Vocational education and training as a socialisation space – areas of potential for young people

Dear readers,

Young people and young adults are a key population group with regard to the future of our society. They have always been a highly significant group for vocational education and training. Their interests, personal circumstances and the environments from which they emerge are becoming increasingly complex. For this reason alone, it is problematic to speak of “young people”. This issue of BWP attempts to take a nuanced look at the target group by drawing on findings from research into young people and socialisation. The articles focus on the living situations and environments of young people. They examine their future prospects, their physical and mental health, and their educational and vocational orientation, as well as looking at the influence exerted by vocational education and training as a socialisation space for young people.

Particular emphasis is placed on setting out recommendations based on academic research findings in order to ensure that vocational education and training provision is designed in a way that is tailored to the target group to the maximum extent and is as attractive as possible. Amidst the ongoing shortage of skilled workers and the high number of persons aged between 20 and 34 who are not formally qualified, and the additional factor of demographic development, it seems a matter of the utmost urgency to convince young people transitioning from school to work of the potential offered by vocational education and training so as to set them on the path to a fulfilling and secure career.

As well as presenting relevant academic research findings on young people, this issue also provides room for the voices and perspectives of the young generation. One issue that constantly emerges among all the pressing questions is the mental health of young people. This is emphasised by the young people interviewed in this issue and is also reflected in the relevant research. Vocational education and training needs to address this topic more closely and help young people to deal with mental stress and with the many current global crises. The COVID-19 pandemic clearly showed just how important face-to-face encounters and interaction are in preventing isolation and loneliness and in embedding the increased use of digital media within regulative social interactions. This is precisely the area in which vocational education and training offers great potential. It can model such interactions against the backdrop of real-life work tasks and guide and support the development of competencies and personality, particularly in social and emotional terms.

Young people repeatedly highlight the importance of spaces free from discrimination, both within the context of social media and in relation to real-life situations. Subjects such as racism and extremism must be tackled in a targeted way in initial and continuing vocational education and training. Educational initiatives focused on democratic participation are becoming increasingly common in school-based and company contexts. Such initiatives are addressing these issues, and this is very much to be welcomed. It is crucial that young people in vocational education and training have the opportunity to play an active role and to have a say in shaping their learning processes. Participation can thus become a guiding principle for vocational education and training. The present issue of BWP offers a wealth of ideas in this regard.

Professor Hubert Ertl
Director of Research and Vice-President of BIBB

Translation from the German original (published in BWP 3/2026): Martin Kelsey, GST GlobalSprachTeam ‒ Sassenberg e.K., Berlin