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akzente akzente Our Topics arge-alp Vocational Training in Tettnang VOCATIONAL EDUCATION IN BAVARIA Memorial ceremony for the victims of Erfurt Learning target forget

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1st June year ISSN / 02 akzente akzente VOCATIONAL EDUCATION IN BAVARIA Our Topics arge-alp Vocational Training 2002 Commemoration for the victims of Erfurt Learning target Forget Why recruit teachers? European quality indicators of school education in Tettnang The AQUA pilot project Results from the SoLe study VLB-Infoforum Wirtschaftsschule Baden-Württemberg Bavaria Comenius project in Fürth Tettnang Austria VLB symposium for health professions Switzerland South Tyrol Association of teachers at vocational schools in Bavaria e.v. (VLB)

2 IMPRES ABOUT S IN HALT: PUBLISHER Association of Teachers at Vocational Schools in Bavaria e.v. (VLB) VLB Verlag e.v. Dachauer Straße 4, Munich Telephone: (0 89) Fax: (0 89) Internet: EDITORIAL Peter Thiel Am Happach 40, Gerbrunn Telephone: (09 31) Fax: (09 31) Martin Ruf Nussbaumweg 9, Würzburg Telephone: (09 31 ) Fax: (09 31) AD ADMINISTRATION Office of VLB Verlag ev Dachauer Straße 4, Munich Phone: (0 89) Fax: (0 89) GESTALTUNG Lattke und Lattke GmbH Phone: (0 931) Fax: (0 931) DRUCK Helmut Preußler-Verlag Dagmarstraße 8, Nuremberg Phone: (09 11) Fax : (09 11) PUBLICATION AND SUBSCRIPTION PRICE VLB akzente appears 10 times a year Annual subscription 30, plus shipping. CANCELLATION The publisher can cancel up to three months before the end of one year. COPYRIGHT The published contributions are protected by copyright. Reprinting, even in part, only with the approval of the editorial team. MANUSCRIPTS AND ARTICLES Manuscripts are only considered accepted after they have been confirmed by the editorial team. We assume no liability for unsolicited manuscripts. Articles identified by name do not necessarily correspond with the opinion of the editorial team. VLB akzente is continuously indexed in the documentation service of the Standing Conference of the Ministers of Education of the Länder, in the documentation service of the GERMAN LIBRARY and in the DOPAED documentation ring. EDITORIAL DEADLINE for issue 08/09/02: for issue 10: for issue 11: ISSN THEMES OF THE DAY 3 Memorial ceremony for the victims of Erfurt 5 Peter Thiel: Learning goal to forget EDUCATIONAL POLICY 6 Peter Thiel: Specialist conference of arge-alp-vocational training in Tettnang 10 Michael Waidhauser: Why recruit teachers? 10 dpa: School-leaving certificate level shapes the results of the journeyman's examination 11 Dietmar Leischner: European quality indicators of school education FROM THE LANDTAG 13 Inquiries, motions, resolutions TEACHER EDUCATION 15 Heiko Pohlmann: The AQUA model experiment 16 Breakthrough: A new place to study for our young teachers VLB-INITIATIVEN 17 Correspondence with the Ministry of Culture and the State Parliament EDUCATION AND TEACHING 19 J. Seifried / D. Sembill: Further results from the SoLe study 22 Peter Swoboda: Information on EU-Comenius 1 Project 23 Wieland Schöne: Practical instructions for correcting German essays 24 Martin Ruf: Information about newspapers 25 Helmut Stephan: New financing model with company jackets VLB-ONLINE 26 Johannes Münch: Is the topic changing? FROM THE LIFE OF THE ASSOCIATION Landesverband 27 Wolfgang Lamprecht: VLB specialist conference health professions District and district associations: 30 KV Oberpfalz-Nord; KV Bamberg-Forchheim; BV Upper Bavaria; BV Lower Franconia Divisions and specialist groups 34 Department of Religion; FG Bautechnik Personnel 36 Personnel BOOKS / MEDIA 38 News from the book market LAST PAGE 40 Josef Eisele: Schulsplitter Cover photos P. Thiel: arge-alp-participants; Tettnang Castle 2 accents 06/02

3 TOPICS OF THE DAY Memorial service for the victims of Erfurt Entry in the condolence book: Left MD Josef Erhard, right VLB state chairman Hermann Sauerwein The Bavarian teachers' associations had called for a joint commemoration for the victims of Erfurt. Around 1000 participants, including many school children, responded to the call and met on May 2 at Munich's Odeonsplatz. This was preceded by an ecumenical service in the nearby church of St. Michael. After the opening of the event by the BLLV President Albin Dannhäuser, Minister of Culture Monika Hohlmeier spoke. My thoughts are with the victims and, above all, their relatives, because for them the suffering has only just begun. Children who have become orphans, married couples who now have to go on living without their beloved partner, parents who have lost hope with their child, colleagues who now have to do their job without the friendship of the murdered and schoolchildren, who will miss the boyfriend and girlfriend, said the minister. She also thinks of all the teachers and, in particular, the students who had to experience the event directly or indirectly and who suffered severe trauma, continued the minister. This crime should not give rise to thoughts of hate or revenge. It must raise our awareness that we must all fight for a world in which people treat each other peacefully and in mutual respect. In the last few days a great consensus has become clear in our society: There should be neither understanding nor tolerance towards violence and aggression. What is our society based on values? What culture of togetherness do we cultivate? asked the Minister. Don't we seek conversation too little when we encounter aggression in our environment? Don't we look away too often? Are we still even aware of the brutality and violence in the media? Do we also note that young people in particular are often left alone in a border region between fiction and reality? We need a culture of togetherness, said the minister. Out of grief and helplessness in the face of We have come together to commemorate the 17 dead of the rampage in Erfurt. It was with horror and sadness that we had to learn that two students, a police officer, an administrative clerk and 12 teachers were murdered in the process. Our memory goes to them, and our deepest condolences to their families. We all wonder how and why such a horrific thing shouldn't resignation grow. Their respect and esteem goes to all those who showed courage and offered assistance in this disaster. Many have shown human greatness. She made specific mention of the police officer who lost his life trying to save others. All of you, emergency services, teachers and students should be role models and reminders for us. We honor the victims, we feel with their relatives. We pause in memory of her, concluded the Minister. Max Schmidt, chairwoman of the Bavarian Association of Philologists, spoke for the abl associations. Here is his almost unabridged speech: Massacres could come and find no answer. Shaken and stunned, we try to understand what cannot be understood. A young person loses touch with his real environment, sees himself in a hopeless situation and chooses a way out that is not one. Unfortunately not an isolated case in the last few years and months. In the USA in Littleton akzente 06/02 3

4 THEMES OF THE DAY two students cause a bloodbath; in Germany in Meissen, Metten, Brannenburg and Freising and this week in Slovenia there are also a number of acts of violence in schools. But we are not only seeing an increase in violence in schools. Of course, they are not limited to Germany either. In Switzerland, a few months ago, several members of a cantonal parliament were also murdered by a gunman in the meeting room, in Paris a perpetrator shot several members of a municipal council and in Djerba an assassin murdered 18 people, including many German tourists. Sensitized by these events, we find that we are not even able to prevent periodic acts of violence, as the riots last night in Berlin testify, which, thank God, only resulted in injuries. Today we mourn for people who have become victims of a perpetrator, a young adult who, according to many of his acquaintances, was an inconspicuous member of our society. The hatred of the Erfurt perpetrator was primarily directed against teachers, although, as can currently be read everywhere, at his school, the Johann-Gutenberg-Gymnasium in Erfurt, the teacher-student relationship was particularly close and trusting. The hatred was directed against teachers because the teenage gunman was unable to analyze and deal with his own failure and projected the guilt onto all teachers. His hatred hit a professional group that has been criticized and disqualified time and again by politics and the media in Germany for years. It would be nice if this society once again showed the teachers the respect they not only deserve, but which is necessary if upbringing is to be successful as a joint task for parents and schools. When reporting in the media, shocked people expressed their horror and dismay, moderators looked for details of the crime and for explanations. In the schools we teachers tried not only on the Monday following the deed to overcome our speechlessness together with the students and to talk about our feelings, our horror and our sadness. It became clear to us that in everyday life it is often not possible to perceive or grasp one's counterpart in their respective personal sensitivities. Even if the expectations of school and teachers are often exaggerated, especially at this point in time, it remains to be seen that the framework conditions for this need to be improved. But it will not be enough if the school tries to react on its own. At first I pointed out the acts of violence in many areas. It seems that values ​​have shifted in many areas of our society. The fact that at the beginning of many in-school development projects there is a kind of contract between all those involved, in which common goals and values ​​are defined, shows that such a consensus no longer exists from the outset. Ultimately, however, this is also the opportunity that we must seize together: to achieve more consensus on values ​​in our society, because the problems that we have to identify here are obviously of a societal nature. Do we not observe a creeping withdrawal from the responsibility for upbringing in many families? Didn't our society, didn't our politicians sit by and watch for years as young people were abused as consumers earlier and earlier? Extended legal regulations alone, for example, prohibiting the acquisition and carrying of firearms, prohibiting the production and distribution of films that glorify violence or computer games that are already forbidden by us, do not answer these questions. Even extended security measures don't really help. In order to make such irrational violence unlikely in the future, a coalition of all those involved, young people, parents, teachers and politicians, is required. We can only hope for positive changes if violence prevention begins in the parents' home, and if one does not wait for the kindergarten or elementary school teachers to influence the children. Only if it is possible to build on such processes that have already been initiated in school, this place can be experienced by all those working there as an indispensable part of personal development, as a living space, and we can curb the violence in our society again in a certainly long-lasting process . Today is a day of mourning. The Working Group of Bavarian Teachers' Associations would welcome a common new beginning of togetherness and for each other in our society, a beginning that would lead to less social coldness and a greater common consensus of values. We will not forget the dead of Erfurt. 6th VLB Vocational Training November 2002 Congress in Passau 4 akzente 06/02

5 TOPICS OF THE DAY Learning objective To forget PETER THIEL Forget it - a more modern expression, so to speak. It is used when you want to disqualify something. You can forget that, for example, about an unpleasant contemporary who you would like to see on the transfer list. And you express yourself similarly when something doesn't work. You can forget that. Ever since schools have existed - and this has been the case for a long time - it has been their concern to fight against forgetting. What you learned from your fathers, buy it in order to own it, said the poet prince from Weimar and his Russian contemporary Tolstoy pointed out: Never look up something in books when you have forgotten something, try to remember it . Once we crammed into the dolls by heart in the evenings, repeated vocabulary or memorized poems, because we had to go to school the next day. And if one or two dropouts occur today, then it is (almost) always the short-term memory that lets you down. What was your name? Or: what was his name? You already know this can be embarrassing. Long-term memory, on the other hand, is more reliable. It works (mostly) inside out. To sing a verse in good company, maybe even from a classic from school, the others are amazed, that is one of the nicer moments in life. Of course, there is also the other side of the coin: retention, memorization, and perseverance are not only on the have side of human existence. The French Honoré Balzac was obviously on the right track when he wrote: Memories beautify life, but forgetting alone makes it bearable. The historian Friedrich Sieburg takes the same line when he says: In order to survive, forgetfulness is necessary. The witnesses of Erfurt or those of September 11th, they will have to nibble at it for a long time until the cruel events are out of their heads. The ability to forget, switch off, fade out, uncover or mentally declutter - whatever you call it - are skills of essential psycho-hygienic importance. The athlete, for example, who can't get the last defeat out of his head, is well on the way to another bankruptcy. Mental training is therefore prescribed for top athletes, the matter is not new. What is new, however, is that we should now forget about education. Not everything, of course, but the right thing, that which is a hindrance. What is new is that forgetting is now almost given the rank of a learning objective in the area of ​​professional learning. At manager trainer Tom Peters we read: forgetting has become a central activity, it is the future keyword. Hear hear! For our students, the matter is probably less of a problem. They are fresh, carry less baggage, and don't have so much to forget. In the course of their professional lives, however, they too have to develop the ability to forget, or rather to throw away ballast, if I understand Peters correctly. The fact as such is clear. The open question is rather: what is ballast? So what should go overboard? What should space be created for on your own hard drive? Trying to save everything is an illusion, the last encyclopedists lived more than 200 years ago. As with the bulky waste in the home community, the matter is presented. What is not there all around. Truly not always just worthless but what has been declared worthless. When it gets dark, the hour comes for the collectors, who then strike and can still use everything possible. To be able to forget the pedagogical requirement opens up a didactic dimension that must be well thought out. To forget consciously requires a sense of proportion. Throwing too much overboard can make a mistake. The main concern of the learning goal of forgetting does not lie in the fact as such, but in the ability to make correct selection. So free passage for a learning area that has never existed in this form before. As I said, the matter - properly tackled - is unlikely to give boys any gray hair. But what about the more mature among us? To erase what was once with commitment and partly learned with great enthusiasm is not easy. This is especially true for consciousness and values, for ideals, less perhaps for the cognitive. Let's hear what John Maynard Keynes, the famous economist, said: The greatest difficulty in the world is not to get people to adopt new ideas, but to forget old ones. So it does not always have to be burn-out syndrome and physical suffering when one or the other colleague is excited to say goodbye, even though he has found his fulfillment in a long teaching life. And to avoid misunderstandings: The same applies of course to our colleagues. akzente 06/02 5

6 EDUCATION POLICY Specialist conference of arge-alp-vocational training in Tettnang: Europe is really lived here PETER THIEL Tettnang has something. The charming small town - located in the Lake Constance district - is advertising with this slogan. And because this is justified, the state association of Baden-Württemberg invited to this year's meeting of the working group of alpine vocational school teacher associations (arge-alp-berufsbildung) in Tettnang. First, a few remarks on arge-alp: It was launched in 1985.Delegations from the five member states of Baden-Württemberg, Bavaria, Austria, Switzerland and South Tyrol come together every year to exchange information and tackle problems together. The structures of vocational training are similar in the five countries, which is why the cooperation is particularly effective. A favorable infrastructure Tettnang's Mayor Michael Meichle was able to proudly refer to the city's affordable infrastructure when the 25-strong panel of experts was welcomed. Overall, the Lake Constance district is doing well, he said. A number of crisis-proof medium-sized companies in the electronics industry, as well as hop growing and a gastronomy that is well frequented by tourism, create the basis for a solid prosperity in Tettnang, from which the schools also benefit. When it comes to vocational training, the city is already well-known: its electronics school has a reputation that extends far beyond the region. The dual vocational training - model of the future That was the motto of the conference. Rolf Dörflinger, head of the host regional association, referred to the tradition of arge-alp vocational training in his welcoming speech. There have already been a lot of positive results, he explained. Two presentations formed the core of the event, so to speak. First the floor was Heinz Holz, Senior Scientific Director at the Federal Institute for Vocational Education and Training (BiBB) Bonn, then Dr. Volker Joos, Head of Training and Education at MTU, Friedrichshafen. Innovation in vocational training - modernization through model tests was the subject of BiBB employee Holz. The modernization of German vocational training is possible - despite many calls for cashiers, said the speaker. The global trend towards individualization: he also included vocational training with the catchphrase self-directed learning. The workplace is increasingly becoming a place of learning. Therefore, tailor-made training concepts based on training regulations that are open to design are necessary for the individual companies. Of course, this often poses considerable problems for small businesses. Consequently, the demand for regional networks of vocational training with a service character. Cooperation between learning locations is just as indispensable. The pilot projects are committed to such an innovation strategy, said Holz. However, success is only achieved if politics, research and educational practice are involved in the experiments and the results are accepted by practice. A stable alliance between practitioners and scientists willing to implement is one of the prerequisites for the success of the pilot projects. But what is required is a basic attitude that understands change as an opportunity that can be shaped, said Holz. From teaching to self-directed learning The aim of the pilot projects is to develop innovations in education and to test, evaluate and disseminate them. Through them, the German educational landscape received decisive signals and gained a profile. From the previous over-punctuation of teaching to the emphasis on self-directed learning, change is taking place - especially in vocational training. Milestones for this change of direction are the open curricula. The process of change proceeds from operation in the conventional sense to a learning organization. The same applies to schools. Forget - the future keyword Anyone who wants to change has to be ready to throw what is old overboard. Holz quoted the business economist Knut Bleicher: We work in yesterday's structures with today's methods on tomorrow's problems. And this primarily with people who built the structures of yesterday and will no longer experience tomorrow within the organizations. Up-to-date vocational training concepts, however, require a rethink, as management trainer Tom Peters expresses: The learning organization is one of the hot management topics of the 1990s. I, on the other hand, consider forgetting to be far more important. Forgetting has become the central activity, it is the key word of the future. Finally, a quote from Keynes; The greatest difficulty in the world is not getting people to adopt new ideas, but rather forgetting old ones. Shorter - more often - leaner Dr Volker Joos presented the training and further education concept from MTU Friedrichshafen. He started from six basic theses: The dual system is increasingly in international competition. Through committed change one can preserve this valuable core - the duality. 6 accents 06/02

7 Tettnang Bilderbogen 1 Referring to the successful work of arge-alp: Rolf Dörflinger, chairman of the host state association of Baden-Württemberg. 2 Responsible for the organization of the Tettnang conference: local hero Alfred Heß. 3 Dr. Berta Linter and Dr. Peter Düregger, the representatives of South Tyrol. 4 The modernization of German vocational training is possible. BIBB employee Heinz Holz. 5 Smaller, more often, leaner is the reform approach for professional learning: MTU Training Manager Dr. Volker Joos optimism about the situation in the Free State: Bavaria's representatives Hermann Sauerwein and Hans Käfler. 7 Too much is left to chance: Rudolf Siegrist-Plüss, the outgoing President of the Swiss Association of Vocational School Teachers; Jörg Hofer (Weinfelden). 8 Expert in questions about the Swiss professional Matura: Dr. Wolfgang von Krockow-Laninger (train). 9 Include the vocational schools in the pilot projects of the BIBB: BLBS chairman Günter Besenfelder akzente 06/02 7

8 EDUCATION POLICY If companies and vocational schools do not cooperate sensibly, the gap becomes wider and wider. This causes pointless frictional losses. Education and training must be more closely linked and distributed differently over the working life. Shorter, more often, slimmer, is the demand. The practice once instructor - always instructor leads to a dead end. At MTU, the training department is a real talent pool for managers. Anyone who has been able to gain experience here can survive in any other department of the house because they know something about leadership. Training is increasingly coming under cost and pressure to justify itself. Therefore, the effectiveness and sustainability of the measures must be continuously improved. The central question, however, is: What does it cost us all if we don't train? The youth today are different - neither better nor worse - than the generations before. This results in a changed role awareness of the trainers. MTU is a company with 6,200 employees worldwide, including 240 young people in vocational training. We manufacture drive systems for everything that is not on the road, said Joos, describing the company's production program, in which he is responsible for all of the training and further education. An experience seminar at the end of the first year of training In a company-specific learning profile, the young people are verbally assessed in five stages. The criteria are knowledge, method and social skills. The training officers had to be trained intensively for this. To promote social skills, MTU offers trainees a one-week experience seminar at the end of the first year, where the young people find themselves in a completely different atmosphere. A lot grows together that will benefit us later. Prejudices and reservations, for example between commercial and industrial or between female and male, go overboard. We do not produce precious scrap In an international comparison, the training periods in Germany are too long, said Joos. It makes little sense to learn in advance. Education becomes a perishable commodity. In training, it is important to concentrate more than before on key or basic qualifications and to clear out outdated content. An early practical relevance of the training is also essential (e.g. through the organization of learning islands). We do not produce precious scrap, everything that is created is fully usable, explained Joos. An impressive presentation, a ray of hope for the dual system and a role model for other areas, said the conference participants and finally had many questions for the speaker. A competence center, as one would imagine. The third technical highlight of the conference was a visit to the electronics school. Under the abbreviation EST, this has made a name for itself that extends far beyond the region. Headmaster Alfred Heß pointed out that the initiatives to develop such a competence center in the electronics sector go back to the early 1960s, when the electronics specialist Dr. Klein began to organize the Tettnang Electronics Days, which later received much attention nationwide. The establishment of a technical college for electronics in the year of the first of its kind in Germany - was the starting signal for a stormy development of training and further education in the field of electronics in Tettnang. No wonder, then, that the economic area today benefits to a large extent from the industry. With new and extension buildings in the seventies and nineties, the Bodenseekreis, as the sponsor, created all the prerequisites for optimal school operations, said Heß, who also praised the initiative of state and regional politics and at the same time pointed to an exemplary cooperation with the economy. Nevertheless, we have also made sure that the trees do not grow into the sky, said Hess. After all, we are missing ten teachers. The action aspect has to be implemented even more strongly As is customary at the arge-alp events, the participants reported on the educational policy situation in their respective countries, which resulted in a lot of similarities. For Baden-Württemberg, MR Michael Krüger (Ministry of Culture Stuttgart) first gave a lecture on the implementation of framework curricula. In connection with learning field didactics, the question arises as to how one can evaluate key qualifications, said the speaker. Corresponding help for the teachers is in progress; it remains to be hoped that they will be duly accepted. Basically, the idea of ​​action must be implemented even more strongly in schools. Another aspect was the strengthening of the independence of vocational schools, for which a project is ongoing in Baden-Württemberg. Concepts for this cannot be imposed on the colleges, which is why 60 vocational schools are involved in the project. linger reported strong savings, especially at the one-year vocational schools. With regard to the provision of teachers, the country is in a very bad situation: there is no original teacher training for vocational schools, and since the universities have too few students, there are hardly any qualified engineers for special measures. Falling back 8 accents 06/02

9 EDUCATION POLICY will now apply to UAS engineers who are in the higher service. You do not need to qualify until you are hired. A discussion group for directors set up by the association is running successfully, explained Dörflinger. View over the Brenner As a representative of South Tyrol, Dr. Berta Linter the educational policy scenario of Italy. Since 1999, vocational training has moved forward in three steps. The 9th year of compulsory schooling was introduced, compulsory education was extended up to the age of 18, and not only secondary schools, but also full-time vocational schools and apprenticeships, the latter as an absolute novelty, are planned to meet them. After the election victory of the center-right government in May 2001, the school reform law is in the process of being changed; a corresponding draft is in the hands of the Senate in Rome. A fourth way is to be introduced, namely a combination of school-based and company-based training, which will be financially supported by the state, with the funds flowing primarily to companies. The representative of South Tyrol named a first qualification after three years with certification by the school, as well as a plan for the introduction of a state examination as a prerequisite for university studies, as a positive approach in our sense of the word. The tendency, however, is that the current government is trying to cut back on education policy, which the previous one decided. In South Tyrol, which is autonomous in terms of school policy and has a dual system of training, the educational offer is being modernized and higher technical education is being strengthened on the basis of a second multi-year plan. Too much is left to chance. The Swiss contribution was made by Rudolf Siegrist-Plüss, President of the Federal Association of Vocational School Teachers (approx. Members). Siegrist-Plüss reported on the emerging new vocational training law, which leaves the duality of training untouched, but simplifies the structures in vocational training and increases flexibility. His association was heavily involved in drafting this law. The main demand of the teachers' representatives to create a training contract to be concluded with the school, however, was not enforceable. At least we were able to introduce around half of our concerns into the bill, said Siegrist. The apprenticeship situation in Switzerland has improved and the corresponding financial injections from the federal government have taken effect. A number of model tests for vocational training are underway in the country. Great efforts were still required in the area of ​​teacher training. Seven universities of applied sciences from different cantons strive to provide professional training for teachers; the pedagogical part lies with the Swiss Institute for Pedagogy (SIP). In general, the President complained that the Confederates left too much to chance when it came to questions of education. Dr. Wolfgang von Krockow-Lauinger emphasized that the vocational school leaving certificate would be upgraded by the upcoming Vocational Training Act. With the help of the Matura, young foreigners are already being integrated very well, many are striving for it because they only want to improve their general education, he said. Very well done with the merger As a representative of Bavaria, VLB state chairman Hermann Sauerwein recommended that the vocational school teacher associations establish a merger as practiced by the VLB. We did very well with it; We shouldn't get bogged down in the face of political headwinds, he said. The central problem in vocational training in the Free State: the shortage of teachers with a simultaneous increase in the number of pupils, especially in the upper vocational level. Sauerwein named planned measures for the solution, gave a lecture on the development of the Bavarian specialist teacher training, on the teacher burden and on the topic of competence centers. VLB Vice Hans Käfler finally provided information on the state of school development in the Free State and criticized the lack of coordination. The vision is missing, you just don't know where the thing is going, he said. Changing of the guard in the Swiss association For reasons for which the organizers of the event were not responsible, the Austrian delegation was absent from the Tettnang conference. The deficit was noticeable, as the colleagues from the Alpine republic had decisively enriched previous arge-alp events. However, the fear that the lack of Austrians is a first sign of an erosion of the arge alp vocational training would be out of thin air. Nevertheless, the Tettnang Round represented a kind of turning point: the federal delegation with Rüdi Siegrist-Plütt and Dr. Wolfgang von Krockow-Lauinger at the top said goodbye from the circle because the Swiss Association is about to change the guard. For years, the two named people in particular had enriched the arge alp meeting with profound technical contributions, profound humor and endearing rhetoric. Here Europe is not just on paper, it is really lived here, said Dr. Wolfgang von Krokow-Lauinger saying goodbye to the group and whoever listened carefully could not fail to hear a trace of melancholy. The supporting program offered a tour of the pile dwelling museum in Unter-Uhldingen, a visit to the baroque church in Birnau and a wine tasting in Meersburg. The next round of arge-alp vocational training will take place in South Tyrol again. Dr. Berta Linter warmly welcomes you to Tettnang. akzente 06/02 9

10 EDUCATIONAL POLICY School-leaving qualification level shapes results in journeyman's examination (dpa) - The level of school-leaving qualification has a decisive influence on results in journeyman's examination. The reason: School deficits can only be reduced to a limited extent during vocational training. This is a result of the qualitative study carried out by the Federal Institute for Vocational Education and Training (BIBB) in Bonn on the "factors for exam success in final exams in the dual system - illustrated using selected examples". The impetus for the study was the increasing number of failures in final vocational exams in the dual system. According to BIBB, this number has increased significantly in individual training areas over the past few years - especially in the craft sector. The number of those who did not pass the final examination at the first attempt increased by almost a quarter: from 17 percent in 1993 to 21 percent in the current quota in some professions is over 25 percent, in some chambers even 50 percent . In 2000, according to BIBB, test participants in the craft trades nationwide failed their exams. According to the results of the investigation, very diverse reasons with different weightings contribute to the test result. The BIBB announced that the level of the school leaving certificate and the continuous personal and professional support of the trainees, the complete communication of the prescribed company learning content and thorough examination preparation had a significant influence on the success of the exam.The interest of the trainees in their training, the good communication of school learning content, the regular management and regular control of the report books, the timely use of training support, good communication between the company and the vocational school, the comprehensibility of the examination tasks would have a medium influence. Why recruit teachers? MICHAEL WAIDHAUSER For years, the VLB has been trying hard to recruit young people for teaching at vocational schools. The Ministry of Culture carries out special measures to attract young people and it is a generally recognized fact that there are too few teachers for the vocational schools. One would think that the teachers who are on the market and who find a school where there is a need that exactly suits them, will also find a position there. Not even close. Example: At a vocational school there is an urgent need for replacements for colleagues who have left and who are leaving, no rough estimates or imponderables, simply replacement needs. In the course of the formation of competence centers, a new profession is set up, which further exacerbates the situation. From September, four new technical colleges in Bavaria, which will be organizationally linked to the vocational school, will start operations. It should be clear that these schools will not function without teachers. Or is there a model experiment "The teacherless technical college?" How many positions are on the Internet for our sample school on April 22nd? No. It is not only because of the lack of young talent that teachers cannot be hired in many places, but because of the lack of positions at the right time. There may be applicants who fit the job profile. However, these colleagues will look for schools at which they will receive a specific acceptance promise. Sure, over time there may still be vacancies, but if this happens slowly over time, the applicants who fit the school are gone, yes and for the teacher with housekeeping and French who is then left over, there is of course no need. Consequence: extra work and missed lessons! Three things must come together at the same time if a teacher is to be hired: demand, applicant and position. It is of no use if a school has the requirements and the applicant in April but no position, and in June the requirement and a position but no more applicants. As long as a school does not have the real chance to employ the applicants of its choice, school development and an independent school profile are pure farce. What's the point in promoting teaching at vocational schools if there is a lack of permanent positions at the right time? Could it be that new technical colleges are founded and no permanent positions are made available? How should one understand that a vocational school and a technical college should be run as an organizational unit, but the government and ministry are jealous of "their" posts? The system for posting vacancies is only authorized if all positions are released for staffing at the same time. If the staff is filled in chunks, one can immediately return to the pure allocation procedure. The success of the Finnish school system is certainly not due to the fact that sixteen ministries of education are arguing about the right path and that many district governments and ministerial representatives manage and supervise the schools. Finland has a high degree of autonomy and personal responsibility. That's why I also know where to start saving. But no matter which system prevails: 10 akzente 06/02

11 EDUCATION POLICY According to the information, individual factors in the company and vocational school, such as interest in lessons, training plan or working atmosphere, but above all most of the factors related to the examination itself, such as the organization, procedure and evaluation of the examination, have little or no influence. According to BIBB, three skilled trades with high or significantly increased failure rates were examined: gas and water plumber, central heating and ventilation fitter, electrician. The specialist saleswoman in the food trade, a job with a high proportion of women and comparatively low failure rates, and a job in the public service, the supplier and disposal company, were also included. Around 120 test participants and around 200 experts such as trainers, vocational school teachers and examiners were interviewed. Talks were also held with other experts. The European influence is increasing: Quality indicators of school education DIETMAR LEISCHNER Anyone who only looks at current affairs and pursues day-to-day political affairs can easily overlook long-term development tendencies and fundamental changes. Little noticed by the public, but very intensively, the European influence on politics in the EU states, in all areas of life, including vocational training. Initial situation New challenges such as the rapidly advancing globalization of markets, the Internet and the knowledge society, rapid developments through information and communication technology as well as the Europeanization of the education and employment market are making vocational training policy more and more the focus of public interest. Upbringing and education are thus given a European dimension. It is shaped by a diverse cultural wealth such as different values, linguistic and cultural areas, intellectual and economic-political orientations for a united Europe. Education policy objectives of the EU Articles 126 and 127 (education, training and youth) of the Maastricht Treaty of 1992 set out the objectives of the European Union. In addition to these two articles on education and training, Article 128 (new) has been added to the Maastricht Treaty on Culture. Those responsible at all levels in the EU countries are called upon to overcome obstacles, identify the necessary educational paths and find practical and concerted solutions - both for general education and, in particular, for vocational training and further education. The statement of the EU is trend-setting: The quality of education and vocational training, the dynamism and creativity of young people are the wealth of the European Union, the engine for its prosperity and cohesion. Programs such as Socrates ", Leonardo da Vinci" and Youth "have opened up new perspectives for education, vocational training and research and created the basic conditions for mobility in the EU. Two concrete examples are the learning of foreign languages ​​and the recognition of qualifications and certificates for young people are open to all EU countries as well as the 13 candidate countries. Leonardo in particular supports cross-border projects in the field of vocational training. The focus is on the use of new information and communication technologies, the realization of equal opportunities for women and men, the integration of the Labor market particularly disadvantaged among others (see publication of the European Commission "A European mobility pass", May 2001). Test results As is well known, the public was alarmed by the results of the school comparison study PISA. The study has already been adequately described. In an international comparison of the total of 32 countries examined, Germany ranks 21st. As early as 1998, the mathematics study "TIMSS (Third International Mathematics and Science Study) found that German students were in the lower midfield". Key indicators In the report on the quality of school education in Europe "the European Commission published in May 2000 essential statements on a comparative overview - a kind of benchmarking" - of the European teaching systems, particularly in the scientific subjects. At the suggestion of education ministers from 26 countries, the EU Commission has appointed experts to a working committee that is supposed to create a small number of key indicators or benchmarks for school standards for national evaluation of the systems - akzente 06/02 11

12 EDUCATION POLICY te. The starting point was Article 149 of the EC Treaty and the necessary quality of training and further education, which is classified as a task of the highest political priority in all Member States. Knowledge, skills and abilities at a high level are essential for active citizenship, employment and social cohesion. Lifelong learning and high quality education are crucial for labor market policy and free movement within the EU. 16 indicators for the quality of school education were defined, which are divided into four areas (see table above on the right). Areas of Knowledge Success and Transition Indicators 1. Math 2. Reading 3. Science 4. Information and Communication Technology (ICT) 5. Foreign Languages ​​6. Ability to Learn How to Learn 7. Citizenship 8. Dropout 9. Completion of Upper Secondary Education 10. Participation in tertiary education monitoring 11. Evaluation and control of school education of school education 12. Parental participation resources and structures 13. Training and further education of teachers 14. Participation in pre-school education 15. Number of pupils per computer 16. Expenditures for educational purposes per Student level of knowledge The first four indicators are relatively easy to measure and record in terms of data. The ability to learn how to learn 'as an indicator is much less easy to measure; no comparative data is available: but the indicator is vital to the social and economic future. Citizenship and foreign languages ​​are also important goals. Success and transition The Three indicators in this area are of high political relevance. They are closely linked and are particularly evident in vocational qualifications and in daily occupational and work areas. Dropout rates and completion rates of upper secondary level provide important information on a successful education system. Completion of upper secondary level is increasingly seen as important, it allows pupils to successfully enter the labor market and access to training and further education opportunities Monitoring of school education Evaluation and control of school education and parental involvement deal with participation d he actors ": headmasters, teachers, pupils and parents as well as trainers from companies in vocational training. They should all be key actors, information gatherers and active participants in school improvements. Participation can affect the quality of education in a number of ways. Resources and structures The four indicators belonging to this area relate to important aspects that affect the performance of the school and underpin student success. Teachers across Europe and in all types of schools are experiencing an unprecedented change in their roles and status, demands are becoming more diverse and rapidly changing social, economic and technical situations pose additional challenges trained teachers, supported by ongoing training, exists in all European countries. Schools must offer all pupils the opportunity to use computers, Internet and educational software efficiently. The share of education expenditure in the gross national product is a e Investment that pays off in the long term. Many countries have recognized the impact on various political and economic challenges in international competition and increased spending on education per student. It is therefore also in Germany that the requirement that education should not be "wasted" applies. Consequences and initiatives In the report on the quality of school education in Europe, the indicators described above are explained and test results are presented. Numerous examples are attached for each of the 16 indicators for national initiatives. To improve the quality of vocational schools, all of the requirements of the VLB in recent years can be mentioned. Some consequences are representative of many measures: better equipment in vocational schools, more flexibility and differentiation in the teaching offer (support, remedial and supplementary lessons, 12 hours Vocational school teaching), expansion of an efficient vocational education system, reform of teacher training and teacher training for vocational schools, measures to reduce the shortage of teachers at vocational schools

13 FROM THE LANDTAG Inquiries, Motions, Resolutions Written inquiry by the Member of Parliament Unterländer, CSU,: Use of new occupational profiles in the healthcare system for further training and retraining The creation of a professional profile "businessman / clerk in the healthcare sector" and the development of corresponding curricula for training and further education also result for numerous other occupational groups new retraining and additional qualification opportunities. In this context I ask the state government: 1. Does the state government share the view that new job profiles in the health care sector open up great opportunities for additional employment opportunities? 2. Does the state government share the view that additional qualifications and further training to become a businessman / clerk in the health sector "will also be of great importance for related professions in the health and social sector? 3. In which way, according to the state government, can such retraining by employees from other areas? 4. Who carries out the theoretical training in these areas? 5. Who will carry out further training, further education, the provision of additional qualifications and retraining? 6. Does the state government agree that there is a Answer of the State Ministry for Economics, Transport and Technology (dated): To 1 .: For the development of new occupational profiles, within the framework of the procedure for drawing up new training regulations, primarily the relevant industry registered and realistic estimating the need for appropriately trained specialists. The training content of the new, commercially oriented occupation "businessman / woman in health care" is aimed at a modern direction within the health care system. In addition to the need already identified by the health sector, a further need for trained health care professionals is to be expected due to the reforms that have been introduced in the health system, which are likely to lead to further structural changes in the coming years. Regarding 2 .: The training to become a "businessman / woman in health care" is a regular dual training with a duration of three years. Therefore, any additional qualifications or further training for related professions in the health care system cannot lead to a qualification as a business clerk in the health care system. As a further training opportunity for people already working in this area, the specialist in social and health care is offered. Re 3 .: In the case of retraining measures, there is a risk that the mainly school-based measures with a short practical period are in direct competition with regular training. Experience in other new professions (e.g. in the IT sector) has shown that those who have completed such retraining courses have poorer prospects on the primary labor market than those with regular training. Regarding 4 .: In principle, all known retraining and further education providers can carry out corresponding offers. Re 5 .: The courses to become a specialist in social and health care with a corresponding IHK qualification are currently being carried out by the ECONT (Munich) organization. Re 6 .: The assessment of the company's ability to train as a businessman / - women in health care are the responsibility of the chambers of industry and commerce. The focus here is clearly on the quality of the training to be expected. In the area of ​​continuing vocational training, the existing system is already characterized by plurality and market character. Request of the members of parliament Egleder, Werner-Muggendorfer, Irlinger, Goertz, Hecht, Pfaffmann, Pranghofer, SPD,: "Nutrition, housekeeping and production" more in the classroom To strengthen the principle of "healthy consumer behavior" through better anchoring of "nutrition, housekeeping and production" in the curricula and in everyday school life. Reason: The social development is characterized by increased mistakes in the areas of buying behavior, debt, unhealthy diet and in the akzente 06/02 13

14 FROM THE LANDTAG areas of food production and distribution. Consumers are extremely insecure. In this situation, the school is also of crucial importance with regard to future developments. Here, more fundamental knowledge and nutrition and the handling of food with the aim of leading a healthy lifestyle as possible must be conveyed.Application by MPs Maget, Wörner, Franzke, Naaß, Goertz, Odenbach, SPD, partial retirement in the block model The state parliament wants to decide: The state government is asked to report on why the partial retirement in the block model, which was decided by the state parliament, has apparently been since the middle March 2002 was stopped. In particular, the following questions need to be answered: Who was this application freeze issued by? How many applications have not been processed before the specified date? How many applications have been made up to this point? How many of them were positive or negative? Why were negative decisions made? How many positions were newly filled by young people due to partial retirement in the block model? Reason: Employees and the staff representatives of individual ministries complain that applications for partial retirement in the block model with the reference that there is an order from above are no longer processed. Since this model is a law passed by parliament, we demand clarification as to why this law is no longer implemented without parliamentary participation. Written request from MP Odenbach, SPD, use of the funds made available by the federal government with the "Future Investment Program for Vocational Schools" (ZIBS) to improve equipment in the field of media and information technology in the Free State. Preliminary remark: With the future investment program for vocational schools (ZIBS), the federal government has created significant opportunities to improve the equipment of vocational schools throughout the Federal Republic of Germany. In most of the Länder, the funds were given to the municipalities according to the number of pupils, so that they could be used at their own discretion. Bavaria took a different approach and demanded cofinancing from the municipalities, thereby making it more difficult to obtain federal funds. I ask the state government: 1. How much has federal funds been available since the start of the program? 2. How many school boards and schools government total costs could such funds avail? 3. a) How much has federal funding been called on since the start of the program in the Free State? b) What additional sums did the participating school authorities have to raise? 4. How are the funds distributed among the individual administrative districts and the local school authorities? Answer of the State Ministry for Education and Culture, Re 1 .: For the Free State of Bavaria, the federal funds for future investments for vocational schools for the budget year, - DM and for the budget year, 011, - DM (, - Euro) together, - DM for Provided. Regarding 2 .: A total of 287 measures were funded by 88 municipal school funding bodies and 44 private school bodies in the 2001 budget year. Re 3. a): The funds for 2001 in the amount of DM, have already been called up in full. The funds for 2002 in the amount of, - Euro can be called up in summer 2002. Re 3. b): For 2001, the participating school authorities raised a total of DM - DM in their own funds. Regarding 4 .: The financing shares of the funds for the financial year 2001 are distributed as follows (in DM) to the individual government districts and the municipal and private cost carriers involved (see table below). A remaining amount of DM (26,636.00) will be distributed as the remainder of the budget in the 2002 budget year. Financing share Federal Municipalities Private Upper Bavaria Lower Bavaria Upper Palatinate Upper Franconia Middle Franconia Lower Franconia Swabia together Resolution of the Bavarian State Parliament, The State Parliament discussed and resolved in its public session today: Application by Members Egleder, Irlinger, Maget and others. SPD, (Drs. 14/7996, 14/9120) Introduction of the mobile reserves at all Bavarian schools Rejection The President: Böhm 14 akzente 06/02

15 TEACHER TRAINING AQUA model experiment: holistic or modular teacher training? HEIKO POHLMANN For many years the vocational schools have been providing important pacemaker services for the further development of Bavaria's schools. Fundamental innovations were tried out, which are now also being used in other types of schools. State Minister Monika Hohlmeier wrote a year ago in an article titled Balance of School Reforms in Bavaria. Should the AQUA model experiment also serve this purpose? Tasks of teachers today If one deals with teacher training, one must first define the goal. To this end, the KMK submitted a resolution in October 2000, in which the tasks of teachers today are set out to specialists in learning. It says: The future tasks of education and upbringing will primarily be shaped by the change to a knowledge society and the new media, the accelerating progress in science and research, the development of a European dimension, the dynamics of globalization and interculturality, and further development democratic culture, the importance of social and ecological sustainability, the creation of equal opportunities for life and education, the strengthening of individual identity and social integration, the safeguarding of peace and nonviolence. The KMK also defines: Teachers are experts in learning. They are aware that the educational task in school is closely linked to teaching and school life. They perform their assessment tasks in the classroom and when assigning authorizations for training and career paths competently, fairly and responsibly. They are constantly developing their skills. You participate in the school development. They support the internal and external evaluation. In order to achieve these goals, the KMK has stipulated: The course for teaching at vocational schools is a basic university course and is supplemented by a traineeship. If one looks at the way to this goal, various possibilities can be recognized: Holistic teacher training According to the teacher examination regulations II and the corresponding training regulations for the preparatory service, the focus is on continuous supervision of the trainee teachers. The seminar board responsible for the seminar district is responsible for the training and is supported in its work by the seminar teachers of the professional subject and the second subjects. A characteristic of this training, which has proven itself for decades and is practiced in almost all other types of schools, is that trainee lawyers are supervised by people who introduce them individually and holistically to their teaching activities. This takes place in the first training phase of the preparatory service, i.e. for one year. In the second year, further training and supervision also takes place in the study seminar by the seminar board and the supervision teachers at the deployment schools. The alliance for work has also decided that the training of students at the vocational schools should be holistic. This is a novelty in that this very same body has so far rejected it. A disadvantage of this currently practiced form of training is the assignment of trainee lawyers in the second training phase, which, according to the VLB, has been required to be abolished for many years. The practice of assigning them to a government and school where they do not want to teach is out of date and affects motivation. The idea of ​​getting to know several schools during the training course cannot be dismissed out of hand. Teacher training - modular What the Alliance for Work for Vocational Training has decided to train students holistically should no longer apply after the application for the AQUA pilot project. The federal-state commission for educational planning and research funding has launched a program with the title Innovative Further Training for Teachers at Vocational Schools. Bavaria applied for a model test, which was approved. Such a pilot project for this BLK program is currently only taking place in Bavaria. The ISB model test information No. 1 is available to all schools. Therefore, it is not discussed in detail in this context. Planning takes place in this school year. The steering group met several times. The 24 schools participating in the model akzente 06/02 15

16 TEACHER TRAINING attempt have already been selected. The planning should then be put into practice in the next two school years. The model aims at a modular form of training. The trainee lawyers are to be tied more closely to the school. A staff developer / mentor appointed at the school will be responsible for on-site training. The tasks will be determined soon, as the existing examination regulations and the corresponding admission regulations remain in place. Here it still has to be examined what leeway can be allowed. A change to another school is not planned, of course the trainee teacher should also apply to this school after the preparatory service. The question that needs to be asked is whether the training is really more attractive, whether it is more individual and tailored, whether it makes sense to orient the training more closely to the needs of the school, whether it enables lateral entrants to be trained more easily and better, and whether this enables the process of internal school development can be supported. Above all, however, the question must be asked whether a modularization of the training and thus a breakdown into individual parts for which different people are responsible leads to better quality results. This will be examined in the scientific accompaniment and recorded in the final result. This is the responsibility of the Department of Education (Professor Schelten) at the Technical University of Munich. At the first meeting with the headmasters of the selected schools, the VLB was unable to carry out its modification of the model test because the ministry had decided to carry out the test in the approved form. This modification was worked out at the specialist conference on teacher training last year (see VLB akzente no. 07/01). At that time, a working group consisting of seminar directors, seminar teachers and trainees had developed a model that provides for the following modifications to the model test application: The first training phase (first year of preparatory service) remains in the tried and tested form as a holistic training. A special advanced training program, as is planned for other types of schools, should additionally qualify the seminar teachers. The Breakthrough Schools application currently being hired is being brought forward by one year. This means that trainee lawyers are trained individually at their school. The work of the supervisor must be weighted more heavily, as they should continue to supervise the teacher after the preparatory service in the career entry phase. The further meetings of the steering group of the subgroups, the preparation and training of the personnel developers / mentors and the recruitment of future trainee teachers and the further development of the pilot project will show whether the concept delivers what it promises. We will continue to report. You will remember: In the May issue of VLB-akzente we printed the last message on the third cover page, which reached us literally at the last minute, when the magazine was already there. The message seemed so important to us that we wanted to include it. At the same time, we announced that we would like to go into more detail in the June issue of what is happening with it. The VLB received a letter from the Friedrich-Alexander-University in Nuremberg-Erlangen, according to which the teaching profession at vocational schools in the field of electrical engineering / information technology can begin there from the winter semester 2002/2003. This was the breakthrough in an initiative by the VLB that began years ago. Countless discussions with representatives from politics, science and administration had preceded this, but for a long time hardly anything decisive had happened. During the parliamentary evening with the SPD state parliamentary group at the beginning of April, the topic had come up and the state chairman had asked the parliamentarians for help so that things finally stir up there. Why is the Nuremberg-Erlangen study location so important? One of the reasons for the low demand for teaching at vocational schools, which we all complain about, is the fact that so far there has only been one corresponding training opportunity for the technical-commercial area in the Free State, namely that at the TU Munich. As attractive as Munich may be as a place to study, it is clear that the state capital is quite an expensive place that simply not everyone can afford. And since some of our potential teacher training candidates happily have more professional experience, they are inevitably a bit older than is usual for students and sometimes already responsible for a family. Such candidates, especially if they are in the northern re-16 accents 06/02

17 VLB INITIATIVES are located in the Free State's government districts, have so far hesitated to decide to study in the state capital for several years. A corresponding course offer in Northern Bavaria would have been acceptable for them. The Friedrich-Alexander-Universität Nürnberg-Erlangen had already trained for teaching at vocational schools in the field of electrical engineering in the seventies and eighties. The VLB favors it as a location over other northern Bavarian study locations because of its central location and because it already has a corresponding pedagogical and didactically oriented infrastructure thanks to the training of qualified trade teachers. So only the technical area needs to be expanded. The VLB regards the letter addressed to him from the Friedrich-Alexander-Universität as a breakthrough and a success at the same time. Tenacity and perseverance, but at the same time also professional competence and reasoning skills and, last but not least, the always friendly and optimistic attitude of our functionaries on the front line made this success possible. It is like a colleague ragged the other day when it came to the need for and efficiency of professional associations: If the VLB did not already exist, it would have to be brought into being as soon as possible. pth Letter from the VLB to Minister of Education Hohlmeier, April 23, 2002 Personnel supply at technical colleges and vocational colleges Dear Minister of State Hohlmeier, after completing the registrations for the coming school year, it must be determined that the technical colleges and vocational schools in Bavaria continue to enjoy a high level of acceptance. Growth rates in the 11th grade of the technical college of over 20% and the 12th and 13th grade of the vocational college of over 30% are still above the forecast figures. So much for the good news. Regarding the provision of teachers, however, we have to state that the budget deficit for the current school year (approx. 6.6%) will increase significantly in the next year, unless something extraordinary happens. The situation at the professional upper level is very tense. Lessons in the area of ​​compulsory lessons could be largely avoided at the moment, but the offer of elective and supplementary lessons, which is particularly important with regard to the goals of internal school development and because of the very different school origins of the students at the professional upper level, had to be be limited to an extremely modest amount. In view of the new situation, however, there is a risk of a dramatic deterioration, apart from the sometimes very high class sizes. Dear Minister of State, we ask, especially for the types of schools in the vocational school system at the interface between the school and employment system, to create somewhat comparable conditions with other types of schools in Bavaria. There is certainly a general consensus that the training conditions and thus the learning opportunities of young people in the upper vocational level must not be impaired due to years of false prognoses. Action must also be taken here to ensure the equivalence of vocational and general educational pathways. Dear Minister of State, in order to cope with the onslaught of the coming school year in the vocational upper level, we need an additional 135 positions. This could avert the greatest need and create comparable learning and educational opportunities between the types of school. The Association of Teachers at Vocational Schools urges you to do everything necessary to improve the situation in the long term. With best regards H. Sauerwein, OStD state chairman akzente 06/02 17

18 VLB INITIATIVES Letter from the VLB to the chairman of the CSU parliamentary group, Alois Glück, April 24, 2002 Staffing at technical colleges and vocational schools Dear Mr. Glück, we are calling for you today with a call for help. As good as the number of registrations for the coming school year at our technical and vocational schools in Bavaria (technical college over 20%, vocational college over 30% increase), the situation in terms of supplying teachers is becoming difficult. Dear Mr. Glück, we ask for your support in providing an additional 135 positions to ensure teaching in the state technical and vocational schools for the next school year. Thank you very much in advance for your support, combined with best regards. H.Sauerwein, OStD, State Chairman Enclosure Letter to Minister of State Hohlmeier Letter from the VLB to the Ministry of Culture, April 24, 2002 Credit hours for system supervisors Dear Mr Pascher, The equipment of vocational schools with computers and the networking of classrooms has reached a positive level in recent years . The government subsidy programs together with the enormous efforts of the material cost providers have made this possible. Thank you for that. In order to keep the systems and facilities fully operational, it is becoming more and more urgent that the on-site support of the systems is guaranteed by specialists with the necessary "know-how" and the appropriate time. In several constructive discussions we have the Problems discussed and solutions sought both in your company and with the material cost carriers. The general consensus was that for technical support (hardware, networks,) technicians must be available at the schools or maintenance contracts should be concluded with relevant specialist companies Supervision (software, instruction and training of colleagues), however, are the responsibility of the system supervisors (ie teachers) at the schools. Since they cannot do their work in the main office without being relieved, it is imperative to grant additional credit hours. The Bavarian State Government has decided, to remedy this. As a first step hi For this purpose, credit hours of around 70 permanent positions are planned for the coming school year for all types of schools. We kindly ask you to inform us how many positions are allocated to the state vocational schools and how the credit hours will be allocated to the individual schools / school types from the 2002/03 school year. In addition, a regulation is required for the municipal school authorities that for additional credit hours granted in the above Meaning that the teaching staff subsidy is also granted. We would be grateful for an early reply so that we can continue planning the new school year. Yours sincerely, H. Sauerwein, OStD, State Chairman Letter from the Ministry of Culture to the VLB, April 25, 2002 Staff provision to FOS and BOS Dear Mr. Chairman, On behalf of State Minister Monika Hohlmeier, I thank you for your letter of April 23, The matter is examined in the State Ministry for Education and Culture. After completing the examination, the Minister of State will inform you immediately. Until then, I ask for your patience. Sincerely, Maximilian Pangerl Government Director 18 akzente 06/02

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