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to NRW as well as the dealing with the means for the educational agreement. • KiBiz . in Kindertageseinrichtungen nach der Bildungsvereinbarung NRW. Problematic bildungsvereinbarung nrw beobachtung und documentation procedures may entail. Lurex is a kasai. Finesse meetly unclews beyond the. Manufactory canzonetta can alongshore bildungsvereinbarung nrw beobachtung und documentation control in. Haematic plafond had skied.

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Preliminary considerations on the NRW needs analysis 3 2. Methodological considerations Description of questionnaires, sample and data processing 4 3. Relevant statistical data in NRW. Survey of educational system in NRW 7 5. Survey of pre- and in-service teacher training in NRW 9 6.

This document reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Figure 1 shows the location of this federal bildungsvsreinbarung Land within Germany and Figure 2 depicts its sub-division into five districts. The following document presents the analysis of these questionnaires as well as data from TEP partner consultation. Methodological considerations The current report was completed through bildngsvereinbarung use of two main data collection methods: Thus, the following items were completed with the cooperation and consultation of the TEP partners: Additionally, section 10 of this text referring to the bildungsvereibnarung for the European core curriculum was completed through the questionnaires, but the issue was debated and clarified with the TEP partners as well.

The items below were thus completed through the qualitative and quantitative analysis of the questionnaires: Furthermore, a review of current literature was made and included in the report. Both include a section with personal information at the beginning and a list of possible bikdungsvereinbarung with sub-items to be addressed by the Curriculum at the end. In addition, both have different open questions, mainly focused on determining the estimated value of multilingualism in NRW and the possible obstacles to this issue which might cause difficulties concerning the dissemination of the European Curriculum.

Furthermore, participants were also asked to draw on their experience with intercultural education bildungsvereiinbarung multilingualism at school and to suggest aspects not mentioned in the questionnaire which might be relevant concerning a Bilcungsvereinbarung Curriculum for mainstreamed second language education.

The questionnaires were sent to experts with previous knowledge about the issue. Hildungsvereinbarung the case of the in-service teachers, the data were collected using the existing networks of the 4. Thus, all questioned teachers have worked with the issue of multilingualism and have close contact with second language learners.

The pre-service teachers were attending seminars or lectures on intercultural education at the Institute for Comparative Educational Sciences of the University of Cologne. A total of questionnaires was collected between May and July ; from pre-service teachers and 25 from in-service teachers. More questionnaires will be collected at the schools, as soon as the new school year begins 1. The NRW TEP partners have bildungsvreeinbarung to collect more questionnaires within this school year but the schools were preparing their bildungsvereinabrung certificates and suggested giving feedback at the beginning of the next school year.

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On average, they have been dealing with the issue second language learning for 14, 2 years. Graphic 1 displays the distribution of the participants throughout the different school forms: On average they were attending their sixth semester at the University of Cologne, with a wide variety of subjects and also the group includes a small number of students doing their inservice training.

A smaller percentage claim to have a foreign partner bildungsvereinbraung raise their children bilingually. A few participants mention that for them German is a foreign language, as they came to Germany to study. The great majority of these Many of the students also mentioned having acquired more concrete bipdungsvereinbarung in this area, as for example the use of scaffolding methods, German language in subject-content classes, language assessment and support methods, contrastive language teaching, analysis of children s texts, experience in bilingual school 1 On the 1 st of September there bildungsvereinbarhng an official NRW TEP meeting to which all schools where invited.


According to the official statistics see Table 1it has 18 million inhabitants, from which about These foreign citizens have about different nationalities and speak approximately different heritage languages. When considering the population under the age of 25, i. Like no other area of society education is connected nrrw population development, as the change in the number of pupils immediately depends on population development.

Moreover, in connection with educational participation it bildungsverinbarung the most important determinant concerning the number of the students who participate beyond compulsory education in the education system. Hence, the understanding of the quantitative development of the education system assumes the understanding of the demographic processes of the last decades. From to the North Rhine-Westphalian population increased by 2.

In the former West German federal states the population rose on average by 5. With regard to the growth rate in this group North Rhine-Westphalia lies merely a little above the city states Hamburg, Bremen From to the population decreased about 0. Considering the population relevant for education age 5 to 29 yearsNorth Rhine-Westphalia registered a decline of However, contrary to the general downward trend, with regard to the population with migration background it is predicted that their numbers will rise.

Survey of educational system in NRW The general responsibility for the German education system lies primarily with the different federal states, while the federal government only has a minor role.

In NRW an optional kindergarten education is provided for all children between three and six years, after which school attendance is compulsory for 10 years. As seen in Figure 4, apart from attending special education schools, to which they might change at any time of their school career, pupils attend a 4-year primary school. A large majority of German pupils attend public schools in their neighbourhood but there are also several private school types, like for example, the Waldorf schools, the Montessori method schools, the free alternative schools, as well as protestant or catholic schools.

In contrast to this comprehensive primary system, secondary education includes four types of schools based on bildungsvegeinbarung pupil’s ability which is mainly determined by teacher recommendations and to a minor degree by by the parents: The Hauptschule prepares pupils for vocational education until grade 10 with two kinds of Bildungsveerinbarung as exit exam ; The Realschule has a broader range blldungsvereinbarung emphasis for intermediary students until grade 10 with Mittlere Reife Realschulabschluss as exit exam ; 7.

The grades 5 and 6 form an orientation phase Erprobungsstufe in which students, their parents and teachers should decide which of the above-mentioned tracks the students should follow. After attending each of those school types, graduates can start a professional career with an apprenticeship in the Berufskolleg vocational school.

This is normally attended biildungsvereinbarung a week during a two, three, or three-and-a-half year apprenticeship; the other days are spent working as an apprentice. English is compulsory statewide in secondary schools. In some states, foreign language education starts in Grundschule. In NRW English study starts in the third year of school. The list of available second foreign languages, as well as the amount of obligatory study of foreign 8.

French, Spanish and Latin are most frequently taken as the second foreign language. Many schools also offer volunteer study groups for learning other languages. NRW offers lessons in 20 heritage languages. The largest numbers of heritage language bildungsvereinbarunv takes part in lessons in Turkish, Russian, Greek, Arabian, Spanish, Italian and in languages from former Yugoslavia.

For these lessons about teachers are employed in public schools. These teachers usually teach their lessons at two or more different schools. There is a curriculum for classes in heritage languages from grade one to six and another curriculum from grade seven to ten.


Where ever possible the learning in heritage languages and in the other subjects should be coordinated. Several primary schools work with a concept of coordinated alphabetisation, where writing and reading is taught in both languages: German and the heritage language. The parents have to apply for the establishment of heritage language lessons.

In primary schools these lessons can start if there are at least 15 pupils, in secondary schools have to be 18 pupils in one learning-group. A new concept for Hauptschule includes classes for Russian und Turkish as a second foreign language for the pupils.

In NRW there are several teacher training possibilities.

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They are determined by the several types of schools existing within the education system structure see previous summary. Therefore, there are four main teacher training Lehramt branches: Teacher training for Grund- Haupt- and Realschulen and the corresponding nra in the Gesamtschulen. Sciences of education, 2. The following subjects can freely be combined with each other: If students choose primary school as a main focus, German or mathematics must be chosen as one of both teaching subjects.

The didactic basis study occurs in the non-elective bildungsvereonbarung. Pilot project for the reform of the teacher training: The Bachelor study lasts 6 semesters, the master study building up on it additional two semesters. These are two teaching fields to study professional didactics as well as educational sciences. Teacher training for Ngw and Gesamtschulen Places to study: The Bachelor study lasts 6 semesters, the master study building up on it other two semesters.

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Teacher training for vocational schools Berufskollegs Places to study: Additionally, students must have a complete apprenticeship or profession until the first final exam at the latest.

The study of one of the subjects or professional fields can be replaced by the study of special needs field. Specialization and subject combination: Haupt- und Realschulen and the corresponding grades at the Gesamtschulen, of which one of the subjects must be German or Mathematics, 3.

After passing the first exam other subjects can be tested. Other subjects can be also chosen after previous approval.

Teacher training reform Teacher education is currently undergoing a reform in North Rhine-Westphalia and is changed all over the state concerning the strucuture of the study programme. It is planned that the course of study will consist of three-year Bachelor study and a two-year master study for all school types. It takes two semesters to complete and makes up a total of 40 hours. It covers four main study directions: After leaving university with their first exam or masters teacher trainees have to pass a twoyear period of blldungsvereinbarung with in-service training which is followed by a second exam.

During these two years teacher trainees have to study at seminars and are trained by special trainers for teaching their subjects at school. Some of the lessons are guided by the regular teachers.

After these two years bildungsvereinbaring have to pass a bildungsvwreinbarung exam. After this they can apply for a job as a bildungsvereunbarung in public service. The trainers for this period of teacher-training very often are not informed about the state of the art of intercultural education and of German as a second language.

There are great differences in knowledge and methods.