Kompetenzbilanzierung für das Aus- und Weiterbildungspersonal der Volkswagen Bildungsinstitut GmbH als Möglichkeit der Personalentwicklung

In recent years, the discourse on competences as well as the increasing importance of informal learning particularly at workplaces have attributed a prominent position to the procedures of visualization and balancing of vocational competences within the educational practice as well as in education policy debates.However, most of these procedures focus on apprentices or participants of further education courses. This rather limited view has largely excluded teachers and/or dispositive employees within the fields of vocational education and further education. Thus, their competences, the place of acquisition as well as possibilities of advancement remain largely unknown. The subsequent article presents a procedure of competence balancing for employees in education and further education. Its potential and the limits of its use are also being discussed.