Germany
Note: The absence of a yellow diamond means that the data for Germany was not available for the indicator.
Sources: OECD (2020[1]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en; OECD (2020[2]), "Learning remotely when schools close: How well are students and schools prepared? Insights from PISA", OECD Policy Responses to Coronavirus (COVID-19), OECD Publishing, Paris, https://doi.org/10.1787/3bfda1f7-en; OECD (2019[3]), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en; OECD (2019[4]), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en; OECD (2019[5]), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en.
Selected education policies for Germany
Culture is Strength - Education Alliances („Kultur macht stark. Bündnisse für Bildung”, 2013)
►. Level of resilience: Broader learning environment
Since 2013, Germany’s Culture is Strength - Education Alliances initiative has provided extra-curricular and cultural activities for 3-18 year-olds from disadvantaged backgrounds. Children and young people take part in activities such as theatre, music, art, and digital media and everyday culture. Through these activities, run by local education alliances, the programme aims to promote key competencies such as creativity, self-confidence and social skills, as well as participation in society. These alliances bring together local actors from the cultural, education, and youth sectors who offer different types of expertise and have good access to the target population group. Over 80% of those surveyed felt that their alliance had strengthened networking between different actors and that this alliance was well-integrated into community structures. Around 1 in 4 had not previously worked with the other partners, suggesting the alliances have led to new collaborations (Federal Ministry of Education and Research, 2019[6]).
More than 1 million children and young people have taken part in projects funded by the initiative since the initial round of funding in 2013. In the early stages of the COVID-19 pandemic, while institutions like theatres, museums and libraries were closed, local adult education centres, schools and public places created alternative spaces. The concept of forming local alliances proved to be a considerable advantage in this situation and the initiative continued to support the resilience of disadvantaged children and young people while they needed it most (Kempmann, n.d.[7]).
Further reading: Federal Ministry for Education and Research of Germany (n.d.[8]), Kultur Macht Stark Trotzt Corona [“Culture is Strength” defies Corona], https://www.buendnisse-fuer-bildung.de/index.html (accessed on 1 April 2021).
Reinforcing the Digital Pact for Schools (DigitalPakt Schule, 2019)
►. Level of resilience: Broader learning environment
In the early stages of the COVID-19 pandemic, Germany announced additional measures for the Digital Pact for Schools (2019). The Pact aims to equip students with the skills they need for the 21st century by establishing the necessary digital infrastructure in schools, developing digital content and curricula, and strengthening teachers’ digital competencies through professional learning. As was the case in many other countries and economies, school closures in 2020 gave a significant boost to Germany’s digital agenda. At the same time, it highlighted the need to strengthen the digital capacities of teachers and schools, and to ensure students’ equitable access to digital technologies. In March 2020, the federal government allocated EUR 100 million for the upgrading of digital infrastructure in schools, and to meet the need for digital pedagogical content. This was followed by an additional EUR 500 million to purchase personal digital devices for students in need, and tools for teachers to create digital content. Another EUR 500 million was added later in 2020 for financing the local administration of the digitisation schemes. Finally, from January 2021, a further EUR 500 million will be dedicated to supplying teachers with digital devices to ease their access to all appropriate forms and means of distance education. In accordance with the Digital Pact for Schools, the Länder make a 10% contribution to these funds and are responsible for purchasing the necessary equipment; schools are responsible for allocating devices to students.
Further reading: Federal Ministry of Education and Research of Germany (n.d.[9]), Digitalpakt Schule [Digital Pact for Schools], https://www.bmbf.de/de/wissenswertes-zum-digitalpakt-schule-6496.php (accessed on 1 April 2021).
References
Federal Ministry for Education and Research of Germany (n.d.), “Kultur Macht Stark” Trotzt Corona [“Culture is Strength” defies Corona], https://www.buendnisse-fuer-bildung.de/index.html (accessed on 1 April 2021). [8]
Federal Ministry of Education and Research (2019), Positive mid-term result for “Culture is Strength” (Positive Halbzeitbilanz für „Kultur macht stark“), https://www.buendnisse-fuer-bildung.de/de/positive-halbzeitbilanz-fuer-kultur-macht-stark-1933.html (accessed on 1 April 2021). [6]
Federal Ministry of Education and Research of Germany (n.d.), Digitalpakt Schule [Digital Pact for Schools], https://www.bmbf.de/de/wissenswertes-zum-digitalpakt-schule-6496.php (accessed on 1 April 2021). [9]
Kempmann, M. (n.d.), “Culture is Strength!” - especially in times of Corona, https://www.buendnisse-fuer-bildung.de/de/kultur-macht-stark---gerade-in-corona-zeiten-1962.html (accessed on 1 April 2021). [7]
OECD (2020), Learning remotely when schools close: How well are students and schools prepared? Insights from PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/3bfda1f7-en. [2]
OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/19cf08df-en. [1]
OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/b5fd1b8f-en. [4]
OECD (2019), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/acd78851-en. [5]
OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/1d0bc92a-en. [3]