YEAR 2022

Surveys within the new National Education Panel (NEPS) starting cohort 8, with the study title "Education for Tomorrow's World," began on schedule in October. It is the first wave of surveys among the new participants and is intended to collect important data on the future of education. The focus is on fifth-grade students and their teachers. In the coming years and decades, they will be accompanied on their further educational trajectories within the framework of NEPS.

Differences in academic skills between children from low-income families and children from higher-income families emerge early in life. With the goal of closing this gap, Professor Ariel Kalil, Ph.D. at the University of Chicago is researching ways to improve the literacy and numeracy skills of preschool children from low-income families. She presented current results of two intervention studies in her LIfBi Lecture at the end of October in Bamberg.

The program of the 7th International NEPS Conference of LIfBi with more than 50 presentations, several posters, a keynote by Prof. Regina T. Riphahn, Ph.D., and an honorary lecture by the winners of the "NEPS Publication Award" has been finalized. The conference will be held in virtual format on December 5 and 6, 2022.

The Scientific Advisory Board of the LIfBi will meet in the coming year in a new composition and under new chairmanship. At the 9th meeting of the Scientific Advisory Board at the end of September, long-standing members were bid farewell, a new chair was elected and designated new advisory board members were welcomed.

The Leibniz Association once again invites to a new edition of "Book a Scientist". Researchers from all disciplines of the Leibniz Association will provide an insight into their work on more than 100 topics and answer individual questions in personal discussions. The scientific speed dating will take place virtually on November 8th and can be booked as of now. The LIfBi will also be taking part again: seven young scientists will offer 20-minute talks on various aspects of educational research – from shortened school years and early childhood support to the influence of parents on teenagers' success at school.

Prof. Dr. Katharina Scheiter (University of Potsdam) and Prof. Dr. Bettina Hannover (Freie Universität Berlin) each were awarded by the German Psychological Society at this year's 52nd DGPs Congress in Hildesheim. The Leibniz Institute for Educational Trajectories warmly congratulates the awardees, who are connected to the institute as a designated member of the Scientific Advisory Board (Scheiter) and both as LIfBi Research Affiliates.

Prof. Dr. Cordula Artelt, Director of the Leibniz Institute for Educational Trajectories (LIfBi) and Chairholder of Longitudinal Educational Research at the University of Bamberg, represents the field of educational research in the Commission for Pandemic Research of the German Research Foundation (DFG). Today, the commission published a new statement on the importance of research for understanding the long-term consequences of the Covid-19 pandemic.

Digitization of learning, inclusion, educational equity, civic and social engagement. These and other topics will be the focus of the latest study by the National Educational Panel Study (NEPS) starting in the school year 2022. Under the study title "Education for the World of Tomorrow", up to 20,000 students in the fifth grade and additional persons from their environment will be surveyed on a regular basis. Many regular and schools for children with learning difficulties and school for children with learning difficulties school for children with learning difficulties have already agreed to participate in the new study; further schools will be contacted at the beginning of the new school year. The first surveys of the participants will then start in October.

With the release of the Scientific Use File of the panel study "Health Behavior and Injuries in School Age" (Gesundheitsverhalten und Unfallgeschehen im Schulalter, GUS), a first data package generated entirely outside the Leibniz Institute for Educational Trajectories has been integrated into LIfBi's research data infrastructure. The acquisition took place within the framework of a project funding by the Consortium for the Social, Behavioral, Educational and Economic Sciences (KonsortSWD).

The way in which young refugees arrive in the German education system depends in the federal school system to a large extent on the federal state in which they live. In a new study, researchers from the Leibniz Institute for Educational Trajectories (LIfBi) and Martin Luther University Halle-Wittenberg (MLU) show the influence of the education policies of federal states on the school entry of young refugees. According to the study, the refugees often waited a long time to start school, were initially often enrolled in classes for new immigrants, and attended comparatively often lower forms of school. This limits their further educational progress, in some cases early on in the integration process, due to the often low permeability of the German school system.