Projects
Ongoing projects
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2025–2027
Karrieren@Stahl – Careers@Steel – Career models and professional development pathways to secure and develop skilled workers in the steel industry
The research project ‘Karrieren@Stahl – Career models and professional development pathways for securing and developing skilled labour in the steel industry’ aims to address the changing qualification and skills requirements in the steel and foundry industries.
PD Dr. Susanne Peters Frieda Klaus Dr. Lisa Meyne Michael Sander Alexander Seedorf
Department: Prof. Dr. Dr. h.c. Michael Gessler
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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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2024–2026
FLAME – Modern and efficient fire service career training
As part of the ‘Modern and Efficient Fire Service Career Training’ (FLAME) project, the ITB is supporting the Hamburg Fire Service Academy in modernising and expanding its career training programme for civil servants.
Dr. Claudia Fenzl Dr. Lisa Meyne Nils Weinowski
Department: Prof. Dr. Falk Howe
Completed projects
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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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2022–2025
AI4Ed – AI strategy in educational processes
AI4Ed aims to scrutinise current teaching and learning processes and will incorporate and experiment with innovative technologies (AI) and pedagogy in order to develop tools, methods and assessment systems that respond to the new reality.
Dr. Vivian Harberts Peter Kaune Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2022–2025
BIBB-Lernpfade – 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/).
Dr. Melanie Schall Dr. Christian Staden
Department: Prof. Dr. Falk Howe
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2022–2025
Orienta4VET – VET: an attractive and viable pathway. Innovating in VET through guidance processes and exploring flexible and diversified opportunities in VET
The second stage of learning following the completion of lower secondary education is essential both for continuing general and/or vocational education and for successful integration into the labour market (OECD, 2020). According to the OECD, vocational training is regarded as a successful route into the labour market, with countries that have better-developed and more established vocational training programmes being more effective at tackling youth unemployment.
Dr. Vivian Harberts Myrthe Reinsberg Dr. Klaus Ruth Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2020–2023
tekom_LandBauMT – Technical communication in the learning and working processes of agricultural and construction machinery mechatronics technicians in the context of Industry 4.0
The ongoing digitalisation and networking in industry and the skilled trades are increasingly changing the requirements and tasks involved in the profession of agricultural and construction machinery mechatronics technician. Factors contributing to this include, amongst others, the increased use of diagnostic, analytical and design software in agricultural and construction machinery engineering, the growing use of high-voltage technology, the increasing interconnection of systems, and augmented, virtual and mixed reality technologies. However, inter-company training programmes for apprentices in agricultural and construction machinery mechatronics do not yet take sufficient account of this digital transformation. The ‘tekom_LandBauMT’ project addresses these challenges by modernising the inter-company training programmes for agricultural and construction machinery mechatronics technicians.
Dr. Vivian Harberts Nils Petermann Michael Sander
Departments: Prof. Dr. Falk Howe Prof. Dr.-Ing. Maren Petersen
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2020–2023
DiaCVET – ‘Development of innovative and attractive continuing professional development programmes in industrial footwear manufacturing’
In many countries, such as Romania (RO) or Portugal (PT), vocational education and training (VET) is regarded as a second-best option; an educational pathway for those who have not managed to gain access to higher education (HE). One of the main reasons for this rather poor image of vocational education and training is that it is often seen as a ‘dead end’; once you have started a ‘blue-collar’ job, there are few or no options for career progression through continuing vocational education and training (CVET). Consequently, roles in more demanding areas of business – such as work in ‘Quality Assurance (QA)’, ‘Design’ or ‘Production Planning’ departments – are reserved for colleagues with a higher education background. But even in countries with established further training programmes such as Germany (DE), where the qualifications of an industrial or craft master or technician are recognised nationwide and enjoy a very good reputation, the trend towards academic qualifications is evident. One worrying indicator for our sector (industrial footwear production) is that, over the last two years, the only industrial foreman training courses in Germany for this profession (IHK Pfalz) could not be held – because not enough participants (only six were needed nationwide!) had applied.
Iris Klein Dr. Klaus Ruth Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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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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2019–2020
ProSoKom – Professionalising company-based training in the automotive trade through digital media to develop apprentices’ social competences
ProSoKom aims to develop social competences among automotive apprentices and young people in the transition system. It addresses current social competence challenges as a basis for developing and implementing a work-process-oriented competence development approach, using digital media in suitable forms and to an appropriate extent. The measures particularly include refugees and young people from migrant backgrounds.
Department: Prof. Dr. Falk Howe
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2019–2020
KofeBS II – Assessing the competences of semi-skilled and unskilled people at vocational schools in preparation for an external examination
The KofeBS follow-up project extends and evaluates competence assessment for semi-skilled and unskilled recipients of benefits under Books II and III of the German Social Code and employees without vocational qualifications to further training occupations. It also examines whether competence assessments and continuing training can be sustainably established at vocational schools. Funded by the European Social Fund (ESF), it operates under the Senator for Economic Affairs, Labour and Europe’s state programme ‘Progress through Education and Guidance’.
Dr. Vivian Harberts Iris Klein
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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2018–2022
MeLoDi – People and Logistics in Digitalisation Network
Problem statement: Current developments within Germany’s logistics sector, which is characterised by small and medium-sized enterprises, are leading to increased competitive pressure, resulting in a growing focus on automation and digitalisation strategies. The resulting internal and external networking of various stakeholders and work processes is leading, particularly in operational areas, to changing skill requirements and an increased need for further training among employees. Objective: As part of the BMBF funding scheme ‘Digital Media in Vocational Education and Training’, the MeLoDi project is developing an industry-specific networking platform for small and medium-sized transport and logistics companies. In addition to connecting companies, the focus is on sharing and integrating digital media into employees’ in-company continuing professional development.
Dr. Daniela Ahrens Dr. Melanie Schall Dr. Christine Siemer
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2018–2022
LIKA 4.0 – Digitally supported cooperative learning through customer orders; sub-project: developing and testing the overall teaching approach
The “LIKA 4.0” project brings together a large research and development consortium – comprising thirteen industry partners from the commercial and technical skilled trades sector, the Akademie Zukunft Handwerk, the digital agency Interlutions and the ITB – to focus on the development, testing and institutionalisation of digitally supported continuing professional development in the skilled trades (AM-SHK, EEG) with a view to designing in-company training programmes that are work-process and competence-oriented, using a training management system. The development and testing of the continuing professional development programme and the training management system are carried out iteratively and cyclically, based on design-oriented approaches from Design-Based Research.
Dr. Christian Staden Michael Sander
Department: Prof. Dr. Falk Howe
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2017–2018
KofeBS – Assessing the competences of semi-skilled and unskilled people at vocational schools in preparation for an external examination
KofeBS develops and tests a competence assessment procedure at four vocational schools in Bremen. Its target group comprises semi-skilled and unskilled recipients of benefits under Books II and III of the German Social Code and employees without vocational qualifications. Tailored individual training measures will prepare them for external examinations. Funded by the European Social Fund (ESF), the project operates under the Senator for Economic Affairs, Labour and Ports' state programme ‘Progress through Education and Guidance’.
Dr. Vivian Harberts Dr. Michael Reinhold
Department: Prof. Dr. Falk Howe
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2017–2020
LaSiDig – Load Securing Meets Media Literacy
Digitalisation of work and everyday life is transforming transport and logistics. Against this background, the BMBF-funded LaSiDig project develops an innovative learning solution for load securing, enabling employees to learn together in networks and within work processes while acquiring essential digital media competences. It covers load securing by road, rail, sea and air.
Jan Naumann Nils Petermann Nils Weinowski
Department: Prof. Dr.-Ing. Maren Petersen
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2017–2020
MeMoApp – Media competence for mobile, app-based working and learning
The MeMoApp project, funded by the Federal Ministry of Education and Research and the European Social Fund, addresses professional drivers, an occupation with a particularly high degree of mobility. The occupational profile has changed fundamentally in recent years. Rising cognitive demands and the consequences of mediatisation and digitalisation confront employees with new challenges. Promoting media competence is an important prerequisite for meeting these challenges. To this end, MeMoApp has developed a company media education concept, under the umbrella term MekoSmartHub, as the basis for systematically integrating the promotion of media competence into the company’s working and learning culture. In addition, a mobile app that supports professional drivers in their daily work was developed in close cooperation with the practice partners.
Dr. Kristina Kühn Michael Sander
Department: Prof. Dr. Falk Howe
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2016–2019
IntAGt – Integrating preventive occupational health and safety into initial and advanced training occupations in Industry 4.0
The IntAGt collaborative project was part of the BMBF funding priority ‘Preventive measures for the safe and healthy work of tomorrow’. Its aim was to develop and implement measures to promote healthy skilled work conducive to learning in digitalised industrial production. The project’s starting point was the central thesis that skilled workers, as (co-)designers of their own work, and managers alike need the competence to design work in ways that promote health. Work analyses using an analytical procedure combining methods from occupational psychology and occupational science made it possible to describe the occupational fields of activity of assembly, system operation and maintenance in terms of competence requirements as well as health-promoting and stressful working conditions. On this basis, various learning and teaching concepts aimed at in-company training, vocational schools and advanced training institutions, such as technician schools, were developed, tested and made available.
Dr. Claudia Fenzl Annette Baimler-Dietz Christian Daniel Dr. Christian Staden Raphael von Galen
Department: Prof. Dr. Falk Howe
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2016–2018
DigiProB – A learning concept and tool system for integrating learning and experience in the construction industry
DigiProB was funded by the Federal Ministry of Education and Research from 1 March 2016 to 31 October 2018 under ‘Digital Media in VET’ (DIMEBB 2). At Bau ABC, northern Germany's largest inter-company construction training centre, it used digital tools to redesign advanced training for construction team leaders, foremen and certified site supervisors towards stronger action orientation.
Dr. Ludger Deitmer Dr. Lars Heinemann Werner Müller Dr. Christian Staden PD Dr. Rainer Bremer
Department: Prof. Dr. Falk Howe
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2015–2018
nabus – Sustainable construction and renovation – Cross-trade training for trainers and apprentices
NaBuS trains VET personnel in northern Germany as multipliers for sustainable vocational education.
Dr. Joanna Burchert PD Dr. Rainer Bremer
Department: Prof. Dr. Falk Howe
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2015–2018
METALS – Machine Tool Alliance for Skills
Developing innovative learning units on new machine-tool technologies: METALS used a collaborative, cross-national comparative approach to develop learning units that would help apprentices and skilled workers close the gap between existing qualifications and future requirements.
Dr. Ludger Deitmer Pekka Kämäräinen Dr. Michael Reinhold Dr. Andreas Saniter
Department: Prof. Dr. Falk Howe
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2015–2017
Quality development in environmental education outside schools
The project supports quality development in environmental education centres. Their educational work enables children, young people and adults to acquire systemic knowledge for evaluating and acting on key issues such as biodiversity, climate protection and resource conservation. Centres emphasise authenticity, emotional and motivating experiences, and opportunities for practical collective environmental action, often cooperating with schools and other sectors of society.