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Pedagogical competence and professionalisation in vocational education and training
The paths that young people take from secondary school to initial vocational training and working life have become more diverse. As a result, the demands placed on the qualifications and pedagogical work of the skilled workers who conduct training have also grown. The articles in this issue of BWP examine the question of which skills and competences are needed in order to successfully supervise and support youths as they learn an occupation. In this connection, the authors look at the requirements for the different learning venues ‒ enterprises, intercompany training centres and part-time vocational schools ‒ and at professionalism during youths' transition from secondary schooling to initial vocational training and employment.
In view of the variety of requirements and demands, BIBB's director of research, Professor Dr Reinhold Weiß, underscores in his editorial the importance of non-formal learning for the professionalisation of training personnel.
Other articles in this issue focus on education reporting as a part of the transition management activities pursued at local level, voluntary examiners' motives for their work and how they become involved in examinations, possibilities for forecasting whether vocational training will be successful, and the use of the ProfilPass in in-company vocational training.
