The shift in mobility toward electrically powered vehicles (battery electric vehicle and fuel cell electric vehicle) also means a major change in the qualification requirements for workshop personnel. However, in the aftersales sector, there is currently a noticeable concentration on vehicle manufacturers (OEMs) to the exclusion of the independent repair and aftermarket. This applies both to the provision of measuring and testing technology and to vocational training measures, and leads to an anti-consumer market concentration, with a reduction in the range of tasks for independent repair shops and accessory dealers. The DIAKOM-E project presented here aims to counter the lack of manufacturer-dependent training by developing manufacturer-independent training measures that are then also available to the independent aftersales market. The project uses the project-based learning-like principle of complete action based on concrete, workshop-relevant test and repair orders. These are planned for real (“closed”) vehicles, but with the help of an “open” vehicle on which all measuring points and aggregates are freely accessible. In order to be able to do justice to the heterogeneous groups of learners, who have not necessarily already been able to participate in measures of the manufacturers, an internal differentiation takes place via the principle of the learning situation matrix. The measures developed as a result of DIAKOM-E focus on the DACH (Deutschland Germany), Austria, Switzerland as common zone for Vocational Education) training system, but at the same time offer the possibility of an EQF (European Quality Frame)-compatible modularization through the learning situation matrix. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
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