Bundesinstitut für Berufsbildung (BIBB)

Content

The transitional sector within the training system

Structure of provision

Federal state specific differences in the transitional sector

Literature (German language)

The transitional sector within the training system

Source: "Integrated Training Reporting System"based on data provided by the Federal Statistical Office, the Statistical Offices of the federal states and the Federal Employment Agency; independent representation by the Federal Institute for Vocational Education and Training. Data status: 29.03.2011 Since 2005, there has been a significant shift in the entry into the four sectors of the training system of young people leaving general schooling (cf. box). Whereas a decrease in numbers has taken place in the transitional sector, the number of young people seeking to gain a higher education entrance qualification has risen by 99,645. The number of young people commencing a course of higher education study has also gone up by 79,942. In the largest sector, vocational education and training, the number of young people entering such training has declined by 62,820 since having reached a high point of 788,893 in 2007 (cf. Figure 1). In overall terms, those commencing vocational education and training are benefiting from demographic change.

Figure 1: Progressions in the sectors of the training system 2005-2010.

Source: "Integrated Training Reporting System"based on data provided by the Federal Statistical Office, the Statistical Offices of the federal states and the Federal Employment Agency; independent representation by the Federal Institute for Vocational Education and Training. Data status: 29.03.2011

The transitional sector is used by young people from different backgrounds and with various requirements.

• Young people who use the provision of vocational schools to improve their school leaving qualifications 
• Young people who require a vocational preparation scheme or who need time for orientation
• Young people seeking training places but who have not succeeded in their search are also directed towards the transitional sector (cf. EBERHARD/ULRICH 2011, pp. 110 f.).

Since 2005, the sector has undergone a decrease both in terms of absolute numbers and with regard to the proportion of progressions to this sector compared against the training system as a whole.

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Structure of provision

Provision within the "Integration into VET sector (transitional sector)" is bundled into ten so-called "arrays" " which vary in respect of requirements and content. Across provision within the training system as a whole, men and women frequently enjoy approximately equal representation. The proportion on non-Germans (foreign nationals) in the training system as a whole is just over ten percent.

Distribution within the transitional sector for the year 2009 was different (cf. Table).

Young women are more likely on average to attend "compulsory work placements prior to training as a nursery school teacher at vocational schools" and "educational courses at full-time vocational schools which lead to a general upper secondary school leaving qualification" whereas there is disproportionately strong quota of young men in the "basic vocational training year" and in the "pre-vocational training year".
Young people who do not have German citizenship are mainly to be found in "educational courses for employed/unemployed school leavers without a training contract" and in "educational courses for young people without a training contract aspiring to achieve lower secondary school leaving qualifications".

Sectors within the training system

The "training system" denotes all formalised and statistically recorded vocationally related training and qualifications provision. It is divided into four educational sectors in accordance with the various training objectives pursued.  

1. Vocational education and training (aim: a full vocational qualification)
2. Integration into VET/transitional sector (aim: vocational education and training)
3. Acquisition of a university/ entrance qualification (aim: higher education entrance qualification)
4. Higher education study (aim: higher education qualification)

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Federal state specific differences in the transitional sector

The significance of the transition sector within the federal states may be described in terms of the proportion of progressions in relation to the training system as a whole (cf. Figure 2).

In 2010, 15.8 percent of all progressions nationwide were to the transitional sector. In Baden-Württemberg, Lower Saxony and Schleswig-Holstein ("medium-blue" states), the proportion is above the national average.

In Bavaria, Berlin, Brandenburg, Mecklenburg-Western Pomerania, Saxony and Thuringia ("dark-blue" states), the proportion is far below the national average.
A consideration of the change in progression figures in the transitional sector since 2005 reveals that they have largely developed in parallel to the demographic development within the respective federal state. Relatively low levels of decrease are exhibited in the "medium-blue" states with regard to both school leavers and the 15 to 19 age group. Above-average degrees of decrease have been recorded in the "dark-blue" states since 2005. Except in the case of Bavaria, these federal states have seen a much more significant fall in the relevant demographic key indicators. As far as the federal states of the former East Germany are concerned, consideration needs to be accorded to the fact that applicants who have failed to secure a (dual) training place mainly progress to fully qualifying extra-company or school-based vocational education and training (cf. EBERHARD/ULRICH 2011, p. 108).

In addition to this, one conspicuous aspect of the situation in Lower Saxony is that "educational courses at full-time vocational schools which lead to a general upper secondary school leaving qualification" account for almost two thirds of the sector. The majority of all progressions to educational courses "which lead to basic vocational training for which a credit transfer can be given" takes place in Baden-Württemberg.

Conclusion

In general terms, the transitional sector across the 16 federal states presents an extremely heterogeneous picture. Whereas the prevocational training year is on offer virtually everywhere, "educational courses for young people without a training contract aspiring to achieve lower secondary school leaving qualifications" are only provided in three federal states. The only schemes available in all federal states are those funded by the Federal Employment Agency (vocational preparation, introductory training).

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Literature (German language)

• EBERHARD, V.; ULRICH, J. G.: "Ausbildungsreif" und dennoch ein Fall für das Übergangssystem. Institutionelle Determinanten des Verbleibs von Ausbildungsstellenbewerbern in teilqualifizierenden Bildungsgängen [Displaying "apprenticeship entry maturity" and yet still ending up in the transitional system. Institutional determinants of the destination of training place applicants in partially qualifying educational courses]. In: KREKEL, E. M.; LEX, T. (Eds.): Neue Jugend, neue Ausbildung [New youth, new training]. Bonn 2011, pp. 97-112
• STATISTICAL OFFICE OF THE STATE OF HESSEN: Ergebnisse der integrierten Ausbildungsberichterstattung nach Ländern. Anfänger im Ausbildungsgeschehen 2009 nach Sektoren/Konten und Ländern [Results Integrated Report for Vocational Education and Training by federal states. Beginners within the training system according to sectors/ arrays and federal states], Wiesbaden 2010.
• FEDERAL STATISTICAL OFFICE: Bildung und Kultur - Schnellmeldung Integrierte Ausbildungsberichterstattung - Anfänger im
  Ausbildungsgeschehen nach Sektoren/Konten und Ländern 2010 [Education and culture - Integrated Report for Vocational Education and Training Quick Report - Beginners within the training system according to sectors/arrays and federal states], Wiesbaden 2011

Detailed (German language) information on the Integrated Training Reporting System: http://indikatorik.bibb.de/de/52390.htm

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Erscheinungsdatum und Hinweis Deutsche Nationalbibliothek

Publication on the Internet: August 24, 2011

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Last modified on: August 10, 2011