What is One Square Kilometer of Education Berlin-Moabit?

At the initiative of the Breuninger Foundation and RAA Berlin, One Square Kilometer of Education was started in Berlin-Moabit in 2009. The Carl-Bolle school, key elementary school of the project, is located in one of the poorest districts of Berlin, the Beusselkiez in Berlin-Moabit. Everyday life at school is characterized by the high percentage of children – about one fourth – coming from Roma families. Besides cooperating with the Carl-Bolle school, the Pedagogical Workshop Moabit works together with two day-care centers in the neighborhood (one in Emdener Strasse and one in Huttenstrasse). The Pedagogical Center’s staff includes one project manager, one assistant responsible for the school, one assistant responsible for the day-care centers, one assistant responsible for evaluation and quality development and one project assistant. Since the summer of 2010, the Berlin Senate Administration for Education, Youth and Science has been supporting the Pedagogical Workshop with a half-time teaching position (project management). By working together with the Moabit-West district management and participating in the District Council, One Square Kilometer of Education Berlin-Moabit, amongst other things, has established good contacts in the district.

What are the goals?

One Square Kilometer of Education is striving to build up a local educational alliance which will assume responsibility for the learning success of the children and adolescents, will systematically change the teaching approach in the district and will involve everyone who can contribute to the goal that no child is “lost”. One Square Kilometer of Education supports the educational institutions in the district in these efforts.

  • Recognizing and closing gaps in the educational system,
  • Organizing the transitions together,
  • Strengthening the children and adolescents with regard to their individual educational needs and skills, helping them discover their potential and achieve their goals,
  • Promoting acknowledgement and appreciation,
  • Developing a common definition of quality, so that children and adolescents encounter an appreciative approach in all educational institutions,
  • Being a learning platform,
  • Finding transferable results.

What does One Square Kilometer of Education Berlin-Moabit do?

  • “Rucksack”
  • Roma school mediation
  • Accompany the development of the school
  • Initiate and anchor cooperation with the parents
  • Audit the quality of promotion in the institutions involved
  • Participate in the educational alliance of the district
  • Participate in the District Council

The Carl-Bolle school is a compulsory all-day school, which means that all children have good opportunities of development. Teachers and kindergarten teachers work together in the classroom and during breaks. There is a school station supported by the SOS Children’s Village. In the past years, the school – with the support of the Pedagogical Workshop – has started to expand its competencies and strengthen its profile. The entire faculty has increased their diagnostic competence through further education seminars. Thus, students encountering difficulties will receive remedial instruction much sooner. The teachers of special subjects meet regularly to discuss the need for individual assistance in different subjects. The whole class can learn how to constructively overcome blockades. It has been decided to build up a profile for the natural sciences, and this will be implemented together with the day-care centers. The school is part of an educational alliance, which also supports these efforts in the district by cooperating with the Pedagogical Workshop. Language promotion and movement are other special areas of concentration at the school. To this end, several projects are carried out during the school year. Together with the immigrant organizations in the district, interaction with the parents is promoted systematically, e.g. a café for parents is being set up. As a result of the Roma school mediation, the situation of these children has improved significantly at the school: their educational progress and schooling as such has been furthered because they attend school regularly now, they are making progress, and reliable relationships with the parents have been established. Students of teaching post get involved within a Service-Learning Project for the improvement of succesful learning processes of selected pupils.

Who is financing One Square Kilometer of Education Berlin-Moabit?

  • Freudenberg Foundation, Weinheim
  • Senate Administration for Education, Science and Research, Berlin

Which partners are supporting One Square Kilometer of Education Berlin-Moabit?

  • Regional Centers for Education, Integration and Democracy (RAA), Berlin
  • Heinrich-Stoess-and-Gerda-Koepff Foundation, Weinheim

Why is the Freudenberg Foundation engaged in One Square Kilometer of Education Berlin-Moabit?

The Freudenberg Foundation, together with the Senate Administration and other partners, is engaged in One Square Kilometer of Education Berlin-Moabit because it wants to achieve more educational equality in the district. The Moabit-West district has a population of about 20,000, and every third inhabitant has an immigrant background. The district is characterized by poverty and high fluctuation: whereas persons with higher incomes are moving away, socially deprived people are moving in. The high construction density, the closeness to industrial areas and the lack of good green areas and playgrounds are leading to a highly problematic residential situation.


Pädagogische Werkstatt
Emdener Straße 47 – 48
D-10551 Berlin
Phone 0049-(0)30-39840177
Fax 0049-(0)30-39840179

Barbara Kirchner, project management and assistant responsible for the school
Vesna Lovric, assistant responsible for the day-care centers
Marike Meinz, assistant responsible for evaluation and quality development
Thomas Nickich, coordination and project assistant

Change Story

Kevin’s mother says she understands everything. And, of course, you can learn to understand. Yet, in all truth, it is really strenuous to correctly understand what the second-grader wants to say. Not only does he have great problems forming grammatically correct and complex sentences, he also has trouble pronouncing the letters and words. It is strenuous having to repeatedly ask: “What did you want to say?” And for the boy it is extremely discouraging having to repeat everything. One small question triggers movement: “Would you like me to understand you?” “Yes!” “But we don’t want to have to speak about it all the time.” So, the speech therapist and the boy agree on a small sign that the therapist can use when she doesn’t understand him. The boy chooses the “time out” sign used in hockey or handball. The boy’s pronunciation improves surprisingly fast. The teacher at elementary school notices the progress that is being made. She speaks to the therapist and also begins to use the small trick: the inconspicuous sign to let the boy know that he wasn’t understood and has to try again. Moreover, this saves the boy from having to be corrected in front of the class all of the time. They have now been working this way for more than five months, and it is much easier to understand Kevin, who is in third grade now.