In August 2000, Germany's main trade union and employers' confederations, DGB and BDA, joined with other groups in calling for the economy to be made a subject on the school curriculum. The social partners want students to be taught about a variety of work- and business-related topics, reflecting the growing importance of the economy and world of employment for people's lives.
The Confederation of German Employers' Associations (Bundesvereinigung der Deutschen Arbeitgeberverbände, BDA) and the German Federation of Trade Unions (Deutscher Gewerkschaftsbund, DGB) have jointly called for "the economy" to be made a new subject for study within the general education system for all age groups, beginning with the fifth grade (the first year of secondary school). Together with parents' and teachers' organisations and academics, the social partners presented an extensive paper in August 2000, in which they laid out arguments for the necessity of studying the economy at school and explained the proposed contents of such a course in detail.
In brief, BDA, DGB and the other organisations argue that the importance of the economy and the world of work has increased. As the economy affects the lives of everybody, schools should improve education in this area, following an inter-disciplinary approach, oriented towards practical experience. It is argued that students will learn to reflect on their own values and interests, gender roles and different views of society, as well as how to deal rationally with economic facts, if they are taught about:
- the major importance of "labour" for the development of personality;
- capacities to act and to realise their life plan and career aims within the economic system;
- aspects of co-determination for individuals at work;
- how to make an informed decision on vocational training or study and an ensuing career; and
- how the system of economics and the world of work is shaped politically and how international economic relations work.
BDA and DGB are to ask the ministers of culture, education and church affairs to translate this proposal into public policy. They will also seek support for the necessary initial and further training for teachers.
The teachers and science workers' trade union (Gewerkschaft Erziehung und Wissenschaft, GEW) opposes the proposal to introduce "the economy" as an extra subject at school. The head of GEW, Eva-Maria Stange, stated that the union agrees with the arguments about the importance of the economic nowadays and acknowledges possible deficits in school education. However, as there are already many subjects on the school curriculum, GEW will not consent to further extension of the timetable. Instead, Ms Stange proposed that the existing array of subjects be examined and, if necessary, adapted to the needs resulting from social and economic changes. Existing subjects could include economic questions to a greater degree, in order to meet the "multidimensional" needs of the economy. Moreover, the dialogue between schools and employers' associations on the one hand and trade unions on the other should be intensified. According to GEW, the main problem is that most teachers do not have work experience outside the school. A typical teaching career takes an individual from school to university and from university back to school. Therefore, experience in other fields should be included in the vocational training of teachers.