Sustainability 21st century’s main challenge, and the Sustainable Development Goals set out by the United Nations are a significant indicator of the scope of and necessity for global transformation. Such a shift requires extensive learning processes in the economy, politics and society as well as on the part of individuals. The aim of education and training for sustainable development (ESD) is to help people work together to shape a sustainable future. This article uses the results of national ESD monitoring as a basis for providing an introduction to the genesis, status of development and possible future pathways of vocational education and training for sustainable development (VESD). If the education sector is to be transformed in a way which meets the aims of UNESCO’s new ESD for 2030 Programme, it is clear that critical and systemic consideration of the future role of VET will be necessary.
Gerhard de Haan; Jorrit Holst; Mandy Singer-Brodowski
Nachhaltigkeit ist die zentrale Herausforderung des 21. Jahrhunderts – den Umfang und die Notwendigkeit einer globalen Transformation zeigen nicht zuletzt die Sustainable Development Goals der Vereinten Nationen an. Ein solcher Wandel bedarf umfassender Lernprozesse in Wirtschaft, Politik und Gesellschaft sowie bei Individuen. Bildung für nachhaltige Entwicklung (BNE) zielt darauf ab, Menschen dazu zu befähigen, eine nachhaltige Zukunft gemeinsam zu gestalten. Im Beitrag wird basierend auf den Ergebnissen des nationalen BNE-Monitorings eine Einführung zur Genese, dem Entwicklungsstand und zu möglichen zukünftigen Pfaden der Beruflichen BNE (BBNE) gegeben. Deutlich wird, dass eine Transformation des Bildungsbereichs im Sinne des neuen UNESCO-Programms BNE 2030 eines kritischen und systemischen Blicks auf die zukünftige Rolle der beruflichen Bildung bedarf.
Digitalisation, climate change, migration and a continuous requirement for qualified skilled workers are creating major challenges for vocational education and training in European countries. They all face the task of developing attractive occupational profiles which offer good prospects for entry to the labour market. Transnational networking is a necessity in Europe and can also help build bridges in other regions of the world. But how can relevant innovative solutions be successfully shared, and how can we work together to create new approaches? The BILT project is making a contribution in this regard by acting as an innovation platform.
Digitalisierung, Klimawandel, Migration und der kontinuierliche Bedarf an qualifizierten Fachkräften stellen die Berufsbildung in europäischen Ländern vor große Herausforderungen. Alle Staaten sind gefordert, attraktive Berufsbilder mit guten Perspektiven für den Eintritt in den Arbeitsmarkt zu entwickeln. Ein länderübergreifender Erfahrungsaustausch in Europa ist notwendig und kann auch in andere Regionen der Welt Brücken bauen. Doch wie kann es gelingen, innovative Lösungen in diesem Sinne zu teilen und gemeinsam neue Ansätze zu entwickeln? Das BILT-Projekt leistet als Innovationsplattform für die Berufsbildung hierzu einen Beitrag.
In April 2016, UNESCO adopted a document which underlines the growing global significance of vocational education and training (VET) and represents an important milestone in terms of increasingly aligning the quality of VET to the requirements of the world of work. This article outlines the background and the process behind the development of the recommendation and defines its main contents with regard to practical relevance.
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.
In April 2016, UNESCO adopted a document which underlines the growing global significance of vocational education and training (VET) and represents an important milestone in terms of increasingly aligning the quality of VET to the requirements of the world of work. This article outlines the background and the process behind the development of the recommendation and defines its main contents with regard to practical relevance.
Im April 2016 hat die UNESCO ein Dokument verabschiedet, das die weltweit steigende Bedeutung der beruflichen Bildung unterstreicht und das einen wichtigen Meilenstein darstellt, die Qualität beruflicher Bildung zunehmend an den Bedarfen der Arbeitswelt auszurichten. Im Beitrag werden Hintergründe und Entstehungsprozess der Empfehlung skizziert und zentrale Inhalte auf ihre praktische Relevanz hin verortet.
The theme of inclusion is rising in prominence in vocational education and training since different groups of individuals continue to be disadvantaged in their search for training places. In its Guidelines for Inclusion, UNESCO calls for access to high quality education to be possible for all, and for individual development to be fostered. This article takes a look at the approach of the initial vocational training guarantee as a means of putting this aspiration into practice. Drawing on experience with this model in Austria, it considers opportunities for better integration into initial vocational training and outlines one possible form of implementation for Germany from the viewpoint of the Confederation of German Trade Unions (Deutscher Gewerkschaftsbund, DGB).
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