continuing Professional Education

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Vocational training is any educational process that deepens or expands an existing professional training. It takes place in the form of organized learning. This was preceded by earlier phases of education and interim employment. It is part of the privately accessible German educational canon . On the other hand, advanced training is usually used to describe a publicly accessible educational measure. If the training originates from the company and takes place in the company context, it is referred to as in- company training .

to form

Companies that want to train their employees have the choice between general seminars and workshops and in-house training courses specially tailored to the company . The employee can take advantage of e-learning offers at work as well as from home.

One differentiates:

and other vocational training processes, for example in the workplace.

A more recent form of professional development that seeks to combine theory and practice is on-the-job learning: it is used to train an employee in a new, but similar, job.

Training on the job is also a form of professional development, which is described in German as “learning through doing”. It takes place at the respective workplace both in the induction phase and in the routine phase, in order to then avoid or reverse operational blindness in a company by introducing additional and new aspects into the respective work flow.

Instructions are a special form of further training . Section 12 (1) of the Occupational Safety and Health Act requires that the insured be adequately and appropriately instructed. Triggers for instruction are e.g. B. Hiring or transferring, changes in the area of ​​responsibility or changes in work processes. As part of the traineeship in the press, further training is stipulated by the collective agreement.

financing

The professional development takes place partly during working hours, partly in leisure time, e.g. B. on the weekend. The employee also participates in terms of time. Employers and employees often also share the costs. In principle, further professional training can be financed

  • by the employer,
  • by the self-educating person,
  • with public funding, e.g. B. through the employment agency, funding programs of the federal states or the EU
  • or a combination of these (e.g. education bonus ).

In Germany, the funding for continuing vocational training was cut by around 84% from EUR 7.9 billion in 1996 to EUR 1.3 billion in 2006. In the period between 2009 and 2014, the Federal Employment Agency under Ursula von der Leyen again cut the funding for professional training in Germany by around 50 percent. Under certain conditions, unemployed people can now only be subsidized by the so-called education voucher as a discretionary benefit . The financing of these services depends on the budget of the respective regional employment agency or the job center . The funding rate depends on the economy.

This article or paragraph presents the situation in Germany . Help us to describe the situation in other countries.

Unless it is a matter of further training or retraining measures for the unemployed or those undergoing rehabilitation financed by the Federal Employment Agency or other cost units, further vocational training is a voluntary effort by the employee, for the costs of which he has to pay himself. For this reason, professional training must also be differentiated from in-company training, for example in the context of personnel development management, with a company training or having employees trained at its own expense. A special case of continuing vocational training is retraining in a different occupation from the initial training. There are also special subsidies for professional advancement, for example the so-called master BAföG according to the Advancement Advancement Advancement Act , educational savings and various other federal or state subsidies.

Examples

The IT specialist agreement from 2002 for "work process-oriented IT training" APO-IT is an innovation . Reflection and documentation of competencies acquired in real operational work projects are supported by learning process guides, and these competencies are certified in regulated qualifications.

Further forms of professional development are:

The further training provider can make participation in further training subject to certain requirements, for example a university degree in a certain subject area or proof of relevant professional experience.

The occupation achieved through a vocational or university degree prior to continuing education is sometimes referred to as a basic occupation , basic qualification , primary occupation or source occupation .

background

The rapid technological progress in the knowledge society and the associated need for lifelong learning make it necessary to maintain, adapt and expand professional skills and knowledge even after initial professional training . But unskilled workers who have only been trained for their work and not trained can receive further professional training. In some professions, e.g. B. in school or in therapy, professional training is seen as essential and the practice permit is linked to regular participation. In other professions, training is a must in order to hold its own against competitors, as is vocational training for the unemployed or for parents after parental leave phase beneficial to the re-entry opportunities to increase in an occupation. In a broader sense, professional training is the acquisition of additional qualifications to the existing fund. In principle, it is now assumed that further professional training measures are particularly worthwhile in the long term. More than 50% of the employees in Germany take part in further training every year.

See also

literature

  • Bernd Käpplinger: In-company training from the perspective of configuration theories, wbv Bertelsmann, Bielefeld 2016.
  • Peter Dehnbostel: Professional development. Basics from an employee-oriented perspective , Edition Sigma , Berlin 2008.
  • Gerhild Brüning: Further training for migrants - tradition without sustainability , REPORT (29) 2/2006, pp. 43–54.
  • Werner Sarges & Friedrich Haeberlin (eds.): Bottlenecks in professional training - reality and opportunities of professional training, reorientation and reintegration. Munich 1984, Lexika-Verlag

Web links

Individual evidence

  1. ↑ Source: BIBB (PDF; 218 kB).
  2. ↑ Heiner Barz: Handbuch Bildungsfinanzierung . Springer-Verlag, 2010, ISBN 978-3-531-92520-2 ( google.de [accessed on March 5, 2020]).
  3. ↑ Source: Network Training, November 29, 2015 , accessed on August 27, 2016.
  4. ↑ Source: Education Report of the City of Nuremberg 2014, p. 17 , accessed on August 27, 2016
  5. ↑ See Etscheit, Georg: Better than their reputation - new studies prove the effectiveness of professional training. but the funds for it are being cut. DIE ZEIT No. 48 of November 24, 2005, p. 87
  6. ↑ 5 reasons for further training. In: Make it in Germany. Retrieved February 9, 2018 .