Sharp Critique: ‘Gymnasien are the new Hauptschulen’
Josef Kraus, the former president of the teachers’ union, has launched a strong critique of what he calls the ‘academization mania’ in the German school system. Kraus warns that gymnasiums (academic secondary schools) are increasingly functioning like the old Hauptschulen (basic secondary schools) because of relaxed access criteria in many states. Nationwide, about 45 percent of fourth graders currently receive a recommendation for Gymnasium, a share Kraus believes is far too high and often unsuited to many pupils.
Keywords and core concerns
- Over-academization of the school system
- High share of Gymnasium recommendations (around 45%)
- Relaxed access criteria outside Bavaria
- Overload of pupils and teachers
- Call to postpone track decisions until grade 6
Kraus argues that the push to steer more children into academic tracks leads to overburdened students and teachers. He says the system is trying to make too many pupils fit an academic model that they are not prepared for, and that this ‘over-academization’ creates stress, lower motivation, and classroom challenges. Kraus recommends moving the decisive school-track choice from fourth grade to sixth grade to give children more time to mature and to reduce early misplacement.
Regional Data: Sachsen-Anhalt and national comparisons
The debate is grounded in concrete regional figures. In Sachsen-Anhalt the share of Gymnasium recommendations has fallen slightly from 36.2 percent to 35 percent, while the proportion of pupils changing school types (the Wechselanteil) decreased from 41.9 to 40.2 percent. These shifts affect how teaching resources are distributed between school types.
| Indicator | Gymnasium | Sekundarschulen / Other |
|---|---|---|
| National Gymnasium recommendation (approx.) | 45% | |
| Sachsen-Anhalt Gymnasium recommendation | 35% (down from 36.2%) | |
| Wechselanteil (Sachsen-Anhalt) | 40.2% (down from 41.9%) | |
| Unterrichtsversorgung (teaching coverage) | 98% | 87% |
| Source: Regional reporting summarized in public debate (2026) | ||
The data show better teaching coverage at Gymnasien (98 percent) compared with Sekundarschulen (87 percent). This imbalance means that many pupils in non-academic secondary schools face larger classes or fewer qualified teachers, while Gymnasien are relatively better staffed, reinforcing concerns about unequal resource distribution.
Consequences for schools, teachers and practical learning
Teachers’ associations and unions warn of the practical consequences of the current trend. The VBE Sachsen-Anhalt criticizes the introduction of practice-learning days (Praxislerntage) as a form of ‘shortage management’ when teaching coverage already lies at only 80–85 percent in some schools. The union questions whether businesses can reliably provide the placement capacity, especially amid economic or company crises, and sees Praxislerntage as an insufficient substitute for proper teaching resources.
Teacher shortage and workload
- Fewer teachers per pupil in Sekundarschulen
- Higher workload and stress for remaining teachers
- Risk that Praxislerntage will not replace qualified instruction
- Dependency on business cooperation, vulnerable to economic crises
The imbalance also affects classroom quality: Sekundarschulen with fewer teachers must often serve more pupils, which can reduce individual support, increase workload for staff, and limit opportunities for vocational orientation or remedial help. At the same time, Gymnasien with higher Unterrichtsversorgung can offer more stable instruction, creating a two-tier experience for students depending on their school type.
Political responses and partisan debates
Political parties are divided on how to respond. CDU and SPD propose merging secondary and community schools into Oberschulen or creating a clearer two-school system—Gymnasium and Gemeinschaftsschule—to make qualifications more accessible and simplify pathways. Proponents argue this can reduce fragmentation and increase fairness.
Baden-Württemberg and national resonance
Similar debates in Baden-Württemberg also focus on creating two pillars—Gymnasium and a new Sekundarschule—to balance effects from G9 (return to nine-year Gymnasium) and teacher shortages. Across states, despite different reform proposals, a common thread is the critique of over-academization and the urgent need to address resource imbalances.
The AfD rejects Sekundarschulen as a ‘mistake’ and calls for a return to a clearer split between Hauptschule plus Realschule. The FDP demands more clarity and consistent standards across states, while Die Linke favors voluntary expansion of Gemeinschaftsschulen with more vocationally oriented instruction. Critics such as Thomas Lippmann describe some proposals as mere facade changes (‘Schildwechsel’) that do not solve underlying staffing and resource problems.
Conclusions and practical recommendations
Josef Kraus’s critique centers on protecting children from early misplacement and on ensuring realistic, resourced education structures. Key recommendations from the debate include postponing the decisive school-track choice from fourth to sixth grade, addressing the teacher shortage through recruitment and retention, and rebalancing resources so that Sekundarschulen and vocational pathways receive adequate staffing and support.
Takeaway
The debate sparked by Kraus highlights that raising the number of Gymnasium recommendations without matching resources risks harming students and teachers. Whether states pursue mergers, two-pillar systems, or other reforms, addressing teacher availability, fair resource allocation, and the timing of track decisions will be central to any sustainable solution.
A measured approach to school reform should combine clarity in school types and curricula with realistic staffing plans and stronger ties to vocational education, rather than relying on temporary fixes like Praxislerntage. Ultimately, the aim is to reduce over-academization, protect pupils’ learning trajectories, and ensure equal educational opportunities across all school types.
