1. Well prepared for the future!
Bucharest, 13./
Cross Border Seminar
Well prepared for the future!
How schools in Lower Saxony prepare their students for the challenges after graduation.

2. Soenke Voss (49) Studies at the University of Lueneburg in English, History, Geography, Politics, Pedagogy and Psychology since 2003 teacher for primary and secondary schools since 2009 councellor for Work/Economy/Technology and Vocational Orientation at the Lower Saxony State Education Authority Department Lueneburg Member of the Board (School) of the State Working Group School/Economy of the Business Associations of Lower Saxony, Hanover ( ) since 2017 coordinating counsellor vocational orientation at the Lower Saxony State Education Authority Department Lueneburg still teacher at a secondary school in Neuhaus/Elbe (county Lueneburg)

3. “Graduated. ” “Everything all right afterwards. ” No
“Graduated!?” “Everything all right afterwards?” No!!! 4-10% of a grade leave school without a school-leaving certificate nationwide 30% of all apprentices drop out of their apprenticeships prematurely 30% of all students terminate their studies prematurely or change their field of study

4. Table of contents Welcome and introduction
Lower Saxony State Education Authority
Advice and support
BO- a task for the entire school (preamble, core competencies, BO measures, SAP, documentation, evaluation)
Practical work phase/assignment of contents and measures to competencies
Coordination Office Vocational Orientation
Competence Analysis Profile AC Lower-Saxony
Career entry support together with the employment agency
Student companies
Questions

5. The Lower Saxony State Education Authority

6. Ministery Organisation in Lower Saxony
Lower Saxony Ministry of Education and Cultural Affairs
Regional School Administration in four regions
(Lüneburg, Braunschweig, Hannover, Osnabrück)
General secondary schools and vocational school, teacher training

7. Tasks and responsibilities
2,808 general education schools, of which 170 are independent schools
264 vocational schools, including 129 independent schools
50 study seminars/Facilities for prospective teachers
Around 86,000 teachers
approx. 5,000 teachers in preparatory service
approx. 14,000 persons non-teaching personnel
More than 1,000,000 pupils in general and vocational schools
Advice for more than 1,100,000 parents
Advice for school authorities
approx. 1,100 persons own personnel
Stand
ABS:
BBS:

8. Measures to improve the quality of services -Examples-
mission statement
Advisory and support system
Development of a common understanding of consulting
Setting up service points
Setting up advisory and testing teams
Crisis and emergency teams
Start-up package new school managements
Qualification concepts and competence profiles

9. Advisory and support system
Tasks & Goals
 The counsellors (Fachberater) support schools and study seminars in the systematic development of quality and in the implementation of the country's quality requirements and innovative projects.
They act within the framework of their technical competence, take account of interfaces with other advisory areas and cooperate as needed.
 The aim of their counselling is to support schools in securing and developing the quality of educational provision for all children, young people and young adults.

10. Advisory and support system
Consulting attitude & consulting action
 The counsellors act in a respectful and reliable manner.
 They become active at the request of schools and study seminars.
 Together with them, they clarify the advisory mandate.
 They respect the (personal) responsibility of the schools and study seminars and orient themselves on their questions, resources and needs.
 They assume responsibility for the counselling process.
 The responsibility for the results lies with the school or the study seminar.
 The counselling is ended and reflected upon together.

11. Advisory and support system
Competences & competence profiles
 The counsellors have in-depth specialist knowledge in their field and are familiar with the quality requirements of the State of Lower Saxony.
 They have the necessary skills to design advisory processes.
 They are familiar with the tasks and structures of the education system, the school authorities and the NLQ.
These content-related, consulting-related and institutional competences are defined in competence profiles for the individual groups of counsellors.

12. Vocational orientation:
SL-DB Berufsorientierung als Aufgabe der ganzen Schule
Vocational orientation:
a task for the whole school
skills development
the imparting of career-oriented competences in all subjects
part of every lesson
educational mission
and requires
an interdisciplinary, competence-oriented concept!
… , d.h. für Grundschulen, Hauptschulen, Förderschulen, Realschulen, den Sekundarbereich I der Gesamtschulen, der Freien Waldorfschulen und der Freien Evangelischen Schulen. 12

13. SL-DB Berufsorientierung als Aufgabe der ganzen Schule
Preamble
relation to the school programme / mission statement
priority setting
general conditions of the school
regional conditions
responsibilities coordination of career and study orientation
cooperation partners …
… , d.h. für Grundschulen, Hauptschulen, Förderschulen, Realschulen, den Sekundarbereich I der Gesamtschulen, der Freien Waldorfschulen und der Freien Evangelischen Schulen. 13

14. SL-DB Berufsorientierung als Aufgabe der ganzen Schule
Competences of vocational and study orientation
The task of career and study orientation:
The pupils shape the transition
from school to the world of work on their own responsibility.
The core competences necessary for this are:
Students reflect their abilities, skills and interests realistically.
Students align their skills and abilities with the requirements of professions
Students use their knowledge of the regional economic area
Students evaluate practical experience in a targeted manner
Students use advisory and support services
Students plan and actively implement the decision for a starting profession or a school education path
Students apply qualified
… , d.h. für Grundschulen, Hauptschulen, Förderschulen, Realschulen, den Sekundarbereich I der Gesamtschulen, der Freien Waldorfschulen und der Freien Evangelischen Schulen. 14

15. School's own work plan for career and study orientation
Linking the acquisition of competence with the school's own curriculum
with the subjects/ SAP
with the profiles/WPK
with BO measures
with other school concepts
with the documentation
with advisory systems

16. SL-DB Berufsorientierung als Aufgabe der ganzen Schule
Example
Economy:
9/10
Students
present
a selected
profession
History: 6
Students know
About profeesions
In the middle age
History
5/6
Students
know
professional
specialisation
in the Stone Age
Economy:
7/8
Students create
profiles of training
occupations
Politics: 8
Students analyse
different types
of work
competence:
Students plan the
Decision for a
starting profession or a
scholastic
training path and
actively implement this
… , d.h. für Grundschulen, Hauptschulen, Förderschulen, Realschulen, den Sekundarbereich I der Gesamtschulen, der Freien Waldorfschulen und der Freien Evangelischen Schulen. 16

17. SL-DB Berufsorientierung als Aufgabe der ganzen Schule
Objective: Students plan and actively implement the decision for a starting profession or a school education path
outward competences
subject
Specialized lessons
BO measures
Advisory
(Eltern)
Documentation
other concepts (methods-, media-concept …)
Students know the requirements of professions and workplaces
History - 5/6:
professional
specialisation
in the Stone Age
professions in the middle age
Economy- 7:
Students create
profiles of training
occupations
Jobs today
Politics - 8:
Types of work
Profile technic – 9:
working place behaviour, Security at the job 8
Visiting the BIZ
5-10
Future day
8/9
Company internship (2-3 weeks)
9/10
Beratung durch Berufsberater d. Agentur f. Arbeit/Schul-sozialpäd.
Advisory by the career counsellor of the employment agency or the school internals
Own portfolio 6
finding useful information in the Internet
… , d.h. für Grundschulen, Hauptschulen, Förderschulen, Realschulen, den Sekundarbereich I der Gesamtschulen, der Freien Waldorfschulen und der Freien Evangelischen Schulen. 17

18. Portfolio Economy German MA Hi/ Pol/ Geo BO-Measures. Beratung Doku.
Fach 5 6 7 8 9 10
Economy
Beruf aktuell – profile
Presentation of a profession
German
Writing a cv/application MA
BI/ PH/ CH
Hi/ Pol/ Geo
Hi: professional
specialisation
in the Stone Age
Hi: professions in the middle age
Pol: Types of work
Mu/ Art/ PE
WPK/ Profile
BO-Measures.
Visiting the BIZ
Beratung
career counsellor employment agency
career counsellor
employment agency
Doku.
Portfolio
Meth./Med
finding useful information in the Internet

19. Documentation of vocational orientation and training measures
type of evidence/documentation
(Career choice passport, BO-Portfolio, …)
responsibility
(link to ILE (individual-learning-development)

20. Evaluation and further development of the school's own concept
Description of the principles
for evaluation and
to update the concept of vocational orientation on the basis of the "Qualitätszyklus´

21. Measures for career and study orientation
internships
explorations of occupational fields
plant investigations
competence assessment procedure
professional fairs (inside or outside school)
cooperation with companies
interviews with recruiters
future day
" Trial days" at the vocational schools
BIZ visits
career guidance by the employment agency
career entry guide
coordination Office Vocational Orientation
student companies

22. State Lower-Saxony
regional directorate Lower Saxony – Bremen of the federal employment agency

23. Transparency through third party action databases
Statewide provision of own measures

24. Invitation to tender, award of contract, conclusion of contract
Coordination Office for Career Orientation as a service centre for schools offering general education
Supporting the schools in implementing the school's own BO concept
Invitation to tender, award of contract, conclusion of contract
Complete financing

25. Offer of measures for vocational orientation
explorations of occupational fields
Industry-related practical experience
Talent workshop
Practical career orientation
Career choice and self-marketing check
Pupils/parents workshops even for immigrants
Berufswahl- und Selbstmarketing- check
for all school types

26. Offer of measures for vocational orientation
For higher secondary education
Reflection on study and training opportunities
Explorations of studies and professions

28. Competence Analysis PROFILE AC Lower Saxony
The Competence Analysis Profile AC Lower-Saxony is a tried and tested method for the strength-oriented determination of the individual interdisciplinary competences of pupils.
The aim is to provide pupils with support for targeted and strength-oriented individual development and professional orientation.

29. Goals and benefits
Determination of the interdisciplinary and occupation-related competences as well as the occupation and study interests of young people
Multi-perspective and holistic view of young people
Individual, ressource-oriented competence profile
Individual support, professional orientation, targeted competence development
Promotion of self-reflection
Promoting communication between teachers and pupils
Modular structure: Selection of individual process modules possible, embedding in the school's organisational structures
Process accompanying potential analysis: Single and/or several execution times possible with different focus

30. Criteria
Strength orientation: The observer observes the pupils with an appreciative attitude and also emphasises the strengths of the pupils in the feedback.
Principle of individuality: Each student is observed individually and receives individual feedback.
Transparency principle: The procedure, aim and significance of the AC are known to all participating students. The guardians will also be informed.
Observer diversity / controlled subjectivity: Since there is no objective truth in the assessment of persons, several observers are used to approach objectivity as closely as possible through a "controlled subjectivity".
Process orientation:
Profil AC is not a one-off test, but can be integrated into the process of students' professional orientation and biographical development by using different modules at different, optimal times.
Modularity:
The modules can be carried out individually and at different times or in combination.

31. Tasks, tests and questionnaires
Observation tasks (individual and group tasks)
Simulation games
Cognitive test Level of difficulty 1 (for FöS learning)
Cognitive test Level of difficulty 2 (HS, RS, Gymnasium)
IT-test Level of difficulty 1 (für FöS Lernen, paper pencil)
IT-test Level of difficulty 2 (HS, RS, Gymnasium)
Test of occupational competence part 1 and 2 (HS, RS, Gymn.)
Questionnaire on professional interests, questionnaire Career and study interests

32. Procedure of the Kompetenzanalyse ProfilAC

33. Career entry support Tasks and objectives
The target group for career entry guidance (BerEb) is young people who are likely to have difficulties completing school or making the transition to vocational training. The measure is financed by the Federal Government and the Employment Agency. The career entry guides are employed and paid for by a third party. They are not teachers and are not subject to school management. A career entry guide may support up to 20 pupils.
Aims of the career entry assistance
young people through an apprenticeship a successful transition from the school into the world of work
lead young people to a successful school leaving certificate
enable young people to make a career choice based on their competences
support young people in their active search for a training place, individual and continuous support for individual young people offer.

34. Career entry support
Tasks of career entry support - help young people to achieve their school-leaving qualifications, and find a training place; - support you in your career orientation and career choice; - accompany young people after finishing school, as long as they have chosen a training place to enable a good start of their training time - support the young people individually and make sure that they can accept support too; - promote the competences of young people; - safeguard the interests of young people; - draw up a long-term support plan, which is constantly updated and shared together with the young people and in coordination with other stakeholders is implemented (teachers, employment agency counsellors) - Maintain good contacts with other actors in order to support the young people to be able to promote them individually; - to cooperate with parents or legal guardians to integrate them into the support of the young people.

35. Sustainable
student
companies

36. Student companies as a school project
Young people produce products or provide a service
Pupils run the companies independently
Student companies are (in the long term) integrated into everyday school life
Primarily it's about learning, not making money.
Work and production are based on considerations of environmental compatibility.
Teachers play a role that is as equal as possible.
Quelle:
Präsentation „Nachhaltige Schülerfirmen: Stärkung von Jugendlichen für die Zukunft“, erstellt von: Prof. i. V. Dr. Christa Henze, Universität Erfurt und Günter Bernert, Niedersächsisches Kultusministerium

37. Three levels of sustainability
objective:
solidarity
Objective: :
efficient working
objective:
environmental
protection 37

38. Economic aspects Foundation phase of the company
Development of a business plan
Establishment of an organizational structure
Determination of personnel requirements
Qualification measures for employees & supervisors
Fundraising

39. Social aspects Enabling student companies...
practical experiencing and working on social problem areas.
teaching of key qualifications
 team spirit,
accountability
self-reliance,
and self-confidence!
conflict management

40. Student companies as sustainable businesses
Minimizing the use of raw materials and energy
Use of renewable raw materials
Pollutant-free products and production
Waste prevention
Step-by-step preparation of a sustainability audit

41. Advantages of working with sustainable student companies
They enable ...
…the teaching of social skills.
…the recognition of ecological connections.
…the learning of business processes. Awakening "entrepreneurial spirit".
…the opening of the school.
…interdisciplinary teaching.
…a strong motivation boost through personal involvement.
…an optimal preparation for the later professional life.

42. for your attention and cooperation.
Questions
Thank you very much
for your attention and cooperation.