The German vocational system has faced significant challenges since 1990, including the impact of German unification; challenges posed by globalisation and the shift from a production-based to a post-Fordist economy; changes related to the European Union, migration, and immigration; and demographic changes within Germany that have affected both students and teachers in the system. The following article details these challenges and their impact on the German vocational system, and then reviews a number of structural responses being implemented to address these challenges. These responses include the creation of new and modernised occupations; attempts to increase the number of training placements for youth; efforts to improve coordination and cooperation among all partners; specialised pilot projects to address specific challenges; and an expansion in the traditional model of the 'dual system'. While these efforts have benefited a large number of young people, the author contends that they have not completely addressed the challenges in the system, especially the need to more accurately project economic needs and then train accordingly. Moreover, despite attempts to create better transparency, the added forms have made the system more confusing and complex. The author suggests that it is worth questioning the continued relevance of the Berufskonzept for the system as a whole, and that it would be useful to open up a discussion of possible reforms on a deeper structural level.
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