Vocational training preparation as a domain - inclusion in exclusion?
In recent years the area of vocational training preparation clearly stabilized, and is increasingly taking on groups of young people who have a particular demand for special support and needs in the transition from school to work and the working world. It can be observed that this area in particular is clearly institutionalized in vocational schools and has its own organizational structure. Equally, the curricular structures orientate towards (dual) vocational training courses and take up only a limited amount of the individual support requirements. The handling of this area of tension is shifted to the level of the actors in the vocational schools.
The article takes the perspective of the vocational training preparation field. It raises questions about the extent to which this area is autonomous and whether there is a step by step development of this domain. Accompanying this, it intends to discuss the extent to which barriers to inclusion are reinforced within such structures and enshrined in the vocational education system. This article thus aims, from the perspective of didactic work in vocational training preparation, to make a contribution on the possibilities and limits of inclusion in vocational education and training.