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Die beruflichen Vollzeitschulen haben eine wichtige Funktion sowohl für die Berufsvorbereitung als auch für die Ausbildung, hier insbesondere im Bereich der Gesundheitsdienstberufe. Die Ausführungen befassen sich mit den quantitativen und strukturellen Veränderungen der Vollzeitschulen seit Beginn der 80er Jahre und beziehen sich auf das Berufsvorbereitungsjahr, das Berufsgrundbildungsjahr, die Berufsfachschulen, die Kollegschulen in Nordrhein-Westfalen und die berufsvorbereitenden Förderlehrgänge der Bundesanstalt für Arbeit. Tabellarisch dargestellt sind die Schülerzahl, die angestrebten Übergänge in eine duale Ausbildung und die Schülerzahl in Schulen des Gesundheitswesens.

Während über die Häufigkeit von unterwertiger Beschäftigung nach Abschluß der Ausbildung keine verläßlichen Daten vorliegen, läßt sich die Zunahme der Arbeitslosigkeit an der Übergangsschwelle von der Ausbildung in die Berufstätigkeit eindeutig nachvollziehen: Innerhalb weniger Jahre hat sich die Zahl der Arbeitslosen mit abgeschlossener betrieblicher Ausbildung in der entscheidenden Altersgruppe der 20- bis 24jährigen mehr als verdreifacht. Die Zahl der arbeitslosenFachkräfte stieg von 59.333 im Jahre 1980 auf 199.458 im Jahr 1983

Der Autor berichtet über die Fachtagung des Bundesinstituts für Berufsbildung zum Thema "Berufliche Bildung für ausländische Jugendliche" in Berlin.

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.

The advanced training occupation of “certified constructor” from 1994 has become obsolete in terms of its contents and is accorded little significance in company practice today. A preliminary investigation carried out by BIBB in the field of activity of construction has produced a recommendation that the relevant advanced training regulations should be updated. However, there is also a view that such a process should be allied with additional conceptual considerations aimed at increasing the attractiveness of this particular advanced training occupation. An initial concept has been drawn up for this purpose, the basic principles of which are outlined in the present article.

Companies have been involved in dual training in the Philippines since 1994. However their participation rate is minimal and the dual system of vocational education and training is not the focus of government stakeholders. Greater transparency of costs and benefits relating to company training might contribute to initiating, and empirically justifying, education policy decision-making which is specifically targeted at consolidating this qualification pathway. The article introduces key finds from the cost-benefit analysis as well as survey results which are considered in terms of recommendations for the next steps in the conclusion.

Companies have been involved in dual training in the Philippines since 1994. However their participation rate is minimal and the dual system of vocational education and training is not the focus of government stakeholders. Greater transparency of costs and benefits relating to company training might contribute to initiating, and empirically justifying, education policy decision-making which is specifically targeted at consolidating this qualification pathway. The article introduces key finds from the cost-benefit analysis as well as survey results which are considered in terms of recommendations for the next steps in the conclusion.

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.

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.