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Stiftung St. Zeno
Kirchseeon
Vocational Training Institute
Kirchseeon - Germany
Berufsbildungswerk Kirchseeon
it is a part of the
Foundation St. Zeno Kirchseeon
independent institute of public utility with different institutions (retirement
home, therapeutic common living, children‘s home, youth center,
kindergarden); belong to the non-profit institution „Caritas“.
Stiftung St. Zeno
Kirchseeon
Bernd Zimmer
Managing director
of the foundation st. Zeno kirchseeon
and also the
principal of the Vocational Training Institute
„B e r u f s b i l d u n g s w e r k “
Stiftung St. Zeno
Kirchseeon
Ursula Spichtinger
Head of Department „Vocational Preparatory Training
and vocational guidance“
The ideal model of vocational
counselling for young people with
special educational needs (SEN)
An attempt admittedly seen through the german national lens
1. employment trends for youth 2012 (source: International Labour Office)
2. history of the dual vocational training system in germany
3. Initial Vocational Education and Training (IVET)
4. vocational schools for students with SEN
5. film about the „Berufsbildungswerk“
6. be continued by Ursula Spichtinger about the
Vocational Preparatory Training and vocational guidance of the
Berufsbildungswerk Kirchseeon
Stiftung St. Zeno
Kirchseeon
Unemployment EU-27 in the year 2011 (part 1)
Stiftung St. Zeno
Kirchseeon
Unemployment EU-27 in the year 2011 (part 2)
Stiftung St. Zeno
Kirchseeon
Unemployment of young people (15 – 24 years) EU-27
Stiftung St. Zeno
Kirchseeon
Changes in unemployment rates by educational level
Stiftung St. Zeno
Kirchseeon
History of the german dual vocational training system
Middle Ages:
mostly by handicraft;
„guilds“ arrange vocational training
first:
Apprentice (Lehrjahre)
later on:
Journeyman (Wanderjahre)
at least:
Master
(Meister);
19th century:
economic liberalism,
dissolution of the guilds – radical changes
„Industrialisation“
(proletarization / social-democracy)
Stiftung St. Zeno
Kirchseeon
History of the german dual vocational training system
Stiftung St. Zeno
Kirchseeon
1920s:
beginning of a systematic apprenticeship training in
industry – 1930 examinations of industrial apprentices
1938 implementation of compulsory vocational schools
„Berufsschule – Berufsfachschule – Fachschule“
1953 / 1969 / 2005:
Handycraft Regulation Act (Handwerksordnung)
Vocational Training Act (Berufsbildungs - Gesetz)
structure of vocational education and training
History of the german dual vocational training system
Stiftung St. Zeno
Kirchseeon
In 1897 the principle of dual vocational
training was established by law
(„Gewerberechtsnovelle“)
main actor was:
Georg Kerschensteiner
* 29. July 1854 in Munich; † 15. January 1932 in Munich
„the father of the dual system“
It was a reaction against the pauperism and
proletarization especially in the cities,
but also against the social-democracy-agitation)
History of the german dual vocational training system
Stiftung St. Zeno
Kirchseeon
 the conception rules the separation of:
a) the practical in-firm training and
b) the theoretical lessons in vocational
school;
 he amphasised the equality of
general and vocational education;
 it aims at an improvement of vocational skills
and political education for lower class to a
democratic citicenship;
 he claimed for a change in school system to a
learning by doing´mentality.
Stiftung St. Zeno
Kirchseeon
Dual system of IVET
(Initial Vocational Education and Training)
part – time
20 %
80 %
company
3 years on average
Vocational school
After successful examinations in theory and praxis
the apprentices are skilled workers.
Dual system of IVET
Stiftung St. Zeno
Kirchseeon
(for young people with special
educational needs)
part – time
30 %
70 %
companies/institutes
3 years on average
Special Vocational
schools
After successful examinations in theory and praxis
the apprentices are skilled workers.
Dual system of IVET
Stiftung St. Zeno
Kirchseeon
(for young people with special
educational needs)
[Special] vocational schools
(§ 20 BayEUG) with different
support focus:
• vision;
• hearing;
• physical + motor development;
• intellectual development;
• language;
• learning;
• social and emotional develop
Practice
• Company;
• Cooperation between
company and vocational
training institute;
• Vocational training instit.
(initial voc. training);
• Vocational promotion
center
(occupational retraining)
part – time
30 %
70 %
Theory
Dual system of IVET
(for young people with special
educational needs)
Stiftung St. Zeno
Kirchseeon
Vocational Possibilities after school visit for
students with SEN
after regular school visit (9-10 years)
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PreVocational Messures
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PreVocSchool PreVocTraining
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Vocational Training
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PVT/comp. PVT/ VTI
VT/comp.
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VT/VTI
Vocational Training Institutes
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are institutions to start a vocational education for students with special needs
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for young people with learning difficulties, psychological problems, visual
impairment, hearing impairment, speech impediment, physical disability, epilepsy
52 Vocational training Institutes
180 different vocational education programs
15 000 vocational training positions
2 000 vocational preparatory courses
Stiftung St. Zeno
Kirchseeon
Vocational Training Institute
Berufsbildungswerk Kirchseeon
Foundation St. Zeno Kirchseeon
independent institute of public utility with different institutions (retirement
home, therapeutic common living, children‘s home, youth center,
kindergarden); belong to the non-profit institution „Caritas“.
www.bbw-kirchseeon.de
Montag, 03.11.2008
Stiftung St. Zeno
Kirchseeon
Vocational education in a „Dual
System“ / Duales System
• Practical vocational training in the workshops according to
the guidelines for vocational education
• §5 BBiG/§25 HWO „Complete vocational education“
• §66 BbiG/42m HWO „Practical training“
• our vocational school for special education is organized on
a special curriculum
• Intermediate and final examinations at various public
agencies
Presentation of our film
(english)
Stiftung St. Zeno
Kirchseeon
Conception of Vocational
Preparatory Training (VPT)
at the Vocational Training
Institute Kirchseeon
1. Objectives, tasks and contents of the VPT
according to the Conception-Paper “Pre-Vocational training activities”
by Federal Institute of Labour § 61 / § 61 a SGB III:
"The goal of VPT: Vocational Preparatory Training
should prepare for subsequent studies or serve for
vocational integration. Preparation and integration to a
vocational training is to preferable. If it isn’t possible to
achieve this goal during the preparatory training, the
training changes into a preparation for a job.“
The main tasks include:
-
Vocational orientation
getting tested for suitable jobs according to one’s skills
guiding while making a career choice
getting necessary knowledge and skills for the initial
vocational training or - if this is (still) not possible –
- Preparation and Integration of students for inclusion in
the regular labour market
2. Target group
Young persons from special schools and secondary
schools:
- with learning difficulties
- with permanent learning disabilities
- behavioral problems
- psychological disorders
- who are not able to work at that time or the first attempt
of the preparatory training was not successful
3. Sponsors and duration of the VPT
3.1. Sponsor of the training:
- usually the Federal Labour Agency
- in exceptional cases: youth welfare office or others
rehabilitation agencies
3. Sponsors and duration of the VPT
3.2. The duration of the training:
- depends on the individual needs, the integration
prospects and possibilities of the participant
- normally 11 months
- a maximum of 18, in exceptional cases to 24 months
- the starting of the VPT can be made all over the year
4. Procedure of the VPT
(Vocational Preparatory Training)
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4.1. Analysis of abilities
Basis for an individual training plan
Assigning to different project groups
Performing of several tests and various cooperation
tasks
Creating of the individual training plan
Duration: 3 weeks
HAMET (Manuel aptitute-test)
Various Projects:
For example:
• Common image-designing on canvas and cotton bags
• Processing natural materials in metal-gratings
Creating seasonal equitable areas (natural materials) for
beneficial insects and small animals
- Manufacturing of a rose vine made of metal
- Creating a herbal garden; preparation of food from different
countries
4. Procedure of the VPT (Vocational
Preparatory Training)
4.2. Elementary Stage
• Core element: Vocational orientation and the choice of vocation
• checking different vocational areas
• advancement of their abilities and skills is organised by appropriate
measures
• statement concerning the practical aptitude for a vocational training or
activity in this vocational area
• The elementary stage is concluded, as soon as the participant has made a
vocational decision and if he has the necessary personal abilities and
skills for starting the vocational training or professional activity
• Duration: up to 6 months including the Analysis of abilities (4.1.)
Stiftung St. Zeno
Kirchseeon
13 Practical test-areas for our students
Metal works
Carpeting
Bookbindering
Horticulture
Painting
Landscaping
Interior Decoration
Car care
13 Test areas for our students
Baker
Sales Assistent/Bakery
Cook
Housekeeping
Specialist for hotel and
restaurant
Stiftung St. Zeno
Kirchseeon
4. Procedure of the VPT (Vocational
Preparatory Training)
4.3. Support Stage
• Core element: the advancement of professional basic skills
• Introduction in one vocational area which is apt to their skills
• Intensively practically preparation for the evident vocational
training or professional activity
• Duration: up to 5 months
4. Procedure of the VPT (Vocational
Preparatory Training)
4.4. Transition qualification stage
• further advancement for the preparation to a vocational training oder for
finding an activity on the employment market
• Introduction and practical preparation at the prospective job according
to the individual training plan
• Duration acts on the individual qualification needs of the participant;
max. (incl. all stages) 18 months, in exceptional cases to 24 months
4. Procedure of the VPT (Vocational
Preparatory Training)
• VPT starts with Elementary Stage
• which stages the participant will pass through is:
- a result from the analysis of abilities or the elementary
stage
- it results from the work order of the benefactor, it is
obvious from the incorporation proposal (= enrolment)
5. School attendance
• Attendance of the vocational school for students with special needs
• of class around 10 participants
• Core themes are the subjects mathematics, German, technical
drawing and social studies
• the goals: to bridge gaps at theory
to reduce existent deficiencies
to create a basic knowledge for the planned subsequent
vocational training or professional activity
• opportunity to prepare themselves for a graduation which is on the
same level like the secondary school qualification
6. Education-attendant (german: Bildungsbegleiter/in)
All participants are coached socio-pedagogical by education-attendants. Their
tasks are:
• counselling
• attendance
• crisis intervention
• group work
• developing the qualification plan in consultation with the participants incl.
updates
• organize and supervise the process of vocational decision
• responsible for the determination of vocational aptitude of the participants
• receive important Data and information about the participant and gave them
to the concerned staff, parents and the authorized specialist counsellor (of
the labour agency)
• initiate further activities and summarise the results of the different
qualification stages to a report
7. Advancement and qualification sequences
7.1. Vocational orientation, vocational choice and vocational basic
skills
• students get theoretical and practical insights in different
professional areas by pedagogic trained instructor / trainer,
special pedagogues and education-attendants
• students are introduced into requirements of several
occupational fields
• appropriate practical know-how
• practical assignments and theoretical knowledge mediated
during the different qualification stages are figured in the subjectspecific/technical qualification modules, which are created for the
VPT
7. Advancement and qualification sequences
7.2. Working/Fabric Qualification
• Checking student’s competences at real conditions (practical
training in companies, learn new aspects and get to know the professional
daily routines)
• initial training at employment (for participants, who are mature for
professional activity, but not able to start a vocational training - with assistance
at the subsequent employment)
7. Advancement and qualification sequences
7.3. Application Assistance
• Goal: the advancement of student’s abilities to develop a
successful, proactive and marketable application activity
• offered by education-attendants
7.4. Language Training
• For participants with a migrant biography
• Advancement in German language
• general linguistic as well as professional contents are mediated
8. Staff
Participants will be supported by trained and experienced educational professionals:
•
Workshop Area – VPT- instructors and professional trainers (= master
craftsman with additional pedagogical training)
•
School – special education school teachers teach the participants in small
classes
•
Education-attendants – certified social and special pedagogues coach the
students
•
Psychologists – attend the participants if they need therapeutic care
•
Boarding school – care in different groups by educators and graduate social
workers
•
Medical service – a specialist in occupational medicine and a nurse
9. Cooperation with the Employment Agency
The expert adviser of rehabilitation of the Federal Labour Agency
has to be informed about:
- all important happenings and difficulties
- long absences and essential changes of planning
- results of education and further planning
and has to take decisions about the further planning
10. Enrollment
•
By the expert adviser of rehabilitation of the Federal Labour
Agency:
after a review of the necessity (with the help of psychological
and medical advice) the expert adviser will send us the
integration proposal
•
Other sponsors (Welfare agencies or insurances) by
sending the psychological and / or development
reports and the promise to take the fees
11. Termination of VPT
• The training ends after 11 months, unless a special agreement
shall apply with the sponsor
• Special medical problems or restrictions may cause a premature
exit if necessary (> in this case, a comprehensive, prior
clarification is made with the sponsor)
Results / Statistics
Number of students/VPT 2010-11:
60
50
40
30
20
Start of the VPT (08-2010) with 48 students
During the VPT added students: 15
prematurely dropped students: 13
10
0
Measures before they come to us:
9
8
7
6
5
4
3
2
1
0
BVJ
prematurely end of vocational
training
AP/Measure:Testing the
abilities
Inturnship
Support workshop for
handicapped persons
Follow-up Measures:
40
35
30
25
20
15
10
5
0
Vocational Training (BBW
Kirchseeon)
VPT-Extension (BBW
Kirchseeon)
Vocational Training in
other institution
Participation on BVJ
support workshop for
handicapped persons
? (without any work;
guidance by youth
welfare)
Difference between the rehabilitation education and the
training in commercial companies
BBW Workshop / BBW School:
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Small classes, small blocks of regular classes, special didactic style of teaching
Specially trained instructors, specially trained teachers
the emphasis is education and training
Individual learning tracks support lessons
School is situated close to the workshops
Identical training contents in their vocational training as well as in school
Work experience in preparation of employment procedures
Support for the final exams by organizing appropriate "disadvantage compensation“
Professional services: psychology, social work, medicine, boarding school
Creating an individual development and integration plan for each participant
Regular and continuous monitoring during the whole course
Organization and deployment of support options based on short distances
Support in the transition to working life (for example application support)
Support in the labour life after the vocational training by the integration service
The trainees at the BBW
• More than 80% have attended a special
school
• More than 80% pass the examination at first
try
• More than 70% are employed after 4 months
after the vocational training
Stiftung St. Zeno
Kirchseeon
Thank you very much
for your attention!
Questions – Discussion
??? !!! ??? !!!
www.bbw-kirchseeon.de