With the adoption of the Global Sustainability Agenda the global community has committed to ensuring quality, inclusive and equitable education for people by 2030. Therefore, vocational education and training also has a duty to develop this approach further, through transformation of learning and teaching environments also as competence development of teachers and multipliers.

The project TraNaxis (Transfer of sustainability into vocational education and training through multiplier qualification) aims to transfer learning tasks into further education. Two universities and several further education institutions are involved in this project, which is funded by the Federal Ministry of Education und Research (2020-2022). Initially, workshops are planned for the qualification of trainers in initial and continuing education as well as in-company trainers. The results of these events are to be evaluated, revised and finally transferred into practice. The first phase involves the qualification of trainers in continuing vocational education and training. In the second phase, they in turn organise workshops for company trainers from different sectors.

This project is based on findings from two previous projects on sustainable vocational education and training (VET). The project Pro-DEENLA (Qualification of vocational training staff through learning tasks in dual training) pursued the question of how work routines can take  ecological and social effects of economic activity into account. Therefore, learning tasks were developed that now represent the content for the transfer project (Fischer et al. 2018a,b). And the project KoProNa (Concepts for the professionalisation of training staff for sustainable vocational education and training) pursued the goal of supporting companies and educational institutions in developing, implementing and realizing concepts and strategies of sustainable vocational training. The procedure developed here for analyzing the training reality is used for the procedure in TraNaxis. In the TraNaxis transfer project, the results and products from the pilot projects are transferred into training and further education practice by means of a dual multiplier approach.

One of the aims of TraNaxis is to transfer the results of the previous projects into further education practice. Therefore, the lecture focuses on the adaptations of the learning tasks to be made at the beginning of the project with regard to a cross-sectoral approach on the one hand. And the preparation of the workshop with regard to digitalisation and the qualification of multipliers on the other hand.

Transfering products, as learning contents or workshop concepts, developed in previous projects into a more varied field of praxis presents a challenging task and manifold obstacles are to overcome. Therefore, we want to present our network of stakeholders and expound how we include there claims in the transfer process. Trainers, who want to benefit from the results of the projects, and later use, modify and adapt the learning tasks, need to be helped to mentally penetrate the pedagogical structure of the learning tasks. For this reason, they need to participate in the process of adapting these to futher fields of VET, which will be a big part in the qualification process during the workshops. We understand the trainers as constructors of knowledge, not receivers of what we think is best. Therefore, VET trainers need to analyze their own operational context. A tool, in which they will be trained in, provides assistance to fulfill that task (KoProNa 2019a)

In order to generate practice-related and scientific findings regarding a successful transfer of the model projects for the qualification of training personnel, TraNaxis pursues a participatory, design-oriented research approach (van den Akker 2006; Cobb et al 2003). Design-based research intends to relate research and practice within a collaborative, iterative as well as systematic process. The research’s methodological approach refers to cycles of design, implementation, analysis and re-design (Reinmann 2017). Squire (2002) summarizes the variations of design-based research as follows: “a series of approaches, with the intent of producing new theories, artefacts, and practices that account for and potentially impact learning and teaching in naturalistic settings”. Even though design-based research can focus on different perspectives, this project focuses on the development of didactical concepts within a realistic setting (vgl. Prediger 2012; Einsiedler 2011). Hence it is highly relevant to include partners within the transfer project to link theoretical as well as practical goals. Concerning our project, the collaborative work with Trainers in further education an companies is fundamental. Therefor research in TraNaxis will be guided by Euler's phase model (2014). In the lecture we focus on the first two phases. During the first research phase, the identification of the needs of the new context of further education and the target group of trainers as well as the adaptation of the programme planning are central. In the second phase, the focus is on analysis and processing of the results of the model tests as well as desk research. Central findings from these phases will be included in the presentation.

The topic of sustainability is finding its way into vocational training. However, the further training of trainers in companies is currently still a blind spot and suitable qualification programms are rare. The transfer project TraNaxis is dedicated to filling this gap. Education is therefore not only a central aspect of the transfer project but also one of the 17 global goals of the UN for sustainable development. The German Ministry of Education and Research started a process, which places sustainability and digitalization as mandatory educational content on vocational training. VET trainers need to become familiar with, and furthermore need to know pedagogical methods to present, both topics. It is therefore important not only to consider training practices, but also to develop practice-oriented innovative learning scenarios that also take the social contexts of the actors involved into account. In order not to leave sustainability as an empty phrase, there is an urgent need for concretisation of content, didactic testing and empirical validation.

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