infographic
Infographic developed based on inverviews, desk research and statistical analysis
germany
national situation on EDUCATIONAL SYSTEM
All children and young people living in Germany are required to attend school, regardless of their residence status. Depending on the federal state, they usually have to attend a general education school for at least nine years from the age of six.
+ info
PROGRESS on educational system
2015
2007
1981
Textbook study "Migration & Integration"
National integration plan
Recommendations for teacher training
2004
2009
2021
National pact for training and young skilled workers
Curriculum study on migration and integration
Ongoing, last in 2019Standards for teacher training
CHALLENGES on educational system
Image by gpointstudio on Freepik
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Unequal educational opportunities
Children and young people with a migrant background are overrepresented at lower secondary schools and underrepresented at grammar schools. In addition, the various school performance studies show that the school performance of young people with a migrant background continues to be significantly lower than that of their peers without a migrant background. This disadvantage also persists in vocational training and higher education.Studies show that it is not necessarily the migrant background per se that leads to educational disadvantage. The main connection is with the socio-economic situation of the families.
Read more (in German)
Education is a federal state matter
In Germany, schools are not organised centrally, but are a matter for the federal states. The Ministries of Education and Cultural Affairs of the 16 federal states are responsible. The range of subjects, curricula, qualifications and transitions between school types can be organised differently in each federal state.The plans and strategies for integrating children with a migration background also differ. For example, the federal states have developed different concepts for teaching German as a second language (DaZ) or German as a foreign language (DaF). They all agree that language skills are essential.
Picture by David Liuzzo, derivative work by User:elya
More about DaZ and DaF in Germany
(only in German)
Challenges in the cooperation with parents
With regard to families with a migration background, there are often specific challenges from the teachers' perspective, e.g:
- a lack of or poor knowledge of German, which not only makes communication more difficult, but also has an impact on the parents' self-esteem and behaviour
- little knowledge and/or understanding of the German education system
- different expectations in terms of communication, (personal) commitment, etc.
- experiences of discrimination and mistrust on the part of parents
- parents' fears that content will be taught that is contrary to their own beliefs
Read more (in German)
Curriculum Study Migration and Integration
As part of the study (commissioned by the Federal Government Commissioner for Migration, Refugees and Integration), a comprehensive review of the curricula was carried out. This involved analysing the subjects of geography, history and politics/community studies in grades seven to ten as well as school laws and relevant resolutions of the Standing Conference of the Ministers of Education and Cultural Affairs.
The result: the topics of migration and integration have found their way into the curricula of German schools, but do not adequately reflect the reality of the German immigration society. According to the study, central stages of recent German migration history - from the recruitment of guest and contract labourers in the second half of the 20th century to the immigration of so-called late repatriates and the migration of skilled workers - are rarely mentioned. In contrast, migration phenomena are often linked to crisis-related developments such as flight and expulsion. Based on the results of the study, it is recommended that migration, diversity and integration be explicitly anchored in the curricula and at the level of examination-relevant subject content. In addition, teachers with a history of migration and migration education specialists should be involved in the revision of curricula.
in German
As early as 1981, the Standing Conference of the Ministers of Education and Cultural Affairs of the Federal Republic of Germany issued "Recommendations for the improvement of teacher training in the field of teaching foreigners":
"2. The ministers and senators of education ... consider it necessary that all student teachers ... are given the most important basic information about the special problems of teaching foreign pupils, its aims and tasks as part of their studies.3. For the teaching of "German as a second language" ... corresponding study programmes should be set up."
Link to the document (in German)
Prejudices among teachers
What influence do teachers' attitudes have on the learning success of pupils with a migration background? A study from 2017 shows that teachers judge the performance of children from Turkish immigrant families to be lower than that of children without an immigrant background, even if their performance does not actually differ. These distorted perceptions can have an impact on the behaviour of teachers. In addition, pupils perceive the prejudices that are attributed to them and internalise them.In order to improve equal opportunities, the researchers call for all prospective and practising teachers to be sensitised to reflect on their own prejudices and their negative effects, not only in relation to pupils with a migrant background. In addition, integration, diversity and immigration society should be dealt with in textbooks in a more differentiated and unprejudiced way than has been the case to date.
Read more (in German)
The good news is that there is also a study on the effectiveness of self-esteem-enhancing strategies on pupils' school performance. The resulting handout shows low-threshold and practical ways in which teachers can facilitate equal opportunities.
Read more (in German)
Lessons in the language of origin - a question of educational equity
Migrant organisations have long been fighting for the recognition of the language of origin in the German education system, but with little success. There is no federal state in which heritage language teaching is recognised as a second foreign language. It is merely a supplementary offer and does not have the status of a subject relevant for promotion.
Read more (in German)
More on the topic of multilingualism at school (in German)
Textbook Study Migration and Integration
The study (on behalf of the Federal Government Commissioner for Migration, Refugees and Integration) examines the question of how migration and integration are presented in relation to social diversity in German textbooks and to what extent textbooks can contribute to an increasing acceptance of diversity as social normality. A total of 65 authorised textbooks at secondary level 1 were surveyed in the subjects of social studies, politics, history and geography.The result: some books have not succeeded in capturing the demographic reality - i.e. the German immigration society - in contemporary images and text. Migration-related diversity is not really portrayed as normal and the potential of migration and diversity is not adequately conveyed. Instead, we are confronted with depictions that are difficult to break away from stereotypes. Migrants are rarely presented as active agents, but rather as people in need and often as victims of social circumstances.
in German
People with migration background (2023)
Federal Statistical Office of Germany,
The countries of origin of people with a migration background are Syria, Turkey, Afghanistan, the Russian Federation, Kazakhstan, Ukraine, but also Italy, Poland and Romania.
5.3 million (39%) of children under the age of 18 living in Germany have a migrant background (2019 microcensus). Around 20% of these children have their own migration experience, while the majority were born in Germany.
National Pact for Training and Young Skilled Workers
In early 2009, the partners of the National Pact for Training and Young Skilled Workers in Germany, the Federal Employment Agency, the Conference of Ministers of Education and Cultural Affairs and the Federal Government Commissioner for Migration, Refugees and Integration formulated measures to improve the educational and training conditions and opportunities for young people from immigrant families in the joint declaration
"Unlocking potential, promoting integrationMore education and training for young people from immigrant families!"
In response to the high number of refugees, the Alliance for Initial and Further Training adopted the declaration "Together for the prospects of refugees" in autumn 2015.
Standards for teacher training
The Conference of Education Ministers has taken account of the special demands placed on teachers by cultural diversity in the classroom with the "Standards for Teacher Training: Educational Sciences".
Link to the document (in German)
This states under competence 4: "Teachers know the social, cultural and technological living conditions, any disadvantages, impairments and barriers of and for pupils and influence their individual development within the framework of the school." And in detail: "[They] are aware of intercultural dimensions in the organisation of educational processes."
in German
National Integration Plan
In 2007, the National Integration Plan put the diverse integration initiatives of the federal government, the federal states, local authorities, business, civil society and migrant organisations on a common basis for the first time. Integration is seen as a key task of national importance and is intended to ensure social cohesion and the economic future of Germany. The joint focus is on promoting the skills and potential of people with a migration background.
Topics included:- Early childhood education: promoting the German language from the outset- Ensuring good education and training, increasing labour market opportunities- Strengthening integration through civic engagement and equal participation- Living cultural plurality - strengthening intercultural competence
Integration as an opportunity - together for more equal opportunities
On the basis of its voluntary commitments from the "National Integration Plan", the Standing Conference of the Ministers of Education and Cultural Affairs has drawn up joint recommendations and voluntary commitments with the organisations of people with a migrant background in the joint declaration "Integration as an opportunity - together for more equal opportunities" to improve integration and to promote the school success of children and young people with a migrant background by improving parental work. The federal states report regularly on their measures to implement this joint declaration (in German)
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infographic
Infographic developed based on inverviews, desk research and statistical analysis
germany
national situation on EDUCATIONAL SYSTEM
All children and young people living in Germany are required to attend school, regardless of their residence status. Depending on the federal state, they usually have to attend a general education school for at least nine years from the age of six.
+ info
PROGRESS on educational system
2015
2007
1981
Textbook study "Migration & Integration"
National integration plan
Recommendations for teacher training
2004
2009
2021
National pact for training and young skilled workers
Curriculum study on migration and integration
Ongoing, last in 2019Standards for teacher training
CHALLENGES on educational system
Image by gpointstudio on Freepik
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Unequal educational opportunities
Children and young people with a migrant background are overrepresented at lower secondary schools and underrepresented at grammar schools. In addition, the various school performance studies show that the school performance of young people with a migrant background continues to be significantly lower than that of their peers without a migrant background. This disadvantage also persists in vocational training and higher education.Studies show that it is not necessarily the migrant background per se that leads to educational disadvantage. The main connection is with the socio-economic situation of the families.
Read more (in German)
Education is a federal state matter
In Germany, schools are not organised centrally, but are a matter for the federal states. The Ministries of Education and Cultural Affairs of the 16 federal states are responsible. The range of subjects, curricula, qualifications and transitions between school types can be organised differently in each federal state.The plans and strategies for integrating children with a migration background also differ. For example, the federal states have developed different concepts for teaching German as a second language (DaZ) or German as a foreign language (DaF). They all agree that language skills are essential.
Picture by David Liuzzo, derivative work by User:elya
More about DaZ and DaF in Germany
(only in German)
Challenges in the cooperation with parents
With regard to families with a migration background, there are often specific challenges from the teachers' perspective, e.g:
Read more (in German)
Curriculum Study Migration and Integration
As part of the study (commissioned by the Federal Government Commissioner for Migration, Refugees and Integration), a comprehensive review of the curricula was carried out. This involved analysing the subjects of geography, history and politics/community studies in grades seven to ten as well as school laws and relevant resolutions of the Standing Conference of the Ministers of Education and Cultural Affairs.
The result: the topics of migration and integration have found their way into the curricula of German schools, but do not adequately reflect the reality of the German immigration society. According to the study, central stages of recent German migration history - from the recruitment of guest and contract labourers in the second half of the 20th century to the immigration of so-called late repatriates and the migration of skilled workers - are rarely mentioned. In contrast, migration phenomena are often linked to crisis-related developments such as flight and expulsion. Based on the results of the study, it is recommended that migration, diversity and integration be explicitly anchored in the curricula and at the level of examination-relevant subject content. In addition, teachers with a history of migration and migration education specialists should be involved in the revision of curricula.
in German
As early as 1981, the Standing Conference of the Ministers of Education and Cultural Affairs of the Federal Republic of Germany issued "Recommendations for the improvement of teacher training in the field of teaching foreigners":
"2. The ministers and senators of education ... consider it necessary that all student teachers ... are given the most important basic information about the special problems of teaching foreign pupils, its aims and tasks as part of their studies.3. For the teaching of "German as a second language" ... corresponding study programmes should be set up."
Link to the document (in German)
Prejudices among teachers
What influence do teachers' attitudes have on the learning success of pupils with a migration background? A study from 2017 shows that teachers judge the performance of children from Turkish immigrant families to be lower than that of children without an immigrant background, even if their performance does not actually differ. These distorted perceptions can have an impact on the behaviour of teachers. In addition, pupils perceive the prejudices that are attributed to them and internalise them.In order to improve equal opportunities, the researchers call for all prospective and practising teachers to be sensitised to reflect on their own prejudices and their negative effects, not only in relation to pupils with a migrant background. In addition, integration, diversity and immigration society should be dealt with in textbooks in a more differentiated and unprejudiced way than has been the case to date.
Read more (in German)
The good news is that there is also a study on the effectiveness of self-esteem-enhancing strategies on pupils' school performance. The resulting handout shows low-threshold and practical ways in which teachers can facilitate equal opportunities.
Read more (in German)
Lessons in the language of origin - a question of educational equity
Migrant organisations have long been fighting for the recognition of the language of origin in the German education system, but with little success. There is no federal state in which heritage language teaching is recognised as a second foreign language. It is merely a supplementary offer and does not have the status of a subject relevant for promotion.
Read more (in German)
More on the topic of multilingualism at school (in German)
Textbook Study Migration and Integration
The study (on behalf of the Federal Government Commissioner for Migration, Refugees and Integration) examines the question of how migration and integration are presented in relation to social diversity in German textbooks and to what extent textbooks can contribute to an increasing acceptance of diversity as social normality. A total of 65 authorised textbooks at secondary level 1 were surveyed in the subjects of social studies, politics, history and geography.The result: some books have not succeeded in capturing the demographic reality - i.e. the German immigration society - in contemporary images and text. Migration-related diversity is not really portrayed as normal and the potential of migration and diversity is not adequately conveyed. Instead, we are confronted with depictions that are difficult to break away from stereotypes. Migrants are rarely presented as active agents, but rather as people in need and often as victims of social circumstances.
in German
People with migration background (2023)
Federal Statistical Office of Germany,
The countries of origin of people with a migration background are Syria, Turkey, Afghanistan, the Russian Federation, Kazakhstan, Ukraine, but also Italy, Poland and Romania.
5.3 million (39%) of children under the age of 18 living in Germany have a migrant background (2019 microcensus). Around 20% of these children have their own migration experience, while the majority were born in Germany.
National Pact for Training and Young Skilled Workers
In early 2009, the partners of the National Pact for Training and Young Skilled Workers in Germany, the Federal Employment Agency, the Conference of Ministers of Education and Cultural Affairs and the Federal Government Commissioner for Migration, Refugees and Integration formulated measures to improve the educational and training conditions and opportunities for young people from immigrant families in the joint declaration
"Unlocking potential, promoting integrationMore education and training for young people from immigrant families!"
In response to the high number of refugees, the Alliance for Initial and Further Training adopted the declaration "Together for the prospects of refugees" in autumn 2015.
Standards for teacher training
The Conference of Education Ministers has taken account of the special demands placed on teachers by cultural diversity in the classroom with the "Standards for Teacher Training: Educational Sciences".
Link to the document (in German)
This states under competence 4: "Teachers know the social, cultural and technological living conditions, any disadvantages, impairments and barriers of and for pupils and influence their individual development within the framework of the school." And in detail: "[They] are aware of intercultural dimensions in the organisation of educational processes."
in German
National Integration Plan
In 2007, the National Integration Plan put the diverse integration initiatives of the federal government, the federal states, local authorities, business, civil society and migrant organisations on a common basis for the first time. Integration is seen as a key task of national importance and is intended to ensure social cohesion and the economic future of Germany. The joint focus is on promoting the skills and potential of people with a migration background.
Topics included:- Early childhood education: promoting the German language from the outset- Ensuring good education and training, increasing labour market opportunities- Strengthening integration through civic engagement and equal participation- Living cultural plurality - strengthening intercultural competence
Integration as an opportunity - together for more equal opportunities
On the basis of its voluntary commitments from the "National Integration Plan", the Standing Conference of the Ministers of Education and Cultural Affairs has drawn up joint recommendations and voluntary commitments with the organisations of people with a migrant background in the joint declaration "Integration as an opportunity - together for more equal opportunities" to improve integration and to promote the school success of children and young people with a migrant background by improving parental work. The federal states report regularly on their measures to implement this joint declaration (in German)