- 2019Pilot
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Completed
Background
The initiative is a follow-up of the research project ASCOT (2011-15) and aims to transfer into VET practice its computer-based procedures for measuring vocational skills.
Objectives
The aim of the ASCOT + initiative is to support professional learning and to develop further the examination system.
Description
The ASCOT+ initiative (2019-22) focuses on measuring the achievements of apprentices more objectively and further developing competence-oriented examinations. This includes digital teaching-learning media, virtual simulations in exams, computer-controlled test formats and workflows to increase the objectivity of exams. The initiative will also support regulatory work in reviewing training regulations. With its IT-supported and competence-oriented measuring system it complements the VET 4.0 project. The budget amounts to EUR 7.2 million.
The first meeting with the six project consortia took place in November 2019.
In 2020 the following ASCOT + project actions took place:
- BMBF published information in English on the 6 funded collaborative ASCOT + projects in three occupational fields;
- BIBB developed a new transfer concept in May 2020 with a strong basis in academic research to act as a framework model for project evaluation in ASCOT+. This concept contains five transfer dimensions with a total of 23 requirements;
- at the second project meeting on 28 October 2020 (online), the six projects presented their current work status. The meeting offered all participants opportunities to exchange ideas and suggestions and to discuss experiences.
An interim conference is planned in the second half of 2021. There, the projects will have the opportunity to present their interim results and products to the (specialist) public; - in 2020, three interviews were conducted with project coordinators (German only);
- an article in BWP 2/2020 on ASCOT+ project in the healthcare sector was published in May 2020 (Modelling coping and cooperation competences for nursing training - The approach of the EKGe research project; in German only).
In 2021, the 6 projects of the Ascot+ initiative continued.
The ASPE project is developing an online tool with which examination staff can create competence-oriented examination tasks and final examinations for commercial professions.
DigiDIn-Kfz is developing digital support tools for diagnostic competences in the occupation of motor vehicle mechatronics technician and is adapting existing tests to the needs of examination practice.
EKGe is developing a measurement tool for cooperation skills and a digital support tool for coping skills for nursing professions.
PSA-Sim is developing a test and training software for promoting the problem-solving competence of commercial trainees with real-time analytics for optimal promotion and (partially) automated evaluation procedures.
TechKom is developing support tools for analytical and constructive problem-solving skills as well as improved examination tasks for technical training occupations.
TeKoP is developing training that enables examiners, trainers and teachers in the occupation of industrial clerk to develop competence-oriented examination tasks and implement them based on technology.
In September 2021, all 6 ASCOT+ project teams met virtually and presented their results. The first prototypes were also able to be presented.
A new overview study on competence assessment in vocational education and training in Europe was published in Academic Discussion Paper (WDP) 222, BIBB 2021 (German only).
The first issue of the ASCOT+ newsletter was published in April 2021 (German only) - to be issued 2 to 4 times a year.
At the beginning of June 2022 interested parties met in Bonn to examine and discuss digital prototypes for competence measurement and promotion at an interim meeting. The focus was on the questions: What opportunities do the computer-based instruments offer and what are their limitations?
A study was published that provides a systematic overview of the methods of competence assessment in German VET.
In 2023, Ascot+ comprised six projects from the vocational fields of industrial-technical, commercial and healthcare professions. All funded projects have come to an end. Nevertheless, the projects are still active in providing their digital products with lasting prospects. The teaching and learning platforms, materials, manuals, videos and simulations developed are still available online, free of charge and can be used by anyone. The digital tools will continue to be used in cooperation with practice partners, whether in lessons, examinations or when creating tasks.
On your marks, get set, practice... that was the motto of the ASCOT+ final conference at the end of April 2023. 150 interested people met simultaneously over two days in the virtual rooms, the marketplace and in the foyer of the 'ASCOT+ World' created for the conference to experience and discuss the work results of the six projects.
ASCOT+ contributions in BIBB journal BWP 03/2023 on the topic of 'Examinations': Based on the findings of ASCOT+ projects, the authors explore the question of which requirements the examination system must fulfil in order to be modern, of high quality, legally compliant and practicable.
The ASCOT+ initiative support group met for the seventh and final time at the end of January 2024. The focus was on the results and findings from four years of research and transfer and the question of which factors play an important role in the success of a programme.
A practical brochure was published in April 2024 to secure digital tools and transfer of the funded projects. The brochure is aimed at examination and training staff as well as other VET stakeholders.
Bodies responsible
- Federal Ministry of Education and Research (BMBF)
- Federal Institute for Vocational Education and Training (BIBB)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- Trainers
Entities providing VET
- VET providers (all kinds)
Other
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Measuring competences in VET - ASCOT+ project: Germany. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28115