BWP 2 Chapter 4.3 Notes

Introduction to Scholastic Vocational Training

Welcome to the lecture on BWP 2, specifically Chapter 4.3 focusing on scholastic vocational training. This section follows the discussion on company-based vocational training, now addressing the role of vocational schools within the dual system.

Chapter Overview

This chapter aims to address key questions regarding vocational schools:

  • How is the vocational school system structured?

  • What are the specific goals of different types of vocational schools?

  • What role do vocational schools play within the broader educational system?

The structure of this chapter includes:

  1. Legal Aspects: Examination of compulsory vocational schooling.

  2. Organizational Structure: Types of schools and relevant statistics on school attendance.

  3. Rationale: Educational and theoretical underpinnings of vocational schools.

  4. Curricular Aspects: Implementation of educational plans.

  5. Educational Research: Findings on learning processes in vocational schools.

Legal Aspects: Compulsory Vocational Schooling

Legal Basis

The legal foundation for compulsory vocational schooling is the School Law of Baden-Württemberg. Education is regulated at the state level, leading to specific laws in each state. In Baden-Württemberg, this is defined in the Schulgesetz (School Law), particularly in Section 77.

Section 77

This section stipulates that the obligation to attend vocational school begins immediately after completing compulsory general education, encompassing Hauptschule, Realschule, Gymnasium, or Gemeinschaftsschule.

Section 78: Duration of Compulsory Schooling

The duration of compulsory vocational schooling is three years, concluding at the end of the school year in which the individual turns eighteen.

  • This regulation is based on the traditional educational path where students leave school at 15, undertake a three-year apprenticeship, and complete their vocational schooling by 18.

  • This primarily affects students leaving school at 15 or 16; those completing higher levels of education (e.g., Gymnasium) are typically older, thus exempt.

  • Exception: Those in vocational training remain obligated to attend vocational school until their training is completed, as mandated by the Berufsbildungsgesetz (BBIG).

Section 80: Suspension of Compulsory Schooling

The obligation to attend vocational school is suspended while attending a general education school (e.g., Gymnasium upper level), a Berufsfachschule (vocational training school), a Berufskolleg (vocational college), or a recognized substitute school.

  • Alternative fulfillment examples: Starting a university degree or doing vocational training within the civil service, partaking in voluntary social or ecological years.

Organizational Structure, School Types, and Statistics

School Attendance Statistics

Comparison of school attendance figures from the academic years 2011-12 and 2016-17:

  • Vocational schools have the highest numbers of students compared to Förderschulen, Hauptschulen, Realschulen, and Gymnasiums.

  • Despite the significant role, vocational schools often receive less public attention compared to Gymnasiums or Realschulen.

Vocational School System Structure

The vocational school system is a diverse collection of school types.

Traditional Path

  • Historically, approximately two-thirds of a year group entered vocational training, often after attending Hauptschule.

  • Many enhanced their qualifications through Meister (master craftsman) or Techniker (technician) programs at a Fachschule (technical school).

School Types

  • Part-time Vocational School (Teilzeit Berufsschule): Students spend part of their week in vocational school and the remainder in a company.

  • Technical School (Fahrschule): Offers full-time courses following part-time vocational school.

Evolving Access

  • Increasingly, dual education programs attract Realschule and Gymnasium graduates due to the growing complexity of apprenticeships, especially in IT and banking.

  • This shift has placed Hauptschule graduates at a disadvantage in securing apprenticeships.

Transition System

  • The transition system aims to bridge the gap for Hauptschule graduates through programs like Berufsvorbereitendes Jahr (BVJ) and Vorbereitung Arbeit Beruf (VAB).

  • These full-time programs provide basic vocational preparation and the opportunity to obtain a Hauptschulabschluss.

  • The primary aim is to facilitate the transition into dual vocational training.

  • Many students, however, exit the educational system after completing these programs, sometimes facing unemployment.

Vocational Training Schools (Berufsfachschulen)

  • Offer one-year, two-year, and three-year full-time programs.

    • One-year Berufsfachschule: Serves as the first year of apprenticeship in specific trades. Small craft businesses often use this to provide foundational training.

    • Two-year Berufsfachschule: Combines vocational training with a stronger emphasis on general education, allowing students to achieve a Mittlere Reife (secondary school diploma).

    • Three-year Berufsfachschule: Provides full vocational training, reducing the focus on the Mittlere Reife.

Vocational College (Berufskolleg)

  • Requires a Mittlere Reife for entry and offers one-year, two-year, and three-year programs.

  • Focuses on general education, with the possibility of obtaining a Fachhochschulreife (university of applied sciences entrance qualification).

Vocational Gymnasium

  • Parallel to general Gymnasiums, requiring a Mittlere Reife, offering a three-year course leading to a general Hochschulreife (higher education entrance qualification).

System Characteristics

  • The vocational school system is differentiated both vertically and horizontally.

  • Horizontal Differentiation: From predominantly general education to vocational training.

  • Vertical Differentiation: Based on qualifications ranging from Hauptschulabschluss to Hochschulreife.

  • Companies are primarily involved in the dual system, with increasing engagement in vocational preparation programs.

  • Terminology varies by state.

Statistical Data

  • Compared to the overall Federal Republic, Baden-Württemberg has less participation in the dual system and more in higher education.

  • Baden-Württemberg has a high percentage of students in full-time schooling (over 50%), straining resources.

Breakdown of Students in Baden-Württemberg

  • Berufsschule (part-time): 45%

  • Berufliches Gymnasium & Berufliche Oberstufen: ~30%

  • Berufsfachschule: Significant presence

  • Specialized schools for healthcare professions are accounted for separately.

  • Vorbereitung Arbeit Beruf (VAB): 3% (reduced from previous years)

  • Total: 423,555 students in vocational schools.

Development of Full-Time Schools

  • Schools with more general education focus have increased significantly over the past 30 years.

  • Demographic changes may lead to a slight decrease.

Comparison of Full-Time and Part-Time

  • Full-time schools are increasing, while part-time schools in the dual system are slightly decreasing.

Gender Influence

  • Overall, gender distribution is nearly equal (50/50).

  • Men dominate in Berufsschulen (60/40), while women are more prevalent in Berufsfachschulen (80/20) and Berufskollegs.

  • Dual education areas are dominated by men; scholastic vocational training is by women.

  • Girls generally perform better in education, although this has not always translated into professional advantages.

Cultural Origins

  • Staatsangehörigkeit (citizenship) is used as an indicator of origin.

  • VAB programs have a high proportion of students from Syria and Afghanistan.

  • Southern European countries have a strong presence in the dual system.

  • Migrants are underrepresented in the Berufliches Gymnasium, but vocational schools offer opportunities for advancement.

Educational Theory and Curricular Aspects

Aims and Integration

  • Vocational schools aim to provide both vocational and general education.

  • Historically, a distinction was made between vocational training and general education.

Historical Perspective

  • Wilhelm von Humboldt emphasized general education over vocational training; specialist schools should follow general, foundational education.

Shift in Understanding

  • Later theories view individuals holistically, integrating physical, intellectual, and emotional development.

  • This led to the dual goals of competence (Tüchtigkeit) and responsibility (Mündigkeit).

Competence and Responsibility

  • Competence: Ability to practice a profession and perform tasks.

  • Responsibility: Accountability, reflection, and shared responsibility for one’s actions and their impact on society.

Curriculum

  • Curricula are both vocationally specific and generally educational.

  • KMK (Kultusministerkonferenz) definition: Vocational schools should provide general and vocational content, emphasizing the demands of vocational training, connecting expertise with human and social skills.

Curriculum Structure

  • The Rahmenlehrplan (framework curriculum) contains vocational content applicable nationwide, organized into Lernfelder (learning modules).

  • Lernfelder are derived from professional fields of action, requiring educators to create realistic learning situations.

  • General education is determined at the state level, with subjects like German, economics, and social studies.

Lernfeld Approach (Mid-1990s)

  • Focuses on vocational tasks and processes rather than traditional subjects.

  • Aims to align education more closely with real-world practices.

  • Traditional didactic reduction (simplifying complex content) shifts towards action-oriented competence.

  • Lernfelder are formulated generally.

Organizational Changes

  • Traditional model: Curriculum development and school development are driven by the state.

  • Lernfeld concept: Requires greater school-level and inter-teacher collaboration because of the way the Bildungsplan is formulated.

Empirical Findings on Learning Processes

Implementation of Lernfelder

  • A study in construction technology shows varying degrees of team preparation.

  • Preparation has changed to incorporate practical exercises. More student-active phases are built into the teaching.

  • Teaching methods include action-oriented and frontal instruction, often transitioning to a mixed approach. Teachers choose their pedagogical methods based on requirements of the examination commission.

  • The impact on student performance shows that not all students benefit from action orientation; weaker students may struggle as they need stronger direction from the teacher, so can actually fall behind their peers.

Cooperation with Companies

  • Lernfelder have not necessarily improved cooperation with companies.

Interaction Styles

  • A study assessing social-integrative interaction styles of teachers reveals that teacher self-assessments tend to be more positive than student assessments, also that when teachers view themselves positively, they are also viewed more positively by their students.

  • Teacher investment positively influences students.

Basic Orientations

  • Students share similar values regarding family, friends, and career.

  • Differences exist concerning religion, nationality, and politics, but a shared focus on career creates common ground.

Moral Judgment

  • Moral development progresses from egoism to consideration of social context and broader societal concerns.

  • Different school types show varying distributions across moral development stages, dependent on the age, education & maturity of the students.

  • Vocational schools with lower entry requirements may need to focus on progressing students to a stage of social awareness.

Knowledge Development

  • Compares knowledge development in full-time versus part-time vocational programs.

  • Distinguishes between declarative (explicit, verbalizable) and procedural (implicit, skill-based) knowledge, as well as problem-solving strategies.

  • Both full-time and part-time programs show positive declarative knowledge development, while part-time programs lead to greater procedural knowledge.

  • Full-time students often start with lower qualifications. They were unable to join the dual system, often beginning the course with lower educational qualifications and skills, starting from a lower set of pre-existing knowledge.

Competency Levels

  • Full-time students achieve lower competency levels compared to part-time students.

  • There is a disconnect between the real-world progress of learners in full-time learning environments and the expectations set out in the Bildungsplan.

Conclusion

The vocational school system is complex, with diverse structures and challenges. Understanding these dynamics is crucial for enhancing educational outcomes. The relationship between competence, theoretical knowledge and practical education can lead to improved performance, confidence and better outcomes for students.