Community school

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Under a community school a more structural merger of schools is understood by modern interpretation, are taught together in the children and young people from 1st to 10th grade. It is a variant of the comprehensive school and comprehensive school with internal differentiation as an alternative to a multi-member school system with external differentiation by class 4 or 6th

The term community school also stands for a simultaneous school in which students of all denominations learn together and are only taught separately in the subject of religion. In this original sense, the term is also used in the constitutions and school laws of several German federal states.

Education courses in the German education system (as of 2007)

General

Community school stands for various forms of longer learning together. The basic principle is the flexible cooperation of different types of schools up to the complete consolidation into one type of school with the aim of a longer time together at school (up to 8th or 10th grade). The aim is to achieve greater permeability in the education system and more effective integration of migrant children .

The main difference to the comprehensive school is that in the community school concept the individual schools on site can change step by step and act in a self-determined manner, depending on the respective local situation. In addition, a grouping into A, B or C courses is avoided and a lot of work is done with methods of open teaching in order to take advantage of the heterogeneity of the student body. It is also intended to offer a suitable place to implement the inclusion demanded by the UN in the UN Convention on the Rights of People with Disabilities .

Models of the countries

Baden-Württemberg

In Baden-Württemberg , the then state government from Bündnis 90 / Die Grünen and SPD approved the first community schools in 42 cities for the 2012/13 school year after a state-wide application process. At the beginning of the 2015/16 school year there were 271 public community schools.

The concept envisages learning locations including inclusive schooling , the development of which can be determined by the schools themselves, taking into account the possibilities offered in each case. The community school comprises grades 5–10 ( secondary level I ), possibly also 1–4 and 11–13, and thus enables secondary school qualifications, secondary school qualifications and high school diplomas . In lower secondary level, community schools are all-day schools . There is no longer any non-transfer ( staying seated ). In the final stage, teachers from all types of schools should teach at the community school and, in principle, be able to work in all learning groups. The learning groups are composed heterogeneously, so that students are primarily taught together, regardless of their individual performance level.

The introduction of community schools has been criticized by parents, teachers and educational researchers in various cities and at the state level:

  • The community school is a compulsory all-day school. This is because, on the one hand, more time spent in school is supposed to level out the differences between the students, and on the other hand, because the lessons are spread out over the whole day, with interruptions for extracurricular activities ("rhythmic lessons"), which gives the students freedom of choice All-day care is contrary. Parents who would like to have their children with them in the afternoon sometimes refuse to do so.
  • The community school is intended to reduce the existing statistical relationship between the educational and income situation of the parents and the cultural area on the one hand and the children's success in school on the other. Critics point out that the gap between strong and weak students and between children with and without a migration background is similar in federal states with more (Baden-Württemberg) and less (North Rhine-Westphalia) structured school systems. The same applies to the comparison between Germany (with a more structured school system) and other European countries (with greater emphasis on joint learning in public schools).
  • The abolition of staying seated and numerical grades should result in fewer costs and exclusion with the same educational success. Critics fear that due to a lack of grades, transparency for parents will be lost, especially in the educationally disadvantaged classes, so that corrective measures will not be taken in good time. Furthermore, critics fear that an evaluation that does not relate the result achieved to a class goal, but relate it to the student's subjectively and unchecked perceived ability of the student, has no meaningfulness.
  • The community school should meet the requirement of Art. 24 of the UN Disability Rights Convention . Even proponents of the GMS point out, however, that it is questionable whether the GMS fulfills the requirements of this convention.
  • The GMS should particularly support weak students. Critics point out that weak pupils in structured school systems do better in an intra-German comparison than in less structured school systems. If weak pupils learn in heterogeneous groups, they can benefit professionally by comparing them with stronger pupils, but they are also subject to increased psychosocial stress.
  • The findings are also different for fast-learning children.
  • The effort involved in operating a GMS is high. A learning group (“school class”) is always supervised by two people instead of one, and due to the all-day concept, more hours must be covered per day. In addition, there is a smaller class size and higher material cost subsidies in GMS.
  • Classes with an affinity for education can switch from the state comprehensive school model to private schools, similar to what has already happened in other European countries; this could divide society.

Bavaria

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In Bavaria, the SPD parliamentary group presented its model for a community school to the public in May 2011 and at the same time introduced a corresponding bill into the state parliament.

The concept:

  • The community school comprises grades 1 to 10.
  • The independent primary schools are to be integrated step by step into the concept of the community school.
  • It is planned as an all-day school in order to have enough time for the individual advancement of each student.
  • There is no division within the school into Hauptschule, Realschule and Gymnasium; instead, joint learning is used.
  • All school qualifications after lower secondary level can be obtained. For this reason, teachers from elementary, secondary and secondary schools as well as grammar schools also teach.

The community school works from 200 students. This helps to ensure that communities remain interesting places to live for families (distance from the nearest school). Educational paths remain open longer, which means less pressure and more opportunities for the students at the same time. Specifically, it is planned that all are taught together up to the 10th grade. The different learning strengths are taken into account through individual support.

In the community school, both the qualifying secondary school certificate and the secondary school certificate can be acquired. With the appropriate skills, the students can also switch to the upper level of a grammar school or attend a vocational high school. Based on individual support plans, all students receive lessons tailored to their skills.

There is no transfer process in the 4th grade, as all students are admitted to the community school regardless of their grade. The draft law stipulates that this type of school should be based on the educational standards and curricula and that the community school should be introduced as an equal school type alongside the existing ones. Students should be taught in cross-year classes.

Berlin

In Berlin , the state government made up of the SPD and the Left agreed in the coalition negotiations at the end of 2006 to promote entry into the community school through a pilot phase. In this pilot phase, schools are to be given the opportunity to become community schools on a voluntary basis. It serves to collect empirical values ​​in practice, how and under what conditions individual support and challenge is successfully possible. The community schools receive concrete support through scientific support. The pilot phase is intended to prepare a nationwide introduction of community schools as regular schools in Berlin. Until 2011, the community schools will have 22 million euros at their disposal for further training and infrastructure purposes. The following ways are conceivable:

  • existing community school-like schools continue to develop
  • Primary schools are growing up gradually
  • Elementary and secondary schools merge or cooperate bindingly
  • various lower secondary schools merge
  • Secondary level I schools set up their own basic level or upper secondary level
  • School start-ups

In community schools, all children should learn from and with each other for a longer period up to the end of the 10th grade or the Abitur . There is therefore no grade repetition, no trial semester and no external professional differentiation as an organizational principle.

In an expression of interest process, a total of 65 Berlin schools registered to become a community school. After the binding application process, 15 schools in 11 school associations will start their work as a community school in a first wave for the school year 2008/2009.

A "round table community school" has been founded outside of parliament. Many social actors, associations, unions , parties and individuals are organized in it who accompany the process of introducing the community school outside of parliament.

North Rhine-Westphalia

In North Rhine-Westphalia , according to the coalition agreement of the new red-green minority government of July 5, 2010, the community school as a new type of school should enable longer common learning. It should be an all-day school that includes high school standards. In it, all students in grades 5 and 6 should be taught together. Then the schools should decide whether it will continue in an integrated manner or whether a differentiation will be made according to educational programs. The decision on the establishment of community schools should lie with the municipalities. In the first round of applications for the 2011/12 school year, the Ministry of Schools and Continuing Education received a total of nineteen applications for the establishment of community schools.

The CDU turned against the introduction of community schools and announced constitutional steps with reference to the decision of the VerfGH NRW of December 23, 1983 (VerfGH NRW 22/82). According to this decision, the constitution for the state of North Rhine-Westphalia contains in Art. 8 Para. 2 in conjunction with Art. 12 an institutional guarantee of the Hauptschule as an independent course of education.

On November 16, 2010 , the NRW Philologists' Association presented a legal report by Ferdinand Gärditz, in which constitutional concerns were raised, against the plan of School Minister Sylvia Löhrmann to introduce the community school as a school experiment without changes to the School Act .

With the school consensus between the red-green minority government and the CDU opposition in July 2011, the introduction of the comprehensive school in the planned form and under this name was finally dispensed with. Instead, the parties agreed on the weakened concept of the secondary school , which was adopted as a new school form by the 6th School Law Amendment Act in October 2011.

The §26 –§26 regulate the ideological structure of the elementary school and the secondary school. A distinction is made between community schools, denominational schools and ideological schools. According to §26 (2), the term community schools takes on the meaning of a simultaneous school : In community schools, the pupils are taught and educated together on the basis of Christian educational and cultural values ​​in openness to Christian beliefs and other religious and ideological convictions. The meaning of community primary schools or community secondary schools is determined accordingly.

Saarland

In Saarland there is currently a second type of school alongside the grammar school, the community school. It was introduced in grade 5 in the 2012/2013 school year. It offers secondary and secondary school qualifications as well as advanced technical college and university entrance qualifications. For this purpose, it has its own upper secondary school level on site or cooperates with other community schools with upper secondary level. The pupils are taught according to the requirement levels of the Hauptschule and Realschule as well as the Gymnasium through internal differentiation and later also through external subject differentiation.

Saxony

In Saxony , the community school was possible since the school year 2006/2007; according to this, elementary schools, high schools, grammar schools or special schools could be combined into one community school. Shortly after taking office in autumn 2009, however, the new black and yellow state government decided to let the "attempt" run out again from the 2010/11 school year. In December 2019, the state government formed from Bündnis `90 / Die Grünen , SPD and CDU decided to reintroduce this type of school.

Saxony-Anhalt

In Saxony-Anhalt , the community school was introduced alongside the multi-tier school system in 2012 as part of a new school law. It initiated a grand coalition. From the 2013/2014 school year, seven public schools and six privately owned schools started their work as community schools. In the 2014/15 school year there were nine other schools that set up community schools in Saxony-Anhalt on their own initiative. The impetus in Saxony-Anhalt was the declining number of pupils and the wish that all school-leaving qualifications could still be achieved. Up to the seventh grade, students stay together in one class - but only from grade 9 does it become more specific to the degree. Between grades 7 and 9, each individual is addressed depending on the level of learning - without the students being separated.

Schleswig-Holstein

In the community schools in Schleswig-Holstein , the pupils should learn together up to the 10th grade. They offer the qualifications from Hauptschule and Realschule as well as the transition to the gymnasiale Oberstufe , which they can also set up themselves. The pupils are taught according to the requirement levels of the Hauptschule and Realschule as well as the Gymnasium through internal differentiation .

By 2010, all integrated comprehensive schools in Schleswig-Holstein had been developed into community schools. However, these can also emerge from other types of school if the school authorities so wish.

The following structural features and framework conditions characterize a community school in Schleswig-Holstein:

  • Joint lessons in grades 5 and 6
  • Different forms and offers of differentiation and longer learning together from grade 7
  • In the transition phase: close cooperation between the “traditional” courses and a large part of the teaching that spans different types of schools
  • the degree-related characteristics according to the specifications of the Standing Conference are guaranteed
  • the same performance requirements as in the schools of the structured education system
  • central final exams
  • Lessons from teachers of all types of schools
  • average class size at least 50 students
  • Community schools are basically open all-day schools

The upper school level in a community school comprises three school years, so that at a community school pupils take their Abitur after 13 school years. The number of pupils at the school in question decides which community schools will set up upper secondary levels.

On August 1st, 2007 the first 7 community schools started in Schleswig-Holstein in Flensburg, Handewitt, Schafflund, Fehmarn, Kellinghusen, Itzstedt and Halstenbek with a total of 714 students in the new 5th year. On Fehmarn there is a grammar school upper level, in Schafflund, Itzstedt organizational connections with elementary schools, in Handewitt with elementary schools and support centers.

On October 17, 2007, a popular initiative was started in Schleswig-Holstein under the motto “One school for everyone” to establish the community school as the only secondary school. Haupt- , Real- , regional schools and grammar schools are to be abolished.

For the 2008/2009 school year, the Ministry of Education and Women approved 49 additional community schools.

Thuringia

In Thuringia, the CDU and SPD reached an agreement in their coalition negotiations in 2009 under pressure from the SPD for the introduction of community schools. After the first schools took part in a pilot phase in the 2009/2010 school year, the community school officially started in the 2010/2011 school year. At the community school, all children up to 8th grade should study together. Only then does so-called degree-related learning take place. According to a study by the SPD-affiliated Friedrich Ebert Foundation, around 90 percent of Thuringians have spoken out in favor of longer learning together. The community school was the central project of the minister of education and SPD state head Christoph Matschie .

See also

literature

  • U. Erdsiek-Rave: Every single one is important. Schleswig-Holstein's prospects of a school for everyone. Opening speech by the Education Minister of Schleswig-Holstein 2007. In: I. Demmer-Dieckmann (Ed.): Integration research and educational policy in dialogue. Bad Heilbrunn, Klinkhardt, pp. 25–34.
  • C. Jungmann: The community school. Concept and success of a new school model. Münster, Waxmann 2008.
  • M. Gräf: heterogeneity and community school. Critical consideration of the Berlin concept of a "school for everyone". Munich, Ravensburg, GRIN-Verlag 2008.
  • Martin Spiewak : The Fehmarn Revolution . In: The time. No. 29 of July 12, 2007.
  • D. Wittek: Community schools in Germany. Status of development and potential for further development of the school system. In: Pedagogy (7-8) 66, 2014. 70-74.
  • G. Winands: The School Trial. Historical development and applicable law . Duncker & Humblot, Berlin 2014, ISBN 978-3-428-14298-9 .
  • Regulations on school law NRW. Luchterhand 2009.

Web links

Wiktionary: Community school  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ↑ Iris Mortag: Everyone is talking about community school …… ( Memento of the original from January 24, 2013 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 125 kB), June 16, 2007 @1@ 2Template: Webachiv / IABot / www.uni-leipzig.de
  2. ↑ 42 community schools at the start
  3. ↑ http://kultusportal-bw.de/Kultusministerium,Lde/Startseite/Service/02_02_2015
  4. ↑ Press release of the state government of Baden-Württemberg ( Memento of the original from January 24, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 135 kB) @1@ 2Template: Webachiv / IABot / spdnet.sozi.info
  5. ↑ schullandschaft-kirchheim.de/ ( Memento of the original from September 7, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / schullandschaft-kirchheim.de
  6. ↑ Esslinger Zeitung, May 14, 2013
  7. ↑ Schwäbische Zeitung, May 16, 2013
  8. ↑ Ludwigsburger Kreiszeitung, July 18, 2012
  9. ↑ Bündnis pro Bildung BW ( Memento of the original dated September 6, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / buendnis-pro-bildung-bw.de
  10. ↑ Action alliance school  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice.@1@ 2Template: Toter Link / www.aktionsbuendnis-schule.de  
  11. ↑ Stuttgarter Zeitung, July 9, 2012
  12. ↑ stuttgarter-nachrichten.de , August 27, 2015: Education researcher Burchardt warns of wrong ways
  13. ↑ Opportunity level, summary of key findings
  14. ↑ Hans Peter Klein, FAZ July 5, 2013, p. 7, "The bluff of individual support" ( online )
  15. ↑ T. Bohl et al .: Evaluation of the local school and educational landscape in the city of Esslingen, interim report 1, January 2013
  16. ↑ T. Bohl et al .: Evaluation of the local school and educational landscape in the city of Esslingen, interim report 1, January 2013
  17. ↑ T. Bohl et al .: Evaluation of the local school and educational landscape in the city of Esslingen, interim report 1, January 2013
  18. ^ Reutlinger Generalanzeiger April 12, 2013
  19. ↑ Stuttgarter Zeitung October 26, 2012, articles and letters to the editor
  20. ↑ FAZ.net August 18, 2013 / Heike Schmoll : Not without access barriers
  21. ↑ GEW Berlin / Call “For a common school for everyone!” ( Memento from September 23, 2013 in the Internet Archive )
  22. ^ Christian Jülich: School structure between chaos and consensus. In: www.faz.net. Frankfurter Allgemeine Zeitung, August 18, 2010, accessed on July 30, 2013 .
  23. ^ Westfälische Nachrichten: Expert opinion: School reform projects of the state government are unconstitutional! ( Memento of the original from September 23, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. dated November 16, 2010 @1@ 2Template: Webachiv / IABot / www.phv-nw.de
  24. ↑ A detailed critical assessment contains the contribution by Günter Winands : The "community school" in North Rhine-Westphalia. Limits of a school experiment . In: Public Administration (DöV) 2011, p. 45 ff.
  25. ^ NRW: Historical school consensus. Süddeutsche Zeitung, July 19, 2011, accessed on August 16, 2014 .
  26. ↑ Law and Ordinance Gazette NRW. MIK NRW, November 21, 2011, accessed on August 16, 2014 .
  27. ↑ § 26 School Act NRW. In : recht.nrw.de. Retrieved November 24, 2019 .
  28. ↑ Community schools . In: www.sachsen-macht-schule.de. State Ministry for Culture and Sport, archived from the original on December 3, 2009 ; accessed on March 7, 2020 .
  29. ↑ Die Tagespost: Kneeling before Margot Honecker. In: www.die-tagespost.de. The daily mail , February 21, 2020, accessed on March 7, 2020 .
  30. ↑ Cf. D. Wittek: Community schools in Germany. Status of development and potential for further development of the school system. In: Pedagogy (7–8) 66, 2014. pp. 71–73.
  31. ↑ [1]
  32. ↑ Green Youth Schleswig-Holstein → Blog Archive → Now collect signatures for the popular initiative for a common school for everyone! ( Memento from February 20, 2008 in the Internet Archive )
  33. ↑ Education and politics, education, education politics, university politics, biweekly service science cultural politics
  34. ↑ Thuringian Community School. thueringen.de, December 10, 2010, accessed on December 14, 2012 .