In order to train, a company has to employ at least one qualified in-company trainer. At school vocational teachers give the vocational subjects and teachers for vocational practice offer practical vocational training.

In-company training staff

The Vocational Training Act (BBiG) requires the training company to employ a qualified in-company trainer. Such a person must be personally and professionally suited to the role of a trainer. Professional aptitude encompasses both the occupational skills, knowledge and competences required for the respective occupation and relevant occupational and vocational teaching qualifications.

  • The occupational aptitude is given if the person has a qualification as skilled worker in the subject area or a similar qualification and has adequate work experience. The proof of vocational aptitude of the trainer is part of the necessary information to register an apprentice with the competent body (mostly the chamber).
  • Pedagogical training is usually demonstrated via an examination in accordance with the Ordinance on Trainer Aptitude (AEVO). The Board of the Federal Institute for Vocational Education and Training (BIBB) recommends a duration of 115 hours for a AEVO preparation course.

Within the sphere of responsibility of the trainer skilled workers can be assigned with training tasks on a limited-time basis alongside their occupational activities. The Vocational Training Act only requires them to have a professional qualification. Demonstration of vocational teaching aptitude pursuant to the AEVO is not necessary

To support the in-company trainers the Federal Institute for Vocational Education and Training offers information and materials for the individual training occupations and operates internet platforms for in-company trainers and examination committee members.

Teachers at vocational schools

Vocational teachers are employed as civil servants at the vocational schools. There are two types of vocational teachers:

  • Vocational teachers that studied at university to become a vocational teacher in a certain field. They had to take the state examination for teachers and teach vocational and general subjects. Often teachers with vocational subjects have started their professional career as apprentices. “Alternative recruitment“ of graduated Engineers or other professionals into targeted in-service teacher training programmes is also a common practice across Federal States.
  • Teachers for vocational practice are e.g. master craftsman, state-certified technicians or have another relevant qualification according to their subject. Additionally they have to undergo a specific pedagogic training over one to two years. They provide the apprentices with practical training for their occupation with a focus on skills and technological operations.

Training advisors and assistance

According to the Vocational Training Act the competent bodies appoint training advisors. The advisors visit companies, give information on training opportunities, acquire new training companies and counsel the company and the apprentices during the apprenticeship.

Training assistance addresses apprentices with difficulties to ensure the successful completion of their apprenticeship. It encompasses all technical questions and also covers socio-educational problems and language deficits. The assistance is financed by the local employment agency and conducted by experts working at training providers.