The German Teachers’ Association has called for state training of Islamic teachers in all federal states for teaching in schools. The president of the association, Stefan Düll, stated that there is a need to establish Islamic education under state supervision. Many Muslim parents do not see the provision of mandatory ethics classes as sufficient and often express a desire for their children to receive Islamic instruction under state supervision, preferably at school. However, they have legitimate concerns about the quality of extracurricular offerings and the values taught there.
According to Düll, parents want to raise their children in the spirit of an enlightened Islam and seek professional support without being subject to instruction controlled by other states such as Turkey or Iran. Therefore, offerings under state supervision in accordance with the Basic Law must be established. Düll emphasized that there is a need for quality control and assurance regarding the values being imparted through Islamic education. This proposal aims to address the concerns of parents while ensuring that education aligns with the values and principles of German society.
The demand for state-monitored Islamic education comes amid increasing calls for tighter regulations on religious teachings in Germany. Concerns have been raised about foreign influence on Islamic education in the country, particularly from countries with divergent values and ideologies. By establishing a system of state oversight and control, the German Teachers’ Association aims to provide a framework for quality education that adheres to the principles of freedom, tolerance, and democracy.
The proposal for state training of Islamic teachers has sparked discussions about the role of religious education in German schools and the need for diverse perspectives to be represented within the education system. While there are existing ethics classes that cover various religious traditions, the call for Islamic education under state supervision highlights the specific concerns and desires of Muslim parents in Germany. It also underscores the importance of ensuring that all religious teachings in schools are in line with the principles of secularism and equal treatment of all faiths.
In response to the growing demand for state-regulated Islamic education, policymakers and education authorities will need to consider the logistics and implications of implementing such a system. This could involve developing standardized curricula, training programs for Islamic teachers, and mechanisms for quality assurance and oversight. The aim is to create a framework that not only meets the needs and expectations of Muslim parents but also upholds the values of the German education system and promotes social cohesion and integration. The debate surrounding the proposal signals a broader conversation about the role of religion in public education and the importance of ensuring that all students have access to quality, inclusive, and culturally sensitive education.
