Socioeconomic megatrends such as digitization, internationalization and demographic change are having an increasing impact on shaping the world of work and are effecting a profound transformation of work-processes and work organizations in companies. Skilled workers must be able to react appropriately to these changes, which requires a corresponding competence development. The introduction of new concepts of work and organizational concepts as well as the objective of acquiring reflexive action competence are accompanied by a change of perspective: learning in the work-process is undergoing a renaissance, as the learning content of work-processes is again being very strongly acknowledged nowadays.

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The vision of Digitalization and Industry 4.0 has been widely discussed. Furthermore, the topic encompasses a) a reorganization process of all industrial activities through new options for communication, triggered by the Internet of Things, and b) a massive change of private living conditions influenced by the extensive use of Cyber-Physical Systems (CPS).

These developments have an impact in all countries, regardless of the individual state of development of industrial production. The central question arises whether the Dual System of Vocational Education and Training as practiced in Germany and some other European countries for the training of skilled workers in industry, handicraft and service tasks, is also an adequate system to provide answers to these challenges.

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The article evaluates an example of how a curriculum can be developed for a multiplier-training that is based on the individual work-processes of the participants. Besides this action-oriented and “pragmatic” approach to curriculum development, document analyses and expert interviews were conducted to derive further components for the content of the training. These additional foundations enclose framework conditions of the occupational tasks as well as a systematic review of the interaction between the levels of the TVET market and the labour market in Azerbaijan.

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The world-wide socio-economic processes of change such as globalisation, the information age and the changing environmental conditions have a considerable impact on our societies in terms of the design and organisation of the world of work, and also on vocational education. Alternative ways of re-thinking and new structures are imperative for vocational education to prepare the individual for meeting the challenges of changed requirements and for a long professional life with permanent changes (cf. Spöttl 2008; cf. Höpfner & Koch 2003; cf. Songthanapitak & Schröder 2012, cf. OECD 2013).

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TVET in Poland has a long tradition and distinctive features set in Polish geographic, economic and social context. Even though there is no unique and specific TVET low in Poland like for example the Vocational Training Act in Germany, numerous educational reforms conducted in Poland have been instrumental to shaping the contemporary form of this type of education. The last educational reform from 2017 introduced changes that profoundly influenced the structure of TVET in Poland.

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