects.

The universities' teacher training curricula cater for the pedagogical preparation of the students. All students have to take part in "educational sciences" courses and have short periods of work experience in schools. All universities offer ICT courses; a number of pilot programmes are concerned with e-Learning (e.g. a programme jointly run by the Bertelsmann and the Nixdorf Foundations "BIG - Bildungswege in der InformationsGesellschaft"). During the second phase of teacher training (preparatory service) teacher trainees (Referendare or Lehramtsanwärter) are assigned to a school where they are gradually introduced to teaching in class under the instruction of an experienced and qualified teacher (Betreuungslehrer). In the first year of the preparatory service the teacher trainees are obliged to teach 6-10 units of 45 minutes, in the second year 15 units. This limited obligation leaves them time to sit in during classes of experienced teachers. Also, each VET teacher trainee is assigned to a teacher-training seminar for VET schools (Studienseminar für berufliche Schulen), lead by an especially dedicated and qualified pedagogue. In this seminar (5 to 10 units of 45 minutes per week) the practical in-class experience is being critically analysed and reflected upon the basis of the results from educational and specialized research. The curriculum of the two-year preparation service includes the following elements:

• Specialized science and didactics of the teachers' special subjects • Pedagogies • Pedagogical psychology • School laws • General science of the school • Political education.

The preparatory service is mainly focused on meaningfully connecting theory and practice and to pave the way for important teacher abilities (e.g. competence in the subject specialisation, social competence, personal competence, methodical competence) and to expand them. The

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preparation of teachers to work with disadvantaged groups (migrants) and to use ICT is included in all training programmes. The Framework Regulations for the preparatory service of teachers in North Rhine-Westphalia (Rahmenvorgabe für den Vorbereitungsdienst in Studienseminar und Schule of 1 July 2004) define general requests, which have to be met by the individual teacher training institutions (second phase teacher training - Studienseminare). They include requests such as:

• Teaching in various learning environments; • Use of new media adapted to the needs of the pupils; • Development of diagnostic competencies and use them for assessment and individual

learning support; • Take part in internal and external evaluation etc.

The Studienseminare as the responsible bodies for planning and implementing of the second phase of teacher training are requested to translate these general requests into their specific training curricula.

06020104 - ASSESSMENT AND QUALITY MONITORING FIRST STATE EXAMINATION

It is the task of the state examination boards, which are subordinate to the ministries responsible for the school system, to hold the First State Examination. The examination usually consists of the following:

• a dissertation in the first or second subject or in educational science; • a written and oral examination in the subjects studied, mainly on academic aspects of the

subject, but possibly also on subject-related teaching methodology; • an examination in educational sciences; • where appropriate, a practical examination in artistic/cultural or technical subjects and sport.

SECOND STATE EXAMINATION The preparatory service concludes with the Second State Examination. This is the prerequisite for ultimate employment in a teaching career, but does not guarantee a teaching position. It has to be taken before a state examination board or a state examination commission and usually consists of the following parts:

• Written paper from the realm of pedagogics or pedagogical psychology or the didactics of a subject or a group of subjects. The topic must come from the candidate ís background in knowledge and experience. It is to treat questions from in-class instruction and education. Regularly, the paper is not to exceed the extent of 25 typewritten pages.

• Written test from the realm of pedagogics, including pedagogical psychology. Topics are oriented on practical teaching, the test is standardised in each Land. Candidates are given 4 hours time. In the course of the reform of the examination, the written test is going to be substituted by a colloquium.

• Oral exam in the subject studied and didactics of the subject groups, also in school laws, general science of the school and political education.

• Supervised teaching session (Prüfungslehrproben) in the subjects studied and the didactics of the subject groups. Three Prüfungslehrproben (each 45 to 60 minutes) in the classes in which the candidate teaches during the second year of the preparatory service are requested.

• Assessment of the candidate by the head of the teacher training seminar. In this assessment the following points are being acknowledged: presentation of the lessons, pedagogical action, official behaviour in school and seminar.

From the grades of the first and the second state examinations an average grade is drawn which decides about the introduction into the office of a civil servant.

CONTINUOUS IN-SERVICE ASSESSMENT Continuous in-service assessment in Germany still relies very much on central inspection and control and operates principally by disciplinary and control measures and not by the establishment of school liability. Teacher assessment in Germany is done by:

• Head Teachers The responsibilities of the head teacher (Schulleiter) comprise staff management, administration, the school budget and sponsorship affairs as well as the evaluation of teachers, school public relations and the development of a school-specific profile. The qualifications required are those of teachers at the relevant school level, with a teaching qualification plus several years of teaching and management experience. For performing the duties of a head teacher, the classroom hours of the head are reduced.

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• School inspectors (Schulaufsichtsbeamte): The tasks of these staff comprise the academic supervision of teaching and educational activity, the supervision of educational staff and head teachers. The task of legal supervision involves monitoring legal aspects of school administration (e.g. the establishment and maintenance of school buildings and the procurement of teaching materials). These staff members are employed in the lower school supervisory authorities (Schulämter) or in the middle-level school supervisory authorities (Oberschulämter/Bezirksregierungen) and are civil servants employed by the Land.

The Ministers of Education and Cultural Affairs of the Länder have issued appraisal guidelines for assessing teachers at public-sector schools. The guidelines lay down who is responsible for teachers' appraisals, state the reasons for them and when they should be carried out and specify the form such appraisals should take and what is done with them. Under these guidelines, an appraisal must cite the basis for assessment (e.g. discussion with the teacher concerned, performance report by head teacher, visits to classes) and the assessment criteria (knowledge of subject, teaching record, professional conduct). Apart from an overall verdict on the teacher's performance up to that point, the assessment usually ends with proposals on his future career. The following Lower Saxony regulations on visits to class give an idea how the system works in Germany. 1. Appraisal of teachers and visits to classes for specific reasons, among these are:

• end of probation period: max. two month before its end; • the taking over of new task and functions; • promotion; • when transferred to another region (on request of that school authority) or • on request of the upper educational authorities.

Furthermore such visits take place: • in the framework of staff planning; • in the case of complaints.

The teacher's appraisal is founded on a visit to the class lasting (as a rule) two school hours followed by discussions with the teacher. Visits to class have (as a rule) to be announced in advance. 2. Appraisal of teachers for guidance purposes:

• Besides visits to class for appraisal purposes there are those that shall serve for mutual information and guidance.

• Each teacher should be visited in class for guidance purposes at least once in five years 060202 - IN-SERVICE, CONTINUING TRAINING AND DEVELOPMENT FOR IVET TEACHERS

IN-SERVICE TRAINING OBJECTIVES AND GUIDELINES

The goals of in-service teacher training have been laid down by most Länder in their teacher training legislation or school legislation. Other details about organisations which provide in-service teacher training and about applications, admission and release from teaching duties for attendance of courses are regulated by directives. Some Länder have also formulated the fundamental aims and tasks of in-service teacher training in directives or publications and not in legal provisions. The duty of teachers to undergo in-service training is expressly laid down in all Länder by law or ordinance, whilst it is the duty of the employers (usually the Ministries of Education and Cultural Affairs) to ensure that suitable training programmes are provided. In-service training serves to maintain and extend the professional skills of teachers. It helps teachers to meet the current requirements of their teaching career and to fulfil the educational mission of their school. Attendance of in-service training courses serves to deepen and extend the knowledge and skills in the fields of educational theory, psychology, didactics and subject-related studies which the teacher requires as part of his job.

PRINCIPLES FOR THE DEVELOPMENT OF IN-SERVICE TRAINING With regard to the further development of this sector, the "Mixed Commission Teacher Training" (Gemischte Kommission Lehrerbildung), which has been set-up in 1998 by the KMK, has stated the following principles for in-service teacher training:

• Institutionalised in-service teacher training is regarded as only one part of a general and continuous "learning on the job". The measures should aim to give the impetus to realise further learning on the job individually or within a group of colleagues as a natural element of one's professional practice.

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• The intensification of in-service training should not lead to the cancellation of more lessons. From the point of view of the commission, it can therefore be demanded of teaching staff to participate in in-service training courses when they have no teaching commitments.

• In addition, it seems particularly important to overcome the selective and individual character of in-service teacher training in order to influence the level of classroom activity more broadly.

• As far as the question of voluntary or obligatory participation in in-service training is concerned, from the point of view of the commission it is of central significance to perceive the participation in measures for in-service training not as an individual decision but as a contribution to the development of the individual school and part of the development of teaching staff within the individual school.

FORMS OF IN-SERVICE TRAINING In-service training courses usually take place in the form of seminars. There are also study groups, conferences, study trips and colloquia. In-service training is also available as distance learning courses. In-service training within schools usually takes place in the afternoons or evenings. However, full-day courses which last from half a day to several days per school year are also held. Regional courses can be offered as a one-day session or as a series of full-day or afternoon and evening sessions once or several times a week. In-service training courses at central locations usually last two and a half to five days. In-service training takes place in the various settings:

• central locations: In order to organise in-service teacher training at central locations, all Länder have established state-run in-service training institutes which are subordinate to the Ministries of Education and Cultural Affairs as dependent Länder institutions. Central in-service training institutions (a specific Land can have several such institutions) have various names such as state academy (staatliche Akademie) or academic institute for in-service teacher training (wissenschaftliches Institut für Lehrerfortbildung). In central in-service training in particular, many courses are aimed at head teachers, counselling teachers, heads of department at teacher training institutes and school supervisory officials. In some Länder the main target group of central in-service training are the subject advisers who themselves organise and hold in-service training courses for teaching staff.

• regional level: In-service teacher training at regional level is conducted differently in each Land by the institutes for in-service teacher training and their branches and by middle- and lower-level school supervisory authorities.

• local level: Lower-level school supervisory authorities Schulämter are usually responsible for the organisation of in-service training at local level.

• within schools: In-service teacher training within schools is carried out by schools for their own teaching staff or some members of their teaching staff. In-service training within schools is essentially organised by individual schools, although assistance with its preparation, execution and subsequent evaluation is available in some Länder from in-service training institutions and advisers from school supervisory authorities. In some Länder the Ministry of Education and Cultural Affairs is informed of the content and dates of courses held within schools and in other Länder in-service training sessions within schools are offered by the central institutes of the Länder in cooperation with the school supervisory authorities.

• other training providers: Training courses are also offered by churches and non-public bodies (e.g. foreign cultural institutions and associations which bring together school and industry). In some Länder these bodies must be recognised by the school supervisory authorities. Universities and higher education institutions of equal status have set up courses of further studies (with a final examination) and supplementary and further training courses for teachers.

ASSESSMENT Teachers attending in-service training courses are not usually appraised. However, certificates which are then placed on personnel files are awarded in some Länder for certain in-service training courses. Attendance of courses for in-service training for teachers has no impact on the appraisal or pay of teachers. However, it can have an indirect effect in that regular attendance of in-service training courses is viewed positively in applications for senior posts (such as head teacher).

FURTHER TRAINING In-service teacher training should not be confused with further training, the aim of which is to enable teachers to teach another subject or to teach in an additional special field. Further training also offers an opportunity to acquire qualifications for another teaching career. Courses for further teacher training, especially if they have taken the form of higher education, culminate in a supplementary examination (Erweiterungsprüfung) to the First State Examination

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(Staatsprüfung) which is held by the state examination boards. Below this level there are further training courses which lead to a teaching permit, meaning permission to teach a certain subject or at a certain type of school. Many further training courses also serve to prepare teachers for special responsibilities (for example, work as a counselling teacher). Further training usually extends over a longer period and includes various courses of several hours per week and, where necessary, additional intensive courses. For the length of the course participants are released from their teaching duties or from several of their weekly teaching commitments provided that the school supervisory authority recognises the need for the further training course concerned. Courses are conducted by higher education institutions or in-service training institutions. The Ministries of Education and Cultural Affairs regulate admission, the number of hours, certificates and final examinations. State-run in-service teacher training is organised in the Länder at the central, regional and local level. In-service training can also take place within schools or in the form of guided private study.

060203 - PRE-SERVICE TRAINING FOR IVET TRAINERS AND OTHER LEARNING FACILITATORS TRAINERS

Pre-service training for trainers is provided in the framework of CVET. Individuals that want to become a trainer have to prove evidence of preceding work experience and a vocational training. The content of training for in-company instructors is laid down in general terms in the instructor aptitude ordinance (AEVO). Training is usually provided in courses taken alongside fulltime employment with a total duration of 120 hours. Participation in these courses as a means of preparing for the instructor aptitude examination is not, however, compulsory. The aim of training for in-company instructors is to convey pedagogical action-oriented pedagogical competencies for tasks, which typically occur in apprentice training. Qualification for in-company training tasks is also part of the Meister craftsman qualification. Meister qualifications are at the very heart of continuing vocational education and training. They are still the sine qua non for the management of trades-firms and the training of apprentices in the craft trades sector. Pursuant to section 46(2) of the Crafts Code the continuing vocational education and training course leading to the Meister diploma consists of four separate modules with examinations, which may be taken as independent exams at different times. The modular upgrading concept is designed to ensure that upgrading courses permitting progression to the middle management level are increasingly devised in such a way as to ensure credit transferability to parts of the Meister craftsman diploma. Suspension of the Trainers' Aptitude Ordinance (01 August 2003 - 31 July 2008) Since August companies without formally qualified trainers - i.e. persons that have passed a trainer aptitude examination (AEVO) - are allowed to take on apprentices. This act was part of the Training Campaign 2003 and is supposed to pace way for up to 20.000 additional training places. By temporarily suspending the regulations on trainer qualifications during a probation period lasting until 2008 companies the provision of training of companies shall be made easier. This does not affect the chambers' role to watch over on-company training. Equally, the regulations in the crafts sector have been eased.

OTHER LEARNING FACILITATORS YOUTH WORKERS IN TRAINING SCHEMES FOR THE DISADVANTAGED

The specialised staff employed by schools or private training organisations has regular social worker or social "pedagogue" diplomas (3-years courses at a University of Applied Sciences) and takes part at further training programmes.

TRAINING COUNSELLORS There is no specific pre-service-training for training counsellors.

CAREERS GUIDANCE COUNSELLORS The training of guidance counsellors in Germany was determined for a long time by the monopoly of the BA on career counselling, which existed until 1998, because officially there were no other guidance counsellors than those employed by the Federal Employment Agency (BA). There are the following training pathways for guidance counsellors and work counsellors within the BA:

• 3-year first-degree study course at a university of applied sciences (Fachhochschule) for work and career counsellors at the BA-run University of Applied Sciences

• special career counsellors for the disabled/rehabilitation counsellors undergo a specific further training in addition to their basic training as career counsellor.

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• career counsellors for persons holding an upper secondary education diploma (Abitur) and counsellors in higher education teams (for students and academics) need a degree from a scientific higher education institution (university) and are given a 9-month trainee programme at the BA.

06020301 - ADMISSION REQUIREMENTS TRAINERS

The Vocational Training Law stipulates that only suitable people are eligible to act as trainers (on-the-job instructors) in enterprises. It distinguishes between:

A. PERSONAL SKILLS Any citizen without a criminal record is generally considered as personally suitable. The Chamber will ask for a recent clearance certificate from the police. This can be applied for at the local citizen's registration office.

B. PROFESSIONAL (VOCATIONAL) SKILLS The law distinguishes between two types of professional aptitude criteria:

VOCATIONAL SKILLS The person has to meet two of the three conditions below:

• at least 24 years of age; • having passed an examination in the specialised area in which he/she wishes to train; • having worked in the occupation for a reasonable period (2 to 3 years) and have a

qualification from a German university, engineering college or higher commercial college. PEDAGOGICAL SKILLS

The person: • has passed the trainer examination (trainer aptitude certificate AEVO) or • hold a degree in teaching commerce, hold a degree in education, be a qualified teacher,

personnel manager or master craftsman. Up to summer 2003 these skills had to be certified according to § 21 Vocational Training Act and the trainer aptitude regulations (AEVO) by a diploma or another certificate of competence (for all sectors except the liberal professions). Since August 2003 the provision of such a certificate of competence is (for a probation period of three years) no longer necessary. The regulations concerning the personal and vocational suitability of trainers are, however, still valid. The intentions and effects of the new regulation are as follows:

• It makes it easier for small enterprises to provide training: In particular newly founded, often innovative, companies had difficulties to release staff from work for several weeks for trainer courses and exams and to pay more than 500 Euro for this purpose.

• The Federal government underlines that these new regulations do not undermine the quality of training: Still training contracts have to be registered with the Chambers, which - under § 23 of the Vocational Training Act - have to watch over the personal and vocational suitability of the training provider.

• The regulations are temporary: The Trainers Aptitude Regulations (AEVO), therefore, are not suspended. I.e. Chambers may still offer AEVO courses and organise exams.

• Also under the new regulations many CVET diplomas (e.g. Industrial Master) include the examination and certification of the suitability for acting as a trainer.

OTHER LEARNING FACILITATORS The admission of other staff is regulated as follows:

• Training Counsellors of the Chambers are recruited by the Chambers. No formal admission criteria exist.

• Vocational guidance (careers) counsellors have to acquire a tertiary education diploma at a University of Applied Sciences (Fachhochschule) or an university diploma plus preparatory service at the Federal Employment Agency.

06020302 - TRAINING MODELS AND PROCESS TRAINERS

Qualification of Dual System trainers in Germany has to comply with the standards of vocational (professional) suitability laid down in Vocational Training Act. Vocational suitability comprises:

• a relevant vocational diploma; • proof of personal and pedagogical suitability.

Due to new regulations formal certificates providing evidence of the pedagogical competence are - for a probation period - no longer necessary. Master diplomas are considered as including the proof of pedagogical competence. The currently offered training courses for industrial trainers (on-the-job-instructors) in Germany are based on a general "skeleton" curriculum for "Training of Trainers" and model examination regulations, which were adopted by the Standing Committee of the BIBB in 1998. More specific

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regulations for individual occupations have been developed and adopted by the Chambers. Similar regulations exist for master craftsmen courses and examinations in crafts sector The learning objectives laid down in these regulations are defined in terms of skills and knowledge that trainers need in order to effectively impart knowledge and skills to their trainees and to overcome problems, which typically occur in the training process. The skeleton curriculum - which is essentially the same for all occupations - distinguishes seven thematic areas for training-of-trainer courses:

• General basics (e.g.: the role of the Dual System of training, legal framework aspects; • Planning of training (e.g.: training occupations, training paths, planning of training in a

company); • Participation in the recruitment of trainees (e.g.: recruitment procedures, training contract); • Training at the work place (training methods, learning in the workplace, assessment); • Fostering learning processes (e.g.: working and learning techniques, motivation); • Training in a group (e.g.: team building, group oriented training methods); • Completion of training (e.g.: preparing of exams, registration for exams, issuing of

certificates). These training-of-trainers courses are usually provided alongside full-time employment with a total duration of 120 hours. Persons who want to pass the exam may prepare it also on their own or by e-Learning programmes: e.g. within the pilot project of the Central Department for Further Training in the Crafts Sector (Zentralstelle für die Weiterbildung In Handwerk - ZWH). Training-of-trainers courses are mostly offered by the chambers. Differences exist between those courses in terms of teaching methods, i.e. the use of simulation games, case studies, practical exercises etc.

OTHER LEARNING FACILITATORS YOUTH (SOCIAL) WORKERS

Training is provided by non-university tertiary education institutions, the so-called Universities for Applied Sciences (Fachhochschulen). These institutions offer advanced technical courses to holders of the Abitur or Fachhochschulreife who have at least two years' practical training experience. Courses include periods of practical training and last three to four years. Successful completion of the courses leads to the award of a professional title in the student's specialization. According to guideline period defined for each programme of study, a degree programme at Fachhochschulen should be completed in 6/8 semesters (2 semesters = 1 academic year), practical semesters excluded/included. The study programme is divided in an initial period of basic studies, an advanced period and periods of practical work experience.

TRAINING COUNSELLORS There is no formal training for the Chambers training counsellors.

GUIDANCE COUNSELLORS The training of guidance counsellors in Germany is organised in the framework of the Public Employment Services Department of the University of Applied Sciences belonging to the Federal government (Fachhochschule des Bundes - Fachbereich Arbeitsverwaltung). The study course for vocational guidance counsellors comprises:

• a basic study period of 6 months comprising courses in: economics and finance, business administration, social sciences and public administration, practical task-oriented courses etc.;

• a main study period of 2,5 years covering courses in subjects: psychology, educational sciences, sociology, economics, law, counselling and placement, legal aspects of the social security system etc. and extensive periods of work experience in employment agencies.

06020303 - TRAINING CONTENT AND CURRICULA TRAINERS

The Standing Committee of the Federal Institute for Vocational Training (Bundesinstitut für Berufsbildung - BIBB) has stipulated standards for the training of trainers in Germany in the form of a skeleton curriculum and model examination regulations (Musterprüfungsordnung). The Standing Committee is the only statutory consultative institution of the Federal Government involved with basic issues relating to vocational training. It provides recommendations and issues a statement of position in the Annual Report on Vocational Education and Training by the Federal Ministry for Education and Research. Representatives of employers and employees, the German Länder and the Federal Government (the so-called "benches") all work together in the Standing Committee at the Federal Institute. They have equal voting rights and are responsible for vocational training in the Federal Republic of Germany. The bodies responsible for defining the detailed curricula for the training of trainers and the examination regulations for individual occupations are then are the competent chambers. These have to be adopted by the Vocational Training Committee of the respective Chamber.

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The training of trainers courses comprises innovative teaching/training skills such as: • promoting active, experiential learning; • assessment techniques; • the use of ICT in training and teaching.

OTHER LEARNING FACILITATORS YOUTH (SOCIAL) WORKERS

The training of social workers at Universities of Applied Sciences (Fachhochschulen) comprises subjects such as:

• human behaviour and the social environment • social work practice • social welfare policy and services

Furthermore students may choose among special course offers The programme is complemented by Field Work (work experience). Students in field education are placed in a wide variety of social service agencies and work with individuals, families, groups, organisations, and communities. Emphasis is placed on working in urban areas with the poor and other at risk populations representing a variety of ethnic groups. Field work stresses both amelioration and prevention of personal, interpersonal, and social problems, as well as improvement of the human condition. Social Workers in Germany are prepared for a variety of work environments and roles, in particular they are well prepared to work with disadvantaged groups. They are familiar with ICT.

TRAINING COUNSELLORS There are no formal pre-service training curricula for the training counsellors.

GUIDANCE (CAREERS) COUNSELLORS The courses for guidance counsellors provided by the Federal University of Applied Sciences (Dpt. Public Employment Services) include:

• practical work experience in employment agencies • intensive ICT programmes • practical interactive counselling training (camera and video equipment).

Persons having been granted admission to studies are normally already employees of the Federal Employment Agency. No students will be admitted in 2004.

06020304 - ASSESSMENT AND QUALITY MONITORING TRAINERS

Responsibility for the examination of trainers (in-company instructors) lies with the competent bodies (chambers of industry and commerce, chambers of trade crafts, chambers of agriculture). These institutions are responsible for adopting examination regulations and setting up examining boards to conduct aptitude examinations for instructors. The final examination consists of a written paper in several of the named subject areas and a practical examination, which is made up of a presentation or the implementation of a training unit and an oral examination. Every candidate is awarded a certificate detailing whether they have proved that they possess the necessary pedagogical knowledge of professional and work-related issues. There is no systematic continuous assessment of the trainers’ performance, although the training counsellors of the chambers may in certain cases exercise that function.

OTHER LEARNING FACILITATORS • Training Counsellors of the Chambers: not applicable - no formal training; • Guidance (Careers) Counsellors: examination by the Federal University of Applied Sciences

(Dpt. Public Employment Services). 060204 - IN-SERVICE, CONTINUING TRAINING AND DEVELOPMENT FOR IVET TRAINERS AND OTHER LEARNING FACILITATORS

TRAINERS There is no obligation for IVET trainers for continuous training. In particular, owners of small craft enterprises and their staff may not have the time and energy necessary for it. There are, however, in Germany a great number of in-service and continuous training offers for trainers:

• Big companies: In Germany the infrastructure for initial vocational training is commonly used also for continuing and personnel training including trainers. Enterprises have established personnel development and training units, separate educational institutions and training rooms as well as their own trainers and teachers.

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• Small and Medium Companies: Trainers in SMEs have the opportunity to take part in (further) training courses organised by the chambers, professional or branch organisations and/or other training institutions.

In the field of E-learning based further training of trainers, quite a few remarkable initiatives have been brought under way by various organisations in Germany. Information on all these opportunities are also available on specialised trainers websites (e.g: www.foraus.de and www.ausbilder.net)

• The Central office for further training in the craft trades sector (Zentralstelle für Weiterbildung im Handwerk - ZWH) has started offering eLearning to a network of 35 local chambers of craft trades.

• The Association of German electrical and information technology trades (Zentralverband der Deutschen Elektro- und Informationstechnischen Handwerke - ZVEH) has brought together 3 training colleges under the umbrella of ELKONET.

• The German association of industry and commerce (Deutscher Industrie- und Handelskammertag - DIHK) with 82 local chambers of industry and commerce has established online courses.

OTHER LEARNING FACILITATORS • Training Counsellors: In-service training is offered by the employer (Chambers). • Guidance (careers) counsellors: The Federal Employment Agency offers a variety of in-

service training courses for their staff. 060205 - ISSUES OF INTEREST

The specific German configuration of the training of VET staff creates a potential gap: • teachers in vocational schools are educated through an academic programme at universities.

This lacks, however, in most cases the integration of pedagogic and occupational subject areas, while the HRD aspect is not normally represented at all;

• for the trainers in the enterprises, on the other hand, there are only short-term courses provided, with a very limited scope.

Therefore, integration of theory and practice, within the dual system, is customarily very difficult to accomplish. Recently, however, there have been initiatives to bridge the gap between VET and HRD, paying special regard to organisational development in enterprises. In Germany the discussion on VET teacher training focuses on five structural problems:

• a lack of practice linkages, • a lack of workplace experience, • applied vocational knowledge having no reference to corresponding university research, • lack of work process knowledge, • and the low prestige of VET teacher training at universities due to too little technical

knowledge compared to engineers and too weak educational knowledge compared to specialised general pedagogues.

Another major point of discussion is the ageing of the existing teaching workforce and the already existing lack of teachers. In part-time vocational schools, for instance, not all of the apprentices get the recommended 12 weekly hour courses. In the school year 2000/01 185.000 of these youngsters (10% of all apprentices) had a maximum of 8 weekly hours.

0603 - TYPES OF TEACHERS AND TRAINERS IN CVET

In Germany there is a wide variety of types of staff acting as teachers or trainers in CVET. Their formal qualifications range from none to a university diploma, their occupational status from retired or unemployed to qualified employees in training institutions. No common standard exists of what constitutes an "adult educator" or CVET teacher/trainer.

PLACE OF WORK (MOST IMPORTANT PROVIDERS OF CVET) TYPE OF OCCUPATION

Private or public VET schools Teachers (see IVET)

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State CE institutions, i.e., colleges of continuing education sponsored directly by the state, which offer provision for target groups of public employees. The most significant of these are

the in-service training courses for teachers run by the Laender, but there are also academies for public service employees, etc.

Teachers

Volkshochschulen (Community adult education centres): in 1998 there were 998 community adult education centres in

Germany, covering all parts of the Federal Republic and having a communal and regional role in CE.

• unpaid volunteers,

• persons that teach a few hours at a VHS (mostly one course, 90 minutes a week) aside from their normal job

(often school teachers),

• free-lance workers that sell their courses on a commercial

basis

Chambers of industry and commerce, and chambers of craft trades and agriculture, which offer a broad range of CE and

contribute particularly to the professionalisation and training of the workforce by providing recognition of qualifications.

Subject specialist with varied specific educational

qualification (full-time, part-time, freelance)

Company-based CE, which grew enormously in importance in the 1980s, particularly under the influence of changes in

technology and the organization of work. Many large companies, especially in the engineering and chemical

industries, have built up their own internal training centres.

Company employees (full-time, part-time or volunteer)

The two large trade union umbrella organizations, the German Federation of Trade Unions (DGB) and the German Public

Employees' Union (DAG), maintain the largest institutions of vocational continuing education in the Federal Republic. The Vocational Further Education Service of the DGB is divided

between several German cities, and the DAG maintains three institutions (Education Service, Academy, Technical Institute).

Subject specialist with varied specific educational

qualification (full-time, part-time, free-lance)

Commercial CE institutions, whose number and range of provision have grown considerably since the 1980s, with an upsurge - clearly of limited duration - especially in the new

Laender. Commercial institutions target those who can pay, particularly in the areas of foreign language teaching and data

processing, and take an active part in competing for public funds, notably under the Employment Promotion Act.

Employees and free-lance subject specialist

Institutes of distance education, which experienced a steep decline following the introduction of the Correspondence

Courses Act in 1974, but have since regained a larger section of the market.

Employees and free-lance subject specialist

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The "Work and Life" association ( Arbeit und Leben, AuL), a cooperative grouping of community adult education centres and trade unions, which is divided into Land branches and offers a

wide range of political and vocational education.

Employees and free-lance subject specialist

Residential adult education centres and, in the broader sense, all education centres offering accommodation, which are run by a variety of sponsors but have a particular educational identity,

and are grouped together in the "Association of German Education Centres" (AdB). Their programmes mainly offer

intensive courses lasting one or two weeks.

Employees and free-lance subject specialist

Training organisations of the various sectors (branches) of the economy, which in many cases organize vocational and

industrial continuing education, especially in small and medium-sized companies.

Employees and free-lance subject specialist

Higher education institutions, which have an obligation to CE under the Basic Higher Education Act. Some 30 higher education institutions and vocational higher education

institutions now have their own CE centres with differing structures, aims and profiles. Many higher education institutions

offer CE in cooperation with CE institutions, trade unions and employers.

Teacher

The statistics of the Federal Employment Agency gives an illustration of the numbers of persons working in the CE sector. Under "other teachers" the following data are provided:

ALL CE STAFF (ONLY EMPLOYEES) 1996 1999 2000 2001 2002

TOTAL 44.824 47.444 47.091 46.385 46.231

WOMEN 45,0% 45,7% 46,3% 46,6% 46,8%

UNDER 35 26,6% 24,1% 23,1% 21,6% 20,4%

35 - 50 YEARS 51,4% 52,5% 52,5% 52,2% 51,6%

50 + 22,0% 23,4% 24,4% 26,3% 27,9%

The contractual situation of CE staff in Germany is very different and therefore does not allow making any statements concerning salaries. Where CE staff is part of the public service they will be paid according to the Federal Employees Salary Scale (BAT) just like teachers. The staffing structure of the community adult education centres has the peculiarity that the teaching is usually carried out by part-time or freelance professional educational staff, while the

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full-time professional staff is chiefly engaged in planning and resource allocation, and increasingly also in organizational and management tasks. Among the full-time employed teaching staff of the community adult education centres in 2002 there were 56,5% women (part-time teaching staff 62% women). 15,1% of the part-time teaching staff were teachers. These figures are due to the over-representation of women (as teachers and as participants) and of cultural and artistic courses. Men are stronger represented in CVET courses which constitute only 20,9 % of the offer of the Volkshochschulen.

STAFFING OF COMMUNITY ADULT EDUCATION CENTRES (VOLKSHOCHSCHULEN)

Staffing of Community Adult Education Centres (Volkshochschulen)

FULL-TIME MANAGEMENT STAFF IN ADULT EDUCATION CENTRES 656

FULL-TIME EDUCATION STAFF (POSTS) 3.600

PART-TIME/FREELANCE EDUCATIONAL STAFF 189.000

FULL-TIME ADMINISTRATIVE STAFF (POSTS) 3.600

Source: Volkshochschul-Statistik 1998 Other CE institutions are quite different:

• in the field of company-based training, for example, a minimal number of part-time staff are involved.

• In trade unions, foundations and similar institutions, there are probably equal numbers of full-time and part-time educational staff.

• In state institutions (higher education, vocational schools, teacher in-service training establishments, etc.), staff are full-time, and teach continuing education as part of their duties.

• Among commercial institutions of continuing education, full-time and part-time contracts are employed, the part-time staff very probably being in the majority.

The only way to assess the total number of persons employed is to piece together and "interpret" individual data items, among which are the following:

• In 1996/97, approximately 3,400 persons were employed in "second chance education" (evening schools and other specialist adult colleges), and approximately 11,000 in vocational schools.

• Larger institutions of continuing education such as the "International Association" (IB) , the "Vocational Support Service" of the German Federation of Trade Unions, and the educational institutions of the German Public Employees' Union together employ around 13,500 permanent and 25,000 seasonal staff.

• In Hesse, there were 4,273 full-time and 33,390 part-time staff working in CE in 463 establishments in 1989 (survey by Faulstich and Teichler 1990).

• In Bremen, approximately 1,500 full-time and 6,000 part-time staff were divided between 86 establishments in 1993.

Overall, it can be assumed that in the late 1990s, approximately 80,000 persons occupied various full-time positions in teaching, administration and resource management in CE in the Federal Republic of Germany. In addition, there were the part-time freelance staff, especially the teachers, whose total number may have been up to ten times that of the full-timers (between four and eight hundred thousand). Largely because of the wide differences between institutions and their educational aims, activities and methods, size and facilities, there is as yet no typical occupational profile valid for the whole of AE.

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Two thirds of the full-time professional educational staff have completed higher education, just over half of them in the fields of education, social sciences and languages. Since there is no practical "training for continuing education professionals" (traineeship, voluntary work, etc.), most full-time professional staff move "sideways" into adult education. Moreover, the proportion who have completed a course of studies specifically in adult education remains extraordinarily low among those employed in continuing education. In 2001 the total expenditure for CVET in Germany was 21 billion EURO. Two third were internal company costs. The remaining rest of about 7 billion EURO is distributed among 5.000 to 10.000 training providers. The half among them are individual free-lancers and only 7 % among them employ more than 25 staff members. Providers of Vocational Continuing Education in 1997

060301 - PRE-SERVICE TRAINING FOR CVET TEACHERS In Germany there is no specific pre-service training for CVET teachers and trainers. The persons or institutions are offering CVET on an unregulated market. There are, however, specific university diplomas in adult education. The registry of occupations of the Federal Employment Agency mentions two types of occupations in continuous (vocational) education and training: Adult Education Teachers (Lehrer/in /Dozent/in in der Erwachsenenbildung or Bildungsreferent/in) work in company-based initial further training or in extra-company continuous general education or CVET. Apart from their duties to hold courses, they are more and more concerned with organising, planning and counselling tasks. They elaborate training concepts and curricula for different target groups and draft learning material. Last but not least, they test and evaluate the efficiency of such concepts and material in practice. In an executive position they often become directors of an institution and are concerned with general management tasks. Most of the university courses are directed towards occupations in general adult education. There however a growing number of university courses having a CVET profile. Three examples:

• The Technical University Chemnitz offers a study course on Adult Education and Company-based CVET;

• The University Magdeburg provides a MSc. study programme on company-based Vocational Training and Training Management with two specialisations: electrical engineering and metal technology;

• The Catholic University Eichstätt-Ingolstadt organises a study programme on Business Education, which is specialised in CVET.

The table below displays the pre-service training profile of CVET staff in a big CVET training organisation (Internationaler Bund für Sozialarbeit, Training Centre in Berlin). It is the result of an online survey undertaken by the author. It cannot be considered as representative for the whole German system. The high percentage of women is probably due to a predominance of courses in the services sector. The average age corresponds to that of the VET teaching profession in general:

Survey on Pre-service and Further Training of CVET staff (IB Training Centre Berlin)

SEX Women: 67,6% Men: 32,4%

AGE Average 45,8 years

PRE-SERVICE TRAINING

DUAL SYSTEM 32 %

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MASTER CRAFTSMAN 17 %

FUILL-TIME VET SCHOOL 12,7 %

FACHHOCHSCHULE (3/4 YEARS

TERTIARY EDUCATION COURSE) 26,8 %

UNIVERSITY 11,3 %

FURTHER TRAINING

95% in three main areas:

• Training for the specific occupational field of training

• Training methods and didactics

• Computer software

06030101 - ADMISSION REQUIREMENTS 06030102 - TRAINING MODELS AND PROCESS

There are no specific training models that characterise pre-service training for CVET. The few university courses offered differ considerably. Most of them are more related to management functions in general adult education.

06030103 - TRAINING CONTENT AND CURRICULA Not applicable

06030104 - ASSESSMENT AND QUALITY MONITORING In Germany there are no formal regulations concerning the assessment and monitoring of CVET staff. There are, however, activities at the levels of training providers and Federal government to introduce mechanisms of quality assurance. CVET providers in recent years made efforts in the field of quality management. Their activities, however, considered mainly forms of self-evaluation rather than using more efficient standardised systems such as of ISO 9000 ff. or that of the European Foundation for Quality Management (EFQM). There are however trends to use these systems in the future. One institution active in the field of quality management for trainer providers is CERTQUA (Gesellschaft der Deutschen Wirtschaft zur Förderung und Zertifizierung von Qualitätssicherungssystemen in der Beruflichen Bildung mbH). To ensure the transparency and quality of continuing education and training the Federal Government strives to establish a nationwide certification system for continuing vocational training schemes funded under labour promotion law. When the two laws on modern services on the labour market were adopted, the legal basis for such a certification system was already laid with regard to continuing vocational education and training funded under the Social Code III and hence for the better part of the publicly financed continuing education and training market. It is intended to ensure the quality of education and training programmes by introducing a certification process for education and training providers (section 84 of the Social Code III, amended) as well as for programmes and schemes (section 85 of the Social Code III, amended). This certification process will be conducted by an expert agency. Details will be outlined in an ordinance to be issued by the Federal Ministry of Economics and Labour in consultation with the Federal Ministry of Education and Research; this ordinance is currently being drafted, supported by intensive deliberations with workers and employers, the Länder governments and providers of continuing education and training. The Federal Government expects that the new certification process for continuing vocational education and training funded under the Social Code III will also have an impact on the practice of the (not publicly funded) remainder of continuing vocational training.

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By launching the Initiative for transparency and quality in 2001 and supporting a department for testing education and training courses which was set-up at Stiftung Warentest the Federal Ministry of Education and Research has taken new steps to improve the quality of continuing vocational education and training not funded under the Social Code III. These steps are aimed at strengthening the position of applicants for continuing vocational training and at supporting the quality efforts made by providers of continuing vocational education and training. It is important not only to continue relevant programmes launched by the Federal Ministry of Education and Research, but also to improve competition in the continuing education and training market by establishing general quality standards. The aim is to introduce quality labels recognised in practice in order to build up widely used quality assurance systems which education and training providers will have to organise in a market-driven fashion. Finally, the transparency of continuing education and training courses is to be improved, e.g. by setting up user-friendlier database systems. Continuous learning during the entire working life can be organised not only in programmes and courses. As qualification requirements change continually and quickly, different types of informal learning aimed at vocational development and employability are gaining more and more importance. This applies in particular to learning in the work process, learning in the social environment and self-organised learning using information and communications technologies. In this context, new issues of quality assurance and quality improvement arise for which new solutions and tools (especially benchmarking, learning audits) need to be developed. This process is promoted and supported by the Federal Ministry of Education and Research. Other areas of development under the programme on Skill development as a learning culture include the profiling qualification of continuing vocational education and training staff and the registration and utilisation in practice of existing exemplary tools for measuring and certifying skills and competences (comprehensive lists of an individual's skills, on-line and multimedia tools to record skills, profiling strategies). The Federal Government will examine whether the planned development towards a more modular continuing vocational education and training system and towards certification in the field of quality assurance will require amendments to the Upgrading Training Assistance Act. See also 06030304.

060302 - IN-SERVICE, CONTINUING TRAINING AND DEVELOPMENT FOR CVET TEACHERS In Germany, there are no formal arrangements concerning the in-service and continuing training of CVET teachers. The Community adult education centres and/or their regional associations regularly offer in-service and continuing training courses for their staff. These courses are usually focussed on languages, general teaching skills and management. There are also a number of continuous training courses offered by universities, among them are:

• Study course on "CE-Management" organised by the Technical University Berlin • Distance Learning Course "Quality Management in CE" at the Technical University

Kaiserslautern. 060303 - PRE-SERVICE TRAINING FOR CVET TRAINERS AND OTHER LEARNING FACILITATORS

and: 06030301, 06030302, 06030303, 06030304, 060304 In Germany a person teaching or training in CVET is normally referred to as "Dozent". The terms "teacher" (Lehrer) and "trainer" (Ausbilder) are not used in any form of Continuous Education. Therefore it is not possible to provide separate information on CVET trainers or teachers. We would like to recommend you to look for further information under "CVET teachers" (0603 ff.)

06030301 - ADMISSION REQUIREMENTS The lack of formal regulation of CVET has an important impact on the types of teachers and trainers and the (further) training prerequisites of CVET staff:

• School teachers in VET-schools are subject of formal admission and qualification criteria set-up by the Länder ministries (See IVET).

• Staff working in Federal Employment Agency (BA)-subsidised schemes is subject to certain quality criteria of the BA.

• Volkshochschulen (adult education centres - usually run by the municipalities) have their own qualification and admission criteria and staff development programmes.

Private companies choose their CVET staff in accordance to their internal qualification criteria.

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06030302 - TRAINING MODELS AND PROCESS There are no specific training models that characterise pre-service training for CVET. The few university courses offered differ considerably. Most of them are more related to management functions in general adult education.

06030303 - TRAINING CONTENT AND CURRICULA not applicable

06030304 - ASSESSMENT AND QUALITY MONITORING In Germany there are no formal regulations concerning the assessment and monitoring of CVET staff. There are, however, activities at the levels of training providers and Federal government to introduce mechanisms of quality assurance. CVET providers in recent years made efforts in the field of quality management. Their activities, however, considered mainly forms of self-evaluation rather than using more efficient standardised systems such as of ISO 9000 ff. or that of the European Foundation for Quality Management (EFQM). There are however trends to use these systems in the future. To ensure the transparency and quality of continuing education and training the Federal Government strives to establish a nationwide certification system for continuing vocational training schemes funded under labour promotion law. When the two laws on modern services on the labour market were adopted, the legal basis for such a certification system was already laid with regard to continuing vocational education and training funded under the Social Code III and hence for the better part of the publicly financed continuing education and training market. It is intended to ensure the quality of education and training programmes by introducing a certification process for education and training providers (section 84 of the Social Code III, amended) as well as for programmes and schemes (section 85 of the Social Code III, amended). This certification process will be conducted by an expert agency. Details will be outlined in an ordinance to be issued by the Federal Ministry of Economics and Labour in consultation with the Federal Ministry of Education and Research; this ordinance is currently being drafted, supported by intensive deliberations with workers and employers, the Länder governments and providers of continuing education and training. The Federal Government expects that the new certification process for continuing vocational education and training funded under the Social Code III will also have an impact on the practice of the (not publicly funded) remainder of continuing vocational training. By launching the Initiative for transparency and quality in 2001 and supporting a department for testing education and training courses which was set up at Stiftung Warentest the Federal Ministry of Education and Research has taken new steps to improve the quality of continuing vocational education and training not funded under the Social Code III. These steps are aimed at strengthening the position of applicants for continuing vocational training and at supporting the quality efforts made by providers of continuing vocational education and training. It is important not only to continue relevant programmes launched by the Federal Ministry of Education and Research, but also to improve competition in the continuing education and training market by establishing general quality standards. The aim is to introduce quality labels recognised in practice in order to build up widely used quality assurance systems which education and training providers will have to organise in a market-driven fashion. Finally, the transparency of continuing education and training courses is to be improved, e.g. by setting up more user-friendly database systems. Continuous learning during the entire working life can be organised not only in programmes and courses. As qualification requirements change continually and quickly, different types of informal learning aimed at vocational development and employability are gaining more and more importance. This applies in particular to learning in the work process, learning in the social environment and self-organised learning using information and communications technologies. In this context, new issues of quality assurance and quality improvement arise for which new solutions and tools (especially benchmarking, learning audits) need to be developed. This process is promoted and supported by the Federal Ministry of Education and Research. Other areas of development under the programme on Skill development as a learning culture include the profiling qualification of continuing vocational education and training staff and the registration and utilisation in practice of existing exemplary tools for measuring and certifying skills and competences (comprehensive lists of an individual's skills, on-line and multimedia tools to record skills, profiling strategies). The Federal Government will examine whether the planned development towards a more modular continuing vocational education and training system and towards certification in the field of quality assurance will require amendments to the Upgrading Training Assistance Act. See also 06030104.

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060304 - IN-SERVICE, CONTINUING TRAINING AND DEVELOPMENT FOR CVET TRAINERS AND LEARNING FACILITATORS

In Germany, there are no regulations concerning in-service training and continuing training for CVET teachers and trainers. Our small survey on pre-service and further Training of CVET staff (IB Training Centre Berlin) shows that the great majority of the staff had undergone further training.

FURTHER TRAINING

95% in three main areas:

• Training for the specific occupational field of training • Training methods and didactics • Computer software

060305 - ISSUES OF INTEREST

The most important points at issue concerning CE staff in Germany are the following: • The professionalisation of educational staff in CE: there is above all a lack of basic

training in adult education, of an adequate and effective programme of in-service training, and of a suitable occupational profile;

• Inadequate social security cover for part-time staff in particular, who earn their living by combining a number of part-time teaching contracts; this group is very numerous especially in publicly supported CE (above all in the community adult education centres);

• Training of educational staff in organizational matters, for example in public relations, advertising, organizational development, marketing and financial planning, all aspects which used to appear quite distinct from educational activities;

• Quality assurance through the training, competence and continuity of educational staff, and by way of appropriate internal organization.

• Issues relating to the enrichment of teaching activities by the addition of counselling, mediation, tutorial and service functions, to be achieved through closer links between organized and self-directed learning.

The debate about the situation and prospects of the professionalisation of CE in Germany has been reopened through the restructuring of institutions, cutbacks in public funds, increased participation in continuing education, demands for higher quality on the part of participants, and an increase in self-directed learning in the 1990s. Also company based CVET is characterised by a low degree of professionalisation. Surveys show that:

• 22% of the German enterprises establish a CVET plan or programme; • 17% have a specific CVET budget; • 4% have a separate organisation unit responsible for CVET; • 2% have staff members (part-time or fill-time) who are exclusively concerned with CVET; • Only 44% of the companies running training courses evaluate their impact on the learning

success of the participants. 0604 - UNIONS/ASSOCIATIONS AND RESOURCES TEACHERS

The teacher unions represent the professional, economic, legal, and social interests of their members. Their agendas include: development of school reform models, publishing magazines, organizing conferences, and conducting in-service training seminars. Union representatives also attend meetings at Länder education ministries regarding the training of future teachers; however, all decisions are solely made by the ministers of education. Although civil servants teachers have the right to join a union, they are not allowed to strike because of their specific status (öffentlich-rechtliches Treueverhältnis des Beamten). In 1987, about 65 percent of a total of 541,156 teachers in Germany belonged to a union. In Germany there are three main teacher unions-the Gewerkschaft Erziehung und Wissenschaft, or GEW (Union of Education and Science), the Verband Bildung und Erziehung, or VBE (Union of Training and Education), and the Deutscher Lehrerverband, or DL (German Teachers Union)-which differ in size, composition, and political opinions.

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* The GEW is the largest union, having 200,000 members, 130,000 of whom are teachers. In contrast to the other two unions, the GEW represents people of various educational professions, such as professors, in addition to teachers. * The VBE represents 100,000 teachers, mainly from Grundschule, Hauptschule, and Sonderschule. * The DL is part of the Federation of German Civil Servants (Deutscher Beamtenbund - DBB) and represents 120,000 members, mainly from Gymnasien, Realschule, and Berufsschule. It comprises two sub-organisations for VET teachers:

• Bundesverband der Lehrerinnen und Lehrer an beruflichen Schulen e.V. (BLBS) The Federal Association of VET Teachers is biggest VET teacher trade union with 16 Länder branches;

• Bundesverband der Lehrerinnen und Lehrer an Wirtschaftsschulen e.V. (VLW) The Federal Association of Economics VET Teachers is the teacher training union for that specific group; it comprises 18.000 member and 16 Länder branches.

TRAINERS The Federal Association of German Trainers (Bundesverband Deutscher Berufsausbilder e. V. - BDBA) is the only professional association of on-the-job instructors in Germany. The association was founded in 1974 and comprises 12 Länder associations.

0605 - BIBLIOGRAPHICAL REFERENCE AND WEB SITES

Bibliographical reference

Bundesinstitut für Berufsbildung (ed.): Zur Leistungsfähigkeit der betrieblichen Weiterbildung in Deutschland - Ergebnisse der zweiten europäischen Weiterbildungserhebung, Gutachten im Rahmen der Berichterstattung zur technologischen Leistungsfähigkeit Deutschlands, Dr. Uwe Grünewald, Dick Moraal, in: Studiena 2001/2002, Bonn 2003

Bundesministerium für Bildung und Forschung (ed.): Berichtssystem Weiterbildung 2000 - Integrierter Gesamtbericht zur Weiterbildungssituation in Deutschland, Bonn 2003

Bundesverband der Lehrerinnen und Lehrer (ed.): Weiterbildung als öffentliche Aufgabe, in: aus der Arbeitsmarkt- und Berufsforschung“ 1994/1

CEDEFOP (ed.): Teachers and trainers in vocational training - Volume 1: Germany, Spain, France and the United Kingdom, Project Coordinator: Aframer, G.; Schmidt, H.; Wittwer, W. (ed.): Das Ausbilderhandbuch. Deutscher Wirtschaftsdienst – Köln (loose-leaflet with annual up-dates)

Dietsche, Barbara, Nuissl, Ekkekard, Pehl, Klaus: Machbarkeitsstudie „Weiterbildungstrendbericht“, März 2001 URL: http://www.die-bonn.de/esprid/dokumente/doc-2001/dietsche01_01.pdf Faulstich Peter; Graeßner, Gernot: Studiengänge Weiterbildung in Deutschland, Deutsches Institut für Erwachsenenbildung, Dezember 2003

German Commission for UNESCO: CONFINTEA V MIDTERM REVIEW 2003 - COUNTRY REPORT GERMANY

Glass, Hans-Günter: Qualification Systems in Germany and Recent Developments, Paper presented at the Workshop on Qualification Systems “on November 8th, 2002 in Soul URL: http://www.fes.or.kr/Publications/pub/Qualification%20system%20in%20Deutschland_Glass2002.pdf Hensge, Kathrin: Die Novellierung der Ausbilder-Eignungsverordnung in: Berufsbildung in Wissenschaft und Praxis 2/1998

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Hensge, Kathrin; Hartmann, Wilfried; Schmidt-Hackenberg, Brigitte; Augenstein, Harald: Innovative Berufsbildungskonzepte und Personalqualifizierung : Arbeitskreis 7.2 ; Neue Wege und ausgewählte Konzepte zur beruflichen Qualifizierung : BIBB-Fachkongress "Berufliche Bildung - Kontinuität und Innovation" (3, 1996, Berlin)

Hensge, Kathrin (ed.): Handlungsorientierte Ausbildung der Ausbilder: Erläuterungen zum neuen Konzept, 1998

Lauterbach, Uwe; Neß, Harry: Ausbildung der Ausbilder und berufliche Bildung in Deutschland. Ergebnisse des LEONARDO-Projekts. Berufliche Profile, Ausbildung und Praxis der Tutorn/Ausbilder in Unternehmen, 1999

Nielsen, Søren P.: Teacher and Trainer Training systems and quality - The experience of the Nordic Countries and Germany, Joint Cedefop-ETF Conference, Aalburg, 21-22 November 2002 Nuissl, Ekkehard: Ausbildung der Ausbilder in Deutschland, Deutsches Institut für Erwachsenbildung, April 2000 URL: http://www.die-frankfurt.de/esprid/dokumente/doc-2000/nuissl00_02.doc OECD: Information – Guidance – Counselling, Country Report on Germany, 2002

Paul-Kohlhoff, Angela: The Present Situation of the Vocational Education System in Germany, Paper presented at the Workshop on Qualification Systems “on November 8th, 2002 in Soul URL: http://gw.kli.re.kr/emate-gw/seminar.nsf/0/d79b1fe667620fa849256d160034a789/$FILE/Paul-Kohlhof(E).pdf Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland: The Education System in the Federal Republic of Germany 2001/2002. A description of responsibilities, structures and developments in education policy for the exchange of information in Europe Up-to-date information is provided by Eurybase, the information network on education in Europe, http://www.eurydice.org/Eurybase/frameset_eurybase.html Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland: Vierte Empfehlung der Kultusministerkonferenz zur Weiterbildung (Beschluss der Kultusministerkonferenz vom 01.02.2001) URL: http://www.kmk.org/doc/beschl/vierteweiterb.pdf

Websites

BERUFEnet http://berufenet.arbeitsamt.de/ Bund-Länder Commission for Educational Planning and Research Promotion http://www.blk-bonn.de German Education Server: http://www.eduserver.de/index_e.html

Glossary on the Educational System in the Federal Republic of Germany: http://www.bildungsserver.de/glossar.html?sp=1

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