Grüne on education

The Greens see daycare centers (Kitas) as educational institutions and want to revise the state's educational guidelines. Nutrition education is to be written into the daycare law, and nature experience and reading support are to be strengthened.

The Greens see daycare as a place to learn. The state should update its rules for learning in daycare. Children should learn about food. They should spend a lot of time in nature. Reading aloud should get more support too.

The educational guidelines are to be adapted to the changed lives of children and families. Nutrition education, from snack gardens to cooking together, is to be anchored in law and shaped jointly by teaching and housekeeping staff. The party wants more green spaces as places to play and learn and regards forest and nature kindergartens as an important pillar. Reading and language projects such as the "Lesepaten" (reading mentors) are to be expanded.

The Greens want to turn pilot projects on children's participation into a quality standard for all daycare centers. The state program for trauma-informed teaching in daycare is also to continue and possibly grow.

Children should have a say in daycare. This should be true in every daycare center. Some children have lived through terrible things. The state has a program to help them. The Greens want to keep this program.

The platform describes daycare centers as the nursery of democracy, where children first experience participation. Existing pilot projects run by providers are to lead to a quality component for all facilities. Children with stressful or traumatic experiences are to receive support. To that end, the state program TiK-SH is to be continued and expanded where needed.

The Greens want to improve daycare quality mainly through more staff. The time educators have for preparation and follow-up work is to rise by at least one hour.

The Greens want more staff in daycare centers. That should mean less stress for workers. Workers should also get more time to prepare. It should be at least one more hour.

The party points to the daycare reform of the last legislative term, with uniform minimum standards, smaller groups and a better staff-to-child ratio. Building on that, a "Kita-Reform 2.0" is to raise quality further. Despite the shortage of skilled workers, more staff is meant to ease the workload. The minimum preparation time, already increased once, is to grow again by at least one hour.

To support inclusion, special-needs educators (Heilpädagogen) are eventually to work in every daycare center. As a first step, large facilities with more than four groups are each to get one such staff member.

Children with and without disabilities should go to daycare together. That takes specially trained staff. They are called special-needs educators. Large daycare centers should get one first. Later, every daycare center should have one.

The platform wants special-needs staff not only in inclusion centers but eventually in every daycare center. Because of the shortage of skilled workers, the Greens want to step up efforts to attract people to this profession. For a transitional period, daycare centers are to be allowed to hire other suitable people for support.

The Greens want to attract more people to work in daycare centers (Kitas). Pay is to rise for all groups of educational staff, training routes are to be expanded, and staff are to be relieved of administrative and housekeeping tasks. Home-based child care (Tagespflege) is also to keep receiving support.

The Greens want more staff for daycare centers. The workers should get more pay. There should be more training places. Home-based child minders should also get more help.

The platform calls for a better pay grade for social-pedagogical assistants within the funding model for daycare centers. Vocational school training and the paid, practice-integrated training route are to be expanded; together with the federal government and municipalities, the Greens seek pay in all forms of training. Options for career changers are to be widened, and centers that train staff receive hours for mentoring. Staff already on the job are to get in-service training. For home-based child care, the platform plans training and investment in rooms, and it will examine higher budgets for time off, equipment and outings.

The Greens want to continue the daycare reform with a focus on inclusion. Refugee children are to attend regular daycare centers from the start, and people with disabilities are to work as staff in educational institutions. The platform argues that daily contact counters prejudice.

The Greens want all children to go to daycare together. This includes children with disabilities. Refugee children should go to regular daycare right away. People with disabilities should also be able to work there.

Family centers and family education centers are to receive more support because children from different cultures meet there. Families of refugee children are to get advice and support. Legal rules for inclusion are to be put in place and staffing increased where needed. The Greens want to use the federal reform of Social Code Book VIII to anchor inclusion as the guiding idea of child and youth services.

The Greens want to develop the content of learning in schools, with open forms of learning and teaching across subjects and grade levels. The timetable framework is to be revised so schools get more leeway. The options for doing without grades are also to be widened.

The Greens want to change how schools teach. Schools should decide more for themselves. Children should find their strengths more easily. Schools should be allowed to skip grades more often.

The revised timetable framework (Kontingentstundentafel) is meant to strengthen computer science education, economics/politics, education for sustainable development and consumer education. Students are to gain basic knowledge of consumer rights, of purchase, rental and insurance contracts, and of advice services. Sustainability education is to get more room in class, in new formats and with learning sites outside school. Teacher training in STEM subjects is to be expanded and exchange with universities increased.

The Greens want students to be able to use gender-sensitive language again without being penalized for it. Elementary schools are also to be allowed again to use Grundschrift (a simplified handwriting style) as a first script.

Students should be allowed to use gender-sensitive language again. They should not be marked down for it. Elementary schools should be allowed to use Grundschrift again. That is a certain style of handwriting for children.

Both demands aim to restore earlier options. Grundschrift is to be available as one of several scripts with which children learn to write. On gender-sensitive language, the point is that using it at school should not lead to disadvantages.

The Greens want to push for a later start to lessons so that the school day fits better with the sleep rhythm of children and teenagers. At the same time, care before school is to be available everywhere for elementary school children.

School should start later in the morning. Then children get enough sleep. Young children should still have care early in the morning. This helps parents who work.

New approaches to a later start are to be worked out in consultation with schools, parents, students and school authorities. Care before lessons is to be possible statewide. The platform justifies it by the need to balance family and work.

The Greens want to expand the PerspektivSchul program for schools in difficult social settings. A social index is to make sure money goes to schools according to need. The platform argues that social background still strongly shapes educational opportunities.

Some schools have a harder job than others. These schools should get more money. A social index should show how much each school needs. Children who fell behind during Covid should get help.

The program, launched in 2019, currently gives 62 schools a so-called education bonus. The social index is to be updated regularly. The Greens expect further support from the federal Startchancen program. The effects of pandemic school closures are to be examined together with schools, with special catch-up programs where needed. Letters to parents and other notices are to be written in plain language.

The Greens want to phase in, together with municipalities, the legal right to an all-day place for elementary school children that applies from 2026. The same rules for rooms, staff and equipment are to apply statewide. In the party's view, all-day schooling should offer education and not just supervision.

Elementary school children should be able to stay at school all day. From 2026 they have a right to this. The Greens want the same rules across the whole state. Sports clubs and music schools should take part.

Everyone involved is to develop a framework concept for the state, and mornings and afternoons are to be linked. All-day programs are to be led by trained (social) educators who are part of the extended school leadership; the Greens seek a change to the school law for this. Meals are to follow the quality standard of the German Nutrition Society. Sibling discounts and income-based fees are to apply in all-day schooling as well. Sports clubs, music schools and youth work are to be included, and a module series on multi-professional work is to strengthen teamwork among the different professions.

The Greens want every child to be able to learn with a digital device at school and at home, regardless of parents' income. An overall plan is to be drawn up with school authorities. Teachers are to receive more training in digital teaching.

Every child should be able to learn with a tablet or laptop. This should not depend on the parents' money. Teachers should learn more about digital teaching. All schools should get fast internet.

The overall plan is to settle lending, purchase, maintenance and administration of devices for the long term and take the planned federal Digitalpakt 2.0 into account. Data security, green IT, cost efficiency and open-source software are to be considered. Universities are to introduce a required module on digital learning and digital pedagogy. All schools are to have a fiber-optic connection by the end of the year if possible. At the federal level, the Greens back an education flat rate with an "Education Pass" giving students internet access at home. Assistive media for inclusive learning are to become standard and easier for school authorities to buy.

The Greens want to expand media education and computer science education for all students. Computer science education is to be made a binding part of the revised timetable without adding to children's workload. To have enough teachers, computer science degree programs are to be set up in Flensburg.

All students should learn more about computers and media. This should be a fixed part of lessons. More computer science teachers are needed for this. People should be able to study for it in Flensburg.

In putting this into practice, the Greens want to draw on findings from the state program "Zukunft Schule im digitalen Zeitalter" (Future School in the Digital Age). Further training for teachers in computer science is to be expanded. Elementary schools are to be able to borrow kits with materials on programming and robotics at several sites in the state. This is meant to let children experiment in the digital world with guidance from the start.

The Greens want to strike the clause in the school law that makes joint learning depend on available resources. By 2024, 490 additional positions for special education teachers are to be in place. The party stands by the dual system of regular schools and special-needs centers.

Children with and without disabilities should learn together. This should no longer depend on money. There should be 490 new jobs for special education teachers. Special-needs centers will stay.

To fill the positions, the platform relies on more university and teacher-training places and on career changers. Further qualifications are to be considered for the special-needs areas of hearing and of physical and motor development. Campus classes are to make inclusive learning easier for children with intellectual disabilities; the rules are to be worked out with experienced special-needs centers. School aides and assistants are to be deployable in pool models according to need. Training on spotting learning problems is to be expanded, and teaching materials are to be low-barrier.

The Greens want to guarantee a right to education for children and teenagers who live in residential youth care or have no secure residence status. Teaching of German as a second language is to be expanded so that refugees and immigrants can earn recognized school diplomas.

All children should have a right to go to school. This includes children without a secure right to stay. It also includes children in care homes. Children with another first language should get more German lessons.

The rules on compulsory schooling are to be developed further for this purpose. German as a second language (DaZ) is to be staffed adequately with people from different professions. The platform sees this as the foundation for the schooling of people with another first language.

The Greens want students to receive all materials needed in class free of charge. Besides textbooks, this is to cover atlases, assigned reading and workbooks, and to apply to all types of schools.

School materials should be free for all children. This includes atlases and reading books. Workbooks should also cost nothing. This should apply at all schools.

Atlases, full-length texts and assigned reading are to be lent out, and consumable workbooks provided at no cost. School authorities are to get support with the additional costs. The party calls this genuinely free learning materials.

The Greens want to stop assigning extra support hours per child and instead allocate them according to each school's needs. This is meant to allow preventive support for children even without a formally established special need. Uniform diagnostic rules are to apply statewide.

Some children need more help at school. Today schools get extra hours for each such child. The Greens want to give the hours directly to schools. Then children can get help without an official assessment. The same rules should apply across the state.

The program calls for uniform statewide diagnostic standards and binding procedures to reduce regional differences. Hours are to be distributed according to the differing needs of schools. A plan for this is to be drawn up together with schools, parents and the municipal associations. Inclusion is also to be given more attention when children move from one stage of education to the next.

The Greens want teachers to get more support from other specialists, such as occupational and speech therapists. In the long run, every school in the state is to have a school social work position. The program justifies this with increasingly diverse classes.

More kinds of experts should work in schools. These include speech therapists and social workers. In the long run, every school should have a social worker. This gives teachers more help. Every child should get good support.

Cooperation among different professions in schools is to be developed further on a permanent basis and rolled out statewide. Special education teachers are to work more continuously at mainstream schools. Schools are to have lasting access to advice on organizational development. According to the program, the aim is individual support in mixed-ability groups.

The Greens want to prepare future teachers better for digitalization, inclusion and self-directed learning. Digital education, including basic computer science, is to become a fixed part of teacher degrees. Offerings on mental health are to be added.

People who want to become teachers should learn more at university. This includes computers and digital media. It also includes teaching children with disabilities. The Greens also want more offers for mental health. This should help teachers in their job.

The reform is to be carried out with the Allianz für Lehrkräftebildung (alliance for teacher education). More courses on inclusive teaching are planned, and people with disabilities are to be qualified as education specialists, building on the Institute for Inclusive Education. Starting in their studies, teachers are to learn how to teach health prevention and cope with stress themselves. On the job, supervision is to be expanded, along with teacher health measures concerning noise, breaks and workplaces.

The Greens want to give substitute teachers without a master's degree a permanent route into the profession. University places are to be planned more closely to demand, since posts cannot always be filled with suitably trained staff. The practical training phase is also to become more transparent.

There are not enough well-trained teachers. Some people teach as substitutes without a full degree. Today they may only do this for five years. The Greens want to offer them further training. Then they can work as teachers for good.

Currently, substitute staff without a master's can be employed for five years at most; with subject and teaching training they are to qualify for permanent teaching posts. Substitute teachers are to get better mentoring. The program supports pilot projects for dual master's programs and wants to avoid waiting times between university and the practical training phase. Assessment criteria for the second state exam are to be disclosed. For vocational school teaching, universities of applied sciences are to cooperate more with the universities in Kiel and Flensburg.

The Greens want to give principals more time for leadership tasks and let schools hire administrative staff to assist them. Pay is to be based on the tasks involved. The program cites growing expectations placed on school leadership.

Running a school is getting harder. The Greens want to give principals more time for it. Schools should be allowed to hire office staff. Pay should match the tasks. Teachers with special duties should also get relief.

So-called leadership time is to rise further depending on requirements. A systematic qualification program for principals of all school types is planned to attract new candidates. Pay is to be open to all eligible career tracks; for special-needs centers it is no longer to depend on the number of children with an established need. More pool hours are to give schools leeway, and a performance bonus is planned for clearly defined, temporary tasks.

The Greens want economics/politics taught from seventh grade at all types of schools. Students, parents and teachers are also to have more say, for example through class councils. The program regards schools as a key place for democratic education.

Students should learn more about politics and the economy. The subject should start in grade 7 at all schools. Students should have more of a say at school. Class councils are one way to do this. Parents should take part too.

Plans include more participation by all groups in schools, a feedback culture and a scientifically evaluated teaching module on participation. A pilot project is to expand civic education in special-needs centers and institutions for people with disabilities. The statewide student representation is to be informed about meetings of the state parliament's education committee. Student and parent representation bodies of special-needs centers are to be revived at state level.

The Greens want plans for preventing sexualized violence to be applied regularly at every school. Everyone at the school should know where children and young people can get help. The program notes that, statistically, every class includes affected children.

Some children suffer sexual violence. It happens at home, in free time or at school. The Greens want every school to act against it. Every school should really use its protection plan. Everyone should know where children can find help.

According to the program, statistics show that on average every class has children or young people who experience such violence. It names family, leisure activities and school as settings. Protection plans are to be lived in practice rather than merely exist in writing. The whole school community is to know where to turn for advice and support.

The Greens want daycare centers and schools to be sensitive to children's traumatic experiences. A preventive group program is to be set up in schools and later become a regular service. The program cites flight, the loss of relatives or strain at home during the pandemic as possible causes.

Some children have lived through terrible things. This can be fleeing their country or a death in the family. The Greens want to help these children in daycare and school. Schools should offer groups for this. Staff should get special training.

The group program is aimed at children, parents and educational staff and is to work for children without German skills too. County integration assistance services and family centers are to be involved. Experience from the "TiK SH" project is to feed in, and existing structures are to grow. Basics of therapeutic and trauma-informed education are to become a fixed part of educator training, supplemented by further training.

The Greens want to anchor education for sustainable development firmly in all parts of the education system. Training and further education in all sectors are also to be geared to the shift to a climate-neutral economy. The program says only ten to 20 years remain for this.

Everyone should learn how to protect nature and the climate. This should be a fixed goal in schools and other places of learning. The Greens also want to train more skilled workers for climate protection. Museums and adult education centers should inform people about the climate crisis.

Good practice examples are to be funded and honored. Out-of-school learning sites such as the "ErlebnisWald Trappenkamp" or the "Phänomenta" are to get help with NUN certification, funding and publicity. The existing state strategy is to be broadened, with young people involved. A round table on "education, training and climate" is to accompany efforts to secure skilled workers, alongside information campaigns and public information centers.

The Greens want to revise the flat-rate cost allowances for independently run schools in the next legislative term. The program regards Danish and independent schools as an important part of the school system.

Some schools are not run by the state. The Danish schools are among them. They get money from the state. The Greens want to recalculate the fixed amounts. This covers money for buildings, office work and school buses.

The program refers to the 2014 reform of funding for independent schools, which it says provided planning certainty. Per-student rates are tied to education spending on state schools, so independent schools share in rising funds. The allowances for investment, school administration and student transport, among others, are to be reviewed.

The Greens want more young people to start vocational training after school and all of them to earn a diploma. Youth employment agencies are to be set up statewide, and schools are to get plans to prevent dropouts. Practice-oriented programs are to continue or grow.

All young people should finish school with a diploma. More of them should start job training afterwards. There should be advice centers for young people everywhere. Schools should help early when someone may drop out. There are also classes with a lot of work practice.

More sites are to be added to the ten existing youth employment agencies so that advice is available close to home. Pre-training measures are to become modules that qualify for vocational training. Schools are to get prevention and intervention plans against dropping out, with further training for teachers. "Produktives Lernen" (productive learning), with three internship days a week in grades 8 and 9, is to grow as needed, and the flex classes are to continue.

The Greens want the state to play a bigger role in modernizing school buildings, so that school authorities with less money can also build and renovate. A model room program would set statewide standards for modern schools. The platform argues that many municipalities cannot handle the planning and the costs on their own.

Many school buildings need to be renewed. The Greens want the state to help towns and cities more with this. There should be a plan with clear rules for good school rooms. New schools should not harm the climate.

The model room program is to cover standards for rooms, administrative space, workspaces for teachers, building technology, heating, energy, digital equipment and noise protection, and it is to be updated over time. Permanent ventilation systems are included, with future waves of infection in mind. Rooms for all-day schooling, after-school care, inclusion and cafeterias are to be described as well. New school buildings are to be planned as climate neutral from the start. The state would support municipalities in planning and provide a pool of staff for planning, tendering and carrying out projects. The climate funding criteria of the IMPULS 2030 II program are to be adopted.

The Greens want to move the Schleswig-Holstein Institute for Vocational Education (SHIBB) from the economics ministry back to the education ministry. All vocational schools are to become Regional Vocational Training Centers. Statewide planning is meant to give every location a future despite falling student numbers.

SHIBB is an institute for vocational schools in the state. Today it belongs to the economics ministry. The Greens want to move it to the education ministry. All vocational schools should become regional centers. A plan for the whole state should keep the locations safe.

SHIBB started in early 2021 with about 5,000 teachers and was placed under the economics ministry. The Greens want to bring topics such as the move from school to work, comparable school degrees, career guidance and teacher training together under one roof. Because student numbers are falling and some trades have very small classes, a statewide school development plan is to be drawn up together with schools and school authorities. Turning the schools into Regional Vocational Training Centers is meant to let them respond more flexibly to local needs.

The Greens want to implement the federal government's planned training guarantee in Schleswig-Holstein, so that every young person gets a chance at a vocational training place. To that end, career guidance at general schools is to be strengthened and language support at vocational schools expanded.

All young people should get a chance at a training place. This also applies to young people who find learning hard. Schools should give better information about jobs. Young newcomers should get more help with learning German.

The training place can be in a company, close to company practice at a vocational school, or with an independent provider. The Greens want to examine whether vocational school teachers can help with career guidance at general schools; students should also be able to visit vocational school workshops, and the youth employment agencies are to be involved. German as a second language (DaZ) at vocational schools is to be expanded so that newly arrived and refugee young adults can earn a school degree. Companies are asked to offer more training places, and SHIBB is to develop a strategy with those involved. A pilot project is meant to allow more internships and stays abroad during training.

The Greens want to make it easier to move between vocational and academic education. A Berufshochschule (vocational college) is to combine a vocational qualification with, later on, a bachelor's degree. There are also to be more dual study places to meet the demand for skilled workers.

The Greens want to link job training and university more closely. There should be a vocational college. Students first get a job qualification there. Later a bachelor's degree should also be possible. There should also be more places in dual study programs.

Universities of applied sciences, vocational schools and companies are to work together more closely and in permanent structures. The vocational college is to grow out of this cooperation. According to the platform, linking the places of learning makes dual training more attractive and more open. The number of dual study places is to rise because many industries will need a lot of skilled workers.

The Greens want to keep raising base funding for universities to give them planning security. No public university in the state is to be at risk of closing. In addition, new departments are to be set up in Neumünster, with priority for a nursing degree.

Universities should keep getting more money from the state. This helps them plan better. No public university should have to close. Neumünster should get new study programs, first for nursing.

Together with the universities, the role of professors at universities of applied sciences is to be developed further. To address the shortage of skilled workers and teaching staff in social fields, professorships are to become more attractive and more doctoral positions are to be created. Co-determination within universities is to be expanded, and the Greens want to discuss changes to committee structures with the status groups. Student participation is to be strengthened, and the conference of student governments (Landes-ASten-Konferenz) is to be supported as a permanent body.

The Greens want to improve the digital infrastructure and equipment of universities and expand open data and open access. Foreign degrees are to be recognized more easily. In the border region with Denmark, there are to be many more joint degree programs.

Universities should get better digital technology. Research results should be free to read online. Degrees from other countries should be accepted more easily. German and Danish universities should offer more programs together.

IT systems and cloud services are to meet high security standards, especially in research. Alongside the benefits of digital tools, a critical approach to them is also to be developed. The platform considers stays by international students in the state, and by local students and researchers abroad, to be important. Disadvantages in study regulations, in the crediting of coursework and in employment law are to be removed. The border region is to become a shared location for education and innovation.

The Greens reject the federal Excellence Strategy because, in the platform's view, it strengthens elite structures and leaves many departments without support. Instead, the federal government should raise funding for all universities in general. The Greens also want to boost knowledge transfer through innovation agencies.

The federal government gives extra money to a few top research projects. The Greens think this is not fair. They want more federal money for all universities. Until then, universities in the state should still be able to use the program.

The Excellence Strategy is a competition run by the federal and state governments that funds selected top-level research at universities. Until a different kind of funding exists, the Greens still want to help the state's universities benefit from it. The party supports innovation agencies based on the D.Innova concept planned at the federal level and wants to build a strong regional structure for them. Together with the universities, a refresher course of study is to be developed that gives graduates access to new scientific findings.

The Greens reject tuition fees and want to continue the start-up grant for students from households on basic income support. The Studentenwerk (student services organization) is to get more money, mainly for housing and counseling. On BAföG (federal student aid), the party wants higher payments that are adjusted regularly and depend less on parents' income.

Studying should stay free of tuition fees. Students from poor families should keep getting money at the start. The student services organization should get more money for housing and counseling. Student aid should be higher and arrive faster.

The start-up grant goes to students from households that receive basic income support. To reduce stress, the Greens want smaller groups, especially in first-year lectures, better campus spaces and plans to ease study pressure. In the federal BAföG reform, the Greens want to watch for automatic updates to the calculation basis, higher amounts especially for housing, higher age limits and support for part-time study. To speed up applications, processes at the student services organization are to be modernized and made digital.

The Greens want to turn the state's Continuing Education Act into a Continuing Education Funding Act and give more support to Volkshochschulen (adult education centers) and other education centers. Given rapid social and technical change, the platform sees lifelong learning as a main pillar of the education system.

Adults should also be able to keep learning. The Greens want a new law for this. Adult education centers should be able to offer more courses. People who have trouble reading and writing should find help everywhere.

Adult education centers are to be able to expand their programs and set up more basic education centers. For people with limited reading and writing skills, there is to be an offer across the whole state that is easy to reach. The platform sees adult education as a contribution to fair access to education in later life. It describes skilled use of media as a condition for a working democracy.

The Greens want to turn the school subject of philosophy into a non-denominational subject called "Philosophy and Religious Studies." Denominational religious education would remain available alongside it.

Children with many religions and with no religion learn together at school. The Greens want a new school subject. It is called Philosophy and Religious Studies. It does not belong to any church. Regular religion classes will still exist.

The platform justifies the change with the growing mix of social, cultural, religious, and secular backgrounds in schools. The new subject would be set up at general-education schools. To support it, universities would offer a degree subject in religious studies that treats religion mainly from a non-theological perspective.

The Greens want to actively involve science in the shift to a climate-neutral society. Plans include a statewide network of sustainability managers at universities, a real-world lab called “SH.Klimaneutral,” and a platform for citizen science.

The Greens want science to play a bigger part in climate protection. Universities should have experts for sustainability. A new network should bring together research, companies and citizens. Citizens should also be able to take part in research.

Following a 2022 pilot project, sustainability managers would work statewide and receive participation rights in the higher education act. “Green Offices” would give students and university members space for their engagement. The real-world lab would link fields such as climate research, the chemical industry, nature conservation and agriculture as a cross-disciplinary network. A low-bureaucracy structure would connect actors and move research results into practice quickly. Transformation studies would be expanded and economics made more diverse.

The Greens want to promote nature studies in and outside school, knowledge of species and the training of conservation professionals. The Freiwilliges Ökologisches Jahr (voluntary ecological year) and the ecological federal volunteer service are to grow and also be open to older people.

People should learn more about nature. This should be possible at school and in free time. The Greens want more places in the voluntary ecological year. There, people work for the environment for one year. People over 27 should also be able to join.

Funding is to go to teaching knowledge of species and to training nature guides and conservation professionals for the state. The "Academy for Species Knowledge" at the state's education center for nature, environment and rural areas is to contribute. Existing nature experience facilities and out-of-school learning sites will continue to be funded and are to remain easy to access so that everyone has equal educational opportunities.

The Greens want to update how law school and the Referendariat (post-graduate legal traineeship) are taught and make them less stressful. The justice system is to become as diverse as society, and training on racism, sexism and anti-queer hostility is to be a fixed part of legal education.

The Greens want to make law school more modern. It should be less stressful. More different kinds of people should work in the justice system. Lawyers should learn more about racism and sexism.

Plans include a computer-based state exam, an appropriate allowance for legal trainees and oral exams free of discrimination. Human rights education is to be a fixed part of law school, the traineeship and mandatory training for lawyers, prosecutors and judges. The stated aim is for legal professionals to recognize racist, anti-queer and sexist crimes, prosecute them effectively and treat victims appropriately. The platform sees Black People of Color as underrepresented; they are to be recruited for law studies and supported in their careers.