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1. Innovation in formal education

2. Fostering innovation through non-formal and informal learning and youth work

Innovation in formal education

Curriculum/steering documents

Responsibility for most areas of formal education in Germany lies with the federal states. There is therefore no standardised, nationwide concept for addressing the topic of ‘skills for innovation’ in formal education. However, general approaches and guidance on the topic are provided by various KMK resolutions, including ‘Education standards to ensure quality and innovation in federal state competition’ (Bildungsstandards zur Sicherung von Qualität und Innovation im föderalen Wettbewerb der Länder, PDF 11.7 KB), the resolution on cultural youth education (Beschluss der Kultusministerkonferenz zur kulturellen Jugendbildung, PDF 206 KB) and the strategy on education in the digital world (Strategie der Kultusministerkonferenz 'Bildung in der digitalen Welt‘ PDF 2.4 MB) of 2017 or its amended version (Ergänzung) of 2021. The strategy on education in the digital world emphasises not only the importance of teaching digital and IT skills in education, but also the role played by overarching skills such as the ability to find creative solutions, act competently, think critically and work cooperatively.

In school education, the teaching of innovation skills is often integrated into those subjects that also deal with entrepreneurial thinking and behaviour. These include subjects such as economics, politics, social sciences and work studies (for more information, see also the Youth Wiki chapter Employment & Entrepreneurship: Development of entrepreneurship competence. However, other subjects also teach skills that are important for innovation. Examples include art, music and theatre, which promote creative skills in particular (for more information, see also the Youth Wiki chapter Creativity and Culture. An understanding of the relationship between science and technology and a love of experimentation are also skills that are taught in subjects such as chemistry, physics and biology.

It should be noted that the curricula for individual subjects differ between the federal states and school types. In addition to teaching technical skills in the respective subjects, school education should also impart interdisciplinary skills, including for example social skills. Here, too, there are differences between the federal states; one example is the Lehrplan Plus of the Bavarian State Ministry for Education and Cultural Affairs (BayStMUK). 

In the area of VET, the most widespread form of training in Germany is dual vocational training, which takes place both in companies and at vocational schools. Whereas training at the training company is regulated by the federal government, the federal states or the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) are responsible for the vocational school as a place of learning. In the 2021 Framework Agreement on Vocational Schools (Rahmenvereinbarung über die Berufsschule) and in its 2017 resolution on further developing the innovative power and integrative performance of vocational schools in Germany in the coming decade (Weiterentwicklung von Innovationskraft und Integrationsleistung der beruflichen Schulen in Deutschland in der kommenden Dekade), the KMK underlines the enormous importance of teaching personal skills such as independence and action guidance as part of learning at vocational schools. The framework curricula for the individual training occupations (Rahmenlehrpläne für die einzelnen Ausbildungsberufe) also contain statements on skills development in the area of professional, personal, human and social competence. 

The Ordinance on Trainer Aptitude (Ausbilder-Eignungsverordnung, AEVO) regulates the requirements that trainers must meet to make the company a place of learning. In July 2023, the BIBB Board presented a modernised framework plan for acquiring trainer aptitude (Rahmenplan zum Erwerb der Ausbildereignung). This places a special focus on the ability of trainers to promote the social and personal development of trainees, self-organised learning and sustainability. The great importance of trainers in teaching skills for the modern world of work is also emphasised by the BMBF in the Education Excellence Initiative (Exzellenzinitiative Bildung). Its aim in particular is to promote training for training staff in small and medium-sized enterprises.

Finally, in the field of higher education, various universities also offer courses that serve to teach innovation skills or entrepreneurial thinking. In addition, BMBF has launched initiatives to promote the quality of instruction as well as knowledge transfer and innovation. This can also have a positive effect on students’ skill sets. For example, the Innovative University funding initiative (Innovative Hochschule) aims to support universities in raising their profile in the area of transfer and innovation and strengthening their strategic role within the regional innovation system. It was initiated by federal and state governments in 2016 and is currently in its second round of funding. In addition to such federal initiatives, the federal states are also pursuing strategies to promote innovation and the transfer of knowledge and technology at universities. One example of this is the Bavarian Higher Education Innovation Act (Bayerische Hochschulinnovationsgesetz).

Competitions and initiatives

Various actors at federal and state level, as well as foundations and private companies, promote skills for innovation by organising competitions for young people. The following paragraphs highlight a selection of competitions, particularly in STEM subjects and cultural education, which are funded by the federal government. BMBF and KMK provide an overview of other school competitions on their websites.

 ‘Jugend forscht’ is a competition aimed at young researchers from 4th grade up to the age of 21. Its aim is to get young people interested in the STEM subjects of science, technology, engineering and maths. It is organised first at regional and state level and finally at national final. Winners are awarded cash and non-cash prizes. The competition is a public-private partnership and joint initiative between BMBF and organisations from business, academia, the media and schools. The competition’s patron is the German President. 

Since 2007, the KMK has also presented a special award to the school nominated School of the Year Jugend forscht - Schule des Jahres. The aim of this special award for school achievement in science research is to provide targeted support to schools that create sustainable structures to strengthen pupils’ skills in subjects supported by 'Jugend forscht' in ways that are age appropriate and topical.

The International Junior Science Olympiad (Internationale JuniorScienceOlympiade (IJSO), which since 2006 has been funded by BMBF and KMK and others, is aimed at young researchers who work together or in teams to solve tasks in the subjects of biology, physics and chemistry. The competition, which consists of four rounds, aims to broaden understanding of scientific phenomena through experiments and stimulate interest and enthusiasm.

BMBF also funds the German National Computer Science Competitions (Bundesweite Informatikwettbewerbe), which are aimed at young people from different age groups and with varying levels of previous experience. The entry-level format is the Computer Science Beaver, followed by the Computer Science Youth Competition and finally the German National Computer Science Competition. The national competitions are designed to awaken young people’s interest in computer science and promote talent.

In addition to its computer science competitions, BMBF also funds the German National Mathematics Competitions (Bundesweite Mathematik-Wettbewerbe). Alongside the National Mathematics Competition, which is aimed at older pupils, there are also Mathematics Olympiads, which is open to pupils from the 3rd grade onwards. The competitions aim to promote skills such as creative and precise thinking and to stimulate an enthusiasm for the subject of maths.

The INVENT a CHIP competition for schools focuses on the subject of microelectronics. It is aimed at young electronics enthusiasts in grades 9 to 13 who are beginning to gain a first-hand knowledge of the basics of chip design and already doing their first coding. The competition is funded by BMBF.

The topic of environmental protection is at the heart of the German Environment Competition (BundesUmweltWettbewerb, BUW), which is funded by BMBF. Young people between the ages of 10 and 20 can take part and are free to choose the topic of their project work.

Promoting cultural education is the focus of Kinder zum Olymp!', an educational initiative of the German Federal Cultural Foundation, the federal states and the Federal Agency for Civic Education. Its aims are to inspire children and young people to enjoy art, get them excited about cultural diversity and give them low-threshold access to culture in their everyday school lives. ‘Der Olymp – Zukunftspreis für Kulturbildung’ is a prize for cultural education that has been held since 2004 and focuses on further developing cooperation between schools and the cultural world. 

Although not a general competition for school pupils as such, the Alliance for STEM Education at Home (Allianz für MINT-Bildung zu Hause) offers a wide range of activities, including puzzles, tutorials and experiments. On the initiative of BMBF and KMK, around 50 actors in STEM subjects joined forces in spring 2020 to provide extracurricular online learning tools during the nationwide school closures resulting from the coronavirus pandemic. Since then, membership numbers of the STEM Alliance have continued to grow, as has the number of digital learning tools in STEM subjects.

Educational guidance and support

Since 2016, BMBF has funded the creation of an Open Educational Resources (OER) information centre, which is based at the German Education Server and is the main point of contact for OER in Germany. The aim of OER provision is to promote the use of digital materials that others can use, modify and (legally) share for teaching and learning. As BMBF explains in its Guideline on the funding of projects to strengthen, expand and network OER communities (Richtlinie zur Förderung von Projekten zur Stärkung, Erweiterung und Vernetzung von OER-Communities) of May 2023 and in its OER strategy of 2022, the aim is to support the development of media skills, necessary cultural change in the education system and equal opportunities in education. Teaching materials for various subjects and school types, as well as materials on interdisciplinary topics that also aim to promote pupils’ personal skills, are available on the Education Server website. 

Initiatives to teach personal skills, which are also important for innovation, also come from teacher training. This is organised decentrally at federal state level; KMK provides an overview of the relevant institutes and academies. The portfolio of individual institutions includes programmes in STEM subjects, which also aim to awaken the curiosity and readiness of pupils to explore scientific and technical themes. One example of this is the corresponding programme offered by the Bavarian State Institute for School Quality and Educational Research (Bayerisches Staatsinstitut für Schulqualität und Bildungsforschung). In addition, it provides numerous opportunities for further training courses geared to strengthening pupils’ creative potential. Examples include the programmes offered by the Hamburg State Institute for Teacher Training and School Development or the Office for Cultural Education (Projektbüro Kulturelle Bildung), which resides within the Hesse Ministry of Culture (Hessisches Kultusministerium). An overview of other teacher training programmes can also be found in the Youth Wiki chapter Creativity and Culture: Developing cultural and creative competences.

Fostering innovation through non-formal and informal learning and youth work

Various competitions, initiatives and programmes support and encourage innovation, curiosity and experimentation in the field of non-formal and informal learning and youth work.

In 2021, the Youth Budget (Jugend-Budget) of BMFSFJ for the first time provided young people aged between 12 and 27 with funding totalling one million euros to support a total of ten projects from the fields of activity of the federal government’s Youth Strategy (Jugendstrategie) and the cross-cutting topic of ‘youth-oriented communication’. Young people were able to vote online to determine which projects would be implemented.

The Foundation for Youth Stamps (Stiftung Deutsche Jugendmarke e.V.) supports projects run by recognised independent child and youth welfare organisations, with a particular focus on innovative and forward-looking projects. The foundation’s funds come from the proceeds of the sale of FOR YOUTH stamps (FÜR DIE JUGEND), which are issued by the German Federal Ministry of Finance (BMF). 

Through its projects, further education programmes and competitions, the German Federation for Arts Education and Cultural Learning (Bundesvereinigung Kulturelle Kinder- und Jugendbildung, BKJ) and its member organisations support cultural education, which offers great potential for promoting creative skills. One example of this is the national MIXED UP competition, organised by BMFSFJ and BKJ. This competition recognises the cooperative efforts of teams of child and youth cultural education providers and educational institutions to jointly implement cultural education projects for children and young people.

There are also other initiatives and awards organised by associations or foundations that complement the aforementioned competitions funded by the federal government. The competitions listed below, which are aimed at different groups of young people and young adults, are just a few examples:

The Technovation Girls Germany programme is aimed at girls aged between 10 and 18 and helps them find answers to social and ecological challenges using individual apps. The aim is to encourage participants to shape their own future by using digital technologies in a purposeful manner. The project executing agency is the German Children and Youth Foundation (Deutsche Kinder- und Jugendstiftung, DKJS).

Generation-D is a competition that seeks the innovative and solution-orientated ideas of today and tomorrow. The competition invites all students with a desire and a project to tackle local and global challenges in the fields of education, health, climate or the caring society to take part. Generation-D is a project by scholarship holders of the Bavarian Elite Academy (Bayerische EliteAkademie, BEA).

The kreati case study competition (kreati Fallstudienwettbewerb)  is aimed at industrial engineering students seeking to apply their theoretical knowledge to business practice. Real and fictitious problems are dealt with in an entrepreneurial context. The competition is organised by the Association of German Industrial Engineers (Verband Deutscher Wirtschaftsingenieure).

The creativity competition for crafts and tradespeople Die gute Form im Handwerk – Handwerker gestalten, recognises good craftsmanship and design and is aimed at graduates in the craft sector, whose unusual design solutions showcase a love for experimentation across various trades. The competition is an initiative of the German Confederation of Skilled Crafts (Zentralverband des Deutschen Handwerks, ZDH).  

An overview of other competitions for school pupils, trainees and students can be found at Wettbewerbe für Schüler, Azubis und Studenten (einstieg.com).