The Berufswahlpass (career choice passport): A portfolio approach to support CMS and career orientation
Name of the good/interesting practice/initiative/policy
The Berufswahlpass (career choice passport): A portfolio approach to support CMS and career orientation
Country
Germany
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
In Germany career orientation plays an important part in secondary school curricula. Educational matters are under the responsibility of the 16 federal states, the Länder. However, preparation for the world of work and career orientation has a long tradition in German secondary schools. It is of particular importance in the light of the choice of a career and the transition to the dual vocational education system. Hence, in all the Länder systematic vocational preparation and orientation are taught in a special subject which may be named differently e.g. lessons in working, work- economy-technology or they are embedded in other subjects. Here, career orientation and Career Management Skills (CMS) are key contents. In order to facilitate, support and document learning processes in the area of CMS and career orientation the portfolio Berufswahlpass (career choice passport) is used in 12 of the 16 Länder integrated into the lessons.
The Berufswahlpass was developed as part of the program “school/ economy and work” (funded by the Federal Ministry of Education and Research) and is used since 2005. Continuous further development is ensured by a working group of the participating federal states which also runs the website and organizes professional exchange and further related activities.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The Berufswahlpass aims to support young people in lower secondary education in their career orientation process and enables their parents, educators, guidance practitioners and employers to help them in various ways. Thus, it seeks to assess career learning and encourages critical reflection and exchange with other learners. Through the resource-oriented portfolio approach of the Berufswahlpass self-consciousness, self-esteem and self-efficacy is also strengthened.
The Berufswahlpass is a folder-based portfolio approach including information and provisions for career orientation. First it introduces important partners for making a career choice (e.g. it clarifies the roles of parents, schools, career guidance practitioners in the Employment Agencies EA , companies in the process). Further sections assess and evaluate personal interests and competences combining self- and external assessment. In addition, the Berufswahlpass contains checklists on various topics e.g. matching career profiles with personal strengths and provides documentation facilities. As the folder also includes practical information e.g. on public administrations, insurances and income, it not only focuses on vocational aspects but applies a broader understanding of life orientation.
Career education in the curriculum and the career choice process of the pupils are accompanied by career guidance activities of career counselors of the EA (lessons or short interviews in the school, visits to the Career Information Centre BIZ or counseling provision in the EA) .
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The tool is widely used in secondary schools with about 70%-80% of the pupils in 12 federal states. It is often combined with other provisions for career orientations such as printed information material and the Internet portal “Planet Beruf” both provided by the EA (see good practice/ Case Study 5 Planet Beruf: WP2, ELGPN, 2010) and the portfolio “ProfilPASS® for young people”.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Self-evaluation is part of quality assurance in the context of the use of the Berufswahlpass in schools. Defined quality standards as input criteria structure this work and provide the basis of evaluation for which material is provided online.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
The Berufswahlpass supports the acquisition and development of Career Management Skills. In particular, it strengthens self-reflection and evaluation-skills and builds self- esteem and self-efficacy. Hence, the self exploration of interests and abilities provides a contribution to a reflected and individual career choice. At the same time the Berufswahlpass increases the motivation of the young people to involve in further learning, job search and career planning. Further, the tool may help teachers to identify students at- risk of early school leaving and may help to refer them to another programme for pupils at-risk (see good practice/ Case Study: Educational chains WP 2).
The folder is not free of charge. The prizes differ depending on the mode, type and scope of delivery but range around 5 Euro per folder. These expenses may be paid by the schools, the pupils or it may be sponsored by a government or private body.
The Berufswahlpass supports CMS acquisition and development as well as self-assessment through intensive reflection and evaluation of personal strengths, competences and interests as well as through goal setting and career planning. As an integral part of the curriculum of secondary education it is linked with other tools and initiatives and activities concerned with career orientation and guidance such as online resources, visits to the BIZ and career counselling interviews in the EA... Hence, in many German Länder it supports and accompanies a longer and systematic process of career education, orientation and planning, continuously building CMS.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The tool may function as an accreditation instrument for those pupils who do not succeed gaining their secondary school certificate.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
The folder based approach of the Berufswahlpass involves some challenges as it rather appeals to young people who are at with written work and with portfolios and folders. In addition, the intensive use of the portfolio in the school may attach the tool closely to the logic of school and to this period of time. Thus, there is a danger that young people will not go back using their folder after they have left school.
4. Additional narrative description of the policy/practice/initiative
On the whole, the Berufswahlpass contains the following sections:
- Introduction: Overview over the steps and stages of successful career orientation
- Part 1 “Providers and cooperation”: introduction to the important partners and their tasks (e.g. school, parents, guidance service of the EA, companies)
- Part 2 “Way towards career choice”: assessment and evaluation of interests, competences etc.; checklists on matching skills and interests with job demands (includes counselling of EA and planning the transition from school to VET)
- Part 3: Documentation: collection of all the information gathered
(e.g. interests, goals, practical experiences); arrangement and valuation of the collected documents and certificates
More details in German language under : www.berufswahlpass.de
Additional information
Name of contact
Dr. Bernhard Jenschke
Role (in policy initiative)
Vice President of German National Guidance Forum in Education, Career and Employment ( nfb)
Organization name
National Guidance Forum in Education, Career and Employment (Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., nfb)
Address
Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., Kurfürstenstr. 131, 10785 Berlin, Germany
Phone
+493025793741
Fax
+4930263980999
bernhard@jenschke.de; info@forum-beratung.de
Website address
http://www.forum-beratung.de
Documents and publications
Attached files
Links
http://www.berufswahlpass.de
This information was provided/updated by:
Dr. Bernhard Jenschke, nfb
No comments by users.
good practice, initiative, interesting practice, policy, assessment, best practice, career choice, career education, career guidance, career management, career management skills, competences, drop-out, early school leaving, educational, occupational, information, general upper secondary school, Germany, young people, guidance in schools, guidance in transitions, initial VET, instrument, parents, people at risk, portfolio, school curriculum, schools and training, secondary education, self-assessment, self-evaluation, teaching, teaching materials, schools, VET
Job Exposure
Name of the good/interesting practice/initiative/policy
Job Exposure
Country
Malta
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The Job Exposure consists of a two-week national project where a selection of Form 4 students are placed for one week within a workplace context either related to the Financial sector, such as a bank or an insurance company, within the Health Sector, such as a hospital or a healthcare centre or within the ICT Sector such as a software or hardware company. Students have the opportunity to observe workers on the job.
The importance of linking schooling with the world of work has always been given importance in Malta. The National Curriculum Framework – Towards a Quality Education for all (Document 2) (2011, p. 29) identifies as one of the educational objectives, the effective and productive participation in the world of work. It states that students should be exposed to direct work orientation experiences (p. 62). The document also emphasis the importance of students acquiring employability skills such as the skills of creativity, problem solving, teamwork, responsibility, time management, job search skills and others – skills which students experience during work orientation experiences.
Participants: A cross-section of Form 4 students within state schools. The selection of students is carried out on the basis of structured personality-based interviews, carried out by a three-member board set up within each school. The format of the interviews is based on research carried out by the team, and each board consists of a team member, a college-based trainee career advisor and a school-based guidance teacher. This is done following the student’s submission of a letter of application and curriculum vitae. In this way, a ‘real-life’ learning experience in interviewing is also provided to those students who sit for the interview but are not selected for participation in the experience.
Students are also prepared for the experience through weekly e-mailed tutorials, addressing the following topics:
• gathering industry and health related information;
• making a good first impression;
• planning your way to the place of work;
• and making good use of the log book.
Queries are followed up and appropriate guidance provided.
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
AIMS of the initiative:
- expose students to real life contexts and situations, providing them with a glimpse/view of what is in store for them in the future;
- serve as a bridge between compulsory school and the world of work;
- expose students to workplace ethics common to different work environments;
LEARNING OUTCOMES:
- understand the relevance of school regulations to the world of work;
- understand the importance of acquiring employability skills such as team work; communication, leadership, responsibility and accountability etc;
- Acquire a number of job search skills: writing of a letter of application, the filling-in of a CV, preparation for an interview (for which students are also encouraged to look up information), sitting for an interview.
- entice students who find schooling ‘difficult’ to see the relevance of school subjects to different careers;
- broaden students’ knowledge of career options by encouraging them to explore careers they would never have thought of considering;
- widen students’ exposure to careers in a particular sector, e.g. the different career options found in the tourism sector;
- help students to assess whether their perceptions of a particular career is realistic and help in deciding whether or not to take up that career.
- encourage students to enquire about post-secondary/other courses and hence realise the importance of taking school seriously;
Target Group: Fourth Formers (14-15 year old students)
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The Job Exposure is a national initiative. This ensures that all secondary state schools are involved in the implementation of the initiative. Collaboration was sought by the Directorate for Educational Services with entities such as the Malta Financial Services Authority (MFSA) for the financial sector placements, the Malta Information Technology Agency (MITA) for the ICT sector placements and entities in the health sector for placements in health sector. The initiative is co-ordinated by the Career Guidance Teachers at the central unit at the Directorate for Educational Services, Student Services Deparment. Career Advisors and/or guidance teachers are responsible for coordinating work at school level. The job exposure is conducted during the summer period, thus complementing the career initiatives which are undertaken during the scholastic year. In this way students are well prepared for the experience.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Monitoring: Students are monitored during the week of the job exposure by career advisors from the Directorate of Educational Services. A minimum of 3 visits are conducted by the supervisor during the week. During these visits time is dedicated for helping the student to critically reflect on workplace issues such as conditions of work; career prospects, employee relations, etc. Students are also helped to engage in self-reflection through the use of a log-book. This helps them to assess whether their perception of the career is realistic. This provides the student with an opportunity to think concretely about their career path and to decide whether to take up a particular path or not. Students are also informed about the right educational route and qualifications needed to pursue the career in question.
Evaluation: Students are asked to fill in an evaluation questionnaire at the end of the experience outlining the strengths and weaknesses of the initiative. An evaluation exercise is also conducted by the entities responsible for choosing the work placements thus assessing the viability of the students’ placements.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Specific results – Strenghtening the link between education and the world of work in a number of emerging sectors in Malta.
Cost effectiveness :
The job exposure poses a number of cost effective advantages:
- These expos are often aimed at motivating students to study. Students often do so on becoming aware of subject/educational relevance. Research suggests that early school leavers often cite lack of work and life relevance of their schooling as a factor in their dropping out. Dropping out of school has serious and lifelong consequences for young people. One of the strategies for retaining young people in the school system is through job exposure experiences which provide students with an opportunity to understand this link between what they are learning in school and work opportunities beyond schooling. These students are more likely to attend to their class work and build a positive mental image of their future.
- Students obtain a realistic image of the career observed. If at the end of secondary schooling the student eventually opts to follow this career path, there is more guarantee that he/she will follow through and not drop out of the course of studies;
Budget - the expenditure comes out of the national educational budget
Innovative aspects – These initiatives are being followed through at College level where colleges are organising their job exposure initiatives thus targeting the needs of their students.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Lessons learnt
Job exposure experiences have been successful for the following reasons:
- Cooperation between the entities involved – Directorate for Educational Services, MITA, MFSA and health sector entities;
- Involvement of career guidance professionals who co-ordinate and or/supervise students both at college level and at the place of work;
- Cooperation from Colleges;
- Cooperation and support of parents of students participating in the initiative
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
Challenges
- Coordinating job expos at national level and thus providing all students with the opportunity to experience work place exposure;
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Dorianne Gravina/Sandra Cortis
Role (in policy initiative)
Policy initiators and implementers
Organization name
Directorate for Educational Services, Student Services Department
Address
Fra Gaetano Pace Forno Street, Hamrun, HMR1100
Phone
0035621225943
Fax
0035621220838
dorianne.gravina@gov.mt; sandra.cortis@gov.mt
Website address
No links specified.
Documents and publications
Attached files
Links
https://www.education.gov.mt/MediaCenter/Docs/1_BOOK%202%20ENG.pdf
This information was provided/updated by:
Dorianne Gravina/Sandra Cortis
No comments by users.
good practice, initiative, interesting practice, policy, schools, guidance in schools, people at risk, career information, Malta
Federal Programmes Educational Chains and Coaching for the transition to work for at-risk youth in Germany
Name of the good/interesting practice/initiative/policy
Federal Programmes Educational Chains and Coaching for the transition to work for at-risk youth in Germany
Country
Germany
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
With the aim to prevent early school leaving as well as to ensure the successful transition from school to vocational education the Educational Chains (Bildungsketten) initiative of the Federal Ministry for Education and Research (BMBF) connects and integrates existing projects and tools. In 2008 the Federal government and the Federal States (Länder) determined as part of the “Initiative for Qualification” quantitative targets for education in the “Dresden statement” These includes the aim to reduce early school leavers from 8% to 4 % and young adults without a vocational education certificate from 17% to 8,5%. In this context the initiative intends to develop a “community of responsibility” among the actors and stakeholders involved in transition from school to vocational education and work. This system will be systemically enhanced to become more efficient in order to respond to demographic changes and the lack in qualified workforce. (Schuck, 1)
In combining different programmes of the labour and education sectors the “Educational Chains” initiative is a good example of inter-sectoral cooperation and coordination (Council resolutions 2004, 2008). It is also a good example of preventive action tackling drop-out and early school leaving. With preventive career guidance activities, the programme also follows the Council Recommendation on the policies to reduce early school leaving (2011/C191/01) where it also is recommended that the members “ensure comprehensive strategies” (like in the “Educational Chains” initiative).
Involved actors and stakeholders are the Federal Ministry of Education and Research, the Federal Ministry of Labour and Social Affairs, the Länder, the Federal Employment Agency and the social partners .
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The programme “Educational Chains” aims to support the transition from general into vocational education in the dual system as well as to prevent drop-outs in both systems. It supports young people to prepare for their general school certificate and their vocational education. The central idea is to use existing programmes, that have proved to be successful, and to connect them like links in a chain in order to ensure transparency and efficiency. Among others the initiative in particular involves the programme “Coaching for the transition to work” of the Federal Ministry of Labour and Social Affairs (BMAS) which was also expanded by the BMBF.
The target groups are pupils and young adults in general education and vocational education who are at risk of dropping out or who are facing difficulties with the transition from school to work. They are selected for participation through an analysis of their potentials. The initiative also aims to provide parents, teachers, social workers, guidance practitioners and vocational education teachers with a professional framework for networking and cooperation.
The “Educational Chains” programme contains 3 elements. It starts with an analysis of potentials in the 7th or 8th year in participating secondary general schools. The analysis focuses on key competences and assesses interests and strengths of the pupils. The results of this analysis constitute the basis for individual curricular and extra-curricular measures. It works like a compass for a structured and systematic career orientation process.
During the career choice process (constituting the 2rd element) measures and activities are intensified and coordinated. Young people make their first vocational experiences, test their interests and talents and gain confidence and optimism. During this phase schools, Employment Agencies (EA) and companies cooperate supporting the pupils with career orientation and with the search for an apprenticeship placement. Young people are encouraged to make an appointment with the career counsellor in the EA and to use the information provided at the Career Information Centre (BIZ). All career orientation activities are of course supported by online resources such as www.planet-beruf.de or www.berufe.tv.
Strengthening vocational orientation of pupils in full-time vocational schools, the career orientation programme of the BMBF offers all young people insights of various professional fields through short internship placements and so called workshop-days which they spend in companies.
(For further projects and programmes involved see the narrative below.)
The third element involves the intervention of Educational Coaches as part of the programme “Coaching for the transition to work”. Young people at risk who are selected in cooperation with teachers and social workers are supported individually. Intensive coaching starts one year before reaching the secondary school certificate and continues into the first year of vocational education in order to ensure the continuation of vocational education in the company. The coaches guide the young people; they help with problems and difficulties following an individual support plan on the basis of the results of the analysis of potentials . They also assist the young people with career orientation. The whole process is supervised by the career counsellor of the EA who is responsible for the integration of the young person into a vocational training. Further, the Educational Coaches, who are based in lower secondary schools, cooperate with parents, teachers, voluntary mentors and r companies and other partners who may be involved.
The Educational Coaches are experienced in the dual vocational education system as trainers or social education workers.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
In order to manage and coordinate the process, the BMBF set up a steering group of the federation and the Länder. This group is also intended to coordinate and match federal and Länder measures. A further group on federal level is working on proposals to better integrate and coordinate programmes and instruments for NEET. At last, a service office has been set up at the Federal Institute for Vocational Education and Training (BIBB) to accompany, evaluate and communicate the initiative. (Schuck, 5-6)
Previously, in 2008 the Federal Ministry of Labour and Social Affairs initiated the programme educational coaches, which is organised by the Federal Employment Agency (FEA). Since then it has been extended to run at 1.000 schools supporting about 30.000 young people. The initiative “Educational Chains” by the Federal Ministry of Education and Research now complements and expands the programme since 2010 with additional 1000 coaches reaching many more young people through the different programmes involved.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Monitoring and evaluation is ensured by the ministries funding the initiative and its integrated programmes.
First reports have been published, particularly on the programme “Coaching for the transition to work”. These use the statistical data base of the FEA as well as questionnaires and telephone interviews with the participating youth, coaches, educators etc. In addition, qualitative case studies are provided.
The Federal Ministry of Labour and Social Affairs has commissioned the evaluation of the outcomes and success of the programme “Coaching for the transition to work” and reports to the German Parliament (the Deutscher Bundestag).
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Outcomes are not available yet as the programme started 2009/2010. First results are expected in 2013/2014 when the pilot phase of the programme “Coaching for the transition to work” ends.
However, first intermediate reports on the programme “Coaching for the transition to work” based on questionnaires of all the involved actors and participants show that positive effects on the integration of at-risk youth into vocational education and training are suspected (Straif, 70).
The programmes and tools have been coordinated in the initiative “Educational Chains” in order to become more efficient. The initiative prevents young people from droping-out of schools or spending time waiting for placements in the dual vocational education system or in continuing projects and initiatives. This is intended to save costs for youth unemployment and related societal costs.
The “Educational Chains” programme involves a budget of € 362 million Euros 2010-2014; a longer term approach is already intended.
The cooperation and coordination of programmes and projects run by different federal ministries is an innovative aspect of the initiative. Linking and coordinating different successful projects and programmes so that they effectively work together and build on one another is an important measure to enhance the previously intransparent transition system. In this context it affects positively the cooperation of different responsibilities and hierarchies in the federal structure of Germany.
Voluntary mentoring projects have functioned as examples for the programme “Coaching for the transition to work”. Hence, the programme also involves voluntary work but provides professional support and structures for the voluntary mentors (Straif, 21).
The holistic approach of the initiative “Educational Chains” and the programme “Coaching for the transition to work” takes besides the aquiaition of career management skills also life management skills and career orientation into account. In this context, the municipality, schools, projects and programmes on career orientation follow an coordinated overall concept with a common understanding of career orientation.
On the micro-level the coaches take time with each young person and follow a person-centered approach which differs from the usual logic of the school system (BT DRS 17/3890).
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
Strengths: First intermediate evaluations of the programme “Coaching for the transition to work” showed that the Coaches value their freedom of action.
Challenges:
First evaluations showed that fluctuation is high among the professional coaches and guidance practitioners because of their status of being only temporarily employed. Hence, continuous personal coaching which has been intended for at-risk youth could not always be delivered (BT DRS 17/3890).
A further challenge for all actors involved is to overcome situation-focussed approaches and crisis-intervention, which have been characteristic for the transition system in the past. It is necessary to reach an ongoing, holistic and preventive guidance process which continues after the young people have left school and therefore change into another system (BT DRS 17/3890).
4. Additional narrative description of the policy/practice/initiative
In addition to the programme “Coaching for the transition to work”, the initiative “Educational Chains” involves the following projects and programmes:
• the senior expert programme (VerA – Initiative for Vocational Education) supports and guides young people in their first year in vocational education and helps them to accustom to the new system, a period which is particularly critical for dropping-out. Senior experts may accompany the young person until the end of vocational education. The senior experts are elder professionals who work voluntarily as coaches in a one-to-one tandem model.
• The career orientation programme (Berufsorientierungsprogramm BOP) which supports practical experiences in companies as part of the career orientation process. For 2 weeks pupils work in 3 different fields in out-plant vocational training centres where they can try out different professions.
• The programme Jobstarter which supports regional projects to increase the number of vocational education opportunities in local companies.
• The programme Jobstarter Connect which tests modules for vocational education to ease the transition into dual vocational education for those young people who could not transfer successfully into dual vocational education after school.
• The special programme coach@school aims at these schools, which are not part of the “coaching for the transition to work” - programme. Coaches in this programme work voluntarily in the schools similar to the senior experts.
All these programmes and tools have been coordinated so that they become more efficient. This prevents also that young people spend time waiting for placements in the dual vocational education system or in continuing projects and initiatives.
For further information see: http://www.bildungsketten.de/de/276.php
Additional information
Name of contact
Dr.Bernhard Jenschke
Role (in policy initiative)
reports on behalf of Federal Ministry of Education and Research, BMBF
Organization name
National Guidance Forum in Education, Career and Employment (Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., nfb)
Address
Nationales Forum Beratung in Bildung, Beruf und Beschäftigung e.V., Kurfürstenstr. 131, 10785 Berlin, Germany
Phone
+493025793741
Fax
+4930263980999
bernhard@jenschke.de; info@forum-beratung.de
Website address
http://www.forum-beratung.de
Documents and publications
Council of the European Union. Council Recommendation on policies to reduce early school leaving. 2011/C191/01. 28 June 2011.
Council of the European Union. Better Integrating Lifelong Guidance into Lifelong Learning Strategies, Doc 14398 EDUC 241 SOC 607, 2008
Council of the European Union. Strengthening Policies, Systems and Practices on Guidance throughout Life. Doc. 9286/04, EDUC 109 SOC 234, 2004.
Deutscher Bundestag: Drucksache 17/3890 Unterrichtung durch die Bundesregierung Zwischenbericht 2010 zur Evaluation der Berufseinstiegsbegleitung nach §421s des Dritte Buches Sozialgesetzbuch.Berlin 2010
Schuck, Ulrich: Abschluss und Anschluss – Bildungsketten bis zum Ausbildungsabschluss“ BBE Newsletter 4/2011. http://www.b-b-e.de/fileadmin/inhalte/aktuelles/2011/04/nl4_schuck.pdf
Straif, Charlotte: Berufseinstiegsbegleitung: Unterstützung individueller Wege in den Beruf. Bundesinstitut für Berufsbildung, Good Practice Center Benachteiligtenförderung GPC (Ed.). Bonn, 2011.
See also: http://www.bildungsketten.de/de/276.php
Attached files
Links
http://www.bmbf.de/de/14737.php , http://www.bildungsketten.de/ , http://www.good-practice.de/infoangebote_beitrag3544.php
This information was provided/updated by:
Dr. Bernhard Jenschke, National Guidance Forum
No comments by users.
good practice, initiative, interesting practice, policy, schools, VET, social inclusion, guidance in schools, people at risk, disadvantaged groups, Germany