In­di­vidu­al edu­ca­tion­al pro­gramme work

Individual educational programme work focuses clearly on the learner, who stands at the centre of endeavours and basic approaches of individualisation. The development of the conceptions and instruments for individual support consists of a systematical integration of individual support into the educational work of schools for vocational education and therefore the work in vocational preparation courses is based on individual guidance. Following this, selected instruments for the development of competencies are to be coordinated and integrated to an individualised comprehensive package.

Pri­or­ity areas for in­di­vidu­al edu­ca­tion­al pro­gramme work

Challenges, which have to be considered in a special way in the context of educational programme and curriculum work, are taken up in three priority areas.

Pri­or­ity area A:

Support of basal competencies in the context of a dual vocational preparation

Conceptions, which link to individual development requirements, are being generated. For instance basic approaches to the integrative development of basal competencies on the level of design and coordination of lesson sequences and units are to be developed

Pri­or­ity area B:

Dealing with heterogeneity in the dual vocational preparation
Viewed in the context of heterogeneous groups, the question arises, how individual needs can be successfully anchored and considered in the educational programme work. How can instruments and phases for analyzing and assessment of the individual starting points be integrated into the educational programme work?

Pri­or­ity area C:

Integration of practical experiences into qualification components
A positive influence on motivation and willingness for learning and working is often ascribed to practical experiences. Their organisation and didactical design often go with high demands on the teachers. Measures for a successful integration of practical experiences into qualification components are therefore developed and tested.

Cross-sec­tion areas

In addition, cross-section areas, which are supposed to be taken up into the educational programme work after a fundamental development for the special situation at vocational schools, are taken into consideration.

Cross-sec­tion area 1:

Without violence and racism - acceptance and tolerance in the dual preparation for vocational education

Among other things lesson sequences, which promote the examination of dissimilarity, violence and minorities and stimulate the analysis of tolerance in their own living spaces are developed and tested.

Cross-sec­tion area 2:

Further cooperative training of prospective executives for educational programme work

The development and training of a conception for further training on the job serves to collect incitations for the educational programme work and information about the fields of action in the individual educational programme work. At the same time, the individual development of educational programme designer (and manager) is to be enabled by special conceptions for further trainings.

More information about the research activities and the project´s structure is provided in the "InBig-report 1: Presentation of the project InBig. From the starting point to perspectives of development", which can be found and downloaded under "Publications".


Scientific direction

Prof. Dr. H.-Hugo Kremer

Prof. Dr. Marc Beutner

Project control

Heike Kundisch, M.A.

Additional contacts

Dr. Petra Frehe

Thomas Kranert, M.A.                                                                              

Further Information

XENOS Panorama Bund