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Whether a programme of initial vocational education and training (IVET) is good is determined during IVET, largely by the manner in which the process is designed, i.e. the organisation of training and communication between teachers and learners. This central element of any quality improvement – whether in schools or companies – is very difficult to specify by legal or administrative regulation, because the actors themselves are largely competent and responsible for the process design. Therefore the legislature has essentially confined its efforts to passing regulations on input factors and framework conditions. These include provisions on the suitability of the training establishment and the personal and professional aptitude of training staff, on the recognition of training occupations, on the issuing of training regulations, and on examinations.

(Source: Reinhold Weiß 2009, in: Bildung für Europa [Education for Europe], p. 7, in German)

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