Projects
Ongoing projects
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2026–2027
PoR – Poetiken des Widerstands und der Hoffnung: Poetische/Ästhetische Widerstandsformen marginalisierter Communities in Deutschland
Das Projekt „Poetries of Resistance and Hope“ untersucht poetische und audiovisuelle Ausdrucksformen marginalisierter, insbesondere von Rassismus und Ableismus betroffener Communities in Deutschland. Im Zentrum steht die Frage, inwiefern Gedichte, Spoken Word Performances sowie Audio- und Videoinstallationen, insbesondere in digitalen und sozialen Medien, als Bildungsräume der Verweigerung, des Widerstands, der Hoffnung und der Imagination alternativer Gegenwarten und Zukünfte verstanden werden können. Ziel des Projekts ist es, diese medialen und ästhetischen Praktiken als Formen gesellschaftlicher Auseinandersetzung sichtbar zu machen und ihre hegemoniekritischen Bildungspotenziale zu untersuchen. Hierzu wird ein Text- und Bildarchiv aufgebaut und ausgewähltes Material diskursanalytisch untersucht. Zugleich dient die Studie der Entwicklung empirischer und konzeptioneller Grundlagen für ein weiterführendes Drittmittelprojekt.
Department: Prof. Dr. Alisha Heinemann
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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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2025–2028
FinDMB – An educational game on financial literacy for migrants – sensitive to cultural differences, multilingual, career-focused
The ‘FinDMB’ project is developing and testing an educational game designed to promote financial literacy amongst (relatively) recent migrants. The programme is therefore aimed at learners who are acquiring the German language for educational and professional purposes, who face intersectional disadvantages, and who are still finding their feet in the German financial, education and labour markets.
Dr. Franziska Bonna Dr. Julia Tietjen
Department: Prof. Dr. Alisha Heinemann
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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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2024–2027
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
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
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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2024–2026
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
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2023–2027
WASABI – AI in human-centred manufacturing
WASABI will develop intelligent digital assistance solutions, thereby enabling SMEs to recruit new staff more quickly and to provide training and further education in a more efficient, employee-centred manner. The solutions will enable employees to interact with complex software using natural language, thereby meeting skills requirements.
Department: Prof. Dr.-Ing. Maren Petersen
Completed projects
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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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2020–2023
COALA – Cognitive-assisted agile manufacturing for a workforce supported by trustworthy artificial intelligence
People are at the heart of knowledge-intensive manufacturing processes. They must be skilled and flexible in order to meet the demands of their working environment. Training new staff in these processes is time-consuming and costly for companies. Industries such as the Italian textile sector are suffering from a shortage of skilled workers, caused, for example, by demographic change. A second challenge for the manufacturing sector is the constant competition from high-quality products. COALA will tackle both challenges through the innovative design and development of a voice-controlled digital intelligent assistant for the manufacturing sector.
Department: Prof. Dr.-Ing. Maren Petersen
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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
JoinMe2 – Promoting Inclusive Education at Tertiary Level
The JoinMe2 project aims to (further) develop the skills of university lecturers in dealing with students in an equitable and diversity-sensitive manner. To this end, a questionnaire survey will first be used to examine the attitudes of lecturers and students towards various aspects of diversity, and country-specific overviews of the current state of research will be compiled. Subsequently, training materials will be developed and tested to foster a sensitivity to differences and critical diversity competence. Throughout the project, an online portal will also be developed, containing a database of literature and resources that lecturers and students can access on a long-term and sustainable basis.
Department: Prof. Dr. Alisha Heinemann
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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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2020–2021
IMMO-TEC – Development of practice-oriented and competence-based teaching and learning programmes for the vocational training of estate agents in the field of climate and energy efficiency
The project proposal “IMMO-TEC: Development of action-oriented and competence-based teaching and learning arrangements for the vocational training of estate agents in the field of climate and energy efficiency” falls within the strategic future field of ‘Space’ – project family: ‘Climate-friendly Construction’. For the construction industry – and, consequently, the property sector as well – new requirements in day-to-day professional practice and the associated practical skills of employees will be necessary in the future, specifically in relation to the Rhineland mining region.
Department: Prof. Dr. Falk Howe
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2020–2023
UMH BerBil/SteBs – Dealing with diversity in vocational education and training
The sub-project ‘Dealing with Heterogeneity in Vocational Teacher Training’ (AP 4) within the SteBs consortium is developing, testing and evaluating a concept designed to prepare trainee vocational school teachers to respond sensitively and reflectively to the challenges posed by heterogeneous learning groups – using learning modules that critically examine power dynamics and discrimination, the p:ier reflection portfolio and the OER learning platform www.berufsbildung-divers.de.
Dr. Claudia Fenzl Myrthe Reinsberg
Department: Prof. Dr. Alisha Heinemann
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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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2020–2021
Scientific support and media education design for the development of an e-portfolio for career guidance – Career Choice Passport 4.0
The aim of the ‘Career Choice Passport 4.0’ (BWP 4.0) development project is to develop and trial an e-portfolio for use nationwide and across all types of schools, designed to support self-directed learning as part of pupils’ career guidance.
Dr. Melanie Schall Dr. Christian Staden
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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2019–2020
TiQusA – Transculturality in the Neighbourhood and in Social Work
TiQusA consists of three sub-projects in which continuing training concepts are developed for the fields of child and youth welfare services, community life in the neighbourhood and work with young people.
Department: Prof. Dr. Alisha Heinemann
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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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2019–2021
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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2019–2022
KoRA – Virtual and augmented reality (VR/AR) in VET: developing competences for human–robot collaboration through a mixed-reality teaching and learning approach
The KoRA project is developing a teaching and learning concept designed to develop and promote skills in the field of collaborative robotics and the design of human-robot collaboration within vocational education and training. This is being implemented using mixed-reality learning software, in which complex assembly problems are solved in the form of learning and work tasks. In parallel with this development, the necessary haptic feedback for the target groups is being investigated. By transferring the process into virtual reality, the work process can be experienced and shaped independently of real-world operational procedures. This enables project-based and action-oriented learning.
Department: Prof. Dr.-Ing. Maren Petersen
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2019–2021
BoGyO – Research support for career guidance in upper secondary education
Many school leavers with university entrance qualifications face a difficult choice: hundreds of training occupations and thousands of degree programmes are open to them. Making the right decision is challenging. As a central setting for early career guidance, schools must actively support pupils' individual vocational orientation.
Dr. Lisa Vogt Dominik Schütte Dr. Christian Staden
Department: Prof. Dr. Alisha Heinemann
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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
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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2019–2022
O4YEL – Supporting Educational and Social Inclusion of Early School Leavers and Youth at Risk of Early Leaving through Mechanisms of Orientation and Tutorial Action
The O4YEL project aims to develop, implement and evaluate innovative strategies and practices for providing guidance and support to young people who are at risk of leaving the formal (general and vocational) education system prematurely, i.e. without a qualification. In particular, mentoring initiatives are being developed and implemented that are designed to promote inclusive education for young people and help prevent them from dropping out of school or training. The project consortium comprises partners from Spain, Portugal, Romania, the UK and Germany.
Department: Prof. Dr. Falk Howe