This book is a detailed manual for the implementation of competence diagnostics in the field of vocational training. With the COMET competence model, both conceptual competences as well as practical skills are recorded and evaluated. The manual guides through all methodological steps, including the preparation and implementation of tests, cross and longitudinal studies, the development of context analyses and measurement methods for the test motivation. The focus of the final chapter is the application of the COMET procedure for the design, organisation and evaluation of vocational education and training processes.

This book is a detailed manual for the implementation of competence diagnostics in the field of vocational training. With the COMET competence model, both conceptual competences as well as practical skills are recorded and evaluated. The manual guides through all methodological steps, including the preparation and implementation of tests, cross and longitudinal studies, the development of context analyses and measurement methods for the test motivation. The focus of the final chapter is the application of the COMET procedure for the design, organisation and evaluation of vocational education and training processes.

This book provides an overview of some fundamental topics of international Technical and Vocational Education and Training (TVET), e.g. genesis of TVET research, fields of TVET research, curriculum development, TVET planning and developing, methods of TVET research etc. The International Handbook of Technical and Vocational Education and Training Research (Rauner/Maclean), published in 2009 by Springer, was the first handbook to provide a comprehensive coverage of TVET research in an international context and with a special focus on research and research methods. Building upon the great success of this handbook and replying to the great demand expressed by researchers, (postgraduate) students and decision makers in VET, this new book “Areas of Vocational Education Research� focuses on providing an easier accessible overview of the fundamental topics of international TVET research.

Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book's sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.

Benefiting from the support and involvement of two major international research networks, this collection features the latest research findings in TVET. Members of INAP, the International Network on Innovative Apprenticeship, and VETNET, the Vocational Education and Training Network, have contributed key research findings to this detailed survey of the field. Featuring the inclusion of the internationally recognized memorandum released in April 2012 by the INAP Architecture Apprenticeship Commission, the volume covers a wealth of issues relating to technical and vocational education and training, including exemplar architectures such as successful school-to-work transitions, competence assessment and development models, and governance, including the role of stakeholders. The book provides many opportunities to explore in depth the scholarly debate on TVET, as well as to learn from positive international experiences. It aims to inform the practice of TVET professionals as much as the decision making of administrators.

This book provides an overview of some fundamental topics of internationalTechnical and Vocational Education and Training (TVET), e.g. genesis of TVET research, fields of TVET research, curriculum development, TVET planning and developing, methods of TVET research etc.The International Handbook of Technical and Vocational Education and Training Research (Rauner/Maclean), published in 2009 by Springer, was the first handbook to provide a comprehensive coverage of TVET research in an international context and with a special focus on research and research methods. Building upon the great success of this handbook and replying to the great demand expressed by researchers, (postgraduate) students and decision makers in VET, this new book "Areas of Vocational Education Research" focuses on providing an easier accessible overview of the fundamental topics of international TVET research."

This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education versus qualification, the American community college, the issue of localization versus globalization in governance, vocationalism in higher education, career guidance and career counselling, and apprenticeships in the U.S.

This book supports the assertion of the relevance of career and technical education -both for the individual and the labour market. Scholars, policy makers and practitioners interested in issues of vocational education and training, technical education, and career education will find this collection of critical and reflective discussions very useful in any analysis of the features of VET approaches taken in America."

Benefiting from the support and involvement of two major international research networks, this collection features the latest research findings in TVET. Members of INAP, the International Network on Innovative Apprenticeship, and VETNET, the Vocational Education and Training Network, have contributed key research findings to this detailed survey of the field. Featuring the inclusion of the internationally recognized memorandum released in April 2012 by the INAP Architecture Apprenticeship Commission, the volume covers a wealth of issues relating to technical and vocational education and training, including exemplar architectures such as successful school-to-work transitions, competence assessment and development models, and governance, including the role of stakeholders. The book provides many opportunities to explore in depth the scholarly debate on TVET, as well as to learn from positive international experiences. It aims to inform the practice of TVET professionals as much as the decision making of administrators.

The rediscovery of the value of apprenticeships has been one of the most significant trends in vocational education in recent years, and has prompted an array of research and development projects in countries around the world. In this volume, the renewed interest in the apprenticeship tradition and the various steps towards the implementation of innovative apprenticeship programmes are analysed and discussed from different perspectives.

Beginning with a number of chapters that describe recent developments in apprenticeship training in different national contexts, the book moves on to analyze the way in which both the quality and profitability of apprenticeship act in concert as the most influential drivers of innovation in this field.

In sum, this book makes an important contribution to the international literature on apprenticeship. It draws together some of the leading researchers in the area, and with its overview of a number of national Vocational Education and Training (VET) projects, provides a body of knowledge on current practices and issues that has previously been lacking in this complex interdisciplinary field. The lessons learned from countries' experiences, as presented in this book, provide a valuable platform for policy-makers and scholars alike.

This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education versus qualification, the American community college, the issue of localization versus globalization in governance, vocationalism in higher education, career guidance and career counselling, and apprenticeships in the U.S.

This book supports the assertion of the relevance of career and technical education -both for the individual and the labour market. Scholars, policy makers and practitioners interested in issues of vocational education and training, technical education, and career education will find this collection of critical and reflective discussions very useful in any analysis of the features of VET approaches taken in America."

This book examines continuity and change of identity formation processes at work under conditions of modern working processes and labor market flexibility. By bringing together perspectives from sociology, psychology, organizational management, and vocational education and training, it connects the debates of skills formation, human resources development, and careers with individual 's work commitment and professional orientations.

The rediscovery of the value of apprenticeships has been one of the most significant trends in vocational education in recent years, and has prompted an array of research and development projects in countries around the world. In this volume, the renewed interest in the apprenticeship tradition and the various steps towards the implementation of innovative apprenticeship programmes are analysed and discussed from different perspectives.

Beginning with a number of chapters that describe recent developments in apprenticeship training in different national contexts, the book moves on to analyze the way in which both the quality and profitability of apprenticeship act in concert as the most influential drivers of innovation in this field.

In sum, this book makes an important contribution to the international literature on apprenticeship. It draws together some of the leading researchers in the area, and with its overview of a number of national Vocational Education and Training (VET) projects, provides a body of knowledge on current practices and issues that has previously been lacking in this complex interdisciplinary field. The lessons learned from countries' experiences, as presented in this book, provide a valuable platform for policy-makers and scholars alike.

Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book's sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.

This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. It contains studies of the profiles of teachers and lecturers and their educational practices. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training. This is the first substantial volume on the topic in 30 years.

This edited volume on Identities at Work brings together international theory and empirical research that deals with continuity and change of identity formation processes at work under conditions of modern working processes and labour market flexibility. Modern work processes in manufacturing and service organisations increasingly rely upon responsible and competent employees who are willing and able to engage in the tasks that their job requires and in continuous learning. That employees are able to engage in taking up new forms of responsibility and master complex work situations is, on the one hand, dependent upon employees' skills and how well they are trained. On the other hand, it requires that employees identify with what they do and commit to their work and the performance of tasks.

This book contains a selection of articles on the subject of 'Culture and Production'. They are results of international conferences held in Tokyo, Washington and Bremen between 1991 and 1994. The International Research Network on Culture and Production (CAPIRN) carried out a 5-year joint research project examining the impact of different industrial cultures on the development and implementation, and above all on the international transfer of technology. The machine tools sector was selected for this international comparative study, because over the last 15 years this global market has undergone dramatic changes that cannot be adequately explained by traditional economic theories of international competition. The 'industrial culture' research concept permits an analysis and understanding of hitherto unrecognised interrelationships between the dimensions of different industrial cultures and the process of technological innovation in international competition. The special challenge faced by CAPIRN was to develop the theoretical concept of industrial culture further and to apply it within a large-scale international study. A considerable amount of work in this field has been published by CAPIRN members since 1990. This book is the first compilation of research findings in the field of industrial culture. We wish to express our thanks to the national research councils in the participant countries, the FORCE and FAST programmes of the European Union, the Japanese Ministry for Industry, MITI, and the Hans Bockler Foundation, to mention only some of the many bodies that have provided support.

In this paper a nearly perfected concept of basic training in the field of "Computer Integrated Manufacturing (CIM)" has been explained. With the help of detailed studies conducted in part by the Department of Technology and Education. Department of Mechanical and Industrial Engineering, University of Dortmund the necessity of basic training at all levels for employees in Computer Integrated Manufacturing was verified. Then the new requirements for employees were indicated with respect to the "ability to act". Moreover, the didactic demands of the concept for basic subject-specific training were clearly stipulated. In summary, this concept has to include the invariant, indispensable, fundamental and exemplary contents and the basic options of CIM work organisation which are most important today and in the near future. Then a configuration was presented to meet these demands: the multimedia system of the CIM Learnil)g Factory, subsidised by the EC in the COMETT programme. The CIM Learning Factory consists of * a well-operating "model factory", where activities like job management, production control, design, manufacturing, including loading, material transport and assembly as well as quality control and warehousing, are flexibly shown in functional models and are controlled by means of cross-linked computers (MPC); during the training the cross-linked computer structure is used like a language laboratory; * two different "teachware packages", the first for the target group of designers and decision-makers, the second for skilled workers and plant management.

Crossing the Border examines the emergence of a new philosophy based on the idea of "human-centred technology" and, through the use of a case study, illustrates the ways in which users, social scientists, managers and engineers can participate in the design and development of human-centred computer integrated manufacturing (CIM) system. The book offers a unique insight into a large European project (ESPRIT project 1217) aimed at the design and development of a human-centred CIM system. The book examines the problems inherent in developing interdisciplinary design methods and of "crossing the border" between the social and engineering sciences. The authors offer proposals and guidelines for overcoming such problems based on their experience within this project. Crossing the Border will be of particular interest to researchers and practitioners in the area of factory automation, to students and researchers in AI, and to all those interested in the human and organisational issues surrounding the computerised factory of the future.

Die Ende der 1960er Jahre an zahlreichen Universitaten etablierte Ausbildung von Lehrkraften fur die 12-14 beruflichen Fachrichtungen fur berufsbildende (Fach-)Schulen ist - trotz vieler Reformversuche - gescheitert. Bis heute bestimmen in nahezu allen Fachrichtungen uberwiegend Quer- und Seiteneinsteiger (Fachkrafte aus irgendwie verwandten Studiengangen) die berufsschulische Unterrichtspraxis. Mit der Analyse dieser Krise ist es auch gelungen einen Ausweg zu begrunden: ein Netzwerk universitarer Studiengange fur eine professionelle und attraktive Ausbildung von Lehrkraften beruflicher Fachrichtungen.

Wir zeigen in diesem Buch die Abloesung der am wissenschaftlichen Wissen orientierten fachsystematisch strukturierten akademischen und beruflichen Bildung durch das berufliche Handlungswissen. Dieses Arbeitsprozesswissen ist die Grundlage fur die Aneignung der in der Arbeitswelt an Bedeutung zunehmenden Gestaltungskompetenz beruflicher Fachkrafte. Es wird ein modernes, berufspadagogisch begrundetes Wissenskonzept entfaltet und dokumentiert. Im ersten Teil des Buches wird das Konzept des beruflichen Wissens entfaltet, im zweiten Teil werden empirische Ergebnisse aus COMET-Projekten dokumentiert, an denen das in unterschiedlichen Berufen vermittelte berufliche Wissen abgelesen werden kann. Es gibt seit Jahrzehnten eine verwirrende Diskussion uber das berufliche Wissen. Die KMK hat 1991 mit der Leitidee der beruflichen Gestaltungskompetenz ein neues Konzept fur die berufliche Bildung vereinbart. Offen blieb, auf welchem beruflichen Wissen diese neue Leitidee basieren solle. Es fehlte bisher eine originare berufspadagogische Begrundung fur das der beruflichen Gestaltungskompetenz zugrunde liegende berufliche Wissen.

"Gestaltungskompetenz" ist die Leitidee der modernen Berufsbildung: die Befahigung zur Mitgestaltung der Arbeitswelt in sozialer, oekologischer und oekonomischer Verantwortung. In diesem Buch geht es darum, eine Alternative zur tayloristischen Struktur der industriellen Berufsausbildung zu dokumentieren und zu begrunden. Dabei liegt es nahe, an die Werke dreier zeitgenoessischer Philosophen anzuknupfen, die das Handwerk mit seinen zeitlosen Merkmalen aus unterschiedlichen Perspektiven charakterisiert haben: Richard Sennett mit eindrucksvollen Beispielen aus der handwerklichen Kunst, Peter Janich als unverzichtbares Merkmal der Wissenschaftsentwicklung und Matthew Crawford mit seinem Buchtitel "Ich schraube, also bin ich", mit dem er ankundigte, Rene Descartes' "Weisheit" "Ich denke, also bin ich" zu widerlegen. Im Institut Technik und Bildung (ITB) und seinen internationalen Forschungsnetzwerken wurde die Leitidee der Gestaltungskompetenz in Modellversuchen der 1980er Jahre entwickelt. Die KMK ubernahm 1991 diesen grundlegenden Wandel der beruflichen Bildung in einer Vereinbarung uber die Gestaltung der an dieser Leitidee orientierten Rahmenlehrplane. In diesem Buch dokumentiere ich, dass es erst mit der Methode der holistischen Kompetenzdiagnostik (COMET) gelungen ist, die neue Qualitat der beruflichen Bildung zu entfalten und nachzuweisen. Groesste UEberraschungen loeste in unserem internationalen Forschungsnetzwerk aus, dass Lehrkrafte sich an einem einzigen Tag des Ratertrainings die Fahigkeit aneignen koennen, mit komplexen und offenen COMET-Testaufgaben sehr genau zu uberprufen, zu welchem Grad Auszubildende in der Lage sind, berufliche Aufgaben vollstandig (!) und auf einem hohen Niveau beruflichen Handlungswissens zu loesen. Aus dieser Fahigkeit erwachst eine sehr effektive Form einer gestaltungsorientierten Berufsbildung.

This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. It contains studies of the profiles of teachers and lecturers and their educational practices. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training. This is the first substantial volume on the topic in 30 years.

Berufliche Bildung, lange Zeit eher unbeachtet als Teil des Bildunassy- stems, wurde erst gegen Ende der Sechziger Jahre als Gegenstand der Bil- dungspolitik "entdeckt". Mit der Forderung nach Gleichstellung beruflicher Bildung mit dem Allgemeinen Bildungssystem riickte auch die "Berufspadago- gik" und die "Berufsbildungsforschung" aus dem bis dahin gepflegten Schat- tendasein auf in den Stand einer nachgefragten "Wissenschaft". Berufspadagogik und die Didaktik beruflichen Lernens orientieren sich seit jeher ihrem Anspruch nach an der Allgemeinbildung und der darauf bezogenen padagogik, gelegentlich an den Fragestellungen, Methoden und Ergebnissen anderer Sozial- und Gesellschaftswissenschaften, de facto aber an der je aktuellen Situation des Bescha.ftigungssystems und des sen Optimierung. Das Besondere der Berufspa.dagogik erschopft sich meist in einer Geschichts- schreibung der beruflichen Bildung sowie in einer Institutionenkunde tiber berufliche Bildungseinrichtungen und ihre Arbeitsweise. Die vom Beschafti- gungssystem nachgefragte Qualifikation, bestimmt durch die je aktuelle Be- rufs- und Arbeitsplatzstruktur, wurde zum Orientierungspunkt der Berufs- padagogik.