The roots of learning. Exploring Germany's primary education system.

Autor/inn/en	Schlesier, Juliane; Parade, Ralf; Rank, Astrid
Titel	The roots of learning. Exploring Germany's primary education system.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 142-178 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35797 10.35468/6239-05
URN	urn:nbn:de:0111-pedocs-357978
Schlagwörter	Schulsystem; Übergang; Grundschule; Grundschulpädagogik; Primarbereich; Lehrerbildung; Curriculum; Föderalismus; Inklusion; Deutschland
Abstract	Primary education plays a vital role in shaping both the academic and personal development of children. In Germany, Grundschule represents a shared starting point for nearly all pupils, designed to promote equal access to fundamental skills such as reading, mathematics, and social-emotional learning. The structure and practice of primary education in Germany, however, are influenced by a complex interplay of historical legacies, socio-economic conditions, education policy, and the federal organisation of the school system. While this decentralised model allows for locally adapted solutions, it also brings challenges regarding educational consistency and fairness across regions. Against this background, a closer examination of the German primary education system is essential to understand both its internal dynamics and its broader societal role. This paper provides a detailed overview of the primary education system by exploring the primary education landscape and analysing its institutional structure, curriculum, and assessment methods. It also addresses pedagogical approaches used to foster inclusion and digital literacy. Additionally, the analysis covers transition phases into and out of Grundschule as well as the preparation and professionalisation of teachers. By connecting these aspects, the paper identifies current tensions as well as potential for innovation. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4