In den letzten Jahren haben Bund, Länder, Bundesanstalt für Arbeit und nicht zuletzt die Europäische Union in den Regionen mit angespanntem Ausbildungsmarkt erheblich zur Förderung der betrieblichen Ausbildung beigetragen. Unter der Vielzahl der Finanzierungsträger und Förderprogramme leidet die Transparenz der Förderausgaben. Kritische Stimmen sehen in der staatlichen Förderung einen Beitrag zur Subventionierung betrieblicher Ausbildungsplätze. In dem Beitrag werden Analyseergebnisse zu Umfang und Struktur öffentlicher Förderausgaben im Zeitraum 1997 bis 2001 dargestellt. Schliesslich wird der Frage nachgegangen, inwieweit die öffentliche Hand dabei die Betriebe von ihrer Verantwortung entlastet, die Ausbildung selbst zu finanzieren.
Von 1997 bis 2000 stiegen die Vertragslösungen in der betrieblichen Berufsausbildung kontinuierlich an. In 2001 stagnierten die Zahlen erstmals, gingen aber nur unbedeutend zurück. Es wurden - wie schon im Vorjahr - 156.000 Ausbildungsverträge gelöst. Das ergibt, bezogen auf die neu abgeschlossenen Ausbildungsverträge dieses Jahres, eine Quote von 24,7 Prozent und betraf damit etwa jeden vierten Vertrag. In der deshalb wieder aufgelebten öffentlichen Diskussion wird die vorzeitige Lösung von Ausbildungsverträgen häufig als Ausbildungsabbruch gewertet. Dass dem nicht so ist, zeigt eine Untersuchung des Bundesinstituts für Berufsbildung (BIBB). Das hohe Niveau von Vertragslösungen war Anlaß, über eine schriftliche Befragung Gründe für die Lösung von Ausbildungsverträgen und zum aktuellen Verbleib der Jugendlichen zu ermitteln und damit auch, wie viele Vertragslösungen zum Abbruch der Ausbildung führen. Die Ergebnisse weisen nach, daß die Lösung eines Ausbildungsvertrages für die überwiegende Mehrheit nicht die Einstellung weiterer Bildungsbemühungen bedeutet. Vertragslösung ist zumeist nicht Abbruch, rund 60 Prozent der Befragten starteten einen neuen Anlauf in einem anderen Beruf oder setzten ihre Ausbildung in einem anderen Betrieb fort.
In den letzten Jahren haben Bund, Länder, Bundesanstalt für Arbeit und die Europäische Union in den Regionen mit angespanntem Ausbildungsmarkt erheblich zur Förderung der betrieblichen Ausbildung beigetragen. Unter der Vielzahl der Finanzierungsträger und Förderprogramme leidet die Transparenz der Förderausgaben. Kritische Stimmen sehen in der staatlichen Förderung einen Beitrag zur Subventionierung betrieblicher Ausbildungsplätze. In dem Beitrag werden Analyseergebnisse zu Umfang und Struktur öffentlicher Förderausgaben (Bund und Länder) im Zeitraum 1997 bis 2001 dargestellt, wobei drei Finanzierungsschwerpunkte unterschieden werden: Kurative Förderung, Strukturförderung, Zielgruppenförderung. Schliesslich wird untersucht, inwieweit die öffentliche Hand dabei Betriebe von ihrer Verantwortung entlastet, die Ausbildung selbst zu finanzieren.
Waning trust in democratic institutions, increasing disenchantment with politics and a strengthening of extremist and populist leanings are topics which VET needs to tackle more than ever before. In November 2023, the Düsseldorf Chamber of Crafts and Trades conferred the Georg Schulhoff Prize on BIBB President Friedrich Hubert Esser. This award recognises outstanding services and contributions to VET made by persons and institutions. In his acceptance speech, Professor Esser highlighted how education for democratic citizenship is an important aspect of holistic VET. The significance of this for our liberal society and for future generations is a topic which he continues to pursue.
The strengthening of populist and extremist movements is posing a threat to open society. Decisive action needs to be taken to combat a lack of respect for diversity and attacks on differently minded people and on democratic institutions. What contribution can vocational education and training make in this regard?
VET is characterised by a high degree of heterogeneity of learners. Both at the transition from school to the world of work and within the work process, there are numerous opportunities to impart learning on the principles of democracy and on the associated values of societal co-existence. This is an area where VET has a particular task, especially in respect of the socialisation of young people. But how can it live up to this? Which impetuses can VET learning venues give in terms of providing experiential spaces in which democracy can be embraced?
The main focus of this issue of BWP is on the concept of education for democratic citizenship, on the related learning objectives and contents for VET, and on the question of how this concept can be implemented didactically.
Henrik Schwarz; Stephanie Conein; Herbert Tutschner
BIBB has been investigating whether the four dual IT occupations, which have remained unchanged since 1997, need to be modernised. Against the background of the increasing digitalisation of the world of work, the aims of this process were to identify current and foreseeable requirements for skilled IT staff and to draw up proposals for the future shaping of the IT oc-cupations. This article presents selected outcomes of the investigation and uses this to arrive at conclusions with regard to a possible rearrangement of IT occupations.
The four dual IT training occupations have enjoyed huge popularity since they were created in 1997. But does that also mean that the majority of trainees in these occupations are satisfied with their training? The article presents results relating to this based on a survey of 1,767 trainees.
Stephanie Conein; Henrik Schwarz; Herbert Tutschner
BIBB has been investigating whether the four dual IT occupations, which have remained unchanged since 1997, need to be modernised. Against the background of the increasing digitalisation of the world of work, the aims of this process were to identify current and foreseeable requirements for skilled IT staff and to draw up proposals for the future shaping of the IT occupations. This article presents selected outcomes of the investigation and uses this to arrive at conclusions with regard to a possible rearrangement of IT occupations.
The growing challenges facing international cooperation in vocational education and training (VET) are what prompted BIBB (Federal Institute for Vocational Education and Training) five years ago to reposition itself in the field of international VET. The foundations for the Institute's medium-term activities in international VET were agreed in 2001 with the Federal Ministry of Education and Research (BMBF) and laid out in a "Strategy paper on the internationalisation of VET".
In-company vocational education and training activities are not an end in themselves. In fact, they should bring about concrete benefits for the company. Vocational training can therefore be seen as an investment which has to yield a worthwhile return on costs in the long term. In a study by the Federal Institute for Vocational Education and Training (BIBB), a representative survey was conducted of some 2,500 companies involved in vocational training in the year 2001, in order to analyse the costs and benefits of training. It found that companies which directly provide in-company vocational training reap benefits on a substantial scale.
The growing challenges facing international cooperation in vocational education and training (VET) are what prompted BIBB (Federal Institute for Vocational Education and Training) five years ago to reposition itself in the field of international VET. The foundations for the Institute's medium-term activities in international VET were agreed in 2001 with the Federal Ministry of Education and Research (BMBF) and laid out in a "Strategy paper on the internationalisation of VET".
In-company vocational education and training activities are not an end in themselves. In fact, they should bring about concrete benefits for the company. Vocational training can therefore be seen as an investment which has to yield a worthwhile return on costs in the long term. In a study by the Federal Institute for Vocational Education and Training (BIBB), a representative survey was conducted of some 2,500 companies involved in vocational training in the year 2001, in order to analyse the costs and benefits of training. It found that companies which directly provide in-company vocational training reap benefits on a substantial scale.
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