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Recommendation systems can help learners and companies with the selection of continuing training provision by issuing personalised suggestions. However, complex correlations need to be considered during the design concept and development of such systems, and the present article seeks to raise awareness of these. This applies both with regard to the application of such recommendation systems and in respect of their effectiveness.

The obstacles faced by training staff seeking to teach about democratic and societal participation during the training process include time pressure and an absence of advanced training. However, lack of awareness of structural discrimination constitutes a further hindrance. A self-monitoring tool has been developed as part of the Erasmus+-Project #GetInvolved. This provides companies with a means of analysing and improving their own participation structures.

The aim of the project “Promoting democracy in vocational education and training” is to help trainers overcome the challenges of a highly heterogeneous trainee community by providing them with various training measures. Democratic competence is a core skill in this regard. This article describes the background to and objectives of the project as well as the training formats offered.

This article looks at the correlation between region and training. It highlights that not all characteristics of a region are equally important when it comes to explaining what influences the training preferences and opportunities of young people. On the other hand, it also points out that regional characteristics are not equally important for all young people and that the impact of such characteristics varies depending on sociodemographic circumstances or personal attributes. The aim of the article is to raise awareness amongst researchers and practitioners of this selective significance of regional characteristics for training preferences and opportunities with a view to using target group-specific (advisory) services to meet the challenges on the training market.

Company continuing training mentors are employees who raise the awareness of their colleagues for the topic of continuing training whilst acting as equals. They thus fill a gap in the continuing training consultancy that is otherwise offered externally (the chambers, Federal Employment Agency, training providers) or at the company via line managers or the Human Resources Department. This article presents initial experiences with this approach from four projects being funded as part of the National Continuing Training Strategy.

The debate surrounding the opportunities and risks of artificial intelligence has gained momentum. The questions arising from the perspective of vocational education and training are which areas of potential AI-based technologies can offer for occupational learning and how these technologies can be used in a responsible and reflective way. The articles in this issue explore how AI-based technologies are deployed at the various learning venues, examine which experiences and research findings are in place with regard to their effectiveness, and determine which impetuses they may provide for the further development of learning processes. An additional focus is how AI itself can be made an object of learning in order to raise the awareness of both teachers and learners for a conscious and thoughtful approach.

The wish for a more flexible structuring of vocational education and training is particularly expressed within the context of dynamic innovation and transformation processes in Germany. One thing which is frequently overlooked is the fact that the German vocational training act (BBiG) already offers options for flexibilisation in relation to the structures and contents of training occupations, with regard to implementation in terms of place and time, and in respect of specific groups of persons. These options are described in the present article. Nevertheless, it is revealed that some of them are used only hesitantly. The questions which therefore arise are whether there is sufficient awareness of these options, whether further options are required and which prerequisites these would need to fulfil.

Environmental protection is traditionally established as a dimension of sustainability in craft trade occupations, thus forming an integral part of inter-company training in the sector. But to what extent is this imparted, and what learning success is achieved? This article presents the results of a 2019 evaluation of the firm establishment of environmental protection and sustainability in inter-company apprentice courses in North-Rhine Westphalia. It is clear that environmental protection and resource conservation are relevant components of practical instruction. Sustainable craft trade skills are, however, not the only focus. There is also emphasis on how to foster an understanding of sustainable actions at work and how to raise awareness for the necessity of such actions. Training staff are vital in successfully imparting knowledge.

The consequences of climate change are exerting a major influence on vegetation and are changing the face of our woods and forests. All forest tree species have suffered as a result of the extremes of weather experienced over recent years. Instances of damage caused by heat, storms, and pests such as the bark beetle are increasing. At the same time, our awareness of woodland as a place of recreation is growing. This draws the attention to the occupational profile of forest manager, a field in which requirements are becoming ever more extensive and complex.

 
Looking after small children or caring for family members whilst pursuing vocational education and training at the same time represents a particular challenge. Many young mothers fail to complete VET for this reason, and this has consequences for their own personal development and that of their children. Part-time training is one way of achieving a better work-life balance and is a route that has been facilitated by the Berufsbildungsgesetz [Vocational Training Act] and the Handwerksordnung [Crafts and Trades Regulation Code] since 2005. It has not, however, proved to be an instant success. Many companies and young people are unaware that the option is available. A state programme has been launched in North Rhine-Westphalia to support part-time training. This article illustrates the experiences that have been gleaned and explain the action which is required in order to create even greater awareness for part-time training and to establish it on a firmer footing in all types of regular support provision.