Abstract
A broad number of studies found discrepancies between intended and achieved competences in the domain of technical occupations. There are fewer findings regarding the influence of emphasizing topics within the curriculum. The German Federal Ministry of Education and Research sponsored from 2011 to 2015 projects to gain insights into the structure of competences in selected professions. The KOKO EA project by the University of Stuttgart was designed to develop reliable tests to assess problem solving competences and the structure of content knowledge at the end of vocational training of electronics technician for automation technology. In this paper we present findings regarding the influence of learning opportunities on content knowledge facilitated by school and the place of work. For each subdomain of the electronics technicians for automation technology content knowledge a separate structural equation model is presented, showing different influences for both learning opportunities within and between the models. At the same time we can document a substantial difference in attributing an accentuation of topics towards school and the place of work.
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