DHis epidemic is ruthless. After the summer and autumn holidays, the abnormal situation in schools due to the epidemic seems to have calmed down, and many schools have been able to enter a stage of consolidation. The missing air filter was gone, and the school’s tests were curtailed. In many places, the old simulation program is called again. The Federal President’s remarks in July “relentlessly exposed” the weaknesses of digitalization and should be eliminated as a matter of urgency. At the beginning of the school year, other unresolved problems such as teacher shortages and absenteeism surfaced.Standing Scientific Committee Meeting of ministers of education After all, a statement outlines what the prerequisites for successful digital learning might look like. But the core requirements of the 2016 old strategy document on digitization are still about infrastructure, and have not even been implemented.
Now, within a few days, the situation at the school has deteriorated again. The incidence has increased exponentially, and the first elementary school in Berlin has been converted to alternate teaching. If this development continues, many schools that do not have a viable digital strategy will be hit again. Because in terms of digitalization, the school landscape is still very divided. A study by the University of Göttingen dates back to the beginning of the year, distinguishing “digital pioneers”, “digital-oriented”, “average” and “backward schools.” The latter two account for 62% of the total number of schools in Germany; only 12% are model schools. At the same time, most students have great uncertainty. The new class of high school graduates who have experienced inadequate distance education in recent years want to use the system before the epidemic in exchange for a vigorous “digital wave”.
The school as a “recovery center”
In this chaotic situation, the “School of the Future” conference organized by the Rhineland-Palatinate Ministry of Education fell to the Prime Minister. Maru Dreyer The dawn of the “transformation era” was announced from the beginning, which may refer to the digital era. The group discussion after an impulsive speech was filled with words such as “skill combination” and the requirement for “good leadership at the level of school director”. It was amazing because all the participants looked at digitalization very critically. Hans Anand Pant of Humboldt University asked whether extensive digitization based on the Latvian model makes sense in Germany, and Matthias Busch of the University of Trier drew attention to the possibility of personal learning based on AI software. However, data protection issues and the required equal opportunities should be considered. Given the requirements of the pandemic, this result is surprisingly meagre.
The school was first praised as a “recovery center”, “refuge”, “relational space”, “real laboratory” and “Friday” as a necessary condition for preparing for the future and upcoming multi-graphic challenges. Optimism is moving in a more similar direction. In fact, there are differences over whether we should move towards “school development” or “school transformation and development”. Markus Warnke of the Wübben Foundation reminds everyone that in the end, all suggestions for improvement will be “about resources, about money”.
In her vision, the Minister of Education Stefanie Hubig announced that two multi-million dollars in the next three years will be used to support Pioneer Schools. There is no mention of the additional teaching positions that these associations have been calling for for years. However, without it, without a substantial increase in education spending, there may not be a real process of transition anywhere-everyone involved in the system basically agrees with this.
