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Die Biotechnologie gilt als eine der Schlüsseltechnologien des 21. Jahrhunderts. Bislang bleiben die erhofften Wachstums- und Beschäftigungseffekte aber hinter den Erwartungen zurück. Als ein entscheidendes Innovationshemmnis kristallisiert sich der Mangel an naturwissenschaftlich-technisch versierten Fachkräften mit anwendungsnaher Ausrichtung heraus. Es gelingt bisher nur unzureichend, Eliten für die Umsetzung der Ergebnisse von Spitzenforschung zu entwickeln. Die Kompetenzengpässe resultieren vor allem aus Versäumnissen im Ausbildungs- und Weiterbildungssystem, wie eine aktuelle Studie des IAI (Institut für Angewandte Innovationsforschung Bochum) zeigt.

Die Strategien der Internationalisierung lassen sich an drei Zielen ausrichten: Qualifizierung der Beschäftigten eines Landes für die globalisierte Ökonomie, Schaffung eines europäischen Bildungsraumes, Wissenstransfer und weltweite Vermarktung von Bildungsangeboten.

Das Verhältnis von individuellen Kompetenzprofilen und tatsächlicher Kompetenznachfrage innovativer Betriebe ist nach Analysen des Instituts für angewandte Innovationsforschung (IAI) durch drei massgebliche Fehlentwicklungen gekennzeichnet: 1. gravierende Differenzen zwischen vorhandenen Personalkapazitäten und notwendigen Kompetenzen, 2. hoher Nachentwicklungsaufwand bei den Betrieben, 3. fehlende "mittlere" Kompetenzebene. Diese Faktoren belegen, dass die Kompetenznachfrage innovativer Unternehmen im Ausbildungssystem untergewichtet ist und das vorhandene Ausbildungssystem unzureichend ist, den bestehenden Strukturwandel zu bewältigen. Die Autoren schlagen vor, die Kompetenzlücke nicht allein von "oben" (Hochschulbereich) zu schliessen, sondern auch von unten, d.h. durch die Weiterentwicklung des insbesondere in den gewerblichen Bereichen bewährten dualen Ausbildungssystems auf hohem Niveau. Aus dem Handwerk sind hierzu erste Modellprojekte zu kooperativen Ausbildungsformen bekannt (duale Ausbildung und berufsbegleitendes Studium, Verzahnung von Meister-Lehrgängen und Studieninhalten von Fachhochschul-Studiengängen). Die Benachteiligung von gewerblichen Ausbildungsgängen gegenüber akademischen hat die Ausbreitung derartiger Modelle bisher verhindert.

Knowing what artificial intelligence (AI) is and being aware of how the various AI systems operate and of which new opportunities and qualitative improvements for teaching and learning arise as a result of AI are just as important as familiarity with the challenges, risks and ethical and data protection requirements relating to the development and deployment of AI. This article offers an insight into this thematic area which, in light of the highly dynamic developments taking place in the field of generative AI in particular, VET will need to address on a long-term basis from both a technological and a didactic and ethical perspective.

For many years, young people wishing to pursue a career in market and social research were forced to attend university first. Since the introduction of the training occupation of “specialist in market and social research” in 2006, however, they have been able to enter the sector directly. The three-year training programme imparts the knowledge required to deal with highly varying issues of societal and economic relevance in a versatile and differentiated way.

Cross occupational competences have long been seen as an opportunity to structure vocational education and training on a broader basis and in a more future-looking way. A plea for a core skills concept which would act as a starting point for educational debate and in which the main focus would be placed on the conflicting relationship between occupation-specific and cross occupational competences was published by Mertens in 1974 and still holds general sway. The article uses the following questions to shed light on this conflicting relationship. How can cross occupational competences be delineated from occupation-specific competences? Can occupation-specific competences be transferred beyond their direct action context, and how can they be imparted in initial and continuing training or be acquired at the company? The article states a number of key points relating to the debates and concludes by indicating the necessity of promoting cross occupational competences at the various VET learning venues.

Six projects to develop computer-based learning and test instruments for subsequent piloting in training and examination contexts have been receiving funding since May 2019 as part of a transfer initiative by the Bundesministerium für Wissenschaft und Forschung (BMBF) [Federal Ministry of Education and Research]. This article explains the background to the initiative and looks at its objectives. It also states which projects are being financed and outlines the contribution they may be able to make towards resolving current challenges in training and examination practice.

Final examinations in dual vocational education and training are currently facing huge pressure to modernise. The project “Employee examination system representatives in the digital world of work” (APdA), which is funded by the Bundesministerium für Bildung und Forschung (BMBF) [Federal Ministry of Education and Research], has undertaken a detailed investigation of these changes and has presented a proposal for the further development of examinations in the dual system in the form of a paper entitled “Dual competence testing”. This article highlights the background to the project and the main demands being made.

Digital media and technologies are changing the world of work. The high degree of dynamism is making it difficult to forecast the competence requirements which workers will face. The MEDEA project, which is funded by the Bundesministerium für Bildung und Forschung (BMBF) [Federal Ministry of Education and Research], has been piloting a training concept which pursues the goal of fostering the self-learning competencies of employees rather than focusing on the imparting of specific technological contents. The aim is that participants will be able to do much more than merely cope with the digital transformation by becoming actively involved in helping to shape it. This article presents the concept before going on to reflect upon the experiences which have emerged from the piloting.

Inexperienced applicants can find it particularly difficult to present themselves well in job interviews. One central aspect of this is dealing with their own emotions. Since 2011, the Deutsche Forschungszentrum für Künstliche Intelligenz (DFKI) [German Research Centre for Artificial Intelligence] and the University of Augsburg have been seeking to provide training in this area by carrying out research into the use of social agents in simulated job interviews. One particular challenge in this regard is to design the behaviour of these agents in as realistic a way as possible and to interpret the emotions communicated via computer systems. This article provides insights into this research work, highlights the areas of potential of virtual applicant training, and concludes by stating the prospects for further research and development.

The Bundesministerium für Bildung und Forschung (BMBF) [Federal Ministry of Education and Research] is using a pilot project entitled “AusbildungWeltweit” (“Training Worldwide”) to fund foreign vocational education and training stays beyond Europe. This article explains the objectives associated with this initiative, the main target group at which the support programme is aimed and the experiences which have been gained thus far.

When working with refugees and trainees from a migration background, an examination of language, cultural and psychological aspects involved in day-to-day interaction is useful for responding to difficult situations appropriately. As part of a BIBB project funded by the Bundesminsterium für Bildung und Forschung (BMBF) [Federal Ministry of Education and Research], the Office for Transitions to Training and Work (überaus) at the BIBB is currently developing a qualification concept for company-based trainers in collaboration with the Wiesbaden-based training provider Fresko which extends beyond mere language awareness and combines the acquisition of specialist knowledge with the shared reflection on personal experiences and evaluations. The article presents the background, objectives and conceptual foundations.

The Bundesministerium für Bildung und Forschung (Federal Ministry of Education and Research) is using the JOBSTARTER plus programme to fund projects that will strengthen small and medium-sized enterprises (SMEs) for the future and structure vocational education and training in a more attractive way. The programme’s third round of funding is addressing the current challenges of increasing digitalisation and automation in the world of work. Initial results from the automotive supplier industry are available from the second round of funding, which was launched in July 2016 and focused on branches and clusters. These results are presented in the article.