Andreas Schleicher, Director of Education at the OECD and head of the global PISA study, has issued a sharp critique of Germany’s education system, warning that it is failing to meet the needs of children with a migration background. In an interview with the Stuttgarter Zeitung, Schleicher said the system lacks adequate support structures and continues to misallocate resources—jeopardizing social cohesion and long-term opportunity.
“It’s a huge problem when an education system fails to adequately support migrant children—and that imbalance spills over into entire schools,” he said. “Unfortunately, that’s far too common in Germany.”
Early language support still lacking
Schleicher emphasized that effective early childhood education is key to ensuring language acquisition before children enter school. He called for mandatory language assessments and early diagnostic tools to identify and address gaps before they widen. “This is where Germany is still doing too little,” he warned.
While teachers are often blamed for poor outcomes, Schleicher defended them, saying they need far more institutional support. “If too many children in a classroom lack basic language skills, it becomes nearly impossible to teach effectively.”
Misguided resource allocation
Another major concern is how resources are distributed within the education system. Schleicher argued that schools facing the greatest challenges—often in socioeconomically disadvantaged areas—should receive the most funding, top teachers, and the best infrastructure.
“The problem isn’t just migration or language alone. When these factors combine with poverty and are concentrated in specific schools, the challenge becomes overwhelming.”
Germany’s system, he added, often reinforces segregation by channeling students with migration backgrounds and other disadvantages into the same schools and educational tracks.
Migration quota? A nuanced yes
Schleicher also weighed in on a recent controversial proposal by Education Minister Karin Prien (CDU), who suggested introducing migration quotas in schools to avoid overconcentration. While the idea was met with backlash from the teachers’ union and coalition partners, Schleicher expressed cautious support.
“You need flexible solutions—maybe even quotas—but there won’t be a one-size-fits-all fix,” he said, pointing to Belgium’s data-driven system that helps ensure a balanced social mix across schools.
