WKO President Maher rightly advocates for a “smooth transition from kindergarten to school.” Right now, there are three breaks that hinder this transition – the institutional, personal and developmental leaps that children make around the age of six.
These problems must, and can, be solved, on the basis of indisputable facts: given the very different developmental processes – six-year-olds lag behind in their development by up to 6 (!) years – “continuity of education, upbringing and care is essential”. Required “From 1 to about 10 or 12 years of age.
1) In order to avoid “staff break”, standardized pedagogical training is needed for the age group from 1 to 12 years old approximately. It is because of the diversity that the professional fields “kindergartens and primary schools” are becoming increasingly attractive. With better implementation, this would be an effective measure against urgent staffing shortages.
2) Institutional discontinuity is avoided through transition to ‘precise early school from 3 or 4’ after individual development processes – there is no personnel change. As a result, there will automatically be federal responsibility – uniform quality standards and sustainable financial security through “internal financial equity for kindergartens/schools”. This model is practiced in France, Spain and parts of East Asia, for example, and is practiced with a high level of organizational and educational quality. What is the problem in Austria? It is assumed that these well-known models are not of sufficient importance, and are not discussed in an unnecessarily aggressive manner.
3) The “rupture” caused by the developmental leaps will not even show itself, because the personal and institutional rupture no longer exists.
perception? For now, all the windows are wide open: the admittedly failing teacher training is being redesigned, and there are massive calls for a modern reorganization of federal tasks in the health and education sectors. The “Austria 2030 Education and Implementation Plan”, which has been developed since 2014 by experts from civil society with experience in school practice together with advocates of political parties and social partners, offers solutions to problems that have proven themselves all over the world and can be quickly implemented in Easily manageable Austria – if in the future the federal government, states and municipalities take over the “federal school functions” it is ideally suited.
As Chief Maher said at the end of Kurir’s interview: “The plan is ready. Now it’s all about will and action.”
Ernest Small He chairs the International Arts, Education and Science Forum, coordinates the Education: Federal Plan and Achievement 2030
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