STATE OF SCHOOLS
Regarding “Many teacher absences burden schools” in the BZ issue of January 18:
Numerous reports from the recent past deal with the less than praiseworthy state of the school education system in Baden-Württemberg. They are individual status reports or, better, damage reports. This conceals fundamental, structural and educational policy failures.
The idea of sending young people to elementary schools for a voluntary social year in order to cushion the shortage of staff there is an example of the diversity of ideas and at the same time the lack of a concept in education policy in Baden-Württemberg: training capacities for teachers are reduced due to incorrect forecasts of population growth, and then increased again set up late, too little account is taken of developments such as the expansion of all-day schools or migration in the education system. Underestimating the digitality of schools for a long time, creating new institutions in a hurry and hectic, such as the Institute for Educational Analysis or the Center for School Quality and Teacher Training, each without question competent, but due to vanity, confusion of responsibilities and a lack of strategy in the control of the school education system without any effect on the quality of school work. Only verbal notes can be heard on inclusion, because it is indispensable but extremely challenging to implement, excluding the question of how the school system should be structured in the coalition agreement instead of working on it, fireside chats instead of non-partisan strategy work in the sense of master planning with the numerous experts who are involved in Baden-Württemberg gives. There are demands for early language support and no suggestions for reliable implementation in day-care centers and schools, just to throw a few spotlights on what is happening in education policy.
Rejecting G9 with the reference to a lack of resources and further unrest in the schools is a typical administrative argument and not one that is reflected in educational policy. It has been established in the power in Stuttgart. Green slumber moves leisurely along, not only in education policy, while the race for young people is accelerating in industrialized nations around the world. This is also part of intergenerational justice: providing young people with the best educational conditions so that they have very good individual development opportunities and can develop their talents, interests and skills. Systematic education starts early. Excellence is required in day-care centers and primary schools, and of course in secondary schools as well, and not only in universities.
Is there still someone in the political arena who makes it his or her own to take on education policy as a political field for young people and for shaping the future of our society? Young, untrained people in schools are a value in themselves. However, they do not bring any knowledge that would make learning possible under special conditions or even improve it. Rather, it is another form of deprofessionalization where expertise would be needed. Hermann Maier, Freiburg
