2025

There were no reforms in the area of school education during the reporting period.

2024

Framework for the qualification of school leaders

In December 2024, the Conference of the Ministers of Education of the Länder (Bildungsministerkonferenz) adopted the „Framework for the Qualification of School Leaders“ (‘Orientierungsrahmen für die Qualifizierung von Schulleitungen‘) This framework represents a significant step towards ensuring and promoting the quality of school education in Germany and is intended to strengthen school leaders in their central role as managers.

The framework was developed by the Commission on Teacher Education and comprises six central areas of responsibility:

• School development with a particular focus on teaching development and quality management,
• Personnel management and development,
• Health promotion and management,
• Internal school communication and cooperation,
• External school communication and networking,
• Organisation, administration, digitisation and law.

In addition, the orientation framework presents examples of how objectives can be formulated in specific school management actions, which illustrates the different directions in which a focus and continuous professional development can be set within each area of responsibility.

The Conference of the Ministers of Education sees the introduction of the orientation framework as an important measure for meeting the challenges of today's educational landscape, such as inclusion, digitalisation and the diversity of the student body.

Recommendation for action for the education administration on the use of artificial intelligence in school education processes

In October 2024, the Conference of the Ministers of Education of the Länder (Bildungsministerkonferenz) adopted a „Recommendation for action for the education administration on the use of artificial intelligence (AI) in school education processes“ (‘Handlungsempfehlung für die Bildungsverwaltung zum Umgang mit Künstlicher Intelligenz (KI) in schulischen Bildungsprozessen’).This recommendation aims to enable schools to deal with AI in a constructively critical way and to make the best possible use of the potential of these technologies for learning and teaching.

The recommendation for action covers several key topics:

1. Influence of AI on learning and didactics: AI applications should support teachers and create a personalised learning environment that addresses the individual needs of students.

2. Changing the examination culture: The Standing Conference calls for an adaptation of examination formats to take into account the skills needed to use AI and to make performance assessment transparent and fair.

3. Professionalisation of teachers: Teacher training and professional development should systematically integrate the use of AI in order to be able to adequately assess the opportunities and risks of these technologies.

4. Regulation and legal framework: The KMK is committed to clear legal requirements that ensure the protection of students' personal rights while promoting the use of AI applications in the school context.

5. Equal opportunities: All learners should be given the opportunity to develop skills in dealing with AI in order to be able to act as responsible citizens in a world characterised by digitalisation.

The recommendation for action is based on important preliminary work by the federal states. This includes the supplementary recommendation of the Standing Conference ‘Teaching and Learning in the Digital World’ (‘Lehren und Lernen in der digitalen Welt‘) (2021) to the strategy ‘Education in the Digital World’ (‘Bildung in der digitalen Welt’) and the impulse paper of the Standing Scientific Commission of the Standing Conference KMK ‘Large Language Models and their Potential in the Education System’ (‘Large Language Models und ihre Potenziale im Bildungssystem‘) (2024). These documents and the drawing on of further scientific expertise, including at a specialist conference on the topic and through a written consultation process, have created the basis for the current recommendations. In the sense of an orientation framework, they form the common position of the Länder on the use of AI applications in school education processes.

Recruitment and training of teachers

In June 2024, the Standing Conference agreed on further measures to ensure the supply of teaching staff by implementing the concept “Measures to attract additional teachers and to structurally supplement teacher training” (‘Maßnahmen zur Gewinnung zusätzlicher Lehrkräfte und zur strukturellen Ergänzung der Lehrkräftebildung’). The resolution “Designing additional pathways to teaching” (‘Gestaltung von zusätzlichen Wegen ins Lehramt’) created a specific common framework for the design of qualification pathways to become a single-subject teacher as well as the introduction of so-called lateral entry master's programmes and dual study programmes. These are intended to supplement initial teacher education by enabling people to achieve a comparable or equivalent qualification for a teaching profession or for the teaching profession. The created pathways are intended to supplement, but not replace, the basic teacher training. There is no obligation to implement them. The existing resolutions on the content and structural framework for teacher training remain unchanged. These are additional measures that are based on the model of the two-phase initial teacher training in terms of the relevant standards of the Standing Conference for the educational and subject-specific sciences and the subject didactics, as well as in terms of their design. In view of this, the following order of precedence is recommended for access to the preparatory service for the state-specific regulations:

(1) state examination or Master of Education

(2) lateral entry with two derivable subjects

(3) lateral entry with one derivable subject

One of the aims of the current decision is to integrate graduates of alternative teacher training programmes as seamlessly as possible into the preparatory service or into teaching at school, even if they move to another federal state. It is intended to make a decisive contribution to facilitating the cross-border mobility of teachers recruited through the additional measures.

StarS – A strong start in primary school

In June 2024, the Standing Conference initiated a three-year development phase for the „A Strong Start in Primary School“ (‘StarS – Stark in die Grundschule starten’) project, which is being carried out by the Institute for Educational Quality Improvement (Institut für Qualitätsentwicklung im Bildungswesen – IQB) and is intended to expand educational monitoring. In order to assess how well the transition from pre-school to primary school is going, diagnostic tools are to be developed to assess the learning situation at the beginning of school and learning development at the beginning of the second grade, which will serve to monitor both the system and the individual.

Agreement on Work in Primary School

In March 2024, the Standing Conference adopted an “Agreement on Work in Primary School” (‘Vereinbarung zur Arbeit in der Grundschule’). The agreement is based on the 2015 resolution “Recommendations for Work in Primary School” (‘Empfehlungen zur Arbeit in der Grundschule’), which thus acquires a binding character and is intended to provide a uniform framework for work in primary schools throughout Germany.

This implements another political project of the Standing Conference from 2020. It also presents “Key Points for a Spelling Framework”(‘Eckpunkte für einen Rechtschreibrahmen‘) and a Concept for Teaching Connected Handwriting” (‘Konzept zur Vermittlung einer verbundenen Handschrift‘).

The agreement draws on current pedagogical, subject-specific and didactic findings in order to meet the challenges of a changing society and the changing needs of pupils. Changed social and individual conditions place great demands on primary schools in particular, and primary schools must respond to these in order to provide pupils with the foundations for a successful future educational career.

The agreement includes the consent of the Länder to establish a minimum number of 94 hours for the Land-specific timetables for grades 1 to 4. In addition, the range of subjects taught at primary school ensures a common course of education and thus forms the basis for successful further learning for all pupils. The core subjects taught in primary school – German, mathematics and social studies – have been strengthened in the new agreement with a minimum of 53 hours and with these subjects now accounting for more than half of the total number of hours. For more information on the "Agreement on Work in Primary School’, see the chapters on the organisation of primary school and teaching and learning in primary school.

Starting Opportunities Programme

In February 2024, the Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung – BMBF) and the Länder agreed on the Starting Opportunity Programme (Startchancen-Programm). The largest education programme in the history of the Federal Republic of Germany to date, it started on 1 August 2024 and will run for ten years. The federal and state governments are each providing Euro 1 billion per year in funding.

With the Starting Opportunities Programme, the federal and state governments are addressing the significant decline in skills development among many pupils. It enriches the activities of the Länder in increasing equal opportunities, decoupling educational success from social background, and establishing training maturity and employability.

Approximately 4,000 schools in challenging situations are taking part, reaching around ten per cent or 1 million pupils in Germany. 60 per cent of primary schools and 40 per cent of secondary and vocational schools, primarily the vocational and training preparation courses, will participate.

The Starting Opportunities schools will receive investments in better infrastructure and equipment that is more conducive to learning, but needs-based school and teaching development measures and targeted support for multi-professional teams will also be promoted.

The programme will be scientifically monitored and evaluated.

2023

Recommendations for the further development of the educational quality of all-day schooling and other all-day educational and care services for children of primary school age

In October 2023, the Standing Conference of the Ministers of Education and Cultural Affairs (Kultusministerkonferenz) adopted „Recommendations for the further development of the educational quality of all-day schooling and other all-day educational and care services for children of primary school age (‘Empfehlungen zur Weiterentwicklung der pädagogischen Qualität der Ganztagsschule und weiterer ganztägiger Bildungs- und Betreuungsangebote für Kinder im Grundschulalter‘.

Following the enshrinement in federal law of the legal entitlement to all-day support and care for children of primary school age, it is the responsibility of the Länder to determine the qualitative framework for all-day services in the federal states. The twelve recommendations provide impetus for the further development of the quality of formal, non-formal and informal learning throughout the day and define what educational quality encompasses. For example, the role of children in designing the programme, the importance of well-being and positive pedagogical relationships, strong cooperation between professions and stakeholders based on a common understanding of education, the reference to the child's living environment and social space, as well as a needs-based spatial concept and healthy lunch provisions are emphasised.

The specific implementation and design of the framework conditions are carried out by the Länder in the context of their specific systems and structures.

A good two-thirds of all schools in Germany are currently organised as all-day schools. About half of all pupils attend corresponding offers in the extra-curricular time. With the implementation of the legal entitlement to all-day education, a further increase in all-day schools and further all-day educational and care offers is to be expected.

Alignment of structural framework conditions for the upper secondary school level

In March 2023, the Standing Conference decided to further harmonize the structural framework for the upper secondary school level. This is based on the political plans for the "Länder agreement on the common basic structure of the school system and the overall national responsibility of the Länder in central education policy issues" (‘Ländervereinbarung über die gemeinsame Grundstruktur des Schulwesens und die gesamtstaatliche Verantwortung der Länder in zentralen bildungspolitischen Fragen') of October 15, 2020.

Among other things, the harmonization will strengthen the social science subjects by requiring at least six school semesters (instead of the previous four). In future, science subjects will be taught for a standard three hours at basic level or as foundation courses. Previously, two-hour courses were also possible. Teaching the necessary skills for a world shaped by digitalization has also been included in the basic section on the objectives of the upper secondary school.

The changes to the upper secondary school level agreement must be implemented by 2027 at the latest for the students who will then enter the introductory phase. The first Abitur based on the new regulations will therefore be taken in the Länder by 2030 at the latest.

Measures in response to teacher shortage

In response to the need for teachers, the Standing Conference agreed on further measures in March 2023. In a joint declaration, the Länder reaffirmed their close cooperation to date and adopted the following measures, among others:

• The Länder are committed to increasing the attractiveness and appreciation of the teaching profession in society.
• The Länder maintain sufficient capacities at teacher training colleges and for the preparatory service to meet the needs of the respective federal state and in this context reaffirm the principle laid down in the federal state agreement on the common basic structure of the school system and the responsibility of the federal states as a whole in central education policy issues, according to which it is the responsibility of the respective federal state to ensure a sufficient number of teachers for its own teaching provision.
• Together with their universities, the Länder are further developing the teacher training courses in line with demand.
• The Länder call on the federal government to take up negotiations in the Joint Science Conference (Gemeinsame Wissenschaftskonferenz – GWK) on the continuation of the teacher training quality campaign as part of its overall social responsibility.
• The Länder make it easier for so-called lateral entrants from other courses of study or with other degrees to enter the teaching profession.
• The Länder will provide appropriate training for so-called lateral entrants. They will develop common standards for the qualification.
• In addition to the procedural optimizations already implemented, the Länder are examining the possibility of employing teachers with only one teaching subject, which is already common practice in other countries.
• The Länder are examining ways to improve the recognition procedure for qualifications obtained abroad and to qualify international applicants with qualifications obtained abroad for the teaching profession more quickly.
• In particular, the Länder will examine the recommendations of the Standing Scientific Commission (Ständige Wissenschaftliche Kommission – SWK) of the Standing Conference, which focus on exploiting the potential of qualified teachers.
• The Länder are continuing their efforts to relieve teachers of organisational and administrative tasks.

2022

Declaration on teaching the history and present of Sinti and Roma in schools

In December 2022, the Standing Conference, the Central Council of German Sinti and Roma (Zentralrat Deutscher Sinti und Roma) and the Alliance for Solidarity with the Sinti and Roma of Europe adopted a "Joint Declaration of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, the Central Council of German Sinti and Roma and the Alliance for Solidarity with the Sinti and Roma of Europe on Teaching the History and Present of Sinti and Roma in Schools" (‘Gemeinsame Erklärung der Kultusministerkonferenz mit dem Zentralrat Deutscher Sinti und Roma und dem Bündnis für Solidarität mit den Sinti und Roma Europas zur Vermittlung der Geschichte und Gegenwart von Sinti und Roma in der Schule‘).

The declaration is intended to encourage schools to intensify their efforts to deal with the history and present of the Sinti and Roma in the classroom and in extracurricular activities. In particular, the aim is to raise awareness of the issue of antiziganism. There are approaches to the topic in subjects such as historical-political education as well as in religion and ethics classes, but also in language, literature and art subjects. This should be taken into account in curricular extensions and instructions as well as in the development of handouts. Elements of the topic can also be taken up in primary school.

Recommendation on cultural education for children and young people

At the end of 2022, the Standing Conference presented the second update of its recommendation on cultural education for children and young people. It was developed jointly by the Ministries of Education and Culture of the Länder. The update takes into account the diverse initiatives, cooperative approaches and innovative projects in the Länder, which have also received valuable support from foundations operating nationwide. In order to strengthen cultural education and achieve a broad impact on children and young people, the focus of the revised recommendation is on cultural education as a cross-sectional task, which is to be devel-oped, strengthened and consolidated in schools and cultural institutions against the background of current social changes. The target group is children from primary school age up to school-leaving age. This requires a cooperative education, culture and youth policy that recognises the various places  where children and young people learn for life, with their specific ways of working, and links them together and relates them to each other.

Principles for the implementation of remedial physical education

In May 2022, the Standing Conference adopted "Principles for the implementation of remedial physical education" (‘Grundsätze für die Durchführung von Sportförderunterricht‘). Changed living conditions and socialisation that is not conducive to physical activity can make it necessary for pupils to undergo supplementary motor development measures, which can be implemented both in physical education through individual support and within the framework of a specially established so-called remedial physical education. The following recommendations of the Standing Conference of the Ministers of Education and Cultural Af-fairs apply to remedial physical education:

The aim of remedial physical education is to promote the personal development of children and young people through movement, sport and play. Remedial physical education is to compensate for motor deficits as well as psychosocial problems and thus to have a positive influence on the development of movement, as well as to increase the health and social well-being of the pupils. Remedial physical education includes all contents of school sports, as far as this makes sense and is organisationally possible. The promotion of perception and coordination of movement is of particular importance. In addition, a variety of muscular demands as well as an increase in physical and mental resilience and performance should be aimed for. Didactic principles such as child-orientation, openness, voluntariness and independence should be in the foreground.

The selection of pupils for remedial physical education should be made with the participation of the parents on the recommendation of the physical education teacher or class teacher and is to be carried out primarily by the teachers employed in remedial physical education under specific physical education promotion criteria. The qualification of the teachers working in remedial physical education is subject to specific requirements. An appropriate qualification is a prerequisite. This includes specific knowledge and skills which are necessary for the provision of remedial physical education for pupils with physical development deficits, motor deficits, psychomotor disorders and psychosocial problems. The qualification for giving remedial physical education lessons can be acquired within the framework of a study programme for a sports teaching profession or within the framework of a further training measure for sports teachers.

Schooling for children and young people from Ukraine seeking protection in the school year 2022/2023

In order to prepare the schooling of children and young people from Ukraine seeking protection in the school year 2022/2023, the Standing Conference adopted the following basic framework in June 2022:

1. Integration/language acquisition: 
   The children and young people are to be integrated into the German school system. To this end, the Länder make use of the existing Länder-specific concepts for the education of newly immigrated children and young people seeking protection. The acquisition of German as an educational language is facilitated by systematic offers in German as a second language. This is an indispensable prerequisite for school success and the early integration of the pupils into mainstream education. Where possible, lessons should also be offered in Ukrainian on a voluntary basis.
2. Compulsory education: 
   The regulations of the Länder on compulsory education apply.
3. Transitions and qualifications: 
   For reasons of equality, Ukrainian children and young people seeking protection are subject to the same rules for all transitions and qualifications as all other pupils.
4. Online learning opportunities: 
   The integration of Ukrainian online materials in regular lessons can be complementary and accompanying. Pupils seeking protection can also take advantage of online learning opportunities in their home country on a private basis and thus, if necessary, also strive for national qualifications.

5. Employment of Ukrainian teachers: 
   The Länder use the existing instruments for the equalisation of foreign teaching qualifications to enable the longterm employment of Ukrainian teachers. The instrument of temporary employment as a support teacher can still be used if necessary.