Training content

The aim of your training is to teach you all the skills and information you’ll need in your career. In order to achieve this goal, there is a set training framework – so that trainees don’t all learn different things for the same career. This framework is provided by the training regulations.

Training regulations are provided for each career. They are established by federal ministries as well as employers and unions. In accordance with the training regulations, you will first be given a broad occupational training, followed by a more in-depth training to allow you to carry out your specific career. The aim of occupational training is to establish the professional ability to carry out a career, meaning the skills and knowledge that are necessary for the qualified implementation of your chosen career.

That’s why you need to make sure that you understand all content taught to you during your training that is necessary for the successful completion of your exams. The content of your chosen career and exam requirements are laid out in the training framework plan. There is a training framework plan for every career. It lists which activities must be learned within which phase of the training. You have the right to be taught this information.

Below is a list of what trainee banking professionals should learn in their first year of training, according to the training framework plan:

The skills and knowledge within the following career focal points should be taught in a period of between two and four months.

  • Account management
  • Market and customer orientation
  • Accounting in combination with invoicing, legal status and organisation
  • HR and career development
  • Health and safety at work
  • Environmental protection

In order to build on this training framework plan, each training provider should create an operational training plan. In accordance with §11, section 1, number 1 of the BBiG, and as outlined above, the contract must include at least the type of occupational training and a factual and temporal breakdown. The training plan also includes a breakdown of time and content, establishing what activities are taught where and for how long. The business or training provider is responsible for your learning of all activities to a suitable level – they must ensure that the training plan is observed.

The operational training plan or at least the training framework plan should be provided to you at the start of your training, along with the training contract or as an attachment to your contract. If this does not happen, you should make sure you get a copy as soon as possible.

This is the only way you can check that you are really learning what’s in the training framework plan.

You can get the training framework plan for your career from the Federal Institute for Occupational Training at Many unions also offer brochures including the training framework plan and necessary notes and comments. Just ask! You’ll also find checklists that you can use to check and evaluate the quality of your training on union websites.

It often happens that trainees are given tasks that do not correspond with the content of their occupational training course. These “tasks” are called non-training tasks.

An example: an advertising trainee is sent to the supermarket to buy some things. He also has to clean windows, mow the lawn and clean his employer’s car. It is clear that these tasks are not part of a career in advertising.

However, some tasks are difficult to recognise as non-training tasks e.g. filing and photocopying as part of business training: these activities are definitely part of the training. However, if these tasks dominate the training, they are no longer serving an educational purpose and can then be described as non-training tasks.

If you often have to complete non-training tasks, or you are constantly given the same task and you are worried that the other content of your training framework plan will suffer, you should speak up. You can assess the situation by comparing your report book with the operational training plan or the training framework plan. You can work out which exam-relevant content was left out as you spent whole days busy with cleaning or shopping. You became a trainee in order to learn something – not to be used as cheap labour. The report book should only ever include tasks that were completed, not tasks that would have ideally been completed. If the training provider refuses to sign a truthfully filled out report book, it is recommended to keep two books: one that includes things that the training provider is willing to sign, and one that includes tasks that you actually performed.

 Dual system? Vocational school? Training provider?