School career counseling

from Wikipedia, the free encyclopedia

School career counseling is advice on deciding on the appropriate place for a student's future school career. It is the original task of every teacher who can be supported by counseling teachers and school psychologists - occasionally also from social pedagogues / social workers, depending on the school organization and in difficult cases. The information about the courses offered on site and their entry requirements is also called educational advice. School career counseling can take place in a room set up by the school (as a rule), but also in a counseling center offered by the city (school counseling) or another provider.

School career advice in the structured school system

In a structured school system, school career counseling concerns on the one hand the transition points such as school enrollment , transition to a secondary school and to the vocational school system or to studies. The guidance itself, however, is not necessarily longer part of the school career. In individual cases, however, it is difficult to separate a school career and career guidance, especially when it comes to counseling before graduation. On the other hand, relocation, repetition ('staying seated') or skipping a class can be subjects of advice for a student. Retraining to another type of school is also an occasion for advice.

The basis of every school career counseling is the prognosis of the further learning behavior of the individual pupil and its fit to the existing educational offer. The individual talent plays the most important role, but it is only one aspect among many. The achievement motivation , the ability to work independently and concentrated work, the independence of the individual teacher, the test anxiety and the ability to learn in the group are other aspects that require special attention.

In principle, school career counseling will have to provide:

  • Presentation and description of the educational opportunities used so far (by the student )
  • Description and analysis of the situation of a student to be advised (current situation)
  • Presentation of the educational opportunities offered on site or in the region
  • Outline of the possible further educational path or the possibilities (future perspective of the person to be counseled) as a final service of the counseling
  • possibly reference to possibilities for further / subsequent advice from another institution (e.g. career or study advice )

Often not only the pupils but also the parents go to the school career counseling service (often accompanied by the pupil). It is important to note whether the student is of legal age.

School career counseling in Germany

In principle, every teacher is obliged to provide advice. Far from every school in Germany, however, has a proven school career advice service. Not every school career counseling center has a qualified counselor. The minimum requirement seems to be: A teacher at the school is a consultant on the basis of the fact that he has successfully completed an advanced training course . This is the case occasionally - but by no means the rule.

Trained psychologists or social pedagogues are very rare in school career counseling - but sometimes in combination with a specific counseling center that a city has set up centrally for all of its schools. If things are going reasonably well, a teacher only coordinates counseling at the school for a few hours a week at best, even if it is a school with several hundred students. A conveniently located consultation room that also enables trouble-free consultation cannot be taken for granted. Measured against the fact that well-founded advice saves many students time, this advice is not taken seriously enough in Germany.

A well-run school organizes special consultations at certain times - e.g. B. in connection with an open house and a "market for education and training opportunities in the region", if training z. B. queuing at the vocational school.

criticism

A critical aspect is the inclusion of the parents' educational background, which is decisive for the domestic support options. According to PISA -2003, Germany is the country with the most socially selective school system of all the countries compared: A child from an educational background has a four times better chance of receiving a high school recommendation with the same cognitive competence and performance than a child with a socially weaker background (see also : PISA studies # Influence of social background and equal opportunities ). This further exacerbated the already poor results of PISA-2000. In addition to the personal suffering of those affected, this represents a tremendous waste of resources. To what extent this is related to the extremely early allocation to secondary schools in an international comparison (only Austria and a few cantons in Switzerland split similarly early) is controversial in the scientific discussion .

According to a study by the Federal Ministry of Education and Research , boys are less likely to be considered suitable for high school than girls, even with the same grades.

literature

Left

  • [1] Education portal NRW
  • [2] Education portal Saxony
  • [3] Education portal Thuringia
  • [4] Education portal for teachers, parents, students
  • [5] Education portal Verdi
  • [6] Education Cologne

Individual evidence

  1. ↑ BMBF , 2008: Educational (fail) successes of boys and career choice behavior among boys / male adolescents ( Memento of the original from April 20, 2013 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. (PDF; 645 kB) - Quotation: "For the transition to secondary schools, the Learning Outcome Study (LAU) in Hamburg found that boys not only generally less often receive a high school recommendation, even if they have the same grades, they are less likely to be from the teachers considered suitable for high school as girls. " - Retrieved November 14, 2012  @1@ 2Template: Webachiv / IABot / www.bmbf.de