Pilot Projects in Vocational Education and Training

If one classifies model experiments from the point of view of the effects to be transferred, then four types of model experiments can be distinguished: model experiments as experiments; implementation model experiments; model experiments for testing/developing didactic-methodical concepts; and model experiments for/as organizational development. Model experiment as experiment (I) was at the forefront when the Federal-States Commission (BLK) set up the model experiments. This type serves the purpose of educational policy and planning decision-making. Implementation pilot projects (II) serve to introduce and implement educational policy decisions or educational planning guidelines. Model experiments on didactic-methodological innovations (III) are characterized by the fact that the didactic-methodological innovations are brought about by the model experiment within the framework of the given educational structures. Model experiments as organizational development (IV) aim at innovations that can be achieved in the process of organizational development. According to their educational policy origins, model experiments were established as experiments to increase the rationality of educational policy and educational planning decisions and measures. Increasing the quality of transfer requires that when model experiments or model experiment programs are established, the expected results are assessed in detail in terms of their transferability and conditions. This is facilitated by a transfer-oriented typologization of model experiments and model experiment results. Only on the basis of the transfer assessment of the expected model test results can model tests be designed in a way that is compatible with educational policy and planning as well as educational practice.