Introduction
Welcome to my new (delayed) blog about my time in Berlin, Germany, where I had the opportunity to explore the rich history of the city and delve into its social and political environment. In this blog, I will provide some information about the education system in Germany, particularly the All Day Schools (Ganztagsschule) and their significance in shaping the educational experience and lives of children in different communities. I will also explore the challenges faced by academics, educators and policymakers in this dynamic educational landscape.
During my visit to Freie Universität in Berlin, I had the opportunity to meet with Professor Marianne Schupbach and colleagues at Freie Universität, Berlin. Prof. Dr. Marianne Schüpbach is also the chair of The WERA Task Force Global Research in Extended Education.
The agenda of the day was filled with evidence, information and exploration of key issues incorporated into multiple sessions with students and academics, starting with an insightful overview by Marianne. The presentations by various colleagues shed light on the extensive national and international research dedicated to developing, informing and implementing All Day Schools in Germany.
I felt incredibly privileged to spend time at Freie Universität, notably, hearing their stand-out, collective strong focus on improving children's educational outcomes with a focus on nurturing children’s social and emotional development. The university's focus was also on the transformative opportunities for schools and the critical roles of pedagogues and teachers.
My experience gave me insight into the passion and commitment of Professor Marianne Schupbach and her team. They stand as a beacon of educational excellence and innovation. Their mission centers around shaping a generation of empowered, competent and academically proficient individuals. The university has taken an active role in supporting the development and expansion of All Day Schools across Germany, emphasizing the importance of holistic education for children.
Freie Universität actively collaborates with educators, principals, and policymakers in Berlin's Ganztagsschules. They conduct extensive research to understand the impact of Ganztagsschules on students' well-being, academic performance, and overall development. By leveraging this research, Freie Universität assists in implementing evidence-based strategies to optimize the effectiveness of Ganztagsschule.
History of Berlin: East and West
Berlin, the capital of Germany, has a complex history, most notably marked by the division of the city into East and West Berlin during the Cold War. After World War II, the city was divided into four occupied zones, with East Berlin becoming the capital of East Germany (GDR) under Soviet control, and West Berlin forming a separate enclave surrounded by communist East Germany. The Berlin Wall, built in 1961, physically separated the two sides, creating a stark contrast between the free and capitalist West and the authoritarian and communist East.
In the past, All Day Schools in the eastern part of Germany, focused on providing access to employment for parents rather than emphasizing educational outcomes for children. Today, there are still broad and differing opinions regarding the previous educational systems of both the former East and West Germany, making for intriguing discussions and reflections. Additionally, across Germany’s 16 states, there is diversity in approach. This heterogeneity is reflected in the varied approaches to school operations within the states.
The Fall of the Berlin Wall in 1989
The year 1989 witnessed a momentous event in history - the fall of the Berlin Wall. This event symbolized the end of the Cold War and the reunification of East and West Germany. The reunification brought significant changes to the education system in both parts of the city, as well as the country as a whole.
The PISA Shock of 2000: Catalyzing Education Reforms
In the year 2000, Germany faced a 'PISA Shock' when its students' scores in the Programme for International Student Assessment (PISA) fell below the OECD average. This public outcry triggered a renewed focus on education policies aimed at improving educational outcomes across all 16 states of Germany. The subsequent transformational reforms, such as the shift from half-day to full-day schooling and the emphasis on quality early learning and care became a focus for educators and policy makers, particularly, making early education financially accessible to families. The impact of these reforms on Germany's education system and how they addressed the correlation between lower SES students and academic performance is part of a process of ongoing review and reform.
Notably, the shift towards full-day schooling was not an isolated decision but rather a comprehensive policy transformation. In 2006, the German government made it mandatory for all primary school children to be offered free All Day School. This move ensured that children from grades 1 to 3 received these services without any financial burden on their families. By 2030, all children to year 4/5/6 will have free access to All Day School as well. Some challenges exist for policymakers in maintaining consistency and tracking progress due to the heterogeneity of approach across the 16 different states.
Promoting Children's Educational Outcomes
Through extensive research and collaboration with schools across Berlin, Freie Universität has been instrumental in driving the redesign of Germany's schooling system. The transformation from half-day to full-day schooling has become a core principle, aimed at improving children's educational outcomes. By extending the learning day and providing a diverse range of academic and extracurricular activities (music, sport, dance, art, craft, drama, games etc), students are exposed to a more comprehensive and enriching educational experience.
During my visit to Berlin, I attended two schools—a Greek/German School and one of the pioneering All Day Schools in Germany. The All Day School experience commences at about 7:30am and extended until around 5 pm, with provisions for early drop-offs and late pick-ups to accommodate parents with varying work hours. All children were provided with a nutritious hot lunch in a family-style eating environment was created. Children eat in class groups. Children served each other under the guidance of the pedagogues. Teachers, broadly speaking, did not participate and mainly left at the end of class, finishing their day at home. There were mixed feelings about the lack of teacher engagement in the latter part of the day. Food and food safety, is the great equaliser in a community and all children have access to good equality, accessible meals.
Grades 1-3 students received this service without any cost, ensuring universal access to essential meals and care for those in need. Whilst older children have the option to leave school earlier, many chose to stay and engage in various activities provided in the After-School Program, fostering the development of their social and emotional competencies. There was a small cost to families associated for older children to stay.
Enhancing Social and Emotional Development – The Capable Child
I loved the dialogue I heard about the capable child; building capability in children and developing the whole child. The schools and Freie Universität recognise that education is not solely about academic achievement; it also encompasses the emotional and social growth of children. The commitment to nurturing students' social and emotional development is evident in the All Day Schools' approach, which incorporates specialized pedagogues and afternoon staff. These professionals, trained to engage with children in non-formal educational settings, focus on fostering a positive and supportive learning environment.
School Visits: A Glimpse into Berlin's Educational Landscape
I had the opportunity to visit and tour two schools in Berlin: Schule in der Köllnischen Heide and Athene-grundschule. I witnessed the dedication of educators in creating a structured learning environment in the morning and fostering leisure time and family interactions in the afternoon. I explored the challenges faced by schools in finding quality educators and the ongoing efforts to improve the education system. I spent time exploring the impact of All Day Schools on the lives of students, families, and the broader community.
The days I spent in two different schools epitomized the commitment of the German educational system to fostering well-rounded growth in students.
At Athene-grundschule, a remarkable All Day School, I met Christiane Andorf-Seretis, the principal. Christiane had been at the school for over 20 years. The school is a Greek/German bilingual institution and showcases the significance of cultural inclusivity in enriching the learning experiences of the children. The school's innovative design, with sporting fields on the roof, showed a commitment to maximizing space for both academic and recreational pursuits.
Christiane's dedication to developing a rhythm of the day was evident. Structured learning sessions in the morning were followed by leisure time and family-style meals in the afternoon. The school attracted students from across Berlin due to its bilingual focus.
During lunch, children actively participated in 'family time meals’ eating in class groups and assuming set roles and completing tasks to serve each other. This practice not only encouraged a sense of responsibility but also fostered a strong sense of community among the students. The pedagogues, responsible for the afternoon activities, played a crucial role in supporting the children during mealtimes and engaging them in various extracurricular pursuits.
The principal highlighted the importance of a schedule (or ‘rhythm') which was well-structured. Ensuring that formal lessons ended around lunchtime, followed by leisure time interspersed with intentional teaching opportunities. Christiane stressed the significance of a child-centric approach, building their competency and capacity by allowing them autonomy, even signing themselves out to go home on their own was part of the development of the competent, capable child.
The integration of pedagogues and the Ganztagsschule was a key focus for the school, promoting collaboration and shared goals. Christiane emphasized the importance of cultivating the right mindset among teachers and staff, as well as fostering passion and commitment towards education. At Athene, the provider was a NFP which worked in partnership to integrate the morning and afternoon curricula.
For older children, flexibility was offered, allowing them to leave after formal classes if they wished. It was heartening to learn that many children chose to stay for the enriching After-School Program, showcasing their eagerness to learn and grow beyond regular school hours.
During my visit to Schule in der Köllnischen Heide, I witnessed a school that played a pivotal role in serving a community predominantly (98%) Arabic. In Germany, much is written about the 'Arab Clans' and the challenges with the lack of civic engagement and broader community connection. Despite facing challenges related to high crime rates and overcrowded living conditions, the school takes a proactive approach to cater to the unique needs of its students and families. The children’s homes were often a one or two bedroom unit with up to 8-10 people residing within it. The living conditions often impact on children’s fatigue and energy levels at school. Stefan, the principal, shared the challenges he and his colleagues faced, including: parental disengagement with the education outcomes of their children, a shortage of quality teachers, an overcrowded curriculum, resource shortages and a lack of coordination with the afternoon program. However, he emphasized the importance of prioritizing education and investing in the development of passionate and committed educators. One of Stefan’s colleagues highlighted that 40% of the Government’s budget was spent on social services whilst only 4% was spent on education. There was a reflection that if these percentages were switched it would positively benefit the whole community and build an educated and engaged community.
Stefan and his colleagues, Marcus and Connie, spoke passionately about their dedication to providing a nurturing environment for the children. The school followed a unique practice, where teachers followed the same group of students for three years, fostering deep connections and personalized support. After this period, a change in teacher was implemented to offer fresh perspectives and a new learning experience.
The All Day School experience can be a lifeline for many students, especially those from disadvantaged backgrounds. Stefan remarked that for some children, the hot lunch provided by the school was likely the only nutritious meal they received each day. Additionally, after summer breaks, the cooks intentionally served extra stodgy meals, rich in filling ingredients like potatoes and meat, to meet the heightened hunger of the returning students.
The challenges faced by the German education system are not to be underestimated. The shortage of skilled workers, lack of recognition for intellectual work, resource orientation, and the need for more time and space for project-driven learning are significant areas that demand attention and solutions
Despite the progress, challenges persisted in Berlin, such as integrating All Day Schools with structured school hours and meeting the needs of low socioeconomic status children , there is a genuine desire among educators to create an environment that prioritized education and provided ample resources to support the unique needs of each school. The expansion plans for all children from 2030 will be challenged by the availability of quality educators and pedagogues, something the schools are currently considering in the context of expansion implementation.
Challenges and Ongoing Efforts
Despite significant progress, Freie Universität acknowledges the challenges that come with implementing and sustaining All Day Schools. The integration of morning classes with afternoon activities remains a focal point for improvement, as seamless co-operation between teachers and pedagogues is vital for students' comprehensive growth. Freie Universität is dedicated to continuously refining the educational model to create a more cohesive and integrated learning experience.
Views of Children in Germany
Children in Germany have always been considered as an integral part of society, and the education system has evolved to cater to their needs and development. With a focus on improving educational outcomes for all children, the government implemented reforms to extend schooling hours, transforming half-day schools into full-day schools (Ganztagsschule). Freie Universitat and other academics are still exploring, developing and enhancing opportunities for this change to impact the lives of children and their families, especially in the early years of schooling.
This provided challenges faced by policymakers in maintaining consistency and tracking progress due to the heterogeneity of different states.
Children’s attendance
Transition points in Australia can be a challenge – busses, collections points at schools, missing children, signing in and signing out, children unexpectedly absent, safety, children absconding and so on.
At each school I visited, the children stayed on site and were unique to the school in which the All Day School was located, hence the roll and children's data was shared with the afternoon pedagogues. At one point I asked how they knew all children were there and what happened if a child absconded. The principal said: “why wouldn’t they come, they love it here”. In her 20 years there had been one issue. On average it was about a 1:11 ratio for children to pedagogues. I noticed the children running over to the Ganztagsschule and being signed in by a pedagogue sitting in the entry way. The Ganztagsschules were dedicated spaces. All rooms had a wooden board at the door with a set number of slots (please look in photo album for pic). The children placed their ID card in slots to indicate who was in there and, once the slots were full, it also indicated that there were no vacancies for additional children. I liked this!
The buildings were built with a focus of All Day School, with comprehensive recreation and leisure resources (see pic of the games).
What did I LOVE?
· The focus on building the capable child, building expectations and competencies were key themes.
· Play focused
· Child-centred
· The dedicated rooms to arts, crafts, drama, games, and other areas of interests to the children.
The schools are integration -oriented
· The built environment was built for the whole day and the whole child, enabling teacher time and dedicated space for recreation and leisure time
· Teachers following the child for three years
· Pedagogues seemed welcomed, connected and engaged in the whole school environment
· Recreational and leisure oriented with intentional teaching opportunities
· Enablement – enabling independence, opportunities an expectation of the child
· Secular
· No cost for ages 6/7/8/9/
· Consistency of providers
Conclusion
There is a lot to consider with Germany's journey in education. There is a strong focus on building evidence and considering the evolution and evaluation of the all day schooling experience for children. The integration of before, after school with schooling itself was evident. The focus on building children (not supervising) was prominent in the German approach - as was enablement. All children and young people, whilst studying (including university) receive free public transport. My questions are, do our regulations and law hinder or enable our ability to adopt some of these approaches? Are we child-led enough? Could we integrate with schools more?
Other reflection questions to consider:
1. What are your thoughts on the transformation of half-day schools into full-day schools (Ganztagsschule) in Germany? How might this change impact the lives of children and their families, particularly those from different socioeconomic backgrounds?
3. In light of the challenges faced by educators in integrating Ganztagsschule with structured schooling, how important is it to bridge the gap between morning classes and afternoon activities? What innovative approaches could be adopted to improve this integration?
4. Consider the experiences of different cultural communities in Germany's education system. How do you think schools and policymakers can promote better inclusion and integration for this community, and what benefits might arise from doing so?
5. Reflect on the impact of the fall of the Berlin Wall in 1989 on education in East and West Germany. How might this historic event have influenced the current education policies and practices in the unified country?
6. What lessons can be learned from the "PISA Shock of 2000" and Germany's subsequent focus on improving educational outcomes? How might other countries facing similar challenges benefit from Germany's response?
7. Based on the experiences of educators and principals in Berlin's schools, what do you think are the most critical factors in building a supportive and effective learning environment for children?
8. Think about the role of the All Day Schools (Ganztagsschule) in developing children's social and emotional competencies. How might these schools contribute to the holistic growth of students beyond academic achievements?
9. Consider the challenges faced by Ganztagsschule, such as the shortage of quality teachers and pedagogues. How might investing more resources in education, as opposed to social security, impact the overall well-being of society?
10. After reading about the different educational approaches and experiences in Berlin, how might your own country's education system compare? What potential lessons could be applied or adapted from Germany's model?
Remember, these reflection questions are meant to be thought-provoking and open-ended.
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