Educational On Policy Method

When it became evident that Turks were planning on staying in Germany, the government decided in the 1970s to set up a provisional method of education policy meant to supplement the needs of the German workforce, this was a policy known as Ausländerpäedagogik, which quite literally translates to foreigner education. The emphasis of this program was to set up a temporary solution by providing vocational training to these youths but never acknowledging the fact that they were actually a part of the German national narrative.

It was not until the 1990s that a more comprehensive education policy aimed specifically at Turkish youth was introduced, “it was only in 1996 that the KMK  published the guideline.

‘Intercultural Education at School’, stating that the federal states should ‘overhaul and further develop their curricula and guidelines of all subjects with regard to an intercultural dimension; develop teaching materials which address intercultural aspects as an integral part of school and education; and only allow school textbooks that do not marginalize or discriminate against other cultures’.

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Even as “intercultural education” was pushed, it was targeted towards creating an accepting and more aware student, in classrooms that were still filled with predominantly white German pupils (Adams, Kirnova). As those with “migration backgrounds” entered a more permanent school structure, they did not find immediate academic success. The primary reason for this was a: lack of language skills.

The German education system has not been able to provide a proper system of language training for children who speak other languages at home, this “ [lack of proper German language education] shows a strong tendency to reproduce social inequality.

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It is safe to argue that current school practices institutionally discriminate against children of non-German origin. Thus, the German education system has been criticized for not sufficiently implementing equal opportunity. A lack of German proficiency then immediately dictated the path which you would be meant to take for your higher education. In fact, three-fourths of children who had one parent not fluent in German were assigned to the Hauptschule. “Turkish children in Germany, who do not enter school until age six and initially attend for only half the day, receive no help with homework from the state, and are consigned to educational tracks at age ten fare poorly compared with their immigrant peers in France and Belgium.

Experts conclude that the Turkish children in Germany “are in the worst possible situation:” They start school relatively late, spend fewer hours in school, receive no structural support outside of school, and then are assigned to stratified tracks just four years after beginning their education, with no time to catch up. As a result, “Germany performs worst of all” among European countries with respect to educating its migrant children”. This is once again reflected in the statistics of higher education enrollment, a government survey conducted in 2005-2006 reported that 44.7% of children of German background were enrolled in a Gymnasium, compared to only 13.2% of children who reported Turkish origin. ‘The proportion of extremely weak students is especially high as is the disparity between extremely high and extremely low achievers. As noted, in no other country is there such a strong correlation between social origin and scholastic achievement.

Whereas 50 percent of the children from the upper-middle-class attend the academic high school only ten percent comes from the working class’. The German education system, which has frequently been touted as amongst the best in the world, has created within in it an unequal structure in terms of access and quality for students of migration backgrounds. Neglecting to include this studentsthem in the national discourse of education policy only serves to the detriment of German society as a whole. Such restrictive education frameworks that are not meant to serve all of Germany’s residents create the very economic situations that German-Turks find themselves in today, living in underdeveloped, unemployed ghettos throughout the country.

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Educational On Policy Method. (2021, Dec 31). Retrieved from

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