Education is the basis for everything in our society. Not just for knowledge, but also for peaceful coexistence, social stability and democracy, as well as for our competitiveness. This is precisely why some of the current figures are alarming. According to the new Federal Education Report, 19.1 percent of young people between the ages of 20 and 34 (2.86 million people) in Germany have no formal professional qualifications.
In addition, almost 30 percent of ongoing training courses are not completed. And as the PISA tests have shown since 2012, Germany’s school education performance in mathematics, science and reading skills is continually declining.
A country whose prosperity depends solely on the quality of its workforce and which is also faced with a rapidly aging population simply cannot afford such a shortage, especially when it comes to basic qualifications. As complex as the issue is, one thing is certain: reforming the education system cannot be the exclusive task of education policymakers.
It affects us all. Schools, business and society need to be more closely interwoven again. But complaining won’t help. Here are some suggestions from the perspective of a business practitioner to help counteract these worrying trends.
First, strengthen basic skills. More emphasis should be placed in schools on developing the important basic skills in mathematics, science, writing and reading. They form the basis for developing the practical problem-solving skills that people will be confronted with in their working lives.
In order to measure, evaluate and manage these qualifications, grades in these subjects must become more meaningful again. This can best be achieved through a performance-based system based on nationwide, uniform, annual requirements and tests.
Second: Performance-oriented education system. Objective indicators such as the PISA tests indicate that analytical skills have deteriorated. At the same time, school grades have been getting better and better in recent decades. This has contributed significantly to the fact that the rate of new students starting university, which was 33.3 percent in 2000, has already reached 56.4 percent in 2022, i.e. more than half of the students, according to the Federal Statistical Office.
If we put more emphasis on performance, we could reduce the problem of over-academization. To achieve this, our education system must not be geared towards the lowest common denominator. At the same time, we should provide appropriate support to students with promising academic potential in the core scientific disciplines in order to keep our economy at world level.
Third: Strengthen the dual training system. In 2021, there were only 4.3 trainees for every ten students. Vocational training must once again become more of a focus in our education system. In order for this to succeed, small and medium-sized companies in particular, which provide many training places, must be given more financial incentives – as must the trainees. In addition, completing a dual training course should also be reflected in improved access conditions to university and student funding.
All of this is by no means about making decisions early on. And it is certainly not about “economizing” school operations. Quite the opposite: it is about giving students a practical portfolio at an early stage that shows them various options for an interesting career path and lifelong learning.
Fourth, the teaching profession must become more attractive. On the one hand, teachers need more freedom in determining the methods they use to teach their classes. It is about them seeing themselves as pioneers of educational innovation – and not just as implementers of overly detailed curricula.
On the other hand, a performance-based component of teacher pay is needed. Although this is a complex task, such a system of performance-based pay could be developed based on improved results in standardized annual tests. Another relevant factor is the acquisition of additional qualifications such as digital skills and the incorporation of practical experience into teaching. The different social composition of schools must also be taken into account.
Fifth: channel more money into education in a targeted manner. All of this will require more money. This money must flow into the school system, but without continuing the negative developments of the past. Among other things, it is important to reduce the administrative and fiscal inefficiencies associated with educational federalism. We should therefore develop a national education roadmap to use as a basis for initiating pilot projects and scaling up promising ideas as soon as possible.
The overarching goal must be an education that equips young people with the skills they need to be able to orientate themselves and act in a changing world and to lead an economically secure and fulfilling life.
Stefan Klebert is CEO of GEA Group Düsseldorf.
