The range of methods used to ascertain performance in the vocational training field has become more diversified in the wake of a greater orientation towards learning outcomes and the 'upgrading' of qualifications that are acquired not only in the formal education system. An overview of this is provided in the latest issue of BWP. This development revolves primarily around the two questions: How can vocational skills and competences be made visible and documented using competence assessment methods, certificates and examinations, and how can access within and to the education system and employment system be opened up?
In his editorial in this issue of BWP, BIBB's president Professor Dr Friedrich Hubert Esser calls for bringing to a successful conclusion the development of a German qualifications framework which will give the education system prospects for reform at both national and international level. He urges all stakeholders to reach agreement on the remaining points of contention.
Also in this issue, the cornerstones of the reform of Luxembourg's vocational training system are outlined under the heading "Courage or audacity?"
Special focus: Assessing competence and progress
Peter Dehnbostel, Sabine Seidel
Assessing competence and progress in vocational education
Annette Gönnenwein, Alexander Nitzschke, Annalisa Schnitzler
Ascertainment of specialised skills and competences in the industrial vocational training field as illustrated by the training occupation Mechatronics Fitter
Development of psychometric tests
Hans-Joachim Müller, Christiane Reuter
Development of process-oriented examination tasks
Torsten Grantz, Sven Schulte
Assessing the learning success of participants in work-process-based continuing education in the building trade
Evaluation approach and findings of the project "Vila-b"