Transcript Organisation and structure of the school system

Istanbul April 2011
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Primary sector –organisation and structure
Secondary sector- organisation and
structure
Secondary sector II (fifth and sixth form)organisation and structure
Vocational education and trainingorganisation and structure
Special education school system organisation and structure
Intercultural education at School
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The German primary school is a four year
school system compulsory for all children aged
6 to ten years (in two federal states, 12 years).
Traditionally, it is a half day school, with
lessons taking place in the morning, but
increasing movements towards an all-day
system are made. Most children attend primary
schools administrated by the state, and special
needs schools are available for children who
are diagnosed as unsuitable for the standard
primary school system.
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The tasks and objectives defined for the
primary school system have been
continuously reformed in the recent past.
Hence, the focus is directed towards the
development of self learning strategies and
skills, children are encouraged to learn by
experience and interaction with their
environment. In 2004, national standards
for the subjects German and mathematics
were introduced, and foreign language
learning begins at primary school level.
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The secondary school system in Germany consists of a lower
secondary level (compulsory full time school for 10 to 15 year
old students) and an upper secondary level, where at least
part time school attendance is compulsory. Different
secondary school system institutions are geared to the
attainment of divers certificates of qualification, but the
institutions are open in principle so that it is possible to
transfer from one institution to another. Further, the
qualifications can also be obtained in adult education
institutions (evening classes). Generally, the lower secondary
system comprises the school years 5 to 9, and leads to a
general qualification, while the qualified leaving certificate for
the year 10 is the entry requirement for vocational education
and training, and to the upper secondary school system (two
to three years) which allows for higher education.
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Types of educational institutions at lower secondary level: Schools
providing general education at lower secondary level build on the
foundations laid by the Grundschulen catering for all pupils (primary
schools). Most Länder offer the Hauptschule, the Realschule, the
Gymnasium and the Gesamtschule. Furthermore, several Länder
have new kinds of schools in which the courses of education
provided at Hauptschulen and Realschulen are combined in
curricular and organisational respects. The names of these schools
differ from Land to Land: e.g. Mittelschule, Regelschule,
Sekundarschule, Integrierte Haupt- und Realschule, Verbundene
Haupt- und Realschule, Regionale Schule and Erweiterte Realschule.
Common principles for lower secondary education were laid down
by the Standing Conference of the Ministers of Education and
Cultural Affairs in the Agreement on types of school and courses of
education at lower secondary level of December 1993, amended in
September 1996.
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The educational institutions of the upper secondary level include
general education levels and vocational education and training
levels as well as the VET institutions participating in the dual
system, thus all full time or part time secondary level education
institutions for 16 to 19 year old students.
The Gymnasiale Oberstufe (upper secondary level grammar
school) comprises the years 11 to 13 (in in some states 10-12 or
11-12) , it normally consists of a one year introductory phase
and a two year period of qualification. The introductory stage is
followed by a course system of semesters, thus the class
structure is submitted. Basic courses provide general tuition,
while so-called “Leistungskurse” (major subject courses) are
more scientific in their orientation, thus preparing for higher
education. . The work and study at the grammar school is
directed towards the attainment of the Allgemeine
Hochschulreife (higher education qualification).
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Full time vocational education and training institutions include
the Berufsfachschule(vocational school), the Fachoberschule
technical college), the Berufliches Gymnasium/Fachgymnasium
(vocational grammar school) the Fachschule and other less
frequent types of vocational training institutions.
The dual system of vocational education and training> Two
thirds of the young school leavers seeking professional training
attend a three year qualification in the dual system. The training
is performed at two different locations, i.e. a school where
theoretical tuition is attended, and a practical training
institutions at shop floor. The dual system of vocational
education and training intends to provide fundamental general
knowledge on the onhe hand, and the specific skills necessary
for a particular profession on the other hand.
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The Berufsfachschulen serve to provide an introduction to one or
several occupations, provide part of the vocational training in
one or several recognised occupations requiring formal training
or lead to a vocational training qualification in a specific
occupation. At the same time, they expand the level of general
education previously acquired.
In the Berufsoberschule, the knowledge, capabilities and skills
acquired by pupils during their initial vocational training are
taken as the basis for an extended general and in-depth
subject-related theoretical education, which will enable pupils to
pursue a course in higher education. The three to four-year
courses of education for double qualification provide both
vocational qualification (e.g. the assistant occupations or
vocational qualifications in a number of recognised occupations
requiring formal training) and a higher education entrance
qualification.
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The special education system in Germany has undergone
considerable measures of reform in recent years, focusing
on the support of individuals with special educational
needs by means of varied types and degrees of assistance.
Since the 1980s, children with disabilities have been
integrated into the mainstream school system in pilot
projects, and divers co-operations exist between
mainstream schools and special needs institutions. The
objective is to allow each child to develop whithin its own
abilities, hence to be enabled to participate in social life
and work.
The Ministries of Education and Culture have developed
curricula for schools for children with learning disabilities
and mental handicaps, so school is compulsory for all
children regardless of cognitive or physical disability.
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In dealing with alien and familiar, change of
perspective, which enhances the pesonal
perception and tries to adopt a foreign point of
view, a key to selfconfidence and reflected
outside perception. The mirrored perception
from outside, achieved by change of
perspective, supports the development of a
stable identity and contributes to social
integration. Tolerance gained on this
foundation accepts worldy orientations that
seem incompatible with ones own, as long as
they respect human rights, human dignity and
basic democratic rules.