Network analysis

Tübingen

Representation of the actors and agents involved in the Governance of Inclusive Education in the school system and participating in the Round-Table-Meetings in the school administration region Baden-Württemberg within the international project.

Text description of the network analysis

The image presents a diagram mapping the hierarchical relationships in an education system, organized across four levels: micro, meso, intermediary, and macro.

At the micro level, there are three primary nodes: “School clusters,” “Primary schools,” and “Secondary schools.” These are depicted in yellow, except for “Secondary schools,” which is linked to “Parent representatives,” highlighted in red, indicating a special focus or importance.

The meso level consists of a single entity, “Agencies, Associations,” which is connected to “Secondary schools” and another node at the intermediary level.

At the intermediary level, we see several nodes: “Universities with competence centres,” “National Language Centre,” “Federal States,” “Ministry of education,” “Department of education,” “Regional department,” and “Regional Diversity Management.” These are in blue and are interconnected among themselves and also with “Parent representatives” and “Agencies, Associations.”

Finally, the macro level does not contain any specific entities but encircles all levels, suggesting an overarching scope.

Lines interconnect the various nodes, signifying the network of influence or communication pathways among the entities. The arrangement of nodes within the concentric circles indicates their role and operational scope within the educational system, from the direct educational environment at the micro level to the broader organizational and governance structures at the intermediary level.

Entity descriptions

Federal Ministry of Culture, Youth and Sports (Baden-Württemberg)

The Federal Ministry of Culture, Youth and Sports in Baden-Württemberg is a federal authority responsible for the education, from nursery school to qualification for university entrance. Its remit includes public and private schools, early childhood education, further education and sports. It is responsible for the allocation of teacher resources in inclusive education, for school legislation and other regulations.

State Education Authority Tübingen

The State Education Authority Tübingen is, as the lower school supervisory authority, responsible for primary, technical secondary, real secondary, and community schools as well as for special education and counselling centres in an assigned region. It is responsible for the support of inclusive educational settings in individual schools and for the monitoring. Every education authority has a pool of additional teaching load for inclusive education.

Regional Administrative Council

The regional council is the authority responsible for a specific administrative district and acts as an interface between the government and the local authorities (district administrations, cities and municipalities). A regional council is divided into different departments. The department “School and

Education” deals with school and personnel law issues,  advises and supports schools in all matters, provides impetus for school school development and acts as a school supervisory authority. It is also  responsible for planning teacher requirements and managing the state education authorities.

District Office (with two different organisations: ‚Social Security Office‘ and ‘Youth Health Office‘)

District Office (with two different organizations: ‚Social Security Office‘ and ‘Youth Health Office‘): The institutions under the District Office are responsible for the organization of the so called ‚integration assistance‘. They can provide school support for individual children for the participation in education. According to the German Social Code for every person in education with a mental or physical disability.

Special education and counseling centres

The school legislation regulates: Pupils with disabilities and with an ascertained entitlement to special educational offers, if their right to education can’t be fulfilled at mainstreaming schools, they attend a special education and counselling centre. Special education and counselling centres are differentiated according to focal points of support into 9 different categories. They provide their own educational programmes and support regular schools with special educational counselling, support, and education according to the needs. They teach according to different curricula from the mainstreaming curricula.

Secondary school

The secondary school is divided into lower secondary level (grades 5-10) and upper secondary level (grades 11-13). There are at least five different kinds of lower secondary schools (ISCED 2): Hauptschule, Werkrealschule, Realschule, Gymnasium and Gemeinschaftsschule (and the Special Education and Counselling Centres). The school types offer different graded school leaving certificates. In principle, inclusive education (for pupils with disabilities) is possible in all these types of schools. In the upper secondary schools (ISCED 3) differentiated teaching is not planned

Parents

Parents of children with and without Special Needs are important cooperation partners in the planning and implementation of inclusive education and corresponding interventions.

Primary school

The primary school is the common foundational level of the school system. It conveys basic knowledge and skills. Its specific mission is to gradually introduce pupils from playful to school-related forms of learning and work. This includes developing the various talents of the pupils in a common educational programme, practicing the behaviors for living together and promoting the power to construct and express oneself creatively. The primary school comprises four school years. These schools can also offer inclusive education (for pupils with disabilities).

Centre for School Quality and Teacher Education

The core tasks of the Centre for School Quality and Teacher Education are: professional development; executive qualifications; developing concepts and managing the implementation; quality assurance for cross-cutting pedagogical topics, subject- and school-specific topics; conception of teaching support programmes; development of educational plans; approval of textbooks; international cooperation projects in teacher education; development, decentralized provision and quality assurance of advisory services, for example regarding school careers, job orientation, need of additional support and special talents; school psychological services; prevention and quality development of general education and vocational schools. At the Centre for School Quality and Teacher Education so called “Practical Inclusion Facilitators“ (Praxisbegleiter*innen Inklusion PBI) are employed with the responsibility for supporting multi-professional teams in inclusive education settings.

Universities with competence centres

Universities of Education educate prospective teachers in the first stage of their training, except for the Gymnasium and vocational schools. Full Universities are responsible for the education in the first phase of these school types. The teacher education curriculum includes one module on inclusive education, that is not obligatory. At least 6 Credit Points are dedicated to inclusive education (in Educational Science). Special Education Teachers have a load of more credits related to inclusive education. The Universities have so called “Professional Schools of Education” with a focus on teacher education.

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