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In diesem Beitrag werden ausgewählte Prinzipien einer inklusiven Didaktik vorgestellt, mit deren Hilfe Lehrkräfte bestehende Unterrichtspraxis reflektieren können. Die Heterogenität der jeweiligen Lerngruppe zur Kenntnis zu nehmen und als Ausgangspunkt für didaktische Planungen zu machen, ist hierbei handlungsleitend. Der Ansatz des Kooperativen Lernens gilt für den Unterricht in heterogenen Lerngruppen als besonders geeignet. Er wird in seinen Grundzügen unter der Berücksichtigung der didaktischen Prinzipien dargestellt.

Die wissenschaftliche Begleitung in Modellversuchen hat zu forschen und zu beraten. Sie kann sich damit in ihrer Arbeit nicht nur auf analytische und dokumentierende Tätigkeiten beschränken, sondern muß sich auch in mitentwickelnde und versuchsstützende Tätigkeiten einbringen. Mit der Wahrnehmung von Forschungs- und Beratungstätigkeiten bewegt sich die wissenschaftliche Begleitung notwendigerweise immer in einem Spannungsverhältnis. Dieses wird im Beitrag am Beispiel des Modellversuches "Kooperative arbeitsplatzorientierte Berufsbildung bei moderner Prozeßfertigung" "beleuchtet: und es werden einige Hinweise gegeben, wie man damit umgehen kann. Der Schlüssel liegt in der Gestaltung und Handhabung des Forschungsdesigns. Inhaltlich geht es im Modellversuch darum, dezentrale, d.h., produktionsnahe Lernsituationen zu entwickeln und zu erproben: u.a. ein "Kooperatives Arbeitsprojekt", bei dem Auszubildende der Berufe Energieelektroniker, Industriemechaniker und Verfahrensmechaniker gemeinsam im Betrieb lernen. Zentraler Lerngegenstand ist die Arbeitsstruktur in ihrer Auswirkung auf die Qualität von Produkt und Arbeit. Entwicklungsarbeiten liegen in den Händen eines Ausbilderarbeitskreises. Auf diese Weise soll in Modellversuch eine beteiligungsorientierte Organisationsentwicklung in der Berufsbildung intensiviert werden.

Building a European Education Area requires a seamless and connected learning landscape that enables mobility and lifelong learning for all. Over the past two decades, European countries have made significant efforts in this regard by adopting a learning outcome approach in vocational education and training (VET) and education and training more broadly. This shift has been driven by the need to improve the transparency and transferability of qualifications. This article presents the results of a Cedefop study on the current state of progress.

Knowing what artificial intelligence (AI) is and being aware of how the various AI systems operate and of which new opportunities and qualitative improvements for teaching and learning arise as a result of AI are just as important as familiarity with the challenges, risks and ethical and data protection requirements relating to the development and deployment of AI. This article offers an insight into this thematic area which, in light of the highly dynamic developments taking place in the field of generative AI in particular, VET will need to address on a long-term basis from both a technological and a didactic and ethical perspective.

In December 2021, the European Commission published a proposal for a Council Recommendation on a European approach to micro-credentials for lifelong learning and employability. Although in use in higher education and in English-speaking countries, the term “micro-credentials” has remained unknown in vocational education and training in Germany up until now. Much is still open and unclear, and no uniform understanding or notion exists with regard to the role which they could or should play in the member states. One of the outcomes of the Europe-wide consultation on this Recommendation is that such an instrument is not without controversy in vocational education and training. The present article looks at the core elements of the European proposal and identifies areas of potential and problem areas associated with the use of micro-credentials for VET. This is particularly highlighted via a reflection on possible developments of micro-credentials in the German VET context.

Digital media including simulations and virtual and augmented reality (VR/AR) are increasingly being used in initial and continuing vocational education and training. Although occupational learning in virtual spaces offers new possibilities, specific limits are faced compared to learning via an analogue object. In this article, a research and development project for the piloting of a virtual learning environment in the construction and maintenance of industrial cranes serves as a basis for a systematic investigation into which learning contents can be more or less effectively taught within virtual reality and into the requirements for VR tools which can be derived. The article concludes with a debate on the extent to which the findings can be generalised for (occupational) learning in digital spaces.

The rising number of examination candidates who have acquired German as a foreign or second language means that examiners are increasingly facing situations in which language barriers make it difficult to assess the professional competence which is the object of the respective oral or practical examination. The Ulm Chamber of Commerce and Industry has joined forces with the Frankfurt Fachstelle für berufsintegriertes Sprachlernen (FaberiS) [Centre for Occupationally Integrated Language Learning] to offer a seminar for examiners which addresses this issue. The article presents the background to the seminar, its design concept and initial experiences of implementation.

On 20 December 2012, the Council of the European Union issued a “Recommendation on the validation of non-formal and informal learning”, which calls upon the individual member states to introduce relevant regulations by the year 2018. The Recommendation states the main elements of a validation process. The present article begins by outlining the background and intentions of these endeavours before moving on to specify the terminology used to describe the individual elements in more detail. Finally and by way of example, a brief consideration is undertaken of national developments with regard to the implementation of the Recommendation whereby particular attention is paid to the individual stages of the process.

On 20 December 2012 the Council of the European Union issued a “Recommendation on the validation of non-formal and informal learning” which calls upon the individual Member States to introduce corresponding regulations by the year 2018. To this end, the Recommendation specifies central elements of a validation process. The article begins by outlining the background and intentions of these efforts, and goes on to concretise the definitions of individual elements. Finally, examples of national developments on implementation of the Council Recommendation are briefly considered – with particular regard to individual steps in the process.

As a consequence of introducing the European Qualifications Framework (EQF), according to the Recommendation of the European Parliament and Council of April 23, 2008, “access to and participation in lifelong learning ... and the use of qualifications [should] be promoted and improved at national and Community level.” Furthermore, the EQF should build bridges between formal, non-formal and informal learning and contribute to the validation of learning outcomes. This article considers whether, and if so, how the EQF – and particularly the German Qualifications Framework for Lifelong Learning – can promote and strengthen the recognition of non-formal and informal learning. In addressing this line of inquiry, the authors make reference to two recent expertises on this subject.