DECLARATION OF PARIS







Laws and administrative declarations about
multicultural education


Germany
Intercultural education at school

(Resolution of the Standing Conference, 25.10.1996 i. D. F. from 12/05/2013)
Standing Conference of Ministers of Education in the Federal Republic of Germany


Preliminary remarks

Considering the background of, by globalization, migration, the integration of Europe

Refugee movements etc. caused cultural pluralism of our society on the one hand

and the xenophobic riots early 90s on the other hand has

the Standing Conference of the challenges and questions asked, the off

These developments and events on education in the school revealed and

First time in 1996 "Recommendations on Intercultural Education at school"

formulated. In this frame of reference for common intercultural education and

Education of all pupils was intercultural education as a cross

defined by school.

Since then, both the social conditions and the content have

Orientation intercultural education changed, so that a revision and reformulation

the recommendations were necessary. With the present revision, recommendation

updated the Standing Conference of 1996 and updated.

on With the growing socio-cultural diversity and the related requirements

equal participation of all in every area of ​​social life, the

intercultural opening and the reduction of structural discrimination on specific challenges

become. Schools are faced with the task of all children and young people regardless

of their origin a full part in training and opportunities for the greatest

to open educational success, the successful design of integration processes

and thus contribute to a peaceful, democratic coexistence and orientation

to provide for responsible action in the globalized world.

The schools are called upon educational action plans for dealing with diversity

develop and implement. Learning together in all subjects is a key prerequisite

for intercultural learning processes. This can particularly through employment

with language and multilingualism in foreign or origin and language teaching

international school partnerships are supported. Reference is made to the discussion in

the "recommendations of the Standing Conference to strengthen foreign language skills"

referenced (KMK decision of 08.12.2011). Intercultural competence whose

Acquiring a core competency for good governance in a pluralistic, global

networked society is, however, means not only the examination of other languages

and cultures, but also the ability to self-reflective with the personal photos

by others apart and to put this respect and social conditions

to know the origin of these photos reflect.
Standing Conference of Ministers of Education in the Federal Republic of Germany
page 3

1 Objectives and general principles

Achieving equal participation depends largely on how well it

the education system, but also the individual school succeeds, all students and pupils

learning regardless of their socio-cultural background a qualified university degree

to enable. In order for these equally develop their potential and intercultural

Skills and the fundamentals for a successful working life and lifelong learning

acquire, requires a school of diversity, which is free of overt and covert discrimination

and aware of the social, cultural and linguistic heterogeneity of

Student body aligns.

The following principles form the framework for the systematic intercultural

Development of schools.

School accepts diversity at the same time as normal and as a potential for all true.

That means:

- The school sees itself as a learning and living for all, she encounters all

Pupils with appreciation and developed an intercultural

sensitive dialogue and culture of conflict, including the negotiation of joint

Basics for school life, so that all members of the

involved school community feel.

- It provides to all students high expectations and provides them

appropriate individual support. She appreciates and relies on experiences

and special skills of all pupils as a resource

for education and contributes to its development and advancement.

- Actively enters the discrimination of individuals or groups of individuals

contrary. It examines the extent to which structures, routines, rules and procedures

also penalizing and exclusionary act inadvertently,

developed courses of action to overcome them.

- She takes the linguistic and cultural diversity of its students and parenting as

Opportunity for intercultural learning consciously notice and include these in

the school programmatic work. This includes the assessment and

Promotion of language skills growing up multilingual pupils

women scientists and students.

- The school welcomes all pupils, students and their parents welcome. they

informs and advises them individually throughout their education and

opens up extensive opportunities for participation.
Standing Conference of Ministers of Education in the Federal Republic of Germany
page 4

School contributes to the acquisition of intercultural skills in teaching all subjects and

by extra-curricular activities at.

That means:

The school supports students in the acquisition of intercultural skills

u. a. in that they learning events to be following mutually dependent dimensions

designed:

- Knowledge and recognition:

Cultures as changing collective guidance and interpretation patterns perceive
Formation and transformation of socio-cultural phenomena and trends analysis,

Influence of collective experience from past and present intercultural

Encounters recognize, particularly as regards the development of foreign images.

- Reflect and evaluate:

own culture bound embossing and patterns of interpretation and mutual social

Assignments and stereotyping reflect

Openness towards others and other interpretive patterns develop,

endure contradictions own interpretation patterns in communication with others

and consider sociocultural development processes from multiple perspectives.
- Actions and figures:

Responsibility for the development of equal participation in personal,

social and educational sectors take over,

aware of discrimination and racism occur,

in communication and cooperation with other socio-cultural, interest related

or language barriers to overcome,

Interests respectfully negotiate and conflicts peacefully unsubscribe.
Standing Conference of Ministers of Education in the Federal Republic of Germany
page 5

School is a central place for the acquisition of language skills training

That means:

The school ensures that pupils regardless of their origin and

extracurricular learning and living conditions in the classroom and in the context of extra-curricular

Activities can acquire the required competencies. The acquisition of linguistic education

Competencies organized by the school as an ongoing task of all levels

and subjects.

School actively organized educational partnerships with parents

That means:

The school developed a culture of appreciation and recognition, participation and

Participation to parents. It takes into account their linguistic and cultural heterogeneity

and different previous experiences with school in Germany and offers them different,

even low threshold contact and cooperation opportunities. It initiates targeted

Measures to involve parents in school life, in the classroom and in the committees.
2 measures of educational administration

The contribution of countries to the "National Action Plan Integration" section on "Education,

Education, training ", the countries in 2012 committed

- Measures to optimize the conditions for equal participation opportunities

and access to education, training and general training

and to strengthen intercultural competences of all pupils to

companies;

- Develop the educator and teacher training as needed

and intercultural skills of teaching staff to strengthen;

- The proportion of trainee teachers and -anwärtern, teachers, educators

and educators, social workers and social workers with a migration background

to increase and

- Enhance cooperation with parents and support potential social

To enable environment.

Numerous measures of the countries these commitments have already been implemented.

In particular should be mentioned:
Standing Conference of Ministers of Education in the Federal Republic of Germany
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- Intercultural education is a task of school education plans

anchored.

- Dealing with heterogeneity is stronger in the countries part of teacher training.

To increase the intercultural skills of teaching staff

provide training facilities in all countries appropriate training

at.

- All countries implement measures to promote language - in particular children and

Teenagers learning German as a second language - and to acquire education language

Skills to all pupils. In addition, many support

Countries maintaining and enhancing the multilingual skills of pupils and

Students.

- In all countries, measures are initiated to the cooperation of school with parents

and especially parents with an immigrant background and the opening of school

to promote for their regional environment.

- Many countries are making concerted efforts to increase the proportion of educational

Staff to increase with an immigrant background.

3 implementation in school

3.1 Intercultural Education in school development process

The development of intercultural education is a continuous process

understood the systemic designed as part of the development of school as a learning institution

becomes.

The school board is responsible for managing the development process. In the communication process

derived on the inventory, the objectives and of them

Measures are not only individuals but all groups involved in school

involve their bodies.

Intercultural education mainstreaming requires that measures

the development of intercultural education with other measures of school

be matched.

The starting point for the development of intercultural education in a

School is the question of how the development of intercultural education as a key competence

all and as a cross-shaped the school culture. This includes the

Addressing the issue of whether and what specific pattern of educational disadvantage,

different participation in school and school satisfaction are found

can.
Standing Conference of Ministers of Education in the Federal Republic of Germany
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School-related and schools available data

- On educational attainment and learning and performance development of students and pupils

learning and of student groups,

- For school climate,

- To school satisfaction and participation of pupils and parents

and pupil and parent groups and the College and

- Socio-spatial data for the integration of pupils and their families

in school and living environment

form for a foundation.

3.2 Development of measures to intercultural education and

education

Below we take appropriate measures to pedagogical design are intercultural

Education according to the principles mentioned in point 1 listed.

School accepts diversity as a true potential

- Development and implementation of a regulated uptake system for new pupils

and students - especially those without sufficient knowledge of German, the

them individual support and the fastest possible integration into the

School life allows,

- Addressee-oriented information and counseling of pupils and parents,
- Promotion of pupils by activating teaching with targeted

Supporting individual learning pathways and extra-curricular offers,

- Mentoring and support programs particularly for educationally disadvantaged students

and students, peer training,

- Development of a valid for all at school parties schoolhouse codes as dialogical

Process between pupils, parents and school staff, promotion

the peaceful resolution of conflicts,

- Promotion and appreciation of the use of students for democracy

and human rights and against violence, racism, anti-Semitism, Islamophobia

and any other form of discrimination,

- Appreciation and recognition of ancestry-related multilingualism.
Standing Conference of Ministers of Education in the Federal Republic of Germany
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School contributes to the acquisition of intercultural skills in teaching all subjects and

by extra-curricular activities at

- Examination of the teaching / learning materials in order to determine whether the complex, also

origin-related heterogeneity of the students is taken into account and

optionally addition of the materials,

- Promotion of self-reflection, the critical observation of own position

and of their own actions through the inclusion of different perspectives in the

Development of the teaching contents of the compartments. In particular, the teaching of other

Languages ​​can help to develop intercultural action skills,

- Clarification of different orientations, ratings and thought patterns without

to reduce children and young people on specific and by the attribution

to label features. School can make common experience and

encourage and support students to articulate difference itself determined

and not to be set on self-determined write-ups,

- Multiple perspectives in the development of educational content, research-based and cooperative

Learning and promoting a democratic culture of dialogue as principles in

(Technical) education,

- Design of intercultural learning events in the classroom, in projects and training,

through parental involvement and extracurricular partners or by international

School partnerships and student exchanges. Here schools use the

Bandwidth of international school exchange of small virtual partnerships

to large multilateral projects, from individual stays abroad

their pupils up to international advanced training of teachers.

It is important that international and intercultural learning opportunities with the

professional learning and school curricula closely associate.

- Deals in the fields Europe Education, Democracy Education, Global Education

and education for sustainable development.

School is a central place for the acquisition of language skills training

- Implementation of language education as a core task in each subject, recording the language

Requirements and targets in the school's curriculum,

- Implementation of the integrated language education within the meaning of the design of the transitions

between the levels of education,

- Support for pupils with special language needs

and respecting and valuing the language acquisition processes of second language learners,

Standing Conference of Ministers of Education in the Federal Republic of Germany
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- Use of the multilingual skills of pupils in the classroom;

Promote multilingual skills by teaching offers in the native languages

the pupils,

- Expansion of language formation through learning opportunities beyond classes.

School actively organized educational partnerships with parents

- Establishment of binding offers of welcome talks and welcome rituals

for parents of new pupils,

- Regular implementation of targeted information sessions and

Advising parents taking into account their specific language requirements

and diverse experiences and knowledge with respect to the German

School system, backup and low-threshold contact for parents

at school or providing opportunities to exchange views on topics

and problems at school (eg. as means of parents cafes)

- Creating a range, even low-threshold opportunities for participation by parents

at school, and parental involvement in the design is oriented towards diversity

School culture and appropriate learning programs,

- Offers to internal school, possibly targeted specific parent education programs

and arranging extracurricular parent education programs,

- Qualification and involvement of parents as disseminators or multipliers

to other parents,

- Promoting the participation of parents in school decision-making and

Encouragement to participate in school committees.

Prerequisite for the continuous development of an intercultural opening of

School is that the school evaluate the results of intercultural activities. The

means: On the basis of predetermined indicators they examined the extent to which agreed

implemented measures and the intended objectives have been achieved. These are the

different assessments of pupils, parents and educational

Staff gathered, analyzed and reflected. It will in particular examine whether the

Measures group-specific pattern of educational disadvantage, different participation

degraded and in school and possibly direct and indirect discrimination

could become. Conclusions for the further development and optimization of the performed

Measures be taken and used for further school development process.

Standing Conference of Ministers of Education in the Federal Republic of Germany
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4 Support Systems

Successful implementation of intercultural education locally is

Frameworks on the content and structure level, through counseling and training

the staff of the school as well as cooperation between schools and partners that the

can contribute and educational success for acquiring intercultural competencies, supports.

Countries (ministries / agencies) have in frameworks and intercultural education

Education and intercultural opening of school anchored. Intercultural education

is reported

- As a key competence and cross-cutting issue in the curricula,

- As a goal of education development in the guiding framework for school quality and

can thus be verified as a quality criterion by the school inspectorate,

- In the country-specific action plans for the integration of immigrant women

and immigrants and therefore, an indicator for monitoring the integration concepts
- In the requirements for all phases of teacher training.

In addition, many countries are pursuing strategies to increase the proportion of teaching and other

pedagogical staff to increase with an immigrant background in schools.

The training institutions of countries support schools in the intercultural

Opening. These include (further) qualification and consulting for teachers

and the publication of handouts and teaching materials. The requirements

to the training are very high, given the complex objectives. About the knowledge

, the object is added, the pedagogical staff learning and experience opportunities

to offer to both its own perceptions, feelings and habits

to identify and understand as well as to learn the perception of actual

or assumed differences productively deal.

A promise of long-term process of change of a school as a whole means

more effective than isolated training of individuals. The

Qualification for agreed measures and their implementation should be carried out in teams.

This dependence can be reduced by individuals while the emergence

professional learning communities to promote, together the implementation process

critically reflect and forge ahead.

5 Notes for collaboration with external partners

As part of the implementation of intercultural education collaborations are of

help schools with extracurricular partners to in about teaching and learning

school out continuously, authentic learning situations and a support network for the

Learning and educational success of all minors to provide.
Standing Conference of Ministers of Education in the Federal Republic of Germany
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Important partners of the schools are:

- Donating and receiving educational institutions (nurseries, primary schools,

secondary schools, vocational training institutions) in order for the individual child

and enabling young people to break loose transitions in their educational career,
- Youth and Social Services, on the individual needs of individual children and young people

provide tailored assistance,

- Cultural and educational institutions in the region, the extra-curricular learning opportunities available

you ask,

- Institutions for international education exchanges, educational partnerships and juvenilia,

such. as the Educational Exchange Service, the German-Polish Youth

and the German-French Youth Office, the children and adolescents

allow on their usual context beyond life and learning experiences,
- Associations and religious and other social organizations, the children the

and young people have opportunities, responsibility for the organization of coexistence

to assume in society and their readiness for taking over

promote community involvement; these include especially migrant organizations

as a link to migrant communities and families

with migration background,

- Business enterprises in the region to advance the professional orientation of

to support students and give them to internships and projects

allow, outside of school to acquire vocational skills or

apply knowledge and individual skills,

- Universities, particularly for teacher training institutions, with their expertise

support schools in projects of intercultural education development and their evaluation

can. The schools offer themselves for student teachers important

Internship fields for the acquisition of intercultural skills.

6 recommendations for further development

The intercultural opening of school and the development of intercultural competence

through school is growing importance in international comparison as a quality feature

of to school. For the systematic development of intercultural education

bear particular responsibility for school leaders. Therefore, it is important in the

Training and support for school principals, the object fields "Intercultural

Education "and" Integrated language education "as part of the general

Educational mission of the school binding anchor. The implementation

and development of intercultural education can about departures
Standing Conference of Ministers of Education in the Federal Republic of Germany
page 12

from promoted through training programs for members of the teaching staff

be that these enable, control processes for intercultural school development

shape and responsibility for the success of intercultural education

to take over.

To promote the development and establishment of intercultural education

at school should not only focus on the individual school, but the development

the region are addressed. In comparison with other schools, the quality

intercultural school development are checked in the region. Conducive's employees

school in regional educational networks, in which state agencies, various educational institutions

and carriers, businesses and civil society organizations including

the migrant associations share responsibility for children's education

and young people assume, coordinate educational programs together, evaluate and

develop. In addition, the school of important international collaborations

Impulses for their concept of intercultural education win.

In the education plans and quality development efforts of the countries, the targets should

and principles of this Declaration are considered.

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