Nordrhein-Westfalen
Landtag, Plenarprotokoll 17/108, pp. 65-67.
Right honorable Herr President. Right honorable colleagues.
A parliament’s budget deliberations are called the lodestar
of democracy because in these debates the current distribution of state funds
will be disputed. This debate is important because, by the distribution of
state funds, political, social and structural developments are directed so that
present requirements will be distinctively considered, and just so will future
developments of state and society be able to be arrested or accelerated.
That false decisions in the distribution of tax money can
basically ruin the development of state, society and economy can in part be seen
in the State of NRW. It is especially fatal if, with tax money, the scope of
education is turned in a false direction because it is desired to initiate
somewhat ideologically-based developments and thereby thoughtlessly destroy
proven customary structures. Here then for decades alike have misdevelopments
been codified.
Today in the year 2020, the faults to which these
misdirections in the last decades have led are no longer to be concealed and
are visible to anyone in the world who is not an ignoramus: An alarming academic
performance of many students; deficiencies in the fundamentals of, among
others, reading, computation and writing, resulting in a deficient maturity of
education of numerous young people who wish to enter vocational training; a
deficient learning ability of some holding an Abitur, which is indicated by the high number of aborted study
plans and of young people without a graduation certification; widespread, in
any case worsening discipline difficulties in some schools combined with a
mobbing behavior, with the consequence that a learning atmosphere will not be
formed; an intentional – intentional! – forfeiture of authority by teachers and
thus now a worsening teacher shortage.
The above named misdevelopments will thereby ever less be
able to be restrained or repaired.
This situation is fortunately not to be observed in all schools.
We still have in the State a large quantity of well to very well functioning
schools. Yet the crowding in the private schools shows that ever fewer parents
trust the public schools. All together, the numbers of students have slightly decreased.
The student population in the private schools has remained nominally the same.
That means that in reality the private schools figure has increased.
The 2021 budget section presented in the area of “Education
and Schools” draws upon directive elements which look into the above described
problems and wish to undertake a redirection.
Thus the AfD delegation expressly welcomes that the school
estimate will be raised and the largest increase since 2017 for personnel
expenditures is to be registered. When in this connection the number of school
assistants will be expanded, then that effects a relief of the teaching
personnel from non-instructional duties and thereby a spreading of the teaching
load in specific schools. A teacher who no longer receives chargeable hours for
a non-disciplinary activity can naturally give more instruction.
And the Grundschulen personnel
differentiation with an opportunity for promotion is good for the attraction of
the teaching profession in the Grundschulen.
Yet all of this unfortunately will not eliminate the basic problem of the
teacher shortage. As long as you, the black-yellow government and the parties
sustaining you, do not eliminate the causes of the misdevelopment of the last
20 years, you will only be able to tinker with the symptoms.
It has been shown that, before all, the new teacher training
law of May 2009 presents the greatest hurdle to the achievement of a suitable
recruitment of teachers in the Grund- and
Hauptschulen. As long as there is a
numbers limitation for the beginning of studies in the teaching profession, as
long as each student will be compelled to complete German and Mathematics as a
subject in the same way, so long will you have the recruitment problem in
regards the teachers.
The same holds for the working conditions in the Grundschulen. The heterogeneity of the
learning groups, along with the handicap of employing predominantly free forms
of learning, hugely overburdens all participants. Instead of here redirecting,
you even strengthen the problem. In the Grundschulen,
you set up 3,862 points of multi-purpose instruction in the area of inclusion.
This is financially, organizationally and before all pedagogic-didactically, a
huge expense with which will be attained the opposite of what a good school
should attain in successful learning.
The results of the standard assessment tests show quite
clearly: The performance of the Grundschuler
in the basic skills regresses dramatically. By means of the ideologically
motivated model of inclusion will all students and teachers be completely
overburdened.
Finally recognize that the stipulations of the handicapped
rights convention of 2006 expressly consider the Förderschulen to be an integral component of a
school system, which in fact makes possible the participation in society of
children with special needs. Here, right honorable Frau Minister, do not dare
to change course, although the problems are visible to all.
Even the best teacher advertising campaigns do not help, before
all when the last advertising campaign was so infantilely conducted. The means
of 1.5 million committed for this were scattered to the winds like New Year’s
Eve fireworks, which for this year indeed should be replaced. Therefore, the
AfD delegation demands a clear reduction in this budget item.
Also astonishing is the fact that the black-yellow
government since 2017 continues the red-green QUA-Lis project in Soest with a
means growth of 4.5 million euros. Here, an examination of the commitment of
means as to its efficiency must urgently follow.
Inefficient in any case is the personnel policy in the area
of quality analysis. Alone, 21 Grundschulen
headmasters were withdrawn from their office for the enforcement of quality
analysis and thus are missing in the several Grundschulen. Here also the black-yellow government bows before the
standards of the OECD which, with pseudo-objective findings, wishes to
delineate the reality of the pedagogic-didactic process.
Cybernetic measuring instruments are completely inappropriate
for the testing of performance in the area of sensory registration and
understanding. Here alone the instrument of language counts. The budget
provides much too little for that. You even cut the means for language assessment
testing by 80,000 euros.
The AfD on the contrary asks to introduce a budget title “Reading
and Writing” and to provide it with 5 million euros. The language difficulties
principally make more difficult successful learning in the Grundschulen or even prevent it. Here, the State government must
invest much more.
Not acceptable is the financially one-sided expenditure for Brennpunktschulen. No one will deny that
here problems must be solved. The means which the State government wants to
commit for that will trickle away if energetic pedagogical and didactic
corrections are not undertaken.
Primarily should the effects of radical forces from the
Moslem milieu be cause for the greatest concern. With your laisser-faire
policy, you cannot restrain and control the boiling hatred of radical
Islamists. In our schools in part rules a climate of intimidation, especially in
your Talentschulen, Frau Minister. As
long as the authority of the teachers is not reconstructed, so long will no
appropriate learning atmosphere be created in these so-called Brennpunktschulen. Some of the Berlin
schools have successfully demonstrated how such schools are conducted.
All in all, it can be stated that the budget attempts to
correct the false course of decades in the education policy. That however will
remain without success as long as you do not completely alter your direction;
namely, away from a school of optional performance and training [Leistungs- und Erziehungsbeliebigkeit] to
a school which looks at the individual students, provides them a corresponding
education opportunity and thereby fulfills the mandate of a humane education.
Many thanks.
[trans: tem]
