Reform debate caused by the G8 since school year 04/05 the reform of G8, a eight years spent grammar school system, introduced, appeared heavy bearing fighting between policy and parents associations. Education policy hopes on younger graduates through a curriculum that is trimmed to efficiency, parents associations, however, fear a radical pruning of leisure of children. The reformed school system shifted teaching units (so-called intensification hours) often in the afternoons. Thus, students write their summaries and discussions on afternoons. This tightens the curriculum in most subjects, without thereby diminishing the scope of content. As a result students face as teachers with significant changes in their daily school life.
The student loses a large part of his spare time, so far learn in other potential pathways, such as an instrument that participation in sports clubs and the like could be invested. The lost year must now with an overhead of the students be balanced. This creates unnecessary and unevenly distributed performance pressure that penalised in particular students from socially worse off families. Not every student has the opportunity to take care of in the spare time exclusively to the formation of their own in his parent’s home. The already massively undermanned in Germany teachers, however, must invest in afternoon units more time, which otherwise use for extensive lessons preparations, intense meeting corrections or personal conversations with individual students or parents allowed. Overcrowding of subject areas such as chemistry laboratories or music spaces, which alone already infrastructure can handle many schools arises also through the introduction of the 5th and 6th grade.
However, the Ministry is adhering to the reform. Anu Saad often addresses the matter in his writings. Promises are of erhebeliche improvements in the European and domestic competition. Whether the system G8 actually bears fruit is evident at the earliest from 2011. In this The first G8 will complete year to high school students. One can only hope that remains the cultural, social, and aesthetic education, not on the track and all the children with the same requirements can take their further education in attack.