Modularisation of vocational training courses is a major issue across many European countries. Germany has been slow to implement modularisation in its VET system: the prevailing view of modular concepts in the country is one of great scepticism, but there is very little empirical data to inform the debate. This exploratory study focuses on the relationship between the regulatory goals that underpin the introduction of modular VET systems and the implementation in practice of two VET programmes (elective skills and training building blocks). Our analysis includes official descriptions of training programmes, research papers, evaluation reports and policy papers. We also conducted a total of 12 interviews with experts at policy level and 25 interviews with practitioners. The findings indicate that Germany’s approach to implementing modularisation is a hybrid, rather than a radical, approach in which differing degrees of emphasis are evident. The hypothesised goals of flexibilisation and specialisation are broadly achieved, but the goal of individualisation is only partially achieved. In this respect, certification and recognition of modules seem to be the greatest challenges.

Universities face the challenge of constantly improving the quality of higher education and changing the learning behaviour of students, from passive reactive learning to active self-regulated learning. Learner-centred, constructively designed learning tasks offer a great opportunity here. This paper investigates to what extent the learning process is challenged by these learning tasks, and how these tasks are perceived by the students, using a before and after survey of students studying at bachelor level in business courses at a German university. The paper starts with a short description of constructivism in the context of task design and the main characteristics of learner-centred, constructivist-orientated learning tasks: openness to problems, situation orientation, openness to solution paths, and degree of difficulty. Then the research method used is outlined before the findings are presented. The before and after survey shows that despite an increased complexity and workload, the motivation to deal with topics on the subject remained stable.

In recent decades, Competence-Based Education (CBE), which emerges to promote the competence development of learners, has been recognized as a pivotal framework, initiating paradigm shifts in Vocational Education and Training (VET) across the globe. Notwithstanding critiques regarding conceptual limitations and its association with neoliberal models of education, the concept of CBE is widely adopted in the VET systems of many countries. However, there is the dearth of empirical evidence about how this concept is implemented into educational practice within the national VET contexts, in which the CBE concept is introduced and regarded as initiative of VET modernization. Against this background, this study investigates the implementation of the approaches to competence orientation (also called competence-based approaches, abbr. CBA) in the curricula of commercial VET programmes in China and Russia, specifically focussing on Accounting and Logistics. Through qualitative content analysis, the study illuminates features of the CBA embedded in curricular documents at both national and institutional levels within these countries. The comparison of the results highlights potential similarities and distinctions regarding the realization of the CBE concept into educational practice of VET between both countries. The comparative findings reveal significant alignment with labour market needs, yet differences emerge in the principles regarding competence-based teaching and learning between both countries. While Chinese VET programmes showcase more individualized embedment of the CBA in different institutions, greater standardization of the CBA embedment evident in Russian VET curricula. These findings underscore the influence of national contexts in shaping the interpretation and application of global educational trends, offering nuanced insights for policymakers and educators looking to optimize the realisation of the CBA within VET curricula.

For internationally producing companies, training and recruiting skilled workers is particularly challenging. At various international locations, companies often encounter a “skills ecosystem” that differs to a greater or lesser extent from that of the home country. This article considers this problem and examines German companies in Germany and China and, conversely, Chinese companies in China and Germany. Specifically, it examines (1) how the training cultures of companies differ between the home country and abroad, (2) which influencing factors determine the training cultures realized in each case, and (3) what influence the respective nationally prevailing skills ecosystems specifically exert. The findings from these four perspectives document that German companies in Germany use the formal vocational training system of dual training, whereas German companies in China are strongly influenced by the local training culture of in-company learning. Moreover, Chinese companies in China also use this training, and only cooperate to a limited extent with the formal school-based vocational education and training system. These findings show that Chinese companies in Germany do not adopt the dual training system used in Germany. This article analyses these results and discusses the reasons behind them, drawing of a distinction between institutional logic and internal logic.