Herausforderungen und Entwicklungsperspektiven der beruflichen Bildung unter veränderten Rahmenbedingungen

Seeber, Susan; Seifried, Jürgen

doi:10.1007/s11618-019-00876-2

Cited by 15 publications

(11 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For VET instiutions, Seeber and Seifried (2019) identify four general challenges to vocational and educational training. First, as Baas and Baethge (2017) point out, training has been decoupled from employment and the number of apprenticeships has dropped during the past 20 years, as many companies that are willing to train cannot find eligible candidates for their apprenticeship positions.…”

mentioning

confidence: 99%

How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany?

Wild

Heuling

2020

Empirical Res Voc Ed Train

View full text Add to dashboard Cite

Digital skills are thought to be a key competence of the twenty-first century. With the rapid growth of internet and communication tool (ICT) usage among both students and teachers, cooperative (co-op) education programmes, like other educational institutions, face the challenge of integrating and supporting digital skill development. However, little is known about how these skills are developed prior to entering cooperative education programmes. Against this background, a sample of 893 freshers, ranging from vocational students to co-op students, were tested according to their digital skills. The analysis shows that co-op students have a higher level of competence than vocational students. In addition, we found that in our sample social background has no impact on digital competences. The results are discussed and classified in the context of the current state of research.

show abstract

mentioning

confidence: 99%

How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany?

Wild

Heuling

2020

Empirical Res Voc Ed Train

View full text Add to dashboard Cite

show abstract

“…As a result, the integration of digitalisation in school development has to be based on internal development processes, but also on school curricula as an external requirement. These curricula need to implicate the digital competencies required in vocational education for the modern world (Balsmeier & Woerter, 2019;Seeber & Seifried, 2019;Wild & Schulze Heuling, 2020;Wuttke et al, 2020).…”

Section: Digitalisation School Development and School Curriculamentioning

confidence: 99%

“…Therefore, elements of digitalisation have to be integrated into school development processes (Bellin-Mularski et al, 2016;Eickelmann & Gerick, 2018). School curricula are a strong external influence on school development and must contain digital competencies, especially in the curricula of vocational schools (Balsmeier & Woerter, 2019;Seeber & Seifried, 2019;Wild & Schulze Heuling, 2020;Wuttke et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Digitalisation in the Curricula of Vocational Schools: Text Mining as an Instrument of Curricula Analysis

Delcker

2022

Tech Know Learn

View full text Add to dashboard Cite

The influence of digitalisation on society and the workplace require stakeholders in school development to incorporate digital competencies into school curricula. This study examines the occurrence of digital components in 831 curricula of the vocational schools in Baden-Württemberg, Germany with a text mining approach and the analysis of keywords in context. In total, 200 curricula containing digital features could be identified. The occurrence of digital terms differs notably between the different types of vocational school. The distinct characteristics of digital competencies are represented to a varying degree within the curricula, with a strong focus on the usage of tools for profession-specific tasks and the deployment of the internet as a gateway to information. Ongoing reforms of school curricula need to widen their view on digital competencies and integrate these competencies more broadly into the different types of vocational schools.

show abstract

“…Based on technology-based assessment instruments for competence diagnostics (mostly computer-based simulations), evidence on the performance of trainees at the end of their VET is available for various occupations. The findings from the assessments indicate that the required higher-order skills such as problem-solving and reflective competencies are not consistently achieved in VET (see contributions in Beck et al, 2016;Seeber & Seifried, 2019).…”

Section: Concept Of (Professional) Competence and Understanding Of Vet Transfermentioning

confidence: 99%

Research in International Transfer of Vocational Education and Training – A Systematic Literature Review

Toepper

Zlatkin‐Troitschanskaia

Kühling‐Thees

2021

IJRVET

View full text Add to dashboard Cite

Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation.

show abstract

Herausforderungen und Entwicklungsperspektiven der beruflichen Bildung unter veränderten Rahmenbedingungen

Cited by 15 publications

References 18 publications

How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany?

How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany?

Digitalisation in the Curricula of Vocational Schools: Text Mining as an Instrument of Curricula Analysis

Research in International Transfer of Vocational Education and Training – A Systematic Literature Review

Contact Info

Product

Resources

About