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German vocational schools have the mandate to enable learners to cope with the complex and dynamic conditions of the world of work by actively shaping their career as well as their working, private and social environment. This paper puts the question if German vocational schools fulfil this mandate from the learner's point of view by using the example of four vocational schools in Hamburg. They implemented a new curriculum for the retail sector based on learning fields and the concept of individualized professionalism in order to foster the development of an individual vocational identity that enables learners to meet the challenges of the modern world of work. However, empirical case studies carried out by the author provide evidence that learners' individual needs and concerns still do not come up in learning processes at micro level. Desiderata concerning vocational identity work in [vocational education and training] VET are revealed.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 136.651. Show less