Primary school head in NRW recently reported in the RP indicated that their school is "unbeatable" is.
This can only agree: good secondary schools tailored to their clients because they can devote themselves to their specific conditions and objectives in specific ways. With the experience gained from successful professional qualifications they can prepare their students continue to respond flexibly to the needs of the changing world of work. You can - especially on the basis of a particularly close contact with local companies - to focus on individual training, internships and on all other forms and projects of vocational guidance and qualification. In Context of the entire work of these schools tangible perspective on the achievement of a training course can ultimately provide a good basis of motivation, confidence, and those who want to mobilize greater effort.
That it difficult for their students still remains to complete the move successfully into the commercial world does not contradict what was said - to the contrary.
You have to see, however, with regret, that the school kind of school is always selected by fewer students and parents.
The relationship of this development with the field of social problems is not to be dismissed out of hand well. And it may also play an important role that media reports of incidents or have received attention - ongoing problems at secondary schools located in deprived areas, large - and perhaps disproportionate. But here are the main schools - if given adequate resources and personnel in addition to providing and promoting cooperation with the partners of the children, youth and family work - in particularly serious manner in a position to deal with the problems.
One should salute in front of the wide range of projects, collaborations and additional activities, the principal schools today to allow their students a viable and professional degree.
You have to see but simply that the social problems are social problems and not just those that are produced to or by primary schools.
Only people who tend to view things that we sweep under the carpet, are no longer de facto exists, can m. E., given the above facts, the quick solution to praise, with the abolition of the secondary schools first and to do away with all problems.
Unfortunately, there is now yet another reason for the declining number of primary schools and secondary school students in North Rhine-Westphalia: The demographic development, and thus overall significant decline in pupil numbers just also secondary schools.
And so it is inevitable that at many sites Hauptschulen ihre zum Bestand nötigen Schülerzahlen verlieren – mit zunehmender Tendenz.
Dies scheint nun auch die CDU in NRW dazu bewogen zu haben, dazu überzugehen, die von ihr favorisierte Differenzierung nach Schulformen insoweit aufzugeben, als man sich nun auch Formen der Zusammenlegung und Kooperationen stärker öffnen will.
Mag es nun daran liegen, dass der eine oder andere Parteiobere sich in der Bildungspolitik nicht zureichend differenziert genug geäußert hat, mag es daran liegen, dass andere Parteien die günstige Gelegenheit sahen, sofort zu behaupten, die CDU schwenke ein auf Gesamtsysteme, mag es sein, dass die CDU nicht schnell genug einen griffigen Namen gefunden hatte für what they wanted, at any rate, the result is clearly a confusion of people in the country.
The now almost drowning in the education federalism citizens have difficulties anyway, given the 50 (!) School types and models in the 16 states of the Federal Republic of Germany designate differences in principle, let alone in detail.
And so the question is suddenly in NRW in the room: Are they now all for total school?
Easy, easy.
It is in my view, a fundamental difference
- is whether we provide the reasons stated above, where existing school type differences can not be achieved meaningful cooperation and plan for organizational mergers
- or whether - like to overcome as quickly as possible, all school type differences to build a nationwide target only the whole system - the motto "A school for all".
I feel this difference very clear. And for me, the ideological difference is to identify clearly:
- For some it is the right way, equality of opportunity and justice to obtain each of the individually achievable through targeted support because as far as necessary differentiating systems.
- For others it is the right way, equal opportunities and fairness to ensure that, that we all can learn together as long as possible.
that for me the results of national and international surveys and studies clearly suggest the former, surprise the reader of my blog will not.
important than my position, however, that the citizen as a voter is clear enough: there just are not yet any kind of `total ', but that is aware of it, to choose one or the other side of the coin.
And as soon as possible - and not just the next election.
because school policy is realized continuously - every day - currently in NRW.
0 comments:
Post a Comment