Germany’s systems of training and education were highly regulated. There is a successful system of [dual] vocational training historically rooted on one side, and an elaborate system for academic education on the other. Yet “in between” – on a sub-degree level – there was no structure that would consistently build a bridge between these levels of qualification. But exactly here, on this “Specialist’s Level” of highly skilled work that requires advanced competences but not necessarily an academic degree, a vast potential was seen: 

The gap between the realms of vocational educational training and academic training could be reduced - enabling a systematic career progression through all levels of qualification. 

Lateral entrants and professionals re-entering the industry could systematically be assigned work with appropriate levels of qualification. 

Permeability between training structures becomes feasible – thus powerfully promoting the implementation of a sustainable culture for lifelong learning.

Structure for Systematic Career Development
The missing link between the vocational and the academic level had to be provided – and an opening made for those coming from VET and wishing to advance to management positions that require academic training. A necessary amount of (technical) specialization and experience must be met with business acumen and social competences originally associated to graduates on degree levels: A new sub-degree level was asked for: The “Specialist’s level”.

Recognition of Professional Qualification
Qualification on the specialist’s level and academic curricula must be co-ordinated. Work experience must be acknowledged by means of credit point transfer systems.

Informal Learning and Social Competence
A combination of formal and informal experience-lead learning must face the most challenging problem of a learning process: The transfer of knowledge into practice, and the acquisition of social competence.

Transparency – Quality – Mobility
Individuals and employers need to assess the professional resources they have and compare that with what they need, identify qualification needs and, finally, qualify. For any personnel appointment or HR development, there need to be transparency and reliability in reference to some standard about job/career profiles, expectations towards that “role” and associated knowledge, skills, and competences. Fantasy job titles, undefined job descriptions, irrelevant class records, or narrow, technology-based skills can not guarantee quality and competitiveness of the work force. A system of clearly defined career profiles with incorporated quality assuring structures is necessary to ensure the competitiveness of the industry and enable mobility – “horizontally” between sectors and “vertically” in career progressions.

Efficient, Long-term Stable Training Structures
Advanced training differs significantly from vocational or academic training, as people have individual personal backgrounds and different levels of experience and qualification. Course work and seminars can not adequately take this into account – resulting in less efficient training. At the same time, organizing learning content into technical subjects categories is prone to be outdated soon due to the short technology and innovation cycles. ”APO”, the German acronym for workprocess-oriented / workflow-embedded training, closely combines learning and work, and builds key qualifications that enable employees to cope with open work assignments and rapid change.