Learning location cooperation
Cooperation between learning locations referred to in the vocational education cooperation between organizations involved in vocational training institutions. The origin of the cooperation between the vocational school and the company, which is closely linked to the development of the dual vocational training system, can be seen in the cooperation postulate of 1964 (by the German Committee for Education) and the Vocational Training Act ( BBiG ) of 1969. The term "place of learning" is accompanied by a controversial discussion in vocational training research that was particularly conducted in the 1970s and 1980s. The basis was provided by the concept of plurality of places of learning published in 1974 as part of the reorganization of the upper secondary level (Education Commission of the German Education Council). Extensive criticism was made at the time of the lack of selectivity of the term and an arbitrary categorization of the four listed learning locations. The introduction of learning fields and the associated goal of making the content of vocational training more action-oriented requires cooperation between the learning locations involved.
Depending on how pronounced the cooperation is, Dieter Euler distinguishes between three levels:
| To inform | Teachers and trainers exchange information | Problem of individual perception and perception of information |
| Vote | Teachers and trainers develop measures that are implemented independently but in a division of labor | Problem of the different approach |
| Working together | Teachers and trainers work directly together, e.g. B. as part of further training | Ideal understanding of cooperation |
The cooperation (content, procedures, time planning, joint educational work) between the two learning locations is an important prerequisite for successful professional training. It can sometimes be more difficult because the learning locations primarily pursue different goals with differing motivation (school = (advancement) education = as part of a task for society as a whole, company = employment in the company = company motivation) and the vocational school has to coordinate with a large number of different companies . This is why there is seldom an exact didactic parallelism of training in the company and vocational school. In rarer cases, companies want to retain good trainees by hardly promoting the educational advancement of the students and overlook the fact that training can generally be seen as a dead end with a corresponding loss of image.
Special forms
Joint training is a special case of cooperation between learning venues .
A further development are so-called regional vocational training networks in which the various providers of vocational training (see above, as well as e.g. chambers, general schools, employment agencies, etc.) cooperate in an institutionalized manner. The aim is the efficient and effective networking of the institutions and a functioning knowledge management in order to strengthen regional development in the vocational sector. A large number of model experiments have been carried out for this, and in particular for cooperation between learning locations (e.g. Kolibri: cooperation between learning locations in vocational training).
Other forms: joint training
Switzerland: Inter-company courses