Projects
Ongoing projects
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2026–2029
GEKKO – Innovative approaches to logistics design to enhance the skills of continuing professional development mentors
The project ‘Innovative Approaches in Logistics to Foster the Competence of Continuing Professional Development Mentors’ (GEKKO) is funded under the guidelines for supporting projects aimed at enhancing and strengthening work-related continuing professional development through the training and establishment of continuing professional development mentors. GEKKO aims to train continuing professional development mentors (CPD mentors) within the context of small and medium-sized logistics enterprises (SMEs) and to establish them at company level.
Dr. Christine Siemer Frieda Klaus
Department: Prof. Dr. Dr. h.c. Michael Gessler
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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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2024–2026
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
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2023–2026
DEVISE4KE – Strengthening the sustainable development of vocational education and training in Kenya by integrating workplace-based learning and improving the ICT skills of teachers and pupils through the use of solar energy and energy-efficient equipment
As part of the DEVISE4KE project, three secondary schools offering vocational training programmes in a rural region of Kenya are being equipped with photovoltaic systems and low-energy IT equipment. Through these measures, as well as teaching and learning activities for teachers, the aim is to enable digital-supported and work-based learning for local pupils.
Dr. Vivian Harberts Peter Kaune Dr. Christian Staden
Department: Prof. Dr. Falk Howe
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2023–2026
SKILLS4JUSTICE – Skills Partnerships for Sustainable and Just Migration Patterns
The issue: Many countries are experiencing, or are seeing a rise in, skills shortages, including in the IT sector, the care sector and the skilled trades. At the same time, there are both regular and irregular migration flows. Irregular migration results in significant disadvantages for those affected in terms of access to the labour market, which is not legally possible; however, regular labour migration also presents challenges for all stakeholders.
Dr. Kristina Kühn Frieda Klaus Dr. Andreas Saniter
Department: Prof. Dr. Dr. h.c. Michael Gessler
Completed projects
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2024–2026
NaLoGO – Sustainability in logistics, taking the design and organisation of supply chains and e-mobility as examples
On 1 June 2024, the NaLoGO collaborative project was launched as part of the funding programme ‘Sustainable Careers – Future-Oriented Training’, with a duration of 24 months. The project is funded by the BMBF and co-financed by the European Social Fund Plus. NaLoGO aims to develop sustainability-related skills among training staff.
Dr. Daniela Ahrens Svenja Gmeinder
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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2023–2025
AI Pioneers – AI and the future of education
Problem statement: The transformative power of artificial intelligence (AI) extends across various sectors, including education; however, it is still unclear exactly what impact AI will have on learning, teaching and (European) policy.
Dr. Lisa Meyne Dr. Ludger Deitmer Frieda Klaus Dr. Christine Siemer
Department: Prof. Dr. Dr. h.c. Michael Gessler
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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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2022–2024
WBV-HB – Bremen Automotive Industry Further Training Network
Against the backdrop of the challenges posed by the transformation of companies in the automotive industry in the state of Bremen and the surrounding area, the continuing education network aims to promote and coordinate a regional range of continuing education programmes that meet the skills requirements of companies as they shape this transformation and contribute to the strategic development of a skilled workforce tailored to these needs.
PD Dr. Susanne Peters Daniel Weerts
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2021–2024
SmaLo – Smart Learning in Logistics
The issue: In the logistics sector in particular, we are seeing the simultaneous occurrence of advancing digitalisation – with the associated risks of job displacement – and low participation in further training. Whilst the need for learning is undisputed, it is difficult to develop continuing professional development programmes in such a way that they address both organisational and career-related perspectives in equal measure.
Dr. Daniela Ahrens Sophia Roppertz Dr. Christine Siemer
Department: Prof. Dr. Dr. h.c. Michael Gessler
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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
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
IDC-VET – Improving the Digital Skills of VET Teachers and Trainers
The use of technology can support learning in the workplace and in vocational schools, for example through the development of up-to-date and engaging learning materials. In order to realise these technological benefits, teachers and trainers in vocational education and training must develop new skills and competences.
Dr. Lisa Meyne PD Dr. Susanne Peters
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2020–2024
Kaefer – Design of a digitally supported, work-process- and skills-based training programme for insulation fitters at KAEFER
In collaboration with KAEFER Industrie GmbH, the ITB is carrying out a project to develop a digitally supported, work-process-oriented and skills-enhancing training concept, which is being implemented in practice as a model for the occupations of ‘Insulation Technician’ and ‘industrial insulator’.
Dr. Christian Staden Dr. Vivian Harberts Alexander Seedorf
Department: Prof. Dr. Falk Howe
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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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2020–2023
SteBs – Structural Development in Vocational Teacher Training
The SteBs project has the overarching aim of structurally strengthening and further expanding vocational teacher training in Bremen, thereby contributing to the vocational education dialogue in Bremen. Based on cross-phase and cross-subject collaboration between the stakeholders involved in vocational teacher training, concepts for promoting teachers’ professional competence are being developed and tested. The project is being carried out in close collaboration between ITB, the IPP (Institute for Public Health and Nursing Education, Prof. Dr Ingrid Darmann-Finck), the Department of English Language Teaching (FB 10, Prof. Dr Sabine Doff) and the Department of Physics Teaching (FB 01, Prof. Dr Christoph Kulgemeyer).
Dr. Claudia Fenzl Dr. Lisa Meyne Myrthe Reinsberg Michael Sander Dr. Andreas Saniter Nils Weinowski
Departments: Prof. Dr. Falk Howe Prof. Dr. Alisha Heinemann
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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
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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2019–2021
Taccle AI – Improving skills and competences of VET teachers and trainers in the age of artificial intelligence
Young people urgently need new knowledge and skills relating to AI to participate effectively in vocational training and the world of work. Targeted continuing development for teachers and trainers is essential to prepare them for this task and enable new teaching and learning arrangements in different settings.
Sophia Roppertz Dr. Ludger Deitmer PD Dr. Susanne Peters
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2019–2020
WinATutor – Promoting educational e-learning application scenarios
The project developing an e-learning unit on ‘Good Research Practice’ receives internal university funding under ‘Win a Tutor – E-learning Teaching Scenarios’. Following the publication of revised DFG guidelines on good research practice in August 2019, the project will create and test an e-learning unit on the subject. It will comprise an interactive course and an online test. The slide-based course will include explanatory videos using current case studies, supplemented by learning checks and practical exercises.
Department: Prof. Dr.-Ing. Maren Petersen
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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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2018–2020
Taccle VET – Extend European Framework for the Digital Competence of Educators for VET Teachers and Trainers
Problem statement: The European Research Council has issued a framework, DigCompEdu (JRC, Redecker and Punie, 2017), recommending how EU teachers of general subjects should use digital media in teaching. The Joint Research Council report lacks a perspective on the particular characteristics of VET that would enable targeted recommendations for vocational school teachers and trainers. This project aims to close that gap. Objectives: TACCLE VET aims to extend the European framework for developing digital competences to vocational training. Research question: Expert interviews explore the implications of digital transformation for teaching and learning in four occupational sectors (construction, agriculture, tourism and wellness), focusing on the distinctive features of VET.
Dr. Ludger Deitmer Pekka Kämäräinen
Department: Prof. Dr. Dr. h.c. Michael Gessler
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2018–2019
SOKO 3D – Social competences in the 3D printer training project
Increasing workplace demands arising from digitalisation and new forms of work organisation – teams with mixed qualifications, flatter hierarchies, virtual working groups and decentralised decision-making – make social competences key enablers for the future. In tomorrow's workplace, particularly in mechanical and plant engineering, interdisciplinary cooperation across occupational fields and work in heterogeneous teams with mixed qualifications will become everyday activities.
Dr. Daniela Ahrens Dr. Antje Handelmann
Department: Prof. Dr. Dr. h.c. Michael Gessler