Education Minister Proposes Potential Quota for Migrant Students in German Schools
German Education Minister Karin Prien (CDU) has indicated openness to implementing a “ceiling” or quota for students with a migration background in German schools. Speaking to the television channel “Welt” Minister Prien described a “migration quota” as a “thinkable model” while also acknowledging the viability of alternative approaches.
Prien suggested that Germany could learn from the experiences of other nations in determining the potential percentage for such a quota, citing Canada as an example of a country with high immigration and migration rates that also achieves strong results in international assessments like PISA.
A central focus of the Minister’s remarks was the importance of ensuring German language proficiency among students upon entering the education system. Prien emphasized that a lack of German language skills at the start of schooling significantly hinders a child’s future educational prospects. She advocated for early testing and diagnosis of children and the provision of mandatory language support measures when necessary.
Minister Prien also expressed strong condemnation regarding reports of alleged mobbing of a teacher at a school in Berlin following the teacher’s disclosure of their homosexuality. She stressed the necessity of empowering school leaders and educators to effectively address extremism, stating that such behavior, alongside violence in schools, “must not be tolerated” and that criminal offenses should be reported regardless of the perpetrator’s ideological leanings.
Furthermore, Prien called for enhanced training for teachers to better equip them to handle issues related to extremism, acknowledging that this is not a standard area of expertise for educators in Germany. She noted a growing recognition of challenges posed by both right-wing extremism and Islamism in certain school environments.
Beyond the issue of migrant students, Minister Prien also raised concerns about the evolving role of parents in their children’s education, suggesting that some parents are exhibiting less engagement with their children’s academic success. She concluded by asserting the shared responsibility of parents, schools and early childhood education facilities in ensuring students achieve their full educational potential.