Description of the challenges and work area of the project InLab
In the planned project, the relevant work areas "passage from school to vocational schools", "practice phases as experience and development space" and "passage to vocational education and work" are included in the prevocational education schemes. Tools for the diagnosis and development of competence are necessary in each of the 3 areas. Hence, the diagnosis and development of competence is the profile task in multicultural contexts.
Profile task – diagnosis and development of competence in multicultural contexts
The diagnosis of competence and the transition of the results into individual support- and development concepts are components of all work areas. The special conditions of the adolescents have to be considered here. Intended aims are:
- Implementation of measures for self-diagnosis in educational programmes and the connection of self- and external assessment
- Implementation of a method to bundle the competence-diagnosis and the transition into individual supporting concepts
- Confrontation and examination of internal and external concepts of life
Challenge 1:
Transition from school to vocational school
Getting started in educational programmes of the transition system is frequently characterised in that way that those programmes are chosen as compensating measures or as waiting loop and that a considered orientation for a specific profile takes hardly place. Accordingly, a comprehensive orientation is necessary in the initial phases of the educational programmes. Here, the development and analysis of competences and environments is given priority and a realistic evaluation of their own situation is made for adolescents. Individual strengths are revealed and examined through multiple perspectives. Thereby a basis for the following vocational development and course of action is created.
Challenge 2:
Practice phases as experience- and development area
Adolescents see practice phases as beneficial and motivating. Not only for migrants it means a plunge into strange environments and a challenge to act socially responsible in multicultural contexts. An instructed analysis combined with practice phases has to take place to use this as a component of competence development in educational programmes. "Cooperation and exchange in multicultural environments" is therefore seen as another challenge. There is a monitoring system for the individual design of internships that establishes individual types of action in interconnected multicultural environments. The internship can only be used, if there are abilities to act in these life contexts.
Challenge 3:
Transition into vocational education and work
For different reasons, the transition into vocational education and work is a complex problem area for adolescents. It is highly important to understand, that it is less a specific moment in time that becomes the focus of attention but a whole transition period. The project should make a systematic companionship of the adolescents in the transition process possible. These challenges are first taken up in 3 work areas before a transfer in the project context takes place.
Work area 1:
Quality compass individual support
A central problem of the individual support is the adequate diagnosis of competence, the combination of the results and based on that a support and competence development of the learner beyond divisional and personnel boundaries. The quality compass "individual support" is a control- and quality assurance mechanism on educational programme level targeting the development of a coherent overall concept of the individual support. It helps to bundle and coordinate particular activities and to examine them critically against the backdrop of the overriding aim of the individual support. Referring to the idea of support- and development planning, the three characteristic elements "acquisition of competence", "support- and development conversations" and "organisation of beneficial learning environments" are distinguished. The central control- and documentation mechanism generates a support and development plan in which the essential results from different occasions and tools of the acquisition of competences (e.g. class tests, occupational assessment, self-evaluation, observation in class) are brought together, support- and development conversations along with target agreements are prepared and evaluated afterwards and the organisation and evaluation of the particular supporting tasks and -steps are adhered. In addition, the quality compass contains guidelines and guiding principles, which provide an orientation to teachers for the selection, adaption and / or reorganisation of diagnosis- and support tools.
Work area 2:
Business traineeship for students
Work area 3:
The role-based balance of skills