special education teacher germany

Special Needs and Inclusive Education in Germany - German Education Server

The quick search option allows you to use the free text box and search across all relevant databases on the German Education Server. This works similar to Google: enter one or more search terms in the box (separated by blank spaces) and then click onto the magnifying glass to the right, or press ENTER. Please note you will be searching in English here.

Ariadne path:

Special needs and inclusive education in germany, basic facts, legal framework.

You will find links to English language resources on special educational needs and inclusive education in Germany here - legal framewwork, institutions, good practice examples.

In Germany, support and guidance for people with disabilities is ensured by a legal framework, subject to the Basic Law (Grundgesetz) and the Social Code (Sozialgesetzbuch). Furthermore, the United Nations Convention on the Rights of Persons with Disabilities entered into force in Germany in March 2009. The federal government and the Länder states have since taken measures to guarantee the human rights of persons with disabilities; prevent discrimination against persons with disabilities; and take appropriate legislative, administrative and other steps to achieve the objectives of the Convention. In education, school legislation was amended respectively newly adopted to allow for the inclusion and support of students with disabilities into the mainstream education system.

Federal agency against discrimination: Grounds for discrimination: Disability and chronic disease

Information about discrimination of people with disabilities and chronic diseases, areas of concern, actions.

Federal agency against discrimination: Grounds for discrimination: Disability and chronic disease: Read more

Federal agency against discrimination: Grounds for discrimination: Disability and chronic disease Report a broken link

Country data and background information for Germany (European Agency for Special Needs and Inclusive Education)

The data and country information for Germany were assessed for the European Agency for Special Needs and Inclusive Education to enable comparisons across European countries, focusing on children aged nine and students aged 15 with special educational needs.

Country data and background information for Germany (European Agency for Special Needs and Inclusive Education): Read more

Country data and background information for Germany (European Agency for Special Needs and Inclusive Education) Report a broken link

Germany: Educational support and guidance

This article provides an overview of strategies, legal background and objectives concerning the support and guidance for disadvantaged students, e.g. children with special educational needs in Germany. In March 2009, the UN Convention for the Rights of People with Disabilities came into force, particularly resulting in school legislation amendments in the federal states to allow for the inclusion of special [...]

Germany: Educational support and guidance : Read more

Germany: Educational support and guidance Report a broken link

Education in Germany 2014 - summary report of important findings

This report is the fifth in line of a series of indicator-based biennial studies of education in Germany. The federal government and governments of the federal states have commissioned an independent group of researchers to compile this account of all areas of education, which builds on previous reports while also presenting newly developed indicators. In this 2014 report, a special thematic focus probes the [...]

Education in Germany 2014 - summary report of important findings: Read more

Education in Germany 2014 - summary report of important findings Report a broken link

European Agency for Special Needs and Inclusive Education: country information for Germany

On its website, the European Agency for Special Needs and Inclusive Education presents country dossiers for various European countries. The information for Germany addresses general aspects of the education system as well as the special focus of SNE, i.e. special needs education in the general education system framework, identification of special needs, quality indicators, the development of inclusion, teacher [...]

document from: Bundesministerium für Bildung und Forschung (BMBF)

European Agency for Special Needs and Inclusive Education: country information for Germany: Read more

European Agency for Special Needs and Inclusive Education: country information for Germany Report a broken link

The right to inclusive education in Germany

The UN Convention on the Rights of Persons with Disabilities in article 24 seeks to combat discrimination of children with disabilities in the field of education by prescribing a model of social inclusion. This paper will ritically examine the sociological concept of inclusion, the German experience in implementing article 24 and the limitations of article 24 vis à vis the Right to Education in the [...]

The right to inclusive education in Germany: Read more

The right to inclusive education in Germany Report a broken link

European Agency for Special Needs and Inclusive Education

The main objective of the agency is to work towards the creation of a coherent and permanent framework for extended European co- operation in the field of special needs education. Its main tasks are to collect, process and distribute information about new and innovative measures in the field of special needs education as well as to initiate research and distribute research results within this area. The Agency [...]

European Agency for Special Needs and Inclusive Education: Read more

European Agency for Special Needs and Inclusive Education Report a broken link

Assessment in Inclusive Settings. Key Issues for Policy and Practice

The Representative Board members of the European Agency for Development in Special Needs Education highlighted the topic of assessment in inclusive settings as a major area of concern in 2004. It was felt that there was a need to examine the use of assessment processes within inclusive settings and highlight examples of good practice. A main question to be addressed was how to move from a deficit (mainly [...]

Assessment in Inclusive Settings. Key Issues for Policy and Practice: Read more

Assessment in Inclusive Settings. Key Issues for Policy and Practice Report a broken link

Germany ANED country profile (Academic network of European disability experts)

A profile of integration (participation) rates of people with (severe) disabilities in Germany, against the background of integration policy and legislation, covering aspects of employment rates, education levels and the issue of inclusion versus segregation, job training, public funding available to persons with disabilities, accessibility. The information contained in this summary was compiled by the Academic [...]

Germany ANED country profile (Academic network of European disability experts): Read more

Germany ANED country profile (Academic network of European disability experts) Report a broken link

Including students with special educational needs into large-scale assessments of competencies: challenges and approaches within the German National Educational Panel Study (NEPS).

The National Educational Panel Study (NEPS) as a newly set up large-scale assessment study in Germany has accepted the challenge of including students with special educational needs (SEN) into its conceptual design. Particularly, students with SEN in the area of learning (SEN-L) are oversampled within the NEPS. Their educational biographies and relevant context factors will be assessed longitudinally based on [...]

Including students with special educational needs into large-scale assessments of competencies: challenges and approaches within the German National Educational Panel Study (NEPS). : Read more

Including students with special educational needs into large-scale assessments of competencies: challenges and approaches within the German National Educational Panel Study (NEPS). Report a broken link

"good practice"

Routes to inclusive vocational education.

In 2009, Germany enacted the UN Convention of Rights for People with Disabilities and is since committed to advancing the inclusion of disabled people in all areas of education and in employment. The author outlines the underlying concept, legislation and approaches to inclusion in VET.

Routes to inclusive vocational education: Read more

Routes to inclusive vocational education Report a broken link

Policy guidelines on inclusion in education

The Policy Guidelines for Inclusion in Education act as a resource for policy makers, teachers and learners, community leaders and members of civil society to improve and develop the inclusive aspect of schools and education systems. The guidelines also form the basis of the project `Inclusion in Action` that will, throughout 2010, collect and disseminate good practices from all over the world in order to [...]

Policy guidelines on inclusion in education: Read more

Policy guidelines on inclusion in education Report a broken link

Summary of a ssurvey on studying with impairment in Germany 2018

Summary of findings from a survey of students with disabilities or chronic diseases run in the winter semester 2016/17 to ascertain the state of progress towards an inclusive higher education system. A first study from 2011 is followed up, addressing aspects such as choice of subject, concessions for students with disabilities .

Summary of a ssurvey on studying with impairment in Germany 2018: Read more

Summary of a ssurvey on studying with impairment in Germany 2018 Report a broken link

Studying with impairments in Germany

A 2011 survey of the situation for students with a disability or chronic illness, published by the Student Services.

Studying with impairments in Germany: Read more

Studying with impairments in Germany Report a broken link

Special needs education in Europe. Thematic publication.

This publication provides a summary of the relevant information, collected by the European Agency National Working Partners on five priority areas. Chapter 1 deals with "Special needs education in Europe, inclusive policies and practices". It presents a global characterisation of policies and practices in the different countries; definitions of special needs/disability used by the countries; the types of [...]

Special needs education in Europe. Thematic publication.: Read more

Special needs education in Europe. Thematic publication. Report a broken link

Education and Disability/Special Needs. Policies and practices in education, training and employment for students with disabilities and special educational needs in the EU. 1.

In 2012, an independent group of experts, NESSE, compiled a report for the European Commission summarising the situation of people with disabilities in Europe. The report highlights statistical data and reviews literature, focusing on the issue of "mainstreaming" versus special schooling of children with special learning needs.The authors gave clear recommendations regarding the necessary improvement of [...]

Education and Disability/Special Needs. Policies and practices in education, training and employment for students with disabilities and special educational needs in the EU. 1.: Read more

Education and Disability/Special Needs. Policies and practices in education, training and employment for students with disabilities and special educational needs in the EU. 1. Report a broken link

Flensburg's way to inclusive education

As German partner in a Europe-wide project on the organisation of provisions for inclusive education, a Flensburg school and its approach are presented against the background of the German education system and school law in the federal s ta te of Schleswig-Holstein.

Flensburg's way to inclusive education: Read more

Flensburg's way to inclusive education Report a broken link

Everybody is Different in a Different Way (inclusive education)

Insights into Sophie Scholl school in Gießen, Germany, winner of the 2009 Jakob Muth prize for successful inclusive education.

Everybody is Different in a Different Way (inclusive education): Read more

Everybody is Different in a Different Way (inclusive education) Report a broken link

Multi-language platform “definitely-inclusive.org“

"definitely-inclusive.org" is a multi-language worldwide platform for the collection and discussion of definitions of inclusion - A group of (former) pedagogy students and the association “Eltern für Integration“ / Parents for Integration Berlin (EfI), aim to collect worldwide definitions of “Inclusion“ and “inclusive education“. Therefore, they are looking for definitions used in [...]

Multi-language platform “definitely-inclusive.org“: Read more

Multi-language platform “definitely-inclusive.org“ Report a broken link

PROMI - job opportunities for doctoral students with disabilities

As part of the PROMI Promotion inclusive project running from 2013-2022 students with  disabilities and chronic diseases cwere  supported in doing a doctorate . Now , the website  still offers information  for students, their supervisors and universities. Here, you can find guidelines, good  practice examples and networking opportunities. The information is aimed at doctoral students, [...]

PROMI - job opportunities for doctoral students with disabilities: Read more

PROMI - job opportunities for doctoral students with disabilities Report a broken link

WHO world report on disability

In 2011, the World Bank and the Whorld Health Organisation (WHO) published the first report on disability, against the background of the UN Convention on Rights of People with Disabilities (UN-CRPD). The report is accessible in various languages and formats, including easy-to-read and DAISY format. It can also be accessed by chapters, e.g. chapter 7 focuses on education (inclusive education). [Abstract: [...]

WHO world report on disability: Read more

WHO world report on disability Report a broken link

The international dimension: EU - UN - UNESCO, World Bank/WHO

Please note: Our portal ‘Education worldwide’ hosts a dossier on inclusive education in other countries, with a focus on the United Kingdom (UK) where the concept of ‘inclusion’ was already introduced in the 1990s. The past twenty years of experience and recent policy developments in the UK are highlighted.

• Förderpädagogik/ Inklusion

international perspective

• Inclusion in an International Perspective: Introduction
• Glossary of inclusive education terms (European Agency for Special Needs and Inclusive Education)
• European Agency Statistics on Inclusive Education (EASIE database)

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Special-Needs Education (Teaching Degree)

Taught in German. All language subjects are also taught in the respective language; almost all English courses are taught in English. The degree programme in special-needs education, or 'L5' as it is known, prepares students for teaching at German special-needs schools as well as at primary schools and, in their chosen teaching subject, at lower-secondary schools.

Number of enrolled students

The degree programme in Special-Needs Education, or 'L5' as it is known, ends with the first state examination.

In Germany, teacher-training policy falls within the remit of the federal states' own education authorities. Because of this, programmes of study in the different states can vary in structure and content, particularly with regard to the number, range and combinations of school subjects in which teachers are trained. For those requiring information on teacher-training degrees and comprehensive teacher-training programmes which are run in Germany as a whole, the German Education Server provides a useful website.

An interest in the chosen courses' content and in particular working with children is expected. Openess, stability and self-reflectivity are further characteristics of this profession. The variety of subjects in the teaching degree programmes demands flexibility and an interest (depending on the chosen subject) on questions concerning natural sciences, languages and arts, as well as social-  and educational sciences

Prerequisites

Applicants must have an Abitur (German school leaver’s examination for university entrance) or equivalent in order to apply for teaching degree programmes leading to a state examination (NO university of applied science entrance qualification). Several subjects of the various teaching degree programmes require subject-specific prerequisites such as aptitude tests or specific language requirements.

Composition of Degree Programme

• First state teaching examination

Duration of Studies

The standard duration of this degree programme in primary education is four and a half years (9 Semesters).

Composition of degree programme

The programme consists of

• the four education and social sciences: sociology, political science, psychology and pedagogy;
• special-needs subjects: two special-needs areas of focus as well as special-needs psychology, diagnostics, inclusive education and learning, remedial teaching German/Mathematics, medical foundations and skills for everyday life at school. 
• one teaching subject
• a practical training semeste r (internships at schools including preparatory and follow-up classes)

Students of Special Needs Education (l5), who started their courses of study before the winter term 2014/15 , need to complete an orientation-  and a work placement, as well as a school based study (instead of the practical semester). More on this...

Education and social sciences

The study of education and social sciences in this degree programme covers such areas as locations of education and development (e.g. family upbringing, school upbringing); learning theory; the social coexistence of pupils, parents and teachers; and the basics of democracy. These disciplines are constituent parts of this degree programme because teachers are not only there to impart knowledge. It is also their duty to fulfil an important role in children's social development. In order to do this role justice, they must be able to understand and evaluate the structures and processes at play in school and in society as well as in a class and within the development of an individual pupil.

• Political Science

More information on the contents of the foundation part of the programme can be found in the module plans and descriptions.

Special-needs subjects

Students in Giessen can choose their two areas of focus from the following special-needs subjects:

• learning impairment
• intellectual development
• impairment of emotional-social development (this area of focus can only be chosen as a second subject) 
• impairment of speech and talk

Students of learning impairment  will teach children and young people who have learning difficulties.

Students of intellectual development will teach children and young people the severity of whose mental handicaps prevent assisted-learning schools from being able to provide enough support, but who can be given practical training to manage their day-to-day lives.

Impairment of emotional-social development  will see graduates teach children and young people who resist or close themselves off from socialisation at school to such an extent that they disrupt or endanger their own development and that of their fellow pupils.

Impairment of speech and talk  is aimed at all those who suffer from the long-term disruption of their language learning or use of spoken and written language due to limits on their control and use of the mechanisms involved in speech (central nervous system, articulatory organs) and are therefore not only at a disadvantage in day-to-day life and their social and communicative environments but also have problems in their mental development or well-being as a result of the limitations to their participation in their community.

More information on the contents of these areas of focus can be found in the module plans and descriptions.

Intermediate assessment

In all our teacher-training degree programmes, students face intermediate assessment after the first half of the minimum duration of their studies (4 th semester). This does not involve them sitting in an exam; instead, each students' intermediate grade is derived from the accumulated grades achieved in modules amounting to a specified number of credit points. In very exceptional circumstances based on valid reasons, students have the possibility to face the intermediate assessment until the end of the 6 th semester.

This intermediate grade and the first school placement are intended to confirm students' aptitude for their chosen profession. It follows that continued failure to pass the intermediate assessment and the first period of school-based study by the final deadline will result in students' loss of permission to proceed with their chosen degree. Assessment webpage of the Centre for Teacher Training

First State Examination and Teaching Practice / Working as a trainee teacher

• The teaching degree progamme ends with the first state examination . Mo re on this…
• After the first state examination, students undertake the second phase of school-based study, known in German as 'Vorbereitungsdienst' , 'Referendariat' or 'Ref' . More on this...

Application

Commencement of studies.

Only possible in the winter semester

Entrance requirements

• Applicants must have an Abitur (German school leaver`s examination for university entrance) or equivalent in order to apply for teaching degree programmes leading to a state examination (NO university of applied science entrance qualification). More on this...
• Aptitude tests ( More on this... )
• Language requirements ( More on this... )
• Medical certificate attesting full physical fitness ( More on this... )
• Students of Special Needs Education (l5), who started their courses of study in the winter term 2014/15 or later, need to complete a practical semester. The hitherto required orientation- and work placements are no longer necessary.

No GPA (NC) requirements apply to this degree programme.

Start of application period for the winter semester 2024/25:

• 01.06.2024

Deadline for the winter semester 2024/25

• 01.09.2024 for applicants with a german university entrance qualification

• 15.08.2024 for applicants with a foreign university entrance qualification

Further Information

Information from JLU

• Study and examination regulations with appendices, e.g. module plans and module descriptions
• Placements and School-Based Study
• Teaching Practice / Working as a Trainee Teacher
• Additional Qualifications
• ZfL - the Centre for Teacher Training, Examinations Office for modularised intermediate and module exams
• the Institute for Teacher Training and Further Education, Examinations Office . (Landesschulamt)

Orientation and self-examination when deciding what to study

• 'Career Counselling for Teachers' - advice from teachers (including self-evaluation aids for future teacher-training students)
• Fit to Teach - self-examination for people interested in a teaching career
• German Education Server
• Hessian Ministry of Education and Cultural Affairs (click on 'Lehrer/-innen', then 'Einstellung von Lehrern', then 'Lehrerbedarf - Prognosen' for a general outline in German of employment chances.

Centre for Teacher Training (ZfL)

• Examinations Office
• School-Based Study

Office hours and a list of the advisors can be found on the website of the Centre for Teacher Training (ZfL) .

Wiebke Blumenthal , M.A. (Pädagogin)

Beate Caputa-Wießner  (Dipl. Päd.) 

Directions and welcome desk

• Students office → (for formal matters like matriculation)
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• International office → (for international students)

12.1 Special education needs provision within mainstream education

On this page, definition of the target group(s), specific support measures, inclusive education for pupils with special educational needs, special educational support in the form of cooperative measures.

Cooperation between special education institutions and mainstream schools exists independently of approaches to inclusive teaching. When a pupil is transferred from one type of school to another the teachers and head teachers at the schools concerned work together. It is principally possible for pupils to return to mainstream schools. In the majority of the Länder, the education authority makes the decision on whether to transfer a pupil following a request from the special education institution or from the parents or legal guardians. Through the implementation of the Disability Convention of the United Nations, the Länder have created the prerequisites for teaching pupils with special educational needs in mainstream schools with the same learning objectives as other pupils, and in some cases with different learning objectives. Particulary schools for children and young people with the special educational focus on speech or emotional and social development are designed as transitional schools; their objective is to compensate for impairments in speech and behavioural problems sufficiently that pupils can attend a mainstream school. In addition, the Länder have different forms of access to the mainstream school system or joint teaching also for pupils who are taught according to different learning objectives.

Within the framework of inclusive education, recently, diverse forms of institutional and educational cooperation between mainstream schools and special education institutions have developed.

It can be presumed that pupils have special educational needs if their opportunities for education, development and learning are limited in such a way that they cannot be sufficiently promoted within the scope of instruction at mainstream schools without additionally receiving special educational assistance. In this regard, therapeutic and social aid provided by other external institutions may be required as well.

Special educational needs are to be determined in relation to the tasks, the requirements and the support measures the respective school can provide. Furthermore, a determination of the special educational needs of the child must take into account the environment of the child, including the school as well as the pupil’s personal abilities, interests and expectations for the future. In some cases, formal assessment procedures accompany enrollments and transitions to different types of schools.

The procedure of determining special educational needs comprises establishing the individual need for support as well as deciding on the course of education. The responsibility for the procedure lies in most cases with the school supervisory authorities: Either the authorities themselves have the competence for special educational needs as well as sufficient experience in the field of educational support for children and young people with special educational needs, or they consult experts in the field of special educational support.

The procedure of determining special educational needs may, according to the regulations of the individual Länder, be applied for by the parents or legal guardians of the pupil, by the pupil, by the school or, if applicable, by other competent services, and is to take into account the competences of the persons who participate or are to participate in the measures of support and instruction in a suitable manner.

Children and young people with special educational needs can attend mainstream schools. With the action plans adopted in all Länder, the expansion of the inclusive school system is being further developed with different legal regulations and implementation strategies in the Länder. Special education teachers are deployed at mainstream schools that meet special educational needs, e.g. by providing mobile assistance and advice as well as for cooperative instruction with another teacher. Teachers qualified in special needs education cooperate with the teachers and educators of the general schools with regard to individualised forms of planning, implementation and control of the teaching processes and a coordinated cooperation of the teachers and specialists involved. Special needs education is usually an intrinsic part of joint teaching. In some Länder, special needs education in joint classes can be supplemented by therapeutic or nursing measures, depending on the type of disability.

Many special education institutions and mainstream schools have developed close educational cooperation. Cooperative or inclusive forms of organisation benefit both lessons and the general life of the school. This favours the permeability of school types and their educational pathways, the further development of the quality of teaching, the increase in the proportion of joint teaching and the transfer of pupils from special needs education institutions to mainstream schools. .

In its "Recommendations on school education, counselling and support for children and young people with a special educational focus on LEARNING" (‘ Empfehlungen zur schulischen Bildung, Beratung und Unterstützung von Kindern und Jugendlichen im sonderpädagogischen Schwerpunkt LERNEN ‘), the Standing Conference also emphasises that offers for these children and young people should be closely linked to general education and its offers. The educational, counselling and support services of the special schools are to be linked regionally with the educational services of the general schools. To this end, the special educational institutions should cooperate with general schools.

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Higher Education Compass

Special education full time, teaching qualification for special education.

State Examination Degree

9 semesters

Standard period of study (amount)

July 2025 (EU)

July 2025 (Non-EU) Please enquire

Overview and admission

undergraduate

Admission semester

Winter Semester only

Area of study

Special Pedagogy, inclusive Pedagogy (Teaching Degree)

Education of the deaf, Education of the mentally disabled, Education of people with learning disabilities, Education of the hearing impaired, Education of the speech impaired, Education of the behavioural disabled

selectable with primary or middle-school didactics; the degree course comprises two special education subject areas, offered subject areas: Special needs education, education for people with learning disabilities, speech therapy, education for behavioural disorders; Education of the deaf and hearing impaired: refer to: Model course of studies Bachelor's degree Prevention, Inclusion and Rehabilitation; no offer: Education for the physically disabled and education for the blind.

Admission modus

Without admission restriction

Lecture period

• 15.04.2024 - 19.07.2024
• 14.10.2024 - 07.02.2025

Application deadlines

Winter semester (2024/2025), application deadline for germans and inhabitants.

Enrolment dates have not yet been set. If applicable, for deviating deadlines for aptitude tests, pre-registration or study orientation procedures, see the respective programme page

Deadlines for International Students from the European Union

15.07.2025 (Universitywide deadline)

Enrolment dates have not yet been set. If applicable, deviating deadlines for aptitude tests, pre-registration or study orientation procedures, see the respective programme page

Deadlines for international students from countries that are not members of the European Union

Enrollment deadline for germans and foreign students.

Enrolment dates have not yet been set. If applicable, deviating deadlines for the aptitude test, see the respective programme page

Languages of instruction

Main language.

Deutscher Akademischer Austauschdienst e.V. Kennedyallee 50 53175 Bonn

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Webinar recordings, stay up to date on hr news, special education teacher, 59.544 € (eur)/yr, 28,63 € (eur) /hr, 1.512 € (eur) /yr.

The average special education teacher gross salary in Germany is 59.544 € or an equivalent hourly rate of 29 €. In addition, they earn an average bonus of 1.512 €. Salary estimates based on salary survey data collected directly from employers and anonymous employees in Germany. An entry level special education teacher (1-3 years of experience) earns an average salary of 42.948 €. On the other end, a senior level special education teacher (8+ years of experience) earns an average salary of 73.296 €.

Data powered by ERI's Salary Expert Database .

This page is a promotion for SalaryExpert’s Assessor Platform and is not intended for professional use.

Professionals should subscribe to SalaryExpert’s Assessor Platform .

ERI’s compensation data are based on salary surveys conducted and researched by ERI. Cost of labor data in the Assessor Series are based on actual housing sales data from commercially available sources, plus rental rates, gasoline prices, consumables, medical care premium costs, property taxes, effective income tax rates, etc.

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68.698 € (EUR)

Based on our compensation data, the estimated salary potential for Special Education Teacher will increase 15 % over 5 years.

This chart displays the highest level of education for: Special Education Teacher , the majority at 51% with masters.

Typical Field of Study: Dancing Training

Cost of living is calculated based on accumulating the cost of food, transportation, health services, rent, utilities, taxes, and miscellaneous.

Germany, officially the Federal Republic of Germany (FRG), is a country in Central Europe. It lies between the Baltic and North Sea to the north and the Alps to the south. Its 16 constituent states have a total population of over 84 million in an area of 357,569 km2 (138,058 sq mi), making it the most populous member state of the European Union. It borders Denmark to the north, Poland and Czechia to the east, Austria and Switzerland to the south, and France, Luxembourg, Belgium, and the Netherlands...

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Special needs teacher jobs in Germany

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Facts and Data

• Duration: 4 semesters
• Degree Award: Master of Education
• Language: German
• admission free
• Special admission requirements

German - Master of Education Programme (Special Needs Education)

• Study Infos
• How to apply

With the four-semester Master of Education (Special Needs Education), you will continue your education to become a teacher - building on the dual-subject bachelor's degree programme. In the school-type based Master of Education programme, you will acquire extensive knowledge and experience in both educational science and school practice. You will broaden your curricular knowledge in the teaching subjects chosen.

Orientation and Goals

This master's degree programme prepares students for a teaching position in schools for special educational needs. Within this degree programme, you will focus on current research methods in education with specific links to school practice and advance your practical skills: During the subject and educational diagnostics components of your practical course, you will experience school practice and prepare your own lessons.

Study Design and Contents

The standard period of study for the Master of Education (Special Needs Education) is four semesters.

The master's program, which consists of 120 ECTS credits, is divided into the following studies:

• special needs education (42 ECTS credits)
• a teaching subject in accordance with the Regulations on Master's Degrees for Teachers in Lower Saxony (MasterVO-Lehr) in the current version (30 ECTS credits)
• educational sciences (12 ECTS credits)
• practical phase (12 ECTS credits)
• Master's thesis module (24 ECTS credits)

Teaching and Learning

During the master's degree programme you will learn how to conduct independent research with professional supervision. The modules 'Schul- und Unterrichtsforschung und ihre Forschungsmethoden' and practical teaching modules are an important part of this. In the practical phase, you will be supported by a strong network of experienced mentors from the schools.

Reasons for Studying

• Strength in education: Over 40% of students at the University of Oldenburg are studying for a teaching degree
• Strength in research: Final papers can be integrated into research projects; special doctoral programme in teaching and learning research
• Strength in supervision: Intensive supervision through a network of experienced mentors in the practical phase

Foreign Language Skills

In order to study this course at the University of Oldenburg as a student from outside of Germany, you need an adequate knowledge of German. German Language Proficiency  

• DSH: Deutsche Sprachprüfung für den Hochschulzugang (Level 2)
• TestDaF: Test – Deutsch als Fremdsprache (with level 4 in all four areas)

The proof of language proficiency must be presented for the enrolment. For other proof possiblities see: Language requirements

Careers and Areas of Employment

The Master of Education (Special needs education) degree programme prepares students for a teaching position. It is a prerequisite for teacher training (Referendariat) and for qualifying as a teacher in schools for pupils with special needs. Graduates can also work in private and religious schools, in private tutoring institutes or in schools in other countries. Completing the degree also qualifies students for PhD research.

Target Group/Admission Requirements

• A bachelor's degree or a similar qualification in the subjects for which admission to the master's degree programme is applied for
• Combination of subjects according to the current  Regulations for Master’s Degrees for teachers in Lower Saxony (Nds. MasterVO-Lehr)
• In both subjects a total of at least 90 ECTS credits in modules related to the teaching profession, of which at least 24 ECTS credits per subject, of which at least 5 ECTS credits in subject-specific didactics/teaching methodology
• for a subject combination with geography, at least 30 ECTS credits in each subject, of which at least 6 ECTS credits in the didactics component and at least 24 ECTS credits in the scientific component.
• A minimum of 18 ECTS credits in teaching-related educational sciences
• Successfully completed special education internship in social welfare (orientation internship) as well as a successfully completed special education school internship (internship in a school environment).

Note for external applicants (Bachelor's degree from a university other than the University of Oldenburg):

• at least 180 ECTS credits according to the grade certificate at the time of application
• with less than 180 ECTS credits, the sum of Bachelor's ECTS credits still missing and requirements determined may not exceed 30 ECTS credits.

Application/Admission Procedures

The prerequisites above apply to the application. This is an open admissions degree course. Application is only possible in the winter semester for 1st and higher semester. The application deadline for the winter semester is 15th August. Only for higher semester: The application deadline for the summer semester is 15th February Overview application deadlines Master of Education programmes

Further Information

General questions: Coordinator for Academics and Teaching: [email protected]

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Analysis of barriers to inclusive schools in germany: why special education is necessary and not evil.

1. Introduction

3. hänsel’s theses about special education during the nazi era, 4. critical evaluation of hänsel’s research, 5. special education as a barrier to inclusion, 6. inclusion and special education, 7. problems in implementing inclusion, 7.2. systemic allocation of resources, 8. a way forward, 9. concluding comments, author contributions, conflicts of interest.

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Share and Cite

Ahrbeck, B.; Felder, M. Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil. Educ. Sci. 2020 , 10 , 358. https://doi.org/10.3390/educsci10120358

Ahrbeck B, Felder M. Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil. Education Sciences . 2020; 10(12):358. https://doi.org/10.3390/educsci10120358

Ahrbeck, Bernd, and Marion Felder. 2020. "Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil" Education Sciences 10, no. 12: 358. https://doi.org/10.3390/educsci10120358

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top-performing countries

Career and technical education, governance and accountability, learning systems, supporting equity, teacher and principal quality.

Last updated January 2017

When the first results from the international PISA test were published in 2001, Germany awoke to a startling reality about their education system — not only were German students performing significantly below the OECD average in reading and literacy, as a whole, but the country received the unwelcome distinction of showing the most unequal education performance among the OECD nations.

Since then, Germany has adopted a sweeping series of reforms, including lengthening the school day from roughly four hours in most cases to the six and a half hours that is common in most industrialized countries; vastly expanding early childhood education, including making early education and care an entitlement for all children age 1 and older; providing more autonomy to schools; reforming tracking at the secondary level; and creating national standards for student performance—a first in a country where education was the responsibility of the states, called Länder in Germany. These reforms have resulted in the country rising through the international ranks to the top tier of performance on the 2015 round of PISA, in large part due to the improved performance of the lowest performing students.

Germany’s education system is decentralized, with the 16 German Länder primarily responsible for their education systems. While the national government has put in place national standards and assessment for the primary and secondary schools over the last decade, the Länder have been responsible for changes in the structure of the system. Traditionally, German students chose an academic or vocational pathway at about age 10. Länder delayed the choice of pathway and allowed students more flexibility in their paths. Germany also expanded kindergartens, which serve children ages 3-5, across the country, expanding most to serve these children full-day. There was also a targeted effort to expand supports for immigrant students, including more German as a second language programming and academic support. Immigrant families have also been encouraged to send their children to kindergarten to give them an early introduction to school.

While Germany’s relative performance on PISA has improved overall, including among its lowest performing students, Germany still faces challenges in ensuring an equitable education for all of its students. Variation in student performance attributed to socioeconomic status is, at 16 percent, still higher than the OECD average.

Quick Facts

Population: 80 million

Ethnic makeup: German 87.2%, Turkish 1.8%, Polish 1%, Syrian 1%, other 9%

GDP: $4.199 trillion

GDP per capita: $50,800

Unemployment rate: 3.8%

Youth unemployment rate: 6.2%

Major industries: Services: 68.6%; Industry: 30.7%; Agriculture: 0.7%

Educational attainment: Upper Secondary Graduation rate 80.7%

Sources: the CIA Wold Factbook , OECD Education at a Glance and Trading Economies

Germany’s vocational system has been highly regarded for many years. Its Dual System of Vocational Training, which combines theoretical learning in a vocational school setting and practical learning in a workplace setting under the supervision of a skilled mentor, is the centerpiece of its system and is a model for many other countries. Germany has, however, struggled to modernize the system to adapt to fast changing economic needs and to provide a high-quality training route for a broad range of students.

System Structure

The Federal Ministry of Education and Research has overall responsibility for the country’s VET strategy. The Länder have responsibility for the school portion of the Dual System as well as full-time VET schools. They design the school curricula and train and pay the teachers. Industry groups of employers prepare the curriculum, supervise the workplace training, and assess student progress. Apprenticeships are centrally organized by the Federal Institute for Vocational Education and Training (BIBB). The BIBB publishes a list of available training programs and apprenticeship salaries. Companies bear the cost of the workplace training component.

Realschule and hauptschule graduates (and a small number of gymnasium graduates) typically enroll in a vocational upper secondary program at age 15 or 16. Vocational programs are the choice for about half of all upper secondary students. There are two main options: 1) The Dual System, which is the most popular vocational option and is focused on the trades; and 2) Full-time vocational schools that last for two to three years for students interested in industries that are not craft or industrial-based. They lead to VET qualifications (and some offer the option to obtain school leaving certificates as well).

Dual apprenticeship programs are offered in more than 300 trades. Each year, there is some effort to streamline and integrate related training occupations. The classroom portion is funded by the government. A curriculum framework set by KMK organizes students’ in-school learning (with some content specifics left to Länder), while apprenticeships are structured around national training regulations agreed to by each industry.

Students are paid an “allowance” (approximately one-third of the typical starting salary) by the host company that increases over time. At the end of training (which usually lasts three years, but can extend to five), students in the Dual System take a final exam administered by industry partners such as chambers of commerce and earn level 4 qualifications on the eight-level German Qualifications Framework (GQF). While VET programs do not automatically lead to university entrance qualifications, it is usually possible to qualify for university if a student is interested in pursuing further education. About one-third of young Germans graduate from Dual VET apprenticeships.

Students who enroll in full-time vocational schools within the upper secondary level work towards vocational qualifications for skilled work. These qualifications are at level 3 on the GQF. Teaching methods are generally task-based and practice-oriented, providing both technical vocational training and a broader general education. Students can choose to specialize in a variety of industry areas, from business occupations to trade and technical occupations.

VET graduates can then go on to higher vocational education and training and earn nationally regulated further training qualifications (usually at level 6 on the GQF). Most further training qualifications and certificates of trade and technical schools enable access to university.

German universities and universities of applied sciences offer bachelor’s and master’s degree programs. Some of these programs combine learning in the classroom and apprenticeship-style on-the-job training. The completion of higher education leads to a bachelor’s degree (GQF level 6) or master’s degree (GQF level 7).

Current Reforms

VET in Germany faces challenges in improving the transition into VET as well as the transition from VET to higher education for some students.

Since the 1990s, Germany has had transitional (usually one-year) prevocational programs for students who did not have a lower secondary degree or needed to strengthen their basic skills, often mathematics, before enrolling in a Dual System program or full-time vocational school. By 2008, over one-third of all students entering VET enrolled in this prevocational program. However, completion of this program have not always helped students secure either apprenticeships or spots in full-time vocational schools upon completion of the program. In response, educators have made efforts to reduce the number of students needing to enroll in the program and to better coordinate services so that students successfully transfer into VET programs. These efforts have been coupled with initiatives focused on reducing the dropout rate from VET programs and increasing enrollment in the system, including supports like workplace coaches and additional counseling for students in VET programs.

There has also been an effort to widen access to higher education for VET students. This has been done by allowing students with a master level qualification from the Dual System to enter higher education, as well as the creation of new bachelor’s and master’s degree programs in VET. These programs have a work-based learning component similar to the Dual System. However, despite the availability of this option, few students have taken advantage of it.

Governance System

Germany’s governance of education is highly decentralized. The federal Ministry of Education and Research oversees vocational education, education research, and some aspects of higher education. This includes monitoring allocation of slots in the higher education programs in the professions (including teaching) based on a national analysis of supply and demand across the economy. The federal government sets regulations for the civil service workforce, which includes the majority of the teacher workforce, although salary levels are set at the state level. The 16 states (Länder) have primary responsibility for all other aspects of the early childhood, primary, secondary, and higher education systems. There are local authorities in each state, although their role is generally focused on oversight of school buildings, transportation, and other non-teaching areas of school management. Decision-making for the organization of instruction, including grouping of students, choice of textbooks, and student assessment, lies mainly with the schools.

While the federal Ministry of Education and Research has limited authority in education in the Länder, two federal institutions play a key role in education:

• Standing Conference of the Ministers of Education and Cultural Affairs (KMK): This is an organization of Länder education ministers designed to promote coordination and consistency across Länder. Ministers vote on policy changes, which become non-binding recommendations, with the understanding that ministers will help these recommendations become binding through the legislative processes in their home Länder. Agreements to coordinate and align standards and assessments for schools and standards for teachers have been agreed to across the Länder through the KMK, and the KMK has become an increasingly key player in reform over the last two decades.
• Federal Institute for Vocational Education and Training (BiBB): This institution is responsible for setting policy and conducting research in VET. It oversees the development of national qualifications for the VET system in partnership with unions and companies. BIBB is funded by and accountable to the federal Ministry of Education and Research.

Education Funding

Most education funding is allocated at the state level, including higher education. The federal government is not permitted, by law, to provide ongoing funding for regular schooling. Federal funding is focused on special initiatives and, more recently, addressing equity. Vocational education is the exception, with funding for the apprenticeship system coming from the private sector. State education ministries support the vocational schools. Funding formulas vary across the Länder. All but three of the Länder provide additional funding for immigrant students.

Higher education is free to all Germans and to EU citizens.

Accountability and Incentive Systems

All of the Länder have school inspectorates, which are responsible for monitoring whether schools meet requirements. Most Länder set their own “framework for school quality” that is used to guide the inspection process. Critics contend that these frameworks emphasize administrative practices rather than instruction and learning. In addition, there are “cross-Länder” criteria set at the KMK level. Most Länder inspect schools every three to six years. Inspection results of individual schools are not released publicly. Instead, these data are used to identify schools that need support, with special attention paid to disadvantaged students.

There is also monitoring of schools at the federal level. This strategy was put in place by the KMK in response to the disappointing PISA results in 2001. The KMK committed to a centralized review of achievement and individual school performance within and across Länder and to report on findings across the Länder. To do this, the KMK agreed to set common education standards across the Länder and to put in place new national assessments to be able to compare achievement across Länder and to report on national achievement. New education standards for primary and lower secondary school were developed in 2004 and new national tests to measure achievement of these standards were implemented in 2006. The Institute for Educational Progress (IQB) was established in 2004 to help Länder implement the new standards and assess achievement. New nationwide assessments include VERA tests, which are given to all German students at grades 3 and 8 in either German or mathematics, and national assessments, which are given to samples of students every three years in secondary school and every five years in primary school. A national report is issued every year based on the findings of these assessments. Scores on tests are not published by school. Teachers use the results to drive instruction.

Support for Low-Performing Schools

Schools that are identified as “struggling” by inspections are offered assistance in developing improvement plans by inspectorate staff as well as other state ministry experts. In addition to the inspection process, most of the Länder require schools to create their own school development plans aligned with state level quality frameworks, with school-developed goals and a self-evaluation process. Sanctions, such as closing schools or replacing staff, are very rare.

While optional, Germany has near universal enrollment of 3- to 5-year-olds in kindergarten which was recently expanded to full day. Compulsory school is from age 6 to age 15 or 16 (depending on the Länder) but part-time education is required until the age of 18 for those who do not attend a full-time school.

All Länder have a comprehensive primary school ( grundschule ) for grades 1-4, though in some primary school extends through grade 6. Students attend secondary school for five to nine years, depending on the type of secondary school and the different Länder. This means some students attend through ages 15 or 16 and some through ages 18 or 19.

The secondary school system has undergone major reforms in the last two decades.  Traditionally, there were three types of secondary schools: the gymnasium , which prepared students for university, the realschule , which offered students general academic education, and the hauptschule , which prepared students for work or further vocational education in Germany’s Dual System for vocational training. Teachers recommended which school students should enroll in at age 10, based primarily on their grades in German and mathematics. Once students enrolled in one of these schools, their options to change direction were limited.

The recent reforms have focused on delaying the differentiation of school pathways and allowing students flexibility to move among them. The motivation was the recognition that the traditional tripartite structure increasingly segregated disadvantaged students in the hauptschule . The hauptschule had once been the pathway into Germany’s world renowned Dual System of vocational training and a good job, but as more students entered the gymnasium and the realschule , these students competed with the hauptschule graduates for Dual System apprenticeships. As a result, hauptschule students were less likely to transition successfully from school to work.

The structural reforms have taken different forms in the different Länder, but include:

• creating comprehensive secondary schools that offered differentiated programs only after three years of a core program;
• combining the realschule and the hauptschule into one school;
• eliminating the hauptschule altogether; and
• allowing students to enroll in any secondary school of their choice rather than relying on teachers to assign them to these schools.

In addition to these structural reforms, many of the Länder are changing policies to allow students to move among the different secondary schools, at least in the early years; making the curriculum for the first two years of all of the secondary schools increasingly comprehensive to facilitate movement among the pathways; and opening pathways to university from all secondary school pathways, as well as from the Dual System.

While the structure is evolving, the three secondary school pathways still retain distinct features. The gymnasium program prepares students for university. It is usually eight but sometimes nine years. It leads to an abitur, which is a university entrance certification. The realschule program provides a general education, is usually six years in length, and leads to a certification that qualifies students for either a tertiary technical school ( fachschole ), which can lead to technical university, or a specialized gymnasium, which offers an alternative route to the abitur. Realschule students can, and do, also enter the Dual System for vocational training. Hauptschule programs also provide a general education, are generally five years in length, and lead to a vocational certification that qualifies the student to pursue vocational training in the Dual System or other types of post-secondary vocational schools.

Student enrollment in the gymnasium and the realschule has been rising while enrollment in the hauptschule has declined. The percentages of students in gymnasium or realschule grew from approximately 65 percent in 1992 to about 78 percent in 2014.

Standards and Curriculum

In 2003, the Standing Conference of Ministers of Education and Culture (KMK) agreed to set common education standards for compulsory schools. KMK is the group of education ministers from all the Länder. The national standards are set for German and mathematics for primary school and for German, mathematics, foreign language, and science for secondary school. The secondary school standards differ for each of the three major pathways. In 2014, the KMK added national STEM standards for secondary schools that cut across the discipline areas. The Ministry of Education and Cultural Affairs of each Länder is responsible for developing its own curriculum. In general, the Länder curricula allow teachers considerable freedom with regard to content, objectives, and teaching methods.

While there are variations across the Länder, most primary school curriculum is broad and generally covers German and mathematics based on the national standards and then general studies, a foreign language, art, handicrafts/textile design, music, sports, and religion based on the Länder’s own standards. There is a strong focus on interdisciplinary studies in the primary schools.

The KMK developed a framework for secondary curriculum that requires different core subjects, depending on the school pathway. The gymnasium curriculum is highly academic, requiring two foreign languages and offering high-level mathematics and science courses. The realschule curriculum is also academic, though less demanding than that of the gymnasium; only one foreign language (usually English or French) is required. The hauptschule curriculum includes basic general studies, including German and one foreign language (usually English). It also includes pre-vocational studies, also called Economics-Work-Technology, and in some Länder, domestic science.

Assessment and Qualifications

In 2008, following the implementation of common standards, the KMK developed national tests (VERA) to measure student performance against the standards. The assessments are administered to all students in all Länder in grades 3 and 8 every other year in either mathematics or German. Some Länder publish the results of VERA; in others, only the schools and the teachers get feedback about the results. The Institute for Quality Development in Education (IQB), a research institute at Humboldt University in Berlin, oversees the process of test development by teachers across the country, which are then reviewed by test specialists. The Länder are responsible for administering the VERA tests. In addition, most of the Länder implement their own statewide assessments. Many of these Länder-level assessments are developed by the IQB.

There is no leaving certificate at the end of primary school. Students do, however, receive a leaving certificate at the end of grade 9 or 10. Students earn those certificates by successfully completing classes with a mark of 4 or better (on a 6-point scale, with 1 being the highest). Most Länder also require students to pass a Länder-level leaving examination. Gymnasium students who complete their classes and pass examinations receive a qualification after the first three or four years that allows them to continue to the upper level program. It is at this point that high-performing students from the realschule can transfer into the gymnasium to study for the abitur , the university-entrance exam. The abitur consists of assessments in four or five subjects that must include any two of German, foreign language, or mathematics; and at least two subjects at an advanced level. The exam includes both written and oral components. In 2016, 31 percent of all students received the abitur certificate; this includes a growing percentage of immigrant students.

Supports for Pre-Primary Children and Their Families

Early childhood education is a responsibility of the Länder governments and is primarily overseen by the Ministries of Youth and Social Affairs rather than the education ministries. The system traditionally relied on private providers (primarily churches), with public providers stepping in only to fill gaps. As early childhood education expanded dramatically over the last twenty years, however, services are increasingly provided by public providers. In 1996, the federal government guaranteed a spot for children age 3 and older in early childhood education, and in 2013 this expanded to all children age 1 and older. As of 2014, 94 percent of 3-year-olds and 98 percent of 4-year-olds were enrolled in pre-primary education in Germany, compared to the OECD averages of 71 percent of 3-year-olds and 86 percent of 4-year-olds enrolled in early childhood education. Enrollment of children under age 2 has expanded the most, however, almost tripling over the past decade from about 10 percent in 2003 to 30 percent in 2013.

The Länder vary in the level of subsidies provided to low-income children. Some Länder offer free access to early childhood programs for special ages or populations and some use a sliding-scale fee structure. Germany also provides a high level of support for new parents, with one year of paid parental leave and two more years of leave without pay, but with a job guaranteed. This leave was expanded in 2006 and is a federal guarantee.

Meeting the expanding need for programs is a challenge. There is an ongoing shortage of early childhood educators, and concerns that these teachers are not well trained enough as more pre-academic skills are added to the curriculum. A credential to teach in early childhood programs requires a three-year post-secondary training program, which is less than the master’s degree required for primary teachers. There was a KMK agreement among the Länder to work to raise the skill level of early childhood teachers, which has resulted in the development of new university programs in early childhood education. In addition, the Education Through Language and Writing (BISS) initiative put in place in 2013 provides additional training for early childhood educators in literacy and language development across all Länder. Almost all Länder now assess young children’s language abilities before they begin compulsory education to provide supplementary language instruction as needed. The federal government has also invested funds in the expansion of preschool and kindergarten slots specifically for immigrant children.

Overall, Germany invests approximately the same percentage of GDP in early childhood as the OECD average (0.8 percent of GDP), but the annual expenditure per child (US$10,542) exceeds the OECD average of US$8,618.

Supports for Disadvantaged Students

The federal Ministry of Education directs funding to the Länder to support disadvantaged populations. Since 2013, the federal ministry has provided up to US$60 million annually to support special afterschool and enrichment activities for low-income students and those whose parents have low-levels of education or are unemployed. In addition, the federal ministry and Länder each provide about US$5 million annually for the Education Through Language and Writing (BISS) initiative, which promotes sharing promising practices in literacy promotion across a network of early childhood education providers, primary schools and secondary schools. A research team works in collaboration with the network to identify and scale high-quality interventions.

Individual Länder use different approaches to provide additional funds to immigrant and low-income students. For example, Berlin’s primary funding formula applies an additional weighting factor to each language learner once a school’s concentration of language learners reaches 40 percent. Additional weighting is also provided to low-income students using the same procedure. Schools that cross the 40 percent mark for both language learners and low-income students benefit from both supplementary weights.

The reforms of the secondary school system across Germany were also aimed at providing more equitable education opportunities for low-income and immigrant students. Some Länder have also made efforts to encourage the recruitment and mentoring of migrant-background teachers who can better support new arrivals and serve as intermediaries between students and other staff.

Supports for Struggling Students

A KMK agreement, reached in 2003 and revised in 2007, committed Länder to provide additional instruction during school hours or after school to students who struggle in reading, writing, or mathematics. Implementation varies across Länder, but instruction generally takes place individually or in small groups and follows support plans developed in collaboration with teachers, parents, and students.

The KMK has also adopted recommendations aimed at reducing the number of students leaving school before completing a secondary school pathway or vocational education and training. In 2007, the KMK agreed to measures such as providing secondary school students more opportunities for workplace experience; providing additional academic support for students in danger of not earning the hauptschule leaving certificate; and incorporating more learning theory and learning psychology into initial teacher education. In 2010, the KMK adopted a targeted support strategy for low-performing students, which includes individualizing instruction; longer learning periods; and in-school remediation and teaching interventions for students who are off-track. From 2008 to 2015, the number of students leaving school without a secondary school qualification decreased from 8 percent to about 6 percent.

Special Education

The Basic Law gives special education students the right to education and training appropriate to their needs, as do the Länder constitutions. The Länder are responsible for funding and providing special education services, either through inclusion in mainstream schools or at special schools. Approximately 7 percent of all students in Germany are identified as having special educational needs.

There has been a push for inclusion of children with special needs in mainstream schools in Germany during the past decade, but progress has varied across Länder. Some Länder have struggled to make necessary changes, such as adapting initial teacher education and coordinating services for students with special needs across the social and education sectors. As of 2014, the percentages of students with disabilities attending mainstream schools ranged from 14 to 64 percent across Länder. Nationwide, about one-third of students with disabilities attended a mainstream school, compared to about 20 percent in 2007. In a 2014 report, the KMK and Federal Ministry of Education and Research identified creating a more inclusive education system as one of five “fields of action” for collaboration across Länder. Recommendations included ensuring that teachers are qualified to work with special needs students and developing strategies to address discrepancies in inclusion across regions and levels of school. The focus on promoting inclusion was reiterated in a second report in 2016.

There are special schools in Germany for those with more severe learning difficulties and those with special emotional needs. These schools are funded by the Länder and staffed with specially trained teachers and generally have a smaller student to teacher ratio than regular schools. There are more than 3,000 special schools nationwide, and they enroll about 4 percent of all students.

Teacher Recruitment and Compensation

The Länder collect data on teacher supply and demand and allot seats in teacher education to balance the workforce needs. There are currently teacher shortages in certain subjects and regions, such as in vocational subjects and in eastern Länder. The KMK also develops a long-term forecast for predicting future teacher workforce needs. The current forecast is for 2014-2025.

German teachers are among the highest paid in the OECD. The starting salary for a primary teacher in Germany is US$47,488, compared with the OECD average of US$28,854. The top salary for a primary teacher is US$61,209, compared with the OECD average of US$45,100.

The retention rate in teaching is high as well. Fewer than 5 percent of teachers leave the profession in the first five years, compared with more than 30 percent in the United States. However, perhaps because of the high retention rate, Germany’s teaching force is the second-oldest in the OECD; approximately 40 percent to 50 percent of teachers were 50 or older in 2014, which will necessitate training an influx of new teachers as the current teaching force retires.

Teacher Initial Education and Training

Oversight of teacher preparation is the responsibility of the Länder. Before 2004, there was no set of common standards for teacher preparation. In 2004, the KMK set national Standards for Teacher Training in the Educational Sciences, as part of its set of post-PISA 2000 reforms.  Setting common standards was thought to be a mechanism for modernizing instruction across Germany and focusing instruction more on concepts and problem-solving. Along with the new standards, the Common Content Requirements for Subject-Related Studies and Subject-Related Didactics were introduced in 2008 and updated in 2017. These standards/requirements provide guidelines for the accreditation and ongoing monitoring of teacher training programs.

Teacher education in Germany is rigorous, compared to many other OECD nations. Candidates must have earned an abitur for entry into teacher training. Initial teacher education typically takes approximately 5.5 to 6.5 years. It is offered in universities or colleges of education.  Preparation for teachers in Germany has two stages:

• Undergraduate coursework lasts three to five years, depending on the teaching area, with one year of “practical activity related to the vocational subject area” for aspiring vocational education teachers and some weeks of school placements for other types of teachers. Students take the First State Teaching Examination (described below) after this phase of training and must be successful to continue.
• Preparatory Service includes a practicum and graduate-level studies in a teacher training institute leading to a master’s degree. This stage lasts one to two years. Students take the Second State Teaching Examination after this phase.

Alternative routes into teaching exist to fill high-need teaching positions when not possible through traditional routes. These routes require candidates to have a master’s degree, which must include “at least two teaching-related subjects,” and to complete the preparatory service and Second State Examination or a state-approved equivalent. In 2013, only 2.4 percent of new public school teachers lacked traditional teacher training.

In general, during the first stage of teacher preparation, coursework includes “educational studies” and study of a minimum of two subjects, as well as placements in schools for several weeks. At the end of this stage is the First State Examination, which involves a thesis as well as written and oral assessment of coursework; it may also include an assessment of practical skills. Education-specific studies and school placements are estimated to take a maximum of 30 percent of the first stage, leaving considerable time for content mastery. Candidates are also required to write a paper “demonstrating the ability for independent scientific work.”

The second stage of teacher training, the Preparatory Service, is a “dual model” that can be compared to an apprenticeship. Teacher candidates participate in on-the-job training in schools, including mentorship by a more experienced teacher, while also receiving additional instruction in institutions called Seminars, which are specifically for teachers. During this second stage, they also earn a reduced salary. At the conclusion of the Preparatory Service, students must pass the Second State Examination, which generally includes a written thesis, an oral assessment, and a demonstration/evaluation of teaching skills. Nearly all teachers pass this examination. About half of the Länder offer induction programs for newly hired teachers. The program structures and supports vary across Länder, and participation is only mandatory in Brandenburg.

The federal Ministry of Education and Research (BMBF) has invested in further improving the quality of training. The Quality Offensive for Teacher Training is a national initiative designed to increase the quality and attractiveness of teacher training. The BMBF provided €500 million (US$596 million) in funding from 2014 to 2024 so that higher education institutions could “develop innovative concepts in teacher training courses and improve their quality.” Additional objectives of this Quality Offensive include increasing the clinical component of teacher training and better preparing teachers to serve diverse learners.

Teacher Career Ladders

There is no formal career ladder for teachers in Germany, other than the path from teacher to school leader. The one place there is an opportunity for advancement is in many of the gymnasium , where there is typically a “study advisor” and “study director” position. The study advisor position is commonly given to teachers after several years of teaching. The study director position is competitive and generally involves new responsibilities in the school, such as leading a department. These promotions result in an increase in salary and status. Study advisors and study directors, respectively, earn salaries of about 15 percent and 20 percent more than teachers. For promotion, teachers need a positive evaluation, which is typically more comprehensive than a regular performance evaluation and may consider factors like participation in professional development.

Teacher Professional Development

Participation in professional development by teachers is required across Germany although requirements vary by Länder. Most Länder offer professional development at state-run training institutes or at institutes run by local school authorities. Professional development is also offered in individual schools, sometimes with support or oversight from the school supervisory authority or the ministry. Recently, there has been a shift toward delegating responsibility for professional development to school leaders, with the aim of developing more tailored opportunities at the school level. In general, however, teachers have a lot of authority to decide what professional development to participate in.

At the Länder level, the ministries of education (sometimes with input from teachers’ unions) specify guidelines for teacher evaluation in public schools. These guidelines vary across Länder in terms of who should conduct evaluations (e.g., head teachers, external school inspectors), and when and why evaluations should take place. In general, teachers are more likely to be appraised in the early stages of their careers. In most Länder, appraisal results inform professional development activities, although in some Länder this is only for teachers found to be underperforming.

While evaluations identify low-performing teachers, evaluation results typically do not affect teacher pay or lead civil servant teachers to lose their jobs, as tenured civil servants’ jobs are protected except in extreme situations. Instead, low-performing civil servants may receive training or be transferred to different schools. In Hamburg’s system for teacher evaluation, for example, evaluators are encouraged to use the evaluation process to identify teachers who would be capable of taking on greater responsibility in schools.

School Leader Development

School leaders in Germany are typically head teachers who take on leadership roles while still teaching a reduced course load. In all Länder, head teacher candidates must hold the qualifications necessary to teach at that school level or school type and have “several years” of teaching and management experience. Commitment to in-service teacher training is identified as one factor that might help a teacher’s application to become a head teacher. Head teacher responsibilities and duties are set out in the Länder Education Acts and in specific regulations for such posts. They include managing staff and the school budget; evaluating teachers; planning school-level professional development; and creating a school development plan with goals aligned to state-level quality frameworks. The Länder ministries of education are typically responsible for hiring school leaders, although in some cases it is done by the local school authority.

There is no federally required training for school leaders nor are there national leadership standards. Most of the Länder do, however, provide additional qualification/training for school leaders after they have been hired, although this is often voluntary. In addition to training for new school leaders, some Länder have developed preparatory training for aspiring leaders. For example, since 2009, teachers in Bavaria are required to complete a two-year preparatory course before submitting an application for a school head position. This training is organized and paid for by the Länder. Some Länder, but not all, also offer continuing professional development, such as coaching or advice on implementing quality improvement processes.

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Special Education

Study Special Education in Germany

Special education is the field of study that refers to services designed to facilitate the learning process of students with special educational needs. In Germany, there are a wide range of special schools that cover different special needs, including physical, mental, and social disorders. The special education schools in Germany offer programs at both primary and secondary levels.

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Special education graduates in Germany can earn quite satisfactory salaries. The entry-level salary once you graduate starts at an average of €1,470 per month. With more experience, you can earn up to €5,090 per month with your special education degree in Germany. Some factors that determine your salary potential are your work experience, location, and performance.

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Germany is a hub for international students, and it is known for the quality of its education. All students pursuing higher education degrees in Germany enjoy the low cost of tuition, affordable living costs, and exploring the country’s culture and history.

Additionally, if you choose to pursue a special education degree in Germany, you will benefit from:

Highly-Skilled Teachers

Special education programs in Germany are designed and led by experts. The extensive training you receive throughout your studies will only deepen your knowledge and skills in the field of special education. All the theoretical and practical part of your education is linked with extensive research conducted to achieve effective learning for special students.

Apart from learning from highly-skilled experts in the field, while studying special education in Germany, you will also get to network with different individuals and groups. German universities organize different events, seminars, workshops, and sessions for students to attend and make long-lasting connections or impressions that help them in their career development.

Skill Development

Working in the field of special education requires extensive knowledge, training, and, most importantly, a set of skills. In terms of skill development, special education programs in Germany help you develop your leadership, critical thinking, collaboration, communication, and self-reflection skills, among others.

As you will teach your students many skills in the future, developing the crucial skills you need to work with them is of equal importance. Whatsmore, the set of skills you develop through a special education degree can be transferred to many other occupations. Thus, making you eligible for plenty of jobs outside the field of special education.

Career Prospects

Studies show that employment for special education graduates is expected to grow by 8% from 2020 to 2030. In Germany, there is a high demand for teachers in the field of special education. As such, you will have plenty of work opportunities and, at the same time, plenty of opportunities to help students reach their potential.

A few of the job positions your special education degree will prepare you for include but are not limited to the following:

• Special Education Teacher
• Special Education Consultant
• Special Education Advocate
• Applied Behavior Analyst
• Reading Specialist
• Education Coordinator
• Fundraising Manager
• Curriculum Manager

Best Special Education Master's Degrees in Germany

Inclusion and School

University of Koblenz and Landau

Master degree

Inclusive Education & Communication

Hildesheim University

Prevention, Inclusion and Rehabilitation (PIR) - Deaf Persons' Education

Ludwig Maximilian University of Munich

Prevention, Inclusion and Rehabilitation (PIR) - Hearing-Impaired Persons' Education

Social work - critical diversity and community studies (kridico).

Alice Salomon University of Applied Sciences Berlin

Social Work in Special Educational Fields

Ludwigsburg University

Soziale Arbeit und Traumapädagogik

Nordhausen University of Applied Sciences

Special and Inclusive Education - Resource Management for Learning and Developmental Support for Children and Adolescents in the Inclusive Education System

Chemnitz University of Technology

Waldorf Pedagogy

Alanus University of Arts and Social Sciences

Special Education Related Study Destinations

Study Special Education in Spain

An official website of the United States government

Teacher (Social Studies)

About the Position: If you are interested in applying, please follow this link: https://webapps.dodea.edu/eas/login.cfm All candidates must reside within the local commuting area where the position is located. Local commuting area is defined as the geographic area surrounding a work site that encompasses the localities where people live and reasonably can be expected to travel back and forth daily to work based on the generally held expectations of the local community. (5 CFR 575.203)

• Accepting applications

Open & closing dates

08/16/2024 to 08/26/2024

Salary listed reflects full-time employment only. This position is part-time. Salary is determined based on the number of hours for position.

Pay scale & grade

1 vacancy in the following location:

• Spangdahlem, Germany

Telework eligible

Travel required.

Not required

Relocation expenses reimbursed

Appointment type.

Multiple Appointment Types

Work schedule

Promotion potential, job family (series).

• 1701 General Education And Training

Supervisory status

Security clearance.

Not Required

Position sensitivity and risk

Non-sensitive (NS)/Low Risk

Trust determination process

• Suitability/Fitness

Financial disclosure

Bargaining unit status, announcement number.

NC7X2417797793312

Control number

This job is open to.

U.S. Citizens, Nationals or those who owe allegiance to the U.S.

Clarification from the agency

See "Who May Apply" in the "Qualifications" section for more information on who is eligible to apply for this position.

• Participate in DoDEA system-wide assessments programs.
• Maintain individual and class records using the school information system.
• Create school climate conductive to learning, achievement, and citizenship.
• Support students to meet or exceed grade-level standards.
• Develop lesson plans independently within the framework of approved curriculum standards, course outlines, texts, and guidelines.

Requirements

Conditions of employment.

• Male applicants born after December 31, 1959, must complete a Pre-Employment Certification Statement for Selective Service Requirement.
• Proof of U.S. Citizenship required.
• Direct deposit of pay is required.
• Two year trial period may be required.
• Appointment subject to a suitability/fitness determination, as determined by a background investigation.
• This position requires a Tier 1 (T1) investigation with Childcare Checks since its duties require interaction with children and youth under the age of eighteen (18) years of age.
• Mobility agreement MAY be required.

Qualifications

• the work must be evaluated and interpreted by a current member of National Association of Credential Evaluation Services (NACES) . This website provides a list of current organizations who can perform your evaluation. You must select and work directly with one of these organizations .
• the foreign institution that awarded the degree is on a list endorsed by a regionally accredited university or on a list endorsed by a state department of education for the purpose of teacher certification in that state (this procedure will require an English translation of the transcript and a copy of the document awarding the degree, together with an authenticated list produced by an American university or a state department of education); and
• the work may be evaluated by the graduate division of a regionally accredited university and declared the equivalent of similar undergraduate or graduate work in a U.S. institution.

Graduates of non-accredited institutions may have their undergraduate work validated by admittance to graduate school and completion of a minimum of 5 SH of credit in a regionally accredited graduate college

Additional information

DoDEA Employment Application System (EAS)- How to Apply : 1. Go to: https://webapps.dodea.edu/eas/login.cfm. 2. In Personal Information tap- Applicant Class: Local 3. In the Target Jobs Tab: please select 0320 Teacher (Social Studies) 4. In the Target Job tab please select SY 24/25 5. In the target location tab: please select Spangdahlem High School EAS allows educators seeking employment with the Department of Defense Education Activity (DoDEA) the ability to submit and manage their applications in an online environment. EAS provides the applicant the ability to update their information each year.

Review our benefits

How You Will Be Evaluated

You will be evaluated for this job based on how well you meet the qualifications above.

Once your complete application is received (via EAS) and the announcement has closed, we will conduct an evaluation of your qualifications and determine your ranking. The most highly qualified candidates will be referred to the hiring manager for further consideration and possible interview as vacancies occur.

As a new or existing federal employee, you and your family may have access to a range of benefits. Your benefits depend on the type of position you have - whether you're a permanent, part-time, temporary or an intermittent employee. You may be eligible for the following benefits, however, check with your agency to make sure you're eligible under their policies.

• Online EAS Application
• Valid State Teaching Certificate
• Bachelor's Transcript
• Master's Transcript. This transcript is required IF it applies to you.
• EDS Transcript. This transcript is required IF it applies to you.
• Doctorate's transcript. This transcript is required IF it applies to you.

If you are relying on your education to meet qualification requirements:

Education must be accredited by an accrediting institution recognized by the U.S. Department of Education in order for it to be credited towards qualifications. Therefore, provide only the attendance and/or degrees from schools accredited by accrediting institutions recognized by the U.S. Department of Education .

Failure to provide all of the required information as stated in this vacancy announcement may result in an ineligible rating or may affect the overall rating.

• This position is covered by the Federal Education Association bargaining unit.

Agency contact information

If you provided an email address, you will receive an email message acknowledging receipt of your application. Your application package will be used to determine your eligibility, qualifications, and quality ranking for this position. If you are determined to be ineligible or not qualified, your application will receive no further consideration.

The Federal hiring process is set up to be fair and transparent. Please read the following guidance.

• Criminal history inquiries
• Equal Employment Opportunity (EEO) Policy
• Financial suitability
• New employee probationary period
• Privacy Act
• Reasonable accommodation policy
• Selective Service
• Signature and false statements
• Social security number request

Required Documents

How to apply, fair & transparent.

This job originated on www.usajobs.gov . For the full announcement and to apply, visit www.usajobs.gov/job/804486900 . Only resumes submitted according to the instructions on the job announcement listed at www.usajobs.gov will be considered.

Learn more about

Department of Defense Education Activity

Department of Defense Education Activity (DoDEA), as one of only two Federally-operated school systems, is responsible for planning, directing, coordinating, and managing prekindergarten through 12th grade educational programs on behalf of the Department of Defense (DoD). DoDEA is globally positioned, operating 160 accredited schools in 8 districts located in 11 foreign countries, 7 states, Guam, and Puerto Rico. DoDEA employs approximately 15,000 employees who serve more than 72,000 children of active duty military and DoD civilian families. DoDEA is committed to ensuring that all school-aged children of military families are provided a world-class education that prepares them for postsecondary education and/or career success and to be leading contributors in their communities as well as in our 21st century globalized society. .

Visit our careers page

Learn more about what it's like to work at Department of Defense Education Activity, what the agency does, and about the types of careers this agency offers.

http://www.dodea.edu/

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Pathways for Paraprofessionals

Fill out the interest form

Pathways for paras

A pathway designed for working paras

Access scholarship money to cut costs

Graduate sooner

Count your career towards your coursework

Pathways for paraprofessionals checklist.

Become a Special Education teacher through the Pathways for Paras registered apprenticeship program at Missouri State University! It is highly important that you complete each of these tasks.

PLA Course Assessment Cost

From para to special educator to principal.

• Read Marks story

• Missouri State continues to be the largest teacher education preparation institute in the state. We support preparing the highest quality of educators while ensuring that we partner with our K-12 schools.
• Missouri State is the only certified apprenticeship for special education.
• The Pathways for Paraprofessionals Program offers a teacher certification in K-12 Mild/Moderate Cross-Categorical Special Education that you work on collaboratively with other paraprofessionals from area public school districts.
• Using grants, scholarships, and other sources of funding, completing the program could be at little or no cost to you.
• Paraprofessionals earn college credit for practicum and student teaching on-the-job while earning a salary as a paraprofessional.
• 100% of the Missouri State University Professional Education coursework is offered after school hours (late afternoon or early evening), online, or summers at a site in a regional location or at Missouri State University.
• Depending on your current number of college credits, there is the potential for paraprofessionals to finish the degree in 2-3 years (if they attend full-time in the fall and spring and take courses in the summer).
• While not required, the MSU Special Education Program offers two Accelerated Masters in Education Program options that allow 12 mixed credit hours to count in both the Bachelor’s of Science in Education (BSED) and the Master’s of Science in Education (MSED) degree program options, thus allowing completion of BSED degree with certification in K-12 Special Education  and  completion of 12 hours towards a Master’s degree upon graduation.
• The paraprofessional must work for a school district. And meet the admissions requirements of Missouri State University.
• Applicants must hold a position or have opportunities to work and collaborate with a K-12 Mild/Moderate Cross-Categorical Special Education classroom while participating in the program.
• Recommendation of paraprofessional for Pathways to Paras Program
• Review of program requirements & approval of field placement competencies in the paraprofessional’s position
• Approval of Lead Teacher as appropriate “cooperating teacher” for supervision and mentoring of paraprofessional seeking teacher certification.
• Missouri State University offers an alternative certification option for persons with a non teaching bachelor's degree OR a teaching degree in a field other than special education. The MSED: Special Education Alternative Certification Track (MSED: SPE-SEACT) provides candidates with a Masters degree + Missouri Certification in K-12 Mild/Moderate Cross-Categorical Special Education.
• Candidates who work as paraprofessionals in a K-12 Mild/Moderate Cross-Categorical Special Education program can complete their field placement at their job site.
• MSED: SPE-SEACT students are eligible for Missouri Department of Elementary & Secondary Education (DESE) Provisional Certification in K-12 Mild/Moderate Cross-Categorical Special Education, which allows them to serve as the teacher-of-record while completing certification & degree requirements.
• MSED: SPE-SEACT courses are fully available online via INET or Zoom platforms.

Missouri State University-West Plains offers an Associate Arts in Teaching Degree ( https://wp.missouristate.edu/academics/teaching.htm ) we are working on creating a seamless transition from our West Plains courses into our Pathways for Paras program to ensure t we have a full continuum of supports to help you achieve your dream.

Paraprofessional must agree to:

• Engage in full completion of employment responsibilities while completing certification and degree coursework
• Conduct field experience and course competencies on-the-job while working collaboratively with Lead Teacher in their school district
• Complete 2 years of coursework in conjunction with employment in an approved K-12 Special Education Paraprofessional position to replace required Student Teaching semester [MO DESE requires verification of 2 years of supervised paraprofessional employment  while concurrently completing coursework toward certification.]  Two years of employment and coursework must be completed at the same time during the Pathways for Paras program (prior years of service do not count toward the two-year minimum).

The cost of tuition per credit hour can be found here: https://www.missouristate.edu/costs/undergraduate-costs.htm . For most of our students there are multiple financial aid opportunities through grants and scholarships which can support you moving forward and make this a fiscally responsible decision. Common grant funding includes the FASTrack Grant, the TEACH grant , and the College of Education scholarships . Additionally, if you school district participates in the Learn while you earn portion of the program up to half of your coursework can be taught on site. These courses have no tuition paid and can reduce the total cost by up to 50%.

Interested school districts can contact us to think about creating a district or collaborative multi-district cohort. With this model, almost half of the required coursework (Bachelor’s or Masters) could be offered by professionals within your district with district priorities and experiences to help you be ready for the demands of your job. This coursework would be on a schedule to ensure it meets your needs and tailored to fit the specific needs and courses of the individuals within your cohort. Cost associated with each course would be minimal (i.e. small assessment fee!) and would be included on your diploma and transcript as a Missouri State University course before your degree completion. Once certified you would be able to teach anywhere within Missouri.

Interested school districts can contact us to create a district or collaborative multi-district cohort. With this model, almost half of the required coursework (Bachelor’s or Masters) could be offered by professionals within your district with district priorities and experiences to help you be ready for the demands of your job. This coursework would be on a schedule to ensure it meets your needs and tailored to fit the specific needs and courses of the individuals within your cohort. Cost associated with each course would be minimal (i.e. small assessment fee but no tuition to the university) and would be included on your diploma and transcript as a Missouri State University course before your degree completion. Once certified you would be able to teach anywhere within Missouri.

We are hoping to have you identify when you would like to start this program, and if your district is participating in the Learn While You Earn initiative. Please note that this district component is NOT a requirement. All coursework can be taken through the university. For coursework taken at the university, all courses are online and either in a strictly online format or are facilitated via an online format such as zoom. As for coursework which can be taught by your district, this is up to the district and them meeting your needs but also the needs of the district. It is common for course offerings to occur in the evening, professional development days, back to school days, or other times which you may have already reported to the district. Many of these classes that are taught by your district you will see are practicums or are based around application of knowledge. This is perfect to complete on the job as you will already be doing these skills. As said before though, if you school is not participating it is not a worry. You can still hold your paraeducator position and these practicum courses be your paraeducator/teaching placement, but the content presented will be done through the university.

At this time, this is the only pathway for paraeducators. However, the state allows students to test into other certification areas such as early childhood once you have a degree. All information on the additional assessments can be found here:  https://dese.mo.gov/media/pdf/content-assessments-add-additional-area-certification . We will work with your unique situation to see how your experience will fit into certification and make recommend a summer placement in a traditional K-12 setting or other alternative options to ensure that we are meeting the state requirements. After admission this will all be individualized with your advisor.

We have pathways for individuals at the graduate level to gain initial certification and also achieve their masters. The advantage of this program is that individuals in this track can qualify for a provisional teaching license where they can be a teacher of record and be hired as the teacher for a K-12 classroom.

• Can you look at my transcripts and tell me what classes I need? Unfortunately, looking at transcripts before you are submitted can only give a general idea and may not be an accurate assessment of what coursework is needed. We encourage you to apply (at the undergraduate level this is free) and then we can give you an accurate assessment with your official transcripts.
• What will the “Learn while you Earn” courses look like? As for coursework which can be taught by your district, this is up to the district and them meeting your needs but also the needs of the district. It is common for course offerings to occur in the evening, professional development days, back to school days, or other times which you may have already reported to the district. Many of these classes that are taught by your district you will see are practicums or are based around application of knowledge. This is perfect to complete on the job as you will already be doing these skills. As said before though, if you school is not participating it is not a worry. You can still hold your paraeducator position and these practicum courses be your paraeducator/teaching placement, but the content presented will be done through the university.

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Hawaii’s Teacher Shortage Is Finally Improving. Will It Last?

The Hawaii Department of Education has the lowest number of teacher vacancies the state has seen since 2019, but schools may experience a surge in retirements in the coming years.

As a student at Lahainaluna High School, Jonah Basurto never had enough teachers to cover all his classes. Teachers would leave partway through the year, requiring substitutes or counselors to take their place, and when the school was short-staffed, students would be sent to the cafeteria. 

Sometimes, over 100 students would gather in the room to complete their assignments or, more often, play games and watch movies on their phones and computers, Basurto said. 

“It was just a hangout spot, every day,” said Basurto, who attended Lahainaluna until last spring. 

Hawaii’s high cost of living and isolated location have made recruiting and retaining qualified teachers a long-term challenge for the state. The Covid-19 pandemic only exacerbated the problem when thousands of Hawaii teachers left the classroom, citing concerns about health and the challenges of providing online instruction.

But Hawaii schools may be seeing some relief for the first time in years. When students returned to classes last week, the Hawaii Department of Education had just 166 unfilled teaching positions. In comparison, DOE recorded over 1,000 vacancies in August 2022. 

Some principals are hopeful that the teacher workforce is beginning to stabilize and grow, reducing the scramble for new hires at the start of every year. A new contract from the teacher's union is providing veterans with greater pay incentives to stay in the classroom, and the state has also ramped up its employment of educators from the Philippines and other countries.

At the same time, the state is reducing its reliance on emergency hires, who have a college degree but have not completed the coursework or teaching experience needed for a state license. DOE currently employs 342 emergency hires, compared to over 580 last year.

Communications director Nanea Ching said the department is working to help emergency hires become licensed teachers by connecting them with education courses and preparation programs at local colleges. Emergency hires in the DOE have up to three years to earn their teaching licenses.

Keoni Wilhelm, principal at Baldwin High School on Maui, said he’s seeing signs of progress with the teacher shortage. Over the past few years, he added, he’s consistently needed to find substitutes or emergency hires to staff the school, and administrators would sometimes combine classes and teach multiple courses at a time when there were no teachers available. 

With recent changes to Baldwin’s class schedule and new recruitment tactics, Wilhelm said he’s finally starting the school year fully staffed without any emergency hires.

“I am cautiously optimistic,” Wilhelm said.

Multiple Points Of Improvement

There’s no single factor explaining the recent decline in teacher vacancies. The number of new hires — just over 1,230 — is comparable to past school years, and the total number of DOE teachers has remained at roughly 13,000 since 2019.

But some principals say teacher retention seems to be improving, requiring them to search for fewer educators each year. At the height of the pandemic, nearly 1,200 teachers were leaving the department annually.

Some teachers were worried about their health as they returned to in-person instruction, while others struggled to support students who didn’t know how to socialize or behave in the classroom after online learning, said Derek Minakami, a principal at Kaneohe Elementary. 

Now, Minakami added, teachers seem happier and have more motivation to stay in schools for longer. Under HSTA’s new contract, veteran teachers can increase their pay to over $100,000 beginning next year by taking professional development classes and moving up DOE’s salary scale. 

Many teachers who are considering retirement will likely stay in the DOE for a few more years to qualify for the pay raise, said Osa Tui Jr., president of the Hawaii State Teachers Association.  

“If you can focus on increasing the pay, you can increase the quality of people coming into the job,” he said. 

Other schools have found success by searching for educators internationally. DOE hired 122 new teachers from outside the United States this year, with many employees coming from the Philippines. While most new hires don’t arrive with a state teacher's license, they come to Hawaii with classroom experience from the Philippines and can stay in the state for up to five years.  

The department welcomed roughly 80 teachers from the Philippines at the start of the last school year. 

Baldwin High School currently has seven educators from the Philippines who have earned their teaching licenses, Wilhelm said. The staff members are committed to serving Hawaii students and have quickly embraced the school’s culture, he added. 

“They’re fabulous,” Wilhelm said. “They love kids.”

Long-Term Solutions Remain Elusive

But Hawaii is still searching for sustainable ways to grow the pool of qualified teachers. Past initiatives like introducing teacher bonuses have seen limited success. 

In 2020, DOE introduced annual bonuses to incentivize licensed teachers to work in special education and Hawaiian immersion classrooms, as well as hard-to-staff areas like Waianae and Nanakuli. 

But while the $10,000 bonus for special education teachers has motivated existing educators to move into special education positions, it hasn't had a significant impact on retention, said Roddy Theobald, deputy director of the Center for Analysis of Longitudinal Data in Education Research. It's too early to tell if salary raises are encouraging more people to enter teaching, he added, but the recent decline in special education vacancies is largely due to staff shifting positions within the DOE.

Even still, the bonuses have helped to target a critical area of the teacher shortage, said Dale Fryxell, dean of Chaminade University’s School of Education and Behavioral Sciences. It can be intimidating for new teachers to begin their careers in special education classrooms, he added, and veteran teachers often have the training and experience needed to make a successful transition to leading special education classes.

Hawaii students are interested in becoming teachers, as long as they have a clear pathway to earning a license, Fryxell added. Over 300 students recently applied for Chaminade scholarships covering the full cost of a bachelor’s degree in education, he said, and he’s hopeful that Hawaii’s new apprenticeship program will significantly reduce the costs of earning a teacher’s license. 

 “If there’s money available, there’s people who are interested,” Fryxell said. 

Tui said the state needs to find more permanent solutions to keep experienced teachers in classrooms. He added that he expects a wave of veteran teachers to retire in the next few years, putting another strain on staffing in Hawaii schools.

“We’re on the precipice of a big drop-off,” Tui said. 

Civil Beat’s education reporting is supported by a grant from Chamberlin Family Philanthropy.

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About the Author

Megan Tagami is a reporter covering education for Civil Beat. You can reach her by email at [email protected]

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These NJ teachers think former educator Tim Walz will bring special talents as VP pick

6-minute read.

A former schoolteacher as a vice presidential candidate? That rather rare occurrence has some North Jersey educators thrilled.

Minnesota Gov. Tim Walz, whom Kamala Harris has picked to be her Democratic vice presidential running mate, taught social studies at a Minnesota high school and coached its football team before entering politics in 2006, bringing dollops of Midwestern warmth and relatability to the ticket, some pundits said. 

It’s Walz’s long career as a teacher — before a political career was in sight — that has helped generate his authentic, everyman vibe. 

We asked some North Jersey teachers what it felt like to see a fellow educator running for vice president.  

Many refused to comment, saying the current political climate was too polarized, including a Democratic superintendent who was afraid of backlash, saying her school board was “divided down the middle” politically. A Republican school administrator in a blue North Jersey school district also declined to comment.  

Yet most teachers and local education officials who spoke to us were excited about what a former teacher could bring to the ticket. 

“As an educator, I'm thrilled to see a former teacher and high school coach on the ticket, because we need someone who knows firsthand the needs of our youth and our children," said Ralph Passante Jr., a senior school administrator who coordinates data and community engagement for Union City Public Schools in Hudson County.

"We need someone who has worked for years with our students and knows what they need and prioritize,” Passante said.

“He has done several wonderful things in his career with students, including making it a priority as a governor to ensure that all students have lunch and no child goes hungry," Passante said, and "making sure that there were menstrual products available for free for all the students who would need them.”  

Walz, a two-term governor, signed laws providing universal free lunches to all students in Minnesota's public schools. “He's been a big proponent of free breakfast and lunch," said Robert Barbier, a high school English and American studies teacher in Garfield. "I can't tell you how important it is for students to come to school and be able to receive breakfast and lunch if they need it. It's really hard to teach a kid who’s hungry.” 

In 2023, Walz signed a law mandating free menstrual products to students in grades four through 12, a move the Trump campaign has criticized as threatening to women and mocked with the hashtag moniker #TamponTim. 

Which presidents have been teachers?

The most common profession for presidents before entering politics has been lawyer. To have a former teacher on the ticket of a major party is not unheard of, but it has not been common.

Only 10 people who went on to win the presidency were teachers, and some of them — including Woodrow Wilson, a former New Jersey governor and Princeton University president, and more recently Barack Obama — taught at the university level.

Presidents John Adams, Millard Fillmore, Chester A. Arthur and Lyndon Johnson — all of whom had also served as vice president — spent some time as schoolteachers or professors, the National Constitution Center said. New Jersey native Grover Cleveland taught for a time at the New York Institute for the Blind.

James Garfield taught part time in rural Ohio schools, and later penmanship at a Vermont academy, the center said.

Sen. George McGovern, a former history professor, was the Democratic nominee for president in 1972, but he was trounced by Richard Nixon.

Tim Walz enlisted in the National Guard after graduating from high school and served for 24 years. He lost his father at 19, an event that left him feeling unmoored, he has said in interviews.

This is where he shares roots with his Republican vice presidential opponent, J.D. Vance, a fellow Midwesterner and a four-year Marine Corps veteran who grew up without a father in Middletown, Ohio.

Helping students feel safe and welcome

Vance went on to law school at Yale, and Walz taught high school, first in Nebraska and later in Minnesota, close to his wife’s home. There, he agreed to mentor his high school’s first gay-straight alliance in the 1990s, when taboos around gender and sexuality were more prevalent. 

“It really needed to be the football coach, who was the soldier and was straight and was married," Walz told the Star Tribune in 2018 . 

“The fact that he chose in 1999 to start the first gay-straight alliance in high school, and to be their adviser, shows that the man has character, he has goodness," said Passante, the Union City administrator. "He's down to earth. It's clear that he cares, especially about young people.”

Walz’s actions when he was a teacher and a governor signaled a commitment to making all students feel safe and welcome in schools, said Barbier, the Garfield teacher.

“Particularly in high school, I think students are searching for their identity," Barbier said. "Part of learning is feeling safe. Lots of researchers have talked about that. And part of feeling safe is being in a place where you can have trust and foster trust. I think when you come out publicly in support of the LGBTQ+ community, you're also coming out publicly in support of people finding their identity. These are all things that are important to our students.”

Barbier was also pleased that Walz has been a member of the American Federation of Teachers, the same teachers' union to which Barbier belongs. Walz has secured endorsements from the country’s largest teachers' unions, the AFT and the National Education Association. “To see someone who was a member of my own union makes it a little bit more special, I guess,” Barbier said. 

“As educators, we struggle with engaging students in the classroom," he said. "Absenteeism is very high. And the use of cellphones in classrooms is high. All those things are kind of the enemy of true engagement. Here's a guy who's really, I think, made the idea of engagement very important and key to what he stands for.”

Sensing challenges to children, families

Emily Blumberg, the 2023 Passaic County Teacher of the Year and the first female physics teacher at Passaic Preparatory Academy, said Walz’s background as an educator will make him an asset to Harris if they are elected. 

“Teachers have a pulse on the challenges that children and families face," Blumberg said. "They also have skills in working with all kinds of people and connecting with their communities."

Mary Moyer Stubbs, a former elementary school librarian and state legislative liaison for the New Jersey Association of School Librarians, said she has always been happy to see a lawmaker with a background in K-12 education, especially with school libraries under scrutiny in recent years.  

Books about sexuality and race are the most contested, said free speech advocacy group Pen America.

“As we've been going through a tumultuous time right now with the book bans and school board meetings about library books and age-appropriate stuff, I would hope that Walz would understand things from an educator’s perspective — it's something not many legislators have," Moyer Stubbs said.

"Certainly some educators understand our challenges, but many don’t, unless they're informed and given information about what those challenges might be for educators and school libraries, in particular,” she said. 

Special announcement

India, Bangladesh , Bhutan , Nepal and Sri Lanka .

DAAD Delegation to Germany on 'Higher Education and Research Management'

Aiming to deepen institutional cooperation in higher education and research, a delegation from India will visit Germany from 8 to 14 September 2024, commemorating 50 years of S&T collaboration between the two nations.

The DAAD New Delhi is organising a ‘Higher Education and Research Management’ delegation to Germany from 8 August to 14 September 2024. The member delegates are the representatives from various Indian ministries, funding agencies and policy advising institutions. The visit aims to strengthen institutional contacts and foster collaboration in higher education and research between India and Germany, marking 50 years of Science and Technology cooperation between the two nations.

The visit will focus on higher education and research management, addressing funding strategies and mechanisms, support structures for researchers, the internationalisation of teaching and research, and collaborative efforts within consortia. Additionally, two workshops and networking events organised in collaboration with the DWIH New Delhi will provide a platform to present the Indian higher education and research system and facilitate engagement with German counterparts.

More information about the events in

• Bonn: Indo-German Research Connects
• Berlin: Indo-German Research Cooperation – The Way Ahead?

Profile of participating institutions

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