Every year, around 250,000 young people try to find their way into vocational training after leaving school with the help of the transition area. There is a wide range of programs to choose from, but too often companies and young people do not find a match.
How can we get young people interested in technology and thus in technical training occupations and degree programmes? How can we counteract the shortage of young talent?
Demographic change, a shortage of skilled workers, unfilled training positions - these are often prevalent issues in Germany when it comes to recruiting employees. But what is it like in other countries? We asked around locally.
We, the education department of the VDMA, support our members in all matters relating to the recruitment of junior staff, schools, training, studies and further education and serve as a bridge to education policy. Here you will find the right contact person for your topic and your question.
Demographic change, a shortage of skilled workers, unfilled training positions - these are currently predominant issues in Germany when it comes to recruiting employees. But what is it like in other countries? We asked around locally.
They are considered to be particularly demanding and at the same time they can choose their jobs: Companies supposedly have to roll out the red carpet for the young professionals of the so-called Generation-Z. But as is so often the case, cliché and reality differ considerably. Recruiting young talent has not become easier for industrial companies in the digital age. But with a little courage and creativity, Generation-Z can also be reached well.
The majority of companies in the mechanical and plant engineering sector are planning to recruit new staff. The situation has improved for young talent as the companies plan to expand their vocational training and dual study programs. Companies, on the other hand, are threatened with personnel bottlenecks that could endanger their innovative thrust.
Today, technical knowledge is a fundamental part of general education. However, a comprehensive analysis of the curricula at general education schools carried out by the VDMA in all German states shows: The vast majority of young people can graduate from school without ever coming into contact with designated technology education. On this page you will find all the results of the individual federal states, the state comparison in the compendium as well as other useful press information.
How do you use a saw? How do you calculate the area of a rectangle? Many trainees are at a loss here. "Technology" as a school subject exists in only a few federal states. What do mechanical engineers do to make up for the deficits?
Thuringia places more emphasis than other federal states on technical education at general secondary schools. That pays off: Thuringia ranks 3rd in the VDMA's curriculum analysis.
Saxony-Anhalt is the only federal state to offer an independent subject "technology" in all secondary general education school types. This is a big plus in the VDMA's nationwide curriculum analysis and means second place in a comparison of federal states.
Saxony ranks fifth in a Germany-wide VDMA curriculum analysis. The schools can score points with the compulsory subjects Computer Science and Technology/Computer, which are taught both at the secondary school and at the Gymanisum.
Mecklenburg-Western Pomerania is one of the few federal states to offer computer science as a compulsory subject in all secondary general education school types. But there is still some catching up to do. This brings the state to ninth place in the VDMA's nationwide curriculum analysis.
Brandenburg's schools are on the right track with regard to technology education. In this way, all general secondary school types impart a broad range of technical knowledge. In a nationwide comparison, Brandenburg occupies eighth place.
"Germany is the technology leader on the international markets and intends to remain so. Therefore, there is an urgent need for action on the part of education policy in digitizing our schools," comments Jörg Friedrich, head of the VDMA Education Department, on the results of the latest education monitor of the Cologne Institute of the German Economy (IW).
The VDMA educational policy offers a wide range of services in all areas of the education chain.
The VDMA Education Committee is the main body for networking and exchange between VDMA member companies on education issues and for monitoring and controlling VDMA activities in this area.
Internships are the most important building block in career orientation for young people and a valuable recruitment tool for companies. But they have to be done well.
