2005 Cobalt Ss Battery

Conference on School Education

We also visited the conference in Dortmund on school policies, an organized unit of the party Linke - Forum municipal policy.
I think those who are aware of the status of education in Germany, it is understandable requirement Left Party to introduce a single school for all, instead of the three corridors that exist now. This system leads to disastrous results, the overall quality of German education falls, the notorious "layers, far from education and migrant" parallel Culture is also largely formed by this system.
drop the quality of education is so obvious that the ruling party and realized - it's time something change. From this year in Westphalia has formed the so-called Gemeinschaftschulen - "public schools", they must unite hitherto existing real and hauptshule. Grammar schools are still intact.

The conference was very interesting. Chairman of the "One School for All" (Eine Schule für alle) talked about the Finnish experience of pedagogy. There's a single school, a very different approach to children, focused not on the "knowledge test" and to file a knowledge practically no cases to child graduated from high school (in Germany of almost 20%).
was very interesting speech by Professor Dr. Hans Vokena from Hamburg. He briefly described a new model of integration of disabled and troubled children, coming from the new UN Convention on the Rights of Persons with Disabilities.
In accordance with this model, children requiring special support, are divided into two groups.
1. With the need for support. That is, children with difficulties academically, with speech defects, with problematic behavior. Of any elementary school about 10% (2-3 people per class).
Until now, such children were sent in special schools - stay in the school puts on a baby seal, then the less chance to get to the "usual" way.

new model suggests complete lack of such specialized schools. All these children need to learn in regular classes. But each such child in calculating the value of class should be considered for two. Thus, if three of them in a class of 25 people, it is considered that these six children. And you can usually recruit in this class not 22, but only 19.
In addition, for every 4 class of 25 people allocated rate of the teacher-pathologists.
This teacher holds special lessons to needy in supporting children, advises other teachers.

2. Children with disabilities. That is the sick children with mental retardation, blind, deaf and with motor problems.
For these children will remain the choice of parents to 2 variants. As before, will remain specialist schools. Parents of these children are often quite special schools and do not want anything else.
And for those who want to be exactly the same integration into mainstream school, as in option 1. Only such a child should take longer for the 2 and 3 for the healthy.
Since children with disabilities as a percentage of all of the same rarity (incomparable with the 1st group), in each school to give individual pathologists will be difficult. Therefore, the centers will be created on-site pedagogy, each defectologist will oversee several schools with 1-2 heavy disabilities in each.
In some cases, the child can not be integrated into mainstream school at all - this is the case needs full day care, if child speaks only in sign language and if he needs constant psychiatric supervision. For such cases will also be submitted by the special school.

Doctor Voken expects that this model is "politically possible" to implement in about 10-20 years.

Served as a representative of the Integration Council Cologne. It was about the issue of migrant children.
This problem really is urgent. About half of the children of migrants to the end of the school poorly read, while they attend regular German schools.
Since the late 80s all the children of migrants are required to attend only the German school, but almost no activities carried out by a special teaching them German. Teachers work with these children come from monolingual experience with children and "everyday representations ", having no theory and no assistance in the practice of teaching bilingual children. This system is obviously not working.
decisions that integration offered advice and left:

1. Strictly speaking, the same "one school for all" or even longer (at least until the 7th grade) stay All children in one school. The fact that quality teaching German language in a child requires about 5-7 years. By the time of elementary school to 5mu class, many children speak the language is not enough, and in this connection are sent to hauptshule. There is created a significant advantage foreign children, and learning the language even more difficult.

2. Multilingualism for all. Creating schools with additional teaching English, Italian, Turkish and Arabic - as additional items. Such schools have been established in Cologne.
instead of a second foreign language (the first, of course, all English) - Studying the native language.

3. The reform of teaching.

- Bilingual education.
fact that children who come to Germany from their homeland (eg, Turkey), aged 12-14, learn German faster and integrate better than those kids who grew up here.
This is explained by the fact that had come received a normal education at home in all subjects in their own language, their brains ready and accustomed to work, they think highly of themselves and are motivated German studies and general learning.
Growing up here the children were in the German school, could not understand anything and did not really learning, they are convinced that nothing can not.
therefore output can be in such cases, the teaching of some subjects in their native language.

- Mandatory additional intensive training German language.
appropriating the necessary resources.


There were other interesting presentations. Gunhild Beth spoke about recent debates in the Diet of Education.
Incidentally, this year at the initiative of the party Linke, supported by the SPD and the Greens in North Rhine-Westphalia not only introduced "Public schools", but canceled after the mandatory recommendations of the 4th class - the parents themselves will decide which school to send the child after the initial one.

During the discussion, many expressed doubts about the feasibility of introducing "public schools". Incidentally, this is not an initiative Linke. Left for many years require widespread move to so-called "gezamtshule" (the "School") that combine all three types of school in one. Such school success there in the big cities and give better results than "a system of three corridors in general. But unfortunately, as Beth said, "the word "Gezamtshule" We have already seen about how the word "communism". With a violent reaction. Despite the fact that nothing actually communist in the "common schools" no.
"Public schools", combining only two corridors, may be impractical. Just "three corridor turn in two. True, there is an idea "to build public school gymnasium standards" - but will it translate?
Beth believes that the union these two types of schools - still a step in the direction of a single school, and should be welcomed.

was very interesting speech the Director of Experimental school of Bilifelda - a unique school laboratory.
This school was established for the teaching experiments, part of devoted her money she must spend the scientific processing of results and issuance of recommendations and techniques.
conference moderator announced that three of her daughters attended this school, and she remained very happy, and more as a parent, she has learned.

School laboratory gathers a variety of children, about 15% came from families with low education or no, 10% of children - from learning difficulties and challenging behavior. Child psychologists and doctors often recommend that parents of "problem" children - "You do something wrong, give the child in the school lab, there is help." And really - can help. On the other hand, the school is highly gifted children who are too easily even in high school. There are at school, and severe disabilities - autistic with S / D Kanner, two mentally retarded, the blind child, the child with severe mental disorders.
Given all of this contingent, the school gives amazing results - the children in her study from 1st to 10th grade, after the 10th of 50 to 60% goes to high school gymnasium for "entrants" (the right to enter university) and finish them.
(in the regular school system three corridors, this number is approximately 2 times less).

basic principles: learning is without fear and tension. In the school until 9th grade no marks! No points. The requirements for children are quite high, but there is no comparison of one child to another. From each require a maximum exactly what he is capable of give. Thus, the highly gifted have a sweat to pass some work, because the teacher would constantly say "you can do better." A child who otherwise would have attended the "hauptshule" on the assessment "satisfactory" and "enough" may be commended for a much smaller result and instill confidence in their abilities. Important personal effort and personal growth.

In general, of course, such a school in Germany is practically only one. Bilifeldskimi techniques used in many schools, but the embodiment of all of this in practice - a long way off.