Interrording about free tutoring: Critics demand justice for Austrians!

Interrording about free tutoring: Critics demand justice for Austrians!

Wien, Österreich - The discussion about free learning in Vienna is currently causing plenty of explosive. A report by Exxpress.at describes the outrage that is triggered by the financing of this program. Every year, over two million euros in tax money flow into the help offers for migrant children, but the opinions about it are split.

teachers who want to remain anonymous express their negative experiences from the courses. They criticize the lack of interest of the participants, which is accompanied by a disinterest and disorders during class. A pedagogue proposes creative and artistic learning to increase the motivation of the children instead of simply putting them silently. It is also required that parents should have more influence on their children to improve the Situation.

Criticism of injustice and discrimination

The debate is possible by demands that parents of non -participating children should pay for the courses themselves or that aid for non -active students should be deleted. Critics say that it is unfair that migrant children can take advantage of free tutoring while Austrian children have to pay for it. Many readers report difficulties in classes with predominantly non-German-speaking children.

Another discussion point is the treatment of taxpayers and the associated discrimination against taxpayers. Concerned citizens demand that benefits should only be performed for consideration. The future and integration of migrant children are also up for debate, with calls for consequences for absenteeism and lack of services.

The school context for migrant children

The educational situation for children with a migration background in Austria is tense. According to an article on Pfz.at , the connection between social origin and education is more pronounced than in many other European countries. Children with a migration background tend to have lower educational mobility.

Scientific studies show that these children often visit kindergarten, which has a negative impact on their educational path. The early access to educational institutions has a decisive influence on how they do in elementary school and beyond. In addition, it is often found that children from disadvantaged conditions rarely attend a generally forming higher school, which significantly reduces their chances of a successful educational path.

The Austrian school system with its selective structure is often seen as a key problem. A common criterion that influences the educational path is the social and economic resources of the parents. Teaching staff who make decisions for the children cannot always be guided by objective criteria. Parents with a migration biography often have less strategic knowledge of the school system, which does not optimally set the course for younger generations.

Negative experiences, such as derogatory attitudes and questions from teachers, can also make the educational path of migrant children more difficult. A school structure aimed at homogeneity often sees diversity as a problem, which rarely promotes positive and individual pedagogy. In the middle of this difficult framework, the commitment of teachers who respond to the needs of their students is of great importance.