Im Rahmen der EG-Gemeinschaftsinitiative New Opportunities for Women (NOW) trafen sich im Dezember 1992 die Projektantragsteller sowie Vertreterinnen aus dem Bundesministerium für Frauen und Jugend, der EG-Kommission und der nationalen Koordinierungsstelle im Bundesinstitut für Berufsbildung, um die Zusammenarbeit aller an der Durchführung der Initiative NOW Beteiligten fortzusetzen. Schwerpunktthema der Tagung waren Fragen der transnationalen Zusammenarbeit mit sogenannten Ziel-1-Gebieten in der EG.
Aus der Analyse der Weiterbildungsstatistik in Nordrhein-Westfalen geht hervor, dass Frauen vor allem bei den qualifizierten Massnahmen deutlich unterrepräsentiert sind. "Ihre 'Wiedereingliederung' findet vorwiegend in der Form von Anpassungsmassnahmen, daneben in Lehrgängen zur Verbesserung der Vermittlungsmöglichkeiten, sog. Paragraph 41 a-Kursen statt, die oft nur wenige Wochen dauern. Die Analyse zeigt auch, dass die Ursachen für die starke Unterpräsentierung von Frauen bei Aufstiegsmassnahmen nicht bei der fehlenden beruflichen und schulischen Vorbildung zu suchen sind, sondern beim zu einseitigen Schulungsangebot in allen wichtigen Frauenberufen (mit Ausnahme einiger kaufmännischer Berufe) sowie bei der Verknüpfung der Förderung mit der eigenen Vorleistung, wodurch Frauen mit familienbedingten Arbeitsmarktrisiken strukturell benachteiligt werden."
In dem Beitrag werden am Beispiel des Modellprojektes "Motivation und Umschulung längerfristig arbeitsloser Frauen in Zusammenarbeit mit Klein- und Mittelbetrieben", das seit 1984 an der Münchner Volkshochschule durchgeführt wird, die Bedingungen und Erfahrungen einer integrierten Bildungsmaßnahme diskutiert. Eine solche Bildungsmaßnahme beinhaltet das Zusammenwirken beruflicher, allgemeiner und persönlicher Bildungsprozesse, in denen auch bisherige und künftige Lebensentwürfe und das Spannungsverhältnis zwischen den unterschiedlichen Anforderungen des privaten Lebens und des Erwerbsbereichs Lerngegenstand sind. Die Autorinnen gehen davon aus, daß ein integriertes Bildungskonzept und weitere innovative Ansätze dazu beitragen können, daß die hohen Abbruchquoten bei Umschulungen gesenkt und die berufliche Handlungsfähigkeit von Frauen gestärkt werden.
Helga Weigand, ausgebildete Industriekauffrau, Sozialarbeiterin und Dipl.-Pädagogin, ist seit 1978 als Geschäftsführerin des Vereins zur beruflichen Förderung von Frauen tätig. Der Verein wurde 1978 von Mitarbeiterinnen des Seminars für Politik des Amtes für Volksbildung der Stadt Frankfurt am Main gegründet. Heute gehören dem Verein 25 Mitglieder an. Als Hauptaufgabe der Vereinsarbeit gilt die berufliche Förderung von Frauen und Mädchen im Zusammenhang mit Beratung, Berufsorientierung, Ausbildung (Umschulung).
Professional knowledge is ageing ever more quickly in the course of the digital shift, and continuing vocational training measures are becoming increasingly significant in terms of preparing the labour force for new and/or altered task requirements. The extent to which occupations typically exercised by men are affected differently to occupations in which women are in the majority remains unclear at present. This article conducts an investigation at the level of occupational groups in order to discover whether there is any evidence of a gender-specific risk of being affected by digital substitution processes and whether the previous continuing training behaviour displayed by the labour force has been adapted to digital structural change.
Vocational training institutions must work to counteract anti-democratic and anti-human rights attitudes and actions. In Berlin, Brandenburg and Hamburg the “Verein für Demokratie und Vielfalt in Schule und beruflicher Bildung” (DEVI e.V.)” [Association for Democracy and Diversity in Schools and Vocational Education] provides support with mastering the associated challenges. In an interview, Michael Hammerbacher explains how vocational schools and their teaching staff make use of the available support.
Germany has a low level of youth unemployment in international comparative terms. Practice- related (dual) training is often cited as a reason for this. But how do young people succeed in making the transition to the labour market and thus achieve integration into working life? This article uses data from the microcensus to analyse occupational integration approximately two years after successful completion of a vocational or higher education qualification.
The study of personality traits has received increasing attention in education and labour market research in recent years. Numerous studies show that personality exerts an independent influence on educational and labor market success. Against this background, a BIBB research project surveyed around 8,000 core employees from the BIBB/BAuA Employment Survey 2018 on their personality traits. Which personality structures and preferences exist in the current working population in Germany? Are there any differences in these structures between occupational groups? What significance do these characteristics have for labour market success? These are the issues addressed in this article.
This article investigates the issue of the extent to which migrants in Canada and Germany are able to use the qualifications and professional experiences they have acquired abroad on the domestic labour market. The information presented is based on case studies in the healthcare sector conducted in both countries. A related question is how the recognition process and the significance of occupational experience differ in the two countries and how these two aspects are determined. The results provide indications as to whether and in which ways the integration of foreign skilled workers in Germany and Canada can be improved.
Vocational education and training in German-speaking countries is traditionally aligned to the concept of the training occupation. Both the precise nature of this concept and the requirements made of it have regularly shifted in the past. The present article provides an overview of this development and describes current action areas with regard to structuring the training occupation in a future-oriented way so as to serve as the starting point for a flexible employment biography.
Vocational education and training in German-speaking countries is traditionally aligned to the concept of the training occupation. Both the precise nature of this concept and the requirements made of it have regularly shifted in the past. The present article provides an overview of this development and describes current action areas with regard to structuring the training occupation in a future-oriented way so as to serve as the starting point for a flexible employment biography.
The school experiment »DuBAS – dual vocational training with the higher education entry qualification in Saxony« was launched at two vocational school centres in the region. Under the Vocational Training Act, high-performing pupils with the intermediate school leaving certificate are able to obtain the general university entrance qualification and also a vocational qualification within four years. Academic support for the project was provided by the Institut für Berufspädagogik und Berufliche Didaktiken der TU Dresden [Institute for Vocational Education and Vocational Didactics at Dresden’s Technical University]. The article highlights initial experiences four years after the introduction of the training course.
The 18th German Higher Education Conference on Vocational Education (Hochschultage Berufliche Bildung) takes place from March 19 to 20, 2015. The host – as on one previous occasion in 1998 – is the Technische Universität Dresden, which will convene expert representatives from research, politics and vocational practice. In view of rising numbers of university entrants and an increase in training programmes offered at the interface between vocational and higher education, this year’s overall theme chosen by the organisers, “Changing significance of vocational education due to academicisation?” takes up a question that is highly current. In the interview, this year’s coordinator Prof. Dr. Hanno Hortsch explains the background to the theme and gives insights into an attractive programme.
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