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Bildungspolitik nach Art der Guerilla

Das Interessante ist vielleicht zunächst, dass Frau Löhrmann als neue Bildungsministerin die Dinge recht deutlich beim Namen nennt.
So stellt sie sich in einem RP-Interview vom 21.7.2010 ohne Furcht vor einem Volksentscheid wie in Hamburg dar mit dem Argument: „...Unsere Reform ist ganz anders angelegt – wir setzen auf regionalen Konsens. Wir weiten lediglich Entscheidungsmöglichkeiten aus, ohne Zwang. Es wird keinen Reformschritt auf dem Weg zur Gemeinschaftsschule geben, der zentral verordnet wird. (...) Nach der Sommerpause entscheiden wir, welche Bestandteile der Schulreform wir in Gesetzesform gießen – etwa auch das Vermeiden des Sitzenbleibens und das Verbot des Abschulens.“

Da reibt man sich doch die Augen.
Die Errichtung einer bestimmten Anzahl der gewollten „Gemeinschaftsschulen“ (30 % der weiterführenden Schulen) ohne Gesetz, wesentliche Elemente der Gemeinschaftsschule sehr wohl in einem Gesetz – dann aber für alle Schulformen?

Ja, so soll das nach dem Willen der NRW-Minderheits-Landesregierung dann wohl gehen: Man regt Städte und insbesondere politically sympathetic and smaller municipalities to adjust their educational opportunity to keep on this way seemingly wide. A school form that said the other, or at least several other principle contains in itself and - with the reforms, such as at the comprehensive school and tried argument-borrowed funds and personnel to be much better placed than the traditional forms of schooling. Logically, this is not the way to understand: You put everyone in a group first and then given to the argument of the consequent need for differentiation distinct advantages over the types of schools that are structurally differentiated from the beginning ...

And already show the first episodes such courtship: Even a Westphalian Mayor of the CDU is said to have seriously focused his efforts on the new reform school for his community in the best steeple-style politician.

Is the "gentle school reform" or shrewd "divide and rule"? School meetings and town councils decide - approves new type of school, depending on location and the state government through the Ministry as a school supervisor, this new type of school local as a collection of school experiments - from the red-green government had designed and made of ideological and political basic idea launched.
education policy on the type of guerrilla warfare. It has also heard that it was perfidious.

Especially so, because they - unlike, in fact, than in Hamburg - not however possible to proceed in the form of referendum or plebiscite. There is no law
yes, no closed reform front - only local `attempts'.
And so can respond to Mrs Löhrmann to the interview question of RP, whether this war was the school not just shifted to the municipalities, confidently: "We do not want a school war. And locally there will not be him. This will be decided pragmatically. If we do not act, have to close many schools. We do not want. "

I think that there will be on site but many school wars. But they will - after initial excitement, - national hardly be perceived: the school reform debate attention on the Sauerland in the rank of a theatrical premiere in Bochum, the reading competition in Bocholt, or just the toppling in China bag of rice.

And the real sites on the way to better schools?
Intensification earlier - and then continuously forced - to promote all levels of learning,
the reduction of the learning groups, the coverage for the end of strengthening and networking of school work by the school psychology and social work, the permanent technical, didactic and methodological training of teachers, the comprehensive promotion of economic training of teachers and students, further ensuring the quality level of national and international standards, etc. etc.?

Such problem levels seem to ideologues hopelessly subordinate, almost indifferent to his.

Instead, you will ever elements of the new community school by law for the - prescribe only a few currently existing recent types of schools - as well-intended: no sitting and standing, not a change of school you want to facilitate the school for poor students, no top notes, etc.
the `old school types' - as long as they are still - ever get used to the objectives and internal structures of the new community schools ...

And who cares really, that the name "community school" for a political newly installed school type not available, because this term according to Article 12 of the Constitution of the State of NRW is covered legally, "secondary schools are set up by its own motion as community schools." (This is a distinction between faith schools meant.)

to paraphrase a famous sentence from the former East Germany, a colleague of political education reform impetus of the current minority government in NRW put it, `The education reforms to keep in their course neither ox donkey '

- Fatal when it votes this time. would!


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Verschenkt

And then there this week also the unavoidable annual study by the OECD was "Education at a Glance". And again - as every year - which now takes in this matter bored public may just have the titles to the media to exercise. subtitled For example, the FAZ: "Germany is to increase the rate study and Spiegel Online reported under the heading" Education Republic of Germany are missing students. "
know you know ... interesting ... Every year the same lyre ...
pity. For several reasons. No one asks
great as comparative figures as this come about. Only those expert comments like that of the teachers' association have Every year, pointed out that the basic conditions of the countries are not directly comparable, and in particular, the populations covered by the term "students" in the countries are very different. Thus, in the Federal Republic Year after year, not our graduates of educational institutions such as academies and schools of nursing for nurses counted among the students while in the U.S. such as a bachelor but get the students better but not a professional degree. This distortion of the comparative statistics is but a number of vocational schools in Germany. "Abroad, dominated not so high-challenging short course, in Germany, long cycle and vocational training directions. The equation of quantities is thus fails completely. The white and the OECD, but the conclusion to dispense with mere percentage rate comparisons, this organization would take away their press releases effective disaster, 'said the PHV.
online encyclopedia states: "The education expenditure was in Germany compared to low. The total public and private expenditure on educational institutions in the OECD were in Germany in 2007 to 4.7 percent of gross domestic product (GDP). existed among OECD countries for which data, gave only Slovakia, the Czech Republic and Italy, a smaller proportion of economic output on education. In the best-USA, Korea and Denmark, the proportion was more than seven percent of GDP. But as the OECD expects together private and public spending on education is questionable as to how individual countries can be compared at all. Because there are so dissimilar compared to systems such as the Finnish and the Danish model to the private sector approach in the U.S. "
What then -. For so rough fuzzy parameters - the allegations of the FRG and the requirement of necessary improvements really worth?
pity - as I said - while the OECD is still a lot of money for their studies, particularly from Germany. Since you can still clean and expect differentiated work!
And so many good suggestions probably just go to: to make the finding about the incentive, with a degree about 70% more and gain a much better protection against unemployment.
Or the statement that studying in Germany are still too few young people the STEM subjects (mathematics, engineering, technology and computer science), instead, into control in an oversupply in the humanities.
And this year the separate study on vocational training remains largely unnoticed, even though this area too, the place is clearly in Germany on the credit side of education, improved may be, as the OECD shows.
And who respected even already have the results of the study to the explosive important finding that too many school leavers only on lack of general basic skills have, and that the OECD recommends that everyone should at the start of training take writing, reading and numeracy tests and should possibly receive targeted instruction to their deficits.
And so happened, what we in the coming weeks - a few days after the publication of the study - will experience: A few newspaper reports appeared, some experts have commented, some politicians are voices died away. The study moves on the shelf.
And - this is a serious - Many much needed improvements to remain, because the OECD, which delivers the headlines, has worked professionally so sloppy and spilled good, so important details in her presentation.
- Too bad. Away.
pity not to the OECD, pity about the necessary improvements to pathways and educational opportunities of our children and young people.