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Context: The European Taxonomy of Skills, Competences, Qualifications and Occupations (ESCO) has been developed over the last ten years, in particular with the aim of promoting worker mobility in Europe. With regard to the vocational training systems this raises the question of whether the effects of ESCO will remain limited to labour market mobility or whether the identification of skills needs as well as the definition of occupational skill profiles could also have an impact on the contents of national VET programs. This paper analyses the mechanisms of European governance in the inter-play between European labour market policy and VET policy within the ESCO development and implementation process. Approach: Methodologically, this paper is based on (1) a document-analysis of European legal acts, resolutions and declarations in the context of the ESCO development and implementation. In order to reconstruct the ESCO governance with the respective roles, tasks and constellations of relevant actors at the national and supranational level, minutes and documents of central European bodies in the ESCO construction process are evaluated in a second step (2). These analyses are complemented by interviews conducted with actors in ESCO construction and ESCO implementation (3). Findings: Preliminary results show a diverse interweaving of governance forms through binding legal acts, soft legislation and the financial support of implementation programs. On the one hand a rather hierarchical governance through regulations and decisions becomes visible. On the other hand, the coordination process between the European Commission and the member states also includes "soft" forms of coordination through consultation and negotiation. Conclusion: The findings emphasize on the one hand the project logic of ESCO, on the other, a conflicting logic between education and labour market policy. Initial analyses suggest a greater depth of intervention of European education policy by linking labour market and education policy. In this respect, however, it will be important how and in which manner qualification profiles will be linked to the ESCO occupations and skills. This process has not yet been completed at the present time.&nbsp

This paper aims to evaluate the adequacy of employees’ job requirements compared to their qualification and to identify typical qualification sequences and career paths in the commercial field. The results aim to contribute to the debate on the relevance of vocational qualifications in the labour market, driven by the trends of academisation in some occupational fields. The analyses are carried out based on the data from the follow-up survey to the BIBB/BAUA Employment Survey of 2018. With regard to qualification-adequate employment, the results show sector-specific differences. Overall, qualification adequacy is higher in the tourism and banking sectors than in trade and logistics. The quantitative analysis of typical training sequences in the four sectors also confirms the important significance of professional career paths in trade and logistics. &nbsp

In Germany, current scientific debates on the relationship between the vocational and the higher education systems discuss the end of a clear distinction between both systems. Ontheone hand, this is reflected by an increasing permeability between vocational and academic qualification pathways(Wolter & Kerst, 2015). On the other hand, researchers conclude growing areas of overlap between vocational and higher education(e. g. Severing & Teichler, 2013)as well as an increase of hybrid models combiningvocational and academic characteristics(e.g. Euler, 2017). Against this background, this paper seeks toprovide a comprehensiveanalysis oftherecruitment and training strategiesof companiesin relationto selectededucational models. In doing so,the following qualification strategies used by companies in four differentindustries are compared: dual study programs, special ‘fast track’ vocational training programs combining initial and further vocational training certificates and trainee programs for externally recruited university graduates. The results allowfora substantiated evaluation of the use of certain recruitment strategies by companies and a differentiated view of the relevant context factors.&nbsp

Die vorliegende Veröffentlichung stellt die Evaluationsergebnisse der Verordnung über die Erprobung abweichender Ausbildungs- und Prüfungsbestimmungen in der Berufsausbildung im Einzelhandel dar. Im Fokus der Evaluation standen die Fragen nach der Eignung der sogenannten Gestreckten Abschlussprüfung (insbesondere deren Struktur, Inhalt und Gewichtung) in diesem Beruf sowie die Einbeziehung der Wahlqualifikation 'Grundlagen unternehmerischer Selbstständigkeit' in die Ausbildung und die Prüfung. Daneben wurden weitere berufsbezogene Fragestellungen wie beispielsweise der Durchstieg von der zweijährigen Verkäufer-Ausbildung in die Ausbildung zum/zur Kaufmann/-frau im Einzelhandel evaluiert. Das Methodenkonzept der Evaluation war breit angelegt und bezog unterschiedliche Akteursgruppen der Berufsausbildung und des Prüfungsgeschehens bei den Einzelhandelsberufen mit ein. (Autorenreferat, BIBB-Doku) This publication presents the outcomes of an evaluation of the Ordinance on the Piloting of Divergent Training and Examination Regulations in Vocational Education and Training in the Retail Trade. The focus of the evaluation was on issues relating to the suitability of the so-called extended final examination (in particular its structure, content and weighting) in this occupation and on the integration into training and the examination of the elective qualification 'Basic principles of entrepreneurial autonomy'. Further occupationally related questions such as progression from two-year retail training to training in the occupation of management assistant for retail services were also assessed. The methodological concept of the evaluation was broadly based and incorporated various groups of VET and examination system stakeholders involved in the retail occupations. (Authors' abstract, BIBB-Doku)

Rezension zu: 1) Annen, Silvia: Anerkennung von Kompetenzen - Kriterienorientierte Analyse ausgewählter Verfahren in Europa. Bielefeld: W. Bertelsmann Verlag 2012. Schriftenreihe des Bundesinstituts für Berufsbildung Bonn. ISBN 978-3-7639-1151-6. 2) Elke Gruber, Gisela Wiesner (Hg.): Erwachsenenpädagogische Kompetenzen stärken - Kompetenzbilanzierung für Weiterbildner/innen. Bielefeld: W. Bertelsmann Verlag 2012. ISBN 978-3-7639-4908-3. 3) Rolf Arnold: Systemische Erwachsenenbildung - die transformierende Kraft des begleiteten Selbstlernens. Baltmannsweiler: Schneider Verlag Hohengehren 2013. Schriftenreihe Systhemia - Systemische Pädagogik, Bd. 10. ISBN 978-3-8340-1210-4. 4) Matthias Herrle: Ermöglichung pädagogischer Interaktionen - Disponibilitätsmanagement in Veranstaltungen der Erwachsenen-/Weiterbildung. Wiesbaden: Springer VS 2013. ISBN 978-3-531-18632-0. 5) Katrin Kaufmann: Informelles Lernen im Spiegel des Weiterbildungsmonitorings. Wiesbaden: Springer VS 2012. ISBN 978-3-531-19384-7. 6) Hans-Christoph Koller, Roland Reichenbach, Norbert Ricken (Hg.): Philosophie des Lehrens. Paderborn: Ferdinand Schöningh Verlag 2012. Schriftenreihe der Kommission Bildungs- und Erziehungsphilosophie in der Deutschen Gesellschaft für Erziehungswissenschaft. ISBN 978-3-506-77587-0. 7) Bernhard Leipold: Lebenslanges Lernen und Bildung im Alter. Stuttgart: Kohlhammer Verlag 2012. Grundriss Gerontologie, Bd. 9. ISBN 978-3-17-017583-9. 8) Joachim Ludwig (Hg.): Lernen und Lernberatung - Alphabetisierung als Herausforderung für die Erwachsenendidaktik. Bielefeld: W. Bertelsmann Verlag 2012. Reihe: Theorie und Praxis der Erwachsenenbildung. ISBN 978-3-7639-5067-6. 9) Nadja Miersch: Anspruch und Wirklichkeit wissenschaftlicher Weiterbildung an öffentlichen Hochschulen - Implementierung einer Qualitätspolitik. Hamburg: Verlag Dr. Kovac 2012. Schriftenreihe Lehre & Forschung, Bd. 15. ISBN 978-3-8300-6638-5. 10) Elke Heidrun Schmidt: Altersbilder in der Erwachsenenbildung - Ältere Menschen im Spiegel westdeutscher Volkshochschulprogramme: Längsschnittuntersuchungen 1950-2000. Hamburg: Verlag Dr. Kovac 2013. Schriftenreihe Studien zur Erwachsenenbildung, Bd. 36. ISBN 978-3-8300-6725-2. 11) Hildegard Schröteler-von Brandt, Thomas Coelen, Andreas Zeising, Angela Ziesche (Hg.): Raum für Bildung - Ästhetik und Architektur von Lern- und Lebensorten. Bielefeld: transcript Verlag 2012. ISBN 978-3-8376-2205-8.