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Since 1993, it has been possible to combine three-year and four-year basic VET leading to the Federal VET Diploma (EFZ) with the Federal Vocational Baccalaureate (BM). Some of the aims of the Federal Vocational Baccalaureate are to increase permeability between basic vocational training and higher education, to ensure the ability to study at a university of applied sciences, and to help combat the skilled worker shortage. This article examines to which extent the BM is achieving these goals and also looks at the obstacles in practice.

The Recognition Act which entered into force on 1 April 2012 aims to provide better employment opportunities in training occupations for people with foreign vocational qualifications. This option is also of interest for refugees, many of whom were unable to bring with them the relevant documents needed for the vocational qualification to be recognised, such as a diploma or employment reference. However, under certain circumstances, a recognition procedure may also be carried out without documents by means of skills analysis. The article examines this option which is enshrined in the Berufsqualifikationsfeststellungsgesetz (BQFG) [Professional Qualifications Assessment Act], and presents initial experiences of its implementation.

The so-called “Berufsmatura” (vocational diploma) is an educational policy innovation in Austria which enables apprentices completing vocational education and training to also acquire a general higher education qualification. This article describes the objective, structure and organisation of the programme, which has been in existence since 2008, and investigates the degree of acceptance on the part of apprentices and companies.

The Recognition Act which entered into force on 1 April 2012 aims to provide better employment opportunities in the training occupations for people with foreign vocational qualifications. This option is also of interest for refugees, many of whom were unable to bring the relevant documents with them, such as a diploma or employment reference, for the vocational qualification to be recognised. However, under certain circumstances, a recognition procedure may also be carried out without documents by means of a qualification analysis. The article examines this option which is enshrined in the Law for the Amendment of the Professional Qualifications Assessment Act (BQFG) and presents initial experiences of its implementation.

On October 1, 2014 legal provisions for the national qualifications framework for vocational education certificates came into force in Switzerland. They pave the way for the introduction of the National Qualifications Framework for Vocational and Professional Education and Training (NQF-VPET) together with the corresponding certificate supplements and diploma supplements. The new instruments are intended to increase transparency and comparability in vocational and professional education, to position vocational certificates internationally and to promote the mobility of skilled workers. The article outlines these objectives as well as the status of implementation.

Am 1. Oktober 2014 sind in der Schweiz die rechtlichen Bestimmungen für den nationalen Qualifikationsrahmen für Abschlüsse der Berufsbildung in Kraft getreten. Sie ermöglichen die Einführung des Nationalen Qualifi-kationsrahmens für Berufsbildung (NQR Berufsbildung) samt der entsprechenden Zeugniserläuterungen und Diplomzusätze. Die neuen Instrumente sollen Transparenz und Vergleichbarkeit in der Berufsbildung erhöhen, die Berufsbildungsabschlüsse international positionieren und die Mobilität von Fachkräften fördern. Der Beitrag skizziert neben diesen Zielen den Stand der Umsetzung.

Aus einer nationalen Unternehmensbefragung von über 800 Rekrutierungsverantwortlichen geht hervor, dass die Diplome und Titel der höheren Berufsbildung (HBB) im schweizerischen Arbeitsmarkt heute einen hohen Stellenwert genießen und gut etabliert sind. Allerdings zeigt die erstmals durchgeführte Befragung auch, dass weiter an der Positionierung gearbeitet werden muss, wenn die HBB im Zuge der zunehmenden Akademisierung der Arbeitswelt weiterhin attraktiv bleiben soll. Zentrale Befunde der Studie werden im Beitrag vorgestellt.

From a Switzerland-wide company survey of over 800 recruitment managers, recently conducted for the first time, it emerges that the diplomas and titles from “higher vocational and professional education and training” (höhere Berufsbildung, HBB) enjoy a high status on the Swiss labour market today and are well established. What the survey also shows, however, is that continuous work on positioning must be done if HBB is to remain attractive amid the rising trend towards academic qualifications (academicisation) in the world of work. Key findings of the study are presented in the article.

Why is German vocational education and training the way it is today? In a spirit of self-examination, the articles in this issue have a retrospective focus. Starting out from issues of current relevance, they trace lines of development in vocational education and training in Germany. Themes include structural questions in the development of training regulations, guiding visions in vocational pedagogy, the role identity of in-company training staff, developmental lines in vocational education research, and a first attempt to trace the transformation process of East German vocational education following German reunification.“To envision the origins and historical developments is a genuine component of professionalism” writes BIBB’s Head of Research, Prof. Dr. Reinhold Weiss, in his editorial. With that in mind, this issue of BWP is an invitation to engage in self-reflection, which inspires us to overcome present and future challenges.Other articles in the issue engage with the company-specific determinants associated with the early dissolution of apprenticeship contracts, and why German qualifications framework (DQR) levels should be shown on diplomas.