Transition Management in Adolescents

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In pedagogy, transition management refers to the design of a transition ("transition", Latin for "transition") with the participation of professional institutions.

General

A person's biography is characterized by numerous transitions: transition from kindergarten to elementary school, transition from elementary school to lower secondary level, transition from lower secondary level to upper secondary level, transition from school to vocational training, transition from vocational training to Work in the learned profession, transition from profession to retirement. Such transitions lead to changes in the socio-ecological system and are often experienced as critical life events, since these are sensitive phases that run through the entire life cycle in various forms.

The transition management is therefore not limited to the school years. The following article, however, focuses on the group of young people, especially those who are certified as having “insufficient qualifications for training ” after leaving school .

Young people in particular benefit from the individual approach that transition management includes. They should be prepared for their biographical transitions and be able to take on responsibility, if necessary also be forced to do the activities that result from the fact that they have not yet completed their compulsory vocational school (although in Germany a “duty to work” would be unconstitutional). The main focus is on developing personal and social skills .

The institutional approach is more labor market oriented. The point here is to ensure the employability of the population. Workers are to be made available to the regional labor market. This can only happen if various organizations and institutions work together with the transients.

Target groups

The target groups of the transition management “school-job” are pupils from special schools and secondary schools, teachers and trainees. In addition, employees of companies, employers, representatives from business and parents are among the target groups. Likewise, prisoners and especially juvenile prisoners are the target group of the transition management.

aims

Looking at the transition management among young people, a perspective should be opened up for them. Already in the special needs school and the secondary school it is becoming apparent that many of the students will not make the transition to vocational training or will not complete vocational training successfully if they are not given massive help. A problem here is the lack of integration of certain groups of pupils. These pupils will undoubtedly move on to their next phase of life after finishing school, which, however, even if they are members of the suspended precariat , will result from decades of alternation between There could be jobs and periods of unemployment.

The interests of employers and students should be taken into account in transition management. The following factors can speak for a successful transition:

  • Networking
  • Orientation frame
  • Early orientation (individual)
  • Practical work
  • Interim solutions
  • Regular feedback
  • Individual planning

The goals of transition management are:

  • Strengthening the motivation to learn
  • Promotion of personal and professional skills
  • Reduction of fears
  • The educational level of pupils in secondary and special schools should be increased → improved opportunities
  • The number of pupils in waiting positions and without a vocational qualification is to be reduced
  • Practice-oriented access to the job descriptions

Why transition management?

In times of high unemployment, such as in the mid-2000s, the transition from school to vocational training is particularly difficult. In such times, the accusation of “insufficient training maturity” is added as a reason for exclusion that not all of the youngsters “ready for training” are needed on the training market (market-related disadvantage). In 2006, 15 percent of an age group failed to start or successfully complete vocational training. Transitional management is a form of support for the disadvantaged and is necessary for disadvantaged young people with a special need for support, especially for those who, as people with a disability , cannot assert a legal right to initial vocational training in accordance with Section 19 (1) of Book Three of the Social Code . In this context it should be considered that the granting of “special educational needs” during school time does not guarantee the status of a “disabled person” or even just a “learning disabled person” within the meaning of labor promotion law (which includes SGB III). The sharp boundary between people with and without disabilities has a dramatic effect, as Peter Masuch , President of the Federal Social Court, stated in a speech in 2016 : "While [...] people without disabilities can and must help themselves because of the subordinate social welfare, people with disabilities need support from fellow human beings and society. "

This view is in the tradition of Agenda 2010 , according to which those able to work would have to be motivated by threats of unemployment and poverty to develop the desired willingness to make efforts (ex-Chancellor Gerhard Schröder : "There is no right to be lazy in our society.")

The paths to vocational training have become long and varied, especially for young people without a secondary school diploma (10 percent of an age group). Due to a sequence of qualification steps such as B. Trial apprenticeships, internships or vocational training courses, there are also many decisions that can make professional integration more difficult. Abortions or dead ends are a threat to integration into professional life and thus to the ability to live for decades without being dependent on social transfers . A particular complexity results in Germany in particular from the variety of responsibilities in the transition system “school-work”. This means that some young people do not succeed in finding suitable connections in this confusing system of educational institutions and offers that are linked to their requirements, goals and life situations. This is where transition management should start and provide support in the form of a pilot function. One danger is that school leavers, after completing twelve years of compulsory vocational school and reaching the age of majority, have the option of “working” without vocational training. Many young people take advantage of this opportunity when they are tired of staying in systems that they associate with learning.

Legal basis and offers in Germany

The principles that guarantee legal support for the transition into working life are essentially based on three points.

Employment Promotion Act

The Employment Promotion Act ( SGB ​​III ) guarantees every citizen legal support in finding a job.

“ (1) The Employment Agency has to offer training and job placement services (placement) to training seekers, job seekers and employers. The placement includes all activities that are aimed at bringing training seekers together with employers to establish an apprenticeship relationship and jobseekers with employers to establish an employment relationship. The Employment Agency ensures that the unemployed and those looking for training who are likely to find it difficult to integrate into employment receive increased mediation support. "( § 35 SGB ​​III)

The professional integration of people with disabilities is also regulated by law in the Employment Promotion Act. (SGB III § 19, §§ 61 ff, §§ 97 ff.)

Offers based on the Employment Promotion Act

  1. Vocational training measures (BvB): Are offered by the Federal Employment Agency with the aim of integrating young people into the profession. The BvB also offer support courses for the disabled, as well as the possibility of a subsequent school leaving certificate.
  2. Promotion of vocational training for the disadvantaged: “Training-accompanying aids” (abH) and “Vocational training in extra-company facilities” (BaE) are intended to enable young people who need special help to receive initial in-company training.
  3. Vocational support for the disabled: People with disabilities should be given initial vocational training in vocational training centers.
  4. Promotion of the transition to employment: "Transitional assistance" should z. B. after the BaE enable the transition to professional life through application training or socio-educational measures.

→ state responsibility

Vocational Training Act

Vocational preparation at state vocational schools ( Vocational Training Act ) regulates vocational training in Germany and is intended to enable every citizen to receive vocational training in the form that is appropriate for them.

“ (1) Vocational training within the meaning of this law is vocational training preparation, vocational training, professional training and professional retraining.
(2) The purpose of the vocational training preparation is to introduce students to vocational training in a recognized training occupation by imparting the basics for acquiring professional skills. "( § 1 BBiG)

Offers based on the Vocational Training Act

  1. Vocational Preparation Year (BVJ)
  2. Basic vocational training year (BGJ)
  3. Training courses at one-year vocational schools (BFS)

→ state responsibility

Youth professional assistance

Professional assistance for young people ( SGB ​​VIII / KJHG ): is aimed in particular at young people who cannot make the transition into working life through job promotion alone.

The youth professional assistance system is intended to promote school, vocational training, professional integration and the integration of young people. (KJHG § 13, § 27, § 35a)

Here, the youth vocational assistance is oriented more at the municipal level, taking into account the local framework conditions. Often their work is organized by municipal or independent agencies.

Offers based on vocational assistance for young people

Offers for youth professional help based on §§ 13 u. 27 of the KJHG

  1. Help for orientation in the professional world
  2. Supplementary support measures in choosing a career
  3. Help before, after and during initial vocational training
  4. Youth welfare-oriented training or vocational preparation measures
  5. Support with difficulties in special life situations

→ communal responsibility

See also

swell

  • Rudolf Tippelt: Transitions in the education system . In: Thomas Eckert (Hrsg.): Transitions in education . Münster u. a. 2007, pp. 11-22, ISBN 3-8309-1867-4 .
  • Tilly Lex et al: transition management. Guide young people from school to work . A manual from the model program “Competence Agencies”. Munich 2006, p. 11, ISBN 3-87966-413-7 .
  • Bertelsmann Stiftung (Ed.): Guide to local transition management. From problem diagnosis to practical implementation. Gütersloh 2007, ISBN 3-89204-934-3 .

Web links

Individual evidence

  1. ^ A b Tilly Lex: Transitional Management. Guide young people from school to work . A manual from the model program “Competence Agencies”. Munich 2006.
  2. ↑ Peter Masuch : What did the UN-CRPD bring for better participation in working life? Speech given at the Werkstättentag in Chemnitz on September 21, 2016 . P. 7 f.