The Didacta Education Fair has begun in Stuttgart, promoting the theme “Democracy needs education – education needs democracy.” This year, over 700 exhibitors participate, including political parties for the first time. One party’s educational policies face criticism for being superficial, lacking clarity on critical issues like democracy education and teacher training. Concerns about teacher shortages, educational content delivery, and early sexualization in schools are raised, alongside warnings of a radicalization in educational policies that downplay significant historical events.
Didacta Education Fair Kicks Off in Stuttgart
Under the inspiring motto “Democracy needs education – education needs democracy,” the renowned education fair Didacta has commenced today in Stuttgart. Recognized as the largest education fair in Europe, this year’s event features participation from over 700 exhibitors. In a remarkable development, political parties are joining the ranks of exhibitors for the very first time.
Controversial Educational Policies from Political Parties
A closer examination of the election program of one political party reveals their stance on various educational issues. The party advocates for binding recommendations in primary schools, emphasizing the importance of maintaining special schools. Interestingly, their program expresses opposition to Islamic education. However, it remains unclear whether they also reject the ethics curriculum, which often includes discussions on Islam. When it comes to the incorporation of political education in schools, the party’s position is rather ambiguous, stating that “schools must give students the freedom to develop their own political ways of thinking without guidelines from curricula and teaching materials.”
The state association of education and upbringing in Baden-Württemberg has critiqued the party’s election program, labeling it as “superficial” and lacking depth on crucial topics such as democracy education and teacher training. They noted that many important issues were either glossed over or lacked substantial detail. In response to inquiries, the party did not clarify their specific educational demands.
While economic concerns dominate the current election campaign, citizens have a variety of pressing issues on their minds. Some specific educational demands can be found in the party’s foundational program, which raises concerns about the influence of international corporations and lobbyists on the education system.
Oliver Hintzen, principal of the Johann-Belzer primary school in Weisenbach, Baden-Württemberg, and deputy state chairman of the local education association, has openly disagreed with the party’s claims. He emphasizes that public schools are primarily state-funded, with only a few exceptions. Additionally, he argues that participation in standardized assessments like the PISA studies is justified as these evaluations help ensure that the education system is on the right track.
Another notable demand from the party is for educational content to be delivered exclusively by subject teachers. However, Principal Hintzen points out that this approach is impractical due to the existing teacher shortages. He explains that while subjects like German and math still have “relatively high subject shares,” other subjects such as physics and chemistry cannot be taught effectively in this manner, as it would lead to significant disruptions in learning.
The shortage of teaching staff is a critical issue, with particularly severe consequences for students with learning disabilities. The party has also voiced concerns about “early sexualization” in educational settings. Principal Hintzen firmly opposes this viewpoint, asserting that early education on such topics is essential. He argues that discussions surrounding sexuality and personal boundaries should begin at an early age to equip children with the knowledge to protect themselves.
As more schools invite military personnel into classrooms, educational researcher Rita Nikolai expresses her concerns about the party’s educational policies. Conducting research at the University of Augsburg, she analyzes the evolution of the party’s educational demands over the past decade. Nikolai notes a worrying radicalization in their school policy positions, which includes calls for schools to cultivate a sense of home and downplay significant historical events like National Socialism and the Holocaust.
Nikolai highlights the party’s demand for “political neutrality” in education, criticizing their claims of indoctrination. She clarifies that while teachers should not impose their personal views, they must engage students in discussions of political content, allowing for a diversity of opinions. The guideline does not mandate strict political neutrality, and it is crucial for students to learn how to gather and assess information independently.