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2.2.3 VARIOUS CPD PROGRAMMES AND NETWORKS AVAILABLE FOR

TEACHERS
A 2018 PISA OECD report found that Germany is lacking in its access to digital profes-
sional development in education; Germany placed at number 76 out of 78 countries in
appropriate digital teacher training access with just Hungary and Japan behind. This
ranking is based on school principal's assessments who argue that only 40% of German
students attend schools at which the digital education and training for teachers is ap-
propriately professional. To placate this issue, the Federal Government and German
states have come together to fund the ‘Quality Offensive Teacher Education” (DE:
“Qualitätsoffensive Lehrerbildung”) to strengthen teacher training and attract more
teachers. Specifically, there are two funds for digitalisation of teachers and teachers
for vocational schools. Especially since the 2020 lockdowns, digitalisation has become
a hot topic for teacher trainings and various projects are funded to provide additional
training.

Nonetheless, continuous learning programs from the state are still limited due to com-
plex government structures and the difficulty to coordinate and cooperate at a federal
and state level. As a result, more support is provided by private companies in Germa-
ny. A study by the Robert Bosch Institute found that states only spend 173€ per teach-
er per year, while private sector companies spend an average of 423-561€ per em-
ployee per year on continuous education. This proves a real discrepancy in German
teachers' access to continuous learning opportunities even though it is stressed as a
necessary investment. In addition to the private sector, several non-profits provide
teacher training opportunities in Germany; these are programs that focus on topics
such as on digital pedagogy, informal learning programs and inclusive learning styles.

2.2.4. UNMET NEEDS
A study carried out by the DAK in Germany (11/2020) shows that every fourth trainer is
regularly emotionally exhausted and shows burnout symptoms. It’s stated that the
pandemic is saturating our trainers and there is not much space for experimentation
which is restricting the quality of distance learning programs. This highlights the unmet
needs for trainers in digitalization upskilling and support. As a result of the pandemic,
the potential of online learning by adults has been increasingly recognized worldwide,
however, there are some major setbacks that must be addressed in Germany to in-
crease the quality of the learning opportunities. According to a 2020 OECD report,
these limitations are (1) the development of basic digital skills of adult learners and
trainers, (2) motivating online learners, (3) broadening the range of the informal learn-
ing offers and (4) developing quality assurance mechanisms for online learning.

In Germany, according to research from the German Federal Institute for Vocational
Education and Training (BiBB), more than 700,000 companies reduced their employees
working hours in April 2020, but the VET sector was one sector that was required to
continue providing training. The Covid crisis forced (VET) trainers to transition to digital
learning very quickly and for most, this was the first time. The quick transition meant