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Sicherung und Weiterentwicklung der Berufsbildungsqualität betreffen vor allem das Erreichen der Ziele einer Ausbildung, also Beschäftigungs- und Weiterbildungsfähigkeit, unter sich verändernden Rahmenbedingungen. In diesem Beitrag werden Ergebnisse eines einschlägigen Forschungsprojekts zur Qualität der Ausbildung an Höheren Technischen Lehranstalten (HTL) in Österreich vorgestellt. Sie genießt in der Bevölkerung und bei Arbeitgebern hohe Akzeptanz. Diese wurde auch durch die Einführung von Fachhochschulen nicht eingebüßt. Hauptproblem in mittelfristiger Perspektive ist die transparente Darstellung der verliehenen Qualifikationen in Europa, da die meisten Länder den Erwerb gehobener beruflicher Qualifikationen erst auf postsekundärer Ebene vorsehen. Herausforderungen ergeben sich damit aktuell weniger aus der Anpassung der Lehrpläne an den Strukturwandel, sondern durch die Europäisierung von Bildung und Arbeitsmärkten.

Bei Erwerbstätigen mit unterschiedlichem berufsbildenden Abschluß, von der betrieblichen Lehre bis zum Hochschulabschluß, wird die Zufriedenheit mit ihrer Tätigkeit untersucht. Dabei ergibt sich eine Rangfolge der Zufriedenheit, die der Rangfolge der Abschlußniveaus entspricht. Die Ausgangshypothese des Beitrags besteht darin, daß die größere Zufriedenheit verheißenden Vorteile des höheren gegenüber dem geringeren Abschluß, genauer gesagt, das daraus resultierende Gefälle der Zufriedenheit der eigentliche Motor des Wechsels von Absolventen der betrieblichen Berufsausbildung an die Hochschule und damit letztlich auch eine Ursache des Facharbeitermangels ist. Die untersuchten Daten entstammen der BIBB/IAB-Erwerbstätigenbefragung. Die Ergebnisse werden nach vier Abschlußniveaus gegliedert: Lehr-, Fachschul-, Fachhochschul- und Hochschulabschluß. Die geringere Zufriedenheit der jüngeren gegenüber den älteren Abschlußjahrgängen wird als strukturelle Veränderung im Erwerbssystem gedeutet: Die jüngeren Erwerbstätigen sind nicht per se unzufriedener als die älteren, sondern sie finden im Durchschnitt weniger günstige Bedingungen vor.

This article was written by humans. In an era of ChatGPT and similar applications, it seems highly appropriate to clarify what previously was considered a matter of course. One of the reasons for doing so is the increasing blurring of the boundaries between content which is produced by humans and machine-optimised output. The article uses a practical example to highlight the possible areas of deployment of ChatGPT and to show the preparation of stakeholders at Bamberg Upper Vocational School (FOS/BOS) in Bavaria.

In 2015, Slovakia passed a new vocational education and training act which also encompasses the introduction of dual training. Its provisions also include stipulations governing new opportunities for cooperation between the state and trade and industry at a national level and between schools and business both regionally and locally. This article presents these regulations and describes initial experiences with implementation by taking the development of training programmes for shoe makers as an example.

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.

In 2015, Slovakia passed a new vocational education and training act which also encompasses the introduction of dual training. Its provisions also include stipulations governing new opportunities for cooperation between the state and trade and industry at a national level and between schools and business both regionally and locally. This article presents these regulations and describes initial experiences with implementation by taking the development of training programmes for shoe makers as an example.

Inter-company vocational training centres make a significant contribution in many ways to the initial and continuing education and training of skilled workers. Using the example of the Dresden-based Elektrobildungs- und Technologiezentrum e. V. (Electrical Training and Technology Centre, EBZ), the paper sheds light on the establishment and expansion of an inter-company vocational training centre in the process of development after German reunification. In particular, reference is made to how changing conditions and new challenges favoured the step-by-step establishment of the EBZ both in the region and in nationwide networks, so that there was a gradual adaptation and expansion of educational opportunities. In conclusion, the paper outlines prospects for further networking at an international level.

Timber construction is characterised as much by traditional as by innovative techniques. While classical craft techniques are needed on the one hand, many construction processes involve the use of modern machines and highly complex planning and organisational procedures. Over the years this has led to the development of new qualification profiles at the interface between vocational and higher education. Which new requirements emerge from this for cooperation between learning venues from different educational sectors is the subject-matter of this article. The Biberach model presents the cooperation between Hochschule Biberach – University of Applied Sciences and the vocational rehabilitation organisation of the skilled carpentry trade in the State of Baden-Württemberg.

The Master's degree in Electrical and Microsystems Engineering at Ostbayerische Technische Hochschule Regensburg can be studied as a full-time, part-time or dual programme. Practical phases have been an important element of this degree course from the outset. As part of the Jambadua Project, a dual international study model has been designed in cooperation with the Universiti Tunku Abdul Rahman and German companies in the Penang region of Malaysia. The background to the cooperation venture and the development of the degree programme model are described in the article.

From a Switzerland-wide company survey of over 800 recruitment managers, recently conducted for the first time, it emerges that the diplomas and titles from “higher vocational and professional education and training” (höhere Berufsbildung, HBB) enjoy a high status on the Swiss labour market today and are well established. What the survey also shows, however, is that continuous work on positioning must be done if HBB is to remain attractive amid the rising trend towards academic qualifications (academicisation) in the world of work. Key findings of the study are presented in the article.

With the dual courses of study, a promising training model has taken root at the interface between vocational and university education. The number of courses offered by the universities and the demand on the part of enterprises and students has increased steadily in recent years. There are hardly any larger enterprises not offering dual study places. But why is it that companies engage in dual courses of study and what makes this study model so successful? In November 2012, the BIBB conducted an online survey among 280 enterprises that were participating in dual courses of study at universities of applied sciences. The results presented in this article show that dual courses of study are attractive recruiting tools for the enterprises although their quality potential may not yet have been exhausted.