Integration of disadvantaged youth in vocational schools: Concept, Didactics and Impacts

Author(s):

Michael Gessler(presenting / submitting)Kristina Kühn(presenting)

Conference:

ECER 2012

Network:

02. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 05 C, VET's Prestige, VET’s Students Career, Integration And Inclusion

Parallel Paper Session

Time:

2012-09-19

11:00-12:30

Room:

FCT - Aula 23

Chair:

Trine Deichman-Sørensen

Contribution

The problems at the interfaces of school- training-occupation are not new and remain unresolved in many areas (BIBB, 2011). How similar and different at the same time solution approaches with comparable initial and contextual conditions can turn out, will now be demonstrated using the example of the concepts "Werkschule" (Bremen) and "Production School" (Hamburg). Both approaches, which are currently implemented, are designed especially for disadvantaged young people (aged 15-25), targeting at improving their chances for successful professional and social integration in the training and labor market. As different as the approaches are so different are the respective challenges. Accordingly, the research question is: What are the similarities and differences between the two federal state concepts?

Production Schools are independent enterprise-like educational institutions working on the basis of voluntariness and of an application process according to the pupils learning time, giving possible aid in the school-work transition (BOJANOWSKI et al. 2009, 2). They are embedded in local market structures, supported by a local advisory board, and combine practical work and theoretical learning. Through providing marketable products and services serious situations are created, causing self-confidence and pride among the pupils who receive a fee for their work. Production schools expand broadness and quality of proven pre-vocational education schemes, contribute to further developments in the "transitional system", and vary significantly from any other programs within the vocational preparation. The “Bundesverband Produktionsschulen” (Association of Production Schools), founded in February 2007, developed principles and quality standards (BUNDESVERBAND PRODUKTIONSSCHULEN 2007 & 2010) regard this.

The conceptual model comes from Denmark, where Production Schools have existed since 1978, since 1985 with its own legislation. Its purpose is to create a practically oriented learning environment that qualifies young people to carry out youth training, or to cause them to take a normal job in the labor market (PRODUKTIONSSKOLE FORUMS BETTINGEN 2007, 5). The Production Schools profile shifted from an “education scheme to combat youth unemployment through preparation and qualification toward the labor market” to a “now primarily preparatory education“. Goals according to law are (1) entry into training and (2) entry into work (§ 1, paragraph 2 and 3).

Based on the Danish concept and inspired by local success, the "new" Production Schools concept became popular in Germany in the 1990s. Whereas in today's public school system, which aims to reach equal treatment of all pupils in equal opportunities regarding performance expectations, individual circumstances of young people are undervalued and injustice is reproduced. Production Schools on the other hand provide an alternative form, a “counter-school” (STOMPOROWSKI/ KIPP 2003, 8). They realize a new way and "equal opportunity” through the serious nature of the production work where young people get sense and appreciation of their own work, participate directly in society and experience the value of classical virtues (such as perseverance and responsibility) in their own actions, justifiably recognized and not experienced as set normative performance expectations (ibid., 9). This also applies to final examinations: achievement of school leaving qualification is usually understood as option, not as normative expectation.

Method

The research methodology is based on an analysis of documents, especially school law from the German federal state cities Bremen (BREMSCHULG 2005/2009) and Hamburg (BÜRGERSCHAFT DER FREIEN UND HANSESTADT HAMBURG 2009a & 2009b), as well as school law from Denmark (PRODUKTIONSSKOLE FORENINGEN 2007) – with regard to Production Schools (“Werkschule” in Bremen).

Expected Outcomes

While Bremen’s „Werkschule“ meets individual needs of pupils better than alternative programs in general public schools, Hamburg’s Productions Schools focus on strengthening non-formal learning sites, directing their offer to young people after grade 9, who left general education without or with poor qualifications ("vocational qualification with training modules"), whereas in Bremen pupils in class 9 are "picked up" preemptively ("career orientation with qualification"). Strengths of Production Schools (Hamburg): local rootedness, support from a regional advisory council (no such institution in Bremen), fee for pupils (symbolic contrast and enterprise-like serious nature). The latter creates motivation, can be used as sanction and clearly marks the difference from the pupils’ previous school. Both schools target at young people who are subject to compulsory education, try by individualization to realize equality of opportunity and rely on the work-learning combination - in Hamburg independently operated enterprise-like schools, in Bremen vocational schools in state responsibility. Whether “Werkschule” and Production School are appropriate solutions to improve pupils’ chances in training and labor market depend on the solutions of the following challenges: In Hamburg future integration of Production Schools in the educational landscape ("legal certainty and financing"), in Bremen design issues ("normativity and equal opportunities").

References

BIBB BUNDESINSTITUT FÜR BERUFSBILDUNG (2011): Datenreport zum Berufsbildungsbericht 2011. Informationen und Analysen zur Entwicklung der beruflichen Bildung. Vorversion vom 4. April 2011. Bonn. Online: http://datenreport.bibb.de/Datenreport_2011_Vorversion.pdf (29-04-2011). BOJANOWSKI, A./ GENTNER, C./ MEIER, J./ MUTSCHALL, M. (2009): Fachkonzept Produktionsschule. Hannover. Online: http://www.bv-produktionsschulen.de/downloads/Fachkonzept-Produktionsschule-12-03-09.pdf (29-04-2011). BREMSCHULG (2005/2009): Bremisches Schulgesetz in der Fassung vom 28. Juni 2005, zuletzt geändert durch Gesetz vom 17. Juni 2009. Bremen. BUNDESVERBAND PRODUKTIONSSCHULEN (2007): Produktionsschulprinzipien. Online: http://www.bv-produktionsschulen.de/cms/?page_id=137 (29-04-2011). BUNDESVERBAND PRODUKTIONSSCHULEN (2010): Die Qualitätsstandards des Bundesverbandes Produktionsschulen e.V. Wo Produktionsschule drauf steht, soll auch Produktionsschule drin sein. Online: http://www.bv-produktionsschulen.de/cms/?page_id=137 (29-04-2011). BÜRGERSCHAFT DER FREIEN UND HANSESTADT HAMBURG (2009a): „Außerschulische Berufsvorbereitung“ – Einrichtung neuer Produktionsschulen in freier Trägerschaft, Drucksache 19/2928 vom 28.04.09. Online: https://www.buergerschaft-hh.de/parldok/ (29-05-2011). BÜRGERSCHAFT DER FREIEN UND HANSESTADT HAMBURG (2011): Maßnahmen zur Umsetzung der Reform der beruflichen Bildung in Hamburg. Drucksache 19/8472 vom 18.01.11. Online: https://www.buergerschaft-hh.de/parldok/ (29-05-2011). GENTNER, C. (Hrsg.) (2008a): Produktionsschulen im Praxistest. Untersuchungen zum Landesprogramm Produktionsschulen in Mecklenburg-Vorpommern. Münster. GENTNER, C. (2010): Von Netzen und Netzwerken. Produktionsschulen und produktionsorientiertes Lernen in Kooperation mit der Jugendsozialarbeit. Vortrag im Rahmen der Fachtagung „Mitnehmen statt abhängen. Bildung wirksam gestalten.“. Berlin. Online: http://netzwerkservicestelle.de/assets/files/Produktionsschulen/Vortrag_Gernert_Berlin_Paritaetischer_100422.pdf (29-05-2011). HMBSFTG (2004/2010): Gesetz über Schulen in freier Trägerschaft in der Fassung vom 21. September 2004, zuletzt geändert durch Gesetz vom 27. April 2010. Hamburg. JÜRGENS-PIEPER, R. (2009): Vorwort der Bildungssenatorin. Online: http://www.bildung.bremen.de/fastmedia/13/Flyer%20Werkschule%20Bremen.pdf (29-05-2011). PRODUKTIONSSKOLE FORENINGEN (2007): Die dänischen Produktionsschulen – eine Einführung. Vejle. Online: http://www.fpp.dk/2007/08_publikationer/PS%20i%20Danmark%20tysk.pdf (29-05-2011). STOMPOROWSKI, S./ KIPP, M. (2003): Zwischen Utopie und Realität – Ideengeschichtliche Aspekte der Produktionsschulentwicklung. In: bwp@ Berufs- und Wirtschaftspädagogik – online, Profile 1, Festschrift für Willi Brand zum 60. Geburtstag, 1-21. Online: http://www.bwpat.de/profil1/stomporowski_kipp_profil1.pdf (29-05-2011).

Author Information

Michael Gessler (presenting / submitting)

Universität Bremen

Institut Technik und Bildung

Bremen

Kristina Kühn (presenting)

Universität Bremen, Germany

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