E-Book HBG Oberhausen Germany 2012

7/31/2019 E-Book HBG Oberhausen Germany 2012

1/13

Comenius My Green Dream School

SCHOOL PRESENTATION

Escola D. Filipa de Lencastre

LISBON, PORTUGAL


2/13

Comenius My Green Dream School Agrupamento de Escolas D. Filipa de Lencastre Lisbon, Portugal

Page 2

1. Mission Statement

The grouping of schools is assumed as a space for the construction of Citizenship, a universal value grounded in

responsibility, freedom and tolerance, providing students with quality education through rigorous scientific,

humanistic and cultural training, providing room and time for creativity, as well as for the development ofinitiative and autonomy.

The Schools mission: Providing students with an educational background of success and excellence.

In order to achieve this mission we develop a practice based in the following values:

- Education for research and scientific accuracy

- Education for innovation and creativity

- Education for responsibility and autonomy

- Education for citizenship as a school for the future.

1.1 School aims

- Ensuring a safe environment for social development;

- Implementing solid values for personal development;

- Creating learning environments that promote active learning, critical thinking, collaborative learning,

and knowledge creation;

- Developing 21st century literacies (information, digital, and visual) among students and teachers;

- Reaching and engaging today's learner;

- Encouraging teachers adoption and innovation in teaching and learning with IT;

- Advancing innovation in teaching and learning with technology in an era of budget cuts;

- Fostering the learning of modern foreign Languages (mostly English) throughout the whole school

system;

- Strengthening physical condition through sports throughout the whole course;- Enrolling students into international projects aiming at different areas of knowledge;

- Promoting conscious citizenship towards the environment and sustainability;

- Implementing a learning environment of constant quest for knowledge.

1.2 School rules

The schools norms are included in its Rules of Procedures (set of performance standards and conduct)

being the main ones:

- Refusal of violence at school;

- Use of polite and gentle speech;

- Respects for all;

- Tolerance;

- Compliance with instructions for teachers and staff;

- Punctuality and regular attendance;

- Enthusiasm for sport;

- Respect for the environment;

- Participation in school life.


3/13


Page 3

2. General Information

2.1 General details (Name, address, Director and Assistants, Governing Body)

The grouping of schools is located in Avenida Magalhes Lima, in a neighbourhood ofArco Cego, an area

of housing and offices which was only urbanized since the 50s.

The Director, Maria Gabriela Soares Vieira da Silva heads a team of five elements. The Deputy Director,Joel Antnio Pereira, has a teacher career.

The Steering Team is comprised of three deputies and a consultant. However, the Director is a person

body to the Government. School Joo de Deus (1st

cycle) has a coordinator of its own chosen by the

Director.

Agrupamento de Escolas D. Filipa de LencastreAv. Magalhes Lima - 1000-197 Lisboa

Phone: (351) 218 407 045 - 925 700 674

Fax: (351) 218 475 664

email:[email protected] website:www.aedfl.pt

There is a school governing body with responsibility for approving the basic rules for the functioning of the school (theinternal regulations), strategic decisions and planning (the educational project and the plan of activities) and monitoring

of its implementation (annual activities report), as well as the power to elect and dismiss the head teacher.

Consolidating participation is achieved mainly through two measures: Increasing the influence of parents and guardians

on the General Council; Increasing the influence of external school representatives on this body while simultaneously

decreasing the influence of internal representatives which is reflected in a decrease in the number of teachers

representatives.

It is up to schools to determine the composition of this body, provided that one basic rule is respected which is that all

interested parties must be represented and that the professional representative bodies carrying out their duties in

school cannot combine to hold a majority of seats on the General Council. The second measure consists in granting the

General Council the power to choose and swear in the Head Teacher, something that represents a break with the pastmodel, and introduces an election process for head teacher by the General Council, instead of a peer election process.

Pedagogical Advisory - Headed by the Director, includes Heads from all Department Subject Areas (Science and Math,

Social Studies, Languages, Arts and Expressions) as well as one delegate representing each of the following:

Kindergarten, 1st

cycle (1st

to 4th

grades), 2nd

and 3rd

cycles, secondary school, parents, non-teaching staff and students.

General School Council Headed by a teacher as President, it includes seven other teachers and delegates from the

following areas; 2 non-teaching staff, one from the Lisbon municipality, six from the parents association , two from the

local community and two students (female and male).

2.2 General information of School (past and present)

This grouping of schools resulted from the fusion in the same organizational unit of a kindergarten, a 1st

cycle school, a 2nd

cycle school and a 3rd

cycle and secondary school.

Secondary School D. Filipa de Lencastre, head school of the group, resulted from the conversion of Liceu D.

Filipa de Lencastre, which was part of the traditional female secondary school, into a secondary co-

education school following the reforms undertaken after the implementation of democratic rule in 1974.

School D. Filipa de Lencastre was created on 21st of September 1928, with a view to easing another School

in Lisbon that had worked with 838 female students during the previous year, an unmanageable numberfor the building.
mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.aedfl.pt/http://www.aedfl.pt/http://www.aedfl.pt/http://www.aedfl.pt/mailto:[email protected]


4/13


Page 4

The school started working in other buildings around Lisbon and in 1940/1941 it changed into the present

building, with 924 female students. A few decades later, it opened to male students as well, from year 7th

to the 12th. On June 26, 2007, it included the 1st and 2nd cycle of basic education, working in separate but

close buildings and in June 2009, a Kindergarten also integrated this group which is now called

Agrupamento de Escolas D. Filipa de Lencastre.

2.3 Number of students, teachers, staff

School in 2011 -

1460 students

Kindergarten 3% (blue)

1st cycle 23% (red)

2nd

cycle 20% (Green)

3rd

cycle 23% (violet)

Secondary 31%

(turquoise)


5/13


Page 5

2.4 School Admission Policy (students, teachers, staff)

STUDENTS

Up to the 9th

grade pupils must attend an educational establishment in the area where they live, or in the

area where the parents are employed. At Secondary school the admission criteria is based on students

previous achievement.

TEACHERS

All teachers from all teaching levels are recruited by means of public contests carried out by the central

administration and, in some cases, by the school. The teaching posts included in the contests at a national

level are designed to meet the permanent needs of the system, which are made known by the schools and

confirmed by the regional education bodies or the central administration.

In the placement system for teaching posts applications are made using computers, it is the responsibility

of the teachers who are applying to fill a form in which, among other things, they must state their order of

preference of the schools in which they would like to be placed. The selection criteria do not distinguish

the category and/or the position the teacher has reached in the profession but their position on a widely

published graduated list. The graduations are calculated taking into account the nature of the commitment

that the candidate has with the administration (which can be definitive, temporary or even with no ties

when it is a first placement), the professional/academic classification awarded and length of service, if

Up to 4 years 30% (blue)

5-9 years 6% (red)

10-19 12% (Green)

20-29 27% (violet)

30 or more 25%

(turquoise)

Technical (red)

Operacional (Green)


6/13


Page 6

needed. The implementation of a probationary period for teachers who are entering the profession for the

first time came into force in the 2009/10 academic year.

STAFF

Support staff are recruited and hired according to the schools needs and with the permission of the

Ministry of Education through a tender. Their main functions are: supervising the school entrance andcorridors, classroom and toilets maintenance during school working hours, checking teachers absences for

class replacements, serving at the bar. Some of them get around minimum wages and work with fixed-

term contracts, whereas the others work on a hourly basis (4 hours a day). Staff working at the secretariat

have fixed-term contracts too. Within non-teaching staff, 31 belong to the school s board whereas 18 work

under part-time contracts.

The school canteens are operated by an external canteen company, so as school cleaning, which occurs

after curricular activities.

2.5 School Holidays and working hours

School Year 2011/12 (and usually)

1st Term

Starts - Between 8 and 15 September

Ends - 16 December (or the closest friday)

2nd Term

Starts - 3 January

Ends - 23 March (always on a friday, 2 weeks before Easter Sunday)

3rd Term

Starts - 10 April (oro n the first tuesday after Easter Sunday)

Ends - 8 June for 6.th, 9.th, 11.th and 12.th Grades (or the closest Friday)

15 June for the 1st,, 2nd, 3rd, 4th, 5th, 7th, 8th

and 10th

Grades (or the closest Friday)

6 July for kindergarten (or the closest Friday)

WORKING HOURS FOR STUDENTS: 8.30 to 6.45 (varying according to cycle of studies and class)

- Kindergarten and 1st

cycle: 8.30 to 3pm

- Other 2nd

,cycle; 8.30 to 4.45 maximum (closing hours vary according to days of the week and

classes)

- 3rd

cycle and secondary: 8.30 to 6.45 (closing hours vary according to days of the week andclasses)


7/13


Page 7

2.6 Facilities

After school care - When parents are unable to collect their children directly after school, our After School Care service

is available to Primary School children (from kindergarten to year 6) and is designed to give a fun, safe, communal

environment for children to do their homework, play and develop their social skills indoors and outdoors. This service

also works during school breaks and summer holidays, except for August.

Art studios - Our School studios include spaces for fine art, ceramics and tile work. Always encouraged to be creative,students have the space to work collaboratively or pursue their own interests individually. Students are given formal

training in form, proportions, space, and tone, according to the curriculum.

Canteen The menu is released a week in advance so everyone knows what to expect. It includes soup, a main dish (meat

or fish) and fruit/yoghurt for dessert. We don't make money out of the cafeteria. Prices are kept to an absolute

minimum and are set to match running costs.

Bar Open during school hours for students and staff, offers hot and cold drinks, snacks (sandwiches, salted and sweet

pastries, biscuits and ice-cream) fruit, salads, soup and quiches.

Libraries There are three: one for each school, all of them with PCs for students work

Music studios There are two practice rooms used for instrumental lessons since the national curriculum only includes

Music as a subject from years 5 to 6.

Science and Chenistry labs - The school provides two well-equipped labs with a good range of fully equipped facilities,

in a safe but stimulating environment for students to learn, experiment, and discover more about the world. Science

and Chemistry are taught in a practical way wherever possible.

Gyms There are four indoor gyms and one open-air gym on the roof. Physical Education includes a wide range of team

games and individual activities, as well as an extensive gymnastics programme within the curriculum. Our school also

integrates national school competitions in badminton and volleyball.

TechnologiesIn spite of our commitment to giving every student a modern education, the Education System doesnt

have a policy of integrating ICT into the broader curriculum, except for the 9th

grade, as a discrete subject (90 minutes a

week). Despite that, students are encouraged to use their ICT skills wherever possible, in most subjects. The school has

12 laptops available for teachers requisition to use in class. In addition to our 2 dedicated PC labs, we also have a suite

of 4 PCs for creative work such as graphic design, and filmmaking. Our Primary and Secondary Libraries also contain PC

areas for private study. Every classroom, whatever its function, has at least one computer and every computer has

broadband internet access. There are only a few classrooms that include nteractive whiteboards. The school also

provides a digital camera, scanners, printers, and a photocopy machine for teachers.

A multipurpose auditorium seating 100

Special needs - The concept of special education needs (SEN) applies to every child or youngster showing permanent

difficulties at different levels: communication, learning, mobility, autonomy, interpersonal relationship and social

participation. Special education aims to promote educational and social inclusion, equality of opportunities of access to

education and school achievement, pupils' autonomy and emotional stability, as well as to prepare for further studies.

and professional life. In order to adapt the learning process to the needs of these learners, different educational

measures are implemented, such as: personalised pedagogic support; individual curricular adaptations; adequate

enrolment procedures; adequate assessment procedures; individual specific curriculum; support technologies. Pupils

with SEN get an individual education programme, which contains: a report on their educational history; definition of the

necessary curricular adaptations, assessment procedures and specialised professionals support.

Psychology cabinetthere is not a permanent psychologist belonging to the schools board but sometimes the school

manages to have a finalist on apprenticeship

Study room equipped with four PCs for students and teachers

Subject area roons one for Science and Maths, one for Social Studies, one for Languages and another one for Arts

Parents Association room

Teachers room - large working area with computers

Staffroom

Secretariatatseveral rooms according to specific areas: students registrations, finance, ..

Stationery selling school items, where students and staff charge their cards and where everyone asks for photocopies

Schools Sport It allows students to practice different sports such as volleyball, badminton, softball, basketball and

table tennis. The school has a female volleyball team which has been achieving notorious results at national level.
http://www.britishschool.be/Facilities/Afterschoolcare/http://www.britishschool.be/Facilities/Artstudios/http://www.britishschool.be/Facilities/Cafeteria/http://www.britishschool.be/Facilities/Libraries/http://www.britishschool.be/Facilities/Musicstudios/http://www.britishschool.be/Facilities/Sciencelabs/http://www.britishschool.be/Facilities/Sportsfieldsgym/http://www.britishschool.be/Facilities/Technologies/http://www.britishschool.be/Facilities/Technologies/http://www.britishschool.be/Facilities/Sportsfieldsgym/http://www.britishschool.be/Facilities/Sciencelabs/http://www.britishschool.be/Facilities/Musicstudios/http://www.britishschool.be/Facilities/Libraries/http://www.britishschool.be/Facilities/Cafeteria/http://www.britishschool.be/Facilities/Artstudios/http://www.britishschool.be/Facilities/Afterschoolcare/


8/13


Page 8

2.7 Pictures


9/13


Page 9

3. Education system in your country

School governance in Portugal is fairly centralized. The main lines of action about the curriculum, the

educational programmes, national examinations, teacher recruitment and deployment, and the budget

distribution are defined centrally by the Ministry of Education and Science. There has been some devolution of

responsibilities to municipalities in areas such as curricular enrichment activities, management of the schooling

infrastructure, and non-teaching staff resources; as well as some autonomy granted to individual schools in

areas such as the hiring of part of the staff (on fixed-term contracts, trainers for vocational courses) and the

selection of textbooks. Public schooling is dominant and public schools receive the majority of their funds

directly from the State budget. A major handicap for Portugal has been the very low starting point in terms of

educational attainment and literacy of its population, prior to the 1974 Revolution. Nevertheless, efforts to

ensure access to education for all Portuguese resulted in a rapid expansion of enrolment even if attainment

levels remain a challenge. Student learning outcomes in Portugal are around or slightly below the OECD

average following some progress in the last decade, depending on the skills assessed. Recent reforms include

new arrangements for school leadership, the setting of learning goals, the reorganization and redeployment ofthe school network, the generalization of full day schools and the diversification of educational offerings (in

particular through the promotion of vocational/professional programmes).

Pupils are assessed at the end of each term and at the end of the school year. Those who are considered

satisfactory will go on to the next year. Pupils who do not meet the required standards have to repeat all the

year again up to the 9th

grade, or the subjects they have failed at secondary school. It is quite common to have

children re-taking a whole year, sometimes in different grades.

Kindergarten;3-5 isnt compulsory but highly recommended at least at 5

Basic education lasts for nine years divided into three stages of four, two and three years respectively. A

Diploma/Certificate is awarded at the end of the third stage.

Basic First Stage: 4 years (1st

cycle)

Age level from: 6 to 10

Basic Second Stage: 2 years (2nd

cycle)

Age level from: 10 to: 12

Basic Third Stage: 3 years (3rd

cycle)

Age level from: 12 to: 15

Secondary education - public, private and cooperative has also become compulsory from this year for

students starting the 7

th

grade and consists of a three-year cycle after having completed the third cycle of basiceducation. Access is through the Certificate of Basic Education.

There are two types of courses: general courses and technical/vocational courses, providing instruction in

technical, technological, professional fields and in the Portuguese language and culture.

Age level from: 15 to 18

Professional

Specialized Technology/

Specialized Vocational

Higher education in Portugal is divided into two subsystems:

- university education and non-university higher education (polytechnic education)


10/13


Page 10

- it is provided in public and private universities and non-university higher education institutions (both public

and private).

The two systems of higher education (university and polytechnic) are linked and it is possible to transfer from

one to the other. It is also possible to transfer from a public institution to a private one and vice-versa.

Permeability between the courses is guaranteed. The teaching and practice of technical, technological orartistic courses are provided by vocational schools and special schools for education in Arts.

In order to develop personal and professional competencies, legislation has been passed to approve the

stimulation of post-secondary-level technological specialized courses (CET). These courses qualify for the

exercise of a profession (Level IV) and enable people to pursue studies at higher education level.

Students may fail according to their poor performance in the several subjects (negative grades) and there is still

a high percentage of school drop outs before the accomplishment of compulsory school.

3.1. Process of becoming a School Director

The process of selecting a head teacher involves two stages, a candidature open to all state and private school

teachers who meet the requirements, and a prior evaluation and selection by the General Council of the

candidate to be nominated to the post. The Director is elected by a General Council with representatives of the

school and the community. The applicant must have either three years of management experience, or preferably

a degree in school administration, and must also have a relevant CV. The candidate must submit to the Council

an Action Project for the four years of the term of office. The final interview is crucial for the application to be

elected through vote.

The post of Head Teacher can be held by one person only, who shall also become the president of the

Pedagogical Council. Being in charge of the administrative, financial and pedagogical management, the Directordesignates those responsible for the coordinating organizations and for pedagogical supervision. The option of a

single leader does not necessarily imply a break from school management, since the Head Teacher is supported

in carrying out their duties by a Deputy Head Teacher and three assistants, of his or her own choice. The aim of

this option, however, is to identify, clearly and unequivocally, the main person responsible for consolidating their

formal authority by being the last link in the chain of educational administration, in order to assume

responsibility and public accountability for the management of various resources at the disposal of the school.

3.2 School autonomy: do you have it or not?

The autonomy of schools is limited in Portugal. The curricula are set by national authorities, as well as funding,

time and form of organization.

Schools that are evaluated as Excellent by the Inspection may require a contract of autonomy that allows them

to recruit staff and set their own curricula with funding. Nevertheless, most schools have no autonomy.

Concerning the consolidation of school autonomy, the Government holds that self-regulation of schools should

translate into an investment in the quality of education, in order to improve learning and educational success

and that the powers of administrative and staff management should be consolidated with contracts for

autonomy, established between the Ministry of Education and the school, following the results of the external

evaluation process undertaken by the General-Inspectorate for Education. The aim of consolidating school

autonomy has been criticized by all sectors of public opinion and subsequently reaffirmed in political discourse

and established in legal standards. However, there is a belief within school and academic circles - whether as a


11/13


Page 11

result of the process or from empirical research - that autonomy has not translated into real results on the

ground, so that it has been more about changes in management practices with little significance to schools.

It needs to be noted that schools which developed trial projects in flexible curriculum management and adopted

a more pro-active attitude expanded some of their margin of autonomy. However, in most cases, genuine

autonomy was not encouraged by the educational administration, with the exception of cases where autonomy

contracts were signed (at schools considered as of Priority Intervention due to academic underachievement and

low socioeconomic conditions) a practice which was applied regularly from the 2005/2006 academic year

onwards.

Thus, the creation of the figure of head teacher with the profile, authority and powers previously described, the

teacher performance evaluation system introduced in January 2008 and the formal introduction of accountability

and management with contractual guidelines between school and government are, in the Government s view,

the necessary preconditions for autonomy to be exercised in a suitably responsible fashion.

Within the legal framework established, accountability is to be organized, on the one hand, as soon as possible

by the participation of those interested parties and the community concerned in the strategic leadership body

and the choice of a head teacher and, on the other, by the development of a system of self-evaluation and

external evaluation of schools. Only after meeting these preconditions does the present government believe it is

possible to go forward in a sustainable way with the consolidation of school autonomy.

At most, schools are granted the power to organize themselves, and to create structures and have them

represented on the pedagogical council, abiding by the limit on the number of members. They should strive to

create the conditions for student success and for the emergence of pedagogical leadership which will, first and

foremost, exert its power of pedagogical self-management.

It is interesting to note that this process has mobilized educational partnerships and public opinion in general.

Various educational partners were consulted at institutional level, as provided for by law: the National Council

for Education, the Schools Council, the National Association of Portuguese Municipalities and the National

Confederation of Parents Associations, who drew up written partnership agreements, as did teachers union

representatives.

TEACHERS RECRUITEMENT

In the last twenty years the political discourse of the different governments has sustained the notion of the

autonomy of schools, and with it, the political intention to transfer the responsibility for teacher placement to

schools. However, several difficulties, namely years of centralized administration, the complexity of situations,

changes in Minister of Education titleholders, and the position of teachers unions (who fear that transparency

and equity would be prejudiced), may all to a certain extent justify the fact that teacher placement at the school

level only took its first steps in the 2006/07 academic year.

3.3. Why it is useful or would it be useful

The autonomy of schools would allow the definition of a best suited curricular project to each school s students

and their socio economical conditions; it would also allow the school to work on an Identity Educational Project

which, in conjunction with the School Rules, would effectively distinguish the school, thus sustaining a clear

choice for parents. Moreover, autonomy would allow the school to recruit its human resources according to their

greater identification to the project itself. Furthermore, it would foster an opening to the nearby environment, as

well as the establishment of partnerships with universities and scientific institutions which would also support

the curricular project and the schools goals.


12/13


Page 12

4. Discipline and bullying

4.1. Why these rules?

Discipline and students behaviour regulation compete to teachers and non-teaching staff. The rules ofconduct are described in internal regulation and in Law itself, through the Students Status. Indiscipline is

very high in many schools located in poor social environments or of racial heterogeneity. At our school

indiscipline is not too severe. However, cases of violence, disruptive behavior and bullying have been

increasing.

4.2 Constraints

The behaviour rules are too restrictive and its failure may involve penalties. Violent students are punished

with mandatory community work or, in really offensive/disruptive situations, with the suspension of

school activity which can range from one to nine days. The always insufficient number of non-teaching

staff and the very large school size may also contribute to the occurrence of more indiscipline and bullying.

As a last instance, students whose negative behaviour has repeatedly caused them to suffer penalties, may

be transferred into another school (an enormous bureocratic process that needs approval from the

Educational Directorate General).

4.3 Successes

The Board, with the support of experts and of Parents Associations, has developed a preventive action

and information on the topic of bullying. The role of directors and the board of classroom teachers has

been crucial to the detection and resolution of cases of violence or bullying.

The Board is concerned to ensure a safe environment at school for all students.

5.How Green is your School?

5.1 What makes my School Green (or not)

Since the present Director started her functions there have been a number of changes directed to turn the

school greener, as follows:

- Selected garbage collection and recycling of materials;

- Decreasing the use of paper;

- Systematic email communication;

- Using MOODLE platform for the dissemination of teaching materials and all relevant information;

- Development of a Project on Environmental Education (EcoEscolas);

- Projects for the improvement of the school premises;

- Stimulation of projects on environmental studies;

- Studies on how to increase the use of solar energy at school.

5.2.What needs to be done?

We are working on the improvement of the school premises as well as on how to use more solar energy at

school. We aim at decreasing financial expenses with paper, motivating for the development of a green

School and implementing our green school project.

We also need to create a project persuading our younger students into being cleaner with their rubbish

thrown on the ground.

Smoking and cigarette butts right across the school entrance during breaks are another problem to besolved.


13/13


Page 13

5.3.How do you intend to achieve it?

Well keep on working on projects to turn the school greener and the younger students cleaner.

Financial constraints must be overcome in order to achieve better environmental conditions at school and

less energy consumption.

5.4 Your idea of a Green Dream SchoolThe green school uses less non-renewable energy, reduces the production of waste and reuses what is

possible. The green school manages to work effectively with fewer non-renewable resources.

The green school creates welcoming environments for study, leisure and sports.

It promotes a healthy diet.

It creates equal opportunities for everyone to learn, succeed and feel well.

It is a school with a future and for the future.

6. SWOT analysis of Your School

STRENGHTS

- Students achievement

- High teachers responsibility- Additional support for students with special education needs

- Study room for individualized teaching support

- Curricular development centered on projects

- Application of Intermediate National Tests

- Two libraries belonging to the Network of School Libraries and another one about to be integrated

- After school care supporting families for the 1st

and 2nd

cycle schools

- Parental involvement in their childrens education

- Support Office to the National Exams

WEAKNESSES

- Exiguity of leisure and study rooms

- Retirement of many teachers

- Students failure in accomplishing with conduct standards

- Insufficient Extra-Curricular Activities

- Poor operational Students Support Service

- Absence of a schools psychologist

- Insufficient number of support staff

OPPORTUNITIES

- Location of school in the city centre

- Modernization of school buildings in 2010

- Positive image of the school

- High expectations from parents

- Involvement of the education community in enhancing autonomy

- Definition of a new teaching professionalism

- Maths Action Plan

- Reading Action Plan

- Partnerships with national and international institutions

- Promotion of projects and activities by parents

THREATS

- Teachers dissatisfaction with changes within the Status of the Teaching Career

- Instability of the schools board of teachers

- Instability within the definition of the Schools Network

- Inadequacy of the schools training offer to the necessities of this grouping ofschools- Aging population of the urban centre

E-Book HBG Oberhausen Germany 2012

Documents

Transcript of E-Book HBG Oberhausen Germany 2012