More than 50,000' unfilled teaching positions in German schools
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Loading... - Narum Cuyler
- 06 Jun 2023
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Fifty-seven percent of the surveyed school administrators, according to VBE, revealed that at least one position in their school remained unfilled at present.
Among the affected schools, a quarter reported that six to ten percent of their positions were vacant, while at one-fifth of the schools, the number rose to more than 15 percent of all positions.
The scarcity of teachers was particularly severe in elementary schools and special education institutions.
An overwhelming majority of the surveyed head teachers, specifically 84 percent, anticipate that their schools will face severe repercussions in the future.
Germany has long been grappling with a shortage of teachers, as many young individuals are discouraged from pursuing this profession due to its demanding hours, low compensation, and lack of flexibility. Additionally, the general scarcity of skilled workers in the country contributes to the diminished pool of qualified educators.
The situation is further compounded by the increasing number of schoolchildren resulting from higher birth rates and immigration, as noted by the Standing Conference of the Ministers of Education and Cultural Affairs (KMK). Currently, Germany has nearly 11 million schoolchildren.
According to VBE, on a national level, an average of eleven percent of positions remain unfilled, with 1.6 vacancies per school. Considering the total number of primary and secondary schools in Germany, estimated at 32,206 during the previous academic year, this amounts to over 51,000 unoccupied teaching positions across the country.
The survey, which was published on Tuesday, was conducted between September and October of the previous year and involved 1,308 school head teachers nationwide.
Based on KMK calculations, the gap between the demand for teachers and the available supply is expected to average around 1,600 annually from 2021 to 2035. By 2035, the KMK projects approximately 25,000 vacant positions based on teacher demand forecasts.
"The current reality in our schools reveals that the gap is already twice as large as the KMK's 2035 projections," stated Gerhard Brand, Chairman of VBE.
Appeal for enhanced lateral training
The researchers also inquired about the utilization of "lateral entrants" or Quereinsteiger in schools, referring to individuals without formal teaching qualifications. Sixty percent of the respondents confirmed the employment of lateral entrants, signifying a 23 percent increase compared to 2018.
According to the survey, lateral entrants are most commonly employed in Hauptschulen, Realschulen, Gesamtschulen, Förderschulen, and special education schools, which serve as alternatives to academically-focused Gymnasiums.
Among principals who hire lateral entrants, 51 percent stated that this group is employed on temporary contracts.
"What was initially presented to us as a temporary solution has now become an integral aspect of the educational landscape," Brand remarked. "We are particularly concerned about the increasing reliance on lateral entrants in schools that cater to students with greater educational needs."
Consequently, the association calls for a minimum of six months of preliminary training for lateral entrants before they embark on their teaching careers, enabling them to acquire fundamental pedagogical and didactic knowledge.
Furthermore, Brand emphasized that existing lateral entrants should be "fully qualified to teach."
