The father was unemployed, the mother has precarious enough money just to live, none of the Relatives has a high school diploma. Books? Hardly available. A child from such a family has the same opportunities to succeed in school and to study-to-do academic parents as a daughter or son?
no, in no industrial nation in the world. This shows, once again, the education report from the Organisation for economic development and cooperation (OECD), which was presented on Tuesday. He occupies but also as regards equal opportunities, there are significant differences – and in many countries, the Situation has changed for the Positive.
The good news: Germany has made the issue of equal opportunities “moderate improvement”, as stated in the OECD study. German schools rank in comparison to other countries so far behind, but have also done, along with Chile, Denmark, Mexico, Montenegro and the USA in the years 2006 to 2015 progress.
The bad news: , The Federal Republic still belongs to the OECD countries, in which the academic success of a child depends significantly close the socio-economic Background than in many other countries, said Andreas Schleicher, OECD education Director. He calls a variety of indicators.
performance differences in the extent of more than three years of school: 15-year-old students from socially disadvantaged families achieved in the Pisa Test in 2015 in the natural Sciences average of 466 points. Students from socially privileged families came to 569 points – a difference of 103 points. “That’s the equivalent of about three school years,” says Schleicher.
students in Estonia
For comparison: In the OECD the difference in average is 88 points. In Estonia, there are 69 points. In some countries, students achieve regardless of social Background very similar services, for example, in Algeria, Hong Kong and Iceland.
a comparison of performance in several subjects of Germany’s strongest students, for example, on a par with Topschülern in Vietnam. The gap is there, but not so far: The most vulnerable pupils in this country are considerably worse than in the Asian country.
After all: “Since the first Pisa-study has improved the chance of justice. Germany belongs to the countries where there is still a large pair of scissors, but they moves to each other,” says Schleicher.
Double disadvantage due to the sorting according to the Milieu: children with low socio-economic Background of schools, in which the rest of the student body from a similar environment, comes to visit according to the study, often. The Problem is that these children largely, their school performance in many countries worse off than if you go to a school with children from better-off families.
In such a situation reach out to children from socially disadvantaged families in Germany if Tests in science 122 points more than pupils with the same Background in a school with a low socio-economic Standard. Even greater is the effect in Austria, Belgium, Bulgaria, France, Hungary, and Argentina – 130 points. In the OECD average, the difference is 78 points. “The social context is partially important for the educational success of the individual,” says Schleicher.
schools that are predominantly attended by children of low-socio-economic environment, are equipped according to the study, often worse than others – financially, materially, in terms of personnel. Also, school climate, General Motivation and discipline are often less good. All of this reinforced the “double disadvantage”. In some OECD countries, this effect, however, is hardly – for example, in Finland, Poland, Iceland, Norway, and Albania.
a Few students ‘ poor start conditions: defy How great the equality of opportunity is, according to the study, how many students from disadvantaged families are one of the top students in a year in your country. The term “national resilience”. This means that The students achieve, against all odds, in Spite of very good performances.
Germany is one of the countries in which this applies to relatively few students from disadvantaged families, such as Schleicher says. In the case of Tests, in science the rate of ten percent, which is slightly below the OECD average (eleven per cent). Vietnam comes to mind on 15, Finland, and Estonia will reach 14 percent.
Better pupils in Germany, if, in addition to the natural Sciences, the skills in mathematics and reading will be scored. Then 32 percent of the students have good skills, the OECD average is only 25 percent.
Uni degree seems to be hereditary: adults with graduate parents visited in Germany, with an eight Times higher probability of a College as adults of parents with a lower educational level. In line with the OECD average, the probability is eleven Times higher in new Zealand only three Times higher, in Canada, Estonia, Finland and Sweden, four Times higher.
In the nineties and the beginning of the 2000s was the educational mobility in Germany is even higher, says Mr Schleicher. In the case of young people this has declined. Germany stand in comparison with other countries at the lower end, but also due to the fact that here is already quite a lot of people have a higher level of education. Schleicher: “But there still remains a lot to do.”
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Germany shines in the feel-good factor: was First in the OECD education report examined whether children and young people have found at your school integrated. It was also asked whether they were satisfied with their lives and considered competent to cope with difficult challenges.
The result: In the case of socially disadvantaged pupils, the consent is significantly lower than in children from privileged homes, even if they show in the school the same benefits. The OECD figure is 26 percent. “Germany’s record in this area, with 36 per cent better than many other countries,” says Schleicher. Even better, children from socially disadvantaged families but felt about in the Netherlands (50 percent).
conclusion of the researchers: In the past 50 years have increased the participation in Education in the world in the cut. More people visit compared to the Generation of their parents and Grand-parents, secondary schools, high school diploma, complete a study – but: “We had hoped that an expansion in Education does not automatically lead to more equal opportunities, and that’s not necessarily the case,” says the study.
The major differences and developments proved, however, that policy could soft have positions already within a few years of significant effects, says Andreas Schleicher. In view of the fact that the income differences in the OECD-countries as large as the last in the eighties, would have to be done more.