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This chapter discusses the connection between authentic leadership and meta competence, examining whether authentic leadership can be developed or promoted in educational processes. The authors propose the concept of shaping orientation: problem-based learning without a fixed solution but with the generation of a solution-finding approach through the process of holistic action. They posit that training in authentic leadership can be embedded in curricula if learning is problem-based. This proposition poses important research and pedagogical questions for research. Is there evidence that problem-based learning generates the leadership qualities and attitudes that the authors claim? If so, how can this relationship be reliably tested over time?

The purpose of this paper is to demonstrate that the internationalisation of nearly all spheres of society and the process of European integration will be leading to the development of a European vocational education and training (VET) architecture.

The analysis of the “Copenhagen process” is based on the EU documents on the realisation of a European Qualifications Framework and a credit transfer system.

The result of the study shows that the strategy adopted by the European Union for the establishment of a European area of vocational education is confronted with a dilemma. The European Qualifications Framework is highly abstract since any reference to real educational programmes and qualifications and any concrete provision for the transition and for the transferability between educational levels and sectors (vocational and higher education, initial and continuing training) was avoided in order to adhere to the anti‐harmonisation clause. The result is an abstract, hierachically structured one‐dimensional qualifications framework that lacks any reference to existing VET systems and that contradicts all scientific insights from VET research and knowledge research.

The implications for VET policy are far‐reaching. A European area of vocational education can be established only on the basis of European open core occupations and an open VET architecture, which ensures that vocational education becomes an integral part of national educational systems. The qualification of employees for the intermediary sector can be realised only as a European project.

There are only a few contributions available that undertake a conceptual analysis and critique of the European Qualifications Framework.

The purpose of this paper is to show that the quality of learning in German apprenticeships can be increased without raising costs under certain conditions. It starts with a contextual description of apprenticeship in the dual system, showing that this insight is of central importance, since employers in Germany are increasingly withdrawing from apprenticeship provision.

The paper is a case study‐methodology and shows one selected case out of 24 presented. The selected case is then related to the findings of the other cases explored.

The findings in the paper imply that quality of apprenticeships can be improved without an increase in costs, challenge the classical economics of apprenticeship. “Grounded” indicators of quality in apprenticeship are formulated: learning in productive work processes is a core characteristic of apprenticeships; the productive work apprentices engage in needs to follow a well thought through sequential logic; learning is based on a high degree of autonomy; learning is embedded into the business process; client satisfaction provides an important quality benchmark; commitment to occupation and the company can provide a source of responsibility and quality; and professional competence is the ultimate goal of learning.

The results in the paper were further processed into a self‐evaluation tool assisting companies in their cost‐benefit calculation. The developed standardised instrument was not tested in an international context. Both instruments presented could be further validated by taking up the view of multiple stakeholders and comparing results with alternative methodologies of assessing the learning quality.

The paper suggests an intensified integration of apprenticeship training into productive work processes. In order to turn this into quality learning the complexity of tasks needs to be increased over the course of apprenticeship.

The paper proposes a new look at the costs of apprenticeships. Therefore, it is of interest to researchers and managers with an interest in apprenticeship training.

The purpose of this paper is to address the development of a European architecture of vocational education and promotes and alternative proposal.

This paper is the result of discussions of researchers in the Institut Technik und Bildung on a European Qualification Framework.

The paper provides an alternative approach to the European Qualifications Framework that accepts learning in professional and occupational practice as a form of learning in its own right.

Even though the European Council has made a decision on the adoption of the EQF, this paper is a worthwhile contribution to the further dialogue that emphasises the notion of learning in settings of professional and occupational practice.

The practical question arises if the accreditation and assessment methods for learning through experience on the one hand and learning in formalised settings on the other can be the same.

The paper provides an alternative approach to the European Qualifications Framework and will be of interest to those in that field.

The quality of an education system or a comparative international assessment refers more and more to quantitative parameters, i.e. “educational indicators”. The paper aims to analyse the structure of several educational indicators and indicator systems and answer the question “What can educational indicators achieve?”

Starting with a general consideration of the term “indicator” the findings are applied to the educational area and the development of educational indicators is analysed critically.

Indicators allow for the illustration of outcomes and of system processes. Beginning in the 1950s, following the empirical turn in research methods, and the growing significance of approaches from economics of education, indicators are now applied in national and international settings. The findings show that the combination of the quantitative and qualitative approach is more successful as the isolated research.

The research is based on secondary analysis. A combination of quantitative and qualitative research methodology should be undertaken in following the progress of educational systems.

The findings of quantitative research based on educational indicators determine the general public and political discussion and often the discourse in the scientific community. The analysis shows that a critical distance especially when preparing political decisions is a necessary attitude.

Despite HIV being reported as one of the major global health issues, availability and accessibility of HIV services and supplies remain limited, especially in low- and middle-income countries. The effective and efficient operation of HIV supply chains is critical to tackle this problem. The purpose of this paper is to give an introduction to HIV supply chains in low- and middle-income countries and identify research opportunities for the operations research/operations management (OR/OM) community.

First, the authors review a combination of the scientific and grey literature, including both qualitative and quantitative papers, to give an overview of HIV supply chain operations in low- and middle-income countries and the challenges that are faced by organizing such supply chains. The authors then classify and discuss the relevant OR/OM literature based on seven classification criteria: decision level, methodology, type of HIV service modeled, challenges, performance measures, real-life applicability and countries covered. Because research on HIV supply chains in low- and middle-income countries is limited in the OR/OM field, this part also includes papers focusing on HIV supply chain modeling in high-income countries.

The authors conclude this study by identifying several tendencies and gaps and by proposing future research directions for OR/OM research.

To the best of the authors’ knowledge, this paper is the first literature review addressing this specific topic from an OR/OM perspective.