School System in North Rhine-Westphalia 413 MSW Düsseldorf, July 2011 Welcome to North...
Transcript of School System in North Rhine-Westphalia 413 MSW Düsseldorf, July 2011 Welcome to North...
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
Welcome to North Rhine-Westphalia!
Kopervik/Haugesund, May 2012
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
The educational system in North Rhine-Westphalia An overview of structures and data
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
Germany
ca. 82 Mio. inhabitants
357 112 km2
surface
230 inhabitantsper km2
16 federal states called "Bundesländer"
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
• approx. 18 Mio. inhabitants• 34 088 km2 surface• 524 inhabitants per km2
• 6.429 schools (484 private)• 5 district governments• 54 public education authorities• 198.748 teachers• 2.75 Mio. students (pupils)
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
schools, colleges / universities
theatres, museums
Ministry of Education and Cultural Affairs and Ministry of Science
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
Coordinating institution in order to ensure compatibility and mobility
Central issues:
• mutual acceptance of school certificates
• organization of the educational system, instruction and teacher training
(e.g. educational standards, evaluation, individual subjects, vacation planning)
The Standing Conference of the Ministers of Education and Cultural Affairs of the Federal States of the Federal Republic of Germany (abbr.: KMK)
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
Grundschule: primary schools
Hauptschule: lower secondary level providing a basic general education
Realschulen: lower secondary level, provides pupils with a more extensive general education and the opportunity to go on to courses of education at upper secondary level that lead to vocational or higher education
entrance qualifications. Gymnasien: type of school covering both lower and upper
secondary level (usually grades 5-13 or 5-12) and providing an in-depth general education aimed at the general higher education entrance qualification.
Gesamtschulen: comprehensive school at lower and upper secondary level offering several courses of education leading to different qualifications
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
freie Waldorfschulen: Privately-maintained primary and secondary schools, which base their work on the ideological and educational ideas of the anthroposophist Rudolf Steiner.
Förderschulen: Special school - school establishment for pupils whose development cannot be adequately
assisted at general schools on account of
disability. Berufskollegs: Vocational school at upper secondary level
generally providing part-time instruction in general and vocational subjects to trainees receiving vocational education and training within the dual system (duales System) (2 to 3 ½ years).
Weiterbildungskollegs: schools for further education
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
The educational system
in
North Rhine-Westphalia
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
Gymnasien 626; 10%
Grundschulen 3173; 49%
Realschulen 563; 9%
Hauptschulen 641; 10%
Förderschulen 724; 11%
Freie Waldorfschulen
52; 1%
Gesamtschulen225; 3%
Weiterbildungs-kollegs 55; 1%
Berufskollegs 370; 6%
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
Grundschule
39.1%Gymnasium
28.1%Realschule
18.8%Gesamt-schule
12.5%Haupt-schule
1,5FS
School System in North Rhine-Westphalia • 413 MSW • Düsseldorf, July 2011
The Ministry of School and Further Education North Rhine-Westphalia
Minister Sylvia LöhrmannState Secretary Ludwig Hecke
460 staff members 6 job trainees
5 sections with 12 groups 57 departments
BMBF, 11.01.2012
13
The new transition system
school–business in NRW
Main focus: job- and study orientation
at secondary schools
BMBF, 11.01.2012
aimsprevention instead of aftercare
Specific offers for target groups instead of waiting loop
coordinated actions instead of singular
activities
Communicating perspectives instead of
stigmatizingtransition-systems
local coordiniation
Dual
Education
job- and studyorientation
BMBF, 11.01.201215
• All students of all types of schools enjoy/get an early systematic, job- and study orientiering at school from class 8 with obligatory standard elements: identification of individual potentials phases with learning on the job (Berufsfelderkundung, practical work experience) regular councelling about job orientation including parents coordinated transition including mendatory perspectives for time after school in cooperation with e.g. career adivors
• Specific groups of students get individual addiotional offers, e.g.: with special needs: e.g. additional practical courses, chaperons for transition students with aim to attend college or university: offers on study orientation
Aim: prevention instead of aftercare
job- and studyorientation
For students:
BMBF, 11.01.2012
Phases
Orientation at competences – individual support – Reference to practical use
from class 8Identification
of individual potentials
&
Getting to knowoccupational area
from class 9Phases of practical
experience
expension / deepening of
practical experience
from class 10(G8: class 9)Coordinated transition,
applications, courses /
choose area of dual system /
study orientation
Getting to know strengths, orientation with
practical reference
Deepening inclinations and
pratical experience
Making decisions and creating transition
further education/University
…
consulting
consulting
consulting
BMBF, 11.01.2012
cunsultation
Discover competences
Recognize competences and
8.1
consultation
Trial practical work experience
orientation
8.2
consultation
Practical work experience(pwe)
Individual support
Learning with practical orientation
9.1
consultation
application / support
Individual support
in order to qualify
9.2
Consultation/support
application / support
pwe - longterm
pwe
Individual support
Getting more concrete in choosing job
10.1
Pass of career choice
To accompany into training
10.2
Decision competence of student
Basic model „STARTKLAR! (ready to start)“ including „fit for further training““
Getting to know at least 3 different areas of work (BIBB-Module) + analysing indiv. potentials
Practical courses
Job oriented competences
Social competences
application / supportPractical courses
Job oriented competences
Social competences
application / support
pwe - longterm
Individual support
S
C
H
O
O
L
I
N
S
T
I
T
U
T.
application / supportPractical courses Job oriented competences
Social competences
Transition support
application / supportPractical courses Job oriented competences
Social competences
Transition support
BMBF, 11.01.2012
Local coordination
What does that mean for schools, agencies and local business:
• responsibilities stay the same
• active partners and bodies are involved
• Coordinated transition
• Reduction of masses of measures
• offers of training and education are arranged according to necessities of users and work market
aim: coordinated actions instead of singular activities
BMBF, 11.01.2012Job- and study orientation – all schools from class 8 to class 12/13 in
cooperation with external partners
Fit for (vocational) training Not yet fit
Training in business
Dual system Transition
university
additional
offers for
training
Qualifying for studies
at universities
Training in schools w
ith
special profiles
Lo
cal coo
rdin
ation
BQ
JP
YH
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Network for education
Cooperation between schools, administrations , economic
system, youth-welfare and cultural centres
© Claudia Brozio, Ruth-Cohn-Schule, Arnsberg, Germany
BMBF, 11.01.2012
Increase of cooperation
• Federal ministry decided that the cooperation of educational partners at regional level should be intensified.
• Partners of this effort should be schools, administration, job management, economic system, youth welfare, chambers, cultural centres and all partners working in the field of education.
• The management of this effort should be commissioned towards an regional office for education.
BMBF, 11.01.2012
Preamble of cooperation treaty
• Social fairness in the field of education• Preparation for the needs of economical and
social change• Cooperation of schools with other fields as
economy, job management, youth-welfare, ... (horizontal networking)
• Matching of different levels of educational system (vertical networking)
• Improvement of transfer between schools• Building and development of regional networks
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Targets
• Best possible individual support of children and teenagers using resources and networking
• Consolidation and development of systems for consultation and support
• Consolidation of structures for cooperation for exchange, planning and modulation in the field of education
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Current time
• Start at 01.08.2008
• Created for long-ranging cooperation
• Internal evaluation until 31.07.2013
• Decisions for going on depend on this evaluation
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Basic principles
• Willing to cooperate of all involved partners
• Agreements about steps, practice and milestones
• Development, testing and evaluation of activities
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Spheres of activity
• Some examples:• Support for schools to develop self-
responsibility• Common strategies for the enhancement of
the individual support for students• Initiation for projects in the region between
schools and other partners• Change from Kindergarten to primary school
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Main topics
• Change-management: school – apprenticeship – work
• Enhancement of all forms of change between different school-systems
• Language training in pre-school and primary school education
• Support of interests and competences of children and teens in music and MINT (maths, informatics, science and engineering)
• Increase for headmasters
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Organisation of regional cooperation
Different duties, competences and structures
• Conference of education
• Regional project leading team
• Regional office of education
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Regional conference of education
• Cooperating leaders: administration and school supervision
• Members: all members of institutions, schools, political parties and interested groups in the context of educational development
• Duties: agreement about and recommendation of all according fields of development
• Development of an overall concept• Discussion of the actual development, needs
and support to reach the targets
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Regional project leading team
Many professions are engaged:• ... preparing the themes of the networks for the
conferences and the work of the office• ... working as "think-tank” of new development• ... giving feedback about actual development in
administration, government and school• ...deciding about the themes of the conferences• ...including the competences of partners
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Regional office of education
• Organizes the ideas of the leading team
• Prepares, organizes and evaluates the results of conferences
• Keeps the contact with all partners
• Supports students with individual needs
• Organized the administrational work
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Projects and conferences (1)
Project “Speech support”
• Appointment for the “Vielhaber-Studie” (study for appearance of speech-support-needs)
• Evaluation of the study
Result: Skill enhancement for staff in Kindergarten
BMBF, 11.01.2012
Projects and conferences (2)
Context: Change in the field school –apprenticeship – work
• Project “ProBe”(cooperation project between schools, firms and institutions to prepare choice for working career)
• Personal support for apprenticeship (honorary office)
• Coaching for change (students without qualification into apprenticeship)
• “Seal for vocational choice” (award for schools with exemplary support for vocational choice)
• “Double-year” in final secondary school examinations (questionnaire for students in this cohort about subjects for studies and employment)
BMBF, 11.01.2012
Projects and conferences(3)
Offensive for qualification in schools
• Qualification of headmasters
• Qualification of organisation teams at school
• Networking of schools from the qualification in sub-regional organisation
• Qualification of second-level-leading teams at vocational-schools
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Projects and conferences (4)
Inclusion• Questionnaire to all schools in the area• Evaluation of the results• “Workshop Inclusion” developing
pedagogical, qualitative and didactical aspects of needs and ideas to transfer
• Regional conference with members of interested groups, politicians and administration
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Projects and conferences (5)
Mint-support:• MINT (maths, informatics, science and
engineering)• Cooperation with the centre of MINT-interests• Organisation of courses for interested groups
from Kindergarten up to University• Special subjects: robotic-courses, workshops
and study groups in cooperation with University of applied science and interested firms
BMBF, 11.01.2012
Projects and conferences (6)
Daily care in schools
• Development of aspiring standards for the work
• Exchange about the all-day-work
• Regional conference about standards and targets
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Effects
• The exchange between different schools has been developed and got a new quality
• Cooperation-partners are in contact with schools and develop an own interest
• Development of common interests in students and their individual needs
• Background structure and professional attendance
• Agent of inclusion
BMBF, 11.01.2012
New aims
• Development of a COMENIUS-Regio project between vocational school, chamber of crafts, chamber of agriculture, Federal Employment Office, special school
• Study-group “Daily Care in school”
• school-development towards an inclusive system