Bücher der Reihe Fachbeiträge zur beruflichen Bildung

In the light of rapid technological developments and a comprehensive digitalisation of society and the world of work, lifelong learning is becoming increasingly important. Non-academic and higher education courses in the form of distance learning/distance education offer an established didactic format for reconciling (continuing) education with gainful employment, family obligations or restrictions in mobility. The Federal Institute for Vocational Education and Training (BIBB) has therefore been collecting data on the development of providers, offerings and participation from the providers of corresponding educational offerings annually since 2016 - initially as part of a revision of the distance learning statistics. This publication presents the results of this year's survey "Structural Data Distance Learning/Distance Education 2023".

Die Ausbildungsbetriebsquote ist rückläufig und vor allem kleine Unternehmen ziehen sich aus der Ausbildung zurück. Verbünde werden bildungspolitisch als eine Möglichkeit propagiert, die Ausbildungsbeteiligung der Betriebe zu stabilisieren. Über die Gegebenheiten und Herausforderungen solcher Zusammenschlüsse ist jedoch wenig bekannt. Im Zuge von Fallstudien konnten vier unterschiedliche Beispiele für betriebliche Ausbildungspartnerschaften, bei denen sich allein ausbildungsberechtigte KMU mit einem oder mehreren anderen Betrieben zusammenschlossen, ausführlich untersucht werden. Dabei wurden Interviews mit Führungskräften, Personalverantwortlichen und sonstigen Akteuren auf der Organisationsebene, Ausbildern/Ausbilderinnen auf der Durchführungsebene und Auszubildenden geführt.Die Publikation gibt Einblicke in die Entstehung, Struktur und Praxis der Modelle, bündelt die Erfahrungen sowohl aus Sicht der Betriebe als auch der Auszubildenden und leitet aus dem Vergleich allgemeine Erfolgsfaktoren für die Anbahnung und Aufrechterhaltung solcher innovativen Organisationsformen ab.

The research project "Planning and organisation of training in the context of learning in the work process" examined the question of how companies plan and organise their training. In order to represent as broad a spectrum of different training companies as possible, 17 training occupations were included in the study. The research findings are based on the evaluation of 45 company case studies in 2019 and 1,343 telephone interviews in 2020 with those responsible for training in companies for 18 dual training occupations.

Based on central results of a project funded by the Federal Ministry of Education and Research, this publication shows how vocational education and training for sustainable development (VETSD) can be measured and how corresponding indicators can be determined in a theoretically and empirically sound manner. Using qualitative and quantitative research methods, promising starting points for measuring VETSD were first identified. From this, three indicators were derived, which were subjected to testing in practice due to their feasibility and expected informative value. The results of these tests are presented and discussed in the main part of this publication to show which steps can give the indicators even more precision and efficiency for prospective use.

Annually, the Federal Institute for Vocational Education and Training (BIBB) evaluates the collectively agreed training allowances as of 1 October. Compared to the previous year, collectively agreed training allowances in Germany rose by 3.7 per cent to an average of 1,066 euros. The increase was therefore slightly weaker than in 2022 at 4.2 per cent. Due to the high inflation rate, it was not enough to prevent a loss of real wages. At 1,068 euros, collectively agreed training allowances in western Germany were slightly higher than in eastern Germany at 1,042 euros. The specialist article presents further results by selected occupations, training areas, years of training and gender and provides a review of the development in the years 2018 to 2023.

Start-ups are generally seen as innovative enterprises, important for the future development of the economy. In addition to stimulating innovation in new business models, modern working methods and the digitalisation of business processes, start-ups are expected to create jobs. In a recent study, we examined the types of jobs created by startups, and their qualification and skill requirements. The study is based on the assumption that the staffing needs of start-ups can be seen as a predictor of future skill and labour demands. The findings support start-up¿s job creation potential, especially in the field of computer science and communication technology. The study also found that, academic degrees dominate the skill demands of startups. However, the characteristic 'openness' of start-ups also applies to the qualification level of personnel, as the surveyed enterprises were open to both academically trained and professionally qualified specialists. Furthermore, start-ups attach great importance to IT, personal and interprofessional competencies.

For a long time, Germany and Switzerland had similar education systems with a clear separation between general and vocational education. Both countries have adapted their systems to the challenges of globalization and structural change in different ways. Against this background, we compare the trend towards higher educational qualifications and the relative importance of qualifications at upper secondary and tertiary level between 2005 and 2019. The discussion of similarities and differences is based on the four neuralgic points of Busemeyer/Trampusch (2012). The results show that the upper secondary level in Switzerland has become more plural and the tertiary level has developed distinctively. In Germany, the opposite trend can be observed.