CONNECTION OF A FALLING STUDENT TO SOCIETY~ FOCUSING ON THE EFFORTS OF SUMMER ACADEMY IN GERMANY ~Mitsuko OKUDA

Japan Organization for Employment of Elderly Persons with Disabilities

ABSTRACTIn Germany, unless people pass the compulsory
education graduation exam, they can not go on to thenext vocational school. In other words, they can notwork independently and become independent workers.
It is the purpose of this summer academy to utilize andteach instruction early. Therefore the target is the 8th
grade student (junior high school student in Japan) who
is a falling young person without basic academic ability.
It supports them to pass the graduation test ofcompulsory education, go on to vocational school andwork independently in society as a professional person
finally. Approximately 97% of the participants passed
the compulsory education graduation exam, many ofwhich have increased their self-efficacy, and haveadvanced to vocational schools. Reported the results ofinvestigation on its contents and success factors andraised the use for Japanese education and capacity
development
Keywords: basic academic ability, independence
education, self-efficacy, ibasho, motivation

1. INTRODUCTION
In Germany, you cannot go on to the next vocational
school without passing the graduation exam forcompulsory education. That is, it is not possible to get a
job and work independently as a member of society.
Therefore, the "production school" 1) takes over the
students who have failed the vocational school and does
not have the basic academic ability, and provides
educational guidance.
The summer academy's efforts focused on this timeare 8th grade so that young people with low academic
ability who do not have basic academic ability can pass
the graduation examination of compulsory education, go
to vocational school, and work independently in society
as professionals. This is an early instruction for
education during the summer vacation (second grade ofjunior high school in Japan). It has been held since 2009,
and this year 2016 is the 8th year. Approximately 97%of the participants have passed the graduation test forcompulsory education and have achieved good results.
In addition, many of them have increased their self-

efficacy and are enrolled in vocational schools. We willreport on the results of our investigation into thecontents and factors of success, and propose theutilization for education and capacity development inJapan.
2. PREVIOUS RESEARCH
Young people who are not blessed with vocational
qualifications or employment opportunities because theycannot proceed to vocational training even after
graduating from school or cannot get a job even if they
proceedtovocational
training
arecalled"disadvantageous young people" in Germany (Ogushi,
2007). The Federal Vocational Training Act, amended
in 2005, provides for the establishment of vocational
training preparation projects for disadvantaged
adolescents who do not have access to vocational
training. According to Ogushi (2007), in addition to thevocational training preparation project, Germany also
has an education and training institution called
Produktionsschule1), which provides vocational
preparation education. Targeting young people aged 16
to 25 who are unemployed.
The author visited a production school in Germany inMarch 2015 and interviewed Mr. Martin Mertens, thechairman of the Association of Production Schools, andfound the following 2).
(1) There are 300,000 vocational school rejecters anddropouts in Germany, which is a problem. Germany has
different laws on a state-by-state basis and has its own
budget and enforcement, but the youth bureau of Kassel
takes care of the so-called NEET, which cannot get a job,
go to school, or go to a vocational school. The Labor
Bureau introduces the school. "Production schools" takestudents who have failed the vocational school and haveno basic academic ability to provide educational
guidance, and each school accepts 30 to 50 students.
(2) There are 150 production schools in Germany, but
110 of them belong to the Production School
Association. The Munich Municipal Production School
is not a member. It operates a production school in a
way unique to the city of Munich.
(3) The fields taught at production schools are mainly
agriculture, restaurants, metal processing, woodworking,cosmetology, online shops, painting, recycling, etc. We
are instructing them to acquire skills and pass vocational

schools, that is, to pass practical training (accounting for
80% of training) at companies.
In this way, both the production school and the summer
academy that we focused on this time are aimed at poor
performers or young people who have fallen out due toloss of motivation for learning and vocational training,but the difference is that the summer academy has
passed the graduation test for compulsory education.
Then, to go to a vocational school and use the summer
vacation of the 8th grade (2nd grade of junior highschool in Japan) to work independently in society as aprofessional, preventive measures for the future to give
early educational guidance At the age of 14, it can besaid that this is an up-front investment to enable people
to become independent in society without receiving
livelihood protection in the future.
3. CONTENTS OF SUMMER ACADEMY
If you recruit applicants and pass the interview test,
you can participate for free. The city of Munich will pay
3,500 euros per person for a capacity of 50 people.
Three and a half weeks of summer vacation Experts invarious fields (German, math, psychology, sports,
musicians, counselors, social workers, etc.) will teach.
College students can participate as assistants and earncredits. A program developed by Professor Kurt
Czerwenka of the University of Lünenburg (hereinafter
Professor Kusawenka). Guided the school and explained
the situation of the participating students.
The concept of the program content has three pillars: (1)acquisition of basic knowledge (reading, writing, abacus), (2)improvement of self-affirmation / self-efficacy, and (3) improvement
and improvement of self-expression. To this end, we provide anenvironment where children with family problems, such as poorfamilies and parents who have divorced and have family

problems, can take time to study away from the badenvironment. Have them engage in activities thatcultivate humanity (drama, listening to music, singing,drawing, swimming, hiking, etc.) that they have neverexperienced before. Create a group of 5 to 6 people andhave them discuss. Finally, a theater presentation will beheld as a result of the camp. The schedule from Monday
to Friday is shown in Table 1.

Table 1 One day’s schedule
MondayA
07:00
07:40-08:00
08:00-08:30
09:00-09:45
09:50-10:35
10:50-11:35
11:40-12:25
12:30-13:00
13:15-15:00
15:30-16:00
16:15-18:00
18:00-18:30
18:30-19:15
19:15-19:45
20:00-21:30

Reading

BC
Get upTeam meeting
BreakfastInterview＊CheckAttitudeX
Reading
PC Course＊CheckX
Interview
AttitudePC
CoursePC
CourseInterview
AttitudeSportsSportsReading＊Check X

D

PC Course
Interview
Attitude＊CheckX
Reading

Lunch
Coaching ﾞ

Vocational
Studies
Reading time (tutor system group)
Project (musical, craft, study)
Team meeting
SupperStudent Assembly / Tutor Meeting
Evening program＊Check X：mathematics

It can be seen that the score has improved to 91 points(Fig. 1). This achievement is usually a score that
improves over the course of a year, and many students
have been able to produce and read a year's worth ofachievements in three and a half weeks. Furthermore, it
can be seen that mathematics increased from 12.05
points at the start to 29.3 points at the end after three
and a half weeks (Fig. 2). This is more than double theinitial improvement. One male student got 49 points (outof 58 points, 84 points when converted to 100 points),
which was 17.5 points at first.
The second pillar of the Summer Academy is (2)improvement of self-affirmation and self-efficacy.
Focusing on the subject "Coaching" in Table 1, "TeamMeeting" and "Proge" twice a day in the morning andevening

3.1 Achievements so far
As mentioned above, the Summer Academy program
has three pillars, the first of which is (1) acquisition ofbasic knowledge (reading, writing, abacus). In particular,
the subjects strengthened in the curriculum are reading
comprehension (“reading” in Table 1) and mathematics(“check X” in Table 1), which are basic academic
abilities.
Figures 1 and 2 show the reading comprehension of theSummer Academy in Wald Munich in 2014 and theresults at the start and end of mathematics. Reading
comprehension starts from an average of 81 points inthree and a half weeks

Fig. 1 (Left): Results of reading comprehension
Fig. 2 (Right): Results of mathematics
It is cultivated through efforts such as musicals in which
everyone participates and shares roles.

Comparing the self-planning at the start and at the end
after three and a half weeks, the effect was confirmed in
all fields. In particular, the item with the strongest effectwas "self-regulation." At the start, there were somestudents who felt tired, homesick, and unable to control
themselves, but the activities of the team were successful,and at the end, their roles, responsibilities, andcooperation within the team were revealed. It can beseen that they have grown up to learn and control
themselves. Next, self-planning in mathematics, selfplanning in reading comprehension, and self-confidence
increased in that order, and overall positive growth wasseen (Fig. 3).

5) Questionnaire content:
Q1. Have you ever experienced school refusal orwithdrawal? (Yes, No)
When and what was the situation for those who
answered "yes"?
Q2. What is the reason for participating in this summer
academy? Please fill in as much detail as possible
Q3. What are your goals for this summer academy?
What do you want to achieve?
Q4. One week has passed since it started on July 30th.
Feel free to write your thoughts at the moment.
Q5. Which class do you like best at the moment? The
reason is?
Q6. Which class is your weakest at the moment? The
reason is?
Q7. How is your life here different from your life athome? Please fill in specifically (clothing, food, housing,etc.).
Q8. At this point, is it likely that you will reach yourgoal?
Q9. Did you find your place (existence value, role, etc.)?
Q10. When did you feel your whereabouts?
Q11. Did you feel confident in yourself? Or do you
think you can have it? The reason is?
Q12. Anything else (free description)
Age (age), gender (male / female), school name(year) grade (year)
Full name()

Fig. 3: Results of self-planning

4.2 Questionnaire results

4. QUESTIONNAIRE SURVEY OF
PARTICIPATING STUDENTS
The 2016 Summer Academy was held in six locations inGermany. Among them, I visited the Summer Academy
held in Wald Munich, northeastern Munich from July
30th to August 21st, from August 8th to 12th, and was
guided by Professor Kusawenka. Halfway through thestart of the Summer Academy, you can observe thestudents gradually getting used to the regular rhythm oflife, making friends, gaining confidence and enjoying
the Academy's lessons and various projects. It was. A
questionnaire survey was conducted as follows
regarding self-transformation at the mid-term.

4.1 Questionnaire outline
1) Purpose: To investigate self-transformation (selfaffirmation, discovery of one's whereabouts, etc.) when
the summer academy starts halfway through2) Date: August 11th3) Target audience: 55 participating students (17 boys,
35 girls, 3 unknowns)
4) Questionnaire form: Self-administered anddescriptive

We were able to collect from all 55 participating
students (collection rate 100%). Of these, 4 students (1boy and 3 girls) experienced school refusal andwithdrawal. I was most interested in how they were able
to self-transform, so I gave priority to some of theresults.
4.2.1 Participating students who experienced school
refusal / withdrawal
Q1. Yes (1 boy, 3 girls) The reason was that all 3 girls
were bullied.
Q2. I was recommended by a friend. I couldn't findanything else to do during the summer vacation / mygoal is to improve my grades. I don't want to be
disturbed by my family. / I want to graduate with good
grades. And I want to write a good job application(regime) accurately. / I want to be able to do math.
Q3. I want to improve my school grades. There are twogoals to raise self-consciousness. / To improve grades
and improve the quality of study. / I want to graduate
with good grades. And I want to write a good job
application (regime) accurately. / Being able tounderstand math and making friends.
Q4. I'm in good shape. I'm very lonely because I can't
meet my boyfriend. /Wonderful. Not disturbed by mybrothers. / Good, happy. But sometimes I get tired. /Opened and free.
Q5. All answered that it was arithmetic. The reason isvery well understood here. / Because I finally
understood / Because my grades were bad). In addition,
English and PC courses (essential for today's economy
and work)
Q7. Here, you can get a good understanding andharmony with many people. I don't want to leave here. /Here, it's fun to take classes, so you can get up in themorning. There is a lot of freedom. / I'm one of themembers at home, but here I'm quiet to be myself. /Although I have never been praised at home, I am
praised here, so I can enjoy studying and living here.
Q9. Yes, 3 people, I don't know, 1 person
Q10. During class in the room / when I was praised andaccepted.
Q11. 3 people answered that it is in progress. I used tobe very shy, but now I'm starting to feel self-reliant. /Currently in progress. The joy of living again is foundbecause my intentions and thoughts are accepted. /inprogress.
4.2.1 Differences depending on whether or not you
have experience of school refusal / withdrawal
Those who have experienced school refusal / withdrawal
answered that they were not confident before, but it has
only been a week since they participated in the summer
academy, but they are beginning to feel confident. It canbe seen that by studying while living in a group withfriends of the same age away from the family, I was
freed from the family and became able to concentrate on
my studies. I had never been praised at home, but I
enjoyed studying and living because I was praised here,
and by accepting my opinions and thoughts, I found myplace and found that I was motivated.
On the other hand, among inexperienced people, it
was found that there were 9 people who answered thatthey had never lost their confidence, although they had
low academic ability. This is a big difference, butotherwise similar trends were seen. Specifically,
regardless of experience, I felt my whereabouts when I
was praised and recognized, I could concentrate on mystudies without being bothered by leaving my family,
and as a result, my studies became interesting. I became
able to understand math that I was not good at, and the
purpose of both participating in the summer academy
was to learn and improve their grades, pass thegraduation exam of compulsory education, and find agood workplace. It was.
In this way, it was found that leaving home and living
in a group with colleagues of the same age leads to selfconfidence by having two-way learning and being
recognized for the value of one's existence.
5. SUMMARY

Most of the students participating in the summer
academy had low academic ability and were at risk ofpassing the graduation exam for compulsory education.
Therefore, it is important that by participating, thepurpose was to improve school grades, pass graduation
exams, and find employment in a good workplace.
However, in an environment free from the hassle ofbeing separated from the family, studying throughcommunal living with colleagues of the same grade, andbeing praised when possible, leads to self-confidence
and accepts one's opinions and thoughts. I heard that hediscovered his whereabouts and gradually began to havea sense of self-efficacy. The results of this survey
suggest that the Summer Academy program is closely
related to Bandura's career theory of self-efficacy
formation 3). In particular, the successful experience ofthe parties themselves is the most effective way toincrease self-efficacy.
It is worth noting that such non-national local
programs are effective. Making up-front investments toavoid becoming a welfare guardian results in profits. In
Japan as well, NPOs and other organizations are making
various efforts, but we hope that this will be useful for
support programs for young people with low academic
ability and young people who do not attend school or
are withdrawn. In the future, research on the qualities ofleaders and teaching methods will be an issue.

FOOTNOTES

1)There are 150 production schools throughout
Germany, each accepting 30 to 50 students. The
fields taught at the production school are mainly
agriculture,restaurants,
metal
processing,woodworking, beauty, online shops, painting,recycling, etc., so that you can acquire skills andpass the vocational school.
2) Part of the 2016 Mori Taikichiro Memorial
Research Promotion Fund Achievement Report"Survey on the actual conditions of the German
dual system site-as part of basic research for thedevelopment of effective training programs thatenable young people with difficulty in employment"
Excerpt. The author visited Munich and Kassel fornine days from March 17th to 24th, 2015 to inspect
the German dual system and production school.
3) Self-efficacy is a sense of trust and competence inoneself that "I can do it" with the prediction andconviction that I can take appropriate actions in acertain situation. Bandura described this selfefficacy as "a belief in efficacy that he controls
things" and that it is formed by the following four
influential factors.
Bandura says that these four factors areundoubtedly influenced by the magnitude, but theimportant thing is "how do you perceive thesefactors yourself?" How to perceive the experienceyou are having, how to utilize the success of themodel person, how to accept the opinions of third
parties, how to overcome the physiological andemotional state. How you can use influential factors
to increase self-efficacy depends on how you
perceive it.

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