Research field
VET Systems and Governance
Internationalization of vocational education and training, transfer of vocational education and training, innovation, qualifications frameworks, skills matching, mobility, permeability, governance of vocational education and training systems
In many countries both within and outside Europe, ongoing reform efforts are taking place aimed at expanding vocational education and training systems – which are generally school-based – to include workplace-based or work-related elements. These reforms are usually modelled on the dual system of vocational training in Germany. A second trend is represented by reforms and developments in Germany in the wake of the European integration process. In parallel with these political processes, it is evident that German companies are growing, particularly abroad, whilst vocational training and vocational education research in Germany remain largely nationally focused despite these broader circumstances. ITB research examines the trends outlined above and the resulting needs, innovations and developments from national, international and comparative perspectives.
Research questions
Under which institutional, legal and company-related conditions does the introduction of workplace-related and dual elements into school-based VET systems succeed?
Which elements of the German dual system can be transferred to other countries, and how must they be adapted to local labour markets, institutions and cultures?
How do European instruments such as the EQF/DQR, ECVET and Europass affect permeability between vocational and academic education and the mobility of skilled workers?
How can the match between the supply of qualifications and labour market demand (skills match) be measured and improved in different VET systems?
What role do internationally active German companies play in VET transfer, and which qualification strategies do they pursue at their sites abroad?
How do innovations emerge and spread in VET systems, and which governance structures foster or hinder them?
What do comparative analyses of VET systems contribute to the further development of vocational education and training and of VET research in Germany?
Projects
All projects-
2026
BLP Mechtronik – BLP Industrial Mechatronics: Advancing TVET in Namibia through the Introduction of an Industrial Mechatronics Qualification
The GIZ project supports the introduction of a practice-oriented, competency-based qualification in industrial mechatronics in Namibia. Working with Namibian vocational training centres and the Namibia University of Science and Technology, the Institute Technology and Education at the University of Bremen has trained teachers and developed curricula and teaching materials. The professional development programme combined short courses, online training and mentoring with action-based learning. The aim is to establish the programme as a lasting part of Namibia’s vocational education and training system and broaden career opportunities in technical occupations. The project is funded by BMZ through the German Government and Federal States Programme and co-financed by the federal state of Bremen.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2024–2027
VETAssIst – Artificial Intelligence as a VET Teaching Assistant
The ‘Artificial Intelligence as VET Teacher Assistant’ (VETAssIst) project is supported by the Erasmus+ KA220-VET funding scheme. Our aim is to further develop vocational education and training by integrating the transformative potential of artificial intelligence (AI) into the day-to-day work of vocational education and training teachers.
Dr. Vivian Harberts Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2024–2027
ISOV – Innovative Skills for an Old Vocation
Like all sectors, the industrial footwear manufacturing sector is also facing the megatrends of globalisation, digitalisation and sustainability. Work processes are changing – and so both initial and continuing vocational training must change as well.
Department: Prof. Dr. Falk Howe
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2024–2027
CESynergy – Circular Economy Pathways for the Energy Transition
Challenges of the energy transition - - - The energy sector is at a critical juncture: electricity supply systems are a major contributor to greenhouse gas emissions and global warming. In transitioning the energy supply from fossil fuels to renewable energy sources, it is not only the technological and environmental aspects that must be taken into account, but also the necessary material resources.
Dr. Vivian Harberts Myrthe Reinsberg Dr. Andreas Saniter Dr. Julia Tietjen
Department: Prof. Dr. Falk Howe
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2024–2026
FUESE – Strengthening Outreach within the Social Ecosystem of Universities in Central America
In recent years, universities in Central America have undergone profound changes as a result of globalisation, the shift towards a knowledge-based society and advances in information and communication technologies. These changes particularly affect their remit, their governance and their social role. The FUESE project aims to modernise university continuing education by reforming institutional policies and practices in order to strengthen their impact on the socio-economic environment in the region. The project is being implemented in three phases, with all partners involved in the assessment, planning, implementation, evaluation and institutionalisation of a new model designed to improve the effectiveness of university continuing education.
Department: Prof. Dr. Falk Howe
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2024–2025
BLP Green Energy – Strengthening vocational training for the green energy sector in Namibia
The project “BLP Green Energy Namibia” supports the development of Namibia’s vocational education and training system for an emerging green hydrogen economy and other industrial sectors. In 2025, the Institute Technology and Education (ITB) at the University of Bremen, together with the Namibia Training Authority, developed the occupational profile “Industrial Mechatronics” for Levels 2 to 4 of the national qualifications framework. It integrates electrical engineering, mechanics, automation and information technology. A complementary qualitative study involving 47 women examined career choices, training conditions and barriers to entering technical occupations, informing recommendations on career guidance, equal opportunities and transitions into employment. The results provide a foundation for the profile’s phased introduction and trainer development.
Jan Naumann Dr. Kristina Kühn Nils Petermann PD Dr. Susanne Peters
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2023–2026
MULE – Multimedia Learning Environment for Work-Based Learning Tasks for VET Students in the Applied Informatics Sector
The MULE project aims to integrate current trends in applied computer science more effectively into curricula through collaboration between vocational colleges, universities and industry. This is to be achieved by identifying ‘professional fields of activity’ as the basis for learning and work tasks within a multimedia learning environment, with the focus on promoting pupils’ transversal and subject-specific competences. The project also aims to improve the comparability, transparency and recognition of the professional competences of specialists in applied computer science from Germany, Serbia, Italy and Spain through a transnational sectoral qualifications framework (SQF).
Dr. Vivian Harberts Peter Kaune Dr. Christine Siemer
Department: Prof. Dr. Falk Howe
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2021–2022
Opportunities and Obstacles for German Family Businesses: Dual Apprenticeship and Continuing Vocational Education and Training in Central and Eastern Europe
On behalf of the Family Business Foundation, seven Central and Eastern European countries of strategic importance to Germany (Bulgaria, Poland, Romania, the Czech Republic, Serbia, Slovakia, and Hungary) were analyzed with regard to the vocational training initiatives of German family-owned businesses in these countries. Since the dual vocational training system—which has proven successful in Germany—is hardly established in these regions, companies often face significant bureaucratic hurdles and a lack of government infrastructure when training their employees. The study shows that family-owned businesses are already establishing their own educational structures through tremendous initiative and significant financial investment. To ensure long-term regional competitiveness, the project provides concrete recommendations for closer, systematic cooperation between local policymakers, vocational schools, and the business community.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2020–2023
DUAL ECOsystems – European IT network
Over the course of the project, a compendium of dual training approaches in the information technology (IT) sector in Italy, Germany, Spain and Northern Ireland will be compiled. To this end, all dual training programmes in the participating countries that can be regarded as leading to a full qualification – i.e. at Level 3 or higher of the German/European Qualifications Framework (DQR/EQF) – will be analysed and their strengths and weaknesses described. In Germany, in addition to the traditional dual vocational training programmes in the sector (Level 4), the dual degree programmes at Bachelor’s level (6) and the dual Master’s programme offered by the Department of Computer Science at the University of Bremen at Level 7 will also be included. The aim of the project is to submit a full application under the ‘Centres of Vocational Excellence’ funding scheme.
Dr. Vivian Harberts Dr. Klaus Ruth Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2019–2023
MP-INVET – Meta-project on research into the internationalisation of vocational education and training
Problem statement: International research in the field of vocational education and training is generally conducted on a disciplinary basis. This results in fragmentation, which makes it difficult to systematically link different research findings and to realise their full potential for international cooperation in vocational education and training. Objective: There is an urgent need to better link up and make accessible the expertise of research institutions in the field of international vocational education and training. The conceptualisation of a sustainable inter- and transdisciplinary research network, which brings together the findings of all stakeholders in vocational education and training, is intended to make this possible.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2019–2022
DT4VET – Design Thinking Tools for Educators
The ‘reflective practitioner’ has been regarded for many years in vocational education and training as the ideal model of a skilled worker – yet this concept has rarely been applied to the field of vocational education and training teachers. The ERASMUS+ project DT4VET regards DESIGN THINKING (DT) as a key method for fostering reflective practices amongst vocational education and training teachers. DT has the potential, in particular, to promote transversal skills, such as creative and critical thinking, taking the initiative and working collaboratively. Seven partners from four countries (Turkey, Finland, Italy and Germany) are developing, piloting and evaluating a professional development seminar on the Design Thinking method for vocational school teachers.
Dr. Vivian Harberts Peter Kaune Iris Klein Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2019–2022
StepUP – Supporting Tutor’s Educational and Professional Upgrade
Work-process-oriented learning plays a fundamental role in successful vocational training programmes: it enables trainees to acquire the skills and competences required in real-world workplaces. Alongside the trainees, the key players here are the skilled workers who support the training process; depending on the context and sector, they may also be referred to as mentors, tutors or training officers. Unlike teachers and full- or part-time trainers, however, these mentors have little or no formal teaching qualifications. This is where the ERASMUS+ project StepUP comes in: Drawing on examples of good practice from the four participating countries – Germany, Italy (IT), Lithuania (LT) and Spain (ES) – training modules are being developed, delivered and evaluated to enhance the teaching skills of mentors, particularly in the context of new technologies.
Dr. Vivian Harberts Iris Klein Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2019–2020
Strengthening of training capacities for state and private vocational training providers in Namibia combined with a recognised international certification for trainers in selected specialist areas
From March 2019 to February 2020, the project strengthened the technical and pedagogical competencies of trainers working for public and private vocational training providers in Namibia. The Institute Technology and Education (ITB) at the University of Bremen and Uni Bremen Campus GmbH, in cooperation with GIZ, developed two certificate programmes in electrical engineering and plumbing, each comprising 480 learning hours. Of 30 participants, 27 received a university certificate, including six who achieved “Master Trainer” status. Two additional training courses addressed automotive technology. Practical learning and work assignments, supported transfer phases and teaching materials facilitated application in vocational training. Preparations were made for recognition of the certificates in Namibia.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2018–2022
Pro-VET – Enhancing the Professional Development of Vocational Education Teachers in Russia and Serbia with European Practices
A key factor behind the differences in the quality and standing of vocational education and training across European countries and beyond lies with the teachers themselves. The selection, initial and continuing training, and employment conditions of vocational school teachers vary considerably. The Pro-VET project focuses on developing uniform teacher training objectives in Serbia and Russia, as well as online resources to help achieve these. The methodological approach is ‘policy learning’; in other words, the aim is not to export European solutions (which do not exist in this form anyway), but to further develop the existing teacher training systems in Serbia and Russia by drawing on examples of good practice from individual EU countries.
Dr. Vivian Harberts Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2018–2021
TEACH-VET – Platform for self-assessment and development of the teaching competence for VET teachers and trainers
The aim of the EU project is to develop an electronic tool for the self-assessment of the teaching competences of vocational school teachers and trainers and to provide them with teaching materials for further qualification tailored to their individual results. The development of the tool is based on an analysis of teaching processes in initial VET and thus of the development of pedagogical competences, on the identification of existing systemic problems and bottlenecks, and on the needs of the teachers and trainers themselves. Based on the findings, the content of the online tool for assessing and developing the teaching competence of VET teachers and trainers is designed.
Iris Klein Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2018–2019
Developing vocational education and training research in Namibia
Problem statement: Namibia is one of the countries with very high inequality and very high youth unemployment of over 50%. The National Development Plan (NDP5) names the improvement of vocational training structures as the central instrument for reducing inequality, enabling employment and strengthening the local economy. However, knowledge about the strengths, weaknesses and development needs of the VET system is very limited, as there is no established VET research. Objectives: The project aims to build structures for developing expertise in Namibia.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2018–2022
wb-ibb – Research support for the BMBF funding programme “Internationalisation of VET”
Problem statement: Germany has a well-established vocational education and training system. Internationally, the ‘dual system’ in particular is held in high regard and serves as a model for national reform processes, as it supports the achievement of various objectives (including low youth unemployment, high productivity and high levels of social integration) in a unique way. The BMBF funding guideline ‘Internationalisation of Vocational Education and Training (ibb)’ aims to combine the promotion of exports with the fostering of international cooperation in vocational education and training. Objective: wb-ibb aims to assess the impact of the funding guideline. A further objective is to understand and explain the challenges and conditions for success in international vocational education and training cooperation. The overarching aim here is to support the internationalisation of vocational education and training, including through peer-learning processes.
PD Dr. Susanne Peters Dr. Larissa Holle Dr. Kristina Kühn Dr. Lisa Meyne Dr. Christine Siemer Dr. Janis Vossiek
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2018–2019
Berufsschule digital – Vocational schools and their role in strengthening education in the digitalised world
In early April 2018, ten vocational schools were selected to engage intensively for almost two years with concepts and solutions for the digitalisation of VET, particularly in the context of teaching and school development. The aim of the ‘Berufsschule digital’ network, launched by the Deutsche Telekom Stiftung, is to identify examples of good practice through exchange between the schools, develop them further and make them available beyond the network. The participating workshop schools receive continuous research support from the Institute for Information Management Bremen (ifib) and the Institute Technology and Education (ITB) at the University of Bremen. On behalf of the Deutsche Telekom Stiftung, the two institutes support the schools in their workshop process.
Department: Prof. Dr. Falk Howe
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2017–2018
WB-IBB SO – Research support project for the BMBF funding directive on the internationalisation of VET
Problem statement: As the responsible ministry, the BMBF cooperates with selected partner countries through bilateral agreements and uses various instruments to involve VET stakeholders in international cooperation. Objectives: The research support project for the BMBF funding directive on the internationalisation of VET (WB-IBB) aims to identify and evaluate its effects, providing a basis for decisions on continuing and developing the ministry's VET funding activities. The exploratory phase (SO) prepared this work.
PD Dr. Susanne Peters Dr. Larissa Holle Dr. Kristina Kühn Dr. Christine Siemer Dr. Janis Vossiek
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2017–2020
DASCHE – Development, Assessment and Validation of Social Competences in Higher Education
Problem statement: Alongside research and teaching, higher education institutions have a so-called ‘third mission’: shaping the interface between higher education and society. In the course of efforts to make higher education comparable, social competences became a target dimension of the European Qualifications Framework (EQF) and of the respective national qualifications frameworks. How this field of learning, and the processes for achieving this goal, should be designed is still open, unresolved and in need of development. Objectives: DASCHE aims to identify good practice in the sense of the project and, on this basis, to derive a common framework model for embedding social competence in higher education.
Dr. Kristina Kühn Lena Setzepfand
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2017–2020
ICSAS – Integrating Companies in a Sustainable Apprenticeship System
ICSAS (‘Integrating Companies in a Sustainable Apprenticeship System’) offers countries without workplace learning experience first-hand insight into how this training system works, using the footwear industry. Work-based learning (WBL) is a promising approach to developing apprentices' occupational competence and strengthening their identification with their occupation and training company. Germany's dual VET system structurally incorporates real work processes' learning potential through alternating company and vocational school learning venues. In school-based systems such as Romania's and Portugal's, this potential remains untapped. ICSAS aims to demonstrate its use through a one-year dual programme in the footwear industry in Romania and Portugal, modelled on German dual training, and ultimately to incorporate dual elements into those countries' training regulations.
Dr. Andreas Saniter Bianca Schmitt
Department: Prof. Dr. Falk Howe
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2016–2020
TEEDE – Towards Excellence in Engineering Curricula for Dual Education
The project aims to modernise, broaden and internationalise higher education in Germany, Spain, Finland, Italy, Russia, China, Cambodia and India. It also supports intercultural and personal exchange and, in non-EU countries, closer alignment with European higher education developments. Partners identify needs and key sectors and, guided by European experts, modernise curricula, particularly through dual degree programmes integrating company-based learning. A system of continuing professional development and student advisory centres will be established at universities in non-EU countries. Key outputs are new or revised engineering curricula based on a common methodology combining local labour-market analysis and innovative dual provision.
Iris Klein Dr. Andreas Saniter Nils Weinowski
Department: Prof. Dr. Falk Howe
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2016–2017
HSB flex – Evaluation of university of applied sciences degree programmes
Formative evaluation of the HSBflex project at Bremen University of Applied Sciences: The study examined the extent to which the measures introduced to facilitate flexible study programmes – ranging from the recognition of formally and informally acquired skills, through bridging modules and blended-learning modules, to professional development programmes for teaching staff and a mentoring programme – in the Bachelor’s degree programme in Mechatronics and the Master’s degree programme in Business Management – achieve their objectives.
Department: Prof. Dr. Falk Howe
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2016–2017
Namibia I and II – Promoting vocational training
The aim of the project is to use on-site surveys to assess the training needs of vocational school teachers ("trainers/instructors") and, based on this data, to develop a work-process-based teaching and learning concept, implement it in workshops and assess its effectiveness. Furthermore, the project aims to identify opportunities for further support in promoting vocational training at a local level.
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2015–2018
ProBBP – Professional analysis, conceptual development and pilot implementation of a part-time bachelor’s programme in vocational and workplace education
ProBBP aimed to develop and pilot a bachelor's programme in Vocational and Workplace Education building on the advanced qualifications ‘Certified Vocational Educator’ and ‘Certified Initial and Continuing Training Educator’, thereby contributing to the professionalisation of continuing education personnel.
Werner Müller Dr. Klaus Ruth PD Dr. Rainer Bremer
Department: Prof. Dr. Falk Howe
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2015–2017
P4LLL-Tec – Partnerships for lifelong learning in engineering and technology
The project examined different models of cooperation between VET and higher education stakeholders designed to enable coherent learning pathways from initial training to university level and improve permeability between educational sectors.
Dr. Ursel Hauschildt Dr. Klaus Ruth PD Dr. Rainer Bremer
Department: Prof. Dr. Falk Howe
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2014–2017
WSF China – Workforce Skill Formation and Innovation at the Shop-Floor Level in China
Problem statement: While German companies increasingly internationalise, German VET research remains nationally focused or, at most, European. Little is therefore known about how companies abroad develop and train shop-floor workers in different socio-cultural and political environments. Objectives: The exploratory project sought insights into VET internationally, beyond familiar national and European boundaries.
Dr. Larissa Holle Dr. Klaus Ruth
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2013–2017
EcoBRU – Ecological Education for Belarus, Russia and Ukraine
The project promotes lifelong learning in Belarus, Russia and Ukraine for vocational school and general school teachers. It develops and delivers e-learning continuing education courses on environmental education, supporting the three governments' efforts to embed environmental education throughout their education systems.