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Purpose: In the face of constant and rapid development achieving a work–life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points—at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive–inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals.

International journal for research in vocational education and training 9 (2022) 2, S. 167-194, Context: Covid-19 poses major challenges for vocational education and training (VET), as VET—in contrast to general education—is closely linked to the economic system and cannot escape the impact of current economic restrictions. Additionally, strict infection control regulations, as well as temporary school and company closures, inhibit the teaching of practical skills at the workplace. Rapid action by the responsible actors is essential to ensure that VET can take place even under these difficult conditions. It can be assumed that both the complex decision-making processes and the multiplicity of actors involved in collective training systems complicate or delay the reaction to this exogenous shock. Using the example of the German dual training system, this explorative article aims to examine the ability of collective training systems to deal with the challenges posed by the pandemic. Methods: Based on a document analysis, various publications (e.g., press releases, reports) by central actors of the German dual system were reviewed, which provided information about the provision of training activities as well as the measures taken or required to counteract the pandemic-related consequences for dual apprenticeships. This corpus of literature was expanded by scientific studies and publications from national or international institutions related to VET. Following a governance-analytical and actor-centred perspective, the documents were analysed with regard to the indications they provide about the realised coordination of action between the actors, the realised processes and outcomes, as well as the levels affected within the VET system. Findings: The way of dealing with the crisis demonstrates that the German dual system is influenced by the actions of various actors at multiple levels. Actors who are involved in the decision-making processes share common interests, resulting in a strategically bound cooperation among them. However, influence or power from bottom-up seems to be rather limited, as not all of the actors considered in this study are included in essential governance processes. Despite the comprehensive reactions to the pandemic, problems and optimisation needs are also apparent, e.g. with regard to vocational orientation or the support of vocational schools. Conclusion: Despite its complexity, the dual system as a collective training model is capable of acting and adapting to face the challenges posed by the pandemic. This may also be due to the historically entrenched corporatist structures within the dual system: Even in times of crisis, the trust in this historically evolved institutional framework leads to a high degree of accountability and cooperation among the decisive actors. (DIPF/Orig.)

Apprentices in many sectors are exposed to increased health risks and show low levels of physical activity (PA). Environmental and policy approaches seem to be promising tools for PA promotion as they can positively influence the context in which PA occurs. This article reports results from a German research project (2015–2018) that developed and implemented measures for PA promotion in the field of vocational education (VE). A participatory approach—cooperative planning (COP)—involving researchers as well as stakeholders from policy and practice was used in two VE settings—nursing care and automotive mechatronics. We assessed the extent to which new capacities for PA promotion were created by conducting semi-structured interviews with stakeholders from both sectors (n = 12) and one group interview with nursing students (n = 4). Transcripts were analysed using qualitative content analysis. Findings show that new capacities were created mainly in the form of resources and opportunities and that several measures for PA promotion (e.g. a regular lesson on the issue of PA and health and a tutoring system) were successfully integrated into VE routines. However, establishing new organizational goals and obligations appeared to be challenging. Moreover, the article presents influencing factors, such as the participation of the main actors that strongly supported the process of capacity building within their organization. We conclude that COP seems promising in creating new capacities for PA promotion in the field of VE, and therefore has the potential to promote a physically active lifestyle among apprentices.

Context: This study, underpinned by Critical Realism, re-analysed interview data acquired to examine the views and experiences of 4 stakeholder groups involved in the delivery of employer-sponsored pre-registration nursing programmes offered by a UK university in which all students already held an appointment as a non-registrant carer and who completed their placements within a block or integrated practicum framework. The re-analysis focused on the extent to which this interview data aligned with the key propositions of the Theory of Human Relatedness and therefore whether this theory, congruent with assertions based on the results of an earlier realist synthesis, might provide a causative explanation of factors affecting nursing student placement experiences.\ud \ud Methods: Semi-structured, digitally recorded and professionally transcribed interviews, each lasting approximately 30 minutes, were held with a purposive sample of 37, predominantly female, respondents in 4 stakeholder groups involved in employer-sponsored pre-registration nursing programmes. These stakeholder groups were students, employers, mentors, and practice tutors associated with programme provision within 12 healthcare organisations in northern England.\ud \ud Results: Although more modest in some areas, data provides support for every key proposition identified within the Theory of Human Relatedness; suggesting this theory may closely reflect the criteria that stakeholders implicitly employ to evaluate placement models. More respondents in all groups described the block practicum model in ways that suggest it is best able to promote a sense of connectedness, belonging and synchrony for learners. In contrast, an integrated placement design was portrayed in terms that implied it may increase the risk of disconnectedness but might also be more likely to promote reciprocity. Insufficient data was available to identify the perceived effect of either practicum design in respect of enmeshment, parallelism, and mutuality.\ud \ud Conclusion: The results of this research suggest that a block placement may foster more positive relatedness experiences for students and other stakeholders within nursing programmes. Moreover, the extent to which a practicum framework is perceived to promote connectedness, belonging, reciprocity and mutuality, to minimise disconnectedness and enmeshment and to reduce the need for parallelism may underpin stakeholder appraisal of the two practicum frameworks. Little research regarding the effect of placement duration and intensity on student learning within pre-registration healthcare programmes or the application of the Theory of Human Relatedness to practicum experiences, however, has been undertaken to date and such investigation is complicated by inconsistent terminology to describe practicum designs. It is argued that further academic enquiry within both fields should be a priority for healthcare educators; not least because it may provide further insights into curriculum designs capable of reducing student attrition.

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices’ learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners’ apprenticeship satisfaction and occupational commitment varied according to the resource profiles. Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study "Transition from Education to Employment" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship. Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles withhigher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources. Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners’ core self-evaluations to empower them to shape their learning according to their needs.&nbsp

Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers.Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of – and tied to – a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A "gendered vocational identity" is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace.

Es wird zurzeit viel über Schulschließungen, Abi-Prüfungen und Studierende im Digitalmodus gesprochen - wenig hört man zur Situation von Auszubildenden.

Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously. Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction. Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.

Der vorliegende Beitrag geht der Frage nach, welche grundlegenden Unterschiede in der Lehrlingsausbildung bei einem Vergleich Österreich - Deutschland festzustellen sind und ob sich diese Differenzen auch in unterschiedlichen PIAAC-Grundkompetenzen widerspiegeln. Die empirischen Ergebnisse fallen überraschend aus: Trotz eines nachteiligen soziokulturellen Hintergrunds und geringerer Vorbildung sind die Personengruppen mit einem Lehrabschluss, welche nur über niedrige Lese- bzw. Alltagsmathematikkompetenzen verfügen, in Österreich signifikant kleiner. Der Zulauf von Personen mit Abitur hat jedoch in den letzten Jahren in Deutschland deutlich zugenommen, was sich auch in einem gehobenen Leistungsniveau bei den Lehrlingen niederschlägt. Da neueste Studien auf die zunehmende Bedeutung ausreichender Grundkompetenzen zum Zwecke anhaltender Beschäftigungsfähigkeit im späteren Erwerbsleben hinweisen, stellt sich die Frage, ob die Lehrlingsausbildung in Österreich ihren - eher kurzfristigen - Fokus bzgl. der Vermittlung von berufsspezifischen Kompetenzen nicht zugunsten einer stärkeren Betonung von zentralen Schlüsselkompetenzen ändern sollte.

Der Vergleich von 15 ausgewählten Lehrberufen in Österreich zeigt erhebliche Differenzen in den untersuchten Kriterien Alter zu Lehrzeitbeginn, Geschlecht, Migrationsstatus, Vorbildung, Ausbildungsträger, Zahl der Lehrlinge am Ausbildungsstandort sowie Ausbildungs- und Arbeitsmarkterfolg. Obwohl dabei noch gar nicht auf die (völlig unterschiedlichen) Ausbildungsinhalte in einzelnen Lehrberufen Bezug genommen wurde, zeigt allein die Analyse der Eingangsvoraussetzungen und Erfolgskennzahlen in den einzelnen ausgewählten Lehrberufen, dass nur in sehr vereinfachender und abstrahierender Form von "der" Lehrlingsausbildung allgemein gesprochen werden kann, auch wenn eine Differenzierung zwischen einzelnen Lehrberufen aus praktischen (Datenverfügbarkeit, Ergebnisdarstellung) und quantitativen Gründen (bei aktuell rund 200 Lehrberufen in Österreich zuzüglich unterschiedlicher Module, Schwerpunkte und Doppellehrberufe) nur selten möglich ist.

In diesem Beitrag werden drei zentrale, aber teils stark vernachl��ssigte Themen der Erziehungswissenschaft theoretisch-konzeptionell sowie empirisch aufgegriffen; a) die Bedeutung des p��dagogischen Ethos, b) die Frage nach dessen situationsspezifischer Artikulation (Situationsbegriff) sowie c) die Berufsbildungsforschung. Mittels einer empirischen Studie mit Berufsbildenden im Kochgewerbe wird anhand von vier sachbezogenen bzw. personenbezogenen Szenarien das p��dagogische Ethos operationalisiert. Die Ergebnisse deuten darauf hin, dass der Kontext sowohl das Entscheidungs- als auch das Begr��ndungshandeln der befragten Berufsbildenden beeinflusst. Des Weiteren zeigt sich, dass sich die erfahrene Herausforderung als auch die Anzahl der Lernenden in den beiden sachbezogenen Szenarien als bedeutsam f��r das p��dagogische Ethos erwiesen. (DIPF/Orig.), In this contribution three relevant, but mostly neglected topics within educational research are addressed theoretical-conceptually as well as empirically. These topics are a) the importance of pedagogical ethos, b) the question of its situation-specific articulation as well as c) research on vocational education and training. By means of an empirical study with vocational in-company trainers in the catering industry, the pedagogical ethos is operationalized based on four content- and person-related scenarios. The results indicate, that context influences the trainers' decisions and their reasoning. More - over, in terms of the content-related scenarios, it was found that challenges experienced by trainers as well as the number of apprentices being supervised influenced pedagogical ethos significantly. (DIPF/Orig.)

Purpose: A fundamental assumption of the apprenticeship model is that there are benefits to both employers and individual learners. This paper offers a broad conceptual interrogation of an inherent assumption in the apprenticeship model, in that it provides incentives for participation to both individual learners and employers. Approach: This study combines the analysis of literature and available data and draws upon apprenticeship models in ten nations: Australia, Brazil, Denmark, Egypt, England, Finland, Germany, India, Malaysia and South Africa. Findings: For individuals, incentives to undertake apprenticeship may be linked to the process and outcomes of that learning, such as the appeal of learning through doing; the opportunities for occupational socialization; the possibility of progression to employment or to additional education; and learning while earning. The analysis of incentives for employers shows a range of reasons related to their short-term interests and the needs of the production processes, technologies, and associated skills; longer-term benefits for the company’s staffing strategy; and the opportunity to make a contribution to the wider education and economic systems. Despite all the potential incentives, many firms consider apprenticeships too costly, risky, and complex to justify the investment. However, when firms are making decisions under the umbrella of chambers or associations, they are more likely to coordinate their skills investment strategies around collectively beneficial outcomes. Conclusion: The links to the labour market and specifically to employers are a key challenge for sustaining apprenticeship systems, as well as for the task of researching them. As such, policy maker (and researcher) engagement with apprenticeship should account for the capacity and commitment of employers. Another key challenge for apprenticeship is related to the relative attractiveness of this pathway within EandT and labour market system for individuals. What is clear from this study is that the development of a strong apprenticeship system requires the buy-in of both employers and individual learners, and as such the necessity to identify and effectively implement incentives cannot be underestimated. Governments can play a key role in realizing the potential incentives for both employers and learners, thereby yielding benefits of all parties engaged in apprenticeships.

Context: Although the German dual system of vocational education and training makes a major contribution to securing the supply of skilled workers for trade and industry, its function has been under scrutiny for several years. Companies are finding it increasingly difficult to recruit trainees, and increasing numbers of training places are vacant. However, such recruitment problems tend to be concentrated in certain occupations rather than occurring across all sectors equally. This has led to a significant increase in competition among companies seeking to secure the services of trainees in various occupations and calls into question the extent to which such fierce rivalry is reflected in the type of training marketing they conduct. Approach: This paper investigates the training place characteristics companies communicate in their advertisements. Among these characteristics, differences exist in the general conditions of training, requirements for trainees and incentives the companies provide. Latent class analyses were used to investigate the patterns revealed in the training place characteristics and to examine if the frequency with which patterns occur correlates with whether a company is seeking trainees for an occupation with or without recruitment problems and with company size. The analyses were based on data collected from 1,939 small and medium-sized enterprises via standardised telephone interviews conducted at the beginning of 2016. The companies in question had offered training places in one of nine selected dual occupations. Four of the training occupations considered have recruitment problems. There are no recruitment difficulties in the other five.Findings: The single group latent class analysis initially conducted resulted in a model with three latent classes exhibiting clearly differentiated patterns of training place characteristics. As well as focusing on general conditions and the requirements for training, the “aggressive” pattern mainly emphasises the incentives the training place or company offered. The “requirements-oriented” pattern concentrates on the future requirements for trainees. The “basic” pattern communicates only a very few fundamental training place characteristics. A subsequent multi-group latent class analysis revealed evidence that small and medium-sized enterprises offering training are more likely to display an aggressive pattern in occupations with recruitment problems than SMEs providing training in occupations where there are no recruitment difficulties. By the same token, small and medium-sized enterprises with training provisions in occupations with recruitment problems are less likely to exhibit training marketing aligned to the requirements of applicants than firms offering training in occupations without recruitment difficulties, although this is significantly clearer amongst small companies than medium-sized companies. Nevertheless, the class with requirements-oriented marketing constitutes the largest class for all four company groups. Conclusion: The results indicate that conditions in the training market affect the training marketing companies carry out. However, they also show that companies are more likely to use their training marketing to react to recruitment problems that have already occurred rather than take a preventative approach towards such difficulties. For small companies in particular, the limitations in resources available for more elaborate training marketing likely contribute to this approach. Nevertheless, further research is needed to consolidate the outcomes identified here.

Context: This article explores the lived experiences of learners with disabilities who were attending short-term skills-based training programs in Nepal. The research questions addressed were how the learners with disabilities had been experiencing learning with their peers without disabilities and whether the vocational training was inclusive from the perspectives of learners with disabilities. Approach: Based on a phenomenological design, eight learners with disabilities were purposively selected. In-depth interviews were held with the participants. Data were collected in the forms of audiotaped recordings, field notes, and institutional records. The thematic analysis technique was employed to explicate the transcribed data.Results: The results showed that learners with disabilities faced difficulty in commuting to and from the training center. The physical learning environment was insufficiently accessible, and this affected the learning of students with disabilities. Although the learners with physical disabilities had no problem in understanding the subject matter taught in the mainstream classrooms, the learners with visual impairments and those who were with hard of hearing had, at times, difficulty in following their instructors. The learners with disabilities had trouble with socialization and with forming friendships though they had supportive instructors. The participants' statements revealed that the existing inclusion practices were not enough to address the needs of persons with disabilities. However, they viewed inclusion as a much better option to cater to the needs of differently abled people.Conclusion: Inclusive technical and vocational education and training (TVET) is in practice throughout the world. This qualitative research paper has presented the perspectives of learners with disabilities (LWDs) about the inclusive practices in the Nepalese TVET sector. More importantly, this study has given a voice to the LWDs from mainstream vocational training centers in Nepal.

Context: Aiming at gaining knowledge about students' thoughts and actions in deciding to stay in or drop out of an educational programme, an empirical study was conducted on dropout among 18-24-year-old students in VET and basic general adult learning. Approach: In order to pursue this aim, the study combined two sets of data: weekly student surveys and interviews with these same students. While the surveys provide a weekly snapshot of the students' thoughts regarding the probability of them continuing in the programme, their satisfaction with the educational programme as a whole, the specific lessons they attend, and the atmosphere at the school, the interviews contribute with detailed descriptions of the students' thoughts on the same matters.Findings: Based on the students' answers over an eight-week period, it was possible to trace a graph illustrating changes in the students' attitudes. These graphs can be placed within four categories of development: the stable, the positive, the unstable, and the negative. The latter can furthermore be differentiated as reflecting a stable decline, a fluctuating decline, or a sudden decline. In the interviews, the aim was to elicit the individual students' thoughts and actions at the points when their graphs took a turn. Conclusions: The findings show that the students' thoughts and actions concern matters both inside and outside the school. Furthermore, seemingly trivial matters in the students' lives are shown to have a potentially decisive influence on the students' thoughts about staying in or dropping out of a programme. These findings confirm the importance of focusing on students' decision-making processes in research on dropout. However, further research is needed to increase understanding of processes leading to decisions to drop out of education, including the qualification of methods to capture these processes.

Jahrbuch der berufs- und wirtschaftspädagogischen Forschung / Eveline Wittmann, Dietmar Frommberger, Birgit Ziegler (Hrsg.). - 2018; Opladen, Berlin, Toronto : Verlag Barbara Budrich, Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2018, 39-52 (2018)., Published by Verlag Barbara Budrich, Opladen, Berlin, Toronto

Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Unlike the more established Danish system of alternative training, which relies primarily on school-based training in learning centres, Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.

Im österreichischen Bildungswesen sind durchgängig Qualitätssicherungsverfahren und -strukturen etabliert worden, die Ausnahme bestand in der betriebsbasierten Berufsausbildung (abgesehen von der vor externen Prüfenden abgelegten Lehrabschlussprüfung). Nun liefert der 'Erste Österreichische Lehrlingsmonitor' repräsentative Daten zur Weiterentwicklung des Lehrausbildungssystems: Insgesamt nehmen Lehrlinge am Ende der Ausbildung diese mehrheitlich positiv wahr, kritische Bereiche deuten auf eine Schwäche des Gesamtsystems hin oder führen in der betrieblichen Praxis wiederkehrend zu Problemen.

Für das Bundesland Berlin liegen keine aktuellen vergleichenden Untersuchungen zur Zufriedenheit und zum Verbleib von Auszubildenden vor. Wie sich Übergangsprozesse junger Menschen in Berlin gestalten und wie zufrieden Auszubildende zum Ausbildungsende mit ihrer Berufsschule sind, wird auf Basis einer quantitativen Untersuchung an zehn Berliner beruflichen Schulen dargestellt.

Empirical research in vocational education and training 2 (2010) 1, S. 65-81, In the course of a Swiss longitudinal study on the training paths of particularly able adolescents in the Swiss vocational training system, it became apparent that the 'talent pool' (adolescents with above-average talents) had been overtaken by the 'comparison group' (those with average talents). This surprising fact constitutes the starting point of the current article. Based on the question of who the top performers are, the article seeks to identify their characteristics and derives a set of predictors with which success in vocational training can be predicted. On the whole, the results indicate that training success is only attributable to general talent characteristics to a very limited extent, and is rather much more strongly based on behavioural characteristics and company-based standards. However, both behavioural characteristics and company-based standards can be moulded and supported. The results form an empirically grounded foundation for the promotion of gifted trainees in companies providing vocational training. (DIPF/Orig.)

International journal for research in vocational education and training 2 (2015) 4, S. 308-325, This paper analyses the returns to education of specific occupations in Canada. The purpose is to scrutinize whether and in how far academic and vocational education do differ in monetary benefits regarding individual returns. Therefore, two different methodologies of calculation are used to compute the concrete returns to education. As a result it is shown empirically that within the here selected occupational groups (e.g. librarians and electricians) there is no decisive earnings benefit regarding academic careers, although a positive correlation of income level and educational achievement can be verified. Our findings justify revisiting the underlying assumption that vocational education and training cannot generate benefits comparable with those generated by higher education. The earnings data suggest that monetary aspects may be less crucial than generally assumed to the reputation and perceived value of vocational education and training. Therefore, social status and prestige seem to be the most significant contributory factors to vocational training’s low status in Canada. (DIPF/Orig.)

Die berufsbildende Schule 66 (2014) 11/12, S. 368-372, Die moderne Arbeitswelt verlangt von ihren Arbeitnehmern ausgeprägte Fähigkeiten der zeitlichen Selbstorganisation. Dies gilt zunehmend auch für Tätigkeiten mit geringen Anforderungen an die fachliche Qualifikation. Teilnehmer an Maßnahmen zur Berufsvorbereitung müssen häufig mit einer Helfertätigkeit in das Berufsleben einsteigen. Sind sie auf die dortigen zeitlichen Anforderungen vorbereitet und wie kann das Bildungssystem dazu beitragen, entsprechende Fähigkeiten zu entwickeln? (DIPF/Autor)

Fischer, Martin [Hrsg.]: Qualität in der Berufsausbildung. Anspruch und Wirklichkeit. Bielefeld : Bertelsmann 2014, S. 21-38. - (Berichte zur beruflichen Bildung), Der Autor vertritt die These, dass so etwas wie eine Diskussion um die Qualität beruflicher Bildung krisenevoziert, durch Krisen in der Sphäre beruflicher Arbeit hervorgerufen ist. Tatsächlich kann er am Beispiel der mittelalterlichen Dombauhütte belegen, dass einstürzende Kirchenbauten der frühen Gotik ein Umdenken hervorgerufen haben [...]. Entsprechend wurden für Dombaumeister, aber auch für Handwerker wie Steinmetze schriftliche didaktische Standardisierungen geschaffen, die man als frühe Qualitätssicherungsinstrumente betrachten kann. Lipsmeiers Parforceritt durch die Berufsbildungsgeschichte kulminiert im Lehrlingsprotest der 1970er-Jahre, der nach Lipsmeier einen gewissen Höhepunkt in der Qualitätsdiskussion markiert, obwohl diese damals noch nicht so tituliert wurde. Die politischen Forderungen des Lehrlingsprotests sind seitdem in Indikatoren zur Erfassung von Berufsbildungsqualität umgemünzt worden oder tauchen in der heutigen Qualitätsdiskussion gar nicht mehr auf, womit dann auch infrage steht, für welche Krise die heutige Qualitätsdiskussion ein Indikator ist. (DIPF/Orig.)

"Weshalb haben sich die Ausbildungschancen von Hauptschülerinnen und Hauptschülern seit den 1950er Jahren verändert? Die Autorin setzt den Fokus der Erklärung nicht auf die Jugendlichen, denen häufig Defizite zugeschrieben werden. Stattdessen beleuchtet sie die Rolle der Arbeitgeberseite bei der Segmentierung des Ausbildungsmarktes und der zunehmenden Einschränkung der beruflichen Chancen. Dem viel gelobten deutschen Ausbildungssystem ist die Passgenauigkeit abhanden gekommen. Viele Lehrstellen bleiben offen, ein drohender Fachkräftemangel wird angemahnt. Warum haben Hauptschülerinnen und Hauptschüler heute nur geringe Chancen auf dem Ausbildungsmarkt, obwohl ihnen doch die demografische Entwicklung zugutekommen müsste? Die Autorin wendet soziologische und ökonomische Theorieansätze auf den Wandel beruflicher Chancen an, entwickelt diese weiter und prüft sie mittels eines Mixed-Method-Designs. Analysen quantitativer Längsschnittdaten werden ins Verhältnis zu qualitativen Auswertungen von Ausbildungsordnungen sowie Experteninterviews mit Personalverantwortlichen gesetzt." (Verlagsangabe)

Neustrelitz : Landkreis Mecklenburgische Seenplatte 2013, 154 S., Berufswahlsentscheidung und die Frage nach dem Gehen oder Bleiben ist nicht nur für viele junge Menschen in ländlichen Regionen eine wichtige Frage, sondern auch für die im Übergang Schule-Beruf arbeitenden Menschen und Akteure der jeweiligen Kommune. Vor dem Hintergrund der Abwanderungstendenzen und der Optimierung der Übergänge Schule-Beruf hat die Stabsstelle Bildung des Landkreises Mecklenburgische Seenplatte repräsentativ 2800 Auszubildende des Landkreises befragt über die Einflussfaktoren für ihre Berufswahl und über ihre Entscheidung hier zu bleiben oder gehen befragt. Die z.T. überraschenden Ergebnisse werden in dieser Studie zusammen mit Handlungsempfehlungen dargestellt. (DIPF/Autor)

Schweizerische Zeitschrift für Bildungswissenschaften 34 (2012) 1, S. 115-135, Für leistungsschwächere Jugendliche ist der Berufseinstieg erschwert und gemessen an objektiven Kriterien (Lohn, Position) sind sie meist beruflich weniger erfolgreich. Wie sieht es jedoch mit der subjektiven Einschätzung des eigenen Laufbahnerfolgs zu Beginn der beruflichen Karriere aus und welche Faktoren beeinflussen diese? Im Rahmen einer Studie (2006-2011) wurden 525 Lernende in Grundbildungen mit eidg. Berufsattest aus vier Branchen sowie 183 Anlehrlinge am Ende ihrer Ausbildung befragt. Die Ergebnisse zeigen, dass der subjektive Laufbahnerfolg vor allem mit Persönlichkeits-, Arbeits- und Ausbildungsmerkmalen zusammenhängt, wobei speziell die betriebliche Ausbildungssituation relevant ist. Soziodemographische Merkmale und schulische Herkunft spielen dagegen nur eine geringfügige Rolle. (DIPF/Orig.), For young people with learning disabilities career start is often difficult. As measured by objective criteria (salary, position) they are also less successful in their professional life. But what's about their subjective view of career success at the beginning of their career and which factors are influencing it? In a study (2006-2011) 525 trainees in a basic training with Federal VET Certificate and 183 trainees of a VET elementary training program of four branches were questioned at the end of their training. Results show that subjective career success is particularly related to personality, work features and training conditions, especially those at the company. Socio-demographic characteristics and school background are less important. (DIPF/Orig.)

Neue Didaktik (2011) 1, S. 1-10, In der Wissensgesellschaft des 21. Jahrhunderts, in der sich Bildungsinhalte und berufliche Anforderungen beständig wandeln und flexibles "just in time" Lernen immer mehr zu einer schieren Notwendigkeit eines erfolgreichen Berufslebens wird, erhalten Anwendungsbezogenheit und Lerntechniken wie das selbstgesteuerte Lernen einen immer größeren Stellenwert in Betrieben und in den berufsbildenden Schulen. Die Befragungen von Auszubildenden und Studierenden deuten auf die Erfolge aber auch auf die Schwachstellen der Bildungsarbeit in der Berufsbildung hin. In dem Bericht werden Lösungsansätze im Sinne von Kerschensteiner – Bildung ist das, was übrig bleibt, wenn alles Gelernte vergessen wird – diskutiert. (DIPF/Orig.)

Bremen : Institut Technik und Bildung 2011, 37 S. - (ITB-Forschungsberichte; 51), Während die Frage nach Determinanten von Lernleistungen im Bereich des allgemeinbildenden Schulsystems bereits umfangreich erforscht wurde, liegen für die deutsche duale Berufsausbildung nur wenige Befunde vor. Daher wurde untersucht, in welchem Ausmaß sich ausgewählte schulische sowie betriebliche Bedingungen im Verlauf der Ausbildung angehender Bankkaufleute für die Entwicklung beruflicher Fachkompetenz als lernförderlich erweisen und welche Bedeutung potentiell lernrelevanten kognitiven, affektiven sowie motivationalen Merkmalen zukommt. Die berücksichtigten Konstrukte wurden auf der Grundlage theoretischer Überlegungen und empirischer Befunde in einem Rahmenmodell verknüpft und die hieraus abgeleiteten Hypothesen anhand von Daten einer 3jährigen Längsschnittstudie mit 456 Auszubildenden für den ersten und zweiten Teil der Berufsausbildung geprüft. Personale, betriebliche und schulische Bedingungen wurden über Tests und Fragebögen erfasst und allgemein- sowie bankwirtschaftliche Kompetenzen zur Mitte und am Ende der Ausbildung getestet. Obwohl nur einzelne schulische Kontextbedingungen direkt auf wirtschaftliche Kompetenzen wirken, sind alle erhobenen Bedingungen in Berufsschule und Ausbildungsbetrieb vermittelt über affektive Merkmale (Erlebnisqualitäten) verknüpft mit verschiedenen Motivationsformen, die ihrerseits im Zusammenhang mit den wirtschaftlichen Kompetenzen stehen. Letztere werden jedoch in stärkerem Maße durch kognitive Merkmale beeinflusst, wobei im Vergleich zu bereichsunspezifischen Eingangsvoraussetzungen wie der kognitiven Grundfähigkeit zwischenzeitlich aufgebaute wirtschaftliche Kompetenzen die nachfolgenden Testergebnisse besser vorhersagen. Auf der Grundlage des empirisch weitgehend bestätigten Rahmenmodells lassen sich unter Bezug auf die berücksichtigten Konstrukte Hinweise für eine lernförderliche Gestaltung der Berufsausbildung ableiten. (DIPF/Orig.), While determinants of learning outcomes were studied extensively in the general education system, only a few findings are available for dual vocational education in Germany. Therefore was examined, to what extent selected conditions in vocational schools and training companies prove to be conducive to the development of professional competence and how important potentially relevant cognitive, affective, and motivational dispositions are during the training of future bankers. The considered constructs were linked within a framework, based on theoretical considerations and empirical findings. Hypotheses derived from this model were tested for the first and second part of training using data from a 3-year longitudinal study with 456 trainees. Both personal dispositions and conditions in company and vocational school were collected with tests and questionnaires. General and banking economic competences were tested in the middle and at the end of training. Although only some school context conditions have a direct effect on economic competences, all of the collected variables of schools´ and companies´ contexts are connected, mediated by affective dispositions about the satisfaction of basic psychological needs, to different forms of motivation, which in turn are associated with the economic competences. The latter are, however, influenced to a greater extent by cognitive dispositions, whereas in the meantime built up economic competences predict subsequent learning performance better compared to non-specific prerequisites as general mental ability. On the basis of the empirically largely confirmed framework information can be derived with reference to the constructs considered for a learning-conducive design of vocational education training. (DIPF/orig.)

The aim of this cross-sectional study was to compare the blood lead levels of apprentices working in lead-related industries with those of non-apprentice controls and to evaluate the influence of such occupational exposure. The study was conducted between October 2004 and June 2005 in Bursa, Turkey. Subjects included 231 apprentices and 252 male controls, age ranging from 14-19 yr old. Inductively coupled plasma mass spectrometry (ICP-MS) was used to analyze blood lead levels. The overall mean blood lead level was 3.62 microg/dl (95% CI 3.39-3.85), the apprentice mean was 4.99 microg/dl (95% CI 4.60-5.38), and the control group mean was 2.37 microg/dl (95% CI 2.22-2.51). The blood lead level of apprentices was significantly higher than that of controls (p

Seit Sommer 2002 werden für eine begrenzte Anzahl neu geordneter Ausbildungsberufe 'Erprobungsverordnungen zu neuen Ausbildungs- und Prüfungsformen' erlassen, um Erfahrungen mit der 'Gestreckten Abschlussprüfung' zu sammeln. Der Abschlussbericht gibt einen Überblick darüber, wie sich die Gestreckte Abschlussprüfung in den Produktions- und Laborberufen der Chemischen Industrie in der Praxis bewährt hat. Unter anderem stehen folgende Fragen im Mittelpunkt: Welche Auswirkungen hat die Einführung dieser neuen Prüfungs- und Ausbildungsform auf die Qualität der Berufsausbildung? Ändert sich die bisherige Möglichkeit der Ausbildungsbetriebe, Ausbildungsinhalte zeitlich flexibel vermitteln zu können? Hat die neue Prüfungsform Auswirkungen auf die Unterrichtsgestaltung in den berufsbildenden Schulen? Erhöht oder verringert sich durch die neue Prüfungsform der Prüfungsaufwand? Eignet sich die Gestreckte Abschlussprüfung generell für alle Ausbildungsberufe? Ändert sich etwas an der Motivation der Auszubildenden und der Ausbildenden? Im Rahmen der Evaluation wurden mittels Fragebogen schriftliche Befragungen zu Teil 2 der Gestreckten Abschlussprüfung durchgeführt. In den verwendeten Fragebogen, die zusammen mit einem paritätisch besetzten Fachbeirat erarbeitet wurden, sind die Ergebnisse der schriftlichen Befragungen und der Fallstudien zu Teil 1 der Gestreckten Abschlussprüfung eingeflossen. Die Ergebnisse zeigen, dass zwei Umstände uneingeschränkt für die neue Prüfungsform sprechen: Erstens trägt die Gestreckte Abschlussprüfung sowohl aus Sicht von betrieblichen Ausbilderinnen und Ausbildern als auch aus Sicht von Berufsschullehrern und Berufsschullehrerinnen zu einer Steigerung der Motivation der Auszubildenden bei, und zweitens bewertet gleichzeitig eine deutliche Mehrheit von 74 Prozent der Auszubildenden die Gestreckte Abschlussprüfung positiv. (IAB)

"Aufgabe von Betrieb und Schule in der dualen Berufsausbildung ist es, die Kompetenzentwicklung der Auszubildenden zu fördern (KMK 1996). Entsprechend arrangierte Bedingungen an den Ausbildungsorten kommen allerdings nur zum Tragen, wenn seitens der Lernenden geeignete motivationale Orientierungen vorliegen. Sie werden in dieser Studie durch die Konzepte Leistungsmotivation (Heckhausen 1969), Interesse (Krapp & Prenzel 1992) und Selbstbestimmung (Deci & Ryan 1993) konkretisiert und hinsichtlich ihrer Effekte auf bankwirtschaftliche Kompetenz differentiell überprüft. Weiterhin werden die Zusammenhänge ausgewählter Ausbildungsbedingungen, wie erlebte Autonomie am Arbeitsplatz oder Lehrqualität in der Berufsschule, auf die motivationalen Orientierungen untersucht. Es zeigt sich, dass sie unterschiedlich, aber tendenziell niedrig ausfallen. Die Analyse von Partialkorrelationen ergibt, dass die aufgebaute bankwirtschaftliche Kompetenz vornehmlich leistungsmotivational bedingt zu sein scheint. Demgegenüber wird durch Interesse und verschiedene Formen selbstbestimmter Motivation keine zusätzliche Varianz aufgeklärt." (Autorenreferat) "In dual education and training the aims of school and company are to support the apprentices' competence development (KMK 1996). However, specific arrangements of training conditions in both venues may only have effects if there exist relevant motivational orientations on behalf of the learners. They are introduced with the concepts of achievement motivation (Heckhausen 1969), interest (Krapp & Prenzel 1992) and selfdetermination (Deci & Ryan 1993). Their potential effects on economic competence in the domain of banking are tested differentially. Additionally the relation of selected educational and training conditions like experience of autonomy and instructional quality on the motivational orientations are investigated. These motivational orientations show that the correlations are variable and low by tendency. Partial correlations indicate that the economic competence in the domain of banking is after all related to achievement motivation. Interest and selected types of self-determination contribute no significant additional variance explanation." (author's abstract)

"Bei der Diskussion über Kosten und Finanzierung der dualen Berufsausbildung kommt den Methoden zur Erfassung des Ausbildungsnutzens eine zentrale Rolle zu. In einem ITB-Forschungsvorhaben zum Zusammenhang von Kosten, Nutzen und Qualität beruflicher Bildung wurde ein Selbstevaluationsinstrument für Ausbildungsbetriebe entwickelt, das es erlaubt, nicht nur die Ausbildungskosten und -erträge abzuschätzen, sondern zusätzlich auch die Ausbildungsqualität zu ermitteln. Dabei wird nach vier Input-Kriterien und den zwei Output-Kriterien 'Berufsfähigkeit' und 'berufliches Engagement' unterschieden. Die Methode ermöglicht auch, den Zusammenhang zwischen Qualität und Rentabilität der Ausbildung insgesamt sowie für alle Ausbildungsjahre zu analysieren und zu veranschaulichen. In der Pilotphase des Projektes wurde die These bestätigt, dass die Rentabilität der Ausbildung mit zunehmender Ausbildungsqualität ansteigt." (Autorenreferat) "In the debate on the costs and financing of dual vocational training methods for the measurement of training benefits play a crucial role. A research project of the Institute Technology and Education (ITB) on costs, benefit and quality of vocational education and training led to the development of a self-evaluation tool for training enterprises. This tool allows not only for the estimation of training costs and benefits, but also for the assessment of the quality of training. The tool is based on four input criteria and the two output criteria 'vocational proficiency' and 'commitment'. By means of this method it is also possible to analyse and illustrate the relationship between quality and profitability of training both for the entire training period and for each year of the apprenticeship. The piloting phase of the project has confirmed the hypothesis that the profitability grows with increasing training quality." (author's abstract)

Bonn : BLK 2006, Getr. Zählung S. - (Materialien zur Bildungsplanung und zur Forschungsförderung; 134), In diesem Tagungsband werden zunächst die wichtigsten Ergebnisse der BLK (Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung)-Studie "Qualitätsentwicklung in der Berufsausbildung" vorgestellt, sowie die Ergebnisse einer Betriebsbefragung zu "Stand und Perspektiven der Qualitätssicherung in der betrieblichen Berufsausbildung". Es folgen die Ergebnisse der Workshops zu möglichen Optionen für die Weiterentwicklung der Qualitätsentwicklung in der Berufsausbildung und eine Zusammenfassung der abschließenden Diskussionsrunde. (DIPF/av/Orig.).

In diesem Tagungsband werden zunächst die wichtigsten Ergebnisse der BLK (Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung)-Studie "Qualitätsentwicklung in der Berufsausbildung" vorgestellt, sowie die Ergebnisse einer Betriebsbefragung zu "Stand und Perspektiven der Qualitätssicherung in der betrieblichen Berufsausbildung". Es folgen die Ergebnisse der Workshops zu möglichen Optionen für die Weiterentwicklung der Qualitätsentwicklung in der Berufsausbildung und eine Zusammenfassung der abschließenden Diskussionsrunde. (DIPF/av/Orig.).

Die Ausbildungssituation in Hessen hat sich Mitte 2005 gegenüber Mitte 2004 etwas verschlechtert. Die Ausbildungsquote ist im Vergleich zum Vorjahr gesunken, ebenso die Anzahl der neu abgeschlossenen Ausbildungsverträge. Als positiv betrachtet wird die konstante Entwicklung bei der Übernahme von erfolgreichen Ausbildungsabsolventen. Die Übernahmequote bei den Absolventinnen ist sogar deutlich gestiegen und liegt erstmalig über der Gesamtübernahmequote. Gleichzeitig bestehen in Hessen weiterhin ungenutzte Ausbildungspotenziale. Etwa ein Drittel aller hessischen Betriebe bildet trotz Ausbildungsberechtigung nicht aus. Als problematisch wird die geringe Ausbildungsbeteiligung und Ausbildungsintensität (gemessen an dem Anteil der Auszubildenden an allen sozialversicherungspflichtig Beschäftigten) des für Hessen bedeutsamen Sektors der unternehmensnahen Dienstleistungen betrachtet. Auch bei den kleineren Betrieben liegt die Ausbildungsquote deutlich unter der für Westdeutschland. In abgeschwächter Form gilt dies auch für größere und Großbetriebe. Positive Ausnahme bilden die Kleinstbetriebe in Hessen, die sich im Vergleich zu Westdeutschland durch eine überdurchschnittlich hohe Ausbildungsquote auszeichnen. Obwohl die Ausbildungsbeteiligung insgesamt im Vergleich zum Vorjahr in Hessen angestiegen und das ungenutzte Ausbildungspotenzial gesunken ist, zeigte sich dennoch keine Besserung auf dem Ausbildungsmarkt. Dieses wird auf die unzureichende Ausbildungsintensität bei den bereits ausbildenden Betrieben zurückgeführt. (IAB)

Der Beitrag beschäftigt sich mit einem Thema, das sowohl in der Pflegewissenschaft als auch im Alltag der Pflegenden zwar thematisiert wird, aber angesichts der Technisierung und Ökonomisierung von Pflegeprozessen zunehmend als unansprechbar gilt: die Gefühlsregulierung in der Pflegeausbildung am Beispiel des Ekelempfindens. Zentrales Anliegen der zugrunde liegenden Untersuchung ist es, das ursprüngliche Ekelempfinden, welches in der Pflegearbeit weitgehend tabuisiert wird, aus der Sicht von Auszubildenden in der Pflege zu beschreiben. Im Verlauf des Beitrages wird von der Verfasserin der theoretische Hintergrund zum Thema Gefühlsregulierung beleuchtet, um herauszuarbeiten, dass es durch die Verdrängung negativer Empfindungen zu inneren Konflikten bei den Auszubildenden kommen kann. Die Ergebnisse der empirischen Untersuchung zeigen, dass diese inneren Konflikte in negativer Weise handlungsrelevant werden können, sich beispielsweise in einem Distanzierungsverhalten manifestieren und letztendlich zum Infragestellen der Berufswahl führen können. URN: urn:nbn:de:0114-fqs040181, This contribution deals with a topic discussed in the science of nursing as well as in the everyday life of the nursing staff. However, in view of the changing technology and economy in the field of nursing, the problem of controlling one's emotions, particularly of controlling feelings of disgust, has become increasingly absent as a topic of discussion. The main concern of the present research work is to describe the origin of one's feelings of disgust—a subject considered taboo from the perspectives of the nursing students. The author examines the theoretical background of the problem of controlling one's emotions, and elaborates that by permanently repressing negative feelings students can develop inner conflicts. The results of the empirical research show that these inner conflicts can influence patient care in a negative way and can possibly lead to avoiding patient contact, this profession and making a different choice. URN: urn:nbn:de:0114-fqs040181, Esta contribución afronta un tema debatido en la ciencia de la enfermería así como en la vida cotidiana de los grupos de enfermeras/os. Sin embargo, teniendo en cuenta el cambio tecnológico y económico en el campo de la enfermería, el problema de controlar las emociones personales, particularmente el control de los sentimientos de disgusto, se ha ausentado cada vez más como tema de discusión. El objetivo de esta investigación es describir el origen de los sentimientos personales de disgusto – un asunto considerado tabú desde la perspectiva de los estudiantes de enfermería. El autor examina el bagaje teórico del problema del control de emociones personales, y detalla que la permanente represión de los sentimientos negativos de los estudiantes puede ocasionar el desarrollo de conflictos internos. Los resultados de la investigación empírica muestran que esos conflictos internos pueden influir en el cuidado del paciente de forma negativa y, quizás, pueden llevar a rechazar el contacto con pacientes, la misma profesión y tomar una elección profesional diferente. URN: urn:nbn:de:0114-fqs040181

Zeitschrift für Pädagogik 48 (2002) 4, S. 614-628, In einem historischen Überblick wird die Entstehung des amerikanischen Systems der Berufsbildung nachgezeichnet. Besonders betont wird dabei das Spannungsverhältnis zwischen den Ideen, die der beruflichen Bildung zugrunde liegen: Einerseits eine pädagogisch-gesellschaftspolitische Perspektive und andererseits ökonomische Interessen. Dieses Spannungsverhältnis spiegelt sich in der Debatte über die Form der beruflichen Bildung - "work-based" versus "school-based" - wider. (DIPF/Orig.), The author presents an account of the history of the American system of vocational education. Special emphasis is placed upon the tension between the two fundamental concepts underlying vocational education: the pedagogical und socio-political perspective on the one hand, and the economic interests on the other. This conflict is reflected in the debate on the form of vocational education: work-based versus school-based. (DIFP/Orig.)

Schweizerische Zeitschrift für Bildungswissenschaften 22 (2000) 2, S. 279-294, Die Schweiz ist ein Land mit hoch entwickelter Berufsbildung. Die Mehrheit der Jugendlichen erwirbt einen Bildungsabschluss auf der Sekundarstufe II im dualen System der Berufslehre. Die schweizerische Berufsausbildung führt zu einem sozial und im Beschäftigungssystem wohldefinierten und anerkannten Beruf. Das Berufssystem ist jedoch geschlechtsspezifisch hoch segregiert. Denn die organisierenden Prinzipien der Berufsbildung sind der Beruf und die betriebliche Lehre; beide benachteiligen Frauen aus historischen Gründen. (DIPF/Orig.), Switzerland is a country where vocational education is highly developed. The majority of the young people achieve their upper secondary education through the «dual» system of apprenticeship. Swiss vocational education leads to a socially well defined «Occupation» or «Profession», which is well recognized by employers on the labor market as well as by society as a whole. The Swiss system of occupations is also remarkable for its high degree of gender segregation. The organizing principles of vocational education – «Beruf» and the work-based part of the apprenticeships both work against women. (DIPF/Orig.)

'Die vorliegende Studie ist im Rahmen eines europäischen Projektes im Leonardo-da-Vinci-Programm über die Entwicklung eines europäischen Profils der Fachkräfte im Bereich der Berufsbildung entstanden. Es wird untersucht, in welchen Formen die 'Professionalisierung' der Fachkräfte in der Berufsbildung (VET-Professionals) vor sich geht, welche Veränderungen in der Arbeitsteilung zwischen den verschiedenen Kategorien von Fachkräften zu beobachten sind, und welche Rolle diese Veränderungen in spezifischen Aspekten der Entwicklung des Berufsbildungssystems spielen. Näher untersucht wird erstens die Einbindung und Rolle der Forschung in den Prozessen des Wandels und der Innovation im Zusammenspiel mit den Strukturen der Arbeitsteilung unter den Fachkräften der Berufsbildung. Die Politik im Bereich der Lehrlingsausbildung und die Einrichtung des Fachhochschulsektors werden als zwei spezifische Fälle analysiert. Es wird gezeigt, dass zwischen traditionellen und neuen Kategorien von Fachkräften unterschieden werden kann. Während unter den traditionellen Fachkräften der Berufsbildung (LehrerInnen, AdministratorInnen, PolitikerInnen und LobbyistInnen, ForscherInnen) eine stark spezialisierte und fragmentierte Struktur vorherrscht, die deren gleichwertige Einbindung in die Veränderungs- und Innovationsprozesse erschwert, sind unter den neuen Fachkräften (Human-Resource-Development, ErwachsenenbildnerInnen, Intermediäre) komplexere Profile zu beobachten. Das neue System der Fachhochschulen unterscheidet sich von der traditionellen fragmentierten Struktur einerseits durch stärker integrierte Aufgabenprofile und erfordert entsprechend komplexe Profile von Fachkräften, für die es jedoch nur bedingt ein Angebot gibt.' (Autorenreferat) 'The present study was carried out in the framework of a European project of the Leonardo da Vinci programme on the development of a European profile of skilled workers in the field of vocational training. It investigates the form in which the professionalization of skilled workers in the field of vocational training is structured, the changes in the division of labor which can be observed among the different categories of skilled workers and the role of these changes play for specific aspects of the development of the system of vocational training. A closer analysis is made of the integration and the role of research within the processes of change as well as of the importance of innovation in the interlinking of structures of labor division among skilled workers in the field of vocational training. The apprenticeship training policy and the establishment of the sphere of higher technical education are analyzed as two specific cases. It is shown that traditional categories of skilled workers can be differentiated from new ones. While a highly specialized and fragmented structure impeding an equal integration in the processes of change and innovation can be made out among traditional skilled workers in the field of vocational training (teachers, administrative staff, politicians and lobbyists, researchers), more complex profiles are to be detected among the new skilled workers (human resource development, adult education, intermediaries). The new system of higher technical education differs from the fragmented traditional structure on the one hand by a stronger integration of responsibility profiles and the demand of an accordingly complex profile of skilled workers, who, on the other hand, do not always find adequate job opportunities.' (author's abstract)