Page 15 - career-guidance-in-the-life-course-structures-and-services-in-germany

Career Guidance in the Life Course – Structures and Services in Germany
13

dropping out of education, young people who leave school BMBF programme Educational Chains
with little or no qualifications as well as young offenders (Bildungsketten)
and youth with family or social problems need special as-
sistance in relation to social and occupational integration. This initiative of the Federal Ministry of Education and
Research started in 2010. It complements and expands the
There are a number of programmes at Federal, educational coaches programme. It also aims at avoiding
Länder and municipal level as well as temporary pro- school-dropout and improving the transition into the dual
jects which address these needs. Guidance is often an in- training system in order to prevent skills shortages. It com-
tegral part of these programmes which follow a holistic bines new and existing instruments. The starting point is
approach offering a wide range of intensive services. Most an analysis of potential in grade 7, which also takes ac-
programmes and projects aim at improving the young peo- count of out-of-school or spare-time interests and talents.
ple’s vocational skills and abilities in order to enhance their The support measures are based on the results of this diag-
chances of entering regular in-company vocational train- nosis and involve individual curricular and extra-curricular
ing. Therefore, assessments of abilities, competences and measures. Pupils with particular needs for support are ac-
interests are often carried out at the beginning of these companied by educational coaches throughout their final
interventions. They involve practical experience and intern- school years and also at the beginning of their vocational
ship periods in order to support career orientation as well training. Altogether 20.000 young people were supported
as to improve the young people’s self-confidence. Guid- since 2009/2010. 60.000 pupils took part in the analysis of
ance in these settings usually focuses on developing career potential and 450.000 in the programme career orientation
management skills and aims at helping young people to (since 2010) (BMBF c)). The programme is intended to be
develop their competences, setting their goals and taking sustainably based in the legally regulated structures.
responsibility. All of these programmes and projects are
subject-oriented and comprehensive, involving all aspects Vocational preparation programmes of the Länder
of a young person’s life. Hence, these programmes and pro- and the FEA
jects co-operate with a wide network of institutions includ-
ing, as a priority, schools and EAs. Young people who do not meet the requirements to
enter vocational training or who have not achieved a
However, the numerous initiatives and programmes secondary school degree may carry on with a year of
supporting the transition from school to work led to grow- vocational preparation (Berufsvorbereitungsjahr) in
ing confusion within the so-called “transition system”. In or- vocational schools, which is offered in almost all Länder.
der to improve coordination between the numerous actors Or they may participate in other vocational preparation
and to increase transparency, initiatives have begun in the courses initiated and financed by EAs, and carried out
last years on federal and state-levels to systematize the pro- by private training providers or non-profit organisations.
visions and measures as part of a transition management.

Coaching for the transition to work

Coaching for the transition to work, which started 2008
initiated as a programme by the Federal Ministry of La-
bour and Social Affairs (BMAS), has been included in le-
gally regulated structures (Social Code III, §49). It aims
at easing the transition from school to training for pupils
who may have difficulties entering the labour market for
reasons of low school achievement or social risks. Start-
ing from the 7 grade, pupils can be supported by an
th
educational coach (Berufseinstiegsbegleiter) who assists
them in their career choice and application process. If nec-
essary, the coaches can maintain their assistance for up to
six months after the start of a vocational training course.
The coaches are based at lower secondary schools and
work in co-operation with all local actors involved in career
education and guidance, with employers and with volun-
tary mentors. The FEA organises the programme and com-
missions suitable organisations to run the programme.