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Der Zusammenhang zwischen Bildungsinformationen, sozialer Herkunft, Leistungen sowie erreichtem Bildungsgrad und damit verbundenen Arbeitsmarktergebnissen junger Menschen ist sowohl in der bildungspolitischen wie auch bildungswissenschaftlichen Diskussion unbestritten. Eine im Herbst 2003 veröffentlichte repräsentative Querschnittsuntersuchung in Österreich liefert Daten zu Sozialindikatoren sowie zur Bildungsaspiration und Leistungsfähigkeit der Kinder und Jugendlichen. Dabei zeigten sich markante Unterschiede bei den gewählten Bildungsgängen aufgrund der unterschiedlichen sozialen Hintergründe und Positionierung der Herkunftsfamilien im gesellschaftlichen Statussystem.

Der berufliche Verbleib von Absolventen der Berufsfachschulen ist nach wie vor wenig erforscht trotz steigender Schülerzahlen. Eine Diplomarbeit "Beruflicher Verbleib von Berufsschulabsolventen - Eine empirische Untersuchung im Rahmen des Regionalprojektes Sachsen" an der Technischen Universität Dresden untersuchte nun, in welchem Maße Autonomie, Kompetenz und soziale Einbindung Einfluss auf die Persönlichkeitsentwicklung und damit die Qualität der beruflichen Eingliederung besitzen. Die Untersuchung folgt dem erziehungswissenschaftlichen Verbleibbegriff von ZIMMERMANN, wonach entscheidend für die berufliche Eingliederung das Erleben von Autonomie, Kompetenz und sozialer Einbindung ist. Der Beitrag präsentiert ausgewählte Ergebnisse. Zunächst wird der Erwerbsstatus der Absolventen dargestellt, in einem weiteren Schritt der Zusammenhang zwischen den Formen des Erlebens und der Persönlichkeitsentwicklung nachgewiesen und schließlich beschrieben, in welchem Maße sich die erwerbstätig gewordenen Absolventen in ihrem Arbeitskontext autonom, kompetent und sozial eingebunden erleben. Die Befunde sprechen für die systematische Einbeziehung dieser Größen in künftige Verbleibsuntersuchungen.

In dem Beitrag wird der Frage nachgegangen, welche hierarchischen Positionsstufen und sozialen Lagen die Ausbildungsberufe des Handels ihren Absolventen eröffnen. Die Überprüfung erfolgte getrennt für Betriebe des Facheinzelhandels und für Filialunternehmen (Waren- und Kaufhäuser, Lebensmittelsupermärkte, Waren-/ Discountläden). Die empirischen Daten stammen aus der BIBB/IAB-Befragung von 1985. Die Analyse des Facheinzelhandels stützt sich auf 1.035, die der Filialbetriebe auf 470 Befragte. Die Ergebnisse bestätigen, dass die Fachausbildungen im Einzelhandel nur begrenzte Chancen für die Erreichung attraktiver Positionen und Arbeitssituationen in den Handelsbetrieben eröffnen. Eine einfache verallgemeinernde Aussage über die Statuszuweisungsfunktionen der Ausbildungsberufe, wie etwa die, dass die Verkäuferausbildung ihre Absolventen im Handel generell eher in die unteren sozialen Positionen führt und die Ausbidung zum Einzelhandelskaufmann generell größere Chancen für den Zugang zu hohen Positionen und damit zu "besseren Lebenslagen" eröffnet, wird durch die Analyse nicht gestützt.

The seeking and selection of suitable continuing training provision may constitute a challenge for persons interested in pursuing such training. AI allows the providers of continuing training databases to develop innovative search systems and more convenient user interfaces. These systems are able to take on a virtual assistance role via the integration of additional functions such as determination of current status of knowledge or the visualisation of results.

Germany and Switzerland have moved closer together in the area of mutual occupational recognition. A simplified procedure for the mutual recognition of occupations has been in place since September 2021. The aims are to make it easier for German and Swiss qualified skilled workers to exercise their occupation and to pursue continuing training in the respective other country and to foster cross-border mobility. This article presents the specific structuring of the agreement, the support tasks undertaken by BIBB. and the status of implementation.

When the German Qualifications Framework (DQR) was adopted in 2012, education and training stakeholders expected it would deliver an important impetus for the equivalence of general and vocational education. However, the agreement, concluded by the Federal Government, the federal states and the social partners, still lacks formal legal status. In light of the increasing loss of appeal of VET, a broad debate on the validity of VET qualifications is more necessary than ever. Juridification of the DQR could make an important contribution in this respect.

Dual VET in Germany is viewed as an ideal model the world over. Its reputation is, however, declining in some countries. Fewer and fewer young people are applying for a training place whilst the number of higher education students has risen. How can this development be explained? Two causes are examined in greater detail. Firstly, the loss of recognition of VET because the promise of a middle-class position has been eroded in the wake of growing income inequality. Second, the consequences of education expansion and the associated increasing expectations regarding status. The conclusion is that the reputation of dual training cannot be improved by educational policy measures alone. Any enhancement needs to be embedded in a long-term uplift and a higher degree of societal recognition of qualified skilled work.

Learning analytics is a general term used to designate socio-technological data mining, analysis and intervention practices which aim to support education and training processes individually and systemically. Despite the extensive areas of potential it offers, there is hesitation when it comes to deploying learning analytics in vocational education and training. The reasons stated are deficits in organisational structures and a lack of human and technical resources at the organisations themselves. This article examines the lines of development of learning analytics, outlines the current status of research, presents a holistic framework model for learning analytics systems and reflects upon ethical and data privacy principles.

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.

Vocational education and training for sustainable development (VESD) should be measurable. Suitable indicators able to record status of implementation on an ongoing basis are required for this purpose. Which core areas are essential for fostering VESD, and which indicators can be used to measure the status of its implementation? This article presents a model and a preliminary set of indicators, developed as part of the project “Indicators for vocational education and training for sustainable development” (VESD).

The main focus of the second Board Meeting to be held in 2021, which also marked the beginning of a new term of office, was on presentations relating to the status of international VET cooperation and the expansion of the BIBB platform foraus.de. Results from the Federal Employment Agency/BIBB Applicant Surveys also served as a basis for looking at the impacts of the coronavirus pandemic on VET and at the situation of refugees. The meeting took place via video conference and was chaired by Elke Hannack, employee representative.

“The vocational education and training system is in crisis!” The reasons for such statements are multifarious in nature, but they regularly cause and have caused existing structures and VET regulatory work in particular to be called into question. A memorandum produced by DIETER EULER and ECKART SEVERING in the autumn of 2020 was one such example. Against this background, the present article provides insights into the regulatory work conducted by BIBB and shows how consensual cooperation serves as a vehicle for the successful development of occupations in the field of tension between continuity and change. The article also clarifies how regulatory work recognises developments at an early stage, integrates them into training occupations in a timely manner, and structures these occupations in a way that enables training to take place over the long term and across a broad basis.

Staff from youth welfare services, job centres and employment agencies all work together under the same roof at youth employment agencies. They operate collectively to provide single-source support to young people seeking guidance. Successful examples of this model are usually seen in major cities. This article illustrates how this type of cooperation across legal entities can also be effectively established across an entire state. It presents the latest status of implementation and the conditions necessary for success. It is important for structural developments to take place in a regionalised way. This means that local institutions must be integrated and due consideration must be accorded to specific regional circumstances.