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(1) Limits to influencing achievement-relevant concepts
Under the perspective of managing and governing input and process variables in education, the distinction be-tween manipulable and non-manipulable variables becomes significant (cf. WEIß 1982, 53). As, in the final analysis, benchmarking serves the purpose of providing policy-makers and administrators with information and comparative data useful for making decisions, it is presupposed that ways exist of influencing and changing the respective conditions. These, in turn, define the frame for the goals and reference points of benchmarking exer-cises.
In this respect, there are considerable differences between the individual institutions offering vocational educa-tion and training, as well as between the courses offered by any one institution (for more detail, see SEEBER 2000A, 136ff.).

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