This chapter looks at the landscape of vocational education and training (VET) providers in Germany. It describes the German VET system and zooms in on the different types of institutions that provide VET programmes. The chapter looks at how providers differ in terms of focus areas of the provided training, type of training and target audience, as well as the role of private and public providers. Lastly, the chapter also discusses how different types of providers are co-ordinated and how they collaborate.
The Landscape of Providers of Vocational Education and Training
OECD Reviews of Vocational Education and Training
4. Germany’s landscape of vocational education and training providers
Abstract
The German vocational education and training system
Apprenticeships are at the heart of the German VET system. At International Standard Classification of Education (ISCED) level 3, nearly 90% of VET students pursue studies in the so-called dual system. Programmes typically take three years to complete and cover a wide range of fields, with three‑quarters of apprentices in industry, crafts or trade related occupations. Only 10% of VET students at this level pursue school-based programmes, mostly in the healthcare and childcare sector, as well as mid-level civil service. The dual system is also open to those already holding an upper secondary qualification – general upper secondary graduates seeking occupational training, and VET graduates in need of a career change. Such “second cycle” programmes are offered at ISCED level 4. The German system also provides pre‑apprenticeship programmes (“basic vocational training”), which take one year to complete, involve a basic skills component, initial vocational training and some career guidance. They are designed to help young people who could not find a suitable apprenticeship contract transition into the dual system.
Higher vocational programmes (at ISCED 5, 6 and 7) are available to VET graduates, who after a period of employment seek to upskill and reach higher professional and management positions by passing master craftsmen examinations. Candidates usually pursue preparatory courses, which in the case of level 5 examinations require less than 880 hours of coursework. Level 5 examinations yield the title “Certified occupational specialist” in a range of target occupations (e.g. opticians, plumbers and heating engineers). Alternatively, VET graduates may attend courses offered by trade and technical schools (at ISCED 6), pursue professionally-oriented tertiary studies (ISCED 5, 6 or 7), or complete a bridging course to gain eligibility to the academic tertiary education sector (universities).
The provider landscape
In Germany’s dual system companies are considered the main providers of training, as apprentices spend most of their time in companies. The firm-based component of the dual system is subject to strong quality assurance. Chambers provide guidance to companies that take on apprentices, and determine the suitability of companies and instructors. They also conduct nationally standardised examinations, which ensure the recognition of qualifications. The training delivered in companies is sometimes complemented by inter-company training centres (überbetriebliche Berufsbildungsstätten). These centres are designed to help small and highly specialised companies engage in apprenticeships. When the company is highly specialised and unable to cover all of the training content contained in the relevant regulations, apprentices may pursue additional practical training in inter-company training centres. The training centres are owned by chambers and receive funding from the Federal Ministry of Economic Affairs and Energy (BMWI, 2022[1]). Small and highly specialised companies may also provide apprenticeships through collaborative apprenticeship schemes (Verbundausbildung). Such schemes may take different forms, under the most commonly used model a “lead company” hires the apprentice and partner companies provide training components that the lead company is unable to provide (Azubi.de, 2022[2]).
Against this background and recognising much of the training is delivered within companies, the remaining part of this section focuses on training providers in the sense of providers of off-the-job training. Vocational programmes at ISCED levels 3, 4 and 5 (as well as 6) are provided in various types of institution, the main ones being vocational schools (Berufsschulen), specialised vocational schools (Berufsfachschulen), trade and technical schools (Fachschulen), health sector schools (Schulen des Gesundheitswesens) and vocational grammar schools or gymnasiums (Fachgymnasien). In the initial VET system, providers are under the responsibility of individual Länder. Accordingly, while the main provider types listed above exist in all (or nearly all) Länder, some smaller provider types exist in only parts of the country. This section focuses on the largest provider types of initial VET.
In addition, a range of independent private providers offer continuing vocational education programmes – in particular preparatory courses towards master craftsmen examinations. Such providers include social partners (e.g. Chambers of Commerce and Trade, Chambers of Skilled Crafts), as well as a wide range of private providers. This section covers only formal programmes delivered by these private training providers and excludes non-formal programmes, recognising that the latter play a major role in adult learning.1
In terms of the overall number of students in vocational programmes at ISCED levels 3-5, vocational schools dominate the system. They provide the off-the-job training in apprenticeship programmes, and their size therefore reflects the central role of apprenticeships in the German VET system (see Figure 4.1, Panel A). Specialised vocational schools and health sector schools are the next most important provider types, with a focus on school-based VET programmes mostly in specialised fields. Independent private providers focus on the delivery of preparatory courses for master craftsmen examinations (as well as courses that are not part of the formal education and training system). As illustrated by Figure 4.1 (Panel B), each provider type focuses on just one or two levels of education. The overlap between provider types in terms of targeted field and level is relatively limited: it exists mostly in the case of pre‑apprenticeship programmes (offered in vocational schools and specialised vocational schools) and healthcare-social care programmes (provided in specialised vocational schools, health sector schools and technical schools).
Figure 4.1. Providers of VET programmes in Germany (ISCED levels 3-5)
Note: Reference year 2018/19.
Source: OECD calculations based on data collected for the OECD Survey on Vocational Education and Training (2019).
Table 4.1. Overview of main VET providers in Germany
Note: More details about the various providers are provided in the following sections. In the dual system, employers are the main provider of vocational training, but this table only considers off-the-job training providers.
Programme type and target audience
The main line of division between different types of providers is the kind of programme offered: pre‑apprenticeship programmes, apprenticeships, school-based VET or upskilling for experienced professionals. The target audience of different providers varies accordingly, see Figure 4.2.
Only specialised vocational schools target several types of programmes and therefore overlap with some other provider types. Their specificity is that they provide vocational programmes that do not follow the dual model. In these programmes, work-based learning takes the form of work placements rather than alternating period as in apprenticeships. The majority (60%) of students in specialised vocational schools study in just three fields that mostly fall outside of the dual system: healthcare, social care and childcare. There is some overlap with vocational schools in two areas: pre-apprenticeship programmes and some vocational programmes (which prepare for occupations also targeted by apprenticeships). In addition, there is some overlap between specialised vocational schools and health sector schools. 2-3‑year programmes that prepare for health sector occupations (e.g. medical assistant, nurse, midwife) are the main task of health sector schools and short healthcare programmes are available in both provider types. Trade and technical schools also provide 2-3‑year programmes for the same health sector occupations, but account for a smaller share of provision in this area than specialised vocational schools and health sector schools.
Other providers tend to focus on one specific function. Vocational schools’ main role is to deliver the off-the-job component of dual programmes. Independent private providers focus on a highly specific sector: preparatory courses for master craftsmen examinations, which are not targeted by vocational or specialised vocational schools. Their target audience are adults, i.e. experienced professionals, who already hold an initial vocational qualification and after several years of work experience seek to upskill. To take the craftsmen examination, candidates do not need to have gone through particular preparatory training. Hence the training that exists is purely optional (and hence rather distinct from the standard formal initial VET system), with various types of providers offering such training options.
Figure 4.2. Types of programmes by VET provider type in Germany
Note: Reference year 2018/19.
Source: OECD calculations based on data collected for the OECD Survey on Vocational Education and Training (2019).
While none of the other providers specifically target adults vs. young students, the age profile of the students in the different institutions reflects the types of programmes they offer and the goal of those programmes. Vocational schools mostly enrol young people as most apprentices are completing their initial schooling (over 70% study towards a first upper secondary qualification). But a growing share (nearly a quarter) of apprentices already have a general upper secondary qualification and therefore are aged 18 or more. Only a small part of the dual system is re-training for adults with a prior vocational qualification: they account for about 6% of the dual system enrolment. The typical entry age in specialised vocational schools, health sector schools and trade and technical schools is 16-20, with some variation depending on the targeted programme. For example, typical entrants to short healthcare programmes are aged 16-18 in specialised vocational schools and 19-20 in health sector schools and trade and technical schools. But specialised vocational schools also provide programmes for mostly 19–20‑year-olds: 2-3‑year programmes in healthcare, social care and childcare.
Focus areas
As described above, the largest provider type, vocational schools, cover a wide range of fields reflecting the broad coverage of the German apprenticeship system. Independent private providers that prepare for professional examinations overlap with the fields targeted by vocational schools by design: they offer a route to higher level positions related to individuals’ initial qualification. Specialised vocational schools cover a more limited spectrum: much of their provision is in healthcare, social care and childcare, but their pre‑apprenticeship and school-based vocational programmes cover a larger set of fields. The remaining provider types tend to focus on a smaller set of fields. Health sector schools have a highly specific target, while trade and technical schools focus to a large extent on healthcare and preparation for civil service jobs - while also providing some programmes for upskilling of professionals.
Public vs. private providers
In the initial VET system, the private sector is relatively small (although growing), both in terms of the share of providers and students. A quarter of initial VET providers are private (Destatis, 2020[4]), but they enrol less than 10% of students. Only 9.7% of students in vocational schools, specialised vocational schools or health sector schools attended a private institution in 2018/19 (these three types of providers enrol 97% of VET students at ISCED levels 3 and 4). In the general education sector private providers also play a limited role, enrolling 9.2% of students. Private schools may be established and run by individuals or bodies, such as churches or associations. The legal framework varies across Länder (Destatis, 2021[5]). By contrast, in the area of upskilling for professionals, private providers dominate the field as they are the main providers of preparatory courses for master craftsmen examinations, which are subject to limited regulation – especially as candidates for the master craftsmen examination are not required to enrol in training to prepare for the examination.
Co‑ordinating between provider types
The overall responsibility for national VET strategy lies with the Federal Ministry of Education and Research. It is responsible for national legislation that provides common ground for initial vocational programmes. Legislation sets out the list of recognised professions, which may be targeted by vocational programmes, describes the profile of each profession, the duration of apprenticeship and examination requirements. A framework curriculum for the school-based part of apprenticeships is issued by the Standing Conference of Ministers for Education and Cultural Affairs for vocational subjects (about two‑thirds of the school-based part), and by Länder for general subjects (as schooling is the responsibility of individual Länder). Länder have the sole responsibility for schools that provide initial VET – both those providing the school-based component of apprenticeships (vocational schools) and school-based programmes (specialised vocational schools, trade and technical schools, health sector schools). Regulations regarding providers of initial VET therefore vary across the Länder.
References
[2] Azubi.de (2022), Verbundausbildung, https://www.azubi.de/beruf/tipps/verbundausbildung (accessed on 17 February 2022).
[1] BMWI (2022), The dual system of vocational training in Germany, https://www.bmwi.de/Redaktion/EN/Downloads/dual-system-of-vocational-training-germany.pdf?__blob=publicationFile&v=2 (accessed on 17 February 2022).
[4] Destatis (2021), Datenreport 2021 - Kapitel 3: Bildung, German Federal Statistical Office (Destatis), Wiesbaden, https://www.destatis.de/DE/Service/Statistik-Campus/Datenreport/Downloads/datenreport-2021-kap-3.html (accessed on 6 January 2022).
[3] Destatis (2020), Privatschulen in Deutschland - Fakten und Hintergründe, German Federal Statistical Office (Destatis), Wiesbaden.
Note
← 1. In 2018, 5% of 25-64 year-olds reported participation in formal programmes, while 54% pursued non‑formal learning (Destatis, 2021[5]).