The purpose of this article is to provide research findings on learning and the structuring of qualifications in the IT‐sector in Germany and relate this to the international discussion on the structuring of qualifications for the IT‐industry.
The article is based on desk research as regards the international discussion. The empirical findings stem from a standardised survey and case studies on learning in the IT sector within Germany and analysis of supplementary studies.
Two general approaches can be distinguished: one based on coherent occupational profiles and one based on market‐driven smaller unit certificates. The German system can be interpreted as a hybrid. It includes elements of both, thus allowing for a direct comparison of the two approaches. The empirical findings illustrate an acceptance problem. The study also suggests that work process‐oriented learning is not always sufficient to generate the necessary competences required for new tasks, that profiles do not correspond to the more comprehensive profiles in small and medium‐sized enterprises and that they do not match career aspirations of employees.
The research presented here is based only on empirical research in the IT sector in Germany. It is hoped that this can be extended to other contexts in the future.
From the performance of the German case and the empirical findings it can be concluded that the model of comprehensive profiles is more promising in terms of mobility and transfer of qualifications. This is interesting for stakeholders and decision makers.
Empirical evidence on the topic is scarce. This article aims at contributing to filling this gap.
