Education

The German education system has massive quality problems in both early childhood and school education. Numerous comparative education studies show a worrying trend: In Germany, social background continues to play a decisive role in determining educational success. At the same time, the cooperation between stakeholders required for sustainable change is often weak and ineffective. Social challenges such as the shortage of skilled workers, migration, war, and the pandemic are exacerbating this tense situation. Teachers and educators are feeling the effects in their own work overload  as well as in the declining performance and mental health problems among children and young people.

Our approaches are based on a broad concept of inclusion: An inclusive education system offers all children and young people the opportunity to participate in society because it helps them to acquire the necessary skills. We pursue three goals with our projects: 

• Well-being: Schools and daycare centers are places of learning and living where all children and young people feel a sense of belonging and well-being. 
• Educational equity: All learners have access to high-quality educational opportunities, regardless of where they come from or their social background. They can develop their individual strengths and talents to the best of their ability. 
• Performance: All children and young people can achieve their best possible individual performance. It is expected with confidence that they can perform at a high level.
   

The vision of a fair, sustainable and inclusive education system requires comprehensive change at all levels. A sustainable improvement in the quality of education and equal opportunities is only possible if administrative and support structures change alongside daycare centers and schools. Together with our partners from educational administration, educational practice and educational research, we contribute to the professionalization of educational staff and administration. To this end, we develop training and organizational development offers with a basis in both practice and research. By regularly collecting representative data from schools, we also contribute to a deeper understanding of the problem.