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Social inequality is a topic that has been publicly discussed for a long time. Education plays a central role in this. What do Germans think about educational inequality? How do you assess the current situation?
IFO Education Barometer 2019
Social inequality and educational inequality are closely related Education lays the foundations for a life with social participation and without economic hardship. Education should therefore be available to all as equally as possible so that differences in income and wealth between people do not arise or widen. But is there still inequality in education? and especially how does the german population rate it? It deals with these questions ifo educational barometer (ifo = Institute for Economic Research) as part of the research agenda on the topic of political economy in education policy. This is a representative opinion poll of the adult German population on educational policy issues. They were interviewed by Kantar Public for ifo education barometer 2019 more than 4000 people in 18 years.
target it’s the ifo education barometer show the opinions of the German population and also to find out whether there is a political majority against or for educational reform in certain areas or under certain circumstances, and if so, in what areas and under what circumstances. That’s how it will be showed where political reforms would be publicly accepted. Reforms in these areas would then probably be easier to implement.
educational policy goals
First, the survey asked how important the various educational policy goals are rated. This was the most important thing for the respondents all children are provided with the highest possible education. 95 percent said so. However, individual support for children is also important for the respondents. 94 percent said they did important to support children with learning disabilities. Target, support children from poor families, also feel important at 94 percent. Also encourage gifted children is important to 86 percent of respondents. Therefore, according to Germans, policy goals are important in relation to high levels of performance and equal opportunities in order to prevent educational inequality.
assessment of educational inequality
The question now is how respondents rate educational inequality in certain areas. The ratings are based on that largely realistic and similar to the actual condition.
About that Genus most Germans, namely 52 percent, estimate that 4th and 4th graders just as well in math tests cut off. This also reflects the fact that girls and boys are almost equal in math in 4th grade.
The same applies to the question about mathematical performance in relation to Country or city children. Here, 61 percent estimate that there are no differences. But children from rural areas do even better on average. 19 percent of respondents think the same.
Regarding socioeconomic background however, this is estimated by the majority of respondents (55 percent) among children. Children from a better social environment are better at math cut off than children from poorer social backgrounds. This is realistic, because children from better social conditions would even perform significantly better.
The results were similar for migration background from children. 57 percent think so Children without a migrant background are better off do well in math. This also corresponds to reality.
as serious problem are educational inequalities identified by the majority of respondents in relation to social conditions and migration background estimated. Educational inequalities between the sexes are not considered a problem by most respondents, as are inequalities between rural and urban regions.
Respondents also became theirs attitude towards educational policy measures survey to reduce educational inequality. 71 percent of respondents were in favor other state funds for children from disadvantaged families spend In addition, 74 percent are in favor Salary supplements for teachers in rural areas implement
Respondents were further ranked according to their Opinion on various reform proposals he asked about reducing inequality in education. Here we would find a high level of approval of measures that reduce inequality. 83 percent are in favor Scholarship programs for low-income students expand 81 percent is for one Increase government spending on schools with large numbers of students from disadvantaged backgrounds. Many respondents (78 percent) are also in favor Kindergarten fees for all children from the age of 4 are covered by the state will. Also for one Compulsory childcare for children aged 4 and over 67 percent expressed their opinion. for one Increase in teachers’ salaries in schools with many pupils from disadvantaged backgrounds, it is 64 percent.
There is also a willingness to change in relation to the structure of schools. 61 percent are in favor pupils go to secondary schools only after the 6th grade partition. 56 percent are also in favor of it day school system for all children.
Regarding joint teaching of children with and without learning disabilities however, opinions differ in mainstream schools. 44 percent are in favor, 41 percent are against.
According to these results, respondents show a great willingness to support disadvantaged groups of people. However, a clear majority is in favor invest additional resources not only in disadvantaged groups, but in all people and groups alike distributed if they have to choose between the two options. This could make it more difficult to implement policy measures to reduce educational inequality.
When is something fair?
The IFO Education Barometer also asked when respondents rated the situation as fair, referring to their own efforts and external circumstances. 84 percent of respondents agreed that they did fair when a hard working person earns more, Than others. In contrast, only 11 percent think it is fair if People have advantages in life because they come from a respectable familywhile 75 percent considered it unfair rate.
Moreover, 85 percent of the respondents believe this self-effort is decisive for achieving higher education to hire Only 15 percent are of the opinion that external circumstances are decisive for this. IN reality however, it is the case that children’s socio-economic backgrounds do play a role in what kind of education they get or what type of school they attend. Also in connection with that Achieving high income the majority of respondents (69 percent) consider their own efforts to be decisive.
“Good Kita’s Law”
Now respondents were also asked about their opinion on the “Good Kita Act”, which is supposed to improve the quality of day care for children and could thus also contribute to reducing educational inequality. With 83 percent, The majority of respondents for this law.
In addition, the respondents had to choose from the list for which measures they would use the money from this law. With 56 percent, most respondents are in favor of one Reduction of childcare fees for parents. 52 percent are in favor higher salaries for educators and small groups with more employees.
Respondents were also asked who should be given childcare places when there are few. 78 percent are in favor divorced parents more appropriate in this case. 66 percent are in favor Families with parents who work full-time. 65 percent are in favor low-income families in that case more appropriate. Another 59 percent are in favor families with many children positive towards. No majority is concerned Families with a migrant background given. Here, 36 percent were in favor and 37 percent against.
When asked who should decide who gets the seats, 56 percent are in favor centrally by the community should take place and not, as is currently the case, by the inpatients themselves.
Finally after the opinion regarding tuition he asked, which is also central to the topic of educational inequality. According to this, 45 percent are in favor of tuition fees, 43 percent are against it, and 13 percent are undecided.
However, the majority of respondents (66 percent) did for subsequent tuition. These are paid only after graduation and only from a certain income. According to respondents, these fees should be average 350 euros per semester do not exceed. The higher popularity of subsequent school fees among the respondents can probably be attributed primarily to the fact that they rate it as people from poorer families can still afford to study (64 percent think so in relation to post-school fees, only 33 percent in relation to regular school fees). addition fewer respondents fear that subsequent tuition fees could discourage people from studying. The result is also clear in terms of justice. 42 percent of respondents think so regular tuition unfair. In the case of subsequent school fees, it is only 24 percent.
Here you can find the results of the ifo Education Barometer 2019:
What Germans think about educational inequality
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