The perspective of inclusion creates new requirements for specialist staff involved in the delivery of vocational education and training (including trainers, skilled workers providing training and teachers at vocational schools). For this reason, the training of such persons has become an object of focus and discussion. The introduction of advanced training regulations for the qualifications of certified vocational educator for initial and continuing training and certified vocational educator marked a major step within the process of according recognition to the significance of quality of VET training staff.
Changes at a structural level are not the only thing that is required in order to shape inclusive education and training provision. The pedagogical attitude and specialist educational knowledge of specialist staff involved in the process are also critical in terms of implementation. These demands placed on such staff are also linked with a new quality of professionalism which calls for them to be in possession of relevant competencies.
One of the major challenges needs to be viewed as the individualisation of education and training processes, and this necessitates inclusive didactics, including in the VET sector. According to guidelines issued by UNESCO (Policy Guidelines on Inclusion in Education), flexible learning methods are one of the relevant factors in realising inclusion in the educational sector.
A further area which must be seen as central with regard to the implementation of inclusion in educational institutions is multi-professional team work and cooperation with stakeholders outside the organisation.
Initial and continuing training opportunities
The following examples illustrate how the first steps can be taken towards realisation of contents relevant to inclusive education within the scope of pedagogical courses of study, in teacher training, in the training of company-based trainers and in special training provision for skilled workers.
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