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Individual educational histories make it visible just how permeable the educational system actually is. Such histories do not always progress in a straight line. Transitional phases which call for new alignments or reorientation are a particular focus of attention. This issue of BWP investigates the question of how individual, institutional and structural conditions leave their mark on educational and occupational biographies. It covers the whole of the lifespan from school learning to the continuing vocational training of older employees. Findings from research and educational practice are presented for this purpose.
Alongside the acquisition of apprenticeship entry maturity and the bridging of times without an apprenticeship place, measures offered within the transitional sector provide young people with the opportunity to gain a school leaving qualification via the second chance route or to improve their existing qualifications. This article takes data from the “Integrated Training Reporting System” as a basis to show how these options are used and to illustrate the role played by the present provision of measures.
VET research into individual educational and occupational histories clearly reveals an ambivalence. On the one hand, the aim is to foster free individual development within the educational and employment system and to support the institutional structures that are required for this purpose. On the other hand, relevant concepts are subject to objectively logical constraints and to the prevailing conditions in the educational and employment system. This means that “doing biography” can ultimately only mean individual adaptation. Against this background, the following article investigates the objectives of VET biographical research over the last few decades and current requirements regarding occupational biography competence. It concludes by calling for a paradigm shift.
At the end of lower secondary education, many young people are faced with the question of how they should proceed. Should they continue at school, undertake a practical placement, gain experience abroad or begin dual training? This article investigates the factors which influence their choice and how the educational preferences of pupils change over the course of Year 9. The basis for this investigation is provided by data from the National Educational Panel Study (NEPS), which was evaluated within the scope of the BIBB project “Educational orientation and decision-making of adolescents in the context of competing educational opportunities”.
Nicole von dem Bach began her training in the occupation of specialist in market and social research at BIBB in August 2014. She did not, however, proceed directly to BIBB after completion of the upper secondary school leaving certificate having taken a brief detour via an institute of higher education, where she initially started a degree course in Economics.
This article deals with the issue of the direction of orientation of higher education students who express doubts that they will successfully complete their current course of study. One particular focus of interest is their perception of dual vocational education and training as a possible alternative to higher education study. The basis for the analysis is provided by the results of a student survey into the attractiveness of VET conducted by BIBB in conjunction with the Department of Labour Economics at the University of Maastricht.
Abandoning higher education study frequently involves a major biographical challenge for young people. Since 2015, the “NewStart” project has been supporting higher education drop-outs within this phase of occupational reorientation. Initial experiences show that targeted and harmonised information, guidance and placement services can be a vehicle for making a successful switch from higher education to vocational education and training.
Bachelor courses of study offer young people the option of acquiring a vocational qualification within three years. The consequence of this could be that skilled workers who have completed initial and advanced VET will be competing with Bachelor graduates for the same occupational positions in future. Against this background, a current BIBB research project investigates typical educational pathways in the commercial sector.
After completing training as a paediatric nurse, Melanie Bangert worked in children’s intensive care for 14 years. Following the birth of her daughter, she became a single mother and was no longer able to work shifts. The focus needed to be on finding solutions to enable her to continue to work in her regular occupational field.
In light of the much-discussed shortage of skilled workers, qualified women are a highly desirable labour market commodity. However, two things are required in order to make better use of this resource – individual support provision for women after a period of time spent looking after their family and the improvement of general structural conditions in order to achieve successful re-entry to the labour market. One of the many projects currently working on this is “Re-entry Perspective”, which is taking place at the Göttingen Osterode gGmbH Adult Education Centre.
After completing her original training as a hairdresser, Kerstin Müller worked in the occupation for 21 years. She ultimately went on to manage a salon until a hand injury led to job-related incapacity. Ms. Müller decided to make a new career start and underwent retraining in the occupation of industrial clerk at a vocational training organisation in Bad Wildbad. The interview shows how a crisis resulted in new prospects.
The National Educational Panel Study (NEPS) provides the basis for an investigation into the effects of formal educational processes on continuing vocational training in the second half of working life. Contrary to the assumption derived from qualitative studies, the findings presented show that educational biography histories in adulthood do not exert any significant influence on the continuing training behaviour of older employees. At the same time, the familiar predictors of continuing training behaviour prove to be relatively stable, even if later formal educational processes are taken into account, whereby the variable of gender is revealed to be a surprisingly strong influencing factor.
The idea behind the concept of “Azubi 50+” is to facilitate the re-entry into working life for persons aged over 50 in a targeted manner. The training programme thus both supports people who are seeking a qualified activity and helps to maintain a balanced age structure at ING-DiBa. This article describes the experiences with this one-year training programme, which leads to a qualification on the basis of a chamber regulation.
Many countries aim to involve more companies in the vocational education and training system. Transparency of the actual costs and benefits of company-based training activities helps governmental authorities to steer this process adequately and can be used to convince firms to increase their involvement in company-based training. This article illustrates the challenges of implementing a cost and benefit study in Vietnam. It discusses the application of the BIBB cost-benefit model, the implementation of the survey, and the interpretation of the main results under special consideration of the different contextual conditions.
Although the possibility of linking professional and language learning in occupational action situations makes a company an interesting learning venue, it also raises challenges for trainers. Systematic language teaching cannot take place within the company. Nevertheless, training staff serve as language role models and are able to support trainees by adopting a language-sensitive attitude. The article describes situations which constantly lead to difficulties and misunderstandings from the point of view of company-based trainers. It reflects upon these situations in conjunction with experiences gained from providing remedial German language teaching in order to derive ideas for progressive ways of dealing with language at the company.
Hendrik Biebeler; Markus Körbel; Sarah Pierenkemper
This article contrasts two ways of recruiting international nursing staff for the German labour market – professional recognition in conjunction with a training measure and repeat training in Germany. An analysis based on expert interviews shows that individual prior experience, the cultural environment of the country of origin and the personality of the foreign skilled worker are all crucial in terms of recommending the more rapid route of recognition or the comparatively more secure pathway of new training in Germany.
Trainees in the occupation of mechanic in plastics and rubber processing can acquire more detailed knowledge of the properties of plastics via an additional qualification in “materials testing”. Course contents are imparted by using the guided texts method and via a learning platform. Initial experiences from a pilot course highlight further recommendations and transfer opportunities.
The main focuses of the Board Meeting, which was chaired by UDO PHILIPPUS (Thuringia), were the 2016 Federal Government Report on Vocational Education and Training, the current training place situation and a discussion on the integration of refugees into vocational education and training. Further items on the agenda included the topic of permeability and the “Special Programme for the promotion of occupational mobility of young people from Europe who are interested in training” (MobiPro-EU).