Education monitor, referred to the Initiative of the Social market economy since 2004, the annual analysis of the German education system as a comparison of the Federal States. Now the education and training monitor 2012 has been released. The Good first: All States improve in comparison to the previous year. The Bad immediately afterwards; the education policy still has a lot of potential “to the top”. The front places are occupied by: (1) Saxony (2) of Thuringia, (3) Baden Württemberg (4) Bayern, (5) Bremen.
See also critical, the study itself, however, is: It changes the focus of the investigation from year to year. From the short report of the survey of 2012: “the focus of this year’s education and training monitor is to look at education and economic goals of the education system and progress on the path to growth and social participation to be documented. Here, a special emphasis is placed on the importance of infrastructure.“
The researchers systematize the 13 indicators into two classes: the input side of the education system (1-5) and the output side of the education system (6-13).
1. Issue prioritization: What is the role of education in public-sector spending granted?
2. Input efficiency: What is the resource?
3. Conditions of care: How good is the care of conditions in educational institutions?
4. Funding infrastructure: the extent to which the infrastructure enables the individual promotion, in particular in the early childhood field?
5. Internationalization: How well the education system is geared to the challenges of an internationally integrated economy and society?
6. Time efficiency: the extent to which time is lost as an important resource due to inefficient and ineffective processes in the education system?
7. School quality: the Extent to which taught in the education system a high level of skills?
8. Education poverty: Prevents the education system, the Emergence of educational poverty by young people at the end of their school career, the necessary training and study of maturity?
9. Integration: to what extent do the education, to solve the linking of the education level in the parents with the educational outcomes of the children?
10. Vocational education and training and labour market orientation: What are the trails open up in the vocational education and training system?
11. Academisation: What is the contribution of the education system to safeguard the academic base in the population?
12. MINT: What is the contribution of education to maintain and increase the technological efficiency of the economy through the promotion of mathematics, Informatics, the natural Sciences and the technical Sciences?
13. Research orientation: What is the importance of the universities in the framework of the regional research network as well as for the training of research scientists?
Each question is worthy of in terms of the support to the education sector for the growth potential of discussion. Perhaps it would be more accurate to consider only the issue of prioritization (What is the role of education in public-sector spending granted?) – finally, is expressed in this way, both the political will to improve the education system in the long term, as well as the improvement of the facilities of the educational institutions signalled.
The card (http://www.insm-bildungsmonitor.de) shows that the front seats and the rear seats in the single viewing (issue prioritization) the rankings of the overall results of the education monitor is very close. Noticeable, especially in Bavaria, the relatively low education level of expenditure.
The initiators of the education study, a simple and comprehensible cause-and-effect relationship between educational infrastructure and economic growth. Education policy is probably the “safest Bank”, to create economic growth; however, the fastest. Perhaps the reason for the reluctance of Bavaria lies herein. Financial and economic issues will be important, therefore, not because of the Euro-question.
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