Social Network Analysis in the context of occupational orientation as schools responsibilty

Author(s):

Silke Hennen

Conference:

ECER 2010

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 10 A, Quality Assessment in Different Contexts

Paper Session

Time:

2010-08-27

10:30-12:00

Room:

U40 SALI 9, Metsätalo

Chair:

Blanca Valenzuela

Contribution

Questioning responsibilities in the context of occupational orientation it is out of doubt that schools are expected to support their pupils, this is even laid down by law. Remaining questions are how to solve that challenge, furthermore how to organize that process and to guide pupils to a successful transmission into work.

Unemployment rates, closer looks on the situation of those who finished school, the high need of alternatives for those who applied without success or for example studies as by UNICEF show that there is need for action - for example did the latest UNICEF report state, that in Germany losts of children have only little trust in their (occupational) future (chances). This does, independent from other outcomes or research, immediately affect on such aspects as motivation or trust. Other data, as mentioned above, recognizes certain relaxation.

Outlining the schools duty, the following is important: Teachers aren´t educated in the field of occupational orientation and transmissions into work - as this does include many different aspects and often individual questions. Therefore schools often initiate cooperations with extracurricular partners. Social Network Analysis allows to map these procedures. It pictures all parallel procedures bidirectional, documents all existing partners and their stake in the process.

Mapping several networks gives us an idea of the following: - which and how many partners can be found? - what is it that partners offer? - are these the same partners for every school? - are the partners connected too or are schools the only common "knot"? - what does the graph tell us about the network? - what do we learn about the process, do graphs change with class level? - is occupational orientation covered in all its aspects?

Method

The Social Network Analysis is based on a) documents released by schools in the area of northern Hesse, Germany and b) interviews (verbal data) with persons in charge (Headmasters or teachers responsible)

Expected Outcomes

I expect that, once a network is "brought onto paper", a fundamental insight into the process is gained which allows to put every single partner into focus and to value its actions. This may allow guidelines for a "successful" network and help schools who have not established an own network yet. Also, it shows the several needs within the process of occupational orientation.

References

Breiger, R.L. (2004): The Analysis of Social Networks.In: Handbook of Data Analysis. pp 505-526. Bundesministerium für Bildung und Forschung (200x): Berufsbildungsbericht 2005 - 2009. Kahlert, Heike (2007): Bildung und Berufsorientierung. Der Einfluss von Schule und informellen Kontexten auf die berufliche Identitätsentwicklung. Juventa. Weinheim. Hessisches Schulgesetz Sozialgesetzbuch (SGB III)

Author Information

Silke Hennen

University of Marburg

Institut für Schulpädagogik

Marburg

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