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The article examines the program of corporate education and the tension between the becoming and being of the subject from a social and educational science perspective. Both proponents and critics of the optimization concept are considered. The focus is on how people become entrepreneurs in vocational education under the influence of optimization calculations. It analyzes how modern approaches to vocational education negotiate the optimization problem and how apprentices and employees are seen as recipients of optimization. Technologies of "soft" leadership that are intended to lead to self-leadership are also examined. The article deals with the concept of entrepreneurship education and its development in the German-speaking area. It emphasizes that individually acquired competencies should take precedence over formal qualifications. It is recommended to anchor entrepreneurship as an educational goal in all curricula. The term entrepreneurship refers to entrepreneurial thinking and action and can include both self-employment and innovative entrepreneurial activity within a company. The concept of entrepreneurship education has gained importance in recent years and is now being promoted in various educational areas. It is emphasized that entrepreneurship can be taught and learned as a competence. The goal is the development of independent and responsible individuals who are able to master socio-economic situations. The text deals with the question of whether young people have already developed entrepreneurial thinking through the influence of social media and the presence of young entrepreneurs. It is discussed whether it is legitimate if young people do not constantly want to be self-employed but prefer dependent employment. Furthermore, it is shown how apprentices and employees are encouraged to apply the principle of entrepreneurship to themselves. Concrete technologies and practices are mentioned that are intended to ensure the voluntary participation of the subjects in terms of collective participation. The concept of education is taken up again in the context of entrepreneurship education, and schools and companies are addressed twice in their function as places of education. The article deals with optimization in the field of education and its impact on the individual self. It is pointed out that the use of educational offerings for self-optimization has become a collective necessity. The optimization of the self is described as endless and paradoxical, as the pursuit of improvement is never fully satisfied. On a systemic level, optimization is seen as a means to avoid the worst rather than to improve. Vocational education is seen as a compromise subject to the laws of competition. The article concludes with the question of what role vocational education plays in this tension field and how it can respond to the needs and desires of learners. The need for reflection on the legitimacy of vocational education and the transmission of values and ethics is also emphasized. [Extracted from the article]

The article discusses the effects of performance statistics in the field of education. It emphasizes that optimizing the performance of the school system and students is of great importance. The text examines the imperatives of performance statistics in three sections: Faster, Higher, and Stronger. It is pointed out that these logics contradict a communal effort towards performance optimization. The article also discusses the influence of performance optimization and competitive thinking in the school sector and raises the question of whether these impair the communal nature of performance and isolate individuals. [Extracted from the article]