Table of Contents

  • The German vocational education and training (VET) system is known and admired around the world for its ability to prepare young people for high skilled employment. In Germany, VET smooths transitions into work and is closely aligned with labour market demand. This report focuses on an unprecedented test of the German VET system: how to respond to the significant increase in migrants who arrived in the country in 2015-16.

  • This study explores how vocational education and training (VET) systems can best respond to the opportunities and challenges presented by migration. The focus is on Germany and how it is responding to the 1.5 million migrants arriving in search of humanitarian protection during 2015-16. The arrival of this disproportionately young group of people represents a significant opportunity. Germany is an ageing society experiencing skills shortages. It cannot be taken for granted, however, that new arrivals will succeed in VET. The barriers they face are considerable: familiarity with, or interest in, VET is commonly limited; relevant social networks are routinely weak; and the knowledge and skills required to enter and benefit from VET, notably in terms of language capability, is often insufficient. Targeted interventions can address such challenges, helping to improve provision for all learners at risk of poor outcomes. In responding to migrant needs, German VET can become more inclusive without reducing quality. Germany has already devoted significant attention to VET as a mechanism to enable integration - and for good reason. Work-based learning enables integration because it demonstrably gives learners skills that employers want in real-world settings.

  • This chapter gives an overview of the study, and highlights how the recent inflow of migrants can represent both challenges and opportunities for Germany. The chapter further outlines the situation of the apprenticeship market in Germany, discussing supply and demand issues, regional and occupational mismatches and future labour market needs for vocational education and training (VET) occupations. It then provides a short overview of the asylum system in Germany and describes the educational background and aspirations of both recently arrived asylum seekers and refugees, as well as natives with immigrant parents, and their entry into the VET system. Further, the chapter sums up key strengths and challenges that Germany is facing in using VET to integrate migrants, and concludes with listing the policy pointers that are identified in the report.

  • This chapter looks into the hurdles many migrants meet as they get ready for vocational education and training (VET). OECD data show that both migrants and natives with immigrant parents often possess levels of academic proficiency and types of professional aspiration which are significantly different from the native population. Obstacles relate to confidence in pursuing VET routes, possession of relevant knowledge and skills and access to social networks providing advice and support. The chapter explores policy options and illustrates examples of effective practice from Germany and other OECD countries on how to successfully equip migrants with the necessary skills to enter upper secondary VET. The chapter first discuss how to get migrants and natives with immigrant parents informed about the prospects of VET, while the second section is about the broad variety of preparatory measures to build up necessary skills to enter VET, including language, basic skills and vocational skills.

  • Combining school-based with workplace-based learning is one of the strengths of the German vocational education and training (VET) system. Yet, securing an apprenticeship can also present a challenge for young people, particularly when their grades are low and when their parents cannot support them during the application process. This chapter identifies the main challenges that recent arrivals and young natives with immigrant parents might face when they are trying to secure an apprenticeship, as well as the barriers employers might have in taking on a migrant apprentices. The main challenges identified include: 1) finding an apprenticeship, 2) getting employers on board, and 3) tackling discrimination in the apprenticeship market. It further discusses how Germany has responded to these challenges, provides policy recommendations on how to facilitate entry into VET and highlights good practice examples from other OECD countries and Länder in Germany.

  • While most vocational education and training (VET) students learn their skills during an apprenticeship without additional support measures, some apprentices struggle to complete the training. Broadly speaking, students with immigrant parents are generally as content with their apprenticeships as students with native-born parents. They are more likely to participate in additional support measures, but are more likely to drop out of VET, and the apprenticeship contract cancellation rate is particularly high for students from the main asylum countries. For humanitarian migrants, a major issue is weak language skills, which makes it difficult to follow the theoretical curriculum in VET schools. This can indicate that many migrants need targeted support during their apprenticeship, which can increase the chances of completing the training and secure a stable connection to the labour market. This chapter discusses the challenges migrants might meet during their apprenticeship training.

  • The high influx of humanitarian migrants arriving into a host country within a short time frame can challenge the governance of a system. As an integration agenda cuts across different polices, the governance structure of vocational education and training (VET) aiming integration is complex. Governing the system in a coherent and effective manner can therefore be an issue. This chapter identifies two key challenges in Germany: 1) how to ensure policy coherence across education, labour market and social policies; and 2) how to secure co-operation and peer learning across the regions. Policy options in relation to the development of an overarching strategy and the co-ordination of its delivery are proposed. Taking steps to further enhance evidence and data is important in order to inform decision making and identify good practice. Further, opportunity exists to enhance peer learning between the regions on effective and innovative practices.

  • This chapter explores the possibility for more flexible approaches to vocational education and training (VET) in order to meet the needs of struggling learners, including recent arrivals. As some learners are struggling to move through the VET system with a formal qualification, there can be opportunity to discuss alternative pathways through VET for particular groups. Increased flexibility can be more effective learners who are less likely to be admitted and complete a standard VET track. The development of new means of entry into VET can be linked, moreover, to sectors of the labour market which are experiencing skill shortage and are in need of recruiting apprentices. Learning from experiences locally in Germany and from other OECD countries, such flexible approaches include consideration of shorter qualification as a stepping stone towards a full qualification, prolonging the duration of apprenticeship training for specific groups, as well as a modularised approaches.

  • The terms “migrant”, “asylum seeker” and “refugee” are often used interchangeably in public debate. Yet, making a distinction between these groups is crucial, as a person’s legal status has important repercussions regarding their access to services and to the labour market.