Enhancing permeability between vocational training and higher education requires target-group-specific transition management. The procedures for crediting vocational competence towards university degree programmes that were piloted under the Federal Ministry of Education and Research (BMBF) Initiative ANKOM (2005-2008) were a critical milestone in this process.
Phase 2 of the BMBF Initiative ANKOM was launched in 2012 and takes these results forward. Until 2014, 20 projects will pilot measures to support the target group of vocational-qualification holders and to develop and test transition models and course structures.
20 projects were selected for AMKOM 2 funding for a term of three years ending in autumn 2014. The majority of projects (19) are being carried out at private and public universities and universities of applied science, while one project is based with an educational provider.
The subject areas involved in the projects are diverse and heterogeneous. They range from degree courses in the information sciences (library management, archiving etc.), to social work, nursing studies, agriculture, chemistry, biology, business administration, optometry, vocational/industrial pedagogy, mechanical engineering, financial management and health management.
From the vocational education sector, it involves occupations requiring advanced vocational qualifications with obvious relevance and practical occupational affinities to the selected degree courses.
Scientific backup to the ANKOM 2 Initiative is being carried out by the HIS Institute for Research on Higher Education in cooperation with the VDI/VDE-IT Institute for Innovation and Technology (iit). The Federal Institute for Vocational Education and Training (BIBB) is the project management agency for the programme.
Project management encompasses administration of the projects as well as in-process consultancy, particularly on questions specific to vocational education and training. For instance, BIBB contributes its expertise on questions about the advanced training occupations involved in the projects.
The measures to be developed in the 20 projects can be ascribed to two task areas: they are aimed firstly at substantially improving transition management onto university degree courses, and secondly at shaping general conditions and forms of study and learning that make it easier for people with vocational qualifications to study successfully.
Linking these measures conceptually and operatively to credit transfer questions will also help with the qualitative and procedural optimisation and consolidation of credit transfer procedures.