To start pageInternational comparative studies on the performance of schools such as PISA, TIMMS or IGLU regularly reveal the differences in pupils’ abilities in the core subjects of reading, writing, mathematics, and science across the countries examined. It is striking that there appears to be no systematic correlation between a country's financial capacity or level of development and the educational success of its schools. Unsurprisingly, countries that invest a larger proportion of their GDP in the education system perform better than countries spending a smaller percentage, but this correlation is not compelling.
It is also striking that the correlation between family background (level of education, income, history of migration) and the educational success of children varies greatly from country to country.
Furthermore, these comparative studies also show that the quality of learning time, the qualification level of teachers, and the length of joint learning are all decisive factors that affect educational success.
Though the connection between funding, social heterogeneity, and the quality of teachers does not come as a surprise, it is obvious that an education policy geared towards reducing social inequalities and adequate funding of the education system is conducive both to the youth development of children's and young people's skills and to decoupling of ethnic background and educational success.
The results of the first PISA study with German participation in 2000 caused a real shock in Germany: contrary to all expectations, it became apparent that the skills of German pupils in core areas were below the OECD average in an international comparison. Secondly, it emerged that in no other OECD country is the correlation between social background and educational success as strong as in Germany. Since these results, a series of educational reforms have been initiated in Germany: in 2003, for example, Education Minister Bulmahn (SPD) launched Germany's most expensive education program to date. The establishment of all-day schools began with a preliminary budget of four billion euros. Secondly, most federal states (with the exception of Bavaria) have abandoned the three-tier school system in recent years and now only offer two types of schooling following elementary school. After year 4 pupils can attend a regular secondary school in which all minimum qualifications can usually be obtained, or they can choose to attend a grammar school. Some federal states (Berlin, Thuringia, Saxony) have introduced the so-called ‘Gemeinschaftsschule’ as an additional type of school from grades 1-12. However, while skills in reading, mathematics, and science improved significantly until 2012, they have since fallen significantly again and reached an all-time low as of 2022.
Education is not only a basic human right but also a prerequisite for social participation, personal development, and the basis for future social development. The German education system is now under considerable pressure to transform. In order to promote the discussion around new possibilities and necessary changes in the German education system, a number of European countries will be compared with Germany along key characteristics in an anthology. In this study high-performing countries that showed particular success in international comparative studies (Finland and Estonia) were selected to be compared with countries that have lower performance quality (Germany, Poland, Spain). The aim of these comparative studies is to work out the conditions for educational success – or the lack thereof. The results can be transformed into policy proposals to help reduce social inequalities and to show whether and how left-wing education policy can make a difference in the two central tasks of education policy. Beyond providing impetus for left-wing education policy in the respective countries from the study, the results can be used to elaborate on the similarities and differences in policy proposals and add to the debate on left-wing education policy with international experiences.
Short country studies will be written for Germany, Estonia, Finland, Poland, and Spain. These should include a general overview of education policy developments since 2000, including key education policy projects (laws, reforms, etc.) and their results. After the introduction to the educational policy of each country, the study should provide information pertaining to the following questions:
- How is education policy organized and who is responsible (state, federal state, local authority) for it?
- What is the school structure in the country? How is it organized? Is it organized as an all-day school? How has this changed since 2000?
- What results have the respective countries achieved in international comparative studies (PISA, TIMMS and IGLU)? How do they relate to social background (level of education, income, and migration history)?
- How has public and private spending on education developed since 2000 (share of GDP)? How are parents involved in education and are school meals and learning materials free of charge?
- How high is the proportion of private schools? And how high is their state funding?
- What is the teacher to pupil ratio?
- How are teachers trained? How does their income and status compare with other population groups?
- What are the biggest challenges for schools in the coming years?
This should be followed by a brief digression on early childhood education (0-6 years): how has this developed quantitatively and qualitatively since 2000 (childcare rate compared to childcare needs, all-day or half-day, specific support services for the educationally disadvantaged, challenges for the coming years)?
- What political demands for a left-wing education policy can be derived from this?
The country studies should also assess developments in nurseries and schools in a way that makes clear which political decisions and actors can bring about which differences in the development of skills and the reduction of social inequalities. What are the requirements for left-wing education policy in the respective countries?
Final chapter: Consequences for a left-wing education policy
1,500€ (taxes included) is still available for the preparation of an essay in German or English. The country studies should not exceed 30,000 characters.
Applicants for the study should demonstrate their expertise in the field of national education policy through relevant publications. In addition to the submitted exposé (annotated table of contents) (70%), the selection criteria are proof of professional suitability (30%).
Please send applications with a short synopsis and personal details by May 15, 2024 to:
Dr. Katrin Schäfgen: katrin.schaefgen@rosalux.org
A decision on the future authors will be made till May 20.
The draft texts should be submitted by July 15, 2024; corrections should then be discussed with the authors by August 31, 2024.
The final submission of the country studies is scheduled for September 30, 2024.