- Machine-translated
Completed project · 2022–2025
BIBB Learning Paths – Shaping in-company training
The aim of the BIBB Learning Paths project is to provide long-term support for training staff in developing their professional competence as training experts. The result is a series of ‘learning pathways’ tailored to the needs of the target group, which enable training staff – including through individually tailored programmes – to align their training plans and processes with the current requirements of their respective sectors. The conceptual basis for this continuing professional development programme is the long-established vocational science concept of the ‘Competence Workshop’ (http://www.kompetenzwerkstatt.net/).
Background and Problem
In-company training staff are expected to design training that is up to date and innovative. This requirement includes, among other things, taking account of the changing needs and expectations of trainees, aligning training content with in-company work processes and integrating digital media. The aim of the project is to strengthen the vocational competence (berufliche Handlungskompetenz) of in-company training staff in a lasting way with a view to such changes. To this end, a digital educational offering is being developed that comprises web-based, modular and mutually coordinated learning sequences – so-called learning pathways. These learning pathways are geared to the needs of trainers and enable them to adapt their training plans and processes to the current requirements of their respective sector. The project activities take place in the context of the development of ‘Leando.de’, the internet portal for training and examination staff of the Federal Institute for Vocational Education and Training (BIBB), on behalf of the Federal Ministry of Education and Research (BMBF). The content of the educational offering is based on the vocational-scientific concept of the Kompetenzwerkstatt (www.kompetenzwerkstatt.net/).
Research question
What educational needs arise among in-company training staff against the background of structural changes in society – in particular digitalisation?
To what extent are web-based learning pathways suitable for the competence development of in-company training staff?
Approach
Different evaluation approaches were chosen for the research and development activities. As part of a prospective evaluation, the educational needs of in-company training staff were explored across sectors by means of expert interviews (research question 1). The interview results, analysed using qualitative content analysis, were drawn upon to provide personas and exemplary competence profiles for the needs-oriented development of the learning pathways. The learning pathways were developed in an iterative cycle within the framework of a formative evaluation, taking the personas and competence profiles into account. This process was guided by the second research question.
Results
Three key results emerged over the course of the project: (1) a description of the identified educational needs of in-company training staff, (2) personas and exemplary vocational competence profiles to illustrate the educational needs and their integration into the development process of the learning pathways, and (3) a set of digital learning pathways for in-company training staff. The needs assessment identified four areas of competence relevant to acting as a trainer: (1) subject and methodological competence, (2) vocational-pedagogical competence, (3) social and personal competence/diversity competence and (4) media and media-educational competence. An educational need became apparent in the areas of vocational-pedagogical competence, media and media-educational competence and diversity competence. In order to be able to set out the competence requirements and educational needs of training staff, a competence model for this group of people was developed in the project. The competence model and the identified needs formed the basis for the content design of the learning pathways. Initial partial results of the formative evaluation indicated that the modular educational offering of the learning pathways was suitable for promoting the vocational competence of trainers beyond the formally regulated ‘training of trainers’ under the Trainer Aptitude Ordinance (AEVO). Particularly noteworthy was the individual selection of content and media, which made it possible to adapt to different educational needs.
Dissemination and Transfer Activities
Schall, Melanie (2026): Machbarkeitsanalyse: Dynamische Kompetenzbilanzierung, presentation of results, 18 February 2026, BIBB, Bonn
Workshops on the ‘Aufgaben-Manager’ (task manager) tool integrated into the learning pathways and on its vocational-scientific concept at various BIBB events, e.g. the ‘GoLive event’ on 20 November 2024, the BIBB roadshow ‘Leando on Tour’ on 30 April 2024 and the BIBB annual event ‘Leando Live’ on 18 June 2024.
Various online workshops on the ‘Aufgaben-Manager’ and its vocational-scientific concept as part of the dissemination of the learning pathways via ‘Leando.de’.
Presentation and evaluation of the learning pathway concept with trainers and teachers at the conference ‘Futureland – Inclusive Education for an Inclusive World’ on 20 April 2024.