Der Artikel stützt sich auf ein im Bundesinstitut für Berufsbildung durchgeführtes Forschungsprojekt, dessen Ziel es u.a. war, die derzeitigen und absehbaren Qualifikationsanforderungen, die Ausbildungssituation sowie die Abgrenzung zu anderen kaufmännischen Ausbildungsberufen zu beleuchten. Der Beitrag beschreibt das Berufsbild und die Ausbildungsinhalte aus dem Jahre 1969 und geht auf die Entwicklung seit 1980 ein. Dargestellt werden die Zahl der Ausbildungsverhältnisse, die schulische Vorbildung von Datenverarbeitungskaufleuten, ihr Einsatz im Betrieb, ihre Ausbildung in Betrieb und Berufsschule sowie ihre Qualifikationen. Die Lerninhalte entsprechen besonders im Qualifikationsbereich Datenverarbeitung, aber auch im kaufmännischen Bereich, nicht den Anforderungen. Ausgehend von der Darstellung dieser Defizite werden die zu berücksichtigenden Kernbereiche (Programmierung, Datenbanksysteme und Netzwerke, Standardanwendungen, betriebswirtschaftliche Inhalte usw.) einer Neuordnung dieses Berufes aufgezeigt. Die zukünftige Ausbildung von DV-Kaufleuten soll dabei die an Bedeutung gewinnenden Verbindungsfunktionen zwischen anwendungsunabhängiger Systementwicklung und aufgabenbezogener DV-Anwendung in den Fachabteilungen berücksichtigen.
A pilot project launched by the Federal Ministry of Education and Science (BMBW) in 1980 adopted a socio-pedagogically oriented approach to vocational education and training. Alignment to competencies rather than to deficits, social learning, integrative language support and target group-appropriate methodology and didactics are all specific hallmarks of this training concept that have remained relevant down to the present day for integrating young people into training. The article traces the development of this approach and illustrates how these core elements have become successfully established within the context of education and social policy (reform) endeavours.
Günter Albrecht; Renate Behrendt; Wolfgang Müller-Tamke
The adoption of the West’s dual system of vocational education and training by the new federal states confronted the training staff with new tasks and challenges. It was in August 1990 that the support for the qualification of vocational education and training staff began in East Germany. Up until 1992, the then Federal Ministry of Education and Science (BMBW) set aside approximately 50 million DM for that purpose. What was achieved through that programme? What role did it play in the transformation process? How did East and West Germans support this process? The paper follows up these questions and draws attention to insights and experiences in retrospect.
It has been a long time since it was possible to discuss and respond to issues relating to the future of vocational education and training solely within national contexts. The German VET system has been embedded into cross-border developments since as early as the 1980’s, when European educational programmes were established. Nevertheless, international vocational education and training topics have gained considerably in significance over recent years. The present article outlines three areas of activity in which the challenges of internationalisation are discernible.
Interview on the reform of the industrial metal and electrical occupations in the 1980s. Günter Cramer, Klaus Heimann, and Hermann Schmidt with Friedrich Hubert Esser
The reform of the metal and electrical industry occupations is one of the milestones in the recent history of vocational education and training. It is an excellent example to illustrate why the dual system is a "learning system": The interaction between research, policy and practice in reform projects was and is the best precondition for translating the tremendous complexity that accompanies the development of challenging occupations for training-intensive sectors of the economy into practice-oriented solutions. The reform of the metal and electrical industry occupations still counts among the reference examples of innovative regulatory activity. The vocational teaching objectives targeted, and in particular the promotion of vocational proficiency, are being updated in the current approaches to skills-oriented vocational education and training. A great many lessons for solving challenges in the regulatory work can be drawn from the review in which the pioneers and designers look back once again on significant aspects of this project.
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