Specialist practitioner

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In Germany, skilled practitioners or workers are referred to as trainees who are unable to cope with the theoretical requirements of current vocational training due to a disability , so that the practical content of the training is given greater weight while the subject theory is reduced.

Legal bases

The training form was created in response to the adopted in 2006 and since 26 March 2009 is binding for the Federal Republic of Germany Convention on the Rights of Persons with Disabilities of the United Nations . This requires the implementation of the right to participation of people with disabilities in the field of vocational training. Since the reform of the Third Book of the Social Code ( Section 19, Paragraph 1), not only people with a disability within the meaning of the Ninth Book of the Social Code , but also " learning disabled " belong to the group of people whose participation in professional life (formulation of Art. 27 of the UN Convention) must be promoted.

The training to become a specialist practitioner should meet the requirement of inclusion . The legal basis for training is in Section 66 of the Vocational Training Act and Section 42m of the Crafts Code .

Training according to “special regulations for disabled people” must be requested from the responsible chamber (Chamber of Commerce, Chamber of Agriculture or Chamber of Commerce and Industry) by the disabled young person or the legal representative. The apprenticeship position must be safe at this point.

The prerequisite for the specialist practical training or worker training in the training company is that the responsible trainer has an additional qualification for rehabilitation pedagogy for trainers (ReZA).

practice

At the moment, the following courses are mainly offered in Germany:

In 2011, around 11,200 training contracts were concluded on the basis of Section 6 BBiG and Section 42m HwO. This corresponds to a little more than a third of the approx. 40,000 external training measures for disabled young people that took place in the same year in vocational training centers or at other providers.

Young people who have a learning disability within the meaning of Section 19 of the Third Book of the Social Code (SGB III) have been diagnosed with training as a specialist practitioner . Learning disabled are young people who are extensively and long-term impaired in their learning and who have performance and behavioral forms that differ significantly from the age norm, which makes their professional integration significantly more difficult in the long term. As a rule, they have already been identified as having a corresponding educational need in childhood and have been trained accordingly. In this group of people, in particular, the formal-logical thinking ability (recognizable above all from the ability to do three-rule arithmetic ) is often poorly developed, while the practical skills are hardly or not at all restricted. For the vast majority of those who visit a workshop for disabled people , training as a specialist practitioner is out of the question, as people with an intellectual disability are usually not able to meet the demands of this training.

The possibility of training or employing specialist practitioners, especially by employers in the agricultural and horticultural sectors, is rated positively. In these areas in particular, people who have completed training can partially compensate for a shortage of skilled workers. In addition, an employer has to pay a lower hourly wage for a worker than for a regular skilled worker and at the same time benefits from the fact that a worker has a higher level of competence than an unskilled worker without previous experience in the job.

To alleviate the nursing emergency in Cologne, young people who are “learning difficulties” are to be specifically motivated to complete an apprenticeship as “specialist practitioner service in social institutions”.

There are no statistics on the whereabouts of young people who have been trained as specialist practitioners after completing their training.

While the establishment of courses for the training of skilled practitioners is primarily in the interests of the state, which wants to fulfill its obligation to train people with a (learning) disability, the trend towards partial qualification is that of employers' associations and the educational institutions of German business as well emanates from employment agencies, rather guided by the interest to enable disadvantaged people (in this context primarily "educationally poor" long-term unemployed and refugees with considerable language deficits) a minimum of professional qualification in times of skilled labor shortage . However, in recent years an attempt has also been made to include “employee-like persons” who are employed in workshops for disabled people in partial qualification measures.

criticism

Initial training by public authorities instead of the private sector

In the course of their “ vocational rehabilitation ”, disabled young people and young adults , in contrast to those who are not certified as disabled, have a legal right to initial vocational training according to their skills and abilities.

The DGB criticizes that this training is only completed by some of the disabled adolescents and young adults in the form of dual training . The proportion of learning disabled people in the reference group is tending to decline (2005: 62 percent, 2010 only 57 percent of those receiving rehabilitation for initial integration), the proportion of mentally disabled people (e.g. with forms of attention disorders, emotional stability, cognitive functions, motivation, orientation and perception) and the mentally handicapped (e.g. with forms of learning difficulties, a delay in cognitive-intellectual development, reduced ability to abstract, reduced social and emotional maturity) to (from 14 and 12 percent in 2005 to 17 and 16 percent in 2010). For young people with these impairments, according to the DGB, training to become a specialist is not a solution.

The Werkstättentag of the workshops for disabled people also criticized: "The number of training companies has been declining for years and the company is the extreme exception in the case of disabilities and mainly leads to the so-called 66 professions as a specialist (approx. 1,200 new contracts with approx. 50,000 compared to 1 , 5 million trainees). "

The DGB demands that the initial training of disabled youth and young adults take place to a significantly higher degree in private companies.

Wrong method of financing a public service

The training of young people with disabilities (including many of those with a “learning disability” who are training to become specialist practitioners) is usually supported by unemployment insurance . The DGB does not consider it appropriate that the training is financed from contributions to unemployment insurance and not from tax revenues, although the young people have not yet acquired any entitlements in unemployment insurance. Ultimately, social insurance provides a non-insurance service .

Problems of disabled status

When dealing with the term “learning disability”, the question arises as to whether it is a personality trait like the trait of being blind. The possibility of having a “learning disability” certified and to derive claims (especially the right to initial training) from this certificate suggests that “learning disabilities” are actually a personality trait of those affected.

The Bavarian State Institute for Early Childhood Education points out, however, that what is described as a learning disability in a child (add: but also in the case of adolescents and young adults) is not immediately noticeable, does not jump into the eye. B. the mobility impairment in a physically handicapped child or the obvious orientation problems in a blind person. According to the institute, learning disabilities are not an individual characteristic that could be seen as the cause of learning difficulties - behind poor school performance, so to speak - or even as an essential characteristic of certain children. The statement of the institute: "Learning disability indicates a disproportion, a lack of fit between the action and learning opportunities of a specific child and the learning requirements usually existing in general schools and laid down in curricula." Can easily be transferred to the area of ​​vocational training. "Learning disabled" in this area are those who (for whatever reason) are not able to pass the examination in the theoretical part of regular vocational training, provided there is no medical reason in the narrower sense for this inability. The fact that social causes of a "learning disability" are not sufficiently filtered out of the diagnosis, according to some critics , does not adequately take into account the requirement of the WHO that every disability must have a health problem as its starting point.

In connection with the group that is to be funded on the basis of § 66 BBiG, the DGB in the Cologne – Bonn area speaks of “people [...] who have a physical or mental disability, [as well as] people with learning disabilities, who have retarded development [n] and socially disadvantaged adolescents ”and deliberately avoids the term“ disability ”in the groups mentioned last.

See also

Practically formable

Web links

Individual evidence

  1. ↑ Institute of the German Economy / Federal Ministry of Labor and Social Affairs: Specialist practitioners and worker training
  2. ^ Saxon State Committee for Vocational Education and Training (LAB): LAB sub-committee “Inclusion in dual vocational education” . August 2013
  3. ↑ Federal Institute for Vocational Education and Training: What training opportunities are there for disabled young people?
  4. ↑ Federal Institute for Vocational Training: Recommendation for a training regulation for specialist practitioners for office communication in accordance with Section 66 BBiG / Section 42m HwO
  5. ↑ Federal Institute for Vocational Education and Training: Recommendation for a training regulation for specialist practitioners in sales in accordance with Section 66 BBiG / Section 42m HwO
  6. ↑ Federal Institute for Vocational Education and Training: Recommendation for a training regulation for specialist home economics practitioners in accordance with Section 66 BBiG / Section 42m HwO
  7. ↑ Federal Institute for Vocational Education and Training: Recommendation for a training regulation for specialist woodworking practitioners in accordance with Section 66 BBiG / Section 42m HwO
  8. ↑ Federal Institute for Vocational Education and Training: Recommendation for a training regulation for specialist practitioners for metal construction in accordance with Section 66 BBiG / Section 42m HwO
  9. ^ German trade union federation: Training of disabled young people - too seldom in the company . November 5, 2013. p. 10
  10. ↑ Karl-Heinz Eser: Vocational Rehabilitation and Active Integration in Germany ( Memento of the original from July 24, 2015 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. . Catholic youth welfare of the Diocese of Augsburg eV February 6, 2002 @1@ 2Template: Webachiv / IABot / www.kjf-augsburg.de
  11. ↑ Not every graduate of a special school with a focus on learning is recognized as a "learning disabled" within the meaning of Section 19 SGB III.
  12. ↑ Fewer workers? Interview with Friedrich-Karl Hildebrand and Lutz Rieken . DEGA horticulture. 25/2004
  13. ↑ Frank Stefan Krupop: Good experience with machine operators in horticulture . "Society for innovative employment promotion mbH". GIB-Info 4/2010
  14. ↑ Claudia Zeisel: Adolescents with learning difficulties should go to care . The world . September 1, 2014
  15. ↑ Society for the Promotion of Sustainable Quality of Life gGmbH: Training to become a specialist practitioner in social institutions ( Memento of the original from August 11, 2016 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.gnl-ev.de
  16. ^ DGB Cologne – Bonn: Training of young people with disabilities. First regional inventory and suggestions for discussion . June 2012. p. 18
  17. ↑ A partial qualification is better! . Employer initiative partial qualification
  18. ↑ Bernd Heggenberger: Shaping educational paths. Experience of a workshop in the further development of professional qualifications . In: Werkstatt: Dialog (Ed .: Bundesarbeitsgemeinschaft Werkstätten für Behinderten Menschen). Edition 1/2018. P. 33 ff.
  19. ^ German trade union federation: Training of disabled young people - too seldom in the company . November 5, 2013. p. 4
  20. ↑ Horst Biermann: Workshop as a production school - connecting work & learning ( memento of the original from July 24, 2015 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. . 26.-28. September 2012. p. 2 @1@ 2Template: Webachiv / IABot / www.werkstaettentag.de
  21. ^ German trade union federation: Training of disabled young people - too seldom in the company . November 5, 2013. p. 1
  22. ↑ Hans Weiß: Learning disability ( Memento of the original from July 24, 2015 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. . Family handbook of the Bavarian State Institute for Early Childhood Education . April 22, 2002 @1@ 2Template: Webachiv / IABot / www.familienhandbuch.de
  23. ↑ Michael F. Schuntermann: Disability and Rehabilitation: The Concepts of the WHO and German Social Law . The new special school . Vol. 44, 1999. H. 5, pp. 342-363
  24. ^ DGB Cologne – Bonn: Training of young people with disabilities. First regional inventory and suggestions for discussion . June 2012. p. 7