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ED 418 527 EC 306 336

TITLE Talent Promotion in Germany. PUB DATE 1997-04-00 NOTE 29p. AVAILABLE FROM Inter Nationes e.V., Kennedyallee 91-103, D-53175 Bonn, Germany; e-mail: [email protected]; World Wide Web: http://www.inter-nationes.de PUB TYPE Collected Works Serials (022) Reports Descriptive (141) JOURNAL CIT Bildung and Wissenschaft; v4 1997 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Ability Identification; *Admission Criteria; Competitive Selection; Early Admission; Educational Legislation; Elementary Secondary Education; Foreign Countries; *Gifted; Higher Education; Private Schools; *Student Promotion; *Talent; *Talent Development IDENTIFIERS *Germany

ABSTRACT This issue discusses talent development in gifted children and youth. Articles include: (1) "Good and Goodness" (Roman Herzog), which addresses the need to provide gifted youth with financial aid to enablethem to attend one of ten higher education institutionssponsoring gifted persons; (2) "It Is Essential To Start at an Early Age" (JoachimGores), which describes a kindergarten that provides early intervention talentdevelopment; (3) "Talent Alone Is Not Enough" (Harald Wagner), which discusses thelack of educational services for gifted students and promotional models inschools; (4) "Basic Educational Questions" (Klaus K. Urban), which provides information on the definition of talent, the distinguishing features of highly gifted pupils, the possibilities of failing to recognizegifted pupils, and the role of the teacher; (5) "Motivation through Competition," which describes an association that develops and implementsextramural measures to stimulate, identify, and promotegifted and interested young people; (6) "Unconventional but not Elitist" (Hermann Horstkotte), which discusses the benefits of private schools; (7) "The Joy of Achievement" (Hermann Horstkotte), which describes a private boarding school thatcombines social and formal education; (8) "Eton-on-Elbe" (Clemens Caspary), which highlights a European school that seeks to teach pupils how to combinesocial commitment with leadership qualities; (9) "Screening the Masses" (Imke Henkel), which discusses how private universities are selectingtheir students; and (10) "Average Mark or Interview?" (Klaus MichaelMiebach), which describes a legislative bill that proposes that universitiesbe given the right to select up to 20 percent of the students wishing tofollow courses of study in nationwide admission-restrictedsubjects. (CR)

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BILDUNG UND'LILT WISSENSCHAFT 4 / 1997 EDUCATION AND SCIENCE

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Talent promotion in Germany Talent and elite Promotional models in school Motivation through competition Private schools and universities

U.S.EPARTMENT OF EDUCATION Office oducational Research and Improvement EDU IONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality.

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GOOD AND GOODNESS Speech by Roman Herzog on talent and elite

Providing talented and motivated young persons with special assistance is one of the most important tasks of our educati- on system. To meet the increasingly complex challenges of our world, we need people who have learned to think and work with a marked degree of competence, using their lively intelligence and endowed with a sense of social responsibili- ty. To this end, we must systematically discover and promote talent. The question is whether and when they should receive state support. Do they not already enjoy an advantage?

Thestate does this initially in it still does not make them affluent its own interests, are at least by any stretch of the imagination. CONTENTS should do so. The social and In my opinion, however, the economic future of our country financial aspect does not seem to Preface depends very much on the degree be the overriding factor. In the cur- Good and goodness 2 of quality of work performed in the rent situation, other things are Speech by Roman Herzog economy, politics, research and assuming increasing importance at on talent and elite industry. Now, excellence is need- universities. This starts with the sel- ed more than ever in tackling the Kindergarten ection of candidates. Obviously, problems confronting us. Providing one cannot simply wait until the It is essential to start at 4 an early age gifted persons with special assis- right ones apply. And, conversely, tance is an investment in the futu- not everyone, who is prompted to A kindergarten provides special assistance for re. Such support must not be mere- apply, fulfils the inevitably strict cri- highly-gifted children ly regarded as an act of kindness. teria. Moreover: financial assistance On the contrary - from the public is provided for talentnot basic School angleit represents the hope that conviction. Even though I am well Talent alone is not 7 this will lead to a significant contri- aware of the fact that, because of enough bution to the commonweal at a the staff and time factors, this is no Promotion of talented later date, and not merely a reward easy matter, I nevertheless firmly pupils in school for good academic grades obtained believe that an active search for German Pupils Academy 12 in the past. suitable recipients of grants is also What is talent? 16 Naturally, as far as the recipients one of commitments of institutions The role of the teacher 17 of such assistance are concerned, providing financial assistance. Not the mainbenefit of a scholarship Motivation through 18 only to ensure that the right per- competition from one of the ten institutions sons fit the right foundation, but The Education and Talent sponsoring gifted persons in the also to ensureas far as possible Association Inc Federal Republic is one of financial that talent does not go undetected. Unconventional, 19 relief in the initial stages. The Getting hold of good and suitable but not elitist grant, which is based on BAFOG scholarship holders is in the basic Private schools supplement (Federal Law on Support for interest of these institutions. state education programmes Education and Training), does not Indeed, the focus on talent must be "Joy of achievement" 21 permit recipients to live in the lap increased. At the present time, too Salem private school of luxury, of course. True, they are many institutions and persons Eton-on-Elbe 22 not obliged to repay the grant, but Elite school in Saxony throughout the field of youth work and education are too insensitive in Higher Education this respect. The search for and Screening the masses 24 promotion of talent must be vigi- Private universities select lantly undertaken by schools. their students One very important aspect of Average note or the work performed by institutions interview? 26 Amended Framework Act for Higher Education New regulations for university admission

Addresses 28 Cover: David Ausserhofer sponsoring talent comes under the severely impair the so-called com- society needs committed intellec- heading of "idealistic support". petence of the elite to solve prob- tuals and "functional executives" This concerns, first and foremost lems. When all is said and done, all who offer an "ethical profile". interdisciplinary activities such as present and future problems are of Academic talent and intellectual vacation academies, international an "intersecting" nature. Reality brilliance cannot exempt anyone encounters, professional conferen- does not restrict itself to the confi- from the question: What is your ces and cultural symposia. In each nes of one particular faculty. personal attitude? What values are case, it is, if you like, an absolutely If the sponsoring institutions being realized or defended by you? essential complement to university. were to set an example by simply What is your idea of a humane If the concept of "academy" still getting discussion or the dispute society? We need people who exists, then it is here. among the faculties going, they show themselves to be incorrup- At a time when higher educati- would, for this reason alone, beco- tible vis-à-vis the short-lived on institutions are increasingly me indispensable. One only starts Zeitgeist. We need people whose becoming places for the acquisition to really think when one has learnt solidarity also embraces those who of certificates, for strategic exami- to expose onself to completely dif- nation organization or even biogra- ferent thought patterns. Founda- phical lay-bys until something bet- tions are an incitement to such ter turns up, venues of intellectual thought. It justn't isn't enough for exchange are the order of the day. us all to be interconnected electro- Financial assistance for talented nically. In the final analysis, inter- persons is not just intended to connection is not a matter of glass f make gifted physics students even fibres but a reciprocal process: better physicists. It is designed to something which does not take bring together physics students place in virtual space but which is I with philosophers, Germanists with literally "realized" in real minds. biologists, medical students with The institutions providing gifted artists. In this context, this does not persons with financial support have imply an occasional exchange in issued a joint statement saying that the attractive surroundings of an they have decided on "extensive ff, academyafter all, when all is said individual assistance". I think this is5 and done, recipients of grants are the right principle to adopt because 2. not the "Tuscan Parliamentary individuals can only be equipped to Group"of the student bodybut fulfil complex tasks calling for can be of no personal advantage to persons who are acquiring and achievement and decision if they them and whose sense of reason is practising an attitude, one might can mature in a balanced relations- not characterized by cold rationality say a basic academic virtue. hip between talent, motivation and and efficiency, but by a raison de This is not a luxury which one personal circumstances. Profe- cceurin other words, from the can allow oneself on the side, but a ssional competence must be com- heart, to use an old-fashioned social necessity of the first degree. plemented by social competence expression. One of Immanuel Kant's finest and the ability to deal with one's One thing is sureas German works is entitled Der Streit der personal history. In addition, he or history in the 20th century has Fakultaten (The Dispute of the she needs personal guidance taught us: technical intelligence Faculties). We are dependent on which is something more than alone cannot guarantee a life wor- such a dispute of the faculties; it "just" studies or career counselling. thy of humans. Our history offers constitutes the basis of permanent One of the major challenges of us the best example of the avail- mutual enlightenment,indeed, in allthe future is the globalization of ability and usability of a so-called probability, of what was once cal- economy and science, and, for us functional elite. Having the best led education. It could well be that, Germans in particular, the process motorways, the most punctual in our day and age, the distinction of European unity is important. A trains and effective industrial pro- between an educated person and a provincial attitude will be of little duction still does not prevent a specialist is that the former gazes use to us in the field of interna- country from being barbaric.. beyond the confines of his own tional competition. That is why it is I do not know if it was because particular field. right not to be penny-pinching in of this historical experience that the One of the most serious deficits the financing of experience of concept of an elite met with such of the mass university is the fact other countries. And I am grateful great and prolonged hostility in that interdisciplinary dialogue has to the Cusanus Organization that Germany. There was and still is a practically ceased to exist. This is you also pay due attention to the school of thought which declines more than just the loss of an aca- countries of the so-called Third even to discuss whether and why demic tradition. Long-term, it will World. an elite is needed. Neighbouring The combination of intellect and countries and the United States belief, scientific achievement and have fewer problems in this basic values is important. Our connection. But it is the very expe-

4 Promotion of talent in kindergarten

411111111W" riences mentioned above which make it imperative to discuss the subject of an "elite". In avoiding IT IS ESSENTIAL TO the subject, one is merely closing one's eyes to the fact that elites do START AT AN EARLY exist in one form or other. This is why I am pleased that all ten insti- AGE tutions have issued a joint state- A kindergarten provides special help for high- ment: "Sponsoring talent ... has ly-gifted children nothing to do with elitist self-suffi- ciency.It serves the general public "And what are you going to do at the in its commitment to the knowled- weekend? Are you going to the auto- ge, ability, initiative and sense of responsibility of the coming gene- mobile museum or would you rather ration."It is important that con- play with your castle?" Helga stant mention is made reflectively Kiippers doesn't know whether to of this political dimension of scien- ce and culture. As a rule, we expe- laugh or cry as she quotes her son in rience the plurality our of state as an inimitable tone. For years, he has something beneficial. This is why, been speaking in complicated, in the case of promoting talent, the grammtically correct sentences and state is well-advised to use the ser- vices provided by the various interests himself in all things imagina- mediating agencies rather than ble. Similarly-aged boys and girls, undertake such sponsorship itself. however, didn't understand him and As there is no such thing as "stan- gave him a wide berth. dard talent", it is a good thing when various social groups and intellectual trends keep a look-out Tom was becoming an outsid- for possible talent in their particular er. Sometimes he used to sit "catchment areas". There is in the corner and weep, nothing we need less than an offi- others times he reacted aggressive- cially-standardized Dr.Norm. ly towards the world around him. The creation of an elite in a Then, between times, he used to human society must not simply be make further attempts to establish restricted to copying the laws of contact with others. Not only the biological evolution. The creation other children of his age, but even of a human society needs more those responsible for his education than that. I quote Michel Serres, seemed to speak a different langu- the philosopher: "We are human age, not realizing that, in fact, too by dint of the fact that we are also little was being asked of this unu- able to pursue aims other than that sual child. One day he came home of being the best. Anyone who from kindergarten which was also wants to create the conceivably attended by variously handicapped best human being, ends up with a children and said to his mother in sick ape or a withered lettuce." all seriousness: "Helga, I think I'm The genuinely human concept of handicapped." "good" is also and above all linked "We were at our wit's end and rea- with "goodness". This also applies lized that things couldn't go on like to the so-called highly gifted. this,", Tom's mother explains. At Academic success should not let us the time, the Kuppers were living forget that. in Monchengladbach. Then they got to hear about a special kinder- garten in Hanover. Tom was taken there for an interview and did several tests to provide informati- the trade-fair site, and is the only neously reduce their deficits." on on his intellectual capabilities. one of its type in the whole of Psychologist Christa Hartmann, The finding: Tom is highly gifted. Germany devoted to the needs of educational head of the project, He is one of the estimated two to highly-gifted children. knows what she is talking about. In five percent of the children born In this kindergarten, 60 childrenBraunschweig, she worked for a every year who are conspicuous between the ages of three and six long time at the Jugenddorf Chri- for their good memory, highly- are given special help. As a rule, stophorus School, a boarding developed powers of logical the boys and girls are divided into school which admits highly-talen- thought and exceptional speech groups of 15, each of which is look-ted pupils from Class 9 onwards. development. Now Tom's parents ed after by three adults in spacious"Those coming there often had a were in the picture. And they ris- surroundings. The one half are long trail of suffering behind them. ked a radical change in their lives. regarded as highly gifted, the It is very difficult to get a grip on They gave up their jobs with no others are "normal" children from conspicuous psychic behaviour of new ones in prospect and moved the immediate neighbourhood. "Wethis nature at that age. It soon to Hanover. The reason: there, offer the talented children the became clear that the process their son could attend the Christ- opportunityin some cases for the must be started as early as possi- liches Jugenddorf kindergarten. first timeto find suitable part- ble." The latter is located in the Mittel- ners. We want to preserve and pro- One of the main deficits at this feld district of Hanover, close to mote their strength and simulta- kindergarten is the highly-talented children's lack of fine motoricity. In their case, everything takes place via the head. Many lack the ability to hold a pencil properly, others are hardly able to climb. These children are offered psychomotori- city courses. Three mornings a week, the groups are mixed for a hour. Apart from psychomotoricity, the programme also includes dance and movement, creative design, religion and speech tuition. The teachers decide which courses the individual children should fol- low. "The rooms in the kindergarten in our neighbourhood were dark and cold and we were treated fairly indifferently. The conditions here are so much better. There's more room, greater individual attention and special assistance," says Iris Schorling, giving the reasons why they enrolled their daughter, Georgina, at this particular kinder- garten. The smallest in the "yellow group", the only all-day group, is one of the "normal" children atten- ding the kindergarten. The scepti- cism shown in Mittelfelda district with a large proportion of working class persons, foreigners and elder- ly peopletowards this "odd" kin- dergarten with its "eccentric" high-

fte The parents, for instance, pay no more than they would in a munici- pal kindergarten even though expenditure in Mittelfeld is consi- derably greater. The word "elite" is deliberately not mentioned. "The ideal of human beings whose thoughts and deeds are based on interpersonal Christian values, calls for the conscious support of each and every person in line with his or her individual capabilities". This is how the foundation describ- es its aims. It is what the two other kindergartens in Mittelfeld - one run by the Protestant and the other by the Catholic Church would also like to do. Helga Ktippers does not regret flyers seems to have ebbed some- develop logical thought processes".the move. The child's nurse and what. At the present time, there But now and then he likes to play her husband both found work are 119 childeen on the waiting list car-racing with Stefan and Justus: again in Hanover. In the new kin- and interest is growing in the sur- all three race each other and laugh dergarten, their son is no longer an rounding area. Many parents hope themselves silly when they trip outsider. "In Tom's group there are that the concentration of intelli- over an obstacle. "The highly- children with whom he can really gence will rub off on their children.talented children learn from the converse. He is now much more Nicole Lammers does not reveal others how to play uninhibitedly, relaxed and, as a consequence, the which of the children are the which they themselves find diffi- whole family feels a lot better." On superclever ones. Even the parentscult," Nicole Lammers points out. taking our departure, Helga Kiip- swear they don't know. "One can't Both groups benefit from each pers points out that we shouldn't distinguish one child from ano- other. Activities without fixed rulesmake too much fuss about her case ther," says Beate Bauschmann, a often make highly-gifted children because it is by no means typical. member of the parents' committee.unsure: they are overwhelmed withHere, she is wrong on at least two But this is not quite true. When far more impressions than they cancounts: like most parents of highly- playing in a circle, Justus has to cope with. Consequently, they fre- gifted children, she does not boast leave the room whilst Laura hides quently seek firm structures and about her child's talent, but is rat- under a sheet. All the other child- are happy when they are occupied.her reserved and concerned. And ren sit around her. Justus comes Eleven boys and girls from the Tom himself represents the majori- in, glances cursorily around the kindergarten for highly-talented ty of gifted boys. Girls are enrolled group, then into the centre, and children have now started school. far less frequently in Mittelfeld. says: "Laura". Most of the others In some cases, the teachers dis- Christa Hartmann: "This predispo- need considerably more time to played interest and contacted the sition is found in equal measure find out who is hidden under the group leaders. In other cases, among boys and girls. Admittedly, sheet. parents have deliberately conceal- undertaxed and frustrated girls "I just can't do it. You manage it ed the fact that their child is gifted usually conform more readily and so easily," says Max deferently to for fear of possible disadvantages. do not prompt their parents to William, handing him a small book. Following a call from the majority seek other solutions to the same Its title Lernspielspa,f3 (Fun with of the parents for their children to extent. It may also be assumed Learning-Games) is appropriate forbe given special assistance in that parents still help boys more most of the children: matching school as they were in kindergar- than they do girls." objects have to be tied together ten, and the setting-up of a private with string. The correct solutions primary school was being mooted, Joachim Gores/Frankfurter Rundschau are given on the reverse side. This two or three Hanover primary is no problem for William who ties schools said they were prepared to the matching objects together in a fulfil this demand: "We have recei- flash. A few metres away, five-year-ved the education minister's pledge old Denis is sitting at a table with that our leavers will go to schools his teacher, trying to place various-where the teachers have taken ly-coloured cubes on outlined pat- special preparatory courses to be terns. He is fascinated by the able to deal with exceptional talent "special materials designed to and where new teaching materials will be used," says Christa Hartmann. She is anxious to avoid any sug- gestion of preferential treatment. Promotion of talent in school

TALENT ALONE IS NOT ENOUGH Promotion of talented pupils in school

qualification), has practically beco- The Gymnasium: from school me the Regelschule, i.e.the gene- for talented to school for nor- rally-accepted school, for secon- mal pupils dary education, admitting up to 40 Harald Wagner For a long time, the percent of a year-group, 25 percent Gymnasium (grammar/col- of whom - nationwide average lege preparatory school) in now obtain their Abitur. Regional the Federal Republic of Germany percentages, particularly in large was regarded as the school where cities, are far greater. much was asked of gifted pupils In opening up the Gymnasium, who consequently received special the range of capability within clas- promotional assistance. Many ses has been consideraly enlarged. talented pupils, particularly from Teachers must tailor their socially-weak families, however, demands and rate of learning to never got near such a school,thus the average level of the pupils. seriously hampering their opportu-Their attention and energy are nities of development. This resul- required above all by pupils suffer- ted in the Gymnasium being ing from learning and achievement made accessible to a much wider deficits. As a result, particularly able pupils easily disappear from view. Over a period of years, they suffer from being asked too little of, boredom and lack of motivation. Not infrequently this results unfortunatelyin a drop in stan- dard and, in some cases, to schola- stic failure. Teachers are not sufficiently prepared for these problems during their training. They literally learn nothing about gifted pupils with their particular characteristics S; 0and requirements. 0 Even among teachers with many years of professional experience, one frequently comes across the 0 0attitude that highly-talented pupils have already been blessed by natu- range of the pupil population in re or social background anyway, the 1960s, and in the enhancementand that awarding privileged pupils of the overall permeability of the with further privileges would crea- education system. This, of course, te an even wider gap between meant that the Gymasium, as them and their average classmates. such, was simultaneously subjec- They say this cannot be reconciled ted to radical changes. with the aim of providing equal The school for talented pupils ofopportunity for all pupils. Gifted the 1950s, which took in ten to pupils, they argue, will make their twelve perecent of an age-group, ofway anyway and, consequently, whom about six percent obtained teachers should preferably devote their Abitur (university entrance their attention to pupils who have difficulty in keeping up with the class. Furthermore, as is probably well known, teachers have more serious problems to deal with than BEST COPY AVAILABLE concerning themselves with talen- a ted pupils: countless foreign pupilslence in sport and music is only from the education ministers and with insufficient knowledge of possible with the support of first- school administrations in the last German, maladjusted pupils, the class coaches and teachers and few years. There are plans to general lack of ability to concentra-an incredible amount of training increase the number of further te and absence of motivation and practice. In would be regardedtraining courses for teachers, spe- quite apart from the accumulation as absurd to hold back the further cial advice centres for gifted child- of ancillary administrative duties. development of the best person's ren are being set up, and new tea- capabilities in a group on the ching methods tried out in pilot grounds that the weaker ones are Promoting talent in sport and schemes. We will go into this in music in greater need of attention or greater detail later on. that, since he is now an excellent Let us turn our attention for a pianist, he should now make good moment to two other fields of his glaring deficits in biology and The concept of talent achievement: music and sport. French. In dealing with questions relating Special promotional programmes The contradictory assumptions to the promotion of talent, agree- have been devised for talent whichabout the development of human ment must first be reached on is easily detectable at an early potential in the various performan- what is meant by talent, i.e. excep- stage in both these fields. It is no ce sectors are obvious: what can betional talent. Even though there is longer unusual for highly-gifted achieved through the employment still no generally binding definition persons to achieve outstanding of optimum means and extreme of exceptional talent, there is con- performance whilst still young. effort on the one hand, should sensus about the fact that there Only the best teachers and coa- manifest itself without special edu- are people everywhere who, in ches are good enough. No-one cational measures on the otherif specific fields, display capability would harbour the idea that unde- this is at all worth striving for... far beyond average and which they niable talent could, of its own These problems surrounding are ready to apply. This ability can accord, as it were, be translated gifted children, especially the express itself in one or several of into top-class achievement. situation in Gymnasien, has been the following areas: Everyone knows that such excel- receiving ever growing attention in the cognitive sector in the artistic and creative sectorte as a basis, this means that at child essential. Since this degree in the psychomotor sector least 192,000 out of the 9.6 million of individualisation can only be (especially in sport, dance) schoolchildren in Germany are realized to a certain extent, it is all in the social sector (ability to talented. the more important, by means of a assume responsibility and flexible system of varied options, play a leading role in dealing to give every gifted child the chan- with others). Talent alone is not enough ce to select the learning content best-suited to his particular capa- These abilities are regarded The drama of highly-gifted child-bilities. A promotion programme initially as dispositions or potentialren takes place largely unnoticed for the highly talented must be which can be individually applied and off-stage. From Class 1 open, flexible, demanding and easi- and which have a broad develop- onwards, their experience of ly accessible." ment capacity. Children differ fromschool is chiefly one of inactivity, In other words, encouraging, each other quite considerably with boredom and being asked too little recognizing and promoting the regard to the speed, ease, curiosityof. They seldom see a reason to individual potential of every child and energy with which they percei-exert themselves for a particular as soon as possible is the eminent- ve their environment, the way theytask, and, without external encou- ly important educational duty of learn and retain what they have ragement or guidance, succumb all parents, kindergarten staff and learnt. If these qualities and skills too easily to the temptations offer- teachers. It must be undertaken in are well above average, we speak ed by the consumer and media the early years of a child's life since of special or outstanding talent. world. According to a recently- the course designed to develop published study by Detlef Rost, a achievement motivation is set at Marburg professor of psychology, preschool and primary school age, From disposition to top-class the chances of being recognized as especially by parentsconsciously achievement highly gifted depends very much or unconsciously. The following is needed to ensure on performance in school. Two that talent potential becomes thirds of those who do not trans- apparent, and develops and mani- late their exceptional ability into The dilemma of the primary fests itself to the furthest possible above-average achievement in school limit. i.e. to first-class achievement: school, do not strike teachers as When children start school, the lat- being highly gifted. ter assumes responsibility for their the challenge and opportunity to Outstanding ability in the cogni-basic development and promotion employ personal skills tive, sporting, musical or artistic of their talent. In the initial tea- sustained performance motivationfields is not enough to achieve an ching phase, the range of the recognition and optimum sup- exceptional standard. It is, at most,pupils' ability and previous know- port from the others (e.g. parents,a necessary but inadequate requi- ledge is greater than anywhere else teachers, coaches). rement. Only those who also dis- in the school system. This, of cour- play untiring willingness to devote se, makes the teacher's task parti- If ability is neglected it may a great deal of energy and time to cularly difficult. A study by the wither, as it does in speech deve- the field in which they excel, have Institute of Primary School lopment, for instance. There are a chance of attaining an exception-Research in Nuremberg, published critical periods or "windows" in theal standard. a few years ago, concerns itself development process in many How can this readinesspsy- with the problems surrounding fields of talent. If promotional chologists refer to it as motivation fringe groups, especially low and assistance does not start till after be developed, promoted and high-performance pupils in Class 1. this, top-class achievement even maintained? Unfortunately, there The authors come to the conclusi- in optimum conditionsis unat- are no simple answers to this on that the current school concept tainable, e.g. in gymnastics, ballet, seemingly simple question. A of initial instruction organizational- violin or piano- playing, chess. group of experts, headed by Prof. ly is very much to blame for the Gifted children are to be found Franz E. Weinert, from the Max neglect of both these groups. They everywhere and in large numbers. Planck Institute of Psychological call for a "carefully considered They exist in all social classes, Research, Munich, examined this enlargement of interclass didac- both among foreign and German problem several years ago. Their tical differentiation cooperation boys and girls, in the country and finding: "Exceptional talent distin- between several teachers, inter- in the town. guishes itself by a very marked class achievement assessment and One common practice is to degree of individual variability and greater permeability in the assign- regard the top two percent of an formal diversity with regard to sub-ment of pupils to classes." achievement scale (e.g. intelligen- stance. This makes response to the In a successful pilot project in ce test) as highly gifted. In the particular talents of the individual North Rhine-Westphalia, measures view of many experts, however, the were tried out to discover how the percentage of highly- gifted and differing learning requirements of talented children is much greater. the pupils could be met by greater Even if one takes the lower estima- individualization of instruction. To this end, the pupils planned the greater part of their learning pro- cess themselves. The teaching is S )174,

SCHACH DEM VATER

based on the assumption that children who have just started school are willing and able to learn. Learning of an actively-discovering To ensure that early developers tional gain in time, the value of nature, open teaching, indepen- are given appropriate considerati- jumping a class lies in the chal- dent work, work according to a on, however, the criterion for start-lenge to catch up on uncovered weekly plan or project work theseing school at the right time should ground. A study published recently are the concepts forming the hub be the child's stage of developmentby educationalist Dr. Annette of this educational approach. rather than its age. Heinbokel, Osnabruck, shows that In an open teaching situation gifted pupils seldom jump a year in such as this, children can be given Germany. Teachers and parents Promotion models in school complex tasks. The demands have have great reservations and fears no upper or lateral limits. Thus In principle, apart from individuali-(very often unfounded) about avoiding the problem of asking too sation (for which experience has taking this step. Even so, several little of highly-talented children. only been gained at primary level Bundeslander (federal sates) By applying their knowledge, skills,so far), schools have, in principle, have launched initiatives in recent imagination and creativeness, theirthree courses of action at their dis-years to facilitate gifted pupils staying power and planning ability, posal for the differentiated educa- jumping a class, thus providing they experience a promotion of tional treatment of exceptionally them with a faster track to Abitur, important talent factors. Closely able pupils: enrichment, accelerati-i.e. university entrance qualification. related to thoughts on a reform of on and external differentiation or In three of the Bundeslander, the first year at school is also the grouping. pilot schemes are pursuing the question when children should Enrichment means extending same objective by reducing actually start school. Currently, the teaching material in breadth Gymnasium education from nine efforts are being made to abandon and depth, e.g. by the inclusion of to eight years. This shortening of the rigid ruling regarding the age additional material, literature or the scholastic programme is desi- when children begin school in information sources, by giving the gned to offer a challenge to talent- favour of more flexible models. At pupils special assignments, encour-ed pupils. Particularly pupils with present, school attendance is com- aging independent work, and the one-sided talent can be helped by pulsory for all children who cele- introduction of bilingual teaching. having part-time instruction in brate their sixth birthday before 30This is by far the most common their outstanding subject in a high- June. Any child whose birthday form of promotive assistance since er classwithout losing contact falls between the 1 July and 31 it involves very little additional with their own class. December can also begin school onorganization or expense. application. For those born later By acceleration is meant the than this there is no exception at speeding up of time spent at the moment. school and the teaching of learning material. This can be achieved, for example, by moving pupils up to a higher class. This measure only serves some useful purpose if the pupil's overall standard is very good and if he or she can integrate quickly into the higher class. Apart from the addi-

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ded to make the former Fiirstenschule St. Afra, in Meigen, a Gymnasium for highly-talented pupils from 2002 onwards.

Extramural competitions to GDR (German Democratic kindle talent Republic), such schools existed forCompetitions are ideal for arous- mathematically, scientifically and ing, stimulating and challenging Assembling and teaching parti- technically-gifted pupils and those talent among children of school cularly able and interested pupils displaying talent in foreign langua- age. This is an excellent means of in special groups, classes or ges, music and sport. In some linking the objectives of stimulati- schools is called external differen- cases, these schools have been on and motivation on a broad basis tiation. The most frequent examplekept on as "Gymnasien of a among pupils with the discovery of this is the creation of extracurri-Special Character", i.e. with an and challenge of highly-gifted and cular activities, additional and extended teaching programme in able pupils. intensive courses in sport, music, the special sector. There are more than 20 national choral work, foreign languages, A school for the elite in pupil competitions a year in drama, natural science, philosophyGermany is currently being plan- Germany, as well as many at regio- etc, usually run by teachers from ned for highly-gifted pupils. The nal and Land (state) level. There the school. Some schools offer as Federal State of Saxony has deci- is something to interest almost many as 50 additional courses a year which cater for almost every interest and talent. In some of the Lander (states) there are mathe- matics or physics activities which process centrally developed assign- ments, thus helping to reduce the time spent on preparation by those in charge. Putting highly-gifted pupils into special schools with their own cur- ricula within the framework of otherwise "normal" Gymnasien is being practised in two private schools only at present. The long years of experience gained by these schools shows that this pro- gramme is rewarding, and, in some cases, the only real alternative to normal Gymnasium. Special schools are the extreme form of concentrating highly-talen- ted pupils in one place. They are The identical twins, Matthias and Michael, are classical examples of highly-gifted mathematicians. In 1997 they won both the Hessian Mathematics Competition and also disputed internationally when the national German Mathematics Olympics. Even at preschool age they were fasci- this promotion of talent is of a nated by number games. In the daily round and at school, however, they deliberate- cognitive and intellectual nature. ly do not want to exclude themselves from the company of their contemporaries. Such institutions are most readily They want to experience the same things as normal young persons. They are accepted if they are boarding supported in this respect by their parents and assisted by their school, the Humboldt schools providing supportive aid in Gymnasium in Bad Homburg, which is in a position to integrate the particular needs the fields of music, ballet or sport of the highly-gifted twins into the normal curriculum. because they call for a great deal of practise or training for which highly-qualified teachers are not always to be found. In the former BEST COPYAVAILABLE OW? ?poor 4/vX__

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every field of talent and interest. encouraging the social aspect. In The intention of these competiti- other words, competitions are an German Pupils Academy ons is to kindle and promote parti- excellent means of awakening, dis- cipants' readiness to concern covering and promoting a wide One special form of continued pro- themselves intensively with a cer- variety of interests, talents and motive help for competition prize- tain subject, thus enhancing their skills. winners and other exceptionally- knowledge and skills. Devoting It is of interest to note that mostgifted and motivated young persons oneself to particular competition competitions do not create rivalry is the Deutsche SchitlerAkademie encourages independent work and among participants since all entries(see title). This school as set up in mobilizes energy and staying are assessed on an individual and 1988 by the Verein Bildung and power when experimenting, see- absolute basis. Often, preparationsBegabung e.V.(Education and king solutions, learning and prac- for a competition as a school activi-Talent Association Inc), Bonn, in tising. The challenge of the compe-ty are simultaneously an effective collaboration with the Federal tition provides participants with way of promoting talent. In many Ministry of Education, Science, information about their personal cases, competition themes can be Research and Technology. In 1993, skills and helps them establish integrated into classroom work. the German Bundestag gave its their position vis-à-vis others in theOutstanding competition entries approval for the establishment of non-school sector. By meeting are rewarded with money or other this programme by including it as a other participants, they experienceprizes, and, in part, with grants to permanent item in the federal bud- persons of their own age with simi- study or spend some time abroad. get. The Education Ministers Con- lar interests and talents who are ference also expressed its unan- normally not always easy to find. imous support of this measure in Many competitions also offer 1994. pupils the opportunity to work in groups to prepare a joint entry for a particular competition, thus

13 "Three voices" from the pupils Academy cidation of studies and study fin- Aims, conception, content dings, logical thought processes Maybe I found my stay at the academy The aim of the academy is to offeretc are practised. Another impor- 0so positive because I met peoplewho pupils an intellectual and social tant feature is rotation, in which were much more unconventionaland challenge, to promote their skills, course members slip into the role open than they are at my schooland no to put them in touch with each of teacher and tell participants one was ostracized for displayinginterest other and, under the guidance of from other courses about their in literature or philosophy. I have made qualified teaching staff, to let them work. many friends through the academyand work on demanding assignments Apart from the course program- me there are numerous other acti- we still meet regularly. within their particular sphere of interest. The level is frequently vities open to all participants: thea- tre, music, excursions, choir, sport, Silke Fischer that of university courses in the early semesters. guest lectures etc. Because of their The conception of the acade- social and interdisciplinary impor- mies is based on the following prin-tance, about the same amount of ciples: The participants selected time each day is devoted to these 0 Particularly the contact with highly- are exceptionally able and motiva- interdisciplinary activities as it is motivated people from a wide range of ted young persons. They live and to the course programme. subject areas was one of my most work together in one place for two- During the academy, pupils live impressionable experiences. The interdis- and-half weeks. They are taught in similarly interested and motiva- ciplinary character of this academy, by academics, teachers and other ted groups of young persons and which was also reflected in the allocation experts who introduce them to a course leaders. This community of rooms, was one of the basic factors. It specific subject area. They are experience, characterized by a sti- not only allowed people at the academy encouraged to work on their own mulating, open and tolerant clima- to devote themselves to a special field, and, in so doing, acquaint te, is, in retrospect, the most im- but also offered an active academic and themselves with the standards and portant and valuable aspect for cultural framework in which the course basic rules of academic learning. many course participants. Another work enjoyed a central but not exclusive One of the central components result of the academy is the quick position. The interdisciplinary activi- of the course work is the produc- establishment of lasting contacts ties also offered participants the opportu- tion of a documentation: each and friendships beyond the confin- nity to get to know each other better and group writes a report on the pro- es of the academy, which, inter establish closer contact. The theatrical gress and results of their work alia, are also maintained via the and musical events were a great enrich- which are then assembled in a bro- Club der Ehemaligen (club for ment of life in general at the academy. chure (documentation) after the former academy participants), academy has finished. In this way, often into the study stage. reproduction, elaboration and elu- Well above-average ability, mar- JOrg Ruppert ked interest in the courses offered and a high level of motivation are expected of the pupils. The progam- mes are tailored to Classes 10 to 12. Actually, I can answer the question The Association for Education about what I learnt in one word: toleran- and Talent urges suitable pupils to ce (which I thought I alreadyhad). My feeling of solidarity was boosted, my motivation enhanced, my desire to do things rekindled, my curiosity and thirst for knowledge increased. Most all (apart from factual knowledge), I learnt more in human terms, and my confidence, as far as commitment is concerned, has grown. I hope that more young people will be given the opportunity in future to take part in programmes of this nature.

Nora Weideschat apply for participation in pupil aca-decisive help in choosing a course Résumé demies. It addresses successful of study. In retrospect, they participants in the appropriate regarded the independent work pupil competitions and follows the they had practised in the courses Promoting outstanding talent is suggestions and recommendations as the most important part of the not just a fashionable phenome- of the schools which are specially academy. non. As far back as 1928, William approached in this respect. Between the years 1988 and Stern, a professor of pyschology at Participation in the academy August 1997, a total of 36 such Hamburg University wrote: "The exerts a positive influence, in par- academies took place, involving realization that the provision of ticular, on personal motivational over 3,000 pupils of both sexes. In supportive aid for highly.gifted and social qualities, such as inter- the summer of 1997, six further children is a socially-ethical com- ests, self-assurance, cooperation academies with 546 participants mitment of the first degree has and the ability to mix with others. were organized. The course sub- spread more and more in recent About half the participants also jects included: years ..." change their opinion about their Today, 70 years later, the topica- personal talent. In most cases, they Modern Cryptology lity of this observation has hardly rate it higher, but in some cases Electrochemistry changed. It is an undeniable fact lower than it was before. Moreover, Spanish that so much has been undertaken a comparison with unsuccessful The Ambivalence of Freedom to the advantage of talent promoti- applicants, whose ability and moti- Journalistic Writing on in Germany in the last 15 years vation are nevertheless comparable Can Insects Do Origami? that it is now one of the European with those of the academy partici- Chinese countries doing the most in this pants, shows that the effects are The Enterprise in Our Economic respect. Even so, the ignorance clearly attributable to the academy. System and, indeed, indifference, vis-à-vis Surveys of former participants Can Opera Be Saved? this problem area are still widely now studying revealed that atten- Topology spread. The aim of further activity dance of the academy had made Food Analysis in this field must be to overcome their move from school to univer- Architecture: Representative of the lack of knowledge (frequently sity easier and had proved to be of Power? of ideological stamp) and preju- dices by providing training and further training programmes, especially for educators and psy- chologists, to spread the points of departure for the promotion of talent, and to provide an overall climate in which not only outstand- ing achievements in sport and music are acknowledged and re- warded. Faida

Just by watching and asking hertwo weeks, otherwise she couldn't older sisters, Faida, a Turkish stay in Class 2. With great effort girl, had learnt to read both and parental assistance, Faida - to Turkish and German by the age of her teacher's surprisenegotiated four, as well as do sums fairly this hurdle but (maybe for this effortlessly within the 100-range. very reason) continued to be rejec- As a result, her father wanted ted by the teacher, even moreso her to start school which, however, than she had experienced in the because of the regulations, was notpreschool period. Faida's scholastic possible. Consequently, prior to performance was average to good, starting school, Faida was taught but her social behaviour problema- every morning for the two years tic at times; she only had one prior to school in a preschool (Turkish) friend in the class. The group of highly-gifted children new teacher in Class 3 experienced Faida as a pupil who was variably motivated, usually good but also "lazy", and whose performance fluctuated. When, after a while, he learnt that Faida had been regard- ed as highly-talented even during the preschool period, and that her intellectual capacities were well above average, he saw her through different eyes. He now tried to view and interpret her behaviour from this new angle, and, in his own words, adapted his teaching to her, providing her with more indi- vidualized and "suitable" learning programmes. With regard to per- formance, Faida was among the best in the class and managed to achieve better social integration.

(from Beispiele 1/96) iy

(with IQs ranging from 120 to 135). One of her favourite daily occupations was writing letters and short texts on a typewriter. She was loud and cheerful, and tried to assume a special position amongst her comrades which didn't exactly make positive social contacts easy. As soon as she entered the normal first-year class at her local primary school there were behaviourial, learning and teaching problems. Her class teacher and the school principal, however, realized that Faida's cognitive performance level was way above that of her class- mates, and, with the father's con- sent, suggested she jump Class 1 into Class 2. The Class 2 teacher thought little of this measure and agreed only grudgingly - on a tem- porary basis. Among other things, she demanded that Faida should be able to write as well as a second-grader within the space of

16 BASIC EDUCATIONAL QUESTIONS

What is talent? The distinguishing features of highly-gifted pupils 1. Particularly gifted (or here highly-gifted) per- sons are not a special species of mankind: being When commencing school, particularly gifted talented is something quite normal. At the same children, who, in their early childhood and pre- time, we must bear in mind that each person is school days, have grown up in a stimulating and unique. Persons with outstanding talents are not supportive environment, can be described as fol- only as diverse as the talents themselves, but lowsmainly in respect of their cognitive quali- also diverse in the form and particular quality of ties. their talents. 2. Talent cannot be measured according to a spe- As a rule, they display: cifically laid-down scale: it is subject to develop- ment processes. a markeddegree of curiosity and desire to 3. The adjective "talented", or the term "talen- undertake independent exploration; ted persons" suggests a completed process. In quick and effective powers of comprehension, development psychology we now speak of a life- even in the case of more complex problems; long process of change; this applies to the varia- very early interest in letters, numbers and ble "Being Talented", "Becoming Talented" and other symbols; particularly fond of activities "Talent Endowing" which, in principle, all work involving classification and organization; together in a highly-gifted person. This dynamic fluid thought processses; discovering new, ori- inter-related structure must always been borne in ginal ideas (orally or with materials); mind for the development, recogition, promo- early indications of reflexive and logical tion, and performance, production, effect in the thought, metacognition; case of highly-gifted persons. outstanding memory; 4. Special skills develop in the course of (early) highly developed powers of concentration and childhood or whilst at school, or not until adoles- exceptional perseverance in tackling self-impos- cence, or even adulthood. It is important to give ed tasks (usually in the intellectual sector); children the opportunity to develop their particu- spontaneous desire to learn to read, often lar talents. All normal children are born with accomplished independently between the ages general learning ability. Stimulation from the of three and four; material and social environment, and, in particu- expressive, fluent speech, often using extensive lar, adults as conveyors, as mediators of learning, vocabulary, not usual at this age; marked play an important part in the further develop- development in language structures and meta- ment process. linguistic sector; 5. Special talent can only be promoted, however, Pronounced "individuality", marked need of if the general talents are adequately developed. self-guidance, and personal determination of In other words, to ensure that potentially gifted activities and course of action; children can develop their particular talents, they strong sense of justice and great (cognitive) must experience qualitatively appropriate stimula- sensitivity with regard to social relations and tion, assistance and education. Only on this basis moral questions. is the fostering of special gifts, and thus highly- talented persons, educationally, psychologically from: Klaus K Urban. Beispiele 1/96 and in the democratic sense - efficient and justi- fied. (Extract of an article entitled Besondere Bega- bungen in der Schule(Outstanding Talent in School), published in Beispiele 1/96, Hanover) 1110 asca,

Klaus K Urban is professor of special educational psy- chology, Department of Educational Science, University of Hanover 5;

17 The possibilities of failing The role of the teacher to recognize gifted pupils The consistent development of a concept of It may happen, that, for instance open and talent-developing teaching demands a high degree of competence on the part of tea- the persistent asking of questions is regarded chers, i.e. extensive knowledge of how to pro- as annoying or dismissed as "exhibitionism", ceed, empathy and sense of responsibility, ability the outstanding reading skill of a child starting to do justice in varying roles to highly-differing school is attributed the efforts of over-ambi- requirements, creativeness, as well as a positive tious parents, self-concept, knowledge of oneself and personal a first-grader's marked interest in, say, astro- openness. nomy, is dismissed as "nonsense", working methods and finding solutions which If we want to be receptive to the singularity of differ from those prescribed are rejected as every child, we must also grant ourselves the inattentive, unsuitable, defiant or even undisci- right, and have the courage to be singular, too. plined, If we want to identify gifted childen, we must the rapid mastery of learning material is attri- know something about "talent signals" of buted to extreme drill at home, both a positive and negative nature. reluctance to do exercises is regarded as lack of If we want to help highly-gifted children, we zeal, and day-dreaming as lethargy or lack of must arouse our own creative and productive interest in classwork, powers. the failure to do homework is interpreted as If we want to understand highly-gifted children laziness, better, we should know our own talents better a class joker is regarded as a trouble-maker. and have striven to develop and perfect them, know their possibilities and limits. from: Klaus K Urban, Beispiele 1/96 If we want to give highly-gifted children pro- motive help, we must ask ourselves if we are confident and strong enough to admit and accept the fact that there are children.who, for instance, are more intelligent and receptive than we are, able to learn more quickly than ourselves or, that in certain fields, they have considerably more expert knowledge than we can ever hope to have.

The question whether pupils can be given the opportunity to learn in such creative and produc- tive manner can be regarded as a touchstone for effective and purposeful "differentiated educati- on for the highly-gifted".

from: Klaus K. Urban, Beispiele, 1/96

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S lective competition for participation MOTIVATION THROUGH in the International Mathematics Olympics and the Creative Contem- COMPETITION porary History competition. The The Education and Talent Association Inc. association provides direct assist- ance by organizing the German Pupils Academy and seminars for The Association Bildung uncl Begabung e. V. (see prize-winners in both competitions. title) was established in 1985 on the intitiative of It also awards places for comparable academic programmes in the USA. the Stifterverband fair die Deutsche Wissenschaft The association's other spheres of (an association funded by German industry for activity include an information ser- the sponsorship of German science and young vice for all sectors concerned with academics). The association's mandate is to de- the promotion and research of velop and implement extramural measures to sti- talent, the organization of further mulate, identify and promote gifted and interestedtraining events and specialized con- ferences, and the publication of its young persons, especially those of school age. own series of informative material. The association is non-profit mating and non- The association's projects are finan- denominational. ced mainly by the Federal Ministry In order to awaken, stimulate and of Education, Science, Research and challenge talent, the association Technology and the Stifterverband. lays great store by competitions. Individual projects are also financial- Out of the twenty national competi- ly assisted by the Lander (states), tions held annually in Germany, the foundations and private sponsors. following are held by the associati- The association (1997) has a staff on: national competitions in Mathe- of 15 and an annual budget of DM 5 matics and Foreign Languages, a se- million.

Address:

Bildung und Begabung e.V., Initiative zur Forderung Hochbegabter (Education and Talent Inc.) Kinder e.V. Wissenschaftszentrum (Initiative for the Promotion of Highly- Postfach 20 14 48, Talented Children inc.) D-53144 Bonn HindenburgstraBe 42 Tel: +49-228-302266 D-70825 Korntal-Munchingen Fax: +49-228-302270 Tel: +49-711-83 35 69 e-mail: [email protected] HochbegabtenfOrderung e.V. Further organizations concerned (High Talent Promotion Inc.) with the development and research Am Pappelbusch 45 of talent in Germany D-44803 Bochum Tel: +49-234-9 35 67-0 Deutsche Gesellschaft fur das Fax: +49-234-9 35 67-25 Hochbegabte Kind e.V. e-mail: hbf,@geod.geonet.de (German Society for the Highly-Gifted Child Inc.) International associations Sonderhauser StraBe 80 D-12249 Berlin World Council for Gifted and Talented Tel: +49-30-7 11 77 18 Children do International Center for Gifted Arbeitskreis Begabungsforschung und Education and BegabtenfOrderung e.V. Talent Development (Working Group for Talent Research University of Iowa and Promotion Inc.) 210 Lindquist Center do Rostock University Iowa City, Iowa 52242 USA August-Bebel-StraBe 28 Tel: +1-319-3 35 61 48 D-18055 Rostock Fax: +1-319-3 35 51 51 Tel: +49-381-4 93 47 82 e-mail: [email protected] Fax: +49-381-4 98 26 65 European Council for High Ability Institut fur Begabungsforschung und (EC HA) Begabtenforderung in der Musik do Bildung und Begabung e.V. (Institute for Talent Research and Wissenschaftszentrum Promotion in Music) Postfach 20 14 48 BahnhofstraBe 64 D-53144 Bonn D-33102 Paderborn Tel: +49-228-30 22 66 Tel: +49-5251-30 01 11 Fax. +49-228-30 22 70 Fax: +49-5251-31 00 13 e-mail: [email protected]

qi q UNCONVENTIONAL BUT NOT ELITIST Private schools supplement state education programmes

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Hermann Horstkotte /n May this year, Jan Schnirpel private and state schools are became junior world champion "public schools". They are mainly in weight-lifting. In summer he financed by taxpayers' money. successfuly completed his educati- Additional payments by parents on at the Jugenddorf- Christopho- must not be so high that only the rus school, Rostock, and can now wealthy have access to such commence his university studies. schools. The German constitution, Jan owes this twofold success to the Basic Law, acknowledges the his school. Its curriculum offers importance of "independent" competitive athletes special train- schools in a pluralist society, which ing opportunities for mind and is based on the idea of free compe- body. The majority of the pupils, tition. The state can only make a however, are perfectly "normal". limited contribution to these Many parents choose the Christo- schools because it is bound by the phorus school because of its Chri- principle of ideological neutrality. stian principles. Even so, there is Private schools must enjoy the no ideological compulsion. Many same status as state schools, but pupils attend this school simply do not have to be similarly organiz- becausein addition to the compe-ed. This equality exists if the tea- titive sport department there are ching aims and successes of private also special classes for the intellec- schools are equal to those at state tually highly-gifted. schools. The school inspectorate The Rostock talent-forge is an ensure that these "independent independent school, i.e. non-state. public schools" fulfil the generally- The designation "private school" is binding requirements of quality only a vague indication of the applicable to all schools. situation in Germany since both School attendance is compul- sory in Germany and usually ends on completion of Class 9. In the 1995/96 school year, the school population came to a good 8.5 mil-

67.1 (v.J cally-calculated average mark are increasing in importance. At the present time, some 60,000 pupils are following this alternative edu- cation course in which personal motivation is decisive, rather than achievement pressure. Modern societies are characteriz- ed mainly by the elite in various sectors of life. Hubert Markl, who, as president of the Max Planck Society, is a top representative of the German scientific elite, has

0 constantly drawn attention to this. Canonized general education and the corresponding "schools for the elite" apparently enjoy greater I 0 importance in traditional, social patterns of a hierarchical nature than in those differentiated by func- lion children and adolescents at successfully completing his educa- tion. Hans-Olaf Henkel, president state schools, but no more than tion at a school of religious charac- of the National Association of 350,000, i.e. fewer than 5 percent, ter, enters the adult world as a per-German Industry (BDI), likes to at private schools. Secondary edu- son of enduring substance, but point out that he did not complete cation is aimed at unlimited acqui- with no professional advantage. his schooling and successfully sition of Hochschulreife, i.e. uni- Church foundations for the talen- entered the professional world at versity entrance qualification. ted, for example, also assist stu- an early stage. Wolfgang Urban, There were 705,000 pupils from dents coming from state schools. managing director of Metro AG, state schools compared with With more than 90,000 pupils, the largest trade enterprise in 76,000 from private schools. i.e. almost a quarter of all private Europe, attended various schools These figures indicate quite clearly schools, the non-denominational whilst already following a professi- that private schools enjoy only Jugenddorf-Christophorus onto qualify for a practice-rela- marginal importance in Germany. schools enjoy great importance ted course of study at a Fachhoch- Even in "secondary education", within the education system based schule (Polytechnic). state schools seem preferable to on Christian principles. They are Private all-day schools or board- more than four out of five pupils orcelebrating their fiftieth annivers- ing schools which lavish care on their parents. This is not least ary in 1997. Whereas state schools their pupils, over and above con- because the broadly-spanned tea- normally provide teaching in the ventional training requirements, ching programme offered by state mornings only, the Jugenddorf have an aura of luxury in Germany schools also includes supportive institutions are all-day schools, without providing any particular measures for the talented pupils. including the supervision of home- professional or social advantages These are often in the form of work, or boarding schools. Both with regard to career. "Private extracurricular activities which alternatives are particularly attrac- schools" have long gained a foot- supplement and deepen what is tive if both parents go out to work. hold in formal vocational and furth- normally taught in class, or special Independent schools often er training. Although there were schools. "The creation of an elite", reject the range of subjects offered still 306,000 persons attending i.e. the identification and promoti- at state schools, which they regard state vocational institutions in on of talent in Germany, continues as too narrow. This is why, in parti-1995/96, the number at indepen- to take place mainly in state cular, the Waldorf schools came dent establishments had already schools. into being. They were started by grown to 42,000. This means that, The chief difference between an employer in 1919 who wanted at almost fifteen percent, the "pri- private and other schools is their to provide the children of his staff vate schools" have achieved a mar- specific concept of man, which with training closely related to life. ket share equal to the one they deviates from concepts of a more Right from the outset, the Waldorf enjoy in the general, prevocational conventional nature, and the cor- schools attached great value to education sector. responding education provided. handicraft and practical instruc- Most of them are modelled on the tion. School reports and the infle- two major Churches whose school xible ritual involved in promoting tradition is several centuries older pupils to the next-higher class than the state. Ideally, anyone were replaced by individual asses- sments and forecasts on the deve- lopment of each pupil. In this res- pect, the Waldorf schools continue to differ even today from state schools where, in senior classes, school reports and the arithmeti-

,2)1 "THE JOY OF ACHIEVEMENT71 Combining social and formal education is the objective at Salem, Germany's most famous private school

Pupils learn to help by regularly visiting elderly whom, as mentor and tutor, lives or disabled persons, spending afternoons with together with fifteen to twenty pupils at the boarding school. large families, cooperating voluntarily in nature From the middle-school onwards, protection, such as in the preservation of endan- the group elects one their number gered bird species. as "helper". The latter's job is to enhance the interplay with the Hermann Horstkotte nce a week the timetable mentor and the mutual includes Bildung mit der understanding between the young Hand (Manual Education) persons and their teacher. The for boys and girls in the middle- learning aim of "social competen- school, i.e. the fourteen year olds. ce", i.e. stimulating and compensa- Depending on personal taste, the ting intercourse with each other, is classroom for this activity is a car- taken very seriously at Salem. penter's, car-mechanic's or gold- Salem is an international educa- smith's workshop, not forgetting tion institution. Fifteen percent of the kitchen. Activities for drawing the pupils and a number of the tea- and sculpture, choral and orchestralchers come from other countries. music promote the sensory and Instead of the German Abitur (uni- emotional skills of the young per- versity entrance qualification), sons. At this private school housed pupils may also acquire the in Schlof3 Salem on Lake Con- International Baccalaureate (IB), stance, in the German-Swiss bor- recognized throughout the world. der region, the pupils also learn There is a lively exchange with the usual range of subjectswith similar schools around the globe greater choice, of coursetaught which have joined forces in the at state schools, i.e. languages, Round Square Conference. mathematics, natural science etc Attending this boarding school up to Hochschulreife (university is not cheap. Even so, at DM 3000 entrance). Apart from English and a month, it is no higher than com- Latin, the pupils can take a third parable schools of this quality in language (French, Spanish or Europe and other parts of the Classical Greek). Depending on theworld. Special scholarships also individual pupil's interests, the enable talented pupils without broadly-spanned teaching pro- wealthy parents to attend Salem. gramme is designed to kindle theo-Many former pupils make generous retical, practical and artistic skills donations for this purpose. and promote the vital "joy of achievement". Salem is essentially a boarding school for over ninety percent of its pupils. It is divided into three school and age levels who reside in three parts of the palace grounds. The daily programme and rules dif- fer at the three locations to accus- tom the young persons to greater independence and freedom with- out overtaxing them prematurely. According to the founder, Kurt Hahn (1886-1974), boarding school life should ensure the unity of soci- al and formal education, formation of personality and classroom instruction. This aim is realized by the individual teachers, each of School

The educational goal of this elite school, which has been conceived as an all-day and boarding school, is the Anglo-Saxon ideal of "educa- ted persons". The skills meant by ETON-ON-ELBE this can be gleaned from the plans A European school for the elite of the Dresden school pioneers, Saxony revives a former tradition reminiscent of the list of wishes a headhunter seeks in the ideal manager: broad education, ability It is not often that someone thinks fondly of to judge, resilience and sensitivity, his schooldays. "Theophrastus, Plautus and self-assertion and readiness to compromise. St. Afra pupils are to Terence, whom I studied at the greatest of learn how to "combine social com- ease in the narrow confines of a monastic- mitment with leadership qualities". like school,were my world. How dearly "We don't want to breed little Einsteins, but modern young exe- would I like to relive those years, the only cutives with a capacity for team- ones when I was really happy." work," says Ursula Koch, the departmental head responsible for These words were spoken by this project at the ministry. Gotthold Ephraim Lessing, Strict individual study, but also the most distinguished gra- "living for others" have always duate of the Wettin Fiirsten- been part of the spirit of these schulen. The Dresden Ministry of schools. Apart from St. Afra, Duke Education is using this eulogy to Moritz of Saxony also founded the promote its European Elitegym- two other Furstenschulen in 1544: nasium (an elite grammar/college St. Augustin in Grimma and preparatory school) project in the Schulpforta in present-day Saxony- tradition of the legendary schools Anhalt. The schools were open to which, for centuries, were the all gifted children in the land, jewel of Saxony's education systemregardless of class or origin. In so which they are to become again. doing, Moritz was inspired more by St. Afra zu Mei Igen, one of the the preservation of power than three former FUrstenschulen, is a egalitarian motives. In this way, the run-of-the-mill district GymnasiumSaxon ruler was able to create a at the present time. But its days as civil service loyal to him, and large- such, in the old quarter of Mei igen, ly independent of the nobility. are numbered. After alterations The lustre of these institutions costing millions, this historic insti- whose pupils, in addition to tution is to become a new type of Lessing, included philosphers such state school combining the huma- as Klopstock, Gellert, Fichte and nist ideal of the Fiirstenschulen von Ranke faded with the passing with the uninhibited East German of time. But even in the GDR attitude to the concept of an elite. (German Democratic Republic), To this will be added a pinch of where schools were all standardi- reform education in the spirit of zed on Soviet lines, St.Afra, Salem and the English public St.Augustin and Schulpforta were schools, and a generous helping of able to retain their own special sta- post-turnaround enthusiasm. Fromtus, says Ralf Kopsel, from the the turn of the millenium onwards,Association of Former Fiirsten- some 300 pupils are to be preparedschule Pupils and member of the at this school for responsible func- foundation committee. "Self-edu- tions within society. cation and mutual education were extremely important," says Klopsel, describing the spirit of the Fur- stenschulen. The elitist idea was not predominant. "But the stan- dard was, in fact, very high."

23 The plans leave no doubt about kurse (advanced courses). In addi-is to sort out the over-ambitious the fact, however, that the require-tion, the elite pupils will neverthe- parents or guardians who are ments at the new elite school in less still have enough time left to anxious to have their children edu- Saxony will be even greater. In the perform "community services" or cated at the FUrstenschule for case of the proposed "pupil popu- "cooperation with the cathedral reasons of prestige only. lation", it can be assumed "that theworks office" in Mei Sen. Just as Lessing only obtained a learning content of the Saxon But the St.Afra campus will no place at St.Afra with financial help Gymnasium curricula can be cover- longer be "monastic". "We want to from a benefactor, there will also ed in a much shorter period," it eliminate the classical distinction be scholarships (grants) for states in the ministerial draft. As a between classroom and recreati- FUrstenschule pupils in the 21st result, the Fundam,entum - consi- on," says Frau Koch. St.Afra also century. The plans propose to pro- sting of 24 weekly lessonswill be intends to depart from the traditio-vide financial support to the tune supplemented by an Additum, in nal image of teachers. At least of DM 1000 monthly for up to which pupils can establish their some of the teachers will live and three-quarters of the pupils. Apart own "individual points of empha- work together with the pupils, and from the building costs of DM 52 sis" always be on hand as "counsell- million and staff costs, this will be In Classes 8 to 10, the school ors". As in former days, older the largest item in the state bud- year will be divided into three pupils will help younger ones. get. Critics from the opposition in terms to make continuous work The elitist concept stands or the Dresden Landtag (state parlia- possible in interdisciplinary projec- falls by the selection of suitable ment), who have nothing against ts. Great emphasis is to be placed candidates. Here, Saxony intends an educational elite in principle, on learning languages: a minimum to adopt a revolutionary course for regard the award of scholarships as of three foreign languages, inclu- state schools. Whereas the tea- the only weak point in the whole ding a classical language, will be ching posts will be advertised concept. If a subsequent govern- compulsory for all pupils. A fourth worldwide, tests and "summer ment decides to radically reduce language is considered desirable camps" are planned for the child- the funds for state scholarships, and a long stay abroad, including rentrial periods of a week with they fear St.Afra will become a school attendance. In the senior lessons and boarding-school life Nobel school after all. classes, the future executives in which creative and social suita- will have to complete only three bility will be scrutinized. The instead of the usual two Leistungs- parents will also be screened. This Clemens Caspary/Die Zeit

24 liSCREENING THE MASSES Private universities select their students

A certain amount of vexation is still discernible. Uwe Gericke says he felt as if he had been on display. "We had to fit squares together and simultaneously coordinate our behaviour without speaking to each other." The game lasted half an hour. Some had soon broken the rules, others got worked up afterwards. "A typical group-dynamic affair," says Gericke, "during which we were observed the whole time. Some walked around us making notes, whilst we asked ourselves what it was all about."

11

Al

25 This supervised game, descri- Candidates wishing to be invitedof total points obtained decides bed by Uwe Gericke, is part to take the written test, must, in who has reached the final stage, of a procedure which the addition to Abitur and curriculum i.e. a one-day interview, a lecture Private University of Witten-Her- vitae, offer proof of a successfully group and joint discussion.The 36 decke employs to select its stu- completed course of trade training,examiners busy themselves with dents. Anyone taking part must or, alternatively three months this for two days. Only 70 candi- first of all have negotiated the first practical experience in the com- dates are finally selected. The uni- hurdle. The competition for a placemercial sector. 374 applicants ful- versity is of the opinion that all this at this university in the Ruhr be- filled these requirements for the effort pays off. "Only one or two gins with the completion of a curri-winter semester. They were invitedstudents per year-group break off culum vitae and written reasons to take the two-day written tests intheir studies prematurely here," for particularly wanting to study atMay. First, their capacity to study says Anke Bruhl-Tschuk. The Witten. is examined according to criteria situation in Witten is similar. In First and foremost, candidates devised by the Bonn Institute for comparison, the dropout level at must offer proof of professional Test and Talent Research the state universities is around 30 per- experience which does not only institute, incidentally, which also cent. mean casual employment. The eco-devised the recently abandoned Among those who were offered nomics faculty requires candidates test for would-be medical students.a place and successfully completed to have successfully completed a But as if the Otto Beisheim a course of study at Witten was commercial or industrial training University does not completely Uwe Gericke. From there he course, the medical faculty trust its own tests, it publishes a obtained a post as research assist- demands six months nursing prac- brochure explaining which techni- ant at Eichstatt Catholic University ticeinstead of the usual eight ques can be used to solve the pro- Economics Department in Ingol- weeks required by state universi- blems including illustrative exam-stadt, Bavaria. Here, not only was ties. The mark gained in Abitur ples. his specialist knowledge in de- (university entrance qualification), Language tests follow on the mand, but also his experience of on the other hand, is of no import. second day. A high standard of the selection procedure at Witten. "We are looking for students, not English is presumed. 520 points Ingolstadt was dissatisfied with the pupils," says Konrad Schily, foun- are required to pass the Toefl-Test. students sent there by the ZVS der and president of Witten This corresponds to the require- (Central Allocation Office). Most of University. "We are looking for per- ments US universities expect for- them came from the regionor not sons who have a will of their own eign applicants to fulfil. Candidatesat allbecause they didn't like the and not those who readily con- are also tested in a second langua- place allocated them. form." ge of their choice from the follow- Ingolstadt has now devised its Witten is a good example of the ing: Italian, French, Spanish, own selection procedure to help way in which a selection procedureChinese, Japanese or Russian. overcome this unsatisfactory situa- can mould the image of a universi- "These language tests have no tion. The Bavarian Education ty. Depending on the faculty, two more than a threshhold function," Ministry gave permission for a pilot to three experts process the appli- says Anke BrUhl-Tschuk, head of scheme to be tried out over a peri- cations and invite 120 to 150 can- the department for student affairs od of two years. The initial result: a didates to come to Witten, of at Vallendar. "It suffices to pass quarter of the 240 applicants- whom a third are eventually offer- them, no matter how well." attracted surprisingly by the hurd- ed a place. For a whole day, they The study-aptitude test, on the lewere from outside Bavaria. are subjected to interviews, group- other hand, is graded jointly with They are of the opinion in dynamic games or dexterity tests. the Abitur according to a points Ingolstadt that this experiment "Often," says Konrad Schily, "a system. Unlike Witten, the ranking could well become the model for candidate falls into a deep, black state universities. For certain types hole. The only important thing in of state higher education instituti- this case is whether can extricate ons, e.g. art and music colleges, himself." It is not a case of repro- selection procedures have always ducing uncritically knowledge one been a matter of course. has learnt by heart. This is all part of a procedure in which candidates Imke HenkeUSiiddeutschz Zeitung are not assessed according to a points system. The University for Business Management in Vallendar, near Koblenz, is also a private instituti- on, named after its benefactor, Otto Beisheim. Here, candidates have to undergo even more exten- sive examinations than in Witten. Unlike the latter, however, marks and test results are taken into account at Vallendar. Higher Education

The University of Heidelberg is the first to adopt this procedure for sport and biology. Evaluations of this nature have been tried out for some time in Lower Saxony and higher education institutions of the Nordverbund (northern associati- AVERAGE MARK on). They are a matter of course at art, sports and music colleges in all the Bundeslander (federal sta- OR tes). Now a new Framework Act is to catch up with rea- INTERVIEW? lity, which is rapidly racing ahead in the Lander (sta- Amended Framework Act for Higher Education tes). On 19 August 1997, the members of the Federal New regulations for university admission Government-Federal States Working Group agreed to compromise on the content of a new Higher Educa- tion Framework Act.In this context, agreement was Since the beginning of the 1997/98 winter also reached on the highly controversial question of whether and to what extent higher education institu- semester, higher education institutions in tions should be be granted the right to select students Baden-Wurttemberg have been able to for the individual disciplines. This matter was the sub- choose up to forty percent of the first-year ject of fierce contoversy not least because of the una- students for a course of study in admission- voidable question of the future status of the Abitur, (university entrance qualification) which has always restricted disciplines by means of their own been the decisive criterion for university admission. selection procedure. The bill proposes that universities be given the right to select up to twenty percent of the students wishing to follow courses of study in nationwide admission-restricted subjects. Basically, Abitur will continue to provide access to all courses of study. It is not planned to replace it with entrance examinations or other admission restrictions. Even so, universities are to be allowed to choose part of the studies appli- cants on the basis of "suitability and motivation", by means of interviews or achievement requirements for specific courses. By this means, the chance of being admitted immediately will be given to applicants who, because of inadequate Abitur grades, might, accord- ing to the standard procedure, otherwise have to accept a long waiting period or never be selected at all. According to the draft law, "professional training or experience" in the relevant fields of study could likewise be decisive criteria in the award of a study place within an internal university selection procedure. Over and above the proportial distribution under- taken by the Central Office for the Allocation of Study Places (ZVS), achievement and competition are to play a greater part in future in the award of places for disciplines with nationwide restricted admission. In this way, able students will have the opportunity to study at the university of their choice if they do not live in the latter's catchment area. In their proposals for the new Framework Act for Higher Education, published early March, the states with a Social Democratic government originally rejec- ted selection procedures for universities. Anke Brunn (SPD), North Rhine-Westphalia's Science Minister,

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27 summed up her party's position thus: "No Abitur aftercourses with nationwide restricted admission which, Abitur." Although Hans Zehetmair, Bavaria's Minister in relation to the total number of applicants, repre- of Education, announced in a government statement sents a very small percentage. in January that the universities in his state would be In the science ministries and university administra- permitted to devise their own criteria for the selectiontions, however, the selection of students by the uni- of candidates on a trial basis, this was "by no means versities themselves is being discussed more from the the go-ahead for the introduction of university entran-narrow angle of how to cope with the large number of ce examinations in generalinstead of or in addition students in the face of empty coffers, rather than to Abitur." The latter, he said, should retain its from the point of view of competition for the best stu- nationwide basic function as the entitlement to study. dies applicants. The problem of the large number of Hans Joachim Meyer (CDU), Saxony's Minister of students is also preventing the anthroposophical Science, took the opposite view by proposing that the Private University of Witten-Herdecke and the selection of all students should to be left entirely to University for Business Management in Vallendar from the universities themselves. In this way, university becoming models for state universities. The reason is entrance would be based on student selection (in two simple: there are just not enough teaching staff at respects), instead of through the ZVS central allocati- German universities to conduct half-hour interviews on procedure. "I must provide university faculties with the thousands of applicants. Manfred Schmidt, a with the opportunity," Meyer argued, "of being allow- Heidelberg political scientist, puts the situation in a ed to scrutinize Abitur certificates to ascertain that a nutshell by pointing out that, at American universities candidate has the relevant subjects. The marks also large numbers of staff are employed excusively for play a part in this. Even then, there will undoubtedly the job of selecting applicants. In contrast, at the still be a number of unclear cases. Universities must Institute for Politics, Heidelberg University, four pro- have the right to learn more about students in a per- fessors, a handful of research assistants and tempor- sonal interview. This procedure would offer universi- ary lecturers have to look after 1300 students. It is to ties the great chance to compete for the most suitablebe feared that the teaching staff at overloaded applicants for a particular course of study." German universities can undertake no more than a Competition among universities, which is designed schematic assessment of Abitur marks. To quote to provide a more efficient handling of the taxpayers' Josef Lange, general secretary of the Higher money and students' time, has nevertheless been Education Rectors Conference, what universities need given sparse treatment in the new bill. The contradic- to do supplementary to Abitur - is to define their tory nature of the compromise reached in the latter isselection criteria to establish the calling, aptitude and reflected in its mixed nature. The bill does not propo- motivation of applicants. The increased scope the se a genuine right of choice on the part of universi- Lander are providing in the amended Framework Act ties. The Abitur is to retain its function as general for Higher Education definitely offers the opportunity entitlement to university admission. The majority of to implement new experimental procedures. the education ministers insist that the Abitur is of equal value in all the Lander (states) and conse- Klaus Michael Miebach quently provides the basic right to study at any uni- versity, and that all universities offer the same tea- ching quality. Although universities are to be given the opportunity to implement internal selection pro- cedures, this right is limited to twenty percent of the

28 The ten talent-promotion institutions in Germany

Friedrich-Naumann-Stiftung e.V. Studienstiftung des deutschen Volkes e.V. Institut fur Forschung und (Studies Foundation of the BegabtenfOrderung German People Inc) (Friedrich Naumann Foundation Inc Institute for Research and Talent MirbachstraBe 7 D-53173 Bonn Promotion) Tel: +49-228-82 09 60 Konigswinterer StraBe 407 Fax: +49-228-82 09 66 7 D-53639 KOnigswinter Tel: +49-2223-70 11 92 Cusanus Bischbfliche Fax: +49-2223-70 12 22 Studienforderung Hanns-Seidel-Stiftung e.V. (Cusanus Episcopal Studies Promotion) FOrderungswerk Baumschulallee 5 (Hanns Seidel Foundation Inc D-53115 Bonn Promotion Dept.) Tel: +49-228-63 14 07 08 LazarettstraBe 33 Fax: +49-228-65 19 12 D-80636 Munchen Tel: +49-89-12 58-3 01 Fax: +49-89-1 25 84 03 Evangelisches Studienwerk e,V, (Protestant Studies Organization inc) Studienwerk im Haus Villigst Stiftungsverband Regenbogen Iserlohner StraBe 25 e.V. (Studies Organization in the D-58239 Schwerte Tel: +49-2304-75 50 Regenbogen Foundation Fax: +49-2304-75 52 49 Association Inc.) Schwanenwall 23 Hans-Bockler Stiftung D-44135 Dortmund Tel: +49-231-55 17 53 Abt. StudienfOrderung (Hans Bockler Foundation Fax: +49-231-55 35 58 Studies Promotion Dept.) Bertha-von-Suttner-Platz 3 Studienforderwerk der Stiftung D-40227 Dusseldorf der Deutschen Tel: +49-211-7 77 80 Wirtschaft fur Qualifizierung und Fax: +49-211-7 77 82 10 Kooperation (Studies Promotion Organization Konrad Adenauer Stiftung e.V. of the Foundation of the German Institut fur BegabtenfOrderung Economy for Qualification and (Konrad Adenauer Foundation Inc, Cooperation) Institute for Talent Promotion) UhlandstraBe 29 Rathausallee 12 D-10719 Berlin D-53757 St. Augustin Tel: +49-30-8 82 30 27 Tel: +49-2241-24 63 10 Fax: +49-30-8 82 35 06 Fax: +49-2241-24 65 73

Friedrich Ebert Stiftung e.V. Abt. Studienforderung (Friedrich Ebert Foundation Inc Studies Promotion Dept.) Godesberger Allee 149 D-53175 Bonn Tel: +49-228-88 30 Fax: +49-228-88 36 97 Impressum Published by: Inter Nationes e.V. Kennedyallee 91-103 D-53175 Bonn E-Mail: [email protected] Internet Address: http://www.inter-nationes.de Editors: Ivan Tapia, Georg Blochmann Layout: Graphicteam Koln Production: Ilona Orthen English Translation: Brangwyn Jones Picture Research: Hella Roth Printed by: Druckpartner Moser Druck+Verlag Inter Nationes D-53359 Rheinbach Editorial closing date: 30 October 1997 2S EC_ 30633(D

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