DOCSLIB.ORG

The Exit from G8 Upper Secondary School Reform in Germany – a Multiple Case Study

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Exit from G8 Upper Secondary School Reform in Germany – a Multiple Case Study Erik Schreiner (s1942212) Public Governance across Borders Bachelor Thesis The Exit from G8 Upper Secondary School Reform in Germany – a Multiple Case Study 1st Supervisor: dr. Harry de Boer 2nd Supervisor: dr. Peter Stegmaier 03-07-2019 Ethical review request number: 190407 Word count: 19,270 Faculty of Behavioural, Management and Social Sciences University of Twente P.O. Box 217 7500 AE Enschede The Netherlands Table of Contents 1. Introduction ......................................................................................................................................... 1 1.1 Educational governance structure in Germany .............................................................................. 2 1.2 Research question .......................................................................................................................... 3 2. Theory ................................................................................................................................................. 4 2.1 Theoretical findings ....................................................................................................................... 4 2.2 Theoretical model .......................................................................................................................... 6 2.3 The impact of changed ideological positions ................................................................................ 7 2.4 The impact of perceived policy failure .......................................................................................... 7 3. Methodology ....................................................................................................................................... 8 3.1 Research design ............................................................................................................................. 8 3.2 Case selection ................................................................................................................................ 9 3.3 Operationalisation ....................................................................................................................... 11 3.4 Data collection ............................................................................................................................. 13 3.5 Data analysis ............................................................................................................................... 14 4. Findings ............................................................................................................................................. 15 4.1 Federal state-specific context of the G8 reform .......................................................................... 15 4.1.1 Lower Saxony ....................................................................................................................... 15 4.1.2 Hesse .................................................................................................................................... 16 4.1.3 Free and Hanseatic City of Hamburg ................................................................................... 17 4.2 Interim findings on Lower Saxony .............................................................................................. 18 4.2.1 Change of ideological positions ........................................................................................... 18 4.2.2 Perceived policy failure ........................................................................................................ 21 4.3 Interim findings on Hesse ............................................................................................................ 24 4.3.1 Change of ideological positions ........................................................................................... 24 4.3.2 Perceived policy failure ........................................................................................................ 27 4.4 Interim findings on Hamburg ...................................................................................................... 30 4.4.1 Change of ideological positions ........................................................................................... 30 4.4.2 Perceived policy failure ........................................................................................................ 33 5. Analysis ............................................................................................................................................. 35 5.1 Change of ideological positions .................................................................................................. 36 5.2 Perceived policy failure ............................................................................................................... 39 6. Conclusion ......................................................................................................................................... 42 6.1 Summary ..................................................................................................................................... 42 6.2 Reflection .................................................................................................................................... 44 7. References ......................................................................................................................................... 46 7.1 Literature ..................................................................................................................................... 46 7.2 Newspaper articles, online documents and websites ................................................................... 47 7.3 Law .............................................................................................................................................. 50 7.4 Election programmes ................................................................................................................... 50 7.5 Coalition agreements ................................................................................................................... 55 APPENDIX A ....................................................................................................................................... 57 Lower Saxon election programme positions on the G8 policy ......................................................... 57 Hessian election programme positions on the G8 policy .................................................................. 60 Hamburg election programme positions on the G8 policy ................................................................ 65 Lower Saxon coalition agreement positions on the G8 policy .......................................................... 68 Hessian coalition agreement positions on the G8 policy ................................................................... 69 Hamburg coalition agreement positions on the G8 policy ................................................................ 70 APPENDIX B ....................................................................................................................................... 71 Interview (Lower Saxon Ministry of Education and the Arts) .......................................................... 71 Survey (Hessian Ministry of Education and the Arts) ....................................................................... 82 APPENDIX C ....................................................................................................................................... 85 Abstract The introduction of the G8 upper secondary school reform in former western Germany between 2001 and 2007 shortened the high school duration from nine to eight years. As the reform policy has been discontinued in many of the western Bundesländer in the past decade, this thesis investigates the factors that explain the G8 discontinuation in certain Bundesländer by means of a multiple case study. While most research has addressed the issue from a pedagogical perspective, little research has been done on G8 from a governance or policy analysis perspective, particularly in terms of policy termination. Thus, the thesis derives explanations for the extent of changing ideological positions and perceived policy failure to have triggered a decision towards varying outcomes of G8 discontinuation in the selected cases by analysing qualitative data. Whereas perceptions of lacking maturity of Abitur graduates in Lower Saxony and a loss in quality of the school-leaving qualification in Hesse had been predominant and where a decision has been made towards G8 discontinuation, the results suggest that the absence or weaker presence of these factors in Hamburg explain why the G8 reform has not been discontinued here. 1. Introduction “G8 for all is outdated, as is G9 for all”, the former Bavarian Minister of State for Education, Ludwig Spaenle, emphasised in 20161. This citation gives a first hint at the outdatedness of two upper secondary school models in Germany, that have been subject to public debate over the past three decades since German reunification. The G8 upper secondary school reform has been implemented in most of the federal states (Bundesländer) in the west of Germany from 2001 up until 2007 (Huebener & Marcus, 2015). Aiming at the reduction of the length of high school from nine to eight school years after alerting results of the OECD’s Programme for International Student Assessment (PISA), the reform has also been implemented to harmonise educational
Load more

Recommended publications
  • Regional Planning in Hamburg and Toronto
    Buffalo Law Review Volume 48 Number 1 Symposium on Regionalism Article 5 1-1-2000 Co-operating with the Neighbours: Regional Planning in Hamburg and Toronto Patricia Petersen Innis College, University of Toronto Follow this and additional works at: https://digitalcommons.law.buffalo.edu/buffalolawreview Part of the Land Use Law Commons Recommended Citation Patricia Petersen, Co-operating with the Neighbours: Regional Planning in Hamburg and Toronto, 48 Buff. L. Rev. 39 (2000). Available at: https://digitalcommons.law.buffalo.edu/buffalolawreview/vol48/iss1/5 This Symposium Article is brought to you for free and open access by the Law Journals at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Buffalo Law Review by an authorized editor of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. Co-operating with the Neighbours: Regional Planning in Hamburg and Toronto PATRICIA PETERSENt City-regions must compete globally-of this we are continually reminded. Success in this world competition, experts advise, depends on a region's ability "to develop a shared set of values, formulate a common vision, and mobilise resources to achieve it."1 This requires a shift in focus-from institutions to process, from government to governance. Focussing on process offers "a social learning perspective (where society's members actively learn from one another)" and demands "sensitivity to intricate process detail."2 Sensitivity to intricate process detail describes exactly the way in which politicians and civil servants in the Hamburg Metropolitan Region (HMR) have tackled regional planning since the early 1990s.
    [Show full text]
  • Between Representation and Democratic Innovations
    ORIGINAL RESEARCH published: 26 March 2021 doi: 10.3389/fpos.2021.591544 Claims of Representation: Between Representation and Democratic Innovations Petra Guasti 1*† and Brigitte Geissel 2 1Charles University, Prague, Czechia, 2Goethe University Frankfurt, Frankfurt, Germany This article seeks to build a bridge between the empirical scholarship rooted in the traditional theory of political representation and constructivist theory on representation by focusing on the authorization of claims. It seeks to answer how claims can be authorized beyond elections - selecting three democratic innovations and tracing claims through the claim-making process. Different participatory democratic innovations are selected - providing various claims and taking place in different institutional contexts, i.e., (elected) members of the Council of Foreigners Frankfurt; individual citizens in participatory budgeting procedures in Münster; and citizen’s associations elected politicians in the referendum campaign in Hamburg. We first analyze the claims raised by the different claim-makers to identify their Edited by: claimed constituency eligible to authorize claims. In the second step, we focus on the Pierre-Etienne Vandamme, Université libre de Bruxelles, Belgium authorization by the claimed constituency and the relevant decision-making authority. The fi Reviewed by: article nds that claim-making in democratic innovations is fractured and incomplete. Francisco Cantu, Nevertheless, this is not the reason to dismiss democratic innovations as possible loci of University
    [Show full text]
  • Towards an Open Learning World: 50 Years. UNESCO Institute for Education
    DOCUMENT RESUME ED 473 660 CE 084 399 AUTHOR Elfert, Maren, Ed. TITLE Towards an Open Learning World: 50 Years. UNESCO Institute for Education. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. PUB DATE 2002-00-00 NOTE 107p.; Photographs may not reproduce well. Translation to English by Peter Sutton. AVAILABLE FROM UNESCO Publishing, Commercial Services, 7, place de Fontenoy, F 75352 Paris (free; available in English, French and German). E-mail: [email protected]; Web site: http://www.unesco.org/education/uie/index.shtml. For full text: http://www.unesco.org/education/uie/pdf/50yearseng.pdf. For full text (French): http://www.unesco.org/education/uie/pdf/50yearsfre.pdf. For full text (German): http://www.unesco.org/ education/uie/pdf/50yearsger.pdf. PUB TYPE Historical Materials (060) EDRS PRICE EDRS Price MF01/PC05 Plus Postage. DESCRIPTORS Access to Education; Adult Basic Education; Adult Education; *Adult Learning; Chronicles; Culturally Relevant Education; Delivery Systems; Developing Nations; Educational Development; Educational Environment; Educational Facilities; Educational Finance; *Educational History; Federal Government; Foreign Countries; Government School Relationship; Informal Education; Intergenerational Programs; International Cooperation; *International Educational Exchange; *International Organizations; *International Programs; Lifelong Learning; Literacy; Literacy Education; Nonformal Education; Open Education; Organizational Change; Partnerships
    [Show full text]
  • Manual Hamburg Model.Pdf
    The Hamburg Model – exemplary integration of youth into vocational education Elina Priedulena Published by Baltic Sea Academy e.V. Dr. Max A. Hogeforster Blankeneser Landstrasse 7, 22587 Hamburg, Germany Editorial Correspondence: [email protected] ©2015 Baltic Sea Academy e.V.; all rights reserved. Printed by: BoD-Books on Demand, Norderstedt, Germany ISBN 9783738630060 The project “Hamburg Model” has been co-financed by the European Commission (Lifelong Learning Programme). This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The project “Future perspective: Annual Professional Qualification (Hamburg Mod- el)” was carried out from October 2013 to September 2015 by the Hanse-Parlament e.V. as Lead Partner and eight partners from Germany, Latvia, Lithuania, Norway, Poland and Hungary. Project management: Dr. Jürgen Hogeforster and Elina Priedulena We thank the following authors for the book contributions: Renata Černeckienė Habil. Dr. Prof. Romualdas Ginevičius Dr. Jürgen Hogeforster Dr. Michał Igielski Philipp Jarke László Kajos István Mosóczi Dora Szegő Dr. Monika Zajkowska 3 Content 1. Introduction ............................................................................................................7 2. The dual system of vocational training in Germany ............................................. 10 2.1. Division of responsibilities ...........................................................................................................
    [Show full text]
  • Tufts+RIT+Hamburg,+Germany.Pdf
    HAMBURG, GERMANY A Preliminary Case Study of Refugees in Towns Jessica Sadye Wolff Hamburg, Germany / A Case Study of Refugees in Towns 1 APRIL 2018 Contents Acknowledgements 3 About the RIT Project 4 Location 5 Introduction 6 Methodology 6 Overview of Refugees in Germany 8 Asylum Process in Germany 9 Overview of Refugees in Hamburg 11 Mapping the Refugee Population 12 The Urban Impact 14 Creation of the Coordination Unit for Refugees 14 Resident Pushback Against Expanded Asylum Seeker Housing Plans 14 The Refugee Experience 15 Asylum Process 15 Housing 16 Employment and Education 17 Interaction Between Asylum Seekers and Local Residents 17 Conclusion 18 References 19 Hamburg, Germany / A Case Study of Refugees in Towns 2 Acknowledgements Unlike our other case studies, this project in Hamburg, Germany focused dominantly on one domain of integration—housing—and was not conducted by a localized researcher. We feel the findings are nonetheless important and compelling, revealing critical good practices and challenges with refugee integration. Additionally, a localized perspective was achieved through the depth of the connection to Hamburg by MIT’s International Service and Technology Initiative. To build on this report’s preliminary findings, RIT is conducting ongoing localized research with refugees in Hamburg and other towns in Germany and the EU. This work is a case study of the Refugees in Towns (RIT) Project of the Feinstein International Center (FIC) at the Tufts University Friedman School of Nutrition Science and Policy, and benefitted from the contributions and support of many individuals and organizations. The case study was developed, conducted, and written by Jessica Sadye Wolff, a second year Master of City Planning student in MIT’s Department of Urban Studies and Planning.
    [Show full text]
  • In Hamburg Welcome to Hamburg
    069_HWC_Imagebro_220x305 09.05.2007 13:33 Uhr Seite 1 Kontakte in Hamburg: Contacts in Hamburg: Hamburg Welcome Center (HWC) Hamburg Tourismus GmbH Bezirksamt Hamburg-Mitte Steinstraße 7 Alter Wall 11 20095 Hamburg 20457 Hamburg Tel.: +49 (40) 300 51-300 Tel.: +49 (40) 428 28 0 Fax: +49 (40) 300 51-220 Fax: +49 (40) 428 54 5002 E-Mail: [email protected] E-Mail: [email protected] Homepage: www.hamburg-tourismus.de Handelskammer Hamburg Studierendenwerk Hamburg Adolphsplatz 1 ... damit Studieren gelingt! 20457 Hamburg Von-Melle-Park 2 Tel.: +49 (40) 361 38 138 20146 Hamburg Fax: +49 (40) 361 38 401 Tel.: +49 (40) 419 02-0 E-Mail: [email protected] Fax: +49 (40) 419 02-100 Homepage: www.hk24.de E-Mail: [email protected] Handwerkskammer Hamburg Homepage: Holstenwall 12 www.studierendenwerk-hamburg.de 20355 Hamburg Tel.: +49 (40) 35905-0 Agentur für Arbeit Hamburg Fax: +49 (40) 35905-208 Kurt-Schumacher-Allee 16 E-Mail: [email protected] 20097 Hamburg Homepage: www.hwk-hamburg.de Tel.: +49 (40) 2485-0 Fax: +49 (40) 2485 2616 HWF E-Mail: [email protected] Hamburgische Gesellschaft für Homepage: www.arbeitsagentur.de Wirtschaftsförderung mbH Habichtstraße 41 22305 Hamburg Tel.: +49 (40) 22 70 19-0 Fax: +49 (40) 22 70 19-29 E-Mail: [email protected] Homepage: www.hwf-hamburg.de Weitere Hamburg-Links: Willkommen in Hamburg Other Hamburg links: Welcome to Hamburg www.welcome.hamburg.de www.wachsende-stadt.hamburg.de www.metropolregion.hamburg.de www.luftfahrtstandort-hamburg.de www.hamburg-logistik.net
    [Show full text]
  • Refugee Education in Germany
    PERAE E SIRIUS - Policy Network on Migrant Education MULTI-COUNTRY PARTNERSHIP TO ENHANCE THE EDUCATION OF REFUGEE AND ASYLUM-SEEKING YOUTH IN EUROPE – PERAE Refugee Education in Germany 2018 Claudia Koehler, Jens Schneider european forum for migration studies (efms) Institute at the University of Bamberg Katharinenstraße 1, D-96052 Bamberg fon +49-951-932020-0 fax +49-951-932020-20 [email protected] http://www.efms.de Directors: Prof. Dr. Friedrich Heckmann, Prof. Dr. Daniel Goeler “Multi-country Partnership to Enhance the Education of Refugee and Asylum-seeking Youth in Europe” is funded by Stiftung Mercator Table of contents Introduction ............................................................................................................................................................ 5 1 Review of available data and research findings on the integration of refugee and asylum-seeking youth in the German education system .............................................................................................................. 6 1.1 Availability and limitations of data and research findings ........................................................................ 7 1.2 Barriers in access to education ................................................................................................................. 8 1.3 Teacher education in Germany ................................................................................................................. 8 1.4 Models of school organisation and teaching concepts to integrate
    [Show full text]
  • 60 Years UNESCO Associated Schools Learning with an Open Mind in a Global Network
    60 YEARS UNESCO ASSOCIATED SCHOOLS LEARNING WITH AN OPEN MIND IN A GLOBAL NETWORK EDUCATION | SCIENCE | CULTURE | COMMUNICATION 60Years UNESCO Associated Schools C 60 YEARS UNESCO ASSOCIATED SCHOOLS IN GERMANY 60Years UNESCO Associated Schools Foreword When Germany joined UNESCO 62 years ago, this was a truly significant step. For the Federal Republic it was a visible sign that the country was once again part of the international community. Just two years later the UNESCO Associated Schools Project Network was established, which today com- prises more than 9500 schools worldwide. Right from the start schools in Germany were members of this network. Today Germany has more than 200 Associated Schools dedicated to delivering UNESCO’s goals. In practice this The examples spotlighted in the present brochure provide an means promoting a culture of peace, environmental protection impressive picture of these ongoing activities. I would like to and sustainable development as well as the importance of a fair express heartfelt thanks to our UNESCO Associated Schools as deal for all. In the classroom they emphasize human rights and well as to the German Commission for UNESCO for 60 years democracy education, intercultural learning, environmental of highly effective support for Germany’s efforts to promote education, global learning as well as UNESCO world heritage international understanding and intercultural exchange. On this education. 60th anniversary I warmly congratulate everyone involved in this good work and wish you all success in the future. The Federal Foreign Office strongly supports this splendid work at grassroots level. National and international projects and activities that bring together both young people and teachers and encourage collaboration with peace activists around the world all play a valuable role in promoting international understanding.
    [Show full text]
  • Hamburg - Wikipedia, the Free Encyclopedia Page 1 of 28
    Hamburg - Wikipedia, the free encyclopedia Page 1 of 28 Hamburg Coordinates: 53°33′55″N 10°00′05″E From Wikipedia, the free encyclopedia Hamburg (pron.: /ˈhæmbɜrɡ/; German pronunciation: [ˈhambʊɐ̯ k], local pronunciation Free and Hanseatic City of Hamburg [ˈhambʊɪç]; Low German/Low Saxon: Freie und Hansestadt Hamburg Hamborg [ˈhaˑmbɔːx]), officially Free and — State of Germany — Hanseatic City of Hamburg, is the second largest city in Germany, the thirteenth largest German state, and the sixth largest city in the European Union.[2] The city is home to over 1.8 million people, while the Hamburg Metropolitan Region (including parts of the neighbouring Federal States of Lower Saxony and Schleswig-Holstein) has more than 5 million inhabitants. Situated on the river Elbe, the port of Hamburg is the second largest port in Europe (after the Port of Rotterdam) and tenth largest worldwide. Hamburg's official name, Free and Hanseatic City of Hamburg (German: Freie und Hansestadt Hamburg),[3] reflects Hamburg's history as a member of the medieval Hanseatic 1st row: View of the Binnenalster; 2nd row: Große Freiheit, League, as a free imperial city of the Holy Speicherstadt, River Elbe; 3rd row: Alsterfleet; 4th row: Port of Roman Empire, and that Hamburg is a city- Hamburg, Dockland office building state and one of the sixteen States of Germany. Before the 1871 Unification of Germany, Hamburg was a fully sovereign state of its own. Prior to the constitutional changes in 1919, the stringent civic republic was ruled by a class of hereditary grand burghers or Flag Hanseaten. Coat of arms Hamburg is a major transport hub in Northern Germany and is one of the most affluent cities in Europe.
    [Show full text]
  • Appeal to the Hamburger Senat6
    Lampedusa in Hamburg – Right to Stay! Appeal to the Hamburger Senat (government of Hamburg) to give the group ‘Lampedusa in Hamburg’ the right to stay by § 23 Residence Law or any other construction which allows a group solution. “What Europe does not understand is that migrants’ movements do not depend on them. Only the conditions of those movements depend on them.” (Coordinamento Migranti) To Mr. Olaf Scholz, Mayor of Hamburg and the government of Hamburg Since the early spring of 2013 about 300 African refugees who had escaped the Libyan Civil War and its escalation through the military intervention of NATO-states and subsequently made their way via Lampedusa to Italy, have been living in Hamburg. These people (mostly men) were migrant workers in Libya where they earned their living and sent home money to their family or community. When the EU-program for refugees of the Libyan war ended, they were put onto the streets. They have all been accepted as refugees', but their papers only allow them to work and to settle in Italy. Because of the economic crisis and the lack of support from the Italian authorities, they were unable to lead a self-determined life in Italy and came to Hamburg to rebuild their lives as others try too in diverse European countries. But here they are treated as though they have no rights. In Hamburg, first, they found sleeping places in hostels for the homeless, the so-called Winternotprogramm (winter emergency program) of the government. When these places closed down and they were stranded on the streets, they organized themselves as a group and started a campaign for their right to stay.
    [Show full text]
  • The Ideological Justifications of the Smart City of Hamburg
    Cities 105 (2020) 102811 Contents lists available at ScienceDirect Cities journal homepage: www.elsevier.com/locate/cities The ideological justifications of the Smart City of Hamburg T ⁎ Lidia Bärb, Marinus Ossewaardeb, Minna van Gervena, a University of Helsinki, Faculty of Social Sciences, Unioninkatu 37, 00014 Helsingin yliopisto, Finland b University of Twente: The Faculty of Behavioural, Management and Social sciences, Drienerlolaan 5, 7522 NB Enschede, the Netherlands ARTICLE INFO ABSTRACT Keywords: This article analyzes rhetoric as a mean of ideology reproduction on the base of digital public rhetoric of Rhetorical analysis Hamburg's government on smart city agenda. With the aim to grasp ideology behind the technological optimist Critique of ideology rhetoric about smart city and research its effects and functions, an interpretative analysis of empty signifiers was Smart city conducted. Interpretations of Horkheimer and Adorno, Žižek and Lacan serve as background for the research, Culture industry which are introduced to enrich an existing (mainly Foucauldian) set of smart city critique. Inspired by critical Instrumental reason theory, this analysis shows that ideology is reproduced by culture industry and indicates tendencies to imple- ment instrumental reason, to harmonize the existing social and economic contradictions and mainly reproduces economic interests. Since the researched rhetors are as politicians in power to materialize their ideological convictions, the mystification of technology plays a crucial role as disciplining and controlling measure, which aims to stabilize and justify status quo and maintain the existing inequalities. Derived rhetoric elements, which indicate categorization of citizenship and reductionism of environmental issues demonstrate the high societal relevance of the study and emphasize the urgent need for critique on progressing urban digitalization.
    [Show full text]
  • TANDEM Hamburg, Hamburg
    WELCOME TO HAMBURG Welcome to our language school! Our school has been in operation since the Mid-Eighties. We are proud to say that TANDEM is amongst the best-known institutes of further education in Hamburg and has a great reputation for its quality. We are supplying excellent service, meeting and training students from all over the world in a variety of courses, with an additional cultural programme and lots of opportunities to meet the locals in one of Germany's most fascinating cities – Hamburg! In 2017, we extended the school campus over 3 floors. We not only host our intensive and evening groups as well as individual students, but also school groups and official language tests in the house. And even though we now have more than 2,000 students per year, we still manage to maintain offering the friendly, personal atmosphere with our students and teachers. We teach in small groups of up to 12 students per class (from time to time up to 14), thus giving everyone a chance to be actively involved and speak the language from day one. Our professional and experienced teachers make classes easy and fun while at the same time preparing the students for internationally recognised examinations, such as the TestDaF or the European Language Certificates (TELC), which can be taken right here, as we are an accredited examination centre. Our language school TANDEM Hamburg is situated in Hamburg’s New Town by the water, just a few steps from Hamburg's fascinating new landmark, the 'Elbphilharmonie' and the new district 'HafenCity'.
    [Show full text]