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Der Aufsatz stellt bildungspolitisch bedeutsame Formen berufsabschlussbezogener Zusatzqualifikationen anhand typischer Modelle vor, die in den Bereichen Handwerk sowie Industrie und Handel zu finden sind. Im Einzelnen sind dies die Bildungsangebote Betriebsassistent im Handwerk" und "Europäisches Wirtschaftsmanagement mit Fremdsprachen", welche sich insbesondere an die Zielgruppe der Abiturienten richten. Dem Aufsatz liegen leitfadengestützte Gespräche mit Beteiligten an diesen zusatzqualifizierenden Bildungsgängen zugrunde.

Im nachfolgenden Aufsatz werden Vorstellungen entwickelt, wie der berufliche Werdegang vom Gesellen zum Handwerksmeister neu gestaltet werden kann. Wesentliche Elemente sind dabei eine zeitliche Entkoppelung sowie die bedarfsgerechte und berufspraktische Lern- und Arbeitsphase als Einheit. Diese Diskussion um zukunftsorientierte und bedarfsgerechte Qualifizierung ist prinzipiell nicht neu 1) und findet in der Praxis bereits seine ersten zarten Ansätze, z. B. bei der Einführung der AEVO-Prüfung im Handwerk als Entlastung und Ergänzung der Meisterprüfung im Hauptteil IV (Handwerkskammer Hamburg) oder der Einführung des BetriebsassistentenModells (Handwerkskammer Koblenz u. a.). Mit diesem Aufsatz sollen Linien eines zukünftigen Weges aufgezeigt werden - keine Patentrezepte. Er soll im Spannungsfeld zwischen In-Frage-Stellen und unverändertem Festhalten der Meisterqualifizierung im Handwerk zur Diskussion reizen, ohne alle Einzelheiten (insbesondere die rechtlichen und finanziellen Konsequenzen) vorzudenken.

The amendment of the Vocational Training Act (Berufsbildungsgesetz, BBiG) and of the Crafts and Trades Regulation Code (Handwerksordnung, HwO) in 2020 included the integration of the three level approach for advanced training occupations leading to higher level vocational education and training (VET) qualifications. For each level new standard denominations were introduced, designated as Certified Professional Specialist, Bachelor Professional and Master Professional, also in order to facilitate international connectivity. This article sheds light on the background of the amendment, presents the implementation measures that have taken place so far, and indicates some open issues.

Digitalisation in the world of work and in everyday teaching is opening up opportunities in terms of the way teaching structure. There are, however, associated challenges for the teaching staff. The ProNet Handwerk InnoVET project used a survey of needs to develop training provision for teaching staff in company-based and extra-company initial and continuing VET This article presents the conceptual considerations behind the project and initial experiences with its implementation.

The extended final examination was first piloted in five occupations in 2002. It was subsequently included in the updated Berufsbildungsgesetz (BBiG) [Vocational Training Act] in 2005 and in the Handwerksordnung (HwO) [Crafts and Trades Regulation Code] as an alternative to the traditional model of the intermediate and final/journeyman examination. But in how many recognised training occupations is this examination structure now found? And how many newly concluded training contracts in occupations governed by the BBiG/HwO does this figure represent?

The establishment of examination task databases means that the chambers of crafts and trades now has a growing supply of assignments at its disposal for use in written master craftsman and advanced training examinations. All tasks have been developed via a process of national networking and correspond to jointly agreed quality criteria. The examination boards remain fully autonomous with regard to the selection and structuring of the assignments set. This article provides an insight into the procedural stages involved in drawing up examination task databases and shows the role played in quality assurance by the Zentralstelle für die Weiterbildung im Handwerk (ZWH) [Central Agency for Continuing Vocational Education and Training in the Skilled Crafts]. Clear advantages of such a collaborative approach towards the development of examination tasks are displayed in the form of a high degree of legal certainty of the assignments and a reduction of the amount of pressure placed on examiners, who are unpaid volunteers.

 
Looking after small children or caring for family members whilst pursuing vocational education and training at the same time represents a particular challenge. Many young mothers fail to complete VET for this reason, and this has consequences for their own personal development and that of their children. Part-time training is one way of achieving a better work-life balance and is a route that has been facilitated by the Berufsbildungsgesetz [Vocational Training Act] and the Handwerksordnung [Crafts and Trades Regulation Code] since 2005. It has not, however, proved to be an instant success. Many companies and young people are unaware that the option is available. A state programme has been launched in North Rhine-Westphalia to support part-time training. This article illustrates the experiences that have been gleaned and explain the action which is required in order to create even greater awareness for part-time training and to establish it on a firmer footing in all types of regular support provision.
 

Within the scope of its “Higher vocational education and training” initiative, the Zentralverband des Deutschen Handwerks (ZDH) [German Confederation of Skilled Crafts] has joined forces with the Kultusministerkonferenz (KMK) [The Standing Conference of the Ministers of Education and Cultural Affairs] to draw up a concept for the realisation of an educational programme leading to a double qualification. The article presents the objective of the initiative and three pilot versions.

The pilot project "FAB - Flüchtlinge und Asylbewerber im Bauhandwerk” [Refugees and asylum seekers in the building trade] teaches basic building trade skills on the Bebra training building site. As an ideal outcome, this hands-on support and coaching can lead to a firm initial vocational training contract. The article describes the development, implementation and goals of the measure.