Schulbildung besser fördern – aber wie?

- The outside education initiative is now playing an indispensable role in German school education and the increase in education rights. - With the Compass education fund, we want to establish a way through this multifaceted German education fund. - Martin Bayerle, the program manager for the Alliance for the School Plus, and Oliver Ehrlich, a partner at McKinsey. - And I am Mirona Kralitsch, the host of this podcast. - Oliver Martin, could you give us a look at the Compass education fund first? - Why did McKinsey and the foundation come together to develop this Compass? - Yes, I need to get a little bit out of it. - So, as we all know, the German school system is currently facing great challenges. - We have very big differences in the education benefits and education paths depending on the social origin. - We have a high burden of teachers' lack, but also, for example, increased rates of school breakers or schools, - schools that have no basic reading skills after primary school. - And at the same time, I think we all have to say, in front of the challenges where Germany is economic, social, - demographic change, we can't actually afford to lose just one child on the school education path. - So we all have to work together to enable children's access to education and opportunity. - But this often requires that there is an individual promotion of teachers and students, - who can't afford the schools alone. - And in the background, a whole series of educational initiatives and organizations have been formed in Germany - that support schools, for example, with topics such as reading, promotion, - education of mentors or also support the construction of digital skills. - And this is a very exciting scene that really helps the education system to achieve this. - And as a child, we have also supported Pro Bono relatively a lot in the last two years. - And in the end, the idea of compass education has also been born, where we actually said, - let's make a way for us through this diverse, but also inexplicable educational landscape in Germany. - Yes, and for this, we have found a great partner with the Stifterverband in the education system, - with whom we have worked in the compass in the last months. - Good, Stifterverband, Mati, maybe you can say that again from your perspective, Stifterverband. - Yes, thank you very much for being here in the podcast. - The Stifterverband is a community of 3,500 companies, institutions, - organizations and private persons who have set out together to change the education system - effective and targeted. - And one initiative of the Stifterverband is the future mission of education, - which is to ensure that the education system is designed for a world in change. - We are trying to quickly develop people with the necessary future competencies. - And part of the future mission of education is the Alliance for School Plus, - and the Alliance for School Plus has a goal to support cooperation between schools and outside schools, - systematically and effectively. - And the Alliance for School Plus is a strategic government of now 130 partners, - association, association, community organization, but also important implementation partner, - educational administration and ministries. - And as I said, the Alliance for School Plus, - here it is exactly about these cooperation between schools and outside schools, - and the increase of transparency and orientation is a very important point here, - a very important lever. - Especially schools with their current burden have a big challenge in everyday life, - to find a matching partner from the outside school area, - which they support to increase the individual funding. - And from this, the Compass Education Fund is a very important tool for schools, - and it is also an important navigation tool for other groups that we have here with the Compass, - for example the public hand. - Ministry of Education is here in particular meant, - or pensions that can further enrich their own analysis of transparency and orientation - in the educational funding landscape, - so that they can create better, more effective framework conditions - and move the important lever in the system, - so that there is a stronger cooperation and cooperation in this sense, - as Oliver already mentioned. - And that's why we were very happy, - when Mackenzie came to us with the idea of the Compass Education Fund, - our goal here was to increase transparency and orientation. - And Mackenzie is of course a strong partner for us here, - when it comes to this complexity, to change it, to structure it, - and of course to navigate in the end, - and of course also to bring a hands-on mentality into it, - which brought us back to the Alliance for the School Bus even earlier. - And here I would also like to thank Oliver and his team for their excellent collaboration, - and now the great result that we have, and which we will continue to work on. - Yes, it sounds like a very fitting collaboration, - where both partners meet well, very exciting. - How can schools, pensions, the public hand, - and the other target groups that you just mentioned, - how can they use this Compass Education Fund very specifically? - Yes, as we said, we want to somehow establish a path with it, - through this Compass Education Fund. - And that means very specifically, that for example schools and school lines, - through the website that we have, not only the report, - we also have an interactive website, - where there are convenient search and filter functions, - there exactly suitable funding offers can be found for them. - So you can really say, I am looking for reading funding, - I am a school in North Westphalia, - what are the funding offers there? - That is the one point. - So really, the suitable offers to identify. - But at the same time, there is also financial support in the funding landscape, - which, for example, can then be provided by pensions. - And then, on the one hand, initiatives in the education fund themselves can say, - who can support me financially or professionally with what I am doing there? - Or on the other hand, pensions, of course, orient themselves, - where can I find my financial support at the best? - What are the initiatives that have actually achieved a certain size, - which are really worth supporting, - which have already been a certain effectiveness? - That is, there is also the orientation in this direction, - and that can also go to public hands, - which also get a transparency and orientation over this landscape. - And ultimately, there is also a network possibility and offer, - so that the initiatives themselves, - in the education funding landscape, know who there is, - who might do something similar like me, - with whom you can exchange. - And so we actually hope that all these stakeholders in the landscape - with this guide, to give an orientation and opportunity, - to connect accordingly or also to support. - So you have already done a very good job. - We of course paid attention to it. - The C-groups, how do you approach it? - What are you looking for? - What can be helpful here to find the appropriate offer? - And we have just made a suggestion for an intuitive navigation. - But of course they are also open for feedback. - And the C-groups, in particular, of course, - also teach the school leaders, - whether they have the logic that we have presented here, - also what they need and will of course further develop it, - depending on the feedback. - I think it's important here again to say that we have defined - outstanding qualities, - where we can also respond to experiences. - For example, we at the C-group have also collected the delivery slots, - where we have already collected experiences. - And I say that because right now, - there are also schools that are in state-run programs, - which are currently being flooded - with offers from also foreign-school actors, - because here in the state-run program, - financial support is also required, - where schools can also apply offers - and bring them to school. - And the information flow is simply overloaded with this. - And through our selection and quality criteria, - we have also provided a certain security - that the initiatives that are in the C-group are already working with schools, - and offers are already working. - And I think that's very helpful. - Have you received the first feedback from schools? - You are still fresh on one, - but maybe you have already heard something. - Yes, directly from schools, - from actors from the area, - we actually received a lot, - fortunately also very positive feedback, - that this is helpful. - I think it's exciting that there is already a comment - under our link in the post, - that there was already someone, - who has already given a first statement - about the orientation with the compass - for his initiative. - So that has already offered a very concrete orientation. - We actually want to make sure that this should work. - In this respect, - let's first look forward to the very positive feedback, - which we have received so far. - Great. - Back to the website that you have mentioned, - you are differentiating between - direct and indirect education. - I think Oliver, - can you explain the differences - and the importance of this again? - Exactly. - Direct support includes support offers - with means to students and students, - who benefit directly from these support offers. - Here, for example, there are support offers - for reading, - for mentoring and mentors, - or for numerous student websites. - Direct support includes offers - that are not directly aimed at students and students, - but of course play a central role - for the education support, - for example financial and professional support. - Direct support includes initiatives, - for example, funding, - or also applications, - which also include further development - of schools and teachers. - Both applications are of course important - in order to provide the educational support - and the collaboration between schools - and outside-school initiatives. - In the report, - it is said that the escalation - of educational support initiatives - is extremely important, - in order to provide the whole thing. - Which success factors - have you identified for such a scale? - And how can these factors - be implemented in practice? - Yes, I think the topic of escalation - is very exciting in the educational support sector. - Because I think, - if I now bring our McKinsey perspective, - then it may be self-evident - that you say, - "Hey, if I now have an initiative - that is effective, - that has already been proven, - that it brings something forward in the education, - that you then also want to make it big, - so that as many students as possible - get better. - In the education sector, - you have to say, - that this is not always the topic of escalation - and making it big, - it is now in the focus for everyone. - So you have to say, for example, - as a reason - that in the educational sector - and in the educational support sector, - many in a positive sense - are really convinced - from the educational sector, - that they are active, - the ones behind the initiatives, - but maybe they are from home, - not like this classical, - commercial tool kit, - how I systematically - scale things and make them big. - And that's exactly where we have - also dealt with our pro bono engagement - over the last two years, - where we have exactly supported - organizations and initiatives - from the field, - to use exactly such approaches - and tools. - How do I systematically - go to school and to school leadership? - How do I work out my value proposition - in order to communicate my added value? - And that actually has, - we have also received great appreciation - from the actors, - with whom we did this, - gave everyone a lot of energy, - so that we can complement these worlds - from the pedagogical perspective - on educational funding - and the operational vision - on how to make it big, - together. - Yes, I would also add, - so from our perspective, - scaling should of course - also not be a suicide, - which, of course, - should not suffer from quality offers - under the scale, - and of course there are also - quite a lot of local education initiatives - that work their value, - and that should of course - continue to be done. - Nevertheless, - we also have the general conviction - that the list of - over-regional initiatives - on educational funding - should of course continue to grow, - because they have, of course, - already shown the effectiveness - and have already shown that - they work together with schools, - successful, - and that's why we have now - focused on educational funding - here in the Compass, - and of course we want to increase the number - significantly further, - and of course also with the organizations - that have already participated - in the Compass educational funding, - that have already escalated - and have shown that they are - also capable of being an organization, - not only to scale their offers - but also to take the next steps - as an organization, - because that is also another challenge - when I open new structures as an organization, - and of course also - to support them further - or to call on - to support these organizations, - to further escalate, - because ultimately it is about - giving more children to young people - the best possible individual funding - for young people. - Let me tell you again, - the goal of the Compass is now - not to give an entire view - on all existing initiatives, - because especially the many - great local initiatives that Martin - just mentioned, - all of them would have - really spread in the framework, - but that is why we have said very consciously - that the focus of the Compass is - on the over-regional initiatives, - which are already over-regional active, - which have further scaling potential - and with that, - really, many students - can actually come in handy - via individual cities outside - and via the local initiatives, - which also perform great work. - So I think that is again very important. - And we have already seen - the over-regional scale, - but it is based on the foreground. - I think the initiatives have - very clearly formulated, - what is the added value, - what are the advantages - that have on the schools in use, - for example, - teachers are being enlisted, - or students are being targeted, - individually promoted. - They have made a lot of thought - on how they then really - talk to schools and partner-partners - systematically, - who convince them of their offers. - They have pedagogical knowledge, - with management know-how - in cross-functional teams, - in combination with the team, - and they have also managed - to establish long-term partnerships - with schools, - or also with students, - or with public hands, - which then also create - for all sides planning security, - and then also convince them - that they are scaling over - a local engagement. - So in this respect, - this does not come by itself, - it is not possible to become self-employed, - but there are definitely possibilities - that we will also explain in detail, - how to make your own initiative - as large as possible - and then develop as large as possible. - Could you give me a few examples - of initiatives that come in the compass? - So I know, - you don't want to make any particular - or I say extra not which ones - that do it particularly well, - but just one or two examples - so that you can better imagine - what kind of initiative that is. - Yes, as you already said, - so I would now like to - make certain initiatives - that make it particularly important, - because everyone we have taken up with it - makes an important contribution. - Because personally, - it is of course already like that for me, - that I was particularly impressed, - of course the initiatives that are already - very, very broad and very, very - escalated in the education system, - and maybe if you want to hear a name, - then I would say, - for example, - I was impressed by a club like Mentor.ev, - which with the individual reading services - that they offer, - is already active in over 100 cities in Germany - with local teams, - and with that, - more than 20,000 students - have actually reached at any time, - which are supported with the Mentor reading services. - So I think that's impressive, - that you've reached such a size - and then so many students - are also supported there. - And then I also find a classroom example - for other initiatives, - which are also escalated on the way. - Do you also have an example, Martin? - Exactly, - I don't really like examples, - because ultimately we are happy - about everyone now - in the field of education and education, - whether local or regional, - which are supported with kids and youth, - which are optimally supported. - And last but not least, - you can also say, - that now with the initiatives - of the direct and indirect education, - which we, for example, - have also looked at more in the Compass, - there are very different approaches - that are also strongly set up - according to the needs of the schools - and the transition situations - in different countries, - because education is now also federal - and also regions have different challenges here. - And exactly here, different strategies - are flexible to the needs. - And I also think, - which escalation strategy - should be chosen, - also depends heavily - on specific goals. - I think what I generally think - or personally also think is good, - is that if such a cooperation - should be effective for children and youth, - then it should also be strategically - set up between schools - and external-school partners. - And here, there are just many initiatives - that really have several approaches here, - that also accompany schools - according to the offer - or also to take concepts into the school, - to set up as a school organization, - to establish a sustainable cooperation - in relation to building up - with the external-school partner - and to design the offers for children and youth - also optimal together. - I think that is definitely very important - and many of these initiatives - have been built up in their programs. - To establish such a compass - was, of course, a powerful act. - What were the central challenges - that you encountered? - And how did you overcome them? - So, a big challenge was - certainly the diversity and university - of the education team. - And of course, we went through - a basic research expert - in an interview that we conducted - and clear selection criteria - because criteria that we have defined - and here we can also - as a board member - on the pre-execution of our daughter - the organization "Bildung und Begabung" - which once with the "Begabungslotsen" - has a platform - where we also have a probe - to define such selection processes - and criteria for it - and also about our own experience - of student applications - that we operate - and external-school cooperation. - And ultimately we understand that here - but also in the sense of agile development. - We have just developed a first-generation version - here with strong partner McKinsey - and now we have a first-generation version - that we constantly develop - and now also look in the future - that we are making inquiries - with the target groups - to continue to learn here - and to expand the whole thing - because with certainty - we have not yet - of course, all over-regional initiatives - found with this first step - and here of course also - so, over-regional initiatives - and also selection criteria - that we have defined - and we definitely - in the online version of the Compass - can also develop that well - and also with further extensive reports - and we are looking forward - to each of these initiatives - that will take us to each other - or will be carried out to each other. - And the other one - we also look forward to the intuitive - availability, - which I have already mentioned - so here is a best-mögliche - structuring and navigation services - and also here - we are very open to feedback - from the various target groups - while that is also always - in the previous version - to continue to click. - Martin, Oliver, thank you very much. - Now you have already taken my last question - because how it should go on - with the Compass - and how you can participate - or how you can give suggestions. - Thank you very much - for listening to me - that this is now not - a minor obstacle - but that it should be developed further - and yes, I am curious - how it will be accepted. - Thank you very much. - And that was it again. - Tomorrow - A McKinsey podcast - McKinsey is now a world-wide - business platform. - It helps organizations - to achieve sustainable, - integrative workstation.