New Data and Services for Vocational Education and Training Research – Research Data Centre of the Federal Institute of Vocational Education and Training (BIBB-FDZ)

2010 ◽  
Vol 130 (2) ◽  
pp. 253-267 ◽  
Author(s):  
Holger Alda ◽  
Daniela Rohrbach-Schmidt
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Research Data ◽  
Vocational Education And Training ◽  
Data Centre ◽  
Federal Institute ◽  
Training Research ◽  
And Training

scholarly journals Achieving the Sustainable Development Goals through Company Staff Vocational Training—The Case of the Federal Institute for Vocational Education and Training (BIBB) INEBB Project

2021 ◽  
Vol 11 (4) ◽  
pp. 179
Author(s):  
Cosmas Kombat Lambini ◽  
Angelina Goeschl ◽  
Max Wäsch ◽  
Martin Wittau
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
Vocational Training ◽  
Sustainable Development Goals ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Federal Institute ◽  
Development Goals ◽  
Project Model ◽  
And Training

Education for sustainable development (ESD) plays a significant role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously tackling the current global ecological challenges. Integration of ESD in Vocational Education and Training (VET) offers opportunities for private sector actors to contribute to reaching these global goals. The dual structure of business-integrated training in Germany further exemplifies a business case and the numerous opportunities available to private companies for engaging with the SDG framework. This briefing paper highlighted available evidence from the ESD literature on VET skills development in advancing the SDGs. Outcomes from best practices were based on the tried-and-tested länder—federal states—piloted vocational training of the Federal Institute for Vocational Education and Training (BIBB) INEBB1 project (INEBB), demonstrating the conditions necessary for vocational education training in sustainability and plausible transfer mechanism within companies. These conditions included (1) the application of deductive concepts, (2) the establishment of blended-learning platforms (place-based and digital), and (3) the adaptation of the criteria and contents from the German Sustainability Codex (DNK) in curriculums designed for the training. This innovative vocational course and certification as specialist training for sustainable development was a model case in bringing the SDGs closer to German companies’ vocational education. INEBB2 sought to upscale applicable and task-based instructions from the experimented model project INEBB1 within different companies through regional, lateral, and vertical transfer strands. The INEBB project model in the review suggested there was a need for further empirical work and policy discourse on educational transfer research in the framework of VET for sustainable development. The INEBB project model integrated the new standard occupational profile items of the environmental protection and the sustainability and digitalised world of work across occupational competencies in the German dual system of vocational education and training that will come into force in August 2021 for all 326 dual training professions.

scholarly journals Open access in vocational education and training research: results from four structured group discussions

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Laura Getz ◽  
Karin Langenkamp ◽  
Bodo Rödel ◽  
Kerstin Taufenbach ◽  
Meike Weiland
Keyword(s):  
Open Access ◽  
Vocational Education ◽  
Qualitative Content Analysis ◽  
Academic Research ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Group Discussions ◽  
Research Project ◽  
Training Research ◽  
And Training

Abstract Aim Open Access fosters the exchange of academic research information by making publications free of charge and, wherever possible, available through open licences and without any technical barriers. Although the Open Access publication model is already well established in the natural sciences, there seems to be more resistance towards Open Access in the social sciences, including the field of vocational education and training research. The research project “Open Access in Vocational Education and Training Research” aims to uncover the conditions influencing the acceptance, dissemination and use of Open Access in vocational education and training research. The project is grounded in a sociology of knowledge approach and in media theory. It comprises of two parts. First, four structured group discussions are conducted as focus groups and analysed using a qualitative content analysis. This paper focusses on this first part of the research project, the implementation and analysis of the group discussions as well as the results thereof. The second part of the research project will be based on an online questionnaire built upon these results. The questionnaire will be sent out to authors involved in vocational education and training research in the second part of the research project. Findings The analysis of the group discussions reveals several thematic clusters. According to group discussion participants, the scope of their publications as well as transparent quality assurance procedures in publishing are particularly relevant. The reputation of their chosen publication medium is another central aspect. It also becomes clear that in some cases an information deficit regarding the financing of Open Access publications or accompanying licensing models exists. Finally, participants discuss changing literature research strategies and changes of work and reading practices. The latter being clearly discernible in an increasingly digitalised daily work routine of vocational education and training researchers, while academic research communication is also an important topic discussed.

scholarly journals Open Access in Vocational Education and Training Research

Publications ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 29 ◽  
Author(s):  
Karin Langenkamp ◽  
Bodo Rödel ◽  
Kerstin Taufenbach ◽  
Meike Weiland
Keyword(s):  
Open Access ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Training Research ◽  
And Training

scholarly journals Influence of Digitalization on the Tasks of Employees with Disabilities in Germany (1979–2006)

Societies ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 18 ◽  
Author(s):  
Sabrina Weller
Keyword(s):  
Vocational Education ◽  
Computer Technology ◽  
Occupational Safety ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Federal Institute ◽  
Employees With Disabilities ◽  
Routine Tasks ◽  
Degree Of Disability ◽  
And Training

The deployment of technology in the workplace is increasingly replacing routine tasks and creating more non-routine tasks. In this article, we investigate the influence of computer technology on tasks carried out by employees with disabilities compared to employees without disabilities. We assume significant differences between both groups and stronger substitutive and complementary effects of computer technology in the case of a higher degree of disability. We use four waves of the German BIBB-IAB (BIBB: Federal Institute for Vocational Education and Training- IAB: Institute of Employment Research) and BIBB-BauA (BIBB: Federal Institute for Vocational Education and Training- BauA: German Federal Institute for Occupational Safety and Health Employment surveys (1976–2006) to investigate the development of tasks and the influence of computer technology carried out by employees with disabilities compared to employees without disabilities. The results show a development of tasks carried out by employees with disabilities that is very similar to that of employees without disabilities. In line with the assumptions of the task-based approach, we find that computer technology in the workplace has a complementary effect on routine tasks and a substitutive effect on non-routine tasks carried out by employees with disabilities. Against our theoretical assumptions, we find no systematic differences in the effects of computer technology on the tasks of employees with and without a disability. Moreover, we do not find systematic differences with regard to the degree of disability.

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