Vocational learning – conditions, diagnostics and support

In recent years, a paradigm shift from an input-driven approach to an output-based and therefore more competence-oriented perspective has taken place across all educational sectors.

This also affects initial, advanced and continuing vocational education and training. The turn to competence orientation in educational policy raises various questions for vocational education and training, which are addressed within the topic cluster “Vocational learning”.

The cluster aims at providing recommendations for the evidence-based implementation of competence-oriented vocational education and training. It pools research and work undertaken by BIBB on vocational learning processes and the development of occupation-specific competence models, competence assessment procedures and competence-oriented teaching/learning concepts. In order to account for the holistic nature of the concept of occupational competence (i.e. the competences needed to fulfil the job), the topic cluster considers professional competences while also focussing on research on social and personal competences.

Sample key questions

• Which learner characteristics facilitate or hinder vocational learning?
• How do various educational conditions, forms of learning and concepts of learning at work impact vocational learning? How to create or strengthen favourable learning environments and learning situations in vocational education and training accordingly?
• How to describe, model and measure occupational competences?
• How to design regulatory instruments (like training regulations), examinations, measures to monitor learning, and recognition procedures within vocational education and training in a competence-oriented manner, and how to assure their quality?
• How to design and evaluate teaching/learning concepts for selected competence areas or target groups?