Support for schools should be implemented systematically, according to the Council of Culture Education's proposal.
Lydia Grün, a music educator and member of the Council for Cultural Education, is proposing a comprehensive overhaul of cultural education in German schools. Her proposals extend beyond traditional art and music classes, aiming to improve the quality and accessibility of cultural education for students.
Grün believes that schools should incorporate dance, theater, digital worlds, working with literary texts, and visits to cultural institutions into their educational landscape. She advocates for a systematic approach to cultural offerings, emphasizing the need for a structured and strategic plan.
Grün suggests that schools should hire qualified personnel for cultural education roles, ensuring that educators are equipped to support language acquisition and intercultural integration. She also proposes that schools should have a dedicated budget for cultural activities, enabling them to collaborate more closely with cultural institutions.
Grün's proposals are aimed at enhancing the overall educational experience for students in German schools. She believes that schools should have a high degree of autonomy to connect with cultural institutions, allowing them to tailor cultural offerings to the needs of their students.
Recent studies highlight the importance of these proposals. A study by the Council reveals that only half of the personnel working in cultural areas in after-school programs are adequately trained. This gap adversely affects educational success and inclusion efforts, as kindergartens lack sufficient trained staff and resources to foster early language learning, which is crucial for school readiness.
While Germany is advancing systematic cultural integration in schools through curriculum innovation and international programs, it faces ongoing deficits in training and staffing culturally competent educators, particularly at foundational educational levels.
Grün's proposals come at a critical time, as Germany seeks to foster intercultural skills and promote deeper integration of both international and domestic students. Efforts such as the integration of cultural competency development with disciplinary curricula, supported by internationalization strategies and funding programs like Erasmus+, are designed to achieve these goals.
Programs like the Berlin Cosmopolitan School exemplify bilingual education models that encourage intercultural dialogue and individual support aligned with global and local educational standards. However, these initiatives face challenges in terms of personnel training and resource allocation.
Grün's proposals aim to address these challenges, ensuring that all students in German schools have access to high-quality cultural education, regardless of their background or location. By integrating cultural activities into the educational landscape and providing the necessary resources and training for educators, Grün hopes to create a more inclusive and enriching educational experience for all students.
Other education-and-self-development opportunities beyond traditional art and music classes, such as dance, theater, digital worlds, and working with literary texts, should be incorporated into the educational landscape for personal growth and learning, as suggested by Lydia Grün. A structured and strategic plan, along with qualified personnel, is essential to ensure high-quality culture offerings, intercultural integration, and language acquisition for students in German schools.
