Technical school for social pedagogy – maria-lenssen vocational college mönchengladbach

The professional field of the EDUCATOR

Educators work as pedagogical specialists in child and youth welfare. They support parental education and fulfill the legal educational mandate of Day care centers. There they are responsible for the education, upbringing and care of children from the age of 0 until they start school. In the context of social change, they are increasingly supplementing family upbringing, in some areas educators are also replacing it. You are a development advisor, educational initiator and confidant. They play an increasingly important role in the lives of children. We at the Maria Lenssen vocational college are in contact with the professional field and always respond to the requirements in class and in practice.

Educators also work in the Schoolchild area. In primary school supervision of an OGS or OGATA, they look after children before the start of classes and receive them after the end of classes in pedagogically furnished rooms. Here they provide support in many areas of everyday life and encourage active leisure activities. Accompanying meals and taking care of homework is also an integral part of work in the schoolchildren area.

In the open youth welfare educators are also active. Here they work in a youth center, a youth center or a youth center. The educational specialists provide help with planning and organizing the free time of school children and young people. They offer offers and stays as well as exchanges on everyday topics and are the contact persons for the personal life situations of the children and young people entrusted to them.

In the professional field of educators, one’s own personality plays a key role. Educating means accompanying, being a role model and adopting and embodying the pedagogical attitude. This can only be learned to a limited extent and can only be lived through conviction and acceptance. Educators must develop their ability to communicate, relate and conflict, and be able to critically reflect on themselves, their image of people and self-education.

The guiding principle of our training is to support our students in their personality and to develop their job-specific skills. These goals are consistently pursued in the classroom and are taken into account in learning tasks as well as practical parts.

Training goal and duration

The training to become a state-recognized educator lasts a total of three years and can start in the 2019/2020 school year two equivalent variants be run through:

A) The training is divided into a two-year school education and a subsequent one-year internship.

B) The apprenticeship takes place over a period of 3 years, with 3 days of paid work in practice and 2 days at school outside of the holidays. There are also block weeks in school. This is the so-called PIA model. With the completion of the internship or after finishing the PIA, the advanced technical college entrance qualification ("University student") can be acquired.

entry requirements

Applicants with the desire to become a state-recognized educator need for both variants

  • the technical college entrance qualification and a completed vocational training as a state-certified childcare worker or as a state-certified social assistant
  • the completion of the technical college for social and health care
  • or the general higher education entrance qualification and a relevant professional activity (this also includes a voluntary social year or the performance of a relevant federal voluntary service) with at least 900 hours in a child and youth welfare institution
  • or the technical college entrance qualification and completed vocational training in another profession that is conducive to the training.
  • or non-relevant vocational training, the technical college entrance qualification and one year of relevant professional activity (this also includes a voluntary social year or the performance of a relevant federal voluntary service).
  • Extended certificate of good conduct according to § 30 a BZRG (may not be older than 3 months at the beginning of the training

Applicants for practice-integrated training (PIA) also require an internship contract (at least 20 hours a week) in a child and youth welfare facility.

General goals and didactic conception

Socio-educational skills are acquired in the course of an individual, professional development process. In order to accompany this development process, we conduct planning and development talks with the students, in which the students, together with the subject teachers, reflect on their level of development and set individual development goals.


The lessons are divided into the subject-related and cross-subject learning area.

fold direction across are the subjects that serve general knowledge and yet have a high professional relevance.
The subjects count here
– German
– natural sciences
– Politics / social studies
– Foreign language (English)

The subject-related learning area has no subjects in the conventional sense, but learning fields. Learning fields are starting points for action-oriented and concrete practical action. For this reason, teaching in the technical school is based on didactic learning. In addition there are hours for self-learning.

differentiation area

Learning fields / lesson design

The starting point of learning is a concrete, practical action. For this reason, the lessons are based on the didactics of the learning field.

In order to do justice to the didactic principle of action orientation, the learning processes must relate to the concrete action in action areas. Learning fields are such didactically based, school-based fields of action.

The six learning fields are:
– Further develop professional identity and professional perspectives
– Design educational relationships and work educationally with groups
– Perceive, understand and promote inclusion in living environments and diversity
– Designing socio-pedagogical educational work professionally in the educational areas
– Design parenting and educational partnerships with parents and caregivers and support transitions
– Develop institution and team and cooperate in networks

It also belongs to the professional area
– Religious education
– Area of ​​specialization 1 in the field of education (language and communication, media, artistic and aesthetic education, body, health and nutrition)
– Specialization area 2 in the addressee field (education and upbringing of children aged 0 to 6 years, focus on U3; education, upbringing and support in working with elementary school children in the open full day; education, upbringing and support in facilities for children, adolescents and young adults with special needs)
– Project work in child and youth welfare
– Social pedagogical practice in institutions for children, adolescents and young adults

learning situations

The learning fields are concretized through learning situations. They contain concrete, complex descriptions of the situation from social pedagogical practice. This results in tasks for the students, which they develop with the help of the methodological steps: analyzing, planning, deciding, executing, checking, evaluating and reflecting.

Lessons are shaped by learning situations.

The learning situations describe professional action situations from which questions or impulses arise that open up the content of the lesson. The focus is on the high student participation and self-directed learning. The practical relevance in all teaching phases enables the transfer and offers the opportunity to deal with the profession.

Training in a dialogue between theory and practice

Learning in the technical school for social pedagogy takes place at different learning locations; in school, the practice place and in other learning areas. We cooperate with the institutions in the area and hold regular leader meetings on current project phases or topics.
This results on the one hand from the desire to largely eliminate the distance between practice and school and on the other hand from the desire to bundle the existing skills on both sides.

The aim is for the students to learn that they can analyze, reflect on and, if necessary, change socio-educational activities with the help of theories. They should also learn that "every educational activity affects the personal life of another person".
Theory and practice should not be considered as separate parts of the training, but they are integral parts of the overall training. For this purpose, relevant application tasks are developed for each practical phase and related to the previously experienced teaching content.

Practice is of central importance during training.
It should give students the opportunity to:
– to orientate themselves in individual socio-pedagogical practical fields,
– to check and find your own professional role,
– To understand children and young people in their living environment,
– to use and reflect on professional options for action.

The work during various block internships in the various socio-educational institutions in training option A and the close integration of theory and practice in the PIA model meet this requirement.

  • In model A, the total amount of practical training in the first and second year of training is 16 weeks: the students get to know different practice facilities with a focus and thus expand their repertoire of activities and their range of experience. The constant adjustment to the respective way of working increases the ability to work in a team and professional professionalism is expanded. In the last year of the apprenticeship, in an internship, the interns are constantly on site in a child and youth welfare facility and visit the school on individual days, for a total of 160-200 teaching hours.
  • In the PIA model, the link between theory and practice is even more constant. The theoretical knowledge acquired in the classroom can be transferred directly to practice and enables regular professional reflection on professional activities. Experience in a second field of work is acquired during a block internship.

In view of the progressive "Burnout" Experience in many social institutions, we consider teamwork, learning and settling into teamwork, as an extremely important and supporting aspect of training. This is particularly the case in the PIA model, since the training takes place continuously in the same practice in the same team. Through constant reflection and the exchange with practice, our training is very practical and always comes up with new ones content that are relevant in professional work. The cooperation with the practice centers not only extends to long-term cooperation between the training partners, but is characterized by a high level of professionalism.

project work

Project work at MLB is carried out in teams in training form A. Together with a Our high school students go to a cooperation facility and plan a project with the children. Due to its importance in the hourly table, the project work has the status of a subject and is given a grade on the certificate stating the topic. The project work provides the learning organizational framework in which, independent of assignments to other subjects or learning fields, acquired skills can be applied and further developed in the implementation of a comprehensive job-related project. The principle of participation as the basis of pedagogical action is implemented. Teamwork is also trained as a clear focus.

The topics are determined with the children and institutions involved. There is an internship in kindergarten, which is the starting point for initiation. Out of this grow ideas that are discussed, planned and organized with the children. As part of the project work, a parenting campaign or public relations work takes place. The projects carried out are then presented to the other classes in the social affairs department at the MLB.

Job market outlook

Our graduates work in socio-educational institutions that are public, Catholic, Protestant or private. This vocational training is also not "one way street". Rather, the successful technical school degree opens up a variety of options:

► to work as a competent educator practically and independently, to take up managerial positions after a few years of probation and to train young people.

► studying during the year of recognition "Education in early childhood" to begin at the Niederrhein University of Applied Sciences. If you have certain qualifications, you can start with the third semester at the university.

► After a few years of professional experience, further education in curative education and acquiring further qualifications with regard to therapeutic work with children

► After the PIA training stay in the already known workplace as a specialist.


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Christina Cherry
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