High School Exchange in Germany (Berlin)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Germany-Thuringia "Stiftung Deutsche Landerziehungsheime Hermann
OECD - Innovative Learning Environment Project Universe Case Germany-Thuringia "Stiftung Deutsche Landerziehungsheime Hermann-Lietz Schule Haubinda" A private full-day boarding school based on reform pedagogic principles by H. Lietz (in tradition of Landerziehungsheime), comprising primary school, secondary school, and technical college for students aged 6 – 20. The school follows official curricula, but in addition emphasizes practical, manual work and cooperative, social skills. Whereas the focus of primary school is on the acquisition of learning methods like individual project work and cooperative learning in mixed-age groups, the higher grades are more subject- oriented. Work forms include participation in scientific competitions, cooperation with local communities, and theatre performances. Communication among teachers is organized (e.g., in teacher groups) in order to encourage interdisciplinary cooperation and unified curricula. A school parliament including students decides on daily school life, and a school board including parents oversees school functioning. Main Focus of Innovation: ORGANISATION, TEACHERS Other keywords: alternative philosophy General Information Name of the ILE: Stiftung Deutsche Landerziehungsheime Hermann-Lietz Schule Haubinda Location/Address: Stiftung 01, 98663 Haubinda, Thuringia, Germany Website: www.lietz-schulen.de ILE submitted by: Thuringian Ministry of Culture and Education 1 OECD - Innovative Learning Environment Project Universe Case Rationale Why do you suggest that it should be included in -
Coordinating Immigrant Integration in Germany Mainstreaming at the Federal and Local Levels
coordinating immigrant integration in germany mainstreaming at the federal and local levels By Petra Bendel MIGRATION POLICY INSTITUTE EUROPE Coordinating immigrant integration in Germany Mainstreaming at the federal and local levels By Petra Bendel August 2014 ACKNOWLEDGMENTS The author is particularly grateful for the assistance of Sabine Klotz and Christine Scharf in research and useful critiques. She would also like to thank all her interview partners in the different ministeries and agencies at the federal and state levels as well as local administrations for their frankness and for providing useful material on ‘best practices’. This report, part of a research project supported by the Kingdom of the Netherlands, is one of four country reports on mainstreaming: Denmark, France, Germany, and the United Kingdom. MPI Europe thanks key partners in this research project, Peter Scholten from Erasmus University and Ben Gidley from Compas, Oxford University. © 2014 Migration Policy Institute Europe. All Rights Reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from MPI Europe. A full-text PDF of this document is available for free download from www.mpieurope.org. Information for reproducing excerpts from this report can be found at www.migrationpolicy.org/about/copyright-policy. Inquiries can also be directed to [email protected]. Suggested citation: Bendel, Petra. 2014. Coordinating immigrant integration in Germany: Mainstreaming at the federal and local levels. Brussels: Migration Policy Institute Europe. TABLE OF CONTENTS EXECUTIVE SUMMARY ........................................................1 I. INTRODUCTION: THE CONTEXT OF IMMIGRATION AND INTEGRATION IN GERMANY ...........................................2 II. -
Standing up for Equality in Germany’S Schools Standing up for Equality in Germany’S Schools 1
STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS 1 INTRODUCTION No country wants to believe that it is It is clear that children from a “migration failing its children in any way. It is difficult background”1 perform significantly to imagine a government that would not worse at school than their native German support the idea of equal education for counterparts. The term “migration back- all. Germany is no exception. And yet, ground” covers children from families in Germany, children of varied ethnic who are still perceived as “foreigners” and racial backgrounds have vastly because of their racial or ethnic identity, different educational opportunities and even though their families may have experiences. arrived in Germany years ago. This should no longer be a surprise. In 2001, an influential European study shocked Germans with the news that their country, which long had prided itself on its excellent educational system, was at the low end of the compara- tive spectrum. The study, undertaken in 2000 by the Program for International Student Assessment (PISA) (an arm of the Organization for Economic Development and Cooperation (OECD)), showed that German children did poorly in reading, math, and science, in comparison to students from 56 other countries. The PISA study described the deep flaws in the German education system. In particular, it explained that at-risk students—including those of migration, or migrant, backgrounds—performed among the worst in the world. They were more often tracked into the lowest level Hauptschule; they were excluded from the best classrooms; and they had far fewer opportunities to attend Gymnasium, which meant they were not permitted to take the state Abitur examination and attend university. -
Germany's New Security Demographics Military Recruitment in the Era of Population Aging
Demographic Research Monographs Wenke Apt Germany's New Security Demographics Military Recruitment in the Era of Population Aging 123 Demographic Research Monographs A Series of the Max Planck Institute for Demographic Research Editor-in-chief James W. Vaupel Max Planck Institute for Demographic Research, Rostock, Germany For further volumes: http://www.springer.com/series/5521 Wenke Apt Germany’s New Security Demographics Military Recruitment in the Era of Population Aging Wenke Apt ISSN 1613-5520 ISBN 978-94-007-6963-2 ISBN 978-94-007-6964-9 (eBook) DOI 10.1007/978-94-007-6964-9 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013952746 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. -
Secondary School
Secondary school A secondary school is an organization that provides secondary education and the building where this takes place. Some secondary schools provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system. Secondary schools typically follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until the age of 16. The organisations, buildings, and terminology are more or less unique in each Tóth Árpád Gimnázium, a secondary school in Debrecen, country.[1][2] Hungary Contents Levels of education Terminology: descriptions of cohorts Theoretical framework Building design specifications Secondary schools by country See also References External links Levels of education In the ISCED 2011 education scale levels 2 and 3 correspond to secondary education which are as follows: Lower secondary education- First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 12-15 years old Upper secondary education- Second stage of secondary education and final stage of formal education for students typically aged 16–18, preparing for tertiary/adult education or providing skills relevant to employment. Usually with an increased range of subject options and streams. Terminology: descriptions of cohorts Within the English speaking world, there are three widely used systems to describe the age of the child. The first is the 'equivalent ages', then countries that base their education systems on the 'English model' use one of two methods to identify the year group, while countries that base their systems on the 'American K-12 model' refer to their year groups as 'grades'. -
Vorgaben Für Die Klassenbildung
Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland IVC DS 1932-5(15)3 Vorgaben für die Klassenbildung Schuljahr 2019/2020 Stand: September 2019 Baden-Württemberg Vorgaben für die Klassenbildung im Schuljahr 2019/2020 Schulart Schüler/innen je Klasse Erläuterungen zur Klassenbildung Vorgaben für die Vorgabe eines Vorgabe für die einzelne Klasse Klassenteilers einzelne Schule auf Klassen- (Orientierungswert) stufenebene (Richtzahl) Untergrenze1) Obergrenze1) 1 2 3 4 5 Grundschule2) 16 28 Orientierungsstufe Hauptschule3) 16 30 Schularten mit mehreren Bildungsgängen Realschule 16 30 Gymnasium 16 30 Integrierte Gesamtschule4) 16 28/30 1) Mindestschülerzahl und Klassenteiler sind Richtwerte zur Bedarfsplanung. Innerhalb des zugewiesenen Budgets ist die Klassengröße flexibel. 2) Auch Primarstufe der Gemeinschaftsschule (in BW Grundschulen im Verbund mit der Gemeinschaftsschule). 3) Ab dem Schuljahr 2010/11 führt BW die Werkrealschule und die Hauptschule. 4) Ab dem Schuljahr 2012/13 führt BW die Gemeinschaftsschule. Bei den Gemeinschaftsschulen (Sek. I) liegt der Klassen-/Gruppenteiler bei 28 Schüler/innen; bei der Sekundarstufe II und den Schulen besonderer Art bei 30 Schüler/innen. Bayern Vorgaben für die Klassenbildung im Schuljahr 2019/2020 Schulart Schüler/innen je Klasse Erläuterungen zur Klassenbildung Vorgaben für die Vorgabe eines Vorgabe für die einzelne Klasse Klassenteilers einzelne Schule auf Klassen- (Orientierungswert) stufenebene (Richtzahl) Untergrenze Obergrenze 1 2 3 4 5 1) Für die Orientierungsstufe und für die 2) Grundschule 13 28 Gesamtschule sind Richtwerte bzw. Grenzen nicht explizit festgelegt. Da sich jedoch die Orientierungsstufe1) Personalzuweisungen bzw. Personalkostenzuschüsse bei diesen Schularten an den für die Mittelschule, die Realschule bzw. Hauptschule5) 155) 302), 5) Budget das Gymnasium geltenden Richtlinien orientieren, halten sich auch die Orientierungsstufe und die Schularten mit mehreren Gesamtschule im Wesentlichen an die für die Bildungsgängen Mittelschule, die Realschule bzw. -
Auf Ein Wort Hauptschule in Berlin Eine Schulform Im Wandel Der Zeit
1 IBS Interessenverband Berliner Schulleitungen e.V. Auf ein Wort Rückblick und Ausblick Sehr geehrte Kolleginnen IBS und langjähriger Leiter einer Hauptschule, würdigt in seinem und Kollegen, Beitrag diese Schulart, die durch die Schulstrukturreform nun der liebe Mitglieder, Vergangenheit angehört. Für diese Ausgabe haben wir zwei Schwerpunkte gesetzt: das dreißigjährige Jubiläum des Zum einen blicken wir zurück auf eine Schulform, die in den IBS hat der Vorstand zum Anlass 1950er Jahren von mehr als der Hälfte aller Oberschülerinnen genommen, um die Verdienste un- und Oberschüler in Berlin-West besucht wurde. Heinz Winkler, seres Verbandes zu würdigen, aber ehemaliger Vorsitzender des IBS und langjähriger Leiter einer Martin Wagner, Vorsitzender auch die Aufgaben und Ziele für Hauptschule, würdigt in seinem Beitrag diese Schulart, deren die Zukunft auszuleuchten. Nach letzte Klassen in diesem Sommer verabschiedet wurden. einem ersten Gedankenaustausch auf unserer Jubiläumssitzung Zum anderen gehen wir der Frage nach, wie die Schulsekre- im August werden wir im Dezember unsere Klausurtagung dafür tariate zum neuen Kalenderjahr von der Verantwortlichkeit der nutzen, unser Leitbild kritisch zu hinterfragen. Die Überarbei- Bezirke in die der Schulen erfolgreich überführt werden können. tung unserer Homepage wird diesen Prozess begleiten. Zu den Voraussetzungen haben wir im Frühjahr 2013 sowohl die Vor den Sommerferien haben wir bei der Senatsschulverwal- Schulsekretärinnen und –sekretäre als auch die Schulleitungen tung die Anerkennung unserer Fortbildungen für die Schullei- befragt. terausbildung beantragt. Eine Entscheidung darüber, in welchem Umfang diese Fortbildungen anerkannt werden, steht noch aus. Einen sonnigen Herbst wünscht Ihnen Für diese Ausgabe haben wir zwei Schwerpunkte gesetzt: Zum einen blicken wir zurück auf eine Schulform, die in den Martin Wagner 1950er Jahren von mehr als der Hälfte aller Oberschüler in Berlin- Vorsitzender West besucht wurde. -
Education, Training, Careers Your Opportunities in NRW a Careers Guide
Training Market | October 2015 | Education, training, careers Your opportunities in NRW A careers guide Published by Federal Employment Agency Regional Directorate North Rhine-Westphalia Training Market Department Düsseldorf Mr André Bergmann October 2015 www.arbeitsagentur.de References So funktioniert das Schulsystem in NRW: Auszüge aus dem Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen, www.schulministerium.nrw.de Berufsbeschreibungen: Bundesagentur für Arbeit, BERUFENET – revised 20.09.2015 Welcome to North Rhine-Westphalia and to the Employment Agency! You have travelled a long, hard road and are starting to get your bearings in your new home. You have already learned a lot and are discovering something new every day. You want to stand on your own two feet in Germany, learn the language, and work. This brochure will help you to achieve this goal. I know that most of the people that come to us are highly motivated to work. This high level of motivation serves as an excellent basis for becoming successfully established on the labour and training market, and this, in turn, is a key component of social integration. With this brochure, we will highlight to you the opportunities available on the training market in North Rhine-Westphalia (NRW). The smart and successful way to go about this begins with good school-leaving qualifications in conjunction with regulated vocational training in a recognised occupation. The next few pages will explain to you, step by step, how to progress from general schooling in NRW to selecting the right career and making a successful start in training. Following this, the brochure contains descriptions of occupations that offer excellent chances of lasting employment. -
Country Profile: Germany (Rhineland-Palatinate)
Towards universal participation in post-16 mathematics: lessons from high-performing countries Country profile: Germany (Rhineland-Palatinate) Population (end of 2011): 81,800,8001 Population aged 5-19 (2010): 11,672,4752 Population of aged 15-19 (2010): 4,140,3942 Registered school students: 11,424,9483 Number of schools: Primary & 34,4864 secondary: 8,876 Secondary: The Federal System In Germany, state education is free. Full-time education is compulsory between the ages of 6 and 15 or 16 (depending on the region), and part-time education is compulsory until the age of 18 for those who do not attend a full-time school. Germany is a federal republic and the ministers and senators of the federal states (the Länder) are responsible for education, higher education and research as well as cultural affairs. School policy is in the responsibility of the federal states.5 School-systems and curricula differ between the federal states dependent in part on the political parties. Responsibility for education lies primarily with the Länder.6 A particular issue in German mathematics education is referred to as the PISA crisis. The PISA 2000 survey results led to a considerable focus both at Länder and Federal level on increasing attainment (despite differences between the PISA focus on problem solving and 1 https://www.destatis.de/DE/PresseService/Presse/Pressemitteilungen/2012/01/PD12_014_12411.html 2 Calculated from: https://www.destatis.de/DE/ZahlenFakten/GesellschaftStaat/Bevoelkerung/Bevoelkerungsstand/Tabellen/ with support from country policy -
Education in Germany
EDUCATION IN GERMANY German public education makes it possible for qualified kids to study up to university level, regardless of their families' financial status. The German education system is different in many ways from the ones in Anglo-Saxon countries, but it produces high-performing students. Although education is a function of the federal states, and there are differences from state to state, some generalizations are possible. Children aged one to six may attend Kindergarten . After that school is compulsory for nine or ten years. From grades 1 through 4 children attend elementary school (Grundschule ), where the subjects taught are the same for all. Then, after the 4th grade, they are separated according to their academic ability and the wishes of their families, and attend one of three different kinds of schools: Hauptschule , Realschule or Gymnasium . The Hauptschule (grades 5-9 in most German states) teaches the same subjects as the Realschule and Gymnasium , but at a slower pace and with some vocational-oriented courses. It leads to part-time enrollment in a vocational school combined with apprenticeship training until the age of 18. The Realschule (grades 5-10 in most states) leads to part-time vocational schools and higher vocational schools. It is now possible for students with high academic achievement at the Realschule to switch to a Gymnasium on graduation. The Gymnasium (grades 5-13 in most states) leads to a diploma called the Abitur and prepares students for university study or for a dual academic and vocational credential. The most common education tracks offered by the standard Gymnasium are classical language, modern language, and mathematics-natural science. -
School Sport Facing Digitalisation: a Brief Conceptual Review on a Strategy to Teach and Promote Media Competence Transferred to Physical Education
Journal of Physical Education and Sport ® (JPES), Vol 19 (Supplement issue 4), Art 206 pp 1424 – 1428, 2019 online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES Original Article School sport facing digitalisation: A brief conceptual review on a strategy to teach and promote media competence transferred to physical education TOBIAS VOGT 1,4, KONSTANTIN REHLINGHAUS 1, DANIEL KLEIN 2,3 1Institute of Professional Sport Education and Sport Qualifications, German Sport University Cologne, GERMANY 2Institute of Sport Didactics and School Sport, German Sport University Cologne, GERMANY 3Institute of Outdoor Sports and Environmental Science, GERMANY 4Faculty of Sport Sciences, Waseda University, JAPAN Published online: July 31, 2019 (Accepted for publication: June 25, 2019) DOI:10.7752/jpes.2019.s4206 Abstract : Digitalisation more and more impacts todays’ everyday life, not least our schools and, thus, pupils. Accordingly, educational concepts as well as teaching strategies have been revised considering media competences as an integrative part of all school subjects’ curricula. However, possible implementations of media competences into school sport or, more precisely, physical education remain to be elucidated. On the basis of a media competency framework, six defined media competences were conceptually reviewed regarding their potential to meet the aims of physical education in Germany. Suggesting practical ideas for selected pedagogical perspectives, findings underline a promising potential of teaching and promoting media competences in physical education; however, remaining challenges were identified. Consequently, combining aims of the core curriculum as well as the media competency framework seems crucial, whereas a separated approach may be questionable. Key Words : Learning concept, Educational framework, Digital teaching, Curriculum, Physical activity, Competency Introduction Todays’ digital impact on society (re)shapes our everyday lives, including our work and education. -
The German Concept of “Bildung” Then and Now*)
1 Jürgen Oelkers *) The German Concept of “Bildung” then and now 1. Seclusion and freedom “What about Humboldt?” was a question raised two years ago during a student protest at German universities that was to be seen on many posters during the weeks of protest. There were other posters referring to Humboldt. “What about Humboldt” pointed to the apparent threat to higher education originating from the Bologna process. The word “Bologna” sounded no better to German professors, as it stands for a process of educational efficiency deeply alien to the spirit of liberal humanism. • So: “What about Humboldt?” means “What happened to Bildung?” • The equation seems to be self-evident: no one in Germany needs to explain what Humboldt has to do with “Bildung”. • Being a German, what will my lecture be all about? The German term “Bildung” is not only hard explain, but also nearly untranslatable. “Bildung” has a more extensive range of meanings than “education”, implying the cultivation of a profound intellectual culture, and is often rendered in English as “self-cultivation”. The term originated from the European philosophy of Neo-Platonism in 17th century and referred to what is called the “inward from” of the soul. Humboldt’s concept echoes this tradition even though Humboldt was not a Platonist. But “Bildung” was the key concept of German humanism and was backed by famous philosophers like Herder and Hegel as well as classical writers like Goethe or Schiller. The German “Bildungsroman” - novel of Bildung - shows how “Bildung” should work, i.e. experiencing the world in a free and personal way without formal schooling.