Education is becoming a central resource for every nation, and indeed for every individual citizen, in the 21st century. Currently, however, only ten percent of German citizens believe that the German education system adequately prepares them for the future. Within the population, there are only very slight differences in opinion.
The German education system enjoys a good reputation worldwide, and many countries envy Germany for its kindergartens, schools, and universities. However, it is also a fact that in international comparative studies, Germany often does not rank among the leading nations and has room for improvement in numerous areas.
Equal opportunities are a much-discussed topic: A child's educational success is still too often determined by the parents' educational background. The public does not expect any real improvement in this regard in the future and can hardly imagine the government enacting corresponding programs.
Many Germans share the view of the Chinese philosopher Lao Tzu, who said over two and a half thousand years ago: "Learning is like rowing against the current. If you stop, you drift back.".
Currently, 74 percent of Germans are willing to learn new things throughout their lives. However, only two out of five Germans actually take advantage of a continuing education opportunity at least once a year.
Those aged 18 to 29 are most likely (60%) to invest time and energy in such offers. Among those aged 30 to 64, the rate drops to 44 percent, and among retirees it is still almost one in three (31%).
One challenge here seems to be making learning enjoyable. Only about one in eight of those who participated in at least one learning opportunity last year reported enjoying it. Nearly one in three, on the other hand, did not enjoy it and were consequently dissatisfied or frustrated.
A question for the future is: What can be done to ensure that learning is viewed, offered, and experienced positively? And another question: Where, when, and what does learning take place? There are no easy answers to these questions. Nevertheless, it is worth considering the following points:
Learning environment
Germans spend roughly four percent of their total lifetime on formal education, including time at university and all preparation and follow-up work (e.g., homework). Even though this period is generally perceived as formative (and accounts for over 90 percent of all government spending on education), it is hardly sufficient to prepare for current and future developments.
Extracurricular learning venues could therefore play a greater role in the future. The integration of e-learning opportunities must be given special attention in this context.
Learning content
Crucial for the future is the ability to handle the increasing abundance of information – including critically. Furthermore, the German education system currently focuses almost exclusively on vocational training. In the future, however, education could also include non-vocational areas of focus.
Image of learning
Many Germans associate education with concepts like effort, hardship, pressure, or obligation. However, learning can be viewed and experienced in a much more positive light. Learning from and with others proves to be a potential starting point for improving its image.
Responsibility
According to the law, parents are responsible for upbringing, the state for vocational training, and employers for professional development measures. In this context, the question arises as to when citizens themselves become responsible for their own education. For no matter how creative, worthwhile, or useful the available programs may be, without the willingness to learn, they are of little use.
EN 
DE