erp4students: Introducing a Best Practice Example for Vocational Training in Universities

In this paper, we introduce the international program erp4students as general example on how to successfully prepare university students for the world of works without having to give up the basic principle in higher education, i.e., to exclusively provide sustainable education. We start with introducing the basic concept and design of the program and provide information regarding the demographic development over the past decade and implemented quality assurance mechanisms. Subsequently, the scope and design of and hitherto achieved insights from the Learning Culture Survey are outlined. On the basis of found results, we finally discuss how erp4students can deal with possible culture-specific issues that latest might emerge when the program gets available for learners in the Asian context

Lernende Organisationen im regionalen Kooperationsverbund Ergebnisbericht des Verbundprojektes Qualifikationsentwicklung im Kooperationsfeld von innovativen Betrieben und Bildungstraegern zur Stuetzung betrieblicher Reorganisationsmassnahmen (KOBRA)

Available from TIB Hannover: RN 8592(208) / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekSIGLEBundesministerium fuer Bildung und Forschung, Berlin (Germany)DEGerman

When Do Companies Train Low‐Skilled Workers? The Role of Institutional Arrangements at the Company and Sectoral Level

The article investigates how institutional arrangements at the organizational and sectoral level affect the likelihood and size of employer investments in continuing training for low-skilled workers in Germany. By building on comparative political economy and organizational theory, hypotheses are derived and tested. Regression analysis based on the IAB Establishment Survey (waves 2011 and 2013) shows evidence that the training participation of low-skilled workers is related to institutional differences between sectors and organizations. At the organizational level, structures of employee representation and formalized HR policies are positively associated with higher rates of training participation among low-skilled workers. Moreover, there is evidence that low-skilled workers benefit in organizational clusters that are characterized by structures of employee representation, formalized HR practices, and bargaining coverage. At the sectoral level, this study finds evidence that low-skilled workers in the health care and manufacturing sector are more likely to receive continuing training

Why are Higher Education Participation Rates in Germany so Low? Institutional Barriers to Higher Education Expansion

Countries around the world have witnessed educational expansion at all levels, leading to the massification of tertiary education and training. Tertiary education has become a major factor of economic competitiveness in an increasingly science‐based global economy and a key response to shifts in national labour markets. Within the EU, the reform of skill formation systems has been advanced by the Lisbon strategy, with the Bologna and Copenhagen processes in higher education (HE) and vocational education and training (VET) articulating and diffusing overarching goals in European skill formation. If European benchmarks call for at least 40% of all 30‐ to 34‐year‐olds to hold a tertiary‐level certificate, Germany exhibits a relatively low proportion of each cohort entering HE and attaining that qualification level (28%). We analyse this ‘German exceptionalism’, locating a range of factors in the educational system: the institutional logic of segregation, the structure of secondary schooling, the division or schism between the organisational fields of VET and HE, and limited permeability throughout. Regardless of isomorphic pressures that led Germany to quickly implement undergraduate bachelor's (BA) and graduate master's (MA) courses of study, these factors limit the extent of HE expansion visible among other European countries