Regulation on the examination of the recognised professional training qualification of professional apprément/professional apprégogue

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BpedFortbV

Date of completion: 21.08.2009

Full quote:

" Regulation on the examination of the recognised professional training qualification of professional apprenter daggé of 21 August 2009 (BGBl. I p. 2927) "

Footnote

(+ + + Proof of text: 1.9.2009 + + +) 

  

Unofficial table of contents

Input formula

Pursuant to Article 53 (1), in conjunction with paragraph 2 of the Vocational Training Act, paragraph 1 of which is replaced by Article 232 (3) (a) of the Regulation of 31 December 2008. October 2006 (BGBl. 2407), and on the basis of Section 42 of the Rules of the Craft Act, which was last amended by Article 146 of the Regulation of 31 December 2008. October 2006 (BGBl. 2407), the Federal Ministry of Education and Research, after hearing the main committee of the Federal Institute for Vocational Education and Training, is in agreement with the Federal Ministry for Economic Affairs and Technology: Unofficial table of contents

§ 1 Objective of the examination and designation of the training qualification

(1) In order to demonstrate the skills, knowledge and skills acquired in the course of continuing vocational training as a certified vocational teacher, the competent authority may take examinations in accordance with § § 2 to 12 (2) The aim of the audit is to provide evidence of the necessary qualifications in order to organise and plan vocational education and training processes, to accompany the learners and their students, in institutions of incompany and non-occupational training Learning process, education marketing, controlling, quality management and To be able to perform management functions independently and responsibly. These tasks shall include in particular the following tasks:

1.

the management and coordination of vocational education and training processes and business processes, including the review of the strategic performance of teams and the pooling of knowledge from various relevant areas;

2.

Plan the business-related vocational education and training as well as the development of human resources on demand and economically, advise, carry out and develop further in the quality of the company;

3.

identify the operational and individual qualification requirements, develop target-group-oriented qualification offers and advise the companies on the organisational changes required for the operational implementation;

4.

support the development of professional, social and methodological skills in the company, develop and implement appropriate personnel development projects, and formulate and initiate the necessary operational change processes;

5.

develop specific support and qualification opportunities for target groups, which require additional learning psychological, social pedagogical support, taking into account cultural differences.

(3) The successfully completed examination leads to the recognised professional training qualification of certified vocational education/professional apprétit. Unofficial table of contents

§ 2 Admission requirements

(1) For the purpose of examination, it shall be possible to

1.

the further education qualification for the certified training and further education pedagogue or a further education qualification for the qualified economist, the specialist clerk, the industrial, technical or technical subject or the specialist. Master craftsmen/industrial, technical or handicraft master or a comparable training qualification following a training scheme based on the Vocational Training Act or the Craft Regulations and a subsequent at least one-year vocational training professional practice,

2.

a completed university degree or a state-recognised professional school degree after a two-year training course and a subsequent professional practice of at least two years, or

3.

a successful final examination in a recognised vocational training occupation and a subsequent professional practice of at least five years, and

(2) The professional practice referred to in paragraph 1 must be subject to substantial remuneration in accordance with § 1 (2) (2) of the Exemption Regulation (German). (3) By way of derogation from the conditions set out in paragraphs 1 and 2, it shall also be possible for the examination to be carried out by means of presentation of certificates or other Wise believable skills, knowledge and skills (professional (b) to have acquired the ability to act in order to justify the admission to the examination. Unofficial table of contents

§ 3 Outline of the examination

(1) The examination shall be divided into the test parts:

1.

Core processes of vocational education and training,

2.

Vocational education and training in vocational education and training,

3.

Special vocational education functions.

(2) In the section entitled "Core Processes of Vocational Education and Training", the following areas of action are examined:

1.

learning processes and learning support,

2.

planning processes,

3.

Management processes.

The examination will be carried out in writing. (3) In the examination section "Vocational Education for Vocational Education and Training in Vocational Education and Training", the following areas of action will be examined:

1.

vocational training;

2.

Training,

3.

Personnel development and consulting.

The examination will be carried out in writing and orally. (4) The qualifications referred to in § 9 will be examined in the examination section "Special vocational education functions". The examination will be carried out as project work, presentation and expert discussion. This part of the examination may not be started until at least sufficient services have been provided in the test parts referred to in paragraph 1 (1) and (2), but shall not be commenced later than one year after the successful completion of the test. Unofficial table of contents

§ 4 Implementation of the examination in the examination section "Core processes of vocational education and training"

(1) It shall be examined in writing on the basis of a respective situation task for each action area. The examination lasts for at least 150 minutes, a maximum of 180 minutes and a total of no more than 500 minutes. (2) In no more than one area of action, poor examination achievements have been provided. In this field of action, a to offer oral supplementary examination. As a rule, the supplementary examination should not take more than 20 minutes. The evaluation of the written examination performance and the oral supplementary examination are combined to form a note. In doing so, the evaluation of the written examination performance is doubly weighted. Unofficial table of contents

§ 5 Implementation of the examination in the examination section "Professional Education in the fields of vocational education and training"

(1) The examination in the examination part "Professional Education Act in Areas of Vocational Education and Training" shall only be carried out after the examination has been completed in accordance with § 4. (2) The written examination shall be carried out on the basis of a respective situation task for each action area. The processing time for the situation tasks shall be at least 150 minutes, no more than 180 minutes, but not more than 500 minutes. (3) The oral examination shall be carried out by a situation-related expert discussion in one of the following: Examination board elected area of action in accordance with § 3 (3) sentence 1. The examination participant or the examination participant shall select one of the two cases submitted by the examination board for election. The duration of the examination is usually at least 30 minutes and not more than 45 minutes for each examination participant and for each participant. A preparatory period of 30 minutes shall be granted. The expert discussion is intended to demonstrate that pedagogically appropriate moderation, conduct and communication can be carried out. (4) In the written examination in no more than one area of action, poor examination achievements have been provided, is in to offer an oral supplementary examination to this area of action. As a rule, the supplementary examination should not take more than 20 minutes. The evaluation of the written examination performance and the oral supplementary examination are combined to form a note. In doing so, the evaluation of the written examination performance is doubly weighted. Unofficial table of contents

§ 6 Implementation of the examination in the examination section "Special vocational education functions"

(1) In a project work, a complex vocational education problem is to be presented, assessed and solved in a special occupational pedagogical function. The examination participant or the examination participant proposes a project topic from the functions according to § 9 (2) of the Examination Committee. On this basis, the Audit Committee decides on the adoption of the topic of project work. The project work is to be done as a written homework. The audit committee is intended to limit the scope of the work. The processing time is 30 calendar days. (2) In the presentation the results of the project work according to paragraph 1 are to be presented and pedagogically justified. In the expert discussion, in-depth or expanding questions arising from tasks pursuant to § 1 (2) sentence 2 will be examined following the presentation. It is also intended to demonstrate that pedagogically appropriate argumentation and communication can be made. Presentation and expert discussion should not last longer than 45 minutes, the presentation usually no longer than 15 minutes. (3) Presentation and expert discussion are to be carried out only if the project work at least as sufficient Performance has been assessed. Unofficial table of contents

§ 7 Content of the examination in the examination section "Core processes of vocational education and training"

(1) In the area of action "Learning processes and learning accompaniment", it is intended to demonstrate the ability to design processes of individual and community learning methodically and didactically. In particular, it is to be proven that the individual talents and abilities of learners can be identified, supported and further developed. The aim is to make critical judgment and innovative thinking visible. Within this framework, the following qualification levels can be considered:

1.

Learning and development theoretical foundations for the design of learning and qualification processes,

2.

Didactic preparation and implementation of learning and qualification processes in the context of the development of learning goals and content, as well as the learning accompaniment taking into account business and work processes,

3.

methodical planning and design of learning and qualification processes, including the latest procedures, media and technologies.

(2) In the area of action "planning processes", the ability to plan and develop business processes for in-company and vocational education and training is to be demonstrated, while at the same time the essential operational, technical, pedagogical, economic, target-group-specific and organisational aspects and to take account of them. Within this framework, the following qualification levels can be considered:

1.

Analysis of the market and technology development, the labour market situation in relation to the qualification requirements of the target group as well as analysis of educational policy and educational law framework conditions and options for action,

2.

Identification of short-, medium-and long-term educational needs,

3.

Planning of advertising measures, recruitment and the acquisition of participants,

4.

Planning of cooperation with educational networks, development partners and customers,

5.

Implementation of training and training regulations,

6.

Planning of education and training programmes and measures,

7.

Planning of the organization of the learning locations and learning media.

(3) The scope of action "Management processes" is to demonstrate the ability to prepare, calculate, apply and place in the market in-market and professional educational processes in a market and customer-oriented way. Quality management tools are to be used for this purpose. Within this framework, the following qualification levels can be considered:

1.

strategic management of education areas,

2.

strategic planning of educational products and educational marketing,

3.

management including controlling of professional and operational education processes in companies,

4.

quality management,

5.

Staff management, human resources management and team performance development,

6.

Innovation and reorganization management, development of new strategic approaches,

7.

Cooperation management,

8.

Financial planning with the use of support programmes and funding.

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§ 8 Content of the examination in the examination section "Professional Education Act in the fields of vocational education and training"

(1) In the "Vocational Training" area of action, it is intended to demonstrate the ability to plan, organise, organise, carry out, safeguard and optimise the quality of vocational training processes. Within this framework, the following qualification levels can be considered:

1.

Plan a vocational training course in a selected public-legally recognised training occupation, taking into account business process-oriented and work-process-integrated training,

2.

Development and organization of training and service training,

3.

To accompany trainees, in particular those who require additional learning psychological, youth and social pedagogical support, also taking into account intercultural aspects,

4.

Acquisition and selection of apprentices as well as consulting services for companies,

5.

Examination and examination design, including the design of examination tasks in accordance with the applicable examination regulations and taking into account new forms and methods of examination,

6.

Lead and qualify training professionals,

7.

Design of an economic business process of vocational training, quality assurance.

(2) In the area of activity "continuing education" the ability to plan, organize, execute and improve the quality of processes of company and continuing vocational training is to be demonstrated. Within this framework, the following qualification levels can be considered:

1.

developing innovative continuing education courses, analysis of training needs, product management,

2.

Training of employees in work processes, organization of the learning accompaniment also of learning unfamiliar,

3.

Coaching and educational consulting in corporate change processes,

4.

Review and design on the basis of public service training regulations, including the design of examination tasks in accordance with applicable examination law and taking into account new forms and methods of examination,

5.

the organisation of training activities in and outside work processes, including the taking into account applicable law,

6.

Management and qualification of primary and secondary vocational training providers,

7.

Design of an economic business process of in-company and out-of-company training, quality assurance.

(3) In the field of action "Human resources development and counselling" the ability to identify the existing professional, social and methodological skills in the company and to initiate further development and development of the company should be demonstrated and , In this context, the ability to plan and control appropriate personnel development projects, to promote cooperation within the company as well as the ability to achieve personal policy goals and tasks in a systematic and decision-oriented manner should also be used. shall be analysed and presented. From analyses, appropriate measures are to be derived in order to use, promote and advise employees effectively and efficiently. Within this framework, the following qualification levels can be considered:

1.

Develop and set up concepts for competence development, qualification analysis and qualification programmes,

2.

Consideration of the relationship between personnel development and organisational development,

3.

Design of learning-related forms of work,

4.

Co-design of professional development paths, development, introduction and implementation of target-group specific support programs,

5.

Assessment of employees, identification and promotion of employee potentials,

6.

Advising managers.

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§ 9 Content of the examination in the examination section "Special occupational pedagogic functions"

(1) In the section entitled "Special vocational education functions" the ability to develop the process of a specialized vocational and occupational pedagogical function in a concrete project-shaped business case should be demonstrated, to plan, organize, carry out and to secure and optimize its quality. In doing so, highly specialized knowledge is to be clearly considered and the essential operational, technical, pedagogical, economic, target-group-specific and organizational aspects should be weighed and taken into account. (2) Specialised professional and occupational pedagogical functions are:

1.

teaching functions such as rehabilitation pedagogy, IT learning process support, teletutoring,

2.

developing or planning functions such as the development of educational products, media development, innovation and support project management in vocational education and training, development of educational programmes, and examination of the issue of examinations,

3.

management and management functions such as training management, management of educational enterprises or areas, qualification of educational staff, education controlling, personnel development projects,

4.

advisory functions such as training counseling, training counseling, Telecoaching, educational coaching,

5.

testing, certifying functions such as test activities.

Other specialized vocational and occupational pedagogical functions may be permitted, provided that they are equivalent in terms of width and depth to those mentioned above and within the scope of the tasks referred to in § 1 (2) sentence 2. Unofficial table of contents

§ 10 Invoice of other exams

(1) The examination participant or the examination participant must, upon request, be exempted from the filing of individual test components by the competent authority if another comparable examination is carried out before a public or state-approved educational institution or before a state examination board has been successfully filed and the registration for the training examination takes place within five years after the announcement of the existence of the other examination. (2) Examination participants and Participants who are successful in the final examination of the training The examination in the areas of action in accordance with § 3 (2) (1) and (2) and (3) (1) shall be issued upon application for the examination of the certified training and further education pedagogue. Unofficial table of contents

§ 11 Existence of the Examination

(1) The examination has been passed if at least sufficient services have been provided in all examinations. (2) Each examination performance shall be assessed separately. In the examination part "Core Processes of Vocational Training", a note is to be made up of the equally weighted scores of the situation tasks in accordance with § 4 paragraph 1. (3) In the examination part "Vocational Education Act in the fields of vocational education and training" (4) In the section entitled "Special vocational education and training functions", it is to be determined from the equal weight of the written and oral examination performance in accordance with § 5 (2) and (3) of the examination. Results of the presentation and the expert discussion to make a point evaluation. This score and that of the project work are to be combined in a balanced way to form a note. (5) The existence of the test shall be a testament to Appendix 1 and to Appendix 2. In the case of the exemption in accordance with § 10, the place and date of the otherwise filed examination and the name of the examination board shall be indicated. Unofficial table of contents

§ 12 Repeal of the examination

(1) Non-passed test parts can be repeated twice. (2) With the application for repetition of the examination, the examination participant or the examination participant will be exempted from individual examination achievements if the examination participants in a , the examination participant or the examination participant has registered for the repeat examination within two years, calculated from the date of the examination not passed, of the previous examination. The examination results can be repeated on request. In this case, the result of the last examination shall apply. (3) If the examination performance in accordance with § 6 (2) has not been passed, the project work in accordance with § 6 (1) must be repeated for the repeat examination. Unofficial table of contents

Section 13 Transitional Regulation

The examinations for the degrees Professional Education and Professional Education and Vocational Education and Training (IHK) /Professional Education (IHK) can be completed by 31 December 2013 according to the previous regulations. Unofficial table of contents

Section 14 Entry into force

This Regulation shall enter into force on 1 September 2009. Unofficial table of contents

Appendix 1 (to § 11 (5))
Pattern

(Fundstelle: BGBl. 2009, 2932)

.................... (name of the competent authority)

Certificate of the examination of the recognised training qualification
Certified professional educator/certified vocational education teacher

Mr./wife ....................
born on ....................	to ....................
has been working on ....................	examination of the recognised training qualification

Certified professional educator/certified vocational education teacher
According to the Regulation on the examination of the recognised professional education qualification of the Professional Education and Professional Education Committee of 21 August 2009 (BGBl. 2927)

passed.

Date ....................

Signature (s) ....................

(Siegel of the competent authority)

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Annex 2 (to section 11 (5))
Pattern

(Fundstelle: BGBl. 2009, 2933)

....................

(name of the competent authority)

Certificate of the examination of the recognised training qualification
Certified professional educator/certified vocational education teacher

Mr./wife ....................
born on ....................	to ....................
has been working on ....................	examination of the recognised training qualification

Certified professional educator/certified vocational education teacher
According to the Regulation on the examination of the recognised professional education qualification of the Professional Education and Professional Education Committee of 21 August 2009 (BGBl. I p. 2927) with the following results: ^*) Passed:

		Points		Note
I.	Core processes of vocational education and training			....................
	Learning processes and learning accompaniment	....................
	Planning processes	....................
	Management processes	....................
II.	Vocational education and training in vocational education and training			....................
	Vocational training	....................
	Training	....................
	Personnel development and consulting	....................
	Expert discussion	....................
III.	Special vocational education functions			....................
	Project Work	....................
	Presentation and expert discussion	....................
(In the case of § 10: " The examination participant/The examination participant has been referred to in accordance with § 10 in respect of the .................... Examination in ........................ filed in .................... free-to-date. ")

Date ....................

Signature (s) ....................

(Siegel of the competent authority)

*)

The ratings are based on the following point key: ....................