Lehrgebiet Berufs- und Wirtschaftspädagogik

Prof. i.V. Dr. Martin Lang

Fakultät für Kultur- und Sozialwissenschaften

Managing the Transition from School-to-Work

Empirical Findings from a Mentoring Programme in Germany

Prof. i.V. Dr. Martin Lang

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

Folie 2

Fakultät für Kultur- und Sozialwissenschaften

Index

1. School-to-Work transition in Germany 2. The mentoring programme3. The survey4. Lessons to be learned

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

Transition from School-to-Work

The Situation in Germany: Majority of pupils chose the „Dual System“ This option has become more and more

problematic Lack of training positions Especially young migrants are discriminated

above average and need special help

Solution: „Managing Transition“ should support people

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

The Mentoring Programme Goals:

qualified and professionally experienced mentors support pupils from lower secondary-schools by

building up mutual trust, establishing contacts with companies, preparing or improving application documents and solving problems by using their experience of life.

Acquisition: Mentors: with the help of a media campaign, personal

contacts and a road show. Mentees: school-teachers. The steering group of the project had the task to match

mentors and mentees.

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

The Survey - Research Questions

What are the supporting and inhibiting conditions of the mentoring programme?

What problems appeared during the mentoring programme and how were they solved?

How did the relationship between mentors and mentees develop?

Where are the potentials with regard to optimize the mentoring programme?

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

The Survey - empirical design Formative evaluation with three points of

survey 1. At the beginning: objectives were formulated, stakeholders

were identified and their interests, aims and starting conditions were determined.

2. At the middle of the project: identification of possible problems and the process of application for an apprenticeship training position.

3. At the end: gathering the experiences of all participants of the project. Was the project successful in reaching the aims or not?

The survey was both quantitative with standardised questionnaires and qualitative with interviews

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

Findings I

1. The pupils recognized deficits concerning their skills in mathematics, literacy and orthography as well as concerning key-competencies as motivation, learning capability, cooperation, persistency and reliability.

2. Most of the pupils abstained from application for an apprenticeship training position so far. In case of applying they got only refusals.

3. The mentoring programme did not succeed in building a continuous and faithful communication between mentors and pupils.

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

Findings II

4. The mentors needed a discussion forum to exchange information, solve problems and support each other.

5. The mentors felt insufficiently prepared with regards to content and to methodical design of the mentoring. They asked for guidance and training concerning the topics conflict management, rights and duties of apprentices, presentational techniques and possibilities of vocational training besides the dual system.

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

Lessons to be learned I

1. The mentoring programme should start at least two years before the pupils leave school. It is time spending to initiate trust-building activities, to improve deficits of school performance and to develop a vocational choice.

2. Agreements on objectives between mentors and mentees should document the specific aims and expectations of the participants at the beginning of the mentoring programme.

3. During the mentoring programme periodical meetings of all mentors are necessary to address problems, to exchange experiences and to raise special needs of support. It could also be useful to invite external experts to these meetings.

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

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Fakultät für Kultur- und Sozialwissenschaften

Lessons to be learned II

4. The mentors need special trainings concerning the topics conflict management, rights and duties of apprentices, cross-cultural communication and presentational techniques. Course lecturers could be for example members of the youth welfare office, teachers from vocational schools, lawyers or professional trainer.

5. The mentoring programme needs a network consisting of persons and regional institutions. A steering group should coordinate this network and secure consultation, support and quality management.

Prof. i.V. Dr. Martin LangLehrgebiet Berufs- und Wirtschaftspädagogik

Folie 11

Fakultät für Kultur- und Sozialwissenschaften

Thank you for your attention!

E-Mail:Martin.Lang@Fernuni-Hagen.de