The Recognition Act has been in force since 2012 and makes it easier for persons with foreign professional and vocational qualifications to obtain recognition for these qualifications in Germany.
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- The Topics
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- Models and procedures for recognition of vocational qualifications and competences acquired abroad
- Prototyping Transfer – Recognition of professional qualifications
- GOVET - German Office for International Cooperation in Vocational Education and Training
- iMOVE: Training - Made in Germany
- International comparisons/monitoring
- International consultancy and cooperation
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- Cooperation with partner institute in Mexico
- German companies and American vocational education and training institutions engaging in successful cooperation
- Extended cooperation with Thailand
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- Internationalisation
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- Recognition of foreign professional and vocational qualifications
- Transitions to training and work
- Vocational education and training
- Digitalisation | Qualification development
- Digital transformation of the world of work - Vocational Education and Training 4.0
- QuBe - qualifications and occupations in the future
- Skilled labour shortages
- BIBB establishment panel on qualification and competence development
- Competence development in vocational education and training
- Vocational training for sustainable development
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- Continuing vocational training
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- Tertiary education with high labour-market relevance
- The role of formal, non-formal and informal learning outcomes in the Recognition Act
- Placing a recognised value on experience
- The process of validation of non-formal and informal learning
- Lifelong learning in Germany – which forms of learning do workers use?
- Validity of validation
- International vocational education and training cooperation – a positive first-year appraisal
- Vocational Education & Training 4.0
- Multifarious target groups – one learning venue
- Young people with the lower secondary school leaving certificate – chances of progression to dual vocational education and training
- Inclusion as a task for vocational education and training
- Change of occupation after training – 18 to 24-year old’s with dual vocational education and training in working life
- Routes to inclusive vocational education and training
- Digitalisation of the world of work – perspectives and challenges facing vocational education and training 4.0
- Countering the notion of a swansong for the dual system – further development of the vocational school as a brand
- The revised UNESCO Recommendation on Technical and Vocational Education and Training is of interest to all of us!
- Validation of non-formal and informal learning
- Open and closed occupations in Germany – what is the significance of formal professional and vocational qualifications?
- Initial training for the digitalised work
- Digital technologies make work more demanding
- Modernisation of the IT occupations in the age of 4.0
- Media-pedagogical competence of company-based training staff
- Issues for the future of vocational education and training
- Dual vocational education and training systems in Europe facing similar challenges
- The training occupation as the basis for lifelong learning in the employment biography
- Stages of education and training between completion of lower secondary education and working life
- A new training year with major challenges
- Refugees on their way into training – what support do they want?
- Dualised training programmes on the Philippines
- Strengthening and raising the profile of vocational education and training!
- Skills analysis as a route to recognition
- Recognising competencies: experts consider scenarios for Germany
- Does recognition of foreign professional and vocational qualifications also improve labour market opportunities in non-regulated occupations?
- Continuing education is indispensable for the world of work of tomorrow!
- Strategies for the training of persons who have become distanced from education from a provider point of view
- A new concept for advanced training in the construction sector
- Introduction of dual training in Slovakia
- Almost all companies believe that more support is required for the training of refugees
- Changes to examination regulations as a result of the interaction between company impetuses and (sub)statutory stipulations
- Making use of the areas of potential offered by cooperation
- Training personnel undergoing structural change – a driving force or barrier?
- Management assistants for e-commerce – a new training occupation from 1 August 2018
- Company-based continuing training in Europe: Germany ranked in the upper mid-range
- Digital transformation and support requirements from the perspective of company-based training personnel
- Going abroad with Erasmus+ – which occupations are the most mobile?
- Tailored further development of mobility concepts
- Advanced training at the highest level – certified business economist
- Internationalisation of vocational education and training in Finland
- Connecting VET institutes with enterprises
- Vocational education and training needs an immediate and real sense of momentum!
- Vocational education and training – a perspective after dropping out of higher education study
- Structuring and standardisation of vocational orientation
- Dialogue-based structures – a prerequisite for research that is aligned to policy making and practice
- Tertiary education of the future – a comparison between Germany and Switzerland
- Dual vocational education and training topic radar – impetuses for specialist dialogue
- Dialogue between science, policy and practice for the implementation of a policy principle
- What needs to be done first and foremost!
- Upper secondary certificate, and then what?
- Introduction of dual elements in vocational education and training in Paraguay
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