Germany clearly faces significant challenges regarding educational equality. This conclusion stems from the “Children’s Report 2026” which the German Children’s Aid Agency presented on Tuesday in Berlin, alongside Federal Minister for Families, Karin Prien (CDU).
According to the Children’s Aid Agency, improving educational opportunities, particularly for children from socio-economically disadvantaged backgrounds, requires increased financial resources and comprehensive reforms across the education system. The report, which included data from a Forsa survey, found that both adults and children and young people across Germany demand standardized educational quality and comparable learning conditions nationwide.
The report emphasizes several central demands. Chief among these is the push for free education, from daycare to school, coupled with expanding the pool of qualified staff to alleviate the burden on educators. Furthermore, the report stresses the importance of stronger collaboration between various educational institutions. A specific highlight is the urgent need for a swift and mandatory pathway for refugee children to enter the school system.
The Children’s Aid Agency’s key demands include a national expansion program to create at least 400,000 daycare spots and an “expert drive” specifically aimed at early childhood education. When questioned about the most pressing demands directed at the federal government (Bund), Federal Spokesman Holger Hofmann informed the dts news agency that the Bund can support the states with specific programs, especially concerning equal opportunity.
Hofmann cited the “Startchancenprogramm” (Starting Chances Program) as an example, though he noted that it remains to be seen how broadly effective this program will be. He added that further investments are necessary, and the federal government is also involved in expanding full-day schooling. He stressed that the focus goes beyond mere finances; it also involves promoting the unique aspects of the German educational landscape. “This includes youth work, non-school partners, city libraries, and volunteer work in associations-and we must act cohesively here” he stated. He acknowledged that this is a large task for everyone involved, including civil society, adding that the Bund can signal support and inspire the creation of good practices.
Minister Prien largely concurred with these findings, stating that there is a “high degree of agreement”. She also referenced the Starting Chances Program, noting that its application can reach beyond traditional schools to encompass other educational settings. The expansion of full-day schooling, she added, could also help address the needs of children requiring special support.
In addition, Prien highlighted the need for a sustained program to promote language skills. She expressed satisfaction that, relatively quietly, the federal government and the states successfully adopted a roadmap in recent months. This roadmap outlines key priorities aimed at achieving a turning point in the education system. Seven specific areas have been identified, including data-driven school and curriculum development, as well as improving the overall “well-being” of children and adolescents in schools. According to the Minister, “Only those who feel comfortable at school can also learn well, and we want all children to be able to learn better”.
