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The question of how to increase the proportion of women in STEM occupations has been discussed for many years. Frequently, however, no distinction is drawn between individual STEM occupations. Closer examination reveals differences. Whereas some of the occupations actually do display a very low proportion of women, female representation in other STEM occupations is even above 50 percent. What makes some of these occupations attractive to women? And why are other occupations still rarely chosen despite having similar contents? These questions were investigated as part of the BIBB project “Women choose STEM”.

Mit einer flexibleren Struktur und neuen Inhalten ermöglicht der novellierte Beruf Mediengestalter/-in Bild und Ton Unternehmen im Bereich der audiovisuellen Medien eine passgenauere Ausbildung, die insbesondere die neuen Entwicklungen im Bereich digitaler Medien (Online und Social Media) und vernetzter Produktion berücksichtigt. Einen deutlich höheren Stellenwert erhalten auch die Themen Gestaltung von Bild- und Tonprodukten, Contenterstellung und Medienrecht. Im Beitrag werden die wichtigsten Neuerungen vorgestellt.

Im Zuge der umfassenden Digitalisierung und Vernetzung der Produktion hat sich die Erstellung medialer Inhalte in den letzten Jahren grundlegend gewandelt. Damit ist ein neues Tätigkeitsfeld entstanden, das allgemein mit dem Terminus "Content-Produktion" bezeichnet werden kann. im Rahmen einer vom BIBB in Auftrag gegebenen Studie hat das MMB-Institut für Medien- und Kompetenzforschung den Wandel von Tätigkeitsfeldern in der Medienbranche untersucht und sich dabei auf Fragen der Qualifikation und der Arbeitsorganisation konzentriert. Auf dieser Grundlage formuliert das Autorenteam Empfehlungen, wie den spezifischen Qualifikationsanforderungen mit differenzierten Qualifizierungsangeboten begegnet werden kann.

This article analyses the planned use of artificial intelligence (AI) in inter-company training. Project outlines from the INex-ÜBA funding initiative form the basis for the analysis. The ideas relating to the deployment of AI described in these outlines make clear the manifold potential which VET centres see in it for the further development of their training provision. The results of the analysis show that AI should be deployed within the context of education and training technologies and also should be imparted to the trainees as learning content.

The use of artificial intelligence (AI) across almost all occupational areas is also changing the contents and processes of vocational education and training. This development had already been addressed in the first round of funding of the InnoVET innovation competition and is assuming more distinct shapes in the second round, which was launched in 2024. The article presents examples of how AI is being addressed by the projects.

Continuing training is key to keeping pace with the changes to the world of work being brought about by technological change and by the increasing prevalence of artificial intelligence (AI). This article investigates the contents of the continuing training pursued by employees using AI and also examines whether these contents differ depending on their job requirements level.

The modernisation of training occupations requires an elaborate procedure which is coordinated between the stakeholders and which also needs to take account of both specialist occupational contents and the formal demands of a legal ordinance. Experts from practice discuss content requirements and work with the social partners to draw up training contents and examination requirements. BIBB provides technical support for the whole of the process. A BIBB project has investigated the extent to which artificial intelligence (AI) can be integrated into the procedures and examined the opportunities and challenges which emerge in respect of support for individual stages of the work. This article presents results on the basis of process steps selected as examples.

The use of generative AI is accelerating the digital transformation of the world of employment and helping to bring about a shift in work contents and occupational tasks. Specific (new) specialist and cross-cutting competency requirements are arising within this context. The articles in this issue of BWP examine the nature of these requirements and look at which kinds of initial and continuing VET provision are in demand. They also explore how education and training processes are being changed by the use of AI applications and which innovative impetuses are observable.

Practice managers have been required to complete mandatory continuing professional development on an annual basis since the updating of the Nursing Professions Act. This continuing professional development encompasses 24 hours per year and must address current specialist nursing topics or pedagogical themes. However, the positive impact which this compulsory continuing training is expected to bring for practice managers can only be realised if advanced training contents and requirements are congruent. This gives rise to the key question as to which advanced training needs are present amongst practice managers in nursing. This issue is being pursued by the BMBF-funded project LimCare. This article presents selected results.

The third regular Board Meeting took place under chairmanship of Elke Hannack, representative of the employees. The main content focuses were the current situation on the training places market in 2024, the Report “Education in Germany in 2024” and the topic of support for gifted pupils in vocational education and training.

How can companies help to strengthen young people’s trust in democratic institutions and to fire their enthusiasm for democracy? The “Alliance of Opportunities” (Allianz der Chancen) is a cross-sector initiative of companies and institutions which has set itself the goal of sending out a strong signal in support of democracy by creating a workshop concept. The article presents the background, development and contents of this module-based concept.

This article takes the current challenges facing democratic societies and the entanglement of these with digital aspects as a starting point to show the connections between media and civic education and to present civic media education as a contemporary manifestation of education for democratic citizenship. It concludes by arguing that great significance should be attached to such civic media education within the context of VET too, both at the level of teaching contents and via relevant experiential spaces.

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.