Germany’s upper-secondary VET system offers both apprenticeships and school-based programmes, with flexible entry routes and recognised qualifications that support employment and further education. Curricula blend federally issued training regulations with Länder framework syllabi, and competence is certified through chamber-run exams and Länder-supervised school assessments. School-based VET includes workplace internships that differ in duration by programme and state. Training is delivered by companies, vocational schools and specialised centres or inter-company workshops. Vocational teachers need a subject-relevant university degree plus pedagogical training, while in-company trainers must hold an occupational qualification and trainer permit. Governance is tripartite, shared by federal and state authorities and social partners. Funding mirrors these roles: Länder pay for schools, employers finance in-company training, and targeted public schemes support SMEs and disadvantaged groups.
Vocational Education and Training Systems in Nine Countries
Abstract
Germany’s upper-secondary education offers two main pathways: general education and vocational education and training (VET). Most students enter upper-secondary VET with the Mittlerer Schulabschluss (also known as the Realschulabschluss), an intermediate school-leaving certificate awarded after Year 10 that qualifies them for dual apprenticeships or full-time vocational schools. Students with the Hauptschulabschluss – a more basic certificate typically earned after Year 9 – may also enter VET, particularly in programmes requiring fewer academic prerequisites (Kultusminister Konferenz (The Standing Conference of the Ministers of Education and Cultural Affairs), 2023[1]). Furthermore, older youth with pre-requisite qualifications may undertake upper-secondary VET, and about one-sixth of those in vocational programmes are adults aged 23 or over (Kultusministerkonferenz (The Standing Conference of the Ministers of Education and Cultural Affairs), n.d.[2]) (with an average starting age of 20 years (OECD, 2023[3]). In 2021, 32% of 15-19 year-old upper‑secondary students in Germany were enrolled in vocational programmes.
The prevailing form of VET is the dual system, which offers apprenticeships that combine part-time vocational training in schools with in-company training based on national standards (see Sections 5.2 and 5.6). At upper-secondary level (ISCED 3), about 88% of VET learners are enrolled in dual programmes covering over 320 recognised occupations, while around 12% follow full-time school-based routes, concentrated in sectors such as health, education and social care (Federal Institute for Vocational Education and Training (BIBB), 2023[4]; Kultusministerkonferenz (The Standing Conference of the Ministers of Education and Cultural Affairs), n.d.[2]). Of all VET learners, approximately 34% are women and 66% are men (Bundesamt Statistiches (German Federal Statistical Office), 2023[5]). Female learners are highly represented in full-time school-based programmes – especially preparing for careers in childcare, nursing or social work – while men dominate apprenticeships in trades, industry and technical occupations (OECD, 2022[6]).
In the dual system, apprentices are considered employees in training and receive a monthly allowance in line with either the minimum training allowance or collective agreements. Programmes usually last three years, though some run for 2 or 3.5 years depending on the occupation. High-performing graduates from two-year programmes can extend their training by 1-1.5 years so as to acquire the complete set of skills required of the profession qualification. Duration can also be shortened or lengthened based on prior learning or individual progress (OECD, 2022[7]). The programmes lead to an apprenticeship certificate.
School-based vocational programmes at ISCED level 3 (Berufsfachschulen), generally last one to three years and involve classroom and workshop instruction, sometimes augmented by brief work placements (internships) (OECD, 2022[6]). These programmes lead to a state-recognised vocational qualification equivalent in level to an apprenticeship certificate. School-based programmes focus on areas where apprenticeships are less common or where public/regional authorities prefer scholastic training routes. For example, training for state-certified educators (Kindergärtner/in), certain healthcare assistant roles, or design/IT assistants are through school-based routes. In some cases, especially in health occupations (e.g. nursing until recent reforms), these school-based programmes are the primary training pathway. School-based VET often integrates general education courses, and some programmes allow students to obtain an upper‑secondary leaving certificate alongside vocational qualifications (OECD, 2022[6]).
For students who do not initially meet requirements for skilled training, one-year pre-vocational programmes (Berufsvorbereitungsjahr) or introductory training (Einstiegsqualifizierung) internships can serve as a stepping stone into apprenticeships (OECD, 2022[8]). Such programmes often target those with lower secondary qualifications or migrant youth, combining basic education with vocational orientation. Though not delivering a full VET qualification on their own, they are part of the broader VET system’s effort to integrate all school-leavers into skilled training or employment. Box 5.1 provides more details about these programmes, as well as other efforts to make VET accessible to all learners.
Germany offers multiple stepping-stone programmes to help disadvantaged learners transition into vocational education and training (VET) or employment. These include both school-based and apprenticeship-type options, tailored to diverse support needs. Most are publicly funded and co‑ordinated by the Federal Employment Agency (Bundesagentur für Arbeit) or Länder authorities.
Introductory training (Einstiegsqualifizierung, EQ)
EQ is a 6–12-month paid internship in a company for young people unable to secure an apprenticeship. Interns work under contract, receive a monthly allowance (up to EUR 262) and full social insurance, reimbursed by the Federal Employment Agency. EQ participants also attend part-time school and receive a final reference from the employer, and about 45% move into a full apprenticeship within one year.
Assisted training (Assistierte Ausbildung flex, AsA flex)
AsA flex supports apprentices at risk of failure with tailored academic and social-pedagogical help. It was originally limited to people with learning disabilities and social disadvantage, though that limitation was dropped in 2021. It includes a pre-apprenticeship coaching phase (up to 18 months) and accompaniment during the apprenticeship. Support covers tutoring, job coaching and mediation with employers. About 25 600 apprentices used AsA flex in 2022.
One-year pre-vocational school (Berufsvorbereitungsjahr, BVJ)
BVJ is a full-time school-based programme for early school-leavers without a training contract. It offers basic education, initial vocational orientation and work tasters, and may lead to a lower secondary school certificate (Hauptschulabschluss). Länder fund and operate these programmes as part of the “transition system”.
Introductory vocational year (Berufsgrundbildungsjahr, BGJ)
The BGJ is another one-year school-based course, often credited toward the first year of an apprenticeship. It targets those who are undecided or need to build vocational readiness. It can also help school dropouts catch up on the secondary school leaving certificate. In some sectors (e.g. agriculture, construction), BGJ is mandatory before entering dual training.
VET centres for young people with disabilities (Berufsbildungswerke, BBW)
BBW are specialised residential centres combining therapeutic, educational and vocational training services for youth with physical, cognitive or psychological disabilities. They support around 16 000 participants per year and are regulated under the Social Code Book IX. Most BBW participants pursue recognised vocational qualifications under the Vocational Training Act (BBiG) or Crafts Code (HwO), often in adapted formats, which are classified at ISCED level 3. These qualifications are equivalent in level to those in mainstream dual VET and lead to employment as skilled workers, tailored to the needs and capacities of the learners.
Source: IBB Dortmund, (n.d.[9]), IBB (Internationales Bildungs- und Begegnungswerk) website, https://ibb-d.de/?lang=en; Bundesagentur für Arbeit (n.d.[10]), Berufsausbildungsbeihilfe (Vocational training allowance (BAB), www.arbeitsagentur.de/bildung/ausbildung/berufsausbildungsbeihilfe-bab, IHK Potsdam (n.d.[11]), Industrie- und Handelskammer (IHK) Potsdam website, www.ihk.de/potsdam/, Bundesministerium fur Bildung und Forschung (n.d.[12]), Federal Ministry of Research, Technology and Space website, www.bmftr.bund.de/DE/Home/home_node.html; Rehadat Addressen (n.d.[13]), Rehadat Addressen website, www.rehadat-adressen.de/; BBW Sudhessen (2025[14]), bbw-suedhessen website, www.bbw-suedhessen.de/; Bundesagentur fur Arbeit (n.d.[15]), Bundesagentur fur Arbeit website, www.arbeitsagentur.de/; Bundesamt fur Migration und Fluchtlinge (2025[16]), Federal Office for Migration and Refugees website, www.bamf.de/DE/Startseite/startseite_node.html.
German ISCED 3 VET is primarily oriented toward direct labour market entry, but it can also open pathways to further education. Graduates of upper-secondary VET receive nationally recognised certificates that qualify them to work as skilled professionals. Completing certain VET programmes can grant access to post-secondary or tertiary education, depending on the programme and additional qualifications (OECD, 2022[6]). For example, some school-based vocational programmes confer a Fachhochschulreife (entrance qualification for universities of applied sciences), and dual apprenticeship graduates can qualify for tertiary studies by taking an additional exam or completing a bridging course (OECD, 2022[8]). Around 30% of new apprentice entrants already hold a university entrance diploma (Abitur) (OECD, 2023[3]).
In addition to dual programmes and the school-based programmes, Germany also offers other ISCED 3 programmes that combine academic and vocational elements and that automatically grant access to higher levels of education. The Berufliches Gymnasium (or Fachgymnasium) offers a three-year upper-secondary programme that awards the Abitur (university entry diploma) with a focus on a vocational subject like economics, technology, or nutrition (OECD, 2022[6]). Another option is the Fachoberschule (specialised upper‑secondary school), which offers typically a 2-year programme open to holders of thelower-secondary diploma (Mittlerer Schulabschluss). It combines general education with vocational specialisation and extended internships, and leads to qualification for universities of applied sciences.
Overlap between the different ISCED 3 provisions is limited: most industrial and craft occupations exist only in the dual system, while most health and social-care roles are taught only in schools. A small number of fields, such as IT, offer both routes: a three-year apprenticeship (Fachinformatiker/in) alongside a two-year school-based assistant course, the latter yielding a narrower licence (Federal Institute for Vocational Education and Training (BIBB), 2023[4]).
Figure 5.1 provides an overview of Germany’s education system, highlighting the place of ISCED 3 VET and the pathways into and beyond VET.
Note: The reference year is 2023 (school year 2022/2023 in the northern hemisphere). Theoretical starting ages refer to the ages as established by law and regulation for the entry to a programme; actual starting ages may vary depending on the programme.
Source: Adapted from OECD (2023[17]), “Diagram of the education system: Germany”, OECD Data Explorer, https://gpseducation.oecd.org/CountryProfile?primaryCountry=DEU.
The curricula for vocational education and training (VET) at ISCED level 3 in Germany are underpinned by two main frameworks: the federally regulated training regulations (Ausbildungsordnungen) for apprenticeships and the curricula authorised by the Länder framework curricula for vocational schools (Rahmenlehrpläne) adopted by each Land and co‑ordinated nationally by the Standing Conference of Ministers of Education and Cultural Affiars (Kultusministerkonferenz, KMK). These frameworks reflect the dual structure of VET provision – through both dual apprenticeships and school-based programmes – and are aligned with the German Qualifications Framework for Lifelong Learning (Deutscher Qualifikationsrahmen für lebenslanges Lernen, DQR), which is referenced to the European Qualifications Framework (EQF). ISCED 3 VET qualifications correspond to DQR/EQF level 4 (Federal Ministry for Research, Technology and Aeronautics (Bundesministerium für Forschung, Technologie und Raumfahrt), n.d.[18]).
In the dual system, the Federal Ministry of Education, Family Affairs, Senior Citizens. Women and Youth (BMBFSFJ), together with employers, trade unions, and Länder governments, develops and updates the training regulations that govern the in-company component of each recognised occupation (Federal Ministry of Justice and Consumer Protection (BMJV), 2005[19]). As of 2025, there are over 320 recognised apprenticeship occupations in Germany (Federal Institute for Vocational Education and Training (BIBB), 2025[20]). Each training regulation consists of three elements:
An occupational profile (Berufsbild), defining core tasks and competence areas.
A training plan (Ausbildungsrahmenplan), outlining the schedule for acquiring competences.
Examination requirements (Prüfungsanforderungen), detailing structure and content of assessments.
The Federal Institute for Vocational Education and Training (Bundesinstitut für Berufsbildung, BIBB) co‑ordinates this process through its main board (Hauptausschuss), which includes representatives from employers, trade unions, the federal government, and the Länder (Federal Institute for Vocational Education and Training (BIBB), 2017[21]). Social partners are also directly involved in assessment governance for apprentices: examination boards (Prüfungsausschüsse) at the chamber level include employers, employee representatives and vocational teachers, and are responsible for designing, administering and grading the final apprenticeship exams (European Commission, 2025[22]). The quality assurance system ensures national consistency in certification, which supports both the portability of qualifications and their recognition by employers across the country.
Framework curricula are structured around interdisciplinary learning fields (Lernfelder) aligned with the occupational profile rather than traditional subjects. Each learning field integrates knowledge and skills from different disciplines to reflect real occupational tasks – such as combining legal knowledge, IT, and communication skills in a module on customer service (Kultusminister Konferenz, n.d.[23]). Framework curricula set benchmark time allocations for each learning field, typically amounting to seven or eight weekly hours in the first training year depending on the occupation.
Vocational schools (Berufsschulen) implement framework curricula developed and approved by Länder authorities, co‑ordinated through the KMK. The Länder regulate the exact distribution of lessons and may offer supplementary or remedial modules, such as preparatory courses or instruction towards the entrance qualification for universities of applied sciences (European Commission, 2025[22]). While employers and unions do not co-develop framework curricula, they may still contribute at the regional or institutional level – for example, through advisory boards, curriculum consultations, or by offering practical placements (see Sections 5.3 and 5.6). In the dual system, Vocational schools and training companies share a joint educational mission. While companies focus on occupational training, schools complement this by fostering both vocation-related and general competences, such as communication, ethics, and civic awareness.
Assessment procedures differ by programme type but follow common quality standards. In dual apprenticeships, the competent chambers (e.g. Industrie- und Handelskammern, Handwerkskammern) administer both interim (Zwischenprüfungen) and final examinations (Abschlussprüfungen), based on national criteria. An interim examination typically takes place midway through the programme and covers the competencies outlined for the first 18 months of training. Some occupations use a “stretched” final examination (gestreckte Abschlussprüfung) instead, where Part 1 takes place earlier in training and contributes to the final result alongside Part 2 at the end of training. The final exam typically consists of written, oral and practical components and tests occupational competence in line with the training regulation. Passing the exam grants a nationally recognised vocational qualification such as the title of Geselle (in crafts) or Facharbeiter/in (in industry) (Andreas Stöhr, 2017[24]) along with a certificate from the vocational school.
In school-based VET (e.g. Berufsfachschule, Fachoberschule, Berufliches Gymnasium), assessment is regulated by the Länder. It generally includes continuous evaluation (e.g. coursework, classroom performance) and a final examination. Programmes vary in structure and aim, but all successful graduates receive a state-recognised vocational qualification. The final examination often includes general subjects (e.g. mathematics, languages, politics), vocational subjects and a specialisation area. In Beruflichen Gymnasien und Berufsoberschulen programmes, double qualifications may be awarded through parallel academic and vocational assessments (Kultusminister Konferenz (The Standing Conference of the Ministers of Education and Cultural Affairs), 2024[25]; Verbraucherschutz, n.d.[26]).
In Germany, school-based VET programmes at ISCED level 3 typically integrate mandatory work-based learning (WBL) components. In contrast to dual apprenticeships, work-based learning in these programmes is typically delivered through defined internship periods rather than as part of a continuous training contract (OECD, 2022[6]). The structure and duration of WBL vary by federal state and programme type. In full-time vocational schools (Berufsfachschulen), learners may complete internships lasting between four and twelve weeks over the course of the programme. In programmes leading to assistant qualifications (e.g. staatlich geprüfter Assistent/in), WBL can account for up to 50% of total training time (Kultusminister konferenz (The Standing Conference of the Ministers of Education and Cultural Affairs), 2025[27]; European Commission, 2025[22]).
WBL in school-based programmes is especially common in sectors such as healthcare (e.g. physiotherapy), social care (elder and child care), early childhood education (e.g. educator training), and technical or commercial assistant roles.
The Länder governments govern school-based VET and regulate WBL placements through education acts and decrees. Vocational schools collaborate with local companies to organise placements, which are embedded in the school’s curriculum. Schools select or approve the participating enterprises and ensure that placements align with intended learning outcomes. Teachers are appointed to supervise the internship period, liaise with company mentors, and monitor learners’ progress (European Commission, 2025[28]).
Enterprises are not legally required to provide placements and are generally not compensated. Nonetheless, some Länder operate support schemes – such as Praktikumsakquise in Nordrhein-Westfalen – to help schools secure placements, especially in high-demand sectors or for disadvantaged learners.
The assessment of WBL is the responsibility of the school. Methods vary and may include reflective journals, project-based evaluations, or practical observations conducted jointly by school staff and enterprise mentors. Completion of the WBL component is typically documented in the learner’s school transcript and may contribute to the final grade in some Länder (European Commission, 2025[22]).
The Länder also establish quality standards for WBL. These may include criteria for selecting host enterprises, the appointment of qualified company mentors, school monitoring procedures, and performance evaluations. Teachers often visit companies or conduct remote check-ins during the internship. In some Länder, binding framework agreements (Rahmenvereinbarungen) help formalise co‑operation between schools and employers.
Germany’s VET programmes at ISCED 3 are delivered by a range of providers operating under the oversight of state education authorities or chambers, depending on the model. The principal provider types include vocational schools, companies (for apprenticeships), specialised vocational schools, trade and technical schools, and other institutions (e.g. health sector schools), each with distinct roles.
In the dual system, companies are the central training providers, as apprentices spend the majority of their time (3‑4 days per week) training at the workplace. Over 432 000 firms in Germany were training apprentices in 2019 (about 21% of all companies in Germany). However, not every company can provide apprenticeship training – roughly only half of German companies meet the eligibility criteria (appropriate facilities, qualified trainers, sufficient scope of work) (OECD, 2022[29]). Those that do participate are of all sizes, though larger firms are more likely to train than small ones. Companies deliver the practical, work-based component of VET, following the national training plan (Ausbildungsrahmenplan) for the occupation. They employ apprentices under a contract and pay them a training allowance. Firms benefit from apprentices’ productive contribution and often hire them upon completion, but they also bear training costs.
To support smaller or highly specialised companies that cannot cover the full range of required skills, there are inter-company vocational training centres (Überbetriebliche Berufsbildungsstätten) run by chambers or industry associations (OECD, 2022[8]). These centers provide supplemental off-site practical training in specific techniques or equipment (Überbetriebliche Lehrlingsunterweisung ÜLU) that a small firm might lack. These trainings are funded by the Federal Ministry for Economic Affairs and Energy and the Länder as a way to ensure training quality in SMEs To ensure that the vocational training centres (Überbetriebliche Berufsbildungsstätten) can provide modern and high-quality classrooms and equipment, the Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth promotes also – together with the Federal Ministry for Economic Affairs and Energy and the Länder – the renovation or new construction of these centres.
Additionally, some firms collaborate in consortia (Verbundausbildung) where two or more companies share an apprentice, each teaching different components of the occupation so that collectively they fulfill the training plan (OECD, 2022[8]).
Vocational schools are the main institutional providers of off-the-job education in the dual system. There are over 1 500 vocational schools across Germany (Federal Institute for Vocational Education and Training (BIBB), 2018[30]) operated by Lander or sometimes municipal authorities. They deliver the part-time schooling that complements in-company training for apprentices, typically 1‑2 days per week or in block release format. Vocational schools teach vocational theory, related academics (such as technical maths, business studies), and general subjects (like language, civics) to ensure apprentices receive a well-rounded education (OECD, 2022[7]). Vocational schools are not limited to dual apprentices: in many regions they also host pre-apprenticeship classes and other preparatory programmes (OECD, 2022[8]). They also often provide remedial instruction or language support if needed. Decline in apprentice numbers have led some vocational schools to merge or broaden their offerings (Federal Institute for Vocational Education and Training (BIBB), 2018[30]).
Specialised Vocational Schools (Berufsfachschulen) are full-time vocational schools that offer 1-3-year school-based VET programmes (as described in Section 5.1). Specialised vocational schools operate in almost all Länder and concentrate on fields that do not follow the dual model. Specialised vocational schools are often public, but there is also a significant number run by private or church organisations, especially in health and social sectors. They are under Länder jurisdiction and must meet state curriculum requirements. Uniquely, Berufsfachschulen can offer different types of programmes, overlapping somewhat with other providers. For example, specialised vocational schools cover a broad set of fields – they dominate training in health, social care, and childcare, which are mostly outside the dual system, but they also offer programmes in fields where apprenticeships exist (like IT or commerce) in a school format. There is also overlap in “pre-apprenticeship” training – both vocational schools and specialised vocational schools may run one-year vocational orientation courses. Overall, specialised vocational schools account for the second-largest share of VET enrolments (after vocational schools) at ISCED 3-4, reflecting the popularity of school-based tracks in some regions and sectors (OECD, 2022[8]). They cater both to youths entering directly after lower-secondary and, in certain programmes, to young adults.
The Fachoberschule is a two‑year upper‑secondary vocational school (Grade 11 and Grade 12) requiring the Mittlerer Schulabschluss (Realschulabschluss) for admission. It operates within vocational subject areas such as technology, business, health, design, nutrition, agriculture, or environmental technology (European Commission, 2025[28]). The curriculum blends theoretical instruction and practical workplace experience in the first year, progressing to a fully school-based programme in the second. Successful completion awards the qualification for universities of applied sciences (Würzburg, n.d.[31]; Haxhiavdyli, 2024[32]). The FOS thus offers a vocational–academic hybrid pathway at ISCED 3 that is distinct from dual apprenticeships and full-time VET schools.
Vocational Grammar Schools (Berufliche Gymnasien/Fachgymnasien) provide a hybrid general/vocational programme culminating in the Abitur. They can be seen as providers of general upper secondary education with a vocational orientation (fields like economics, technology, agronomy, etc.). Students spend three years (Grade 11, Grade 12 and Grade 13) and graduate with a university-entry qualification, plus foundational vocational knowledge in their specialisation. While these schools are not “VET” in the sense of delivering a certified occupation, they illustrate the diversity of provider institutions in Germany’s upper-secondary landscape. They fall under the responsibility of the Länder and are usually attached to vocational school centres.
There are two main categories of instructors in ISCED 3 VET in Germany: VET teachers (teaching in VET programmes at Vocational schools/Berufsfachschulen) and in-company trainers (Ausbilder in firms). VET teacher is a regulated profession requiring formal higher education and teacher training. VET teaching staff are further divided into three subgroups based on their subject specialisation and training pathway:
1. Teachers of vocational subjects/theory, who deliver subject-specific theoretical content (e.g. business studies, mechanical engineering).
2. Teachers of general education subjects, who teach core subjects like mathematics, languages, and civics.
3. Teachers of vocational practice (often referred to as Werklehrer or Fachlehrer, depending on the Länder), who focus on hands-on instruction and workshop-based learning.
Teachers of vocational theory and general education subjects follow a similar academic route: both typically complete a university degree at the master’s level that includes subject-specific content as well as pedagogical studies in vocational or general education. After university, they complete a teacher traineeship (Referendariat) - typically a 1.5 to 2-year period of supervised practical training in a school setting. They must also pass two state examinations – one after university and one at the end of the school-based internship – to obtain their full teaching qualification. Additionally, individuals qualified to teach general subjects in academic secondary schools (e.g. Gymnasium) can also teach those subjects in VET programmes (OECD, 2022[6]).
Teachers of vocational practice, by contrast, are usually recruited from among experienced industry professionals who hold a high-level vocational qualification – such as a Meisterbrief (master craftsperson diploma) or a relevant bachelor’s degree. Rather than following the university route, they undertake a continuing teacher education programme regulated by Länder law. This programme includes pedagogical coursework and a practical school placement and concludes with a state examination. Once qualified, they are authorised to teach practical workshops or applied specialist subjects (OECD, 2022[6]).
To address subject-area gaps – particularly in technical fields – the Länder have also expanded alternative certification routes. These allow professionals from industry to enter teaching as “side entrants” without a full teaching qualification. While about 48% of vocational teachers in 2019/20 were fully qualified (42% in vocational theory, 6% in vocational practice), nearly 20% entered through alternative pathways. Most of these side entrants are engineers or other university graduates who transition from industry into teaching, often without formal pedagogical training. Others are master craftspersons or technicians recruited as “hybrid” teachers bridging practical and theoretical instruction (OECD, 2022[6]). To attract such candidates, many Länder have relaxed entry requirements and expanded fast-track certification programmes. General-subject teachers (26% of the workforce in 2019/20) usually come from Gymnasium pathways.
Germany places growing emphasis on mentoring, induction, and continuing professional development (CPD) to support new and existing VET teachers (OECD, 2021[33]). While CPD requirements are regulated at the Länder level, most Länder set expectations for regular participation – typically around 10‑20 hours per year – through school laws or collective agreements (European Commission, 2025[34]). Structured induction and mentoring programmes are in place for both fully qualified teachers and side entrants, helping them transition into teaching roles. Professional development offerings include pedagogical training, subject-specific updates, and courses on digital teaching tools and Industry 4.0 technologies (Cedefop & ReferNet, 2025[35]) (National initiatives such as the Digital Pact for Schools provide targeted funding for digital infrastructure and tools, also in joined cross-Länder platforms (Hubbs) and to build digital competences among vocational educators. Teachers can also pursue further vocational qualifications – such as the AEVO certificate (Trainer Aptitude Regulation, see below) – or advanced technical degrees to expand both pedagogical and occupational expertise (Federal Institute for Vocational Education and Training (BIBB), 2024[36]).
On the enterprise side, training is conducted by workplace supervisors and mentors or Ausbilder (trainers). The Vocational Training Act stipulates that companies must have at least one “responsible trainer” who is personally and professionally apt to guide apprentices. To ensure this, in-company trainers must hold a Trainer Aptitude Certificate (Ausbildereignung, AEVO), obtained by passing the Ada-Schein (Ausbildung der Ausbilder) examination and mandated by the Trainer Aptitude Regulation (OECD, 2022[6]). Typically, this means a prospective trainer – who is a skilled worker or master in the company – attends a short course on training methods, pedagogy, and legal responsibilities, and then passes the chamber-administered trainer exam. In crafts, Master Craftsperson (Meister) qualifications explicitly include a pedagogical component qualifying the holder to train apprentices. The chambers verify trainer qualifications and company suitability before registering apprentices (OECD, 2022[8]).
Large companies often have full-time training personnel and even training workshops, whereas in small companies a line supervisor or senior craftsman takes on the trainer role alongside regular duties. As of 2020, there were over 650 000 certified trainers in Germany, a testament to industry’s commitment to training standards. In their day-to-day role, trainers plan the apprentice’s tasks to ensure all required skills are taught, provide instruction and feedback on their work, and co‑ordinate with vocational schools. Many firms rotate apprentices through departments and mentors while maintaining the oversight of the responsible trainer. Trainers can advise or require improvements if a company lacks capabilities to cover the training content and can direct apprentices to supplementary inter-company courses (OECD, 2022[8]).
Employers in Germany are generally supportive of trainer development and often facilitate participation in professional development activities (OECD, 2022[29]). Many employers cover course fees or offer time off for preparation. Larger companies may provide structured in-house training, mentorship, or access to external CPD courses to keep trainers updated on new technologies, regulatory changes, and instructional techniques. Chambers of commerce and crafts regularly provide workshops and updates for trainers (Elbe-Weser, n.d.[37]) and some Länder support local initiatives to improve trainer quality, especially in SMEs.
German VET at ISCED level 3 operates under a complex governance structure that balances federal, state, and social partner responsibilities, underpinned by robust legal frameworks. The cornerstone is the federal Vocational Training Act (Berufsbildungsgesetz, BBiG), first enacted in 1969 and most recently updated in 2005 and 2020, which, together with the Crafts and Trade Code (Handwerksordnung), regulates all fundamental aspects of apprenticeships. These laws define the recognition of training occupations, outline the requirements for in-company training staff, training companies and examination procedures, and ensure that training content is standardised nationwide (OECD, 2022[29]).
At the federal level, the Federal Ministry of Education, Family Affairs, Senior Citizenship, Women and Youth (BMBFSFJ) has overall responsibility for VET policy and for the in-company training component of dual programmes (OECD, 2022[6]). The BMBFSFJ oversees the development of training regulations for each occupation (in close collaboration with the social partners, see below) and co‑ordinates VET strategy with other ministries (for instance, the Ministry of Economic Affairs is involved in financing specific training initiatives in the crafts sector (OECD, 2022[8]).
The Federal Institute for Vocational Education and Training (BIBB) conducts research, provides policy advice, and plays a lead role in developing and updating national training regulation (Ausbildungsordnungen) for apprenticeships (OECD, 2022[6]). It hosts standing committees where the social partners (employer associations and trade unions), the federal government, and state (Länder) representatives jointly negotiate the content of training regulations (see more below).
Responsibility for the school-based component of VET – including both full-time school-based programmes and the vocational school portion of dual apprenticeships – lies with Germany’s 16 federal states (Länder). State Ministries of Education (Kultusministerien) regulate the vocational schools and are in charge of hiring and training VET school teachers. Through the Standing Conference of Länder Ministers of Education (Kultusministerkonferenz, KMK), the states co‑ordinate educational standards, including the framework curricula taught in vocational schools that complement federal training regulations. Each Länder enacts its own education laws that cover school-based VET, but in practice the basic structure of programmes is similar nationwide due to the consensus-building role of the KMK (OECD, 2022[6]).
Social partners – employers and trade unions – play a fundamental role in Germany’s VET system. At the national level, their representatives sit on the BIBB Main Board and various vocational training committees, where they initiate updates to training regulations and propose new occupations (OECD, 2022[6]). For example, if an industry sees demand for a new skill (such as IT security), employer groups can work with BIBB to develop a new apprenticeship occupation or modernise an existing one. Every few years, training regulations for each occupation are reviewed in committees including employer experts to keep standards current. At the regional level, employers influence VET through chamber assemblies and regional VET committees, advising state authorities on school programmes and helping co‑ordinate apprenticeship supply and demand.
Industry and Commerce Chambers (Industrie- und Handelskammern, IHKs) and Chambers of Crafts (Handwerkskammern, HWKs) play a key and statutory role in Germany’s VET system. These are self-governing public bodies representing employers in their sectors and regions. By law, all companies training apprentices must be a member of the relevant chamber, and all apprenticeship contracts must be registered with a chamber. There are 79 IHKs and 53 HWKs across Germany (OECD, 2022[29]) with legally entrusted with vital regulatory functions in the apprenticeship system: they advise and approve companies to ensure they meet training standards, maintain a register of training contracts, organise interim and final examinations, and issue the official skilled worker certificates (see Sections 5.2 and 5.5) (OECD, 2022[8]). They also co‑ordinate examination boards which administer the uniform final exams for each occupation (see Section 5.2). Locally, chambers often convene apprenticeship committees that bring together companies, schools and unions to discuss training provision and resolve any issues with training contracts or exams.
Engaging employers directly provides the backbone of the dual system by offering apprenticeship placements. German employers voluntarily take on apprentices (there is no legal requirement to train), thereby co-investing in education (see Section 5.1). The consistency and legal backing reduce the risk for employers and create a more level playing field (e.g. all must pay at least minimum apprentice remuneration, follow curriculum, etc.). Large companies may even run collaborative training centres benefiting their local SME suppliers. Employers also contribute by participating in job fairs, school partnerships, and apprenticeship marketing to ensure a robust pipeline of applicants.
Employers are also involved in assessing and certifying apprentices. Through the chambers, employer delegates serve on examination committees that design and administer the practical and theoretical exams at the end of training (OECD, 2022[29]). For instance, a master craftsperson from industry might sit on the panel for a mechatronics apprentice’s final test, evaluating whether the apprentice can troubleshoot machinery to industry expectations. Such involvement means the private sector effectively co-certifies new workers, reinforcing credibility of the qualifications. Sector associations often exchange best practices on training.
Upper-secondary vocational education and training (VET) at ISCED level 3 in Germany is financed through a shared responsibility model involving public authorities and private employers. Public funding primarily supports the school-based component, while employers bear the costs of in-company training (in the case of apprenticeship).
The Länder (federal states) and municipalities finance vocational schools, covering expenses such as teacher salaries, facilities, and equipment (Federal Institute for Vocational Education and Training (BIBB), 2024[38]). In 2021, public expenditure on VET schools amounted to approximately EUR 6.4 billion (Bundesamt, 2022[39]). The federal government plays a more limited role in recurrent funding for school-based VET but contributes to the broader VET system by funding national programmes, innovation initiatives, and the operations of the Federal Institute for Vocational Education and Training. For example, the federal government’s VET-related expenditures totalled around EUR 700 million in 2021 ((BIBB), Federal Institute for Vocational Education and Training, 2022[40]).
The federal government may also provide targeted funding through competitive grant programmes and co‑financed initiatives, often supported by the European Social Fund Plus (ESF+). One example is the Jobstarter programme, launched in 2006 by the Federal Ministry of Education and Research (now BMBFSFJ) and co-funded by the ESF, which aimed to strengthen regional training structures, particularly for small and medium-sized enterprises (SMEs), by increasing the number of in-company training places, supporting matching processes between firms and young people, and promoting structural improvements to the VET system ((BIBB), Federal Institute for Vocational Education and Training, 2022[40]).
Chambers of commerce and industry (Industrie- und Handelskammern, IHKs), which oversee apprenticeship examinations and provide training-related advisory services, are funded through mandatory employer membership contributions rather than general public subsidies (Pfeifer et al., 2021[41]).
Employers play a central role in financing dual apprenticeships by covering the costs of in-company training. These include apprentice remuneration, trainer salaries, materials, and administrative overhead (Federal Institute for Vocational Education and Training (BIBB), 2024[38]). In 2022, average apprentice remuneration was approximately EUR 1 057 per month, though this varied by sector – from around EUR 901 in craft trades to EUR 1 139 in healthcare. Firms in Germany are estimated to invest approximately EUR 28 billion (GBP 24.2 billion) annually in apprenticeship training. On average, companies incur gross training costs of around EUR 18 000 per apprentice per year, of which about EUR 12 000 is recouped through the productive contribution of apprentices, resulting in a net cost of roughly EUR 6 000 (Pfeifer et al., 2021[41]). However, studies also show that when longer-term benefits are taken into account – such as lower recruitment costs, reduced turnover, and the ability to retain skilled workers already familiar with company processes – training often yields a positive return on investment over time (Pfeifer et al., 2020[42]).
There is no national training levy; firms are not obliged to contribute unless they choose to train apprentices. However, sector-specific training funds exist in some trades, such as construction, where collective agreements require all companies to contribute, regardless of whether they train (Federal Institute for Vocational Education and Training (BIBB), 2025[43]).
The apprenticeship component of dual VET is treated as part of normal business operations, and firms can deduct associated expenses (e.g. apprentice wages, trainer time) as standard personnel and operating costs. No specific tax credits or subsidies apply to firms offering apprenticeships, except in a few targeted areas. However, SME employers can benefit indirectly from publicly funded inter-company training centres (Überbetriebliche Berufsbildungsstätten), which offer complementary training modules that small firms may be unable to provide in-house due to their specialisation (Federal Institute for Vocational Education and Training (BIBB), 2022[44]).
While most firms receive no direct subsidies for training, targeted financial incentives aim to maintain training opportunities in sectors or groups with lower market participation. For example, employers that train disadvantaged youth, individuals with disabilities, or those who complete a pre-apprenticeship internship (Einstiegsqualifizierung) may receive monthly subsidies from the Federal Employment Agency (Federal Institute for Vocational Education and Training (BIBB), 2024[45]). The internship subsidy is currently set at EUR 247 per month, plus social security contributions. In addition, some Länder operate schemes providing bonuses for companies that train single parents, women in technical trades, or apprentices displaced from bankrupt firms. Public funding is also available for joint training networks (Verbundausbildung), where multiple firms collaborate to train an apprentice. These programmes are co‑financed by federal, Länder, and ESF+ budgets (Federal Institute for Vocational Education and Training (BIBB), 2024[45]).
Apprentices also benefit from full coverage under Germany’s social insurance system and do not pay tuition fees. To ensure minimum earnings, a statutory minimum training wage was introduced in 2020. In 2025, first-year apprentices were entitled to at least EUR 682 per month, increasing annually (Deutscher Gewerkschaftsbund (German Trade Union Confederation), n.d.[46]). Additional financial support is available to apprentices through the Berufsausbildungsbeihilfe (BAB), a grant from the Federal Employment Agency for trainees who live away from home or face financial hardship. This grant helps cover housing, transport and living costs (Bundesagentur für Arbeit, n.d.[10]).
Students in full-time school-based VET programmes do not receive an apprenticeship wage. However, they may qualify for financial aid under the Federal Training Assistance Act (Bundesausbildungsförderungsgesetz – BAföG). These means-tested grants support eligible students with monthly living expenses and are particularly relevant in sectors such as health and social care, where training is school-based. In some of these programmes (e.g. nursing), learners may also receive an allowance from the training provider (often a hospital), aligned with public sector pay scales (Statistiches Bundesamt, Federal Statistical Office (Destatis), 2023[47]). Overall, learners face no study or training fees, regardless of age. Adults in full-time VET can also access BAföG, if eligible.
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To illustrate how curricula and assessments are implemented in Germany’s upper-secondary VET, this annex presents three representative examples:
Example 1: Apprenticeship in Plumbing and Heating (Anlagenmechaniker SHK) – Dual Craft Apprenticeship (ISCED 354, EQF 4).
Example 2: General Nursing Programme (Pflegefachfrau/-mann) – School-based Health VET Programme (ISCED 353/454, EQF 4).
Example 3: Apprenticeship in IT Specialist (Fachinformatiker/in) – Dual IT Apprenticeship (ISCED 354, EQF 4).
Each example outlines the programme’s structure (content, duration, and training venues) and the assessment procedures, highlighting the prescriptiveness of curricula and the division of responsibilities.
The Anlagenmechaniker/in für Sanitär-, Heizungs- und Klimatechnik (Plumbing and Heating Systems Technician) is a dual apprenticeship programme in Germany regulated at the national level. The programme lasts three and a half years and leads to a nationally recognised journeyman certificate (Gesellenbrief) issued by the relevant regional Chamber of Crafts (Handwerkskammer). The dual structure combines practical training in a company (usually three to four days per week) with theoretical instruction at a part-time vocational school (Berufsschule) (typically one to two days per week).
The legal basis for the programme is the training regulation (Federal Institute for Vocational Education and Training (BIBB), 2016[48]) (issued by the Federal Ministry for Economic Affairs and Energy (Bundesministerium für Wirtschaft und Energie) in agreement with social partners. This regulation defines the occupational profile (Berufsbild), the minimum training content for each year, and the examination requirements. It includes a company-based training plan (Ausbildungsrahmenplan) that prescribes which skills must be taught during each year. These cover areas such as installing and maintaining piping systems, sanitation, heating, ventilation and air-conditioning (HVAC) technology, energy-efficient building systems, and customer service.
In parallel, the Standing Conference of the Ministers of Education and Cultural Affairs (Kultusministerkonferenz, KMK) has approved a national framework curriculum (Kultusminister Konferenz (Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs), n.d.[49]) for vocational schools, which each federal Länder implements through its own school legislation. This curriculum is structured around 13 interdisciplinary learning fields that reflect typical occupational tasks. These fields include “Planning and manufacturing simple pipe systems”, “Installing sanitary systems”, and “Implementing climate protection and energy efficiency”. The curriculum prescribes a total of 1 020 hours of vocational instruction over the full training period. General education subjects, if taught, are regulated separately by Länder education authorities.
Each learning field defines the occupational tasks, required knowledge and skills, and didactic principles for instruction. For example, in the field “Installing heating systems and implementing climate protection measures,” apprentices are expected to learn about combustion systems, emissions, hydraulic balancing, and relevant regulations on environmental and energy efficiency. The curriculum allows for pedagogical flexibility in how content is delivered, but the scope and sequence of topics are tightly prescribed.
In-company training follows the Ausbildungsrahmenplan, which sequences the acquisition of competencies over the four training years. In the first year, apprentices learn foundational skills such as reading technical drawings, measuring and bending pipes, and using basic hand tools. In the second and third years, they take on more complex tasks such as installing and servicing heating systems, working with solar thermal units, and carrying out leak testing. In the final phase, apprentices are expected to independently complete complex installations, troubleshoot HVAC systems, and interact with customers. Training progress is documented in a logbook (Berichtsheft) maintained by the apprentice and monitored by the company’s certified trainer (Ausbilder), typically a master craftsperson (Meister/in). Co‑ordination between school and workplace is facilitated by the prescribed curriculum and periodic communication.
Assessment in this apprenticeship is standardised nationwide and managed by the regional Chamber of Crafts (Handwerkskammer). Apprentices undergo an interim examination (often a Gesellenprüfung Teil 1) halfway through the programme, which serves as diagnostic feedback. The apprenticeship concludes with a final examination (Gesellenprüfung) set by the chamber’s examination board. This final exam has practical and theoretical components: typically, the apprentice must complete a practical task (e.g. solve a heating system fault) within a given time, under observation. They also submit documentation relating to the task (planning calculations, materials used, safety measures) and undergo an oral questioning about their work.
In addition, there are written exams covering trade theory. All chambers base their tests on federal regulation, which explicitly details the exam requirements. The exam board is composed of master craftspersons, employee representatives, and vocational school teachers. To pass, the candidate must achieve at least “sufficient” in each part (grades are standardised nationally). Upon passing, the apprentice is issued a certificate, which is valid across Germany and allows holder to work independently.
While most graduates directly enter the labour market, the qualification also opens pathways to further professional education – for instance, progression to a master craftsperson course (Meisterschule) or specialised upskilling in renewable energy systems.
The general nurse training (“Pflegefachkraft”) is a three-year full-time vocational programme in the healthcare sector that exemplifies Germany’s school-based VET pathway. It is delivered primarily through vocational nursing schools (Pflegeschulen), supplemented by extensive practical training in healthcare facilities. This programme was established by the Nursing Professions Act of 2020, which unified previously separate specialisations (elderly care, general nursing, pediatric nursing) into a single generalist qualification (Wittig, 2022[50]). Students enrolled in nursing VET are typically contracted as trainees by a hospital, clinic or care home that partners with the vocational school – so, although it is classified as school-based, it functions as a dual structure between the nursing college and practical training sites (but outside the remit of the Chambers of Crafts/Industry).
The national curriculum is governed by a federal Training and Examination Ordinance for Nursing. The curriculum mandates at least 2 100 hours of classroom-based theoretical and practical instruction at the nursing school, and 2 500 hours of supervised practical training in various health care settings (Wittig, 2022[50]). These hours are spread over the three years and cover a wide range of competencies: e.g. nursing science and theory, anatomy and physiology, patient communication, ethics and law, as well as practical skills in general medicine, surgery, geriatrics, pediatrics, and community care.
The theoretical curriculum is modularised into broad fields such as “Supporting patients in rehabilitation and self-care.” Each module lists detailed learning outcomes that align with professional nursing standards and the EU requirements for nurse training (which specify minimum training hours and content across the EU) (Gazette), 2018[51]). The curriculum is highly standardised nationally – all nursing schools follow the core content and hour distribution set by federal regulations.
The practical training component is equally structured: trainees must rotate through multiple placements, including hospital general wards, pediatric units, psychiatric care, and elderly nursing homes. Co‑operation agreements between schools and training providers stipulate which skills are to be practiced in each rotation and that each student gets the required mix of experiences. This prescriptive framework leaves relatively little flexibility – providers can exceed the minimum hours, add electives, or adapt teaching methods, but cannot reduce the core content. The Länder are responsible for implementing this framework: they authorise nursing schools, supervise the quality of teaching, and organise the state examinations.
A typical sequence in the programme might involve blocks of several weeks of theoretical instruction followed by a practical rotation. For instance, during a theory block, students learn about pharmacology, nursing care planning, and infection control through lectures, simulations, and case studies. They might practice skills such as wound dressing changes or measuring vital signs in a controlled lab setting at school. Following this, in a clinical rotation, the trainee works under the supervision of licensed nursing staff to apply those skills with real patients – initially observing and assisting and gradually performing tasks independently. Each student is assigned a qualified practical mentor at the training site (usually a senior nurse) who guides and evaluates them.
There is also an interim evaluation (often at the end of the second year) to assess whether the student is progressing adequately in both theory and practice. At the end of the three years, students undertake a rigorous state examination overseen by the Land’s health authority, consisting of three parts: written, oral, and practical. The written exam typically covers major subject areas (e.g. one paper on general nursing and internal medicine, one on surgery and pediatrics, one on geriatrics and community care), standardised at the state or national level with essay and case-based questions.
The oral exam allows examiners to probe the student’s knowledge in areas like ethics, law, or specific patient scenarios; it is often conducted by a board at the nursing school and might involve case vignettes where the candidate must explain how they would assess and care for a patient.
The practical exam is perhaps the most pivotal: the trainee must demonstrate nursing care for a real patient (or a simulation) under exam conditions (Gazette), 2018[51]). For example, the student might be assigned a patient, perform a nursing assessment, plan and carry out several nursing interventions, and then document and present the care they provided. Examiners (which include nursing instructors and an external nursing expert appointed by the authority) observe this and question the student on their decisions – essentially assessing clinical reasoning and hands-on skill. The exam board is formed according to law, typically including: a representative of the state authority (who chairs it), nursing school teachers, and experienced nurses from practice.
To be admitted to the exam, students must have completed all required hours of training; there is some leeway for absences, but exceeding certain limits requires making up training time. The grading follows a unified scale (Very Good to Insufficient) and students must pass all three parts; a failure in one part usually means that part can be retaken once, after additional training if needed. Upon passing, graduates receive a state-recognised qualification as “Pflegefachfrau” or “Pflegefachmann”, entitling them to practice as licensed registered nurses across Germany (Gazette), 2018[51]) The certificate is accompanied by an EU diploma supplement.
The IT specialist apprenticeship (Fachinformatiker/in) is a three-year dual vocational programme that prepares learners for skilled work in the digital and information technology sector. It leads to a nationally recognised qualification in one of four specialisations: Application Development (Anwendungsentwicklung), System Integration (Systemintegration), Data and Process Analysis (Daten- und Prozessanalyse), or Digital Networking (Digitale Vernetzung) (Federal Institute for Vocational Education and Training (BIBB), 2020[52]) (Apprentices train in both a company (Ausbildungsbetrieb) and a part-time vocational school (Berufsschule).
The 2020 training regulation (Ausbildungsordnung) defines a common occupational profile (berufsprofilgebende Fertigkeiten, Kenntnisse und Fähigkeiten) for all IT specialisations, covering areas such as system architecture, programming, IT security, support, and agile project management. Each specialisation builds on this shared core with additional, occupation-specific training content. The regulation includes an in-company training plan (Ausbildungsrahmenplan), which sequences skill acquisition over the three training years. For example, System Integration apprentices begin with setting up operating systems and user accounts and progress toward configuring complex network infrastructures by Year 3. Companies have flexibility in how they deliver training, but they are required to ensure that apprentices gain exposure to all prescribed competences by graduation.
The framework curriculum for vocational schools (Rahmenlehrplan), jointly agreed by the Standing Conference of the Ministers of Education and Cultural Affairs (KMK), translates the training regulation into structured learning fields. For all specialisations, the curriculum consists of 960 hours of occupation-specific instruction (berufsbezogener Unterricht), distributed across 12 learning fields. These include topics such as developing and providing client-specific information technology systems; implementing software solutions; ensuring IT security; and analysing data and processes. Each learning field is described with concrete, action-oriented learning objectives, such as “students can plan, implement and evaluate IT systems using project methods” (Kultusminister Konferenz (Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs), n.d.[49]) (While the curriculum is standardised nationally, schools and teachers can choose the specific programming languages, tools or case studies that best fit their local labour market. Instruction is largely project-based: learners often work in teams to simulate real IT development projects and produce working applications or systems.
Apprentices in alternate between workplace training in a company and part-time classroom instruction at vocational school (Berufsschule). Typically, apprentices spend three to four days per week on the job, and one to two days per week at school, though some Länder use full-time block-release models (Federal Institute for Vocational Education and Training (BIBB), 2002[53]). For example: an apprentice might spend Monday to Wednesday at the company, learning how to expand a database and write SQL queries for a project; later that week in school, their class might cover relational database theory and query optimisation, reinforcing the practical experience with formal knowledge. Employers and schools are mandated to co‑ordinate by the Vocational Training Act and in some cases, teachers visit companies or vice versa to ensure synergy.
Companies document apprentices’ exposure to tasks prescribed by the Ausbildungsrahmenplan, and address any gaps (e.g. by sending the apprentice for a short stint at an inter-company training centre or partnering firm if the company’s own workflow doesn’t cover a specific skill). At the same time, instructional methods are flexible. Many vocational schools use real-world project pedagogy – classes might develop a small software application from start to finish as a term project, covering analysis, coding, testing, and presentation. Apprentices also benefit from the professional setting at work: they contribute to actual IT projects under supervision and gradually take on more responsibility. By the third year, it’s common for an apprentice to manage a medium-sized project module independently.
The IT specialist apprenticeship uses a two-part final assessment (gestreckte Abschlussprüfung), reflecting an updated assessment model introduced in many modern occupations. This model includes two formally weighted parts: Part 1 (Abschlussprüfung Teil 1) and Part 2 (Abschlussprüfung Teil 2), both of which are overseen by the regional Chamber of Industry and Commerce.
Part 1 takes place in the second year of training and contributes 20% to the overall final grade. It focuses on basic professional knowledge and skills, with a written examination testing areas such as IT systems, application development, system integration, and economic/social contexts. The exam duration and content are specified in the regulation depending on the specialisation.
Part 2 occurs at the end of the third year and carries 80% of the final grade. It comprises:
A company-based project (betrieblicher Auftrag) selected by the apprentice and approved by the IHK. The apprentice must independently plan, execute, and document this project over several weeks. For example, a system integration apprentice might design and implement a secure network infrastructure.
A technical discussion (fachliches Gespräch) where the apprentice presents the project to an examination panel and answers questions about technical choices, methodology, and outcomes.
Written examinations on core IT topics, including systems and networks, programming, databases, and IT security, plus a separate paper on economic and social studies (Wirtschafts- und Sozialkunde) that tests general workplace knowledge.
The examination content and weighting are legally defined in the regulation and further detailed in annexes. The project and documentation are evaluated using defined criteria, including problem analysis, technical accuracy, implementation, and reflection. The IHK approves project topics.
The examination board typically consists of qualified IT professionals, employee representatives, and vocational school teachers, in accordance with the Vocational Training Act. They apply uniform national grading standards. A minimum grade of “sufficient” (ausreichend) in each component is required to pass.
Upon successful completion, the IHK awards the nationally recognised qualification “Fachinformatiker/in” with the relevant specialisation. This certificate confirms the holder’s status as a skilled worker in the IT field and provides access to further career paths, such as certified IT specialist (Geprüfter IT-Entwickler, IT-Projektleiter) or even higher education if combined with the university entrance qualification.