Many seek to begin a master craftsman qualification upon completion of training. Such a qualification is the first step towards self-employment.
Speaking in 2005, Apple founder Steve Jobs stated that "stay hungry, stay foolish" was the secret behind his career and that one of his most important recipes for success was lifelong learning. In Germany too, achieving a qualification does not automatically mean the end of vocational education and training for many workers.
However, the longer any break taken is, the more difficult it becomes to re-enter the world of learning. For this reason, many seek to pursue something new as soon as they have completed training, such as a certified senior clerk or master craftsman qualification.
Higher education study is also a popular option, and was the choice favoured by 28-year old Catherina Rachut. After completing training in the occupation of event manager, Catherina immediately proceeded to studying for a degree in Business Administration/Media and Communications.
Following just over three years of professional experience including stints at an advertising agency and publishing house, she is now pursuing a Masters degree in Process and Project Management on an in-service basis.
"After a period of three years, I needed mental stimulation again, a bit of input. I wanted to acquire further knowledge which would give me more strings to my bow in future." For the past two years, Catherina Rachut has been spending half of Friday and all of Saturday studying at the Berlin School of Economics and Law.
This is only possible because she has the support of her employer. She soon noticed, however, that she had been away from education for some time. "I certainly found learning more difficult at the start of my Masters course," she says.
Catherina is sure that there will be phases when everything seems to be too much, especially as her job, studies and learning leave her with very little in the way of leisure time. Despite this, she remains optimistic. "It's possible to cope with this dual stress if the social environment is right and support is available."
Since 2009, incidentally, higher education has also been open to persons without an upper secondary school leaving certificate/higher education entrance qualification provided they are in possession of sufficient occupational or professional experience.
Those with a master craftsman qualification or comparable qualification are accorded equivalent status to those holding the upper secondary school leaving certificate and are able to study a subject of their choice at an institute of higher education.
However, this is not the only way of accessing university without the upper secondary school leaving certificate. Persons who have completed vocational education and training of at least two years' duration and have acquired a minimum of three years' occupational experience are permitted to study a subject related to their occupation, although they are required to pass an aptitude test beforehand.
Institutes of higher education now reserve between three and ten percent of their places for students who do not hold the upper secondary school leaving certificate. And demand is growing all the time.
New branches are being created, and occupational profiles are changing. This means that employees need to display flexibility and must always be prepared to learn new things. Many are all too willing to embrace these requirements in order to progress in their jobs or be considered for management positions or simply because they are looking for change and wish to give themselves a broader basis. The available range of continuing vocational training is, however, enormous and simply leaves many people confused.
The question is, therefore, which sort of continuing training is best suited to whom? Many employers offer their staff the chance to pursue continuing training. Areas covered include languages, technical know-how or even management training. Such courses are nearly always at least partially funded by the company.
Additional opportunities for continuing training are provided by educational institutions, public institutions or professional associations. Organised workshops and seminars, formal training programmes and preparatory courses are suitable for those who prefer guidance and fixed structures.
Classroom and face-to-face teaching always takes place at the same venue and at stipulated times, although this input needs to be accompanied by learning at home. The focus is on preparing and evaluating material and documentation and on going through assignments.
e-learning is an appropriate vehicle for persons who enjoy digital media. Students complete such Internet-based courses by working on their own home computer and are free to divide up their time as they see fit. Learners and lecturers can network via video chat or e-mail.
Although this sort of learning is a lot of fun and highly varied, plenty of discipline is also required. No one is on hand to tell learners which tasks to do and when. Self-motivation is needed to sit at a desk after a working day or when friends have gone out.
The same applies to distance learning, which comprises individual learning on the basis of teaching notes supplemented by face-to-face courses and continues to occupy an established position within the continuing training system. Examinations or homework submissions are scheduled for specific dates. Self-discipline is also an important aspect here.