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


The educational system in North Rhine-Westphalia An overview of structures and data


Germany

ca. 82 Mio. inhabitants

357 112 km2

surface

230 inhabitantsper km2

16 federal states called "Bundesländer"


• 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)


schools, colleges / universities

theatres, museums

Ministry of Education and Cultural Affairs and Ministry of Science


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)


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


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


The educational system

in

North Rhine-Westphalia


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%


Grundschule

39.1%Gymnasium

28.1%Realschule

18.8%Gesamt-schule

12.5%Haupt-schule

1,5FS


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


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


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

BMBF, 11.01.2012

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

BMBF, 11.01.2012

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

BMBF, 11.01.2012

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

BMBF, 11.01.2012

Basic principles

• Willing to cooperate of all involved partners

• Agreements about steps, practice and milestones

• Development, testing and evaluation of activities

BMBF, 11.01.2012

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

BMBF, 11.01.2012

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

BMBF, 11.01.2012

Organisation of regional cooperation

Different duties, competences and structures

• Conference of education

• Regional project leading team

• Regional office of education

BMBF, 11.01.2012

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

BMBF, 11.01.2012

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

BMBF, 11.01.2012

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

BMBF, 11.01.2012

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


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

BMBF, 11.01.2012


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

BMBF, 11.01.2012


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


Daily care in schools

• Development of aspiring standards for the work

• Exchange about the all-day-work

• Regional conference about standards and targets

BMBF, 11.01.2012

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

school system in north rhine-westphalia 413 msw düsseldorf, july 2011 welcome to north...

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