vocational training institute kirchseeon - germany

Vocational Training InstituteKirchseeon - Germany

Berufsbildungswerk Kirchseeon it is a part of the

Foundation St. Zeno Kirchseeonindependent 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 kirchseeonand also the principal of the Vocational Training Institute„Berufsbildungswerk“


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 germany3. Initial Vocational Education and Training (IVET)4. vocational schools for students with SEN5. film about the „Berufsbildungswerk“6. be continued by Ursula Spichtinger about the Vocational Preparatory Training and vocational guidance of the Berufsbildungswerk Kirchseeon



Unemployment EU-27 in the year 2011 (part 1)


Unemployment EU-27 in the year 2011 (part 2)


Unemployment of young people (15 – 24 years) EU-27


Changes in unemployment rates by educational level


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)



1920s:beginning of a systematic apprenticeship training in industry – 1930 examinations of industrial apprentices1938 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



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)



the conception rules the separation of:a) the practical in-firm training andb) the theoretical lessons in vocational

school;

he amphasised the equality ofgeneral 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)

Vocational school

company

part – tim

e 20 %

80 %3 years o

n averag

e

After successful examinations in theory and praxis the apprentices are skilled workers.

Special Vocational schools companies/institutes


(for young people with special educational needs) p

art – time

30 % 70 %

3 y

ears

on

ave

rag

e

After successful examinations in theory and praxis the apprentices are skilled workers.


(for young people with special educational needs) p

art – time

30 % 70 %

Practice

• Company;• Cooperation between company and vocational training institute;• Vocational training instit. (initial voc. training);• Vocational promotion center (occupational retraining)

Theory[Special] vocational schools (§ 20 BayEUG) with different support focus:• vision;• hearing;• physical + motor development;• intellectual development;• language;• learning;• social and emotional develop


(for young people with special educational needs)

Vocational Possibilities after school visit for students with SEN

after regular school visit (9-10 years)

PreVocational Messures Vocational Training

PreVocSchool PreVocTraining VT/comp. VT/VTI

PVT/comp. PVT/ VTI

Vocational Training Institutes- are institutions to start a vocational education for students with special needs

- for young people with learning difficulties, psychological problems, visual impairment, hearing impairment, speech impediment, physical disability, epilepsy

52 Vocational training Institutes180 different vocational education programs

15 000 vocational training positions2 000 vocational preparatory courses

Vocational Training Institute

Berufsbildungswerk Kirchseeon

Foundation St. Zeno Kirchseeonindependent 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“.


Montag, 03.11.2008


www.bbw-kirchseeon.de

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)

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)

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


4.2. 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.)


13 Practical test-areas for our students

Metal works

Bookbindering

Carpeting

Horticulture

Painting

Landscaping

Interior Decoration Car care


13 Test areas for our students

Baker

Sales Assistent/Bakery

Cook

Housekeeping

Specialist for hotel and restaurant


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


4.4. 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


• 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 deficienciesto 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 subject-specific/technical qualification modules, which are created for the VPT


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)


7.3. 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:

Measures before they come to us:

Follow-up Measures:

Difference between the rehabilitation education and the training in commercial companies

BBW Workshop / BBW School:

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

Questions – Discussion

??? !!! ??? !!!www.bbw-kirchseeon.de


Thank you very much for your attention!

vocational training institute kirchseeon - germany

Documents

vocational guidancestiftung

zeno kirchseeonhistory

initial vocational education

training ivet

zeno kirchseeonchanges

zeno kirchseeonstiftung

zeno kirchseeonunemployment

dual system