School Policy Differences between Two Major Political Parties in Germany: Focus on the PISA Survey, the United Nations Investigation, and the Parent Movement

Abstract

  In the states of the former Federal Republic of Germany (West Germany), the lower secondary school system has adopted a three-tier model consisting of the Gymnasium, the Realschule, and the Hauptschule (in descending order of scholastic merit). But in the 1970s, SPD-run states initiated the Gesamtschule, a comprehensive school system, by integrating all three types into one. School policies therefore remain split between the Christian Democratic Union (CDU) and the Christian Social Union (CSU) that promote a traditional three-tier system and the Social Democratic Party (SPD) that promotes a comprehensive system.

  Thus, the Gesamtschule has been more widely introduced in SPD-run states rather than in CDU- or CSU-run states. School policies were again up for discussion after the Program for International Student Assessment (PISA) survey (2000) and the United Nations (UN) investigation (2006) for the right to education outlined the German school system’s problems. Furthermore, in the 2000s, parents initiated a movement against the German parties’ school policies. Additionally, the scenario of the students’ school type choice and the numbers of each school type are changing. Therefore, German school policies are currently at a turning point.

  This paper clarifies the following: (1) school policies influenced by PISA survey results through analysis of the parties’ Bundestag election programs; (2) school policies for solving the school system’s problems as confirmed by UN investigation; and (3) analysis of education policies reflecting parents’ needs for the school system.

  First, through the analysis of manifestos for the Bundestag 2002 election, this paper confirmed that the parties’ reactions to PISA survey results and discussions on school policies differ. The PISA survey confirmed the following about the German school system: (1) Compared to students in other countries, German students’ performance was poor; (2) Students’ performance differed across the German states, and (3) A strong relationship existed between students’ social classes and their school type in the three-tier system.

  Following the publication of PISA survey results, the CDU and CSU have asserted the three-tier system’s success because student performance in CDU- and CSU-run states was better than in SPD-run states. In contrast, the SPD demanded the introduction of a comprehensive school system similar to that in other European countries with better average performances and educational equity.

  Second, this paper explains that responses to the UN investigation differed among parties, in accordance with their principles. The UN investigation report explained Germany’s educational inequalities. For example, the provision of listings of secondary school types to final-year students according to individual capabilities by primary educational institutions was recommended, leading to questions regarding the fairness of streaming. Potentially capable students from poorly educated families might not enroll in Gymnasium due to incorrect streaming recommendations, possibly due to teacher bias. Therefore, the UN report recommended abolishing the three-tier system.

  Despite this, the CDU and CSU have retained the three-tier system. However, they have also attempted to address issues relating to the three-tier system that might limit student futures. Compared to the number of graduates from other types of schools, Hauptschule graduates face narrowed prospects for enrollment in future education. In response, many of the Hauptschule have adopted a special course for high-achieving students; (View PDF for the rest of the abstract.)