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International vocational training
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- The Topics
- Occupations
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- International vocational training
- Recognition of foreign professional and vocational qualifications
- Doing a top job – also in Germany
- Recognition monitoring
- Foreign national and occupational profiles on the Portal for Foreign Vocational Qualifications (BQ Portal)
- 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
- Partner Institutes of the BIBB
- Cooperation with partner institute in Mexico
- German companies and American vocational education and training institutions engaging in successful cooperation
- Extended cooperation with Thailand
- Co-operation with Philippines
- UNEVOC Global Forum 2014
- Philippines start reform of vocational education and training system
- BIBB co-operation plays major part in German-Thai education collaboration
- Continuation of successful trilateral co-operation in Vietnam
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- Partner Institutes of the BIBB
- European Education Area
- Internationalisation
- International Organisations
- Recognition of foreign professional and vocational qualifications
- Transitions to training and work
- Vocational education and training
- Qualification and competence development
- BIBB establishment panel on qualification and competence development
- QuBe - qualifications and occupations in the future
- Competence development in vocational education and training
- Digital transformation of the world of work - Vocational Education and Training 4.0
- Vocational training for sustainable development
- Skilled labour shortages
- Literacy
- BIBB establishment panel on qualification and competence development
- Continuing vocational training
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- Slower rise
- New apprenticeship as management assistant in e-commerce
- Taking a robust approach to Open Access
- VET “live” – ask questions, join the debate, get involved
- Taking the right approach – quality assurance in company-based training
- Practical experience and individual support ease the way into training for refugees
- Strategies for the training of persons with little or no educational background
- Training market undergoing serious change
- "Klischeefrei" initiative gathers pace
- Shaping stone by hand and machine
- Insight into glass finishing
- Containers for jam, cosmetics and beer
- There is no way around vocational education and training
- Esser: “VET must be the pacesetter for the working world of the future!”
- Around €18 billion from their own pocket
- Metal working and electrical occupations structured in a future-proof way
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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
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