InLab - Individuelle Förderung und selbstgesteuerte Kompetenzentwicklung für multikulturelle Lebens- und Arbeitswelten in der berufsschulischen Grundbildung

The transition from general education to vocational schools and further to training and employment, as well as the professional integration of young adults with a migration background, is generally difficult. In addition, individual support and self-directed competence development are increasingly manifesting themselves both as a necessity and as a challenge for the design of teaching-learning processes. These approaches show great potential, particularly for designing the transition to training and employment and for integrating young adults with a migration background.

The InLab project addresses these problem areas as challenges. 

It is divided into three areas of work: the transition from 

“school to vocational colleges” (I), 

“practical phases as a space for experience and development” (II) and the 

“transition to vocational training and work” (III).

The transfer issue from school to vocational college (I) focuses on the development and analysis of the skills and life experiences of young people, as well as the design of support measures based on these. The second project phase (II) serves to develop an individual support system for practical phases, which is intended to open up individual forms of action in networked multicultural life experiences. InLab has also set itself the task of offering young people in the transition to vocational training and work (III) systematic support through networks and counseling.

The focus of the project triad is the profile task of competence diagnosis and its transfer into individual support and development concepts. The basis for individual professional development processes is the ability to cope with multicultural living and working situations.