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TACCLE 4 CPD
Intellectual Output 1: Policy Analyses
Policy analyses as background for continuing professional
development of teachers and trainers in the field of
vocational education and training (VET)
– Report 1 (VET) for the TACCLE4-CPD project; November 2019
by Pekka Kämäräinen, ITB – University of Bremen
Contents
Overview
Introduction
1. Insights into government policies on VET at the European and national level
1.1 Governance structures and (dual) VET models in a European group picture
1.2 Government policies for promoting digital competences in German VET system
2. Putting policies into practice in local and regional contexts
2.1 Policies to support digitisation in general education (the City State of Bremen)
2.2 Policies and practice of a regional vocational education provider (Lower Saxony)
3. The role of overarching frameworks approaches as support for CPD
3.1 The DigCompEdu framework as support for promoting digital competences
3.2 The “Berufsbildung 4.0” (VET 4.0) framework study as support for CPD
4. Conclusions
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Overview
This document is a special report for the TACCLE 4 CPD project, contributing to the Intellectual
Output 1: Toolkit for managers, educational advisors and regional actors promoting the integration
of digital technologies in education and training. For this toolkit four deliverables were envisaged, the
first one of which was named as “Critical analysis of policies and strategies”.
When the project started working with this Intellectual Output, it became apparent that the policy analyses
for different educational sectors can be brought together with a mindmap that provides links to relevant
source documents. However, for various reason the field of vocational education and training (VET)
needed closer attention. Therefore, a special report was produced to cover policies and strategies at
different educational levels and taking into account different governance models.
The report draws attention to following characteristics of policies in the field of VET and to recent
developments in innovation strategies to promote digital competences of different actors in VET:
1. Distribution of power structures in different educational systems: The report makes
transparent the differences between central and federal governance models in education.
2. Distribution of functions and competences in dual systems of vocational education and
training: The report presents the roles of different VET providers and stakeholders (companies,
schools and intermediate training centres, chambers and governing bodies) and the regulations
guiding different parties.
3. Joint agreements, innovation programmes and strategic alliances: The report gives insights
into joint agreements (between different bodies), innovation programmes (launched by central
governments) and strategic alliances (at different levels for temporary actions in particular focal
areas of VET development). In this context the report also informs of local initiatives.
4. New frameworks at European and national level to promote digital comtences in education
and training: The report discusses the key points of the European DigCompEdu framework as a
general orientative framework for promoting digital competences in different educational sectors.
In addition it discusses the more VET-specific accents that have been raised in the German study
“Berufsbildung 4.0” (VET 4.0) that has outlined a future-oriented innovation programme.
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Introduction
This document is part of the policy analyses of the TACCLE4-CPD project with contribution that
discusses primarily vocational education and training (VET). It has the task to complement similar
analyses that focus on other educational sectors (general education, higher education and adult education).
Whilst the latter educational sectors have rather similar governance structures and policy models in
Europe, the VET sector is characterised by major differences in the institutionalisation and governance of
VET.
From this perspective the first section discusses different forms of governance in the field of education
and training in a European group picture. The first subsection gives a general overview on federalism and
devolution. In addition, it discusses different models for organising VET (school-based vs. dual models).
Since the VET sector is represented in the TACCLE4-CPD project by the German partner organisation
ITB, the second subsection takes a closer look at the German VET system.
The second section shifts the emphasis from policies to the field and to developmental initiatives. The
first subsection gives a picture of the preconditions for promoting digital competences by regional
government policies (using the City State of Bremen as an exemplary case) The second subsection gives
insights into specific initiatives of a regional vocational school. This section is based on interviews with
actors in the field.
The third section shifts the emphasis to overarching frameworks and handbooks that provide support for
policy implementation and training measures. The first subsection discusses the potential use of the
recently finalised European Framework for the Digital Competence of Educators (DigCompEdu 2017) in
this context. The second subsection discusses the German framework study “Berufsbildung 4.0” from this
perspective.
The fourth section presents interim conclusions, how these analyses support the shaping of development-
oriented contributions of the TACCLE4-CPD project.
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1. Insights into government policies on VET at the European
and national level
This section has firstly the task to give an overview on different governance models in the field of VET.
Secondly, it demonstrates the policy processes (at different levels) with the case of Germany.
1.1 Governance structures and (dual) VET models in a European group picture
For the sake of simplicity this document distinguishes between the following governance models in
education and training:
• Central governance models in which the national governments steer the education and training
policies. These are typical in countries that have unified education and training systems.
• Devolved governance models in which the steering of education and training has been delegated to
autonomous regions. In such cases the autonomous regions have the power to develop their own
solutions for education and training.
• Federal governance models in which the steering powers are allocated (by constitution) primarily
to Federal States or autonomous regions. In such cases the Federal Government can only act as a
complementary agency via support measures and mutually agreed initiatives.
The above-presented distinction between parallel models is helpful for the TACCLE4-CPD project
inasmuch as it helps
a) to identify the processes that bring forward digitisation in education and training and
b) to clarify, how resources are provided for necessary training and CPD measures.
In countries with central governance models (and in devolved governance models) it is apparent that
digitisation education is mainly promoted by National Curriculum (and its nation-wide) implementation.
In countries with federal governance the decision-making processes and the matching implementation
activities require mutual adjustment of different governing powers.
Another major difference is in the organisational structure of VET provisions. Most countries are looking
for ways to combine school-based education and workplace-based training. The combined arrangements
are often referred to as ‘dual models’ of VET.
However, here it is essential to distinguish between the following variants of ‘duality’:
• School-based vocational education with in-built ‘training in alternance’ (= practice-based
learning at workplaces or training workshops).
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• Transitional duality as shift from school-based phase to training at workplace. This can
be a flexible transition options for individual learners or as a possible mainstream model for
most learners.
• Dual system of apprenticeship, in which the enterprise is the main learning venue, whilst the
school-based vocational education has a supporting function.!
These models are characterised by different power structures and different modes of stakeholder
involvement in VET development. From the perspective of digitisation this refers also to different
interests regarding the use of digital technologies and regarding the promotion of digital competences.
The distinctions that have been presented above give a rough guide for mapping educational policy
processes and the different VET systems in concern. In order to give a more concrete picture, the next
section gives an overview of the German federal policies and of the dual system of apprenticeship as a
target area for recent policies.
1.2 Government policies for promoting digital competences in the German
vocational education and training system
In this subsection different levels of German government policies with the heading ‘digital agenda’ are
presented more closely. The aim is to give an overview of the function of different government bodies and
their role in different initiatives. Here it is worthwhile to note the recently agreed ‘digital alliance for
schools’ (DigitalPakt Schule) and its role in promoting digitisation in education and training.
1.2.1 Policies of the Federal Government (Bund)
At the level of Federal Government the lead body is the Ministry of Economy (BMWi) that presented the
first Digital Agenda for the years 2016-2017 and is in the process to introduce the next one in the “Digital
summit” in December 2018. At this level the government is shaping the regulative frameworks for using
digital platforms in a globalised world. The Ministry of Education and Research (BMBF) is involved in
this overarching agenda and supporting innovations that enhance digitisation in the context of research,
education and training. Yet, given the division of powers between the Federal Government (Bund) and
Federal States (Länder) the Federal Government can support developmental activities in education and
training mainly via centrally funded innovation programs and projects.
1.2.2 Policies of the educational cooperation agency (KMK) of the Federal States
For coordination and mutual adjustment of the educational policies of the Federal States (Länder) there is
a specific institution– the Standing Conference of Ministers of Educational and Cultural Affairs (KMK).
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In December 2016 the KMK presented a strategic concept for the future development of education
in Germany with the heading “Education in the Digital World”. Below some key points are
extracted from this document.
“Two key topics were identified for the field of general schools:
1. Integration of “Competences for the digital world” in the curriculum. These competences are
described in a binding competence framework that is to be implemented in all subjects, not by
introducing a specific separate subject;
2. Teaching and learning processes whose organisation is supported digitally. This will address
the pedagogically well-thought incorporation of the potentials of digital media.
The goal of vocational education and training is the acquisition of a comprehensive set of
competences for action, whereby the acquisition of these competences should be designed as an
interdisciplinary cross-sectional task within the context of digital working and business processes.
These competences are addressed in the context of the craft sector, industry and economy 4.0; they
relate amongst other things to self-management as well as to thinking and acting internationally, along
with project-oriented cooperation.
One basic requirement for the realisation of the strategy’s goals is the competence of teachers who
have to be able to use digital learning environments in a professional and didactically sensible way in
their respective subject teaching. This is why support for developing the competence of teachers for
pedagogical work in a digital world is regarded as an integral task of training in all academic subjects
as well as education sciences throughout all phases of teacher training. The necessary competences are
described in the strategy.”
1.2.3. Policies at the level of the Federal States and local school governance
Whilst the Federal States have agreed to work with certain common agendas laid down by the KMK, they
have also their own priorities – e.g. regarding the development of IT and Internet infrastructures or
regarding the promotion of digital competences of teachers (eventually with the support of universities).
Also, at the level of local school governance there are specific possibilities for developing partnerships
with local industries to support the training in their domains (see more on this in the next section).
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1.2.4. “DigitalPakt Schule” as a new alliance between the central government and the
federal states to promote digitisation
As has been indicated in the subsections above, the distribution of governing powers between the
central government and the federal states has led to a particularisation of initiatives and measures at
different levels. In particular this has made it difficult to launch effective campaigns to upgrade digital
infrastructures and to enhance the competences of users.
From this perspective the central government and the federal states agreed on a joint ‘digital alliance’
(DigitalPakt Schule) to invest on infrastructure, devices, tools and user-competences. From the content
point of view, this was widely accepted. However, from governance point of view this raised major
concerns, how to maintain clarity on the division of governing powers. Recently the critical issues have
been overcome and the legal hurdles have been removed. Thus, local and regional school authorities can
submit proposals for promoting digitisation in education and training in their region.
The information that is available at the moment emphasises the investments on infrastructures and
equipment. In addition, funding is available for support and services (see
https://www.bmbf.de/de/wissenswertes-zum-digitalpakt-schule-6496.html ).
Whilst the news articles at the moment emphasise the enhancement of infrastructures and equipment, it is
clear that this will also lead to a growing need of training and CPD measures in the local and regional
context. Currently it is up to the local and regional authorities to take action in this respect.
2. Putting policies into practice in regional and local contexts
This section has the task to give a closer look at the issues with digitisation in German educational context
– firstly on the basis of expert interviews with actors in the field and secondly in the light of selected
research and development (R&D) projects.
The above-presented overview of policy developments at different level highlights the specific
characteristics of the governance model of Germany. From the perspective of European cooperation it is
appropriate look more closely at the local level and on measures to promote digital competences in actual
teaching/learning contexts. This subsection presents expert interviews on recent developments in the City
State of Bremen and in the surrounding State of Lower Saxony (Niedersachsen). The first interview
focuses mainly on general education, whilst the latter ones focus on schools and training centres in the
field of VET.
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2.1 Policies to support digitisation in general education (the City State of
Bremen)
In the interview on the developments in the general education in the City State of Bremen the
interview partner was a researcher who had worked in projects that promote digitisation in schools.
On policies to promote digital competences in education and training: The City State of Bremen has a
public institution for continuing training of teachers (LIS). One of the main services of LIS to the schools
is the IT support framework SuBITI. Under this framework all teachers and learners get their own SuBITI
account that provides access to Internet, e-mail, learning platforms and to social media. For enhancing the
teachers’ digital competences the City State of Bremen has provided a customised version of a learning
platform “itslearning” that has been introduced during the last two years.
On obstacles to effective implementation: In general, the City State of Bremen seeks to enhance the
digital competences across the whole school system. Yet, there are major differences in the hardware
equipment of particular schools. Some have good WLAN networks, others have problems in getting their
networks functioning in a decent way. Likewise, some schools have Smartboards whilst others do not
have them. Therefore, it is difficult to give an average picture.
On initiatives to promote digital competences: In general, the networked project DMI with its seven
sub-projects can be characterised as a flagship project in promoting digital competences among teacher
educators, students (teacher candidates) and active teachers. Also, it is worthwhile to mention the Calliope
project that has promoted school children’s programming and computing skills with mini-computers.
2.2 Policies and practice of a regional vocational education provider (Lower Saxony)
In the interview on recent developments in vocational schools in the State of Lower Saxony the interview
partner was a vocational school teacher who has been completing his Master Studies in VET.
On policies to promote digital competences in education and training: As a contrast to the above
presented picture of the IT support for Bremen school system, there is no similar overarching IT support
or software support for the wide area of Lower Saxony. Instead, the schools, particularly vocational
schools, make their own decisions regarding the purchase and introduction of IT equipment and software
solutions. As a contribution to policy-development and policy-participation one can consider the
forthcoming workshops for vocational teachers for getting ready for the requirements of ‘Industry 4.0’ in
working life and in education/training.
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On pattern variance in introducing digital tools: Here it is worthwhile to differentiate between
the digital tools that the school management and the teachers use for the quantitative planning and
coordinating the schedules - these are used by all. Secondly, there are tools for pedagogic development
but they are used to varying extent. Thirdly, there are trade-specific tools that are used by the respective
industries and by interested teachers.
On initiatives to promote digital competences: Here it is worthwhile to emphasise the importance of
integrated trade-specific learning spaces (Integrierte Fachräume) that bring together trade-specific
workshops, computer labs and classrooms - instead of separating them. In the school that we focused on,
this investment has been found very beneficial. Regarding the promotion of digital competences it is of
interest that a considerable part of teachers are relatively young but also the older teachers are interested
in enhancing their digital competences.
3. The role of overarching frameworks as support for continuing
professional development (CPD)
The previous sections have firstly given overviews on gvernance models and development of current
policies at different levels. Then they have provided a closer look at different local and regional VET
contexts and highlighted the role of R&D projects in promoting digital competences in the field of VET.
This section shifts the emphasis to framework documents and framework studies that seek to give a
holistic view on current challenges and to develop up-to-date strategies for continuing professional
development of educators.
3.1 The DigCompEdu framework as support for promoting digital competences
In the light of the above-discussed diversity at the level of national and regional policies and the manifold
implementation processes it is interesting to see that there are new integrative tendencies at the European
level. From this perspective it is appropriate to have a look at the processes around the European Digital
Competence Framework (DigComp) and its educational derivation “European Framework for the Digital
Competence of Educators” (DigCompEdu). Below a nutshell description is presented of the origins,
outline of the educational framework and of the related processes.
Origins of the DigCompEdu framework
The DigCompEdu framework has developed by the Joint Research Centre (JRC) of the European
Commission as a scientific project on behalf of the Directorate General for Education and Culture (DG
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EAC), latterly by DG Employment. In order to produce the framework, an extensive literature
review, case study research and stakeholder consultation process were carried out. The objective of
the DigCompEdu framework is to reflect on existing instruments for educators’ digital competence and to
synthesize these into a coherent model that would allow educators at all levels of education to
comprehensively assess and develop their digital competence.
The DigCompEdu framework is not intended to undermine national, regional and local efforts to capture
educators’ digital competence. On the contrary, the diversity of approaches in different Member States
contributes to a productive and on-going debate and is welcomed. The framework aims to provide a
common ground for this debate, with a common language and logic as a starting point for developing,
comparing and discussing different instruments for developing educators’ digital competence, at national,
regional or local levels.
Outline of the DigCompEdu framework for educators
The general idea of the DigCompEdu framework is to promote digital competences as bridging elements
between educators’ professional competences, educators’ pedagogic competences and learners’
competences. From this perspective the digital competences should not be treated as stand-alone
competences but as elements of competence areas that need to be mediated with matching competences.
This idea is illustrated in Figure 1 that visualises the DigCompEdu competence areas (see below).
Figure 1: The competence areas of the DigCompEdu framework
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The DigCompEdu framework distinguishes six different areas in which educators’ Digital
Competence is expressed with a total of 22 competences (see Figure 2, below).
Figure 2: The sets of competences and their connections in the DigCompEdu framework
“The core of the DigCompEdu framework is defined by Areas 2-5. Together these areas explain
educators’ digital pedagogic competence, i.e. the digital competences educators need to foster efficient,
inclusive and innovative teaching and learning strategies. Areas 1, 2 and 3 are anchored in the stages
characteristic of any teaching process, whether supported by technologies or not. The competences listed
in these areas detail how to make efficient and innovative use of digital technologies when planning (Area
2), implementing (Area 3) and assessing (Area 4) teaching and learning. Area 5 acknowledges the
potential of digital technologies for learner-centred teaching and learning strategies. This area is
transversal to Areas 2, 3 and 4 in the sense that it contains a set of guiding principles relevant for and
complementary to the competences specified in these areas.” (DigCompEdu 2017, 16)
Figure 3 (see below) provides the synthesis of the DigCompEdu by presenting a detailed visualisation of
the competence areas within the wider context.
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Figure 3: The synthesis of the DigCompEdu framework
The above-presented figures illustrate the idea to promote integrative digital learning processes that link
educators’ professional competences and pedagogic competences to each other in such a way that they
facilitate the development of learners’ competences.
Each competence area is discussed with reference to different aspects of competences:
Area 1 – Professional engagement: Organisational communication; Professional collaboration;
Reflective practice; Digital Continuing Professional development (CPD);
Area 2 – Digital resources: Selecting digital resources; Creating and modifying digital resources;
Managing, protecting and sharing digital resources;
Area 3 – Teaching and learning: Teaching; Guidance; Collaborative learning; Self-regulated learning;
Area 4 – Assessment: Assessment strategies; Assessment evidence; Feedback and planning;
Area 5 – Empowering learners: Accessibility and inclusion; Differentiation and personalisation;
Actively engaging learners;
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Area 6 – Facilitating learners’ digital competence: Information and media literacy; Digital
communication and collaboration; Digital content creation; Responsible use; Digital problem-
solving competences.
In order to support competence development the framework has a progression model that distinguishes
between the following stages of competence (see below Figure 4).
Figure 4: The progression model within the DigCompEdu framework
For the competence area and the stages the framework provides proficiency statements. Altogether they
can be presented as a progression ladder.
Consequently, the DigCompEdu can be characterised as an open, flexible and process-oriented
framework for integrating the promotion of digital competences to policy development, shaping of
teaching/learning processes, shaping of informal learning in working life and for supporting continuous
professional development. In this respect it provides toolsets for working in different areas of competence
development, addressing different activities and specifying different levels of proficiency. Yet the
processes of using the framework – the analyses, developmental measures, assessment procedures and
support for continuing professional development – need to be grounded in the education and training
context.
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3.2 The “Berufsbildung 4.0” (VET 4.0) framework study as support for CPD
As has been indicated above, the DigCompEdu framework is a generic support framework for
different kinds of activities to enhance digital competences in different educational contexts. As a
contrast, the “Berufsbildung 4.0” project (Sloane et al. 2018) has provided a framework study that seeks
to lay the foundation of a new generation of innovation programmes in the field of vocational education
and training (VET). From this perspective it tries to clarify the meaning of the concepts ‘digitisation’,
‘digital transformation’, ‘digital competences’ in the field of VET and in working life. The study is based
on literature reviews, expert interviews and dialogical workshops with representatives of different VET
contexts.
Whilst the discussion on ‘digitisation’ often focuses on digital tools, equipment and media, and the idea of
‘digital competences’ is often narrowed down to mastery of ‘digital resources’, the research team of the
Berufsbildung 4.0 tries to take a holistic societal view on the current challenges.
Firstly, the project drew attention to differences in the terminology and to their implications for research,
policy and practice:
• The term ‘digitisation’ refers mainly to changes in concrete (occupational) work processes at specific
workplaces due to introduction of digital tools, media and infrastructures. From this perspective
promotion of digital competences is perceived often as the adjustment of users to new digital tools and
resources.
• The term ‘digital transformation’ refers to changes at the level of whole work organisations and related
production, supply and service networks. From this perspective promotion of digital competences
refers to integration into new production systems and organisational settings.
In the light of the above, the project Berufsbildung 4.0 has taken into account both above-mentioned
levels and acknowledged their mutual dependences in dynamic change processes. For future-oriented
VET development this provides a challenge to be prepared for continuing changes at the operational and
organisational levels. For future-oriented vocational learning this provides a challenge to prepare oneself
for changes at the operational and organisational level.
From this perspective the project prepared its research approach with the help of a holistic framework that
made transparent different
• change factors, chains of consequences, boundary conditions and
• implications for different actors (positions) in different organisations contributing to VET provisions
and their development. (See Figure 5.)
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Figure 5: The research approach of the framework project Berufsbildung 4.0 (Sloane et al. 2018,
translations PK)
In the light of the above the project has illustrated the changes in working life and their implications for
future-oriented VET in the following way (see Figure 6 below).
Figure 6: Changes in working life and implications for future-oriented development of VET
provisions (Sloane et al. 2018, translations PK)
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Based on the conceptual framework and on supporting literature reviews the project team
formulated a set of 7 theses for expert interviews and stakeholder workshops. During the empirical
work the set of theses was expanded into 18 theses. The theses provided a basis for discussions at the
level situation assessments, anticipation of possible consequences and formulation of strategic points, how
to manage changes.
In the analyses of the results the project team reported firstly in detail the treatment of individual theses
and then compressed the results with six transversal themes:
a) Changes in production/business processes; crossing boundaries between traditional occupations;
b) New forms of cooperation between vocational learning venues;
c) Pedagogic-didactic and occupational professionalization of teachers/trainers;
d) New formats for training and examination (“constructive alignment”);
e) Complementary relations between pedagogic-didactic and organisational competences;
f) Development of training regulations and guidance for implementing new concepts in practice.
After these primary analyses the project team provided a second level of analyses by addressing the
findings to different levels of educational steering/implementation:
• The level of policy development;
• The level of administrative guidance;
• The level of organisational management;
• The level of didactic implementation.
After these analyses the project team presented three case descriptions with which it drew attention to
organisations that represented innovative practice (“Leuchttürme”) – a vocational school, an enterprise
involved in apprentice training) and a regional chamber of commerce responsible for coordinating and
examining VET provisions.
In the final section the project team presented its recommendations as an outline of a new generation
innovation programme with emphasis on the following points:
• Priorities for funding (taking into account a differentiated set of key activities);
• Eligible organisations (with reference to different types of ‘agencies’);
• Preconditions for funding (including the role of transfer processes);
• Regional and/or cross-regional orientation;
• Frameworks that need to be provided (including accompanying research);
• Shaping of the programme into phases;
• Optional goals for eligible projects (Establishing; Further development; Transfer).
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4. Conclusions
This report has firstly given an overview of European educational governance models with
emphasis on the field of vocational education and training (VET). Then, subsequently, it has provided
closer insights into federal governance and the dual system of VET in Germany. In this way the report has
brought into discussion a wider range of policy contexts and processes that are relevant for the theme
‘promoting digital competences of teachers and trainers’.
After these overviews the report has brought into picture local and regional initiatives for putting policy
into practice. In the case of the City State of Bremen the focus is on the initiatives of the local educational
authority. In the case of the regional vocational school in Lower Saxony the emphasis is on the initiatives
taken at the school level.
The third section of the report presents firstly the European framework for promoting digital competences
of educators (DigCompEdu). Here it is worthwhile to note that this framework is not a policy framework
that is based on intergovernmental agreements and suggests common formats for policy development.
Instead, it has been prepared as a joint orientative framework for policy developers, educational leaders,
training developers and faclitators of ICT-related learning. It seeks to link the promotion of digital
competences to professional and pedagogic competences of educators and to learners’ awareness of their
learning progress. Also, with its proficiency statements it provides support for evaluation measures.
Yet, from the perspective of vocational learning, the DigCompEdu framework is very general. In the field
of VET it is necessary to consider the role of digital technologies, web resources and the evolution of
networks more closely. Therefore, the report presents also the German framework study of the project
Berufsbildung 4.0 (VET 4.0, see Sloane 2018). The study starts with a differentiation between
‘digitisation’ (at operative level) and ‘digital transformation’ (at the level of whole organisations and
networked production/service processes). Taking into account both levels the study explores different
development prospects for future-oriented VET provisions..
Altogether, the report has covered a wide range of themes, starting different policy contexts, heading to
policy processes and to their impact on the field of VET. Then, it has explored the potentials of the
generic DigCompEdu framework and pointed to the more VET-specific approach of the framework study
“Berufsbildung 4.0”. Based on these analyses it appears that in the subsequent Intellectual Outputs of the
TACCLE 4 CPD project there is a need to draw attention to the VET-specific challenges.
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References
BMBF (2019): Wissenswertes zum DigitalPakt Schule. https://www.bmbf.de/de/wissenswertes-
zum-digitalpakt-schule-6496.html
KMK (2017): Bildung in der digitalen Welt. Strategie der Kultusministerkonferenz.
https://www.kmk.org/themen/bildung-in-der-digitalen-welt.html
Redecker, C. (2017) European Framework for the Digital Competence of Educators: DigCompEdu.
Punie, Y (Ed.) EUR 28775. Publications Office of the European Union. Luxembourg 2017
Sloane, P.F.E. et al. (2018): Berufsbildung 4.0 – Qualifizierung des pädagogischen Personals als
Erfolgsfaktor beruflicher Bildung in der digitalisierten Arbeitswelt. Wirtschaftspädagogisches Forum.
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