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Das Fachkräfteeinwanderungsgesetz (FEG) erweitert seit März 2020 die Möglichkeiten zur Einwanderung für internationale Fachkräfte. Ausgebaut wurden auch die Möglichkeiten, zur Berufsausbildung nach Deutschland zu kommen. Die rechtlichen Regelungen sind nun in ihrer Umsetzung zu betrachten: Welchen Herausforderungen begegnen Auszubildende und Ausbildende und welche Möglichkeiten der Optimierung gibt es?

Beim Verkauf komplexer Technologien an ausländische Unternehmen spielt die Qualifizierung der dortigen Fachkräfte eine entscheidende Rolle. Ausbildende Ingenieurinnen und Ingenieure, die ausländische Fachkräfte mit neuen Technologien vertraut machen sollen, bringt dies jedoch in ein Dilemma: Sie sollen hochspezialisiertes Fachwissen vermitteln, ohne dabei Betriebsgeheimnisse zu verraten. Eine an der ENSTA Bretagne in Auftrag gegebene Studie beschreibt dieses Dilemma und benennt Anforderungen an die Qualifizierung ausbildender Ingenieurinnen und Ingenieure, um diese Gratwanderung besser bewältigen zu können.

Der fundamentale ökonomische Wandel der vergangenen Jahrzehnte hat zu grundsätzlichen Veränderungen im Wechselverhältnis von räumlicher Mobilität und Qualifikation geführt. Im Beitrag werden dessen Bedingungen, Formen und Folgen skizziert. Die großen Massenwanderungen des 19. und 20. Jahrhunderts waren gekennzeichnet durch die Bewegung von Menschen mit geringen Qualifikationen, die als 'billige' und 'willige' Arbeitskräfte standortgebundene natürliche Ressourcen erschlossen und nutzten. Auch wenn sich beobachten lässt, dass Migration nicht selten mitdem Erwerb von Qualifikationen verbunden war, blieb der Wissenstransfer durch die Bewegung von Spezialisten im Umfang gegenüber den Massenwanderungen unqualifizierter Arbeitskräfte marginal. Seit dem Zweiten Weltkrieg aber ist angesichts des beschleunigten wirtschaftlichen Strukturwandels sowie der zunehmenden Professionalisierung und Spezialisierung in den verschiedensten Erwerbsbereichen die Bedeutung des Erwerbs von Qualifikationen erheblich gestiegen.

Monitoring is an important building block for evidence-based VET policy. The regular surveying of key indicators relating to the VET system delivers valuable impetuses for educational policy decisions. But to what extent is the apprentices’ perspective taken into account? This article presents how the point of view of apprentices is systematically recorded via surveys in the three countries. Differences between the approaches in the countries of comparison become evident.

Vocational education and training is considered to be crucial for the successful occupational integration of young refugees. Findings from Germany, Austria and Switzerland show that these countries are adopting different routes in order to support the integration of refugees despite commonalities in the structure of their VET systems. The article mainly focuses on the phases of preparation for and access to VET.

Integration into the German labour market is often a process which takes several years, even for migrants who have already completed VET or a programme of higher education study abroad. The IAB-SOEP Migration Sample for the years 2013 to 2019 (derived from the annual migration survey carried out by the Institute for Employment Research, IAB, and the German Socio-Economic Panel, SOEP) is used to demonstrate that even these well-qualified groups of persons attend language courses and acquire further qualifications after they have arrived in the country. It also emerges that their participation in education and training is also determined by the legal migration channel used and by career choice as well as being driven by the level of qualification achieved prior to migration.

The Skilled Immigration Act (FEG) has been in force since March 2020 and extends opportunities for immigration by international skilled workers. The possibilities of coming to Germany to pursue vocational education and training have also been expanded. This article now considers how legal provisions are being implemented: Which challenges do trainees and trainers encounter, and how can things be optimised further?

The objective of the project “MoPaDual – Modelo paraguayo de Formación Dual” is to establish dual vocational education and training in Paraguay. At the request of the country’s government, BIBB is advising the Paraguayan Ministry of Labour on the establishment of institutional foundations and on the development of VET standards. This article describes the initial results to emerge from the cooperation, taking the development of occupational profiles and curricula as an example.

In April 2016, UNESCO adopted a document which underlines the growing global significance of vocational education and training (VET) and represents an important milestone in terms of increasingly aligning the quality of VET to the requirements of the world of work. This article outlines the background and the process behind the development of the recommendation and defines its main contents with regard to practical relevance.

Many countries aim to involve more companies in the vocational education and training system. Transparency of the actual costs and benefits of company-based training activities helps governmental authorities to steer this process adequately and can be used to convince firms to increase their involvement in company-based training. This article illustrates the challenges of implementing a cost and benefit study in Vietnam. It discusses the application of the BIBB cost-benefit model, the implementation of the survey, and the interpretation of the main results under special consideration of the different contextual conditions.