EN
A general socialising task of religious education during the apprenticeship in vocational schools consist of supporting teenager and young adults, in developing their identity and subjectivity. Each individual is incorporated in a communicative context in which he constitutes himself as a unique and personal subject which interacts with other subjects of any kind. Subject orientation requires learning, knowledge and incidence of relationships especially in religious education in vocational schools. Indeed, a dialogic - dialectic cooperation develops subjectivity. Although it contains an additional benefit, it cannot be entirely measured in mutual respect nor determined in compensation of contingency. Religious education in vocational schools enables a variety of education methods to establish a goal differential education. Therefore, the singularity as a quality character is guaranteed and education lessons can be successfully arranged. Social appreciation is a requirement to develop especially the potential of young people. The appreciation consists of a moral – intrinsic and pedagogic – extrinsic dimension. It needs both factors to gain acquisition of diversity competence. An education method which is based on appreciation and respect is the platform of “education for everyone” and guarantees a potential orientated education. A modified school model based on a potential orientated education would be the structural and organising answer of diversity and heterogeneity in school.