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
page 6
- 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
page 7
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
page 8
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
page 9
- 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
Page 10
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
page 11
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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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
page 6
- 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
page 7
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
page 8
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
page 9
- 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
Page 10
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
page 11
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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