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Putting Social Inclusion into the Putting Social Inclusion into the Practice of Vocational SchoolsPractice of Vocational Schools

Challenges for Vocational Teacher Training

in Germany

Dr. Beatrix Niemeyer

ECER 2007, Ghent

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Putting Social Inclusion into the Practice of Vocational SchoolsPutting Social Inclusion into the Practice of Vocational Schools Challenges for Vocational Teacher Training Challenges for Vocational Teacher Training

in Germanyin Germany

1. The concept of Social Inclusion

2. Challenges for Vocational Schools

3. Challenges for Teacher Training

4. Good Practice = Work in Progress1. Further Teacher Training

2. Initial Teacher Training

5. Conceptual Issues1. Is there something like inclusion competence of teachers?

2. Is there a balanced relation between the V and the E in Vocational Education and Training?

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Dimensions of social Exclusion

Exclusion from the Labour Market

economic Exclusion

institutional Exclusion

Exclusion through social Isolation

cultural Exclusion

spatial Exclusion

Employment

Income

Education

Social Networks – Family, Friends

Culture

Home and Mobility

1. The concept of Social Inclusion

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4Konsortium Bildungsberichterstattung, Bildungsbericht 2006

2. Challenges for Vocational Schools

PupilsNew educational demands

institutional structures of VET schools New work tasks:e. g. collaboration with other professions and institutions; evaluation

“new cultures” of learningNew “tools” of teachinge.g. competence assessment; individual learning support;work experience

New structures of teacher training

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institutional level:

collaboration with universities

with the local economy/companies

new educational arrangements (AvJ-k, training modules, LearnCenter)

adressing other institutions:

exchanging teachers with the local schools

collaboration with other local schools

counselling other local schools

counselling school leavers

networking with regional welfare organisations

adressing teachers:

reflection meetings

team teaching

work groups to adapt curricula

Further training activities

adressing young unemployed:

special learning offers for young persons with migrantion background

leisure time activities (e. g. sailing, sports, swimming) 3400 pupils

200 teachers

2. Activities of Vocational Schools

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Prof. Dr. Martin Kipp / Stephan Stomporowski; Universität Hamburg

*Bochum, Bonn und Potsdam eingestellt.** Weimar in Kooperation mit Erfurt / Ilmenau nur für die Erstfächer Elektrotechnik und Metalltechnik (Maschinenbau).

7 Universities offering specific study modules

14 Universities offering lectures, but not on a regular basis

20 Universities not considering school-to-Vet transition problems at all

Hamburg (Uni/TU)

Hannover*Berlin: Humboldt

Dortmund*Kassel

Darmstadt

Berlin: TU (nur im Diplomstudiengang)

* Eigener Studiengang

3. Challenges for Teacher Training

1. Initial teacher training

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Initative to implementissues of social inclusion in the context of school-to-Vet-transition into the general curriculum of VET studiesPromote (transdisciplinary) researchDiscuss content of study modulesDevelop adequate methodology of teachingKnowledge management and distributionRefer to vocational didacticsDevelop further training activities

4. Good Practice = Work in Progress1. Initial Teacher Training

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Study modules: •transition system • educational approaches• competence assessment and development • working with groups• networking and transprofessional collaboration• project management and fundraising• evaluation and self-reflection• teaching and learning• certification

2. Further Teacher Training - Suggestion for a curriculum of further training:

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Competition between the V and the E

Vocational approach:

„alternance“ principle:combination of training,education andwork experience

Social pedagogy approach:

Social supportPersonality buildingMultiple contexts of

learning activities

1. Conceptual Issues1. Is there something like inclusion competence of

teachers?2. Is there a balanced relation between the V and

the E in Vocational Education and Training?

Suggestions for solutions: Reform of initial teacher training concerning content

methodology regular further training activities strengthening cross-professional collaboration integration of experience knowledge