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Seit 1992 veröffentlicht die OECD indikatorenbasierte Informationen über die Leistungsfähigkeit der Bildungssysteme in den OECD-Staaten im Rahmen der Publikation „Bildung auf einen Blick“. Die Ergebnisse der Veröffentlichung werden fortlaufend aktualisiert und ermöglichen die Einordnung des nationalen Bildungssystems im internationalen Vergleich. Zugleich bilden sie eine Grundlage für die internationale Bildungsdiskussion. Der vorliegende Beitrag gibt einen Überblick über den konzeptionellen Rahmen für die Indikatoren, die Entscheidungsprozesse bei der Auswahl der Indikatoren, die Abgrenzung beruflicher Bildung im Sekundarbereich II einschließlich darauf aufbauender Beispielindikatoren. Anschließend wird ein Ausblick auf zukünftige Entwicklungen gegeben.

Altough indicators mapping the level of youth education attaiment in international comparative terms are often used in discussions centering on the efficiency and effectiveness of the German eudcational system, the position occupied by Germany is not clear. The Eurostat data, for example, shows that the proportion of young people who have at least completed upper secondary educatin is at a comparatively low level. This contrasts with the upper secondary education completion rates provided by the OCED, where the figures for 2006 (OECD, 2008) show Germany in top position. The aim of the following is to examine the computation approaches adopted by both indicators and the attendant interpretation problems more closeley.

Der indikatorgestützte Bericht "Education at a glance" der OECD von 2008 hat in der deutschen Presse für Aufsehen gesorgt, weil er Deutschland ein vermeintlich schlechtes Zeugnis für die Akademikerausbildung ausstellt. Als Beleg hierfür werden in der Regel die Absolventenquoten des tertiären Bildungssektors aus dem Bericht herausgegriffen. Der vorliegende Beitrag untersucht, ob dieser Unterschied durch Besonderheiten der deutschen Berufsbildungs- und Arbeitsmarktstruktur aufgeklärt werden kann, welche im Rahmen der OECD-Betrachtung vernachlässigt werden.

In Debatten um die Effizienz und Effektivität des deutschen Bildungssystems werden häufig Indikatoren genutzt, die den Bildungsstand der Bevölkerung im internationalen Vergleich abbilden. Je nachdem, welcher Indikator herangezogen wird, ergibt sich dabei ein anderes Bild. Auf der Basis von Eurostat-Daten befindet sich der Anteil der Jugendlichen mit mindestens einem Abschluss der Sekundarstufe II auf einem vergleichsweise niedrigen Niveau. Mit knapp 73 Prozent ist Deutschland im europäischen Vergleich gemeinsam mit Spanien und Portugal am Ende der Rangliste zu finden. Auf der anderen Seite stehen Abschlussquoten für den Sekundarbereich II, die von der OECD in der jährlichen Publikation 'Bildung auf einen Blick' veröffentlicht werden. Hier liegt Deutschland 2004 mit einer Quote von 99 Prozent gemeinsam mit Norwegen an der Spitze der OECD-Länder (OECD, 2006). Im Beitrag werden die Berechnungsansätze und damit verbundene Interpretationsprobleme näher erläutert.

Recognised training occupations act as a guarantee that qualified skilled workers will develop a professional capacity and in consequence employability skills in training. Occupational qualifications are subject to constant change and need to be adjusted to altered circumstances. But which factors trigger the update of training regulations? And what role is played by aspects such as the age of the regulations in question? This article uses the initial results from an ongoing BIBB research project to show which possible factors may be considered with regard to designing indicators for systematic monitoring of the modernisation requirements of initial and advanced training occupations.

The OECD data show an enormous increase in the number of participants in academic courses of education for the period from 1995 to 2010. In the same timeframe, occupation-related and practice-related courses in the tertiary sector of education are stagnating. The article deals with the question of whether it is justifiable to talk about an academisation in this context or whether the content of the tertiary education programmes is rather drifting into a “vocation-oriented” direction.

OECD data for the period from 1995 to 2010 point to an enormous upturn in participants in academic courses. At the same time, vocational and practice-related training courses in the tertiary sector of education are stagnating. The question addressed in the article is how far it is justified, against this backdrop, to speak about academicisation, or whether it is not rather the case that the detailed content of tertiary education programmes is drifting in a “vocationally oriented” direction.

As every year, the main point for discussion at the final meeting of the year 2013, under the chairmanship of Monika Wenzel, was the supply of training places relative to demand as of 30 September. Other major items were the future of the pilot studies supported by BIBB pursuant to § 90 para. 3 no. 1d of the Vocational Training Act (BBiG), the implementation of the German national qualifications framework (DQR), and the outcomes of the OECD “Programme for the International Assessment of Adult Competencies” (PIAAC).

In Germany, upgrading training can open up pathways to company positions which in other countries are exclusively reserved for higher education graduates. The question is whether this is reflected in comparable remuneration. The latest OECD comparison provides very little cause for hope in this regard. Nevertheless, the analysis fails to accord consideration to factors which draw a differentiated picture. This is presented here on the basis of the results of a current employee survey.

Not too long ago, the German model of VET and its combination of school-based and company-based learning venues was considered to be a vocational training pathway all of its own, and Germany regularly had to face criticism from the OECD that its rate of persons with academic qualifications was too low. The OECD 1 is now recommending that others look to Germany and Switzerland. What is the reason for this recent interest in dual vocational education and training? On the basis of experiences from the international cooperation in which BIBB is engaged, the present article develops responses to this question and outlines the prospects for supporting the promotion of dual training in European partner countries.

Germany’s National Education Report, first published in 2006, is the first comprehensive report covering all areas of education. However, ongoing reporting in the field of vocational education and training (VET) has been in place for more than 30 years in the form of the Report on Vocational Education and Training published by the Federal Ministry of Education and Research (BMBF). The Federal Institute for Vocational Education and Training (BIBB) has thus far been involved with the preparation of this report within the scope of ist statutory functions. Following a realignment of the Report on Vocational Education and Training in 2009, BIBB now issues the Data Report, a new standard work on VET. The Data Report is based on selected indicators and depicts the main developments within initial and continuing vocational education and training within an international context. In addition, different focal topics are dealt with each year.

The special focus articles in this issue deal with a key education policy vision: the networking of education offerings and sectors at municipal and regional level. These articles reflect on the new functional responsibilities and planning and development tasks that go hand-in-hand with such an undertaking. Approaches and models from day-to-day practice - such as local transition management, implementing a lifelong learning strategy and cross-border networking - are featured. In his introductory commentary to this issue, President Manfred Kremer of the Federal Insti-tute for Vocational Education and Training (BIBB) underscores the importance of networking strategies for ensuring greater vertical and horizontal permeability between the individual stages of education and education sectors. In order to eliminate functional weaknesses in the education and assistance systems, cooperation and networking must become a matter of course. This issue also includes reports on the proportion of university graduates in Germany compared to other OECD member states, on the introduction and testing of the extended examination for the occupation Management Assistant for Retail Sales and on improvements in the training for the occupation Judicial Clerk.