Promotion of the disadvantaged

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The support for the disadvantaged comprises the professional support offers for young people in the transition from school to the world of work . The funding offers usually combine social and vocational educational approaches with general educational approaches. The offers are often supplemented by educational advice and support.

The transition funding aims to lay the foundations for later participation in working life and social participation of young people. Due to limited options in terms of training or higher education, many young people fail to make a seamless transition from school to the world of work. Above all, young people without a school leaving certificate, with bad grades, with a migration background or visually impaired, those without a vehicle / driver's license etc. are disadvantaged when looking for a training place.

Use of terms

Disadvantaged

The young people in the measures are summarized ( tautologically ) characterized as “disadvantaged young people”. This means that all those within the meaning of the above definition are not considered to be “disadvantaged” who (do not have to be) in funding offers at the relevant time. Non-participation in funding does not mean that there is no need for funding - maybe there is just no free space or no funding possible. In this respect, the number of really disadvantaged people is greater than the statistics show. On the other hand, it is lower insofar as participation in a measure is not automatically an indication of the need for funding. For example, in times of high unemployment, not only applicants with “insufficient qualifications for training ” do not have a training place.

The description of the disadvantaged is changing, as are the officially used terms. If z. For example, in times of good labor market conditions, all “training maturities” can find a training position, the number of those who are difficult to place is largely reduced to those who are certified as having a lack of “training maturity”.

A distinction is made between educationally disadvantaged , market disadvantaged and socially disadvantaged young people.

The hard core of the “disadvantaged” are people who have been officially certified as having a disability . The law draws a clear line between “disabled people” (after the official determination of their “disability” they have a clear legal right to benefits according to Section 19 (1) of the Third Book of the Social Code ) and people without a certificate of disability. In fact, there is a gray area between the two groups. Not everyone who was certified as having “special educational needs” in their school days is entitled to receive disability status. Also z. For example, the performance of poor secondary school leavers is often not significantly better than that of those who have been certified as having a learning disability . Both groups consist predominantly of young people who, in times of high unemployment, are held responsible for their “insufficient qualification for training” as a reason for exclusion, which means that they are “disadvantaged”.

Eligibility and need for funding

A “support for the disadvantaged” appears to be sensible because those affected benefit from the support in the sense that they become competitive. Without help, it is believed that they would have great problems coping with life.

Since the vocational training is usually the entry ticket to the professional and working world, disadvantage at this point plays a decisive role in integration and participation in and in society.

criticism

The most important symptom of disadvantage after leaving school is lack of training; this is not by "lack of training maturity" caused . This has become clear since the middle of the 2010s: In times of increasing skills shortages and apprenticeships that cannot be filled, there are e.g. B. 80 percent of the training place providers are ready to organize tutoring for their future trainees. According to the “German Chamber of Commerce and Industry”, a survey among its members shows that “companies are increasingly providing less-performing students with training and the support for trainees continues to grow. […] [M] knowledge, such as German, math or natural sciences, [can] often be compensated for by tutoring. [...] Interest in the job or social skills, which are urgently needed for working together, are more difficult or impossible to balance. "

As early as 2006, Ruth Enggruber referred to research results which state that inclusive vocational training, in which young people interested in training with poor school qualifications start vocational training immediately after finishing school, is usually associated with more favorable educational processes than a preceding visit in the transition area. Ruth Enggruber belongs to the group of those who do not only want to speak of “inclusion” in connection with “disability”, but want everyone who is actually disadvantaged to benefit from inclusion measures. Ursula Bylinski from the Federal Institute for Vocational Training also belongs to this group. She quotes the program of the German UNESCO Commission from 2009: “All young people and adults should be given learning opportunities, regardless of gender, social and economic conditions. Inclusive education assumes that 'pedagogy for special needs' cannot be further developed in isolation, but must be part of a general pedagogical and educational strategy. "

See also

literature

Web links

Individual evidence

  1. ↑ Archive link ( Memento of the original from July 18, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / www.klinikum.uni-muenchen.de
  2. ↑ Martin Baethge: Education Report 2014. Inclusion in Vocational Education . In: Ute Erdsiek-Rave / Marei John-Ohnesorg (ed.): Inclusion in vocational training . Friedrich Ebert Foundation . 2015, p. 40
  3. ^ German Chamber of Industry and Commerce eV (DIHK) / Training area: Training 2017. Results of a DIHK online company survey . Berlin 2017, p. 5
  4. ↑ German Chamber of Commerce and Industry (DIHK): Training 2019. Results of a DIHK online company survey . Berlin 2019, p. 8
  5. ↑ Ruth Enggruber / Joachim Gerd Ulrich: What does “inclusive vocational training” mean? Results of a survey of vocational training specialists . Working Group Vocational Training Research Network (AGBFN) of the Federal Institute for Vocational Training (BIBB). 2016
  6. ↑ Ruth Enggruber: "Inclusive vocational training" - a key to better educational paths for young people who have completed secondary school . In: Social Progress . 2006
  7. ↑ Ursula Bylinski: Inclusive vocational training: Uncovering diversity - using all potential! . In: Ute Erdsiek-Rave / Marei John-Ohnesorg (ed.): Inclusion in vocational training . Friedrich Ebert Foundation . 2015, p. 51