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Es ist übliche Praxis, dass Unternehmen Kennzahlen zu ihrer Weiterbildungsaktivität bilden und sie mit Durchschnittswerten anderer Betriebe vergleichen. Der Beitrag beleuchtet diese Praxis aus dem Blickwinkel des Neoinstitutionalismus. Demnach erweist sich Weiterbildung nicht nur als zielführendes Instrument, um auf veränderte Qualifikationsanforderungen zu reagieren, sondern kann dazu dienen, offene Probleme im Unternehmen abzufedern. Darüber hinaus erfüllen Unternehmen mit Weiterbildungsangeboten Erwartungen, die von innen und außen an sie herangetragen werden. Der Beitrag verdeutlicht, dass Kennzahlen diese Komplexität nicht widerspiegeln und geht abschließend der Frage nach, warum in Unternehmen trotzdem an Kennzahlenvergleichen festgehalten wird.

Welche Strategien die Unternehmen anwenden, um die notwendigen Qualifizierungsaktivitäten für ihre Beschäftigten optimal durchzuführen, und welche Rolle in diesem Zusammenhang Bildungscontrolling als Planungs- und Steuerungsinstrument betrieblicher Qualifizierung spielt, war Gegenstand einer schriftlichen Unternehmensbefragung, die im Frühjahr 2000 gleichzeitig in drei europäischen Ländern - Österreich, Niederlande und Deutschland - stattfand. Ausgehend von der gegenwärtigen und künftigen Situation der befragten Betriebe stellen die Autoren zunächst die Bedeutung des Bildungscontrollings als Planungs- und Steuerungsinstrument betrieblicher Qualifizierungsmassnahmen vor und gehen anschließend auf die Steuerung der betrieblichen Weiterbildung durch Kennzahlen ein. Die Befragungsergebnisse zeigen insgesamt, dass das Bildungscontrolling in den drei Ländern zunehmend an Bedeutung gewinnt. Während in Österreich und Deutschland in vielen Betrieben bereits seit längerem eine intensive Auseinandersetzung mit dem Bildungscontrolling stattfindet, sind in den Niederlanden bisher entsprechende Aktivitäten kaum bekannt. Mit der Entwicklung von Kennzahlen zur betrieblichen Weiterbildung versuchen die Betriebe eine Datengrundlage zu schaffen, die auch wichtige Anhaltspunkte für die Nutzeneinschätzung liefern und größere Transparenz im Weiterbildungsbereich schaffen soll. Größere Transparenz durch Kennzahlensysteme und die Entwicklung von Instrumenten zur Nutzenbestimmung werden als die großen Herausforderungen bei der Einführung und Weiterentwicklung des Bildungscontrollings in den europäischen Unternehmen angesehen.

This article examines the prevalence of systematic competence management in German companies and investigates whether it influences the participation of low-skilled employees in non-formal continuing vocational education and training (CVET). Analyses of the BIBB Training Panel show that highly systematised forms of competence management are established in around a quarter of large companies and that these contribute to an increase in employees’ participation in CVET, whereby highly systematised competence management has a more positive effect for high-skilled employees.

Company-based training is of significance in two regards. As well as serving as an important instrument enabling companies to cover their skill demand, it also makes a contribution towards ensuring staff employability. Participation in continuing vocational education and training (CVET) is, however, unevenly distributed. A role is also played by factors at the operational and institutional level. This article uses representative data from the BIBB Establishment Panel on Training and Competence Development (BIBB Training Panel) to investigate whether CVET agreements increase participation in such training by employees and whether this applies equally to all employee groups.

According to the Vocational Training Act, a holistic educational remit forms a core element of training in the dual system. In light of increasing political disenchantment and popularism, more and more companies providing training are wondering which aspects of civic education they can impart without running the risk of being perceived by the trainees as ideologically biased or manipulative. This article illustrates the points of reference offered in this regard by the standards in all occupational profile positions, which have been applicable since 2021. One of the aims is to foster cross-cutting competencies, which also form part of the employability skills set in the modern world of work, over the entire apprenticeship. These also include societal and democratic competencies and values such as participation, the ability to enter into discourse, solidarity and tolerance.

The national “Democratic Competence for Companies Initiative” (Initiative betriebliche Demokratiekompetenz) has established a project network to support companies and vocational schools in effectively combating racism and right-wing extremism. The aim is to use formats which promote democracy as a vehicle to counter inequality ideologies and to develop democratic competencies. This article illustrates why focusing on the world of work can be beneficial in terms of encouraging democratic attitudes and competencies. It also provides insights into the network’s practical operation.

Over recent years, many companies have reduced their commitment to training or even ceased to provide training altogether. This is due to changed conditions within companies and on the training market. At the same time, there is high demand for well-trained skilled workers. Concepts are thus required which will enable companies to continue participation in training despite the altered general conditions. Company training cooperation agreements are also discussed within this context. The article uses a company survey to present the areas of training in which companies currently cooperate.

The focus of the digitalisation debate is often centred on technological progress and its diffusion into company processes. Less attention is accorded to the endeavours undertaken by companies to impart required competencies. This article uses the BIBB Training Panel to investigate the correlation between company promotion of competencies and use of technology.

The aim of JOBSTARTER plus projects concerning “Initial and continuing VET in economy 4.0” is to support small and medium-sized enterprises in adapting their training and continuing education to the challenges of advancing digitalisation. At the start of their work, the projects asked companies about the specific support requirements. This article puts together the assessments resulting from this. They provide an insight into the perspectives of training personnel, and the support required.

Using the example of the BMBF programme “Supporting vocational orientation in inter-company vocational training centres and comparable VET centres” (BOP), this article explores the question of what a funding programme can contribute to the development of a central action area for VET, and the importance of a supporting evaluation in this context. 
The key data of the programme and evaluation are outlined in the introduction, and the article concludes with the presentation of the most significant outcomes of the evaluation and the consequences of these for the shaping of vocational orientation.

The objective of the project “MoPaDual – Modelo paraguayo de Formación Dual” is to establish dual vocational education and training in Paraguay. At the request of the country’s government, BIBB is advising the Paraguayan Ministry of Labour on the establishment of institutional foundations and on the development of VET standards. This article describes the initial results to emerge from the cooperation, taking the development of occupational profiles and curricula as an example.

The focus of the digitalisation debate is often centred on technological progress and its diffusion into company processes. Less attention is accorded to the endeavours undertaken by companies to impart required competencies. This article uses the BIBB Training Panel to investigate the correlation between company promotion of competencies and use of technology.