Education Commission NRW

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The Education Commission of North Rhine-Westphalia was appointed in 1992 by the then Prime Minister of North Rhine-Westphalia , Johannes Rau , under the name Future of Education - School of the Future . He wanted to "initiate a discussion [...] that goes beyond the daily news and points far into the future." The result of the long-term work of the international and high-caliber commission was the book Future of Education - School of the Future , which appeared in 1995. It was also known as the memorandum .

Members of the Commission

Under the chairmanship of Karl Peter Grotemeyer from Bielefeld University , Friedrich Buttler from the Ministry of Science, Research and Culture of the State of Brandenburg , who previously worked at the Institute for Employment Research in Nuremberg , Per Dalin , International Movement towards Educational Chance from Oslo, Hannelore Faulstich-Wieland from the Westfälische Wilhelms-Universität zu Münster , Erich Frister - formerly president of the International Association of Free Teachers' Unions , Wiesbaden, Klaus Hurrelmann from the University of Bielefeld, Juliane Jakcobi from the University of Potsdam , Wolfgang Klafki from the University of Marburg , Hilmar Kopper from of Deutsche Bank , Frankfurt am Main , Gerhard Langemeyer , Head of Department of the City of Dortmund , Theo Licket - formerly General Inspectorate for the School System in the Netherlands, Sigrid Metz-Göckel from the Technical University of Dortmund , Peter Meyer-Dohm from the International Partnership Initiative, Wolfsburg - formerly V olkswagenwerk AG, Wolfsburg, Jürgen Mittelstraß from the University of Konstanz , Reinhard Mohn from the Bertelsmann Foundation Gütersloh, Hans-Günter Rolff from the University of Dortmund and head of the Institute for School Development Research (IFS), Eva Rühmkorf , former minister. D. from Hamburg, Gisa Schulze-Wolters from IBM Deutschland GmbH , Stuttgart, Uri Peter Trier from the University of Bern , Elisabeth Vogelheim IG Metall Frankfurt / M., Maria Wasna from the Westphalian Wilhelms University in Münster, Ernst Ulrich von Weizsäcker from Institute for Climate, Environment and Energy GmbH, Wuppertal, Wolfgang Meyer-Hesemann from the State Chancellery of North Rhine-Westphalia as the Prime Minister's personal representative for the Education Commission and Rainer Brockmeyer as managing director.

Order of the Commission

According to Johannes Rau, the commission should develop “long-term and thorough reforms” in order to get away from “repair measures based on traditional design patterns and responsibility structures”. This should create perspectives for the development problems in education and schools. In particular, long-term social development processes should be named in so-called time signatures.

These included:

  • the pluralization of life forms and social relationships
  • the change of the world through new technologies and media
  • the ecological question
  • the population development and the impact of migration
  • the internationalization of living conditions
  • the change in values ​​and orientations [Page XII]

Education should be understood as a learning and development process. The following skills should be acquired:

  • to realize the right to self-determination and the development of meaningful life
  • to recognize this claim for all fellow human beings
  • To take on responsibility for shaping the economic, social, political and cultural conditions and
  • to bring the demands of society into an acceptable relation. [S. XII]

In its recommendations, the commission should attach particular importance to the self-image, objectives and subjects of school learning and life, the necessary changes in responsibility and control of the public school system and the changed professionalism of teachers .

The house of learning

The commission saw the “school of the future” as a reform of today's school “on the fly”. The house of learning was the vision to strive for. The following subtasks were described:

  • Knowledge transfer and personality development
  • technical and interdisciplinary learning
  • social learning; social experience
  • application-oriented learning
  • Identity finding

Quote: “School as a house of learning

  • is a place where everyone is welcome, the teachers and learners are accepted in their individuality, the personal character finds its place in the design of schools,
  • is a place where time is given to grow, mutual consideration and respect for one another are cultivated,
  • is a place whose rooms invite you to linger, whose offers and challenges lure you to learn, to independent discussion,
  • is a place where people work intensively and where the joy of learning can grow,
  • is a place where learning is contagious.

All learners are in the "House of Learning", and trust grows in it that everyone can learn. This school is a piece of life that needs to be shaped. ”[P. 86]

School as a learning and living space

School should make all-day offers as living space [p. 80], serve the encounter and integration and educate to responsibility. To do this, the idea of ​​a fixed, closed canon of knowledge must be given up. Above all, learning should serve to identify identity and enable social experiences . Technical learning should be self-directed, instead of learning bites, "complete learning processes" [p. 83] take place, learning should be self-designed.

Teachers should no longer be "primarily knowledge mediators", but rather "learning advisors" and "learning helpers" [p. 85].

Reorganization of the tasks and rights of schools, school authorities and school supervision

In contrast to today's hierarchical organization of the school system, the commission called for the self-organization of schools as a basic orientation. The competence to solve problems should no longer be located as high up as possible (in the ministry), but at the bottom of the school on site. Schools should be networked with their social environment. Parents, students, teachers, school administrators and sponsors should work together on their acceptance in new forms of participation. The state should only set the framework conditions and secure standards, but "help develop self-regulation, self-commitment and self-commitment effectively." [P. 155]

Educational time and school time

The commission rejected rigid school times as well as rigid (training) training times. School-leaving qualifications should be able to be acquired flexibly in terms of time. Overall, the education system must be made so flexible that both the exit from school education to a professional activity and the re-entry into school courses from a professional activity become possible for further qualification. [S. 224ff], for example, admission to higher education should no longer depend on the school leaving certificate (entitlement to general higher education entrance qualification), but rather on the overall picture of the qualification (school education, professional experience and professional qualification, further education). The decision must lie with the receiving educational institution.

literature

  • Education Commission NRW: "Future of Education - School of the Future" - memorandum from the commission to the Prime Minister of North Rhine-Westphalia, September 1995, Neuwied, Kriftel, Berlin, Luchterhand-Verlag ISBN 3-472-02498-4
  • Ruhloff, Jörg: Education today. In: Pedagogical Correspondence, Issue 21 (Winter 1997/98). Pp. 23-31.
  • Schöller, Oliver: "The Bertelsmann Foundation - Hegemony in Education", in: Barth, Thomas: Bertelsmann - a global media empire makes politics , Hamburg 2006

Web links

Individual evidence

  1. ^ Johannes Rau: Foreword by the Prime Minister of North Rhine-Westphalia. In: Future of Education - School of the Future, Neuwied: Luchterhand, 1995, S. V. Quoted from: Frank Brückel: The tasks of school and school sports from an educational theory perspective (PDF; 1.5 MB), Freiburg 2000, p. 80 f.