In the light of youth unemployment and increased transnational mobility practice oriented vocational education and training get more and more importance in the international cooperation in education. There is a broad consensus among educational experts, that one of the possible measures to reduce youth unemployment in the world is to provide youth skills and competences, which are needed on the labour market. The school based vocational education needs to be updated with practical skills. The fundament of each practice oriented vocational education and training system (VET) lays in the cooperation between the main actors: the enterprises and vocational schools. Dual systems in countries as Germany, Switzerland and Austria offer many good practice examples on the benefits of the engagements of both actors in the vocational education and training system but nevertheless these examples cannot be taken as “one model fits all” which can be implemented in each country. Therefore each country interested in the redesign of their own vocational education and training system needs to identify possible benefits of and challenges in their system, to be able to specify the opportunities and threat for future development. It cannot be presumed that enterprises can be forced to take apprentices and train them in their facilities. It has to be evident for every educational actor willing to cooperate with enterprises, that enterprises first strive for growth in profits upon others to be able to secure their existence and secondly they may support additional, non-economic activities; for example the vocational education and training of future employee. Although to ensuring the quality of future employees may partly be seen as their social responsibility this fact will still depend on their economic situation and their need for skilled labour. However, making profit does not collide with the idea of the engagement of enterprises in the vocational education and training. It only needs an in depth-analysis of potentials and needs of enterprises and vocational schools and an adequate planning as well as development of the educational programs and activities. The following example on the PR China delivers many interesting basic approaches on how cooperation between enterprises and vocational schools can be built up, managed and preserved. Thanks to the over thirty years of multilateral cooperation between der PR China and other European and Asian countries, the PR China already knows what is needed to modernize the vocational education and training system. Further education of teachers, redevelopment of curriculums and the redesign of the infrastructure of the vocational schools are those activities, which enriched the Chinese vocational education and training system in the last thirty years. There is still backwardness in the economically weak part of the country but within the “go-west-strategy” of the government innovative measures are offered for enterprises to foster the development of the western region; for example cut red tape or tax and duty exemptions. In the course of the bureaucracy development of the east-southeast part of the country and through the increased perception of the country in the international business the quality of labour become more relevant also for the PR China. Products with low-value-added and unskilled labour were not sufficient anymore for the competitiveness of the country in the international environment. More and more enterprises realised the shortage of qualified labour because of the rise of progressing technology and of the availability of qualified labour. The commitment to quality in the vocational education and training laid on the market orientation and therefore on the establishment of cooperation between enterprises and vocational schools. The PR China can consequently show good practice examples from cooperation in the vocational education after more than thirty years of learning from other countries. The constructive element of these cooperation was identified by the actors as the consensus about the mutual benefit of cooperative activities. Although there are many good practices in the cooperation, nevertheless, more persuasiveness is still needed for continuous fostering of quality in the vocational education and training. The cooperation is not only influenced by the interest, need and the level of cooperation between enterprises and vocational schools, but the nature of the directives of the government are crucial for the cooperation too. For example, the decentralized implementation of the directives of the government may endanger the uneven development and quality assurance in vocational training. The transfer of responsibility of the state in the hands of the provinces ensures on the one side more freedom for provinces, for instance, it allows them to adapt the vocational education and training to their specific needs and to implement it to local circumstances. This means, to offer labour market oriented vocational education and training. On the other side it needs in the context of quality assurance to archive the knowledge gained through the fragmented implementation. This implies, that already developed teaching and learning materials should not get lost but it should be used as synergies and transfer these to other provinces, schools or enterprises. One of the exemplary efforts made by good situated “model vocational schools” is their willingness to overtake a sponsorship for other less developed vocational schools that are located mostly in the western region. Previously mentioned schools support the improvement of the teaching quality of latter mentioned schools and help them especially in the initial phase of the redevelopment of their teaching and training system. More concrete, “school sponsorships” allow to share knowledge, experience or to share technical equipment. The further education of teachers, the establishment of training facilities, the adaptation of curriculum to the labour market needs leave space for the consideration of local needs on the one side, and the dynamics of market development on the other side. It is only possible to take over responsibility for less developed schools, if there is financial support through the government too. School sponsorship is mostly subject to model schools therefore there is a significant need for recognition and promotion of education activities of these model schools. The high dynamic of the labour market in developing regions may cause challenges in the cooperation between vocational schools and enterprises, especially in the time of recession. If the cooperation with a vocational school gives rise to concern because of the limited time, personal availability or financial support in the enterprises, than the support of enterprises may decrease. Therefore the model schools strive to mobilise all actors, ask for financial and material benefits during the time of economic growth to be able to implement those benefits targeted and lay a solid fundament for the performance of less developed schools. This fundament may consist of well-educated vocational teachers, well-equipped training facilities as well as practice oriented curricula. A solid basis allows vocational schools in a economically weak period to use previous investments and benefits. Additional created supplementary services, as further educational offers for enterprise employees, well-educated vocational teachers as consulters by building up of new production lines or by doing research on the effectiveness of human resources, are examples for reserves to bear itself. The redefinition of the role of vocational schools as “service providers” in a wide sense, allows setting quality standards in relation with the pedagogical requirements and economical needs in the vocational education and training. The school administration and teachers need to be equipped with additional management skills in addition to their educational and professional skills to be able to initiate, build and maintain cooperation systematically and analytically. Enterprises need to be aware of taking responsibility for future skilled labour while cooperating with vocational schools. The openness of enterprises for cooperation allows determining one's potential within vocational education and training and look for benefits for both actors. It is necessary for a successful cooperation to be a "win-win" situation, so the motivation for all parties should be maintained. Finally each cooperation needs competent teachers, well equipped training facilities also strategic planning (AIOC-strategy) in sense of analysis of initial situation and the possibilities for the implementation of practical vocational education and training, optimisation of available capacities and resources, the interdependence of responsibilities and competences of both actors, and the consolidation of pedagogical quality criteria under economic premises. The PR China has tried in the past thirty years to modernize its vocational education and training system; this happened mostly in the technical occupations. The challenge for the future will be to do the same effort for the service occupations. The reform and open-door policy of the Chinese government since the 1970s brings many opportunities not only for the economy, but also for the society. The rapid development in the technically based fields brought the anticipated economic upswing and leads the PR China from a development country to the second biggest economy in the world. Now, the current government aims more to increase the life standard of the Chinese and strengthen the domestic consumption than to focus on industry production. Through the emerging middle class the quality and necessity of services gain higher importance in the society and it is seen as an integral part of increasing their quality of life. Chinas new generation remained from the destructive revolutions of the 1960s and 1970s, which have slowed down the development in the country. It has now in hand to bring together identity of the country with its traditions and modernity not only outwardly in the perception of the world, but to strengthen it also in the Chinese society.

In the light of youth unemployment and increased transnational mobility practice oriented vocational education and training get more and more importance in the international cooperation in education. There is a broad consensus among educational experts, that one of the possible measures to reduce youth unemployment in the world is to provide youth skills and competences, which are needed on the labour market. The school based vocational education needs to be updated with practical skills. The fundament of each practice oriented vocational education and training system (VET) lays in the cooperation between the main actors: the enterprises and vocational schools. Dual systems in countries as Germany, Switzerland and Austria offer many good practice examples on the benefits of the engagements of both actors in the vocational education and training system but nevertheless these examples cannot be taken as “one model fits all” which can be implemented in each country. Therefore each country interested in the redesign of their own vocational education and training system needs to identify possible benefits of and challenges in their system, to be able to specify the opportunities and threat for future development. It cannot be presumed that enterprises can be forced to take apprentices and train them in their facilities. It has to be evident for every educational actor willing to cooperate with enterprises, that enterprises first strive for growth in profits upon others to be able to secure their existence and secondly they may support additional, non-economic activities; for example the vocational education and training of future employee. Although to ensuring the quality of future employees may partly be seen as their social responsibility this fact will still depend on their economic situation and their need for skilled labour. However, making profit does not collide with the idea of the engagement of enterprises in the vocational education and training. It only needs an in depth-analysis of potentials and needs of enterprises and vocational schools and an adequate planning as well as development of the educational programs and activities. The following example on the PR China delivers many interesting basic approaches on how cooperation between enterprises and vocational schools can be built up, managed and preserved. Thanks to the over thirty years of multilateral cooperation between der PR China and other European and Asian countries, the PR China already knows what is needed to modernize the vocational education and training system. Further education of teachers, redevelopment of curriculums and the redesign of the infrastructure of the vocational schools are those activities, which enriched the Chinese vocational education and training system in the last thirty years. There is still backwardness in the economically weak part of the country but within the “go-west-strategy” of the government innovative measures are offered for enterprises to foster the development of the western region; for example cut red tape or tax and duty exemptions. In the course of the bureaucracy development of the east-southeast part of the country and through the increased perception of the country in the international business the quality of labour become more relevant also for the PR China. Products with low-value-added and unskilled labour were not sufficient anymore for the competitiveness of the country in the international environment. More and more enterprises realised the shortage of qualified labour because of the rise of progressing technology and of the availability of qualified labour. The commitment to quality in the vocational education and training laid on the market orientation and therefore on the establishment of cooperation between enterprises and vocational schools. The PR China can consequently show good practice examples from cooperation in the vocational education after more than thirty years of learning from other countries. The constructive element of these cooperation was identified by the actors as the consensus about the mutual benefit of cooperative activities. Although there are many good practices in the cooperation, nevertheless, more persuasiveness is still needed for continuous fostering of quality in the vocational education and training. The cooperation is not only influenced by the interest, need and the level of cooperation between enterprises and vocational schools, but the nature of the directives of the government are crucial for the cooperation too. For example, the decentralized implementation of the directives of the government may endanger the uneven development and quality assurance in vocational training. The transfer of responsibility of the state in the hands of the provinces ensures on the one side more freedom for provinces, for instance, it allows them to adapt the vocational education and training to their specific needs and to implement it to local circumstances. This means, to offer labour market oriented vocational education and training. On the other side it needs in the context of quality assurance to archive the knowledge gained through the fragmented implementation. This implies, that already developed teaching and learning materials should not get lost but it should be used as synergies and transfer these to other provinces, schools or enterprises. One of the exemplary efforts made by good situated “model vocational schools” is their willingness to overtake a sponsorship for other less developed vocational schools that are located mostly in the western region. Previously mentioned schools support the improvement of the teaching quality of latter mentioned schools and help them especially in the initial phase of the redevelopment of their teaching and training system. More concrete, “school sponsorships” allow to share knowledge, experience or to share technical equipment. The further education of teachers, the establishment of training facilities, the adaptation of curriculum to the labour market needs leave space for the consideration of local needs on the one side, and the dynamics of market development on the other side. It is only possible to take over responsibility for less developed schools, if there is financial support through the government too. School sponsorship is mostly subject to model schools therefore there is a significant need for recognition and promotion of education activities of these model schools. The high dynamic of the labour market in developing regions may cause challenges in the cooperation between vocational schools and enterprises, especially in the time of recession. If the cooperation with a vocational school gives rise to concern because of the limited time, personal availability or financial support in the enterprises, than the support of enterprises may decrease. Therefore the model schools strive to mobilise all actors, ask for financial and material benefits during the time of economic growth to be able to implement those benefits targeted and lay a solid fundament for the performance of less developed schools. This fundament may consist of well-educated vocational teachers, well-equipped training facilities as well as practice oriented curricula. A solid basis allows vocational schools in a economically weak period to use previous investments and benefits. Additional created supplementary services, as further educational offers for enterprise employees, well-educated vocational teachers as consulters by building up of new production lines or by doing research on the effectiveness of human resources, are examples for reserves to bear itself. The redefinition of the role of vocational schools as “service providers” in a wide sense, allows setting quality standards in relation with the pedagogical requirements and economical needs in the vocational education and training. The school administration and teachers need to be equipped with additional management skills in addition to their educational and professional skills to be able to initiate, build and maintain cooperation systematically and analytically. Enterprises need to be aware of taking responsibility for future skilled labour while cooperating with vocational schools. The openness of enterprises for cooperation allows determining one's potential within vocational education and training and look for benefits for both actors. It is necessary for a successful cooperation to be a "win-win" situation, so the motivation for all parties should be maintained. Finally each cooperation needs competent teachers, well equipped training facilities also strategic planning (AIOC-strategy) in sense of analysis of initial situation and the possibilities for the implementation of practical vocational education and training, optimisation of available capacities and resources, the interdependence of responsibilities and competences of both actors, and the consolidation of pedagogical quality criteria under economic premises. The PR China has tried in the past thirty years to modernize its vocational education and training system; this happened mostly in the technical occupations. The challenge for the future will be to do the same effort for the service occupations. The reform and open-door policy of the Chinese government since the 1970s brings many opportunities not only for the economy, but also for the society. The rapid development in the technically based fields brought the anticipated economic upswing and leads the PR China from a development country to the second biggest economy in the world. Now, the current government aims more to increase the life standard of the Chinese and strengthen the domestic consumption than to focus on industry production. Through the emerging middle class the quality and necessity of services gain higher importance in the society and it is seen as an integral part of increasing their quality of life. Chinas new generation remained from the destructive revolutions of the 1960s and 1970s, which have slowed down the development in the country. It has now in hand to bring together identity of the country with its traditions and modernity not only outwardly in the perception of the world, but to strengthen it also in the Chinese society.

In Indonesia, Vocational High School (VHS), or generally known as Sekolah Menengah Kejuruan (SMK), is a formal vocational education program which aims to educate and to prepare well-qualified graduates who are capable of attending to all aspects of workspace in accordance with their competences. Furthermore, they are expected to serve as a competent person in business and industry for facing global. In order to achieve these objectives, the government had tried several times to restructure the education system. However, there are constant problems emerged, for example changes in qualification requirements of business and industry bring out a not demand-oriented of the existing vocational education system. Requirements for the qualifications and skills of employees will be higher than at present. Changes in technology and changing work concepts in companies call for cooperation between vocational schools and Industry. This research focuses on the cooperation between learning places namely Vocational High School and Industry in the area of Hotel Management in Indonesia. The main aim of this research is to examine the cooperation activities of selection schools and hotels in four Provinces namely Maluku, Papua, Yogyakarta, Ost Java. To be closely examined and analysed are design of vocational training and education, implementation, financing, organizational structures and personnel development. Another major focus of the research is analysing of national regulations related to cooperation between the learning places. The project carries out an extensive of literature on cooperation in vocational training and education such as definition, objective, intensity, main and relevant components, factors influencing the realization of cooperation of learning places, and international perspective on cooperation between learning places. This research used a qualitative and quantitative approach. Content Analysis was used to get the data about the cooperation of learning places in the Education Law and Regulation of the Republic of Indonesia. Qualitative expert interviews were carried out to get the information about best practice of learning places cooperation from the experts of vocational education. Quantitative questionnaire was used to do the comparative study. The questionnaire was divided into 4 indicator aspects, including industry participation in planning, implementation, finance and organizational structure and human resource development using a Likert Scale. Respondents are teachers of vocational schools and hotel experts in Maluku, Papua, East Java and Yogyakarta Provinces. Furthermore, to compare, especially to find out whether there was a difference between the four provinces in the activities of cooperation between industry and vocational schools on each aspect mentioned above, Kruskal Wallis test was used, while the Mann Whitney test was used to compare two provinces. Welch Test was used to find out the difference in the overall aspects of industry participation for vocational education between the four provinces and the Tukey Test was used to compare two provinces. All tests were carried out with a significant level of alpha 5%. In terms of findings, it has been revealed that there was a significant difference between the activities of cooperation between Industry and Vocational High Schools in Maluku, Papua, East Java and Yogyakarta in terms of planning, implementation, finance and organizational structure and human resource development. The content analysis showed that there are only general formulation of the objectives and characteristics of the cooperation between learning places in education law and regulation, while the clear statements about it emerge in the national framework curriculum. The best practice approaches of the cooperation activities according to the experts of the Indonesian Ministry of Education are based on the new educational framework and the revitalization of the vocational school. The revitalization of the vocational school is an optimization of all related elements of vocational education of secondary level, which aims to strengthen the role of business and other interested parties in vocational training and to improve the quality and competitiveness of vocational school graduates’ qualifications. Based on the results of the research, a feasible concept for cooperation between learning places for Vocational school in Indonesia was developed. While it is conceded that the model developed cannot be implemented by the vocational school and industry in total from beginning, it is recommended that some of the inherent suggestion at micro level be taken up immediately.:Danksagung ii Abstract iv Inhaltverzeichnis vi Abbildungsverzeichnis x Tabellenverzeichnis xi Abkürzungsverzeichnis xxi 1 EINLEITUNG 1 1.1 Ausgangslage und wissenschaftliche Problemstellung 1 1.2 Fragestellungen und Hypothesen 12 1.3 Zielsetzungen der Arbeit 15 1.4 Aufbau der Arbeit 15 1.5 Forschungsstand 16 1.6 Publikationsliste 18 2 LOKALER KONTEXT DER UNTERSUCHUNG 19 2.1 Überblick über das indonesische Bildungssystem 19 2.1.1 Aufbau des schulischen Bildungssystems in Indonesien 19 2.1.2 Vorschulische Bildung 20 2.1.3 Primarstufe 21 2.1.4 Sekundarstufe I 21 2.1.5 Sekundarstufe II 21 2.1.6 Tertiärstufe 22 2.2 Historischer Hintergrund der beruflichen Ausbildung in Indonesien 24 2.2.1 Quantitative Entwicklung der beruflichen Ausbildung 24 2.2.2 Qualitative Entwicklung der beruflichen Ausbildung 35 2.3 Die gegenwärtige Situation der beruflichen Ausbildung in Indonesien 39 2.3.1 Revitalisierung der Berufsschule 39 2.3.2 Revitalisierung der Humanressourcen 42 2.4 Überblick über die berufliche Bildungskooperation in Indonesien 43 2.4.1 Rechtliche Grundlage der Lernortkooperation in der Berufsausbildung in Indonesien 43 2.4.2 Implementierung der Kooperation der Berufsausbildung in der Berufsschule 49 3 THEORETISCHER BEZUGSRAHMEN 53 3.1 Zum Begriff des Lernortes 53 3.2 Begriff der Lernortkooperation 57 3.2.1 Ziele der Lernortkooperation 60 3.2.2 Intensität von Lernortkooperation 62 3.2.3 Hauptkomponenten des kooperativen Ansatzes in der beruflichen Ausbildung 63 3.2.4 Einflussfaktoren für die Realisierung der Lernortkooperation 66 3.2.5 Rahmenbedingungen der Kooperation in der beruflichen Ausbildung 68 3.2.6 Kooperation der Lernorte aus internationaler Perspektive 79 3.3 Zur beruflichen Ausbildung 87 3.3.1 Definition der Berufsausbildung 87 3.3.2 Zusammenhang zwischen beruflicher Ausbildung und Wirtschaft 88 3.3.3 Onlinemedien in der beruflichen Ausbildung 91 3.3.4 Zum Curriculum der beruflichen Ausbildung 95 3.3.5 Organisationsentwicklung und Personalentwicklung in der beruflichen Ausbildung 102 4 METHODISCHER AUFBAU UND FORSCHUNGSMETHODEN DER ARBEIT 104 4.1 Methodische Vorgehensweise und Aufbau der Arbeit 104 4.2 Forschungsmethoden der Arbeit 105 4.2.1 Literaturanalyse 105 4.2.2 Auswahl der Fallstudie als Forschungsansatz 105 4.2.3 Indikatoren der Hypothesen 108 4.3 Auswahl der Stichprobe 110 4.3.1 Population 111 4.3.2 Stichprobe 111 4.4 Forschungsinstrumente für die Datenerhebung 112 4.4.1 Schriftliche Befragung 112 4.4.2 Qualitatives Interview 115 4.4.3 Gütekriterien des Forschungsinstruments 118 4.5 Durchführung der Untersuchung 123 4.6 Datenauswertung 124 4.6.1 Auswertung der Fragebogen 125 4.6.2 Auswertung des Experteninterviews 126 5 DARSTELLUNG, AUSWERTUNG UND INTERPRETATION DER UNTERSUCHUNGSERGEBNISSE 128 5.1 Analyse der Bildungsordnung 128 5.1.1 Nationales Bildungsgesetz 128 5.1.2 Nationale Regierungsordnung 131 5.1.3 Rückschlüsse Auf Hypothese 1 140 5.2 Quantitative schriftliche Befragung 142 5.2.1 Ergebnisse der schriftlichen Befragung (Fragebogen Typ I) 146 5.2.2 Die Auswertung des Fragebogens nach vorgegebenen Antwortkategorien (Fragebogen Typ II) 186 5.2.3 Die Auswertung des Fragebogens nach vorgegebenen Antwortkategorien (Fragebogen Typ 1) 212 5.2.4 Ergebnisse der schriftlichen Befragung Nach Antwortkategorien (Fragebogen Typ II) 243 5.2.5 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 1 jeder Provinz 270 5.2.6 Rückschlusse auf Hypothese 2 276 5.2.7 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 2 jeder Provinz 276 5.2.8 Rückschlüsse auf Hypothese 3 281 5.2.9 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 3 jeder Provinz 282 5.2.10 Rückschlüsse auf Hypothese 4 287 5.2.11 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 4 jeder Provinz 288 5.2.12 Rückschlusse auf Hypothese 5 293 5.2.13 Auswertung und Interpretation der Ergebnisse des gesamten Fragebogens (35 Items) jeder Provinz 293 5.3 Ergebnisse der Experteninterviews 300 5.3.1 Leitkonzept zur Gestaltung der Lernortkooperation 301 5.3.2 Kooperationsformen 303 6 RICHTLINIEN UND PRAKTIKABLE VERFAHREN EINES LERNORT- KOOPERATIONSKONZEPTS FÜR INDONESISCHE BERUFSBILDENDE SCHULEN 312 6.1 Best-Practice-Weiterbildungsansätze der ausgewählten untersuchten Schulen und Hotels in Maluku, Papua, Ost-Java und Yogyakarta 312 6.1.1 Gestaltung 313 6.1.2 Durchführung 313 6.1.3 Finanzierung 313 6.1.4 Leistungsfähige Organisationsstrukturen und Personalentwicklung 314 6.2 Die angenommenen Grundlagen basierend auf den Experteninterviews 314 6.3 Theoretisch begründetes und praktikables Lernortkooperationskonzept für die berufliche Ausbildung 316 6.3.1 Makroebene 319 6.3.2 Mesoebene 322 6.3.3 Mikroebene 323 7 ZUSAMMENFASSUNG UND AUSBLICK 330 7.1 Zusammenfassung 330 7.2 Ausblick 336 8 LITERATURVERZEICHNIS 338 9 ANLAGE 346

Der vorliegende Forschungsbericht ist das erste Teilergebnis der wissenschaftlichen Begleitforschung im vom BMBF geförderten Projekt ChemNet. Mit ChemNet soll eine Online-Plattform entwickelt werden die für die Erstausbildung, die berufliche Weiterbildung als auch für die Aufstiegsqualifizierung im Chemiesektor genutzt werden kann – dies sogar im europäischen Kontext. Der Forschungsbericht stellt die Ergebnisse der Ist-Stand-Analyse von u.a. Ausbildungsverhältnissen, Computernutzung und Computerbezogenen Einstellungen von Auszubildenden, Teilnehmern der Aufstiegsqualifizierung, Berufsschullehrern, Ausbildern in der überbetrieblichen Ausbildung sowie betrieblichen Ausbildern dar. Dabei wurden etablierte Instrumente aus dem Inventar zur Computerbildung (INCOBI-R) verwendet. Deutlich konnten dabei die Unterschiede in der Nutzung von Informations- und Kommunikationstechnologien zwischen den Gruppen von Lehrenden und Lernenden herausgearbeitet werden, die sich auch in den Computerbezogenen Einstellungen wiederspiegeln.

Der vorliegende Forschungsbericht ist das erste Teilergebnis der wissenschaftlichen Begleitforschung im vom BMBF geförderten Projekt ChemNet. Mit ChemNet soll eine Online-Plattform entwickelt werden die für die Erstausbildung, die berufliche Weiterbildung als auch für die Aufstiegsqualifizierung im Chemiesektor genutzt werden kann – dies sogar im europäischen Kontext. Der Forschungsbericht stellt die Ergebnisse der Ist-Stand-Analyse von u.a. Ausbildungsverhältnissen, Computernutzung und Computerbezogenen Einstellungen von Auszubildenden, Teilnehmern der Aufstiegsqualifizierung, Berufsschullehrern, Ausbildern in der überbetrieblichen Ausbildung sowie betrieblichen Ausbildern dar. Dabei wurden etablierte Instrumente aus dem Inventar zur Computerbildung (INCOBI-R) verwendet. Deutlich konnten dabei die Unterschiede in der Nutzung von Informations- und Kommunikationstechnologien zwischen den Gruppen von Lehrenden und Lernenden herausgearbeitet werden, die sich auch in den Computerbezogenen Einstellungen wiederspiegeln.:Abbildungsverzeichnis IV Tabellenverzeichnis IX 1 Einführung und Ausgangslage 1 2 Ziele und Design der Untersuchung 1 2.1 Problemhintergrund 1 2.2 Zielstellung 2 2.3 Zielgruppen 3 2.4 Theoretischer Hintergrund und Forschungsstand 3 2.4.1 Mediennutzung 3 2.4.2 Lernortkooperation 5 2.5 Forschungsdesign 8 2.5.1 Grundgesamtheit und Zahl der Rückläufe 9 2.5.2 Fragebogenkonstruktion 10 3 Präsentation der Daten 11 3.1 Soziodemografische Daten 12 3.1.1 Daten der Auszubildenden 12 3.1.2 Daten der Berufsschullehrer 15 3.1.3 Daten der Ausbilder der überbetrieblichen Bildungsstätte 17 3.1.4 Daten der betrieblichen Ausbilder 18 3.1.5 Daten der Teilnehmer der Aufstiegsqualifizierung zum Industriemeister 20 3.2 Berufliche Situation im Betrieb 22 3.2.1 Auszubildende 22 3.2.2 Betriebliche Ausbilder 27 3.2.3 Teilnehmer der Aufstiegsqualifizierung 29 3.3 Ausbildungssituation an ÜBS und Berufsschule 33 3.4 Einschätzung des Ausbildungsstandes 34 3.4.1 Selbsteinschätzung der Auszubildenden 34 3.4.2 Fremdeinschätzung durch Berufsschullehrer und (über-)betriebliche Ausbilder 36 3.4.3 Selbsteinschätzung der Teilnehmer der Aufstiegsqualifizierung 43 3.5 Kommunikation 46 3.5.1 Fachlicher Austausch 46 3.5.2 Kommunikationswege/-mittel 49 3.5.3 Einschätzung der Kommunikation 58 3.6 Mediennutzung 66 3.6.1 Computernutzung 66 3.6.2 Internetnutzung 79 3.6.3 Sicherheit im Umgang mit Computern und Computeranwendungen 91 3.6.4 Computerbezogene Einstellungen 97 4 Weiterführende Analyse der Daten 107 4.1 Mittelwertdarstellungen von Alter, Ausbildertätigkeit und Computernutzung in Jahren 107 4.2 Vergleich der Gruppenvarianzen – einfaktorielle ANOVA 108 5 Zusammenfassung und weitere Arbeitsschritte 110 5.1 Zusammenfassung 110 5.2 Weitere Arbeitsschritte 112 6 Quellen 114

Der Forschungsbericht beinhaltet die Ergebnisse der Studie „Erfahrungsraum praktische Pflegeausbildung“ (ERPP-Studie Sachsen 2023). Es handelt sich dabei um eine Begleitstudie, welche in der ersten Phase des Modellprojektes „Beratungsstelle Pflegeausbildung Sachsen“ vom September 2022 bis August 2023 durchgeführt wurde. Dieses Projekt war an der Technischen Universität Dresden an der Professur Gesundheit und Pflege/Berufliche Didaktik angesiedelt und wurde vom Sächsischen Staatsministerium für Soziales und Gesellschaftlichen Zusammenhalt gefördert. Die Studie beinhaltete eine multiperspektivische Analyse in Bezug auf verschiedene Themenkomplexe der praktischen Pflegeausbildung in Sachsen. Es werden die Hintergründe für Ausbildungsabbrüche im Pflegeberuf 1.), die speziellen Herausforderungen der Praxisanleitung 2.), die Formen und Probleme der Lernortkooperation 3.) sowie die Bedarfe an Unterstützungs- und Beratungsangeboten 4.), in Bezug auf die Akteursgruppen der Auszubildenden, Praxisanleitenden, Pflegelehrenden und Pflegedienstleitenden, untersucht. Das Vorgehen der Forschung ist von einer Methodentriangulation gekennzeichnet, weshalb im Bericht sowohl qualitative und quantitative Forschungsergebnisse präsentiert werden. Der vorliegende Forschungsbericht bietet eine multiperspektivische Darstellung zentraler Herausforderungen und Gestaltungsmöglichkeiten der praktischen Pflegeausbildung in Sachsen. Neben der Präsentation und Diskussion der Ergebnisse werden zudem praxisnahe Empfehlungen formuliert. Der Bericht richtet sich damit gleichermaßen an Pflegedienstleitende, Praxisanleitende, Pflegelehrende und Auszubildende im Pflegeberuf.:GELEITWORT 2 VORWORT 4 1. ZUSAMMENFASSUNG DER STUDIE 10 1.1 Themenkomplex: Ausbildungsabbrüchen begegnen 10 1.2 Themenkomplex: Herausforderungen und Gelingensbedingungen der Praxisanleitung ..12 1.3 Themenkomplex: Lernortkooperationen ausgestalten und Schnittstellenprobleme identifizieren 13 1.4 Themenkomplex: Beratungs- und Unterstützungsangebote zielgruppengerecht auf- und ausbauen 14 2. HINTERGRUND DER FORSCHUNG 16 3. AKTUELLER ERKENNTNISSTAND DER FORSCHUNG 18 4. FORSCHUNGSDESIGN UND METHODISCHES VORGEHEN 22 4.1 Erkenntnisinteressen und Untersuchungsdesign 22 4.2 Qualitatives Forschungsdesign 24 4.3 Quantitatives Forschungsdesign 31 4.4 Datenschutz und forschungsethische Aspekte 43 5. ERGEBNISSE DER QUALITATIVEN INTERVIEWSTUDIE 45 5.1 Gründe und Bedingungsfaktoren für Ausbildungsabbrüche im Pflegeberuf 50 5.2 Derzeitige Herausforderungen der praktischen Pflegeausbildung 74 5.3 Gelingensbedingungen der praktischen Pflegeausbildung 107 5.4 Beratungs- und Unterstützungsangebote in der praktischen Pflegeausbildung 137 5.5 Limitationen der qualitativen Forschung 149 6. ERGEBNISSE DER QUANTITATIVEN ONLINEUMFRAGE 152 6.1. Soziodemografische Merkmale der Stichproben und Selektionsfehler 153 6.2 Themenbezogene und multiperspektivische Präsentation der Ergebnisse 170 7. ABSCHLUSS UND AUSBLICK 247 8. LITERATUR 249

Durch den Einsatz digitaler Technologien ergeben sich auch im Rahmen der beruflichen Bildung neue Möglichkeiten zur digitalisierten Dokumentation von Wissen und Verfügbarmachung von Informationen für die beteiligten Alteurinnen und Akteure. Dieser Beitrag zeigt, inwiefern eine digitale Lernortkooperation unter Gesichtspunkten des Wissenstransfers mithilfe eines Online-Berichtsheftes umgesetzt werden kann. Dazu wird das vom BMBF geförderte Verbundprojekt ‚Diffusion digitaler Technologien in der beruflichen Bildung durch Lernortkooperation‘ (DiBBLok) vorgestellt und inblicke in die Ergebnisse einer quantiativen Strukturdatenanalyse des Online-Berichtsheftes BLok gegeben.