The German Federal Association for Hotel and Gastronomy assumes that there are 245,000 enterprises (Restaurants, Hotels, Hospitals, Kindergartens) in Germany that offer apprenticeship training positions (DEHOGA 2011).
2.5.2 SUMMARY OF SUSTAINABILITY TOPICS IN COOK ’S EXISTING TRAINING CURRICULA Important guidelines to regulate the professional training for cook which are valid for the FRG as a whole: 1) The prescription regarding the professional training to become a cook from 13.02.1998. 2) The Basic Agreement regarding curricula for profession oriented training at vocational schools from 1997. This Basic Agreement has been settled by the Permanent Conference of Federal States Cultural Ministers (KMK). It is coordinated with the respective training laws of the Federal Government. In principle the “Basic agreement” rests on the secondary modern school qualification and describes minimum conditions. The “Basic Agreement” is with regard to related professions structured into a broad profession-oriented basic training and a following trade-specific training. In the Guidelines of the Chambers, which control the school leaving as well as the training qualifications, the aspects of environment protection and sustainability are integrated as follows: 4 Protection of the environment (Curriculum of the Chamber of Commerce) During the apprenticeship the trainer has to explain the following aspects to his or her apprentice: How to contribute to the avoidance of enterprise-related environmental pollutions in particular: a. To explain possible enterprise-related pollutions of the training enterprise and his contribution to the protection of the environment via examples. b. To apply current for the training enterprise valid environment-related rules and regulations. c. Opportunities for an economic and environment- friendly use of energy and resources. d. Avoidance of wastes. Environment - friendly waste disposal (braunschweig.ihk.de 2012). The practical translation of these contents is a matter for respective schools and involved professional enterprises (Dual-Training- System). The broad formulation of objectives opens the possibility to cover all aspects of sustainability requested by this project during the training period. But in principle it would be desirable to revise old terms (more than 10 years) such as resource protection, socio-ecological requirements and economic aspects etc. and to integrate the revised contents into the present efforts on climate protection. It is evident that sustainability issues are treated in much more depth in higher educational institutions than in vocational schools. Level 3 universities (University of Giessen, University of Munich and University of Applied Science Münster) have established a subject called “nutrition ecology”. Within this subject, research is done to evaluate the interdependencies between food production, health of human beings and environmental problems. 32