VET as such, VET/HRD R&D enjoys a high status in Germany. However,
its effectiveness and impact are difficult to assess separately. As a rule,
VET policy does not wait for research findings and then starts acting.
Policy is first and foremost driven by practical problems which need to
be addressed in rather short time. Thus, government mostly applies an integrated
approach of research, development, pilot projects, infrastructure building.
2002, the BIBB has carried out a DELPHI survey with 800 VET experts from
companies, vocational schools, Chambers, trades unions, universities, federal
and state authorities. Experts were asked what themes should be addressed
in future research. The priorities differed significantly according to
groups: Companies: Early identification of skills needs; Schools: Improving
the performance of VET schools (quality assurance, new offers); Chambers:
Balancing supply and demand of/for dual training places; Unions: Target
groups with special needs; Authorities: Modernisation of the qualifications
system; Universities: No clear focus; All: High supply of training places
for high skill qualifications. This list of priorities is still valid.
Ministry for Education and Research has launched a new research initiative.
This initiative is expected to provide scientific findings which can inform
a policy aiming at strengthening the attractiveness of the vocational track
and at raising the opportunities for the integration of young people at
the first and the second threshold (school to IVET; IVET to employment).
The initiative shall be understood as a “learning system”, which is continuously
adapting to political requirements. The focus is on research in the form
of expert reports and empirical studies. The following themes are at the
forefront of interest:
of the Deutsche Forschungsgemeinschaft (DFG - German Research Foundation)
has decided to establish a new priority programme (Schwerpunktprogramm
SPP 1293) on “Development of competence models for assessing individual
learning outcomes and for taking stock of education processes”. The programme
shall last for six years. The SPP 1293 is dealing with the foundations
of cognition psychology and subject related didactics, as well as with
psychometric models and concrete techniques of measuring competences. For
the SPP, competences are defined as context specific performance dispositions,
which are related functionally to situations and demands in certain domains.
Competences are acquired through experience and learning and may be influenced
by external interventions. (www.kompetenzdiagnostik.de)
development and its impact on VET (especially on providers, companies,
needs study based on labour market forecasts (statistical analyses)
of training potentials of manpower leasing enterprises
of recruitment strategies/practices of enterprises in knowledge intensive
sectors and occupational fields
of credit accumulation and transfer in IVET and CVET
and analysis of indicators on the benefits and the impact of the advanced
training promotion act (also as compared to other instruments)
report on how to systematise the various measures, schemes and programmes
catering for disadvantaged groups
report on the promotion of intercultural competences of young people with
a migration background.