Putting Social Inclusion into the Practice of Vocational Schools Challenges for Vocational Teacher Training in Germany Dr. Beatrix Niemeyer ECER 2007, Ghent

2 Putting Social Inclusion into the Practice of Vocational Schools Challenges for Vocational Teacher Training in Germany 1.The concept of Social Inclusion 2.Challenges for Vocational Schools 3.Challenges for Teacher Training 4.Good Practice = Work in Progress 1.Further Teacher Training 2.Initial Teacher Training 5.Conceptual Issues 1.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?

3 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

4 Konsortium Bildungsberichterstattung, Bildungsbericht Challenges for Vocational Schools Pupils New educational demands institutional structures of VET schools New work tasks: e. g. collaboration with other professions and institutions; evaluation “new cultures” of learning New “tools” of teaching e.g. competence assessment; individual learning support; work experience New structures of teacher training

5 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

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

7 Initative to implement issues of social inclusion in the context of school-to- Vet-transition into the general curriculum of VET studies Promote (transdisciplinary) research Discuss content of study modules Develop adequate methodology of teaching Knowledge management and distribution Refer to vocational didactics Develop further training activities 4. Good Practice = Work in Progress 1.Initial Teacher Training

8 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:

9 Competition between the V and the E Vocational approach: „alternance“ principle: combination of training, education and work experience Social pedagogy approach: Social support Personality building Multiple contexts of learning activities 1.Conceptual Issues 1.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