A recent survey reveals a significant disconnect between prevailing public opinion and current education policy in Germany, highlighting a widespread desire for a more meritocratic system. Conducted by Forsa for the German Association of Teachers of Academic Subjects (DPhV) and reported by “Welt” the poll demonstrates overwhelming support for a performance-based approach to secondary school placement, directly challenging the trend towards prioritizing parental preference.
The survey found that a resounding 92% of respondents believe transitioning from primary to secondary education should be guided by student performance and teacher assessment, not solely by parental choice. Susanne Lin-Klitzing, Federal Chairwoman of the DPhV, emphasized that this shows a clear public prioritization of merit over parental wishes, a perspective increasingly at odds with educational policy in many German states. These states often resist binding, performance-based recommendations for secondary school placement.
The poll also illuminated strong public conviction regarding the role of the Gymnasium, Germany’s highest secondary school track, primarily preparing students for university. An impressive 85% of those surveyed believe the Gymnasium’s standards should be rigorous enough to facilitate successful higher education, reinforcing its traditional perception as a provider of general education and a springboard to academic achievement. The DPhV is particularly concerned that the Abitur-the German university entrance qualification-must genuinely guarantee university readiness. Current practices, which often result in “computationally acquired” graduation grades, need to be re-evaluated.
The survey results are viewed within the context of the recently released IQB education trend report 2024, which detailed concerning performance declines across all school types, including the Gymnasium. This data underscores the public’s apparent desire to bolster scholastic performance, not just in secondary school placement, but also in the assessment of the Abitur.
However, Lin-Klitzing stressed a crucial nuance: it’s not the concept of merit itself that’s facing scrutiny. Rather, it’s the perceived erosion of educational content and aspirations resulting from policy decisions over the past quarter-century. She argues that these choices have fundamentally weakened the academic underpinning of the system and must be reversed.
Furthermore, while a majority (68%) continue to view the passed Abitur examination as the definitive prerequisite for university enrollment, the survey showed regional and age-related variations, with younger respondents more open to alternative admission pathways. Despite continued agreement on the value of the Gymnasium, concerns remain regarding the overall trajectory of the German education system and the potential for a widening gap between public expectations and policy realities.
