Changes to examination regulations as a result of the interaction between company impetuses and (sub)statutory stipulations

The examination system occupies a key position in vocational education and training reforms because it exerts direct effects on learning processes and structures. At the same time, large numbers of stakeholders in pursuit of different vested interests are involved in the further development of the system. Against the background of the interaction between impetuses from practice and from the regulatory policy or legislative framework, this article illustrates the changes that have taken place over recent decades with regard to examination structure, examination instruments and guiding principles. A forecast is presented which reflects upon these developments and their impacts on examination practice.