MIL OSI Translation. Region: Germany / Deutschland –
Source: Die Linke “The report shows again that a neglected and underfunded area of education perpetuates poverty and creates new ones and thus further exacerbates social inequalities. The report also confirms that educational success in Germany is still more dependent on social origin than in other countries, and that Germany itself continues to depend digitally. Inclusion efforts are also falling short of expectations, ”says Birke Bull-Bischoff, education policy spokeswoman for the DIE LINKE parliamentary group, referring to the eighth national education report“ Education in Germany 2020 ”. Bull-Bischoff continues: “Educational inequality due to origin and poverty must not be accepted every year in the education report as given and without alternative. To promote a fair education system based on solidarity, we therefore call for full-time community schools and the inclusion of school social work as a standard benefit in Book VIII of the Social Code. Digital devices and educational tariffs also belong in the education and participation package and must be distributed according to a social index, not according to tax revenue and the population of federal states. The current pandemic shows how much money is there to save companies – the federal government must finally start to save the education system. The consistent renunciation of adequate funding is particularly evident in the need for skilled workers: All-day offers at elementary schools become almost one Third carried by volunteers. In some countries, lateral entrants now account for more than a quarter of all new hires, especially at non-high school types. Lessons given outside of the subject often take place there. The multi-tier school system thus shows a concrete risk of educational disadvantage. Despite the ‘Digital Pact School’, no progress in digitalization in education is discernible: in 2018, more than three quarters of all eighth graders were allowed to use digital media for school-related purposes less than once a week. This is not only about unavailable devices and platforms, but also about access to the network, which puts poor households at a disadvantage: According to the education report, 20 percent of the lowest-income households have no internet at all, in rural communities only just under 50 percent have a connection at a speed of over 100 Mbit / s, but the proportion of young people who leave school without a qualification has increased. This is also a step towards poverty, because the education report shows that school-leaving qualifications below upper secondary level lead to precarious employment more often than completed dual training. A higher educational qualification also influences lifelong learning – later professional development has a positive effect on wages and the probability of employment. However, the foundations for this are laid in school. “
EDITOR’S NOTE: This article is a translation. Apologies should the grammar and / or sentence structure not be perfect.