Grundbildung am Übergang Schule-Beruf und die Bedeutung der individuellen Kompetenzentwicklung
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Abstract
„Ausgangspunkt des Beitrags ist der Befund, dass Jugendliche und junge Erwachsene, die nach Pisa zur Risikogruppe gerechnet werden können, weitere Kompetenzen benötigen, um an das Regelsystem der beruflichen Bildung anschließen zu können. Jedoch werden die zum Teil wenig entwickelten Kenntnisse im Bereich der Grundbildung in den Maßnahmen des Übergangssystems weder systematisch diagnostiziert noch gefördert, da zum einen davon ausgegangen wird, dass diese Kenntnisse im Lesen und Schreiben nicht ressourcenorientiert zu fördern sind. Zum anderen sind die Verfahren zur Kompetenzfeststellung für Bildungsträger sowie für Schulen zu zeitaufwendig und nicht zu finanzieren. Die Unterrichtsgestaltung sowie deren Umsetzung durch das pädagogische Personal setzen daher weder umfassend an den Kenntnisständen noch an den Bedürfnissen der Jugendlichen und jungen Erwachsenen an, um einen subjektiv passenden Übergang zu ermöglichen. Gleichzeitig sind die Maßnahmeninhalte und deren Ziele für die Lernenden nicht transparent, was sich sowohl auf die Entwicklung der individuellen Kompetenzstände auswirkt als auch auf das erfolgreiche Einmünden in Ausbildung. Anhand qualitativer Daten aus dem Projekt Literalitätsentwicklung von Arbeitskräften, Teilprojekt Prozessbegleitende Diagnostik am Übergang Schule-Beruf, wird herausgearbeitete, über welche Kenntnisstände die Lernenden im Bereich der Grundbildung verfügen und wie eine Kompetenzerweiterung ermöglicht werden kann.“ (Autorenreferat; BIBB-Doku)
“The starting point of this paper is the finding that young people and young adults who, following PISA, can be allocated to the risk group require further competences in order to go on to the regular system of vocational education and training. However, the, in part, rather undeveloped knowledge in the area of basic education is not being systematically diagnosed or supported in the measures within the transition systems, since, on the one hand, the assumption is that these numeracy and literacy skills cannot be supported in terms of funding. On the other hand, the processes for establishing the competences in education providers as well as schools are too time-consuming and too cost-intensive. The teaching curriculum as well as the actual teaching by the teaching staff therefore does not comprehensively build on either the level of knowledge or the needs of the young people and young adults, in order to make a subjectively appropriate transition possible. At the same time the content of the measures and their aims are not clear for the young people, which has consequences not only for the development of their individual levels of competence, but also for the success of their transition into training. Using qualitative data from the project ‘Developing Literacy of Employees’, and the sub-project of ‘The Process of on-going Diagnosis at the Transition between School and Work’, this paper analyses the levels of knowledge of learners in the area of basic education and how it can be made possible for these competences to be improved.” (authors’ abstract; BIBB-Doku)
“The starting point of this paper is the finding that young people and young adults who, following PISA, can be allocated to the risk group require further competences in order to go on to the regular system of vocational education and training. However, the, in part, rather undeveloped knowledge in the area of basic education is not being systematically diagnosed or supported in the measures within the transition systems, since, on the one hand, the assumption is that these numeracy and literacy skills cannot be supported in terms of funding. On the other hand, the processes for establishing the competences in education providers as well as schools are too time-consuming and too cost-intensive. The teaching curriculum as well as the actual teaching by the teaching staff therefore does not comprehensively build on either the level of knowledge or the needs of the young people and young adults, in order to make a subjectively appropriate transition possible. At the same time the content of the measures and their aims are not clear for the young people, which has consequences not only for the development of their individual levels of competence, but also for the success of their transition into training. Using qualitative data from the project ‘Developing Literacy of Employees’, and the sub-project of ‘The Process of on-going Diagnosis at the Transition between School and Work’, this paper analyses the levels of knowledge of learners in the area of basic education and how it can be made possible for these competences to be improved.” (authors’ abstract; BIBB-Doku)