The idea of making knowledge publicly available is gaining in popularity. Examples include providing Open Access to academic research contents, adopting an Open Source approach to codes for computer programmes and using the concept of Open Science to release research data and study results. However, how much willingness is there to share teaching/learning materials in the form of Open Educational Resources (OER)? This article presents the initial results from a survey of vocational schools.
Die Idee, sein Wissen der Öffentlichkeit zur Verfügung zu stellen, gewinnt immer mehr an Popularität. Seien es wissenschaftliche Inhalte wie bei Open Access, Codes von Computerprogrammen wie bei Open Source oder Forschungsdaten und Untersuchungsergebnisse wie bei Open Science. Doch wie hoch ist die Bereitschaft, Lehr-/Lernmaterialien als Open Educational Resources (OER) zu teilen? Im Beitrag werden hierzu erste Ergebnisse einer Befragung an berufsbildenden Schulen vorgestellt.
The last Board Meeting of 2018 took place under the chairmanship of Elke Hannack, employee representative. The main content focuses were the current situation on the training market and the strategic realignment of BIBB research via the introduction of “thematic clusters”. Topics such as the so-called “holistic written record of training” and BIBB’s activities in the field of Open Educational Resources (OER) in vocational education and training were also presented.
Die letzte Hauptausschusssitzung des Jahres 2018 fand unter Leitung von Elke Hannack, Beauftragte der Arbeitnehmer, statt. Inhaltliche Schwerpunkte waren die aktuelle Situation auf dem Ausbildungsmarkt und die strategische Neuausrichtung der BIBB-Forschung durch „Themencluster“. Weiterhin wurden u. a. der sogenannte »Ganzheitliche Ausbildungsnachweis« sowie die BIBB-Aktivitäten im Bereich der Open Educational Resources (OER) in der Berufsbildung präsentiert.
Within the context of UNESCO and the European Commission, OER is a topic which has been on the agenda for several years. The second UNESCO World Congress on OER was staged in Ljubljana in September 2017. The debate on educational materials which are openly available has also gathered significant steam in Germany. However, compared to other educational areas, developments in vocational education and training are only just getting underway. This article outlines the opportunities and challenges that are associated with the topic of OER and illustrates these on the basis of two practical examples from the field of VET.
Das Thema OER ist im Kontext der UNESCO oder der Europäischen Kommission schon seit mehreren Jahren auf der Agenda. Im September 2017 fand der zweite UNESCO-Weltkongress zu OER in Ljubljana statt. Auch in Deutschland hat die Diskussion um offene Bildungsmaterialien deutlich an Fahrt aufgenommen. Im Vergleich zu anderen Bildungsbereichen steht die berufliche Bildung jedoch noch am Anfang der Entwicklung. Der Artikel skizziert Chancen und Herausforderungen, die mit dem Thema OER verbunden sind, und verdeutlicht diese anhand zweier Praxisbeispiele aus der beruflichen Bildung.
Seit Mitte der 1990er-Jahre ist mit der stark zunehmenden Verbreitung des Internets auch der Open-Access-Gedanke – also die freie Verfügbarkeit von wissenschaftlichen Dokumenten im Rahmen einer Erst- oder Zweitveröffentlichung – immer mehr publik geworden. In Deutschland ist er in der Scientific Community spätestens mit der Berliner Erklärung (2003) angekommen. Die Deutsche Forschungsgemeinschaft (DFG) hat im Jahr 2006 Open Access in ihrer Förderpolitik fest verankert. Umso erstaunlicher ist es, dass der Ansatz der Open Educational Resources (OER) zumindest in Deutschland vermutlich einem eher überschaubaren Kreis bekannt sein dürfte, sind doch beide Ansätze mit Blick auf ihren Grundgedanken des Open Content eng verwandt.
Since the mid-1990s the phenomenal increase in the penetration of the Internet has gone hand in hand with growing public awareness of the idea of open access, i.e. making academic documents freely available either as primary or secondary publications. In Germany the idea had certainly reached the scientific community by the time of the Berlin Declaration (2003), and in 2006 the German Research Foundation (DFG) firmly embedded open access in its funding policy. In this light, the fact that only quite a select circle should be familiar with the open educational resources (OER) approach, at least in Germany, is quite surprising since the two approaches share the underlying principle of open content and are therefore closely related.
Skilled workers with good vocational training are a decisive factor for the sustainable diffusion of new technologies. But how are research and development findings transmitted to companies and taken into their employees’ thinking?This issue examines technology transfer into vocational education and training from the standpoint of the sustainability strategy. One element, though not the whole story, is the introduction of green or renewable technologies aimed at environmental sustainability. Challenges are pointed out for the early identification of qualification needs and qualification trends in vocational education.The editorial by the President of BIBB, Prof. Dr. Esser, sets out the vocational education policy challenges for the new legislative period. Expanding high-quality vocational education and training research, ensuring the long-term sustainability of intercompany training centres and hands-on vocational orientation, and continuing the internationalisation of vocational education are his key points.Other questions addressed by articles in this issue include the school-to-employment transition, the early identification of youth unemployment in Swiss vocational education, the mapping of advanced vocational training qualifications in the German qualifications framework, the export of vocational education and training services, and open educational resources.
Copyright notice
The documents made publicly accessible on this website, including associated data such as images, graphics and multimedia files, are protected by copyright. The respective authors are responsible for content. Individual reproductions such as copies and print-outs may only be made for private and other personal use (§ 53 German Copyright Law, UrhG). The legally permitted uses for teaching, science and institutions (§§ 60a ff. UrhG), in particular for the purpose of non-commercial scientific research, remain unaffected by this. In addition, reproduction, distribution and making available to the public are only permitted with the express permission of the publisher and with a reference to the source. This applies in particular in respect of reproduction and archiving of documents on electronic data media or on another server. Users themselves are responsible for compliance with legal stipulations and may be held liable in the event of misuse.