Second Survey School and WOW.pdf

WORKING GROUP: PRINCIPLES AND CRITERIA
Germany
In our opinion, this question is focussing on competencies, the school can help to develop, such
as:
Do pupils have a clear picture of the world of work (e.g. jobs, vocational training,
study programs, economical issues)?
Do they have general “cultural” or general competencies that allow to integrate
them in a workplace (social competencies, literacy, numeracy and others)?
Do people have to gain information competence to deal with the mass of available
information and to gather relevant information?
Do young people have an idea of their own life process and career (realistic picture
about own competencies, qualifications, strengths as well as boundaries)
Have young people developed major self‐competencies like self‐reflexivity, target
setting, decision making, biographical self reflexion23
Do they have a clear picture about the need of further learning during the life span?
Beside this competence oriented outcomes, we see more general goals for the schools and the
school system:
Can the school system provide an access as equal as possible to qualification and as
well to the world of work?
Can the school system and the single school (in cooperation with the vocational
training system and the tertiary school system) help to open a direct access to the
world of work foras many young people as possible ?
The other way around: how much drop outs do we have (measured on a local level),
how many young people are transformed to the bridge over programs
What is the enrolment (and duration) for different target groups, e.g. young people
with migration background, young people from areas with high unemployment
rates, boys and girls and so on).
All these measures need a comprehensive and regional data base and a longitudinal design. A
comparison just on aggregate level cannot provide proper information about effects of single
activities e.g. by schools or regional projects.
23 Savickas 2005
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