are five priority areas of current VET/HRD research:
from these areas, where a vast number of projects is carried out, three
large scale research and development projects/ programmes are to be mentioned.
system and supply and demand of training places
of VET and quality assurance
learning and progression routes
people at risk in VET
The Acquisition and the use made of vocational qualifications
1979 the Federal Institute for Vocational Training (BIBB) together with
the Institute for Labour Market Research (IAB) has carried out large scale
surveys on the acquisition and the use of vocational qualifications every
seven years (1979, 1985/86, 1991/92, 1998/99). The latest of these surveys
is actually underway (2005/2006) as a joint activity of the BIBB and the
Bundesanstalt für Arbeitsschutz und Arbeitsmedizin BAuA (Federal Agency
for Health and Safety at Work). It involves a representative sample of
20.000 of the working population. The aim of the survey is to gain information
about the working population and work places to be provided for quantitative
research on occupations and qualifications as well as on work safety. Questions
focus on the work place: core tasks; level of requirements for knowledge,
skills and competences; training needs; work conditions and health issues.
The second part concerns the relation between education (general, initial
and continuing vocational education and training) and occupation, occupational
mobility and the use made of qualifications in occupations etc.
Qualifications, Competences and Employment Trajectories
large scale research project was launched on “Qualifications, competences
and employment trajectories” by the Institut für Arbeitsmarkt- und
Berufsforschung IAB (Institute for Labour Market Research) in 2005. The
aim of the project is to analyse the relations between certificates, basic
cognitive competences and employment trajectories of adults in a longitudinal
survey. There are three essential foci of questions: (1) The relation between
basic cognitive competences and qualifications with different occupational
groups; (2) the relevance of competences as compared to qualifications
for occupational success and their changing influence in the individual
employment history; (3) the interaction between employment situation, participation
in education and training as well as the development of competences. The
research project has two dimensions: Firstly, a longitudinal panel survey
with a first wave and a second wave four years later, addressing a sample
of 10.000 out of the 18-50 year old residential population of Germany.
It includes retrospective questions on educational and occupational biographies.
Secondly, actual recurrent competence assessments with 4000 persons taken
from the bigger sample.
Two model programmes on credit transfer
of the main priorities of the Ministry for Education and Research is to
create educational pathways by promoting access, transfer and progression.
For that matter two model programmes were launched, one concerning pathways
between further VET and Higher Education, the other one concerning pathways
within VET. Both programmes are co-funded by the ESF.
first programme (2005-2007) aims toestablish processes and procedures to
recognise competences acquired in formal VET, or at the work place, to
facilitate access to university courses. Learning outcomes have to be defined
in a way that they can be credited according to the terms of the European
Credit Transfer System. 12 major regional projects are funded involving
60 universities. They are accompanied by consultation committees with experts
from enterprises, competent bodies, employees’ representatives and providers.
The development and testing of various models are scientifically monitored
second programme (2006-2008) focuses on the interfaces between vocational
preparation and dual training programmes, between dual training programmes,
between dual and full-time school programmes, between initial dual training
and further training. The aim is to recognise learning outcomes from different
programmes and venues that can be accumulated for a vocational qualification.
The programme takes into account the proposed ECVET as well as the special
context, conditions and terms of German VET based on the “Beruf “ concept.
The management structure of the programme is the same as for the first