The newly negotiated DigitalPakt 2.0, unveiled this week by Federal Education Minister Karin Prien and her counterparts in the German states, is facing sharp criticism from the German Teachers’ Association (Deutscher Lehrerverband), who are demanding a significant increase in funding. The association’s president, Stefan Düll, argues that the current allocation represents a considerable underestimation of the resources needed to effectively modernize German schools.
Düll’s primary concern centers on what he describes as a deceptive accounting practice employed by both the federal government and the state governments. He claims states are being credited with funding commitments they have already allocated, artificially reducing the perceived shortfall. Simultaneously, the federal government is contributing less than it did in the initial DigitalPakt, signaling a potential future withdrawal from financial support entirely. “The sum is simply inadequate” Düll stated in an interview with the “Rheinische Post”. “Ideally, the DigitalPakt should be double the current volume to truly digitize schools.
Beyond inadequate infrastructure investment, the Teachers’ Association highlights a critical omission: the lack of provision for equipping schools and educators with the tools necessary to leverage professional Artificial Intelligence (AI). The cost of licensing high-quality AI programs, essential for both teaching and student learning, is significant and currently unaccounted for within the Pact’s budget.
The criticism extends to the broader scope of digitalization efforts. Düll points out a crucial need to digitize school administration, encompassing student registration, contract management for teachers and financial reconciliation processes. These areas, vital for efficient operation, are largely ignored by the current funding model.
The debate also underscores a deeper cultural issue within Germany. Düll lamented a prevailing lack of digital ambition, citing overly rigid data protection regulations and the ongoing discussion surrounding a social media ban for individuals under 16. He argued that such restrictive measures stifle innovation and fail to recognize the multifaceted nature of the internet and its potential value. “We are not a country that is boldly embracing digital transformation” Düll observed, advocating for a more proactive and adaptable approach. The current framework, he believes, fosters fear rather than encouraging the development of digital competency, a vital skillset for future generations. The dispute throws into question the German government’s long-term commitment to educational modernization and its ability to equip schools for the challenges of the 21st century.
