The study courses for TVET teachers at University of Bremen have recently been reconfigured to Bachelor and Master structures in the framework of the so-called “Bologna-Process”

1. 1/19
TVET teacher education courses at University of Bremen
(as of 30 April 2007, Joachim Dittrich)
Introduction
The study courses for TVET teachers at University of Bremen have recently been
reconfigured to Bachelor and Master structures in the framework of the so-called “Bologna-
Process”1
.
All study courses have an accreditation of one of the German accreditation agencies that are
accredited by the German Accreditation Council, which itself is a member of the "European
Consortium for Accreditation in Higher Education" (ECA).
In the following the TVET teacher study courses are described where ITB is directly involved.
These are in the fields of
• electrical engineering and information technology and
• mechanical engineering.
At University of Bremen there also exist study courses in nursing that are not presented here.
TVET teacher education in general
In Germany all issues of public education, including teacher education, are in the hand of the
governments of the 16 federal states. The state ministries for culture and education try to
coordinate their individual regulations, but nonetheless, regulations defer slightly from state to
state.
Degree level and additional education
TVET teachers must have at least a Master degree in order to be employed as TVET teacher
in a public TVET school. TVET Bachelor degree holders are supposed to work in other
employment sectors, such as in companies as training expert, in non-public training centres,
or in employers’ or employees’ associations. In this paper I will concentrate on the career of a
TVET teacher in public TVET schools.
However, the Master degree is not sufficient to be employed as a teacher at a public TVET
school. Following the Master degree that usually is recognized as a so-called “first state
examination”, there is a compulsory two-year traineeship under supervision of a state-run
teacher training institute, which ends with a “second state examination” (see Figure 1). Such a
traineeship is compulsory for all professions that perform duties that are considered vital for
the state, e.g. higher civil servants, lawyers, medical doctors, etc. This internship is intended
to provide practical knowledge and experiences under supervision and has is roots in the
intention of the state to develop commitment of his employees towards the state and the
constitution, after universities were granted freedom in teaching and research beginning of the
19th
century.
To be employable at public schools TVET teachers are required to pass this “second state
examination”.
1
This is due to an agreement between the from 1999 between the Ministers of Culture and Education of the
European Countries to create a “European Higher Education Area” to unify degree structures in higher education
throughout Europe.

2. 2/19
Bachelor
degree in
engineering
(mech. or el.)
Master degree
≈ 1. state
examination
4semesters
2. State examination
2 years traineeship
(in the vocational schools)
Bachelor
degree in
TVET
Master-Program
Teacher in voc. schools
Work in the field
of HRD, techn.
training …
(e.g. in
Chambers,
industry [heads
of training], …
Bachelor
degree in
engineering
(mech. or el.)
Master degree
≈ 1. state
examination
4semesters
2. State examination
2 years traineeship
(in the vocational schools)
2 years traineeship
(in the vocational schools)
Bachelor
degree in
TVET
Master-Program
Teacher in voc. schoolsTeacher in voc. schools
Work in the field
of HRD, techn.
training …
(e.g. in
Chambers,
industry [heads
of training], …
Work in the field
of HRD, techn.
training …
(e.g. in
Chambers,
industry [heads
of training], …
Figure 1: Structure of TVET teacher education in Germany
Compulsory second subject
All teachers in Germany, including TVET teachers have to study two teaching subjects. In
case of TVET teachers the main subject always is a vocational subject, the other one normally
is a general subject like a natural science subject, German or foreign language, sports, etc. In
some federal states it is also possible to study a second vocational subject as the second
subject, or even to get a specialisation in the vocational subject recognised as a second subject.
Vocational
discipline
(One specialization)
Vocational
discipline
(One specialization)
Vocational
discipline
(One specialization)
General
subject
(German language
English language,
Sports, Politics)
Second
vocational
discipline or
Math or Physics
Same vocational
discipline
(Other specialization)
Figure 2: Combinations of first and second subject

3. 3/19
Study volume
To earn a Master degree at least 300 Credits have to be earned, which usually requires 10
semesters2
. Bachelor is either 6 semester (180 credits) or 8 semester (240 credits). The
corresponding Master courses have 4 semester (120 credits) or 2 semester (60 credits).
Usually it is not possible to combine a 60 credit Master with a 180 credit Bachelor.
An example for the credit distribution between major and minor (first and second subject) is
shown in Figure 3. The distribution of the different study areas (major, minor, vocational
pedagogy) between Bachelor and Master may vary in different programmes for different
target groups, but the sum over Bachelor plus Master is largely fixed. For Bachelor plus
Master these are 120 credits for the major, 75 credits for vocational pedagogy and 105 credits
for the minor. There are close linkages between the vocational subject and vocational
pedagogy.
Vocational
discipline
with
specialization
Vocational
education/
pedagogic
Minor (second) subject
(incl. didactics
and
internship)
30 Credits 30 Credits 60 Credits
Structure of the Master-program
Vocational
discipline
Vocational
education/
pedagogic
(incl.
didactics
and
internship)
Minor
(second)
subject
90 Credits 45 Credits 45 Credits
Structure of the Bachelor-program
Figure 3: Structure of Bachelor and Master Programmes (Example)
Courses at University of Bremen
There are Bachelor and Master courses in “electrical engineering and information technology”
and in “mechanical engineering”. Specialisations in electrical engineering and information
technology are building equipment, production systems, IT systems, and media systems.
Specialisations in mechanical engineering are production technology, automotive technology,
building equipment, and environmental engineering.
2
One credit is equivalent to a students’ workload of 25 to 30 hours, one full-time study semester has 30 credits
according to the definition of the European Credit Transfer and Accumulation System (ECTS).

4. 4/19
Electrical engineering and information technology, Bachelor
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP 5. Semester CP 6. Semester CP
Gesamt-
CP
GTW-ETI 1
Mathematics 1
6
GTW-ETI 1
Mathematics 2
7
GTW-ETI 3
Applied informatics 1
6
GTW-ETI 3
Applied informatics 2 +
practical programming
6
GTW-ETI 5
Control technology +
Laboratory
4
GTW-ETI 7
IT-systems
3
Alternative
GTW- ETI 1
Physics 1
6
Alternative
GTW- ETI 1
Physics 2
7
GTW-ETI 4
System theory
4
GTW-ETI 3
Technical informatics
4
GTW-ETI 7
Production systems
3
GTW-ETI 7
Media systems
3
GTW-ETI 2
Electrical Engineering 1
4
GTW-ETI 2
Electrical Engineering 2
4
GTW-ETI 6
Application of vocational
educational scientific
methods (work or case
study)
4
EW – L2
Teaching-learning theory
and general didactics
6
GTW-ETI 7
Building systems
3
PB
Course on key
competences
3
GTW-ETI 8
The occupational field of
electrical engineering and
information technology
3
GTW-ETI 2
Laboratory basics of
electrical engineering
3
GTW-ETI 6
Human machine interaction
4
EW – L2P
Practical training in
learning environments
vocational school and
training company
6
GTW-ETI 8
Didactical analysis and
shaping of corporate
initial and further training
3
GTW-BT:
Final module:
Bachelor thesis and
colloquium
15
PB
EW–L1
Introduction into
educational sciences /
vocational pedagogy
3
GTW-ETI 6
Scientific methods of
vocational educational
4
GTW-ETI 6
Learning and working in
the occupational field
3
GTW-ETI 8
Specialist didactical
practical training at a
school
6
PB
Introductory practical
studies
6
GTW-ETI 8
Genesis of the occupations
and ordinances in the
occupational field
3
PB
Course on key competences
3
PB
Course on key
competences
3
22 21 24 22 22 24 135

5. 5/19
Mechanical engineering, Bachelor
1st semester CP 2nd semester CP 3rd semester CP 4th semester CP 5th semester CP 6th semester CP Total CP
GTW-MT 1
Mathematics I 6
GTW-MT 1
Mathematics II 7
As an alternative
GTW- MT 1.1
Thermodynamics I or
Introduction to process
engineering
5
GTW-MT 3
Construction / design
5
GTW-MT 4
Basics of electronic data
processing
4
GTW-MT 7
Automotive technology
3
As an alternative
GTW- MT 1.1
Chemistry
4
As an alternative
GTW- MT 1.1
Physics
4
GTW-MT 3
Construction / design
4
GTW-MT 8
Genesis of the occupations
and ordinances in the
occupational field
3
GTW-MT 7
Service
3
GTW-MT 7
Production technology
3
GTW-MT 2
Technical Mechanics
4
GTW-MT 2
Material technology
4
GTW-MT 5
Production technology
3
EW – L2
Teaching-learning theory
and general didactics
6
GTW-MT 7
Supply and environmental
technology
3
GTW-MT 7
House and building
technology
3
GTW-MT 8
The occupational field of
metal
3
GTW MT 6
Man-Machine Interface
4
GTW-MT 5
Work science and science of
management
3
EW – L2P
Practical training in learning
environments vocational
school and training
company
6
GTW-MT 8
Didactical analysis and
shaping of corporate initial
and further training
3
GTW-BT:
Final module:
Bachelor thesis and
colloquium
15
PB
EW–L1
Introduction to the
educational sciences/
vocational pedagogy
3
GTW-MT 6
Vocational educational
scientific methods
4
GTW-MT 6
Application of vocational
educational scientific
methods (work or case
study)
4
PB
Course on key qualifications
3
GTW-MT 8
Specialist didactical
practical training at a school
6
PB
Practical training for
orientation
6
GTW-MT 6
Learning and working in the
occupational field
3
GTW-MT 4
Basics of electro-technology
5
PB
LV on key qualifications
3
PB
Course on key qualifications
3
22 22 22 23 22 24 135

6. 6/19
Master modules
Master modules vocational pedagogy
Code Title CP
VP-01 Fundamentals of vocational pedagogy 9
VP-01-1 Introduction in initial and further vocational education and training 3
VP-01-2 Development, learning, and socialization 3
VP-01-3 Education and society 3
VP-02 Pedagogical school development, evaluation and quality
assurance
6
VP-02-1 School development - international comparisons 3
VP-02-2 Evaluation and quality assurance - international comparisons 3
Master modules electrical engineering and information technology
Code Title CP
ETI-08 Didactics of the vocational discipline electrical engineering -
information technology
15
ETI-08-1 Introduction into the didactics of the vocational discipline 3
ETI-08-2 Genesis of the occupations and ordinances in the occupational field 3
ETI-08-3 Didactical analysis and development of company-based initial and
further education and training
3
ETI-08-4 Practical course in didactics in the occupational field
electrics/electronics and IT
6
ETI-09 Technical specifics in manufacturing systems and building
equipment
15
ETI-09-3 Professional work and technology in the area of manufacturing systems 5
ETI-09-2 Professional work and technology in the area of building equipment 5
ETI-09-3 Practical exercises in the areas of manufacturing systems and building
equipment
5
ETI-09a Didactical specifics related to the fields of manufacturing systems
and building equipment
15
ETI-09a-1 Didactical specifics related to the fields of manufacturing systems 6
ETI-09a-2 Didactical specifics related to the fields of building equipment 6
ETI-09a-3 Didactical internship in the field of manufacturing systems or in the field
of building equipment
3
ETI-10 Technical specifics in media systems and IT systems 15
ETI-10-1 Professional work and technology in the area of media systems 5
ETI-10-2 Professional work and technology in the area of IT systems 5
ETI-10-3 Practical exercises in the areas of media systems and IT systems 5
ETI-10a Didactical specifics related to the fields of media systems and IT
systems
15
ETI-10a-1 Didactical specifics related to the fields of media systems 6
ETI-10a-2 Didactical specifics related to the fields of IT systems 6
ETI-10a-3 Didactical internship in the field of media systems or in the field of IT
systems
3

7. 7/19
Master modules mechanical engineering
Code Title CP
MT-08 Didactics of the vocational discipline mechanical engineering 15
MT-08-1 Introduction into the didactics of the vocational discipline 3
MT-08-2 Genesis of the occupations and ordinances in the occupational field 3
MT-08-3 Didactical analysis and shaping of corporate initial and further
education and training
3
MT-08-4 Specialist didactical practical training at a school 6
MT-09 Technical specifics in manufacturing systems and building
equipment
15
MT-09-1 Professional work and technology in the area of production technology /
mechatronics
5
MT-09-2 Professional work and technology in the area of automotive technology
and service
5
MT-09-3 Practical exercises in the areas of production technology and
automotive technology
5
MT-09a Didactical specifics related to the fields of manufacturing systems
and building equipment
15
MT-09a-1 Didactical specifics related to the fields of production technology /
mechatronics
6
MT-09a-2 Didactical specifics related to the fields of automotive technology and
service
6
MT-09a-3 Didactical internship in the field of production technology or automotive
technology
3
MT-10 Technical specifics in media systems and IT systems 15
MT-10-1 Professional work and technology in the area of building equipment /
supply technology
5
MT-10-2 Professional work and technology in the area of environmental
technology
5
MT-10-3 Practical exercises in the areas of building equipment / supply
technology and environmental technology
5
MT-10a Didactical specifics related to the fields of media systems and IT
systems
15
MT-10a-1 Didactical specifics related to the fields of building equipment / supply
technology
6
MT-10a-2 Didactical specifics related to the fields of environmental technology 6
MT-10a-3 Didactical internship in the field of building equipment / supply
technology or environmental technology
3

8. 8/19
Master modules electrical engineering / information technology and
mechanical engineering
ETI/MT-11 Learning in work processes of the occupational fields electrical
engineering - information technology and metal technology
9
ETI/MT-11-1 Learning with work orders; learning and working tasks 3
ETI/MT-11-2 Assessment of professional competences 3
ETI/MT-11-3 Learning in professional work-processes 3
ETI/MT-12 Analysis and design of vocational education and training
processes
6
ETI/MT-12-1 Shaping/design of vocational education and training processes 3
ETI/MT-12-2 Analysis and evaluation of vocational education and training processes 3
Final Thesis 15
Master study plans
For the Master study courses there are different study plans available for different target
groups and combinations of subjects. The listing of options is not separated for the two
vocational disciplines because combinations of the two are possible (one vocational subject as
major, the other as minor).
Models are distinguished by whether the students have a TVET teacher Bachelor (consecutive
model)3
or whether they have an engineering Bachelor degree4
. Please note the nomenclature
explained in the previous footnotes. Sorry for the possible confusion.
Option 3: Study plan Master-Programme Major: Mechanical Engineering, Minor: general
subject (e.g. German, Sports, Politics) (consecutive model)
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP
EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15
EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3
EW L BP-01 3 GTW-MT 9a-2 6 GTW-MT/ETI 11-3 3
GTW-MT 9a-1 6 GTW-MT 9a-3 3 GTW-MT/ETI 12-1 3
GTW-MT/ETI 12-2 3
15 15 15 15 60
Instead of module GTW-MT 9a it is also possible to choose module GTW-MT 10a.
3
In terms of the nomenclature used at the project meeting in Barcelona this ist he „integrated model“.
4
In terms of the nomenclature used at the project meeting in Barcelona this ist he „consecutive model“.

9. 9/19
Option 4: Study plan Master-Programme Major: Electrical engineering and information
technology, Minor: general subject (e.g. German, Sports, Politics) (consecutive model)
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP
EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15
EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3
EW L BP-01-3 3 GTW-ETI 9a-2 6 GTW-MT/ETI 11-3 3
GTW-MT 9a-1 6 GTW-ETI 9a-3 3 GTW-MT/ETI 12-1 3
GTW-MT/ETI 12-2 3
15 15 15 15 60
Instead of module GTW-ETI 9a it is also possible to choose module GTW-ETI 10a.
Option 5: Study plan Master-Programme Major: Mechanical engineering (consecutive model)
und Minor: Electrical engineering and information technology
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP
EW L BP-01 3 EW L BP-02 3 GTW-MT/ETI 11 3 GTW-ETI 10a 6
EW L BP-01 3 EW L BP-02 3 GTW-MT/ETI 11 3 GTW-ETI 10a 6
EW L BP-01 3 GTW-ETI 9 5 GTW-MT/ETI 11 3 GTW-ETI 10a 3
GTW-MT 9a 6 GTW-ETI 9 5 GTW-MT/ETI 12 3 Master thesis 15
GTW-MT 9a 6 GTW-ETI 9a 6 GTW-MT/ETI 12 3
GTW-MT 9a 3 GTW-ETI 9a 6 GTW-ETI 10 5
GTW-ETI 9 5 GTW-ETI 9a 3 GTW-ETI 10 5
GTW-ETI 10 5
29 31 30 30 120
Instead of module GTW-MT 9a it is also possible to choose module GTW-MT 10a.
Option 6: Study plan Master-Programme Major: Electrical engineering and information
technology und Minor: Mechanical engineering (consecutive model)
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP
EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 GTW-MT 10a-1 6
EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 GTW-MT 10a-2 6
EW L BP-01-3 3 GTW-MT 9-3 5 GTW-MT/ETI 11-3 3 GTW-MT 10a-3 3
GTW-ETI 9a-1 6 GTW-MT 9-2 5 GTW-MT/ETI 12-1 3 Master thesis 15
GTW-ETI 9a-2 6 GTW-MT 9a-1 6 GTW-MT/ETI 12-2 3
GTW-ETI 9a-3 3 GTW-MT 9a-2 6 GTW-MT 10-1 5
GTW-MT 9-1 5 GTW-MT 9a-3 3 GTW-MT 10-2 5
GTW-MT 10-3 5
29 31 30 30 120
Instead of module GTW-ETI 9a it is also possible to choose module GTW-ETI 10a.

10. 10/19
Option 7: Study plan Master-Programme Major: Mechanical Engineering, Minor: Electrical
engineering and information technology (model for engineering Bachelors)
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP
EW L BP-01 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 GTW-ETI 10a-1 6
EW L BP-01-1 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 GTW-ETI 10a-2 6
EW L BP-01-2 3 GTW-ETI 9-2 5 GTW-MT/ETI 11-3 3 GTW-ETI 10a-3 3
GTW-ETI 9a-1 6 GTW-ETI 9-3 5 GTW-MT/ETI 12-1 3 Master thesis 15
GTW-ETI 9a-2 6 GTW-MT 8-3 3 GTW-MT/ETI 12-2 3
GTW-ETI 9a-3 3 GTW-MT 8-4 6 GTW-ETI 10-1 5
GTW-MT 8-2 3 GTW-ETI 9-1 5 GTW-ETI 10-2 5
GTW-MT 8-1 3 GTW-ETI 10-3 5
30 30 30 30 120
Option 8: Study plan Master-Programme Major: Electrical engineering and information
technology Minor: Mechanical engineering (model for engineering Bachelors)
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP
EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 GTW-MT 10a-1 6
EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3 GTW-MT 10a-2 6
EW L BP-01-3 3 GTW-MT 9-1 5 GTW-MT/ETI 11-3 3 GTW-MT 10a-3 3
GTW-MT 9a-1 6 GTW-MT 9-3 5 GTW-MT/ETI 12-1 3 Master thesis 15
GTW-MT 9a-2 6 GTW-ETI 8-3 3 GTW-MT/ETI 12-2 3
GTW-MT 9a-3 3 GTW-ETI 8-4 6 GTW-MT 10-1 5
GTW-ETI 8-2 3 GTW-MT 9-2 5 GTW-MT 10-2 5
GTW-ETI 8-1 3 GTW-MT 10-3 5
30 30 30 30 120
Option 9: Study plan Master-Programme Major: Mechanical engineering, Minor: related
subject (Mathematics, Chemistry or Physics), (Model for engineering Bachelors)
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total-CP
EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15
EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3
EW L BP-01-3 3 GTW-MT 8-3 3 GTW-MT/ETI 11-3 3
GTW-MT 8-1 3 GTW-MT 8-4 6 GTW-MT/ETI 12-1 3
GTW-MT 8-2 3 GTW-MT/ETI 12-2 3
15 15 15 15 60
Option 10: Study plan Master-Programme Major: Electrical engineering and information
technology Minor: related subject (Mathematics, Chemistry or Physics), (Model for
engineering Bachelors)
1. Semester CP 2. Semester CP 3. Semester CP 4. Semester CP Total -CP
EW L BP-01-1 3 EW L BP-02-1 3 GTW-MT/ETI 11-1 3 Master thesis 15
EW L BP-01-2 3 EW L BP-02-2 3 GTW-MT/ETI 11-2 3
EW L BP-01-3 3 GTW-ETI 8-3 3 GTW-MT/ETI 11-3 3
GTW-ETI 8-1 3 GTW-ETI 8-4 6 GTW-MT/ETI 12-1 3
GTW-ETI 8-2 3 GTW-MT/ETI 12-2 3
15 15 15 15 60

11. 11/19
Example module descriptions
Below are given some selected module descriptions. These are meant to show, to what detail
the content of modules is formally prescribed. Module descriptions are part of the
accreditation documents and therefore are binding. Lecturers can shape the courses they give
by respecting these definitions and by arrangement with the other lecturers who teach in that
specific module and with the module coordinator.
The selection of module descriptions is due to the availability of translations into English
language.
Didactics of the vocational discipline GTW-ETI
8
Study program Vocational discipline electrical engineering - information technology
Module type Compulsory
Credits / Student’s workload 15 CP, 450 h
• attendance: 112 h (8 h/week x 14 weeks)
• preparation and post-processing 112 h
• conduct and evaluate practical course: 160 h
• practical course report including documentation of instruction pilots: 66 h
Modes of learning and teaching
Conceptual aspects
4 courses (combination of lecture, seminar, and practical course)
The high complexity of the field of occupational specialisation in
electrics/electronics, the group of occupational profiles in IT, as well as the
interrelation between the numerous forms of initial and further education
and training (types of schools, study programs, learning venues, and
combinations of learning venues) constitutes the need for a
comprehensive lecturing block combined with practical studies that include
hospitations and own teaching pilots in different school types and in
company-based and supra-company learning venues. The students take
over significant duties of vocational education and training in schools and
companies (planning, organisation, execution and evaluation of learning
and teaching assignments in schools and in companies.
Preparation and evaluation of visits and excursions in the framework of the
practical course in didactics serve on the one hand for study and
professional orientation, on the other hand as introduction into empirical
educational research.
Courses • Introduction into the didactics of the vocational discipline (3 CP)
• Evolutionary history of occupational profiles/professions and the related
legal regulations (3 CP)
• Didactical analysis and development of company-based initial and
further education and training (3 CP)
• Practical course in didactics in the occupational field electrics/electronics
and IT (6 CP)
Duration 2 Semester
Contents 3 lectures in this module provide foundations for the study program, which
have to be elaborated theoretically and practically – by means of practical
studies and excursions.
Introduction into the didactics of the vocational discipline:
The occupational field electrical engineering - information technology
covers the legally regulated skilled work in the domains of electrical
engineering and information technology:
• occupational profiles (Berufe) according to the vocational education law,

12. 12/19
• school-based vocational education and training programmes according
to regional law,
• curricula,
• legal regulations and wage agreements governing the development of
the occupational domain,
• institutions taking part in the development of the occupational domain
(e.g. social partners),
• committees in charge according to law.
Evolutionary history of occupational profiles/professions and the related
legal regulations:
• the development process of occupational profiles and curricula
(construction of occupational profiles and education and training law)
• historical development of occupational profiles in the domain of electrical
engineering - information technology (including regulations for further
education and training)
• evolutionary history and development of skilled work due to
technological development in the occupational domain
• methodologies and findings of the relevant qualification and curriculum
research
Didactical analysis and development of company-based initial and further
education and training
This course deals with contents and ways of learning in company-based
initial and further education and training (in craft trade and industries)
under the influence of the automation in information technologies in work
processes.
Practical course in didactics in the occupational field electrics/electronics
and IT
Supported by a mentor and by the lecturer in charge the students give
lessons and evaluate them. Students get acquainted with the reality of
school-based and company-based education and training practices and
with the various types of cooperation between vocational schools and
companies.
Learning objectives • Fundamental knowledge of the occupational field, of the occupational
profiles and their evolutionary history.
• Influence of organisations, social partners, vocational education
research, and legislation on the development of occupational profiles
and curricula.
• Significance of the technological development for the change of contents
and organisation of work in the occupational domain.
• Understanding of the interrelation of between technological
development, organisation of work, and vocational education and
training.
• Knowledge of methods to assess strengths and weaknesses of
company-based and supra-company education and training approaches.
• During the practical studies the students will make experiences how they
themselves as teachers interact with learners,
• The students get to know planning, execution, and evaluation of school-
based and company-based vocational education and training processes.
Frequency The module will be offered once a year
Requirements for participation No formal requirements
Award of credits Cumulative examinations of different type related to the various courses.

13. 13/19
Technical specifics in manufacturing systems and building
equipment
GTW-ETI
9
Study program Vocational discipline electrical engineering - information technology
Module type Compulsory
Credits / Student’s workload 15 CP, 450 h
• attendance: 140 h (10 h/week x 14 weeks)
• preparation and post-processing of courses 140 h
• preparation and post-processing of laboratory tutorials 170 h
Modes of learning and teaching
Conceptual aspects
For each subject area three courses are offered. During the courses on
professional work and technology students acquire the technical
foundations and exemplarily apply them during laboratory sessions. That
way students themselves elaborate on substantial parts of the content, in
particular regarding the topics of professional work and of the application
of the relevant technologies.
In laboratory sessions the students can deal with manufacturing and
mechatronic systems as well as with systems of building equipment,
explore their functioning, design, components, etc., and study practical
applications in an action-oriented way.
Therefore the courses are a mixture of lecturing, seminar, and practical
exercises with real technology. They are supplemented by excursions.
Courses • Professional work and technology in the area of manufacturing systems
(5 CP)
• Professional work and technology in the area of building equipment
(5 CP)
• Practical exercises in the areas of manufacturing systems and building
equipment (5 CP)
Duration 2 Semester
Content The students acquire fundamental knowledge related to the application of
technologies, the technologies, the professional work, the social
implications, and their interrelations.
Manufacturing systems
• Configuration, structures and components of automated manufacturing
systems, including flow of materials, production techniques, assembly
techniques, materials handling, control systems, and data flow.
• Control systems (feed forward and feedback control, control modes,
control devices, programming)
• Application and types of sensors (including actuators and sensor
interface, ASI)
• Actuators, particularly electrical drives
• Equipment for data processing, data transmission, and communication:
data networking and BUS systems (distinguish, assess, and implement
systems).
• Maintenance of manufacturing systems, as well as diagnostics, trouble
shooting, and repair.
• Concepts of company and work organisation, division of labour and
layout of work tasks in computer aided manufacturing.
• Procedures and methods of production planning and control, work
preparation, and quality assurance.
• Process optimisation and layout of work processes with respect to costs,
humanisation of work, protection of natural resources, in particular with
respect to computer aided professional work.
Building equipment:
• User-related, economic, ecologic, and legal demands made on a
building (comfort, usability, energy efficiency, regulations and standards)

14. 14/19
• Interconnection and interaction of building equipment including lighting,
heating, ventilation, air-conditioning, safety equipment.
• Renewable and decentralised energy supply of buildings, Technology,
ecology, cost effectiveness, operation.
• Control of building equipment systems
• Building control systems and their application in the operation of
buildings, in maintenance and in the provision of user-related features
(including BUS systems like e.g. Konnex, EIB)
• Fundamental structures of technical facility management including
structures of work organisation for the operation of buildings.
Learning objectives Student shall acquire fundamental technical knowledge and skills that are
relevant for professional work in both areas of application. They become
familiar with the technical products, processes, and systems of the area
and acquire and understanding for technical applications and services in
the area. They identify the relation between the properties of technical
systems and the development of professional competencies and gain an
insight in the social and material fundamentals of the development of
technological innovations. They learn to analyse and to assess the impact
of technological innovations on society and environment.
Frequency The module will be offered once a year
Requirements for participation No formal requirements
Award of credits Cumulative examinations of different type related to the various courses.

15. 15/19
Didactical specifics related to the fields of manufacturing systems
and building equipment
GTW-ETI
9a
Study program Vocational discipline electrical engineering - information technology
Module type Compulsory
Credits / Student’s workload 15 CP, 450 h
• attendance: 140 h (10 h/week x 14 weeks)
• preparation and post-processing of courses 140 h
• didactical placement: 110 h
• report on didactical placement and documentation of instruction
exercises: 60 h
Modes of learning and teaching
Conceptual aspects
3 courses (combination of lecture, seminar, practical studies)
Vocational education and training relies heavily on action-oriented and
experimenting learning. This leads to a layout of laboratories and
workshops in TVET institutions, which is specific to the respective
occupational domain. The module emphasises self-reliant analysis and
evaluation of vocational curricula, concepts of learning, learning and
teaching material and layout of laboratories and workshops in 2 of the 4
areas of professional specialisation.
Another major part of the module is a didactical internship where the
above competences are applied and deepened. The students take over
significant duties of vocational education and training in schools and
companies (planning, organisation, execution and evaluation of learning
and teaching assignments in schools and in companies.
Courses Analysis, Planning and Evaluation of vocational education and training
processes related to the professional areas of specialisation
• Didactical specifics related to the fields of manufacturing systems (6 CP)
• Didactical specifics related to the fields of building equipment (6 CP)
• Didactical internship in the field of manufacturing systems or in the field
of building equipment (3 CP)
Duration 2 Semester
Contents The about 20 occupational profiles that exist in Germany in the
occupational filed of electrics/electronics and IT can be grouped in 4
subject areas: building equipment, manufacturing, IT and media systems.
The initial and further education and training concepts are highly
influenced by schools’ and companies’ own developments, and by
developments of the federal institute for vocational education and training
as well as of the teaching aid industries on the other side. Due to the
seminar-like organisation of the studies, students are able to acquire
overview knowledge and to develop criteria for the assessment, selection
and development of education and training concepts that are specific for
the respective occupational field.
Supported by a mentor and by the lecturer in charge the students give
lessons and evaluate them. Students get acquainted with the reality of
school-based and company-based education and training practices and
with the various types of cooperation between vocational schools and
companies.
Learning objectives The students
• will understand the interrelation between technological innovation, the
development of occupational work, and the layout of initial and further
education and training,
• avoid the development of reductionism-type learning and teaching
layouts,
• understand the concept of social shaping of labour and technology as
the central idea of vocational education and training,
• acquire deeper technical knowledge in the framework of the concept of
multiple competences

16. 16/19
• develop and apply methods of evaluation target to education and
training processes specific to occupational subject areas
• by teaching will make experiences how they themselves interact with
learners,
• Get to know planning, execution, and evaluation of school-based and
company-based vocational education and training processes.
Frequency The module will be offered once a year
Requirements for participation No formal requirements
Award of credits Cumulative examinations of different type related to the various courses.

17. 17/19
Technical specifics in media systems and IT systems GTW-
ETI 10
Study program Vocational discipline electrical engineering - information technology
Module type Compulsory
Credits / Student’s workload 15 CP, 450 h
• attendance: 140 h (10 h/week x 14 weeks)
• preparation and post processing of courses 140 h
• preparation and post processing of laboratory tutorials 170 h
Modes of learning and teaching
Conceptual aspects
Lectures and laboratory sessions
During the lectures students acquire the technical foundations and
exemplarily apply them during laboratory sessions. That way students
themselves elaborate on substantial parts of the content, in particular
regarding IT-systems and media-systems.
In laboratory sessions the students can explore the above mentioned
systems under technological, organisational and developmental aspects
and study practical applications in an action-oriented way.
Courses • Professional work and technology in the area of media systems (5 CP)
• Professional work and technology in the area of IT systems (5 CP)
• Practical exercises in the areas of media systems and IT systems (5 CP)
Duration 2 Semester
Content IT systems:
Development of human-machine and human-process communication,
respectively, their relevance, and examples of application (e.g. knowledge
on machines and processes, human-machine-process interfaces, process
control systems, operation and supervision of technical processes)
Get to know internet technologies (e.g. state-of-the-art internet
technologies, content management systems, electronic commerce
systems, planning of web-based applications).
Structures of communication systems and networks (e.g. mobile telephone
systems, satellite transmission networks, tv, video, coding principles).
Media systems
Technical aspects of multimedia systems (e.g. entry, recording,
transmission of multimedia data, data compression algorithms, storage,
processing and playback of multimedia data).
Developing multimedia systems (e.g. development models for multimedia
applications, development of learning and teaching software, software
development environments, graphic user-interface design, storyboard).
Development of learning and teaching conceptions using (technical) media
(e.g. online and offline learning, virtual classroom, media and intellectual
property rights legislation).
Learning objectives Students shall acquire fundamental knowledge and skills that are relevant
for professional work in both areas of application. They shall acquire
competences in order to professionally apply media and IT systems in
their future professional work, and to take part in the development of the
respective applications.
Frequency The module will be offered once a year.
Requirements for participation No formal requirements.
Award of credits Cumulative examinations of different type related to the various courses.

18. 18/19
Didactical specifics related to the fields of media systems and IT systems GTW-
ETI
10a
Study program Vocational discipline electrical engineering - information technology
Module type Compulsory
Credits / Student’s workload 15 CP, 450 h
• attendance: 140 h (10 h/week x 14 weeks)
• preparation and postprocessing of courses 140 h
• didactical placement: 110 h
• report on didactical placement and documentation of instruction
exercises: 60 h
Modes of learning and teaching
Conceptual aspects
3 courses (combination of lecture, seminar, practical studies)
Vocational education and training relies heavily on action-oriented and
experimenting learning. This leads to a layout of laboratories and
workshops in TVET institutions, which is specific to the respective
occupational domain. The module emphasises self-reliant analysis and
evaluation of vocational curricula, concepts of learning, learning and
teaching material and layout of laboratories and workshops in 2 of the 4
areas of professional specialisation.
Another major part of the module is a didactical internship where the
above competences are applied and deepened. The students take over
significant duties of vocational education and training in schools and
companies (planning, organisation, execution and evaluation of learning
and teaching assignments in schools and in companies.
Courses Analysis, Planning and Evaluation of vocational education and training
processes related to the professional areas of specialisation
• Didactical specifics related to the fields of media systems (6 CP)
• Didactical specifics related to the fields of IT systems (6 CP)
• Didactical internship in the field of media systems or in the field of IT
systems (3 CP)
Duration 2 Semester
Contents The about 20 occupational profiles that exist in Germany in the
occupational filed of electrics/electronics and IT can be grouped in 4
subject areas: building equipment, manufacturing, IT and media systems.
The initial and further education and training concepts are highly
influenced by schools’ and companies’ own developments, and by
developments of the federal institute for vocational education and training
as well as of the teaching aid industries on the other side. Due to the
seminar-like organisation of the studies, students are able to acquire
overview knowledge and to develop criteria for the assessment, selection
and development of education and training concepts that are specific for
the respective occupational field.
Supported by a mentor and by the lecturer in charge the students give
lessons and evaluate them. Students get acquainted with the various
types of cooperation between vocational schools and companies.
Learning objectives The students
• will understand the interrelation between technological innovation, the
development of occupational work, and the layout of initial and further
education and training,
• avoid the development of reductionism-type learning and teaching
layouts,
• understand the concept of social shaping of labour and technology as
the central idea of vocational education and training,
• acquire deeper technical knowledge in the framework of the concept of
multiple competences
• develop and apply methods of evaluation target to education and

19. 19/19
training processes specific to occupational subject areas
• by teaching will make experiences how they themselves interact with
learners,
• Get to know planning, execution, and evaluation of school-based and
company-based vocational education and training processes.
Frequency The module will be offered once a year
Requirements for participation No formal requirements
Award of credits Cumulative examinations of different type related to the various courses.