Learning in Munich? - Educational deprivation versus private schooling

Dialogue forum „Munich 2030“ on 11 March 2008

Learning is a lifelong process, in the opinion of the audience of more than 100 which attended the fourth “Munich 2030” dialogue forum. Education is the cornerstone of many aspects of life and can be the key to success or failure. As well as providing education, Munich, like other major cities, has to cope with a multitude of tasks, but it also offers unique opportunities in the global context.

Prof. Max Huber, Vice-President of the German Academic Exchange Service (DAAD) set the tone at the very beginning of his keynote presentation: “I will take 2022 as a point of reference – by which time 50 years will have passed since the Olympic Games that proved so crucial for Munich.” They created perfect conditions for Bavaria’s capital – particularly in terms of infrastructure, economy and culture.

Competing for talent

Prof. Huber noted that education was more than just knowledge, and more important than ever in our globalised economy. The past ten to 15 years had seen a boom in worldwide developments, which had triggered competition in the global education and research market and, ultimately, a contest to recruit the top experts. Currently, the USA held first place in the bid for the best talent, 50% of its post-docs being foreigners. Moreover, the world’s university rankings were headed by American institutions – Harvard, Princeton and the MIT.

“Countries with large populations like China and India are entering the market and, given their higher head count, they by definition have more brains”, Prof. Huber concluded. These countries showed tremendous vitality and had a real thirst for education. “Currently some five million Asians attend recognised foreign universities, a figure that will have reached seven million by 2025.” The two million foreign students now studying in Germany, who brought with them their knowledge and culture, were very welcome. When they returned home, the emotional ties they had formed with Germany had a positive effect on economic, scientific, cultural and political relations.

Education costs money

Prof. Huber pointed out that “good education costs money”. The Swiss Federal Institute of Technology in Zurich had half as many students as the Freie Universität in Berlin, but three times the financial resources. The money invested was subsequently recouped many times over. “We have starved our universities of funds in recent years.”

Munich’s Director of Education, Elisabeth Weiß-Söllner, added that there was also fierce competition in Germany’s jobs market, and that applied to Munich as much as elsewhere. Top talent was in more demand than ever. “Education is a lifelong process and, since it is rooted in early childhood, it must begin with elementary education.”

At first sight, the figures for Munich contained in the city’s first education report published in 2006 created a good impression. Some 50% of pupils qualify for university compared with only 32% in Bavaria. However, this should not be allowed to obscure the fact that 23% of Munich’s school-leavers had low-level qualifications. The council’s expert: “In Munich too, education and social background are closely linked.” Participation in the education system by immigrant children – some 35% in Munich – is far lower. Differences in the numbers of children qualifying for grammar school places in the various districts of the city are particularly telling, with 90% making the grade in some areas compared with only 15% in others. “Today’s low-skilled are tomorrow’s poor”, Ms. Weiß-Söllner warned. If we don’t invest in good time, we will ultimately pick up the bill in terms of social support. The only answer is to provide language tuition early on, whilst not losing sight of factors that are vital to subsequent educational success: curiosity, the will to learn and the broadening of horizons.

Education vision 2030

The education vision for 2030 sets out guiding principles for a viable, liberal-minded education, tailored to the needs of a major city. Models such as all-day and comprehensive schools are a step in the right direction, as shown by Pisa survey findings on Finland. Spending more time together at school removes pressure from the individual and ensures that pupils are more motivated, make the best use of their potential, and are better integrated. The social status of teachers and adequate remuneration are also part of the recipe for success. “In Finland, only those with excellent qualifications are admitted to the teaching profession, and teachers there are held in far greater esteem than here.” The Director of Education dismissed the idea that private schools were the only answer. Private schools were not better per se. State schools also had to provide a quality, broad-based education. “We also need the parents in order to achieve good results. The cultural capital is of inestimable value.”

Opportunity for Munich

This point was also made by Prof. Huber. Culture was a major trump card in international competition. It was not enough to assemble a group of experts, as President Habibi had been forced to acknowledge when he had tried to make Indonesia a leading centre for the aircraft industry. You can only develop an Airbus if the conditions are right. Culture is a key part of this,” Huber advised. In this respect, Munich, with its two first-rate universities, had every chance of emerging a winner. “Quality of life, universities, research centres and a pleasant environment for the families of the technical experts are in plentiful supply. Ms. Weiß-Söllner summed up: “Our children have huge potential. Provided we can better adapt education to the needs of the municipality, and that parents cooperate with teachers, this could unleash valuable resources. Investment was one major requirement, social competence a valuable asset.”

11 March 2008