Music in Germany's State Education System

Ortwin Nimczik MUSIC IN GERMANY’S STATE EDUCATION SYSTEM In German Music Council / German Music Information Centre, ed., Musical Life in Germany (Bonn, 2019), pp. 50–79 Published in print: December 2019 © German Music Information Centre http://www.miz.org/musical-life-in-germany.html https://themen.miz.org/musical-life-in-germany Kapitel | Training music teachers at Rostock University of Music and Theatre MUSIC IN GERMANy’s STATE EDUCATION SYSTEM 2 Music education at school furthers the imagination, social skills and creativity. But for years Germany has had a shortage of trained teachers in this field. Here Ortwin Nimczik writes about recent developments and perspectives in educational policy. 50 51 Music in Germany’s State Education System | ‘Schulen musizieren’ (Schools Make Music), a nationwide | Ortwin Nimczik gathering sponsored by the German Music Teacher Asso- ciation (BMU), gives school ensembles a platform on which to appear in public and make contacts. MUSIC IN GERMANY’S STATE EDUCATION SYSTEM Germany’s state education system is rooted in two basic principles: the right of the individual to receive an education, and the responsibility of the state to pro vide it. The system is basically structured in a series of successive stages, beginning with elementary education and proceeding with primary schools to secondary schools (levels I and II), tertiary-level studies and continuing education (see Fig. 1).1 How- ever, since the 16 states (Länder) that make up the Federal Republic of Germany have independence in matters of culture and education, the legal founda tions of the state education system are made up of 16 specific school laws. In practice, this has given rise to 16 contrasting educational landscapes differing marked ly in their structure and subdivisions and in the names they assign to forms and types of verted their grammar schools, or Gymnasien, from nine-year programmes (G9) school, particularly those that offer two or three educational channels. In some into eight-year equivalents (G8) in 2013, thereby shortening the school time from cas es, they even differ in the duration of compulsory full-time schooling. True, 13 to 12 years, some have since reverted to the earlier nine-year model.3 the ‘Standing Conference of the Ministers of Education and Cultural Affairs in the Länder of the Federal Republic of Germany’ (Ständige Konferenz der Kultusminis- The term ‘music education’ used below refers to music as a school subject. It inter der Länder in der Bundesrepublik Deutschland, or KMK) co-ordinates the inter- cludes a study of the subject’s prerequisites and underlying conceptions in the action between the federal government and the states, and among the states planning of lessons, as well as the actual conduct of those lessons, including an themselves. But when all aspects are taken into account, the result is a mare’s nest analysis of their place in the state school system. Lessons given at music schools or that makes it difficult if not impossible to achieve an overview of school education in the private sector are usually defined narrowly according to the ‘topic’ or instru- in Germany.2 ment involved, such as piano, voice, percussion or music theory. Instruction at Germany’s state schools is aimed at all children and adolescents and MUSIC AS PART OF THE GENERAL CURRICULUM is broken down into specific subjects, such as German, mathematics, English and art. In particular, the educational channels of primary school and secondary level I Music education at state schools enables music to be taught on a profession- have increasingly augmented their curricula with so-called ‘learning areas’ as al and lasting basis. It thereby opens up perspectives for living with music in all overriding principles. This is especially the case in the natural and social sciences, stages of the pupils’ lives and contributes specifically to the development of their but it can also be found in music and the arts. In contrast, the scope and duration musical and general competence. Politicians and administrators, in their official of general education are inconsistent: although several states successfully con- statements on educational policy, attach special importance to the contribution of 52 53 Music in Germany’s State Education System | Fig. 1 | Basic Structure of the Educational System in the Federal Republic of Germany Qualification for vocational Higher education further education entrance qualification12 1 Some states have special types of transition from early childhood education to primary school education (Vorklassen, Schulkindergärten). Primary school comprises six grades in Berlin and Brandenburg. 2 Pupils with special needs are taught in inclusive classes at general education schools or at institutes with a focus on Abendgymnasium / Fachschule11 Higher education special education. The name given to such schools varies according to the law of the state concerned. Kolleg entrance qualification12 3 Grades 5 and 6 constitute a phase of particular advancement, supervision and orientation with regard to the pupil’s future educational path and particular direction. 4 19 Hauptschule and Realschule exist in appreciable numbers in only five states (Baden-Württemberg, Bavaria, Hessen, Lower Saxony, North Rhine-Westphalia). In Bavaria, the type of school comparable to Hauptschule is called Mittelschule. 13 Berufsober- 8 Hauptschule and Realschule courses are also offered at schools with multiple curricula, for which the names differ from Vocational qualification, polytechnics entrance qualification schule Gymnasiale 18 Oberstufe2,7 one state to another. 5 The following types of school combine Hauptschule and Realschule courses under a single educational and organisa- at grammar school tional umbrella: Regelschule (Thuringia), Sekundarschule (Bremen, Saxony-Anhalt), Verbundene Haupt- und Realschule 12 17 School types with focus on vocational education (Gymnasium), (Hessen), Regionale Schule (Mecklenburg-West Pomerania), Realschule plus (Rhineland-Palatinate), Regionalschule school types with three (Schleswig-Holstein), Oberschule (Brandenburg, Saxony), and Mittelstufenschule (Hessen). – Some types of school offer Fach- courses of education, curricula of Hauptschule, Realschule and also Gymnasium: Integrierte Gesamtschule, Kooperative Gesamtschule, Integrierte 11 16 9 Sekundarschule (Berlin), Oberschule (Bremen, Lower Saxony), Stadtteilschule (Hamburg), to some extent Regionale Schule Dual vocational Berufsfach- oberschule vocational grammar school (Mecklenburg-West Pomerania), Gemeinschaftsschule (Baden-Württemberg, Saarland, Saxony-Anhalt, Schleswig-Holstein, 2 10 training system schule Thuringia), and Sekundarschule (North Rhine-Westphalia). 10 15 6 The general education qualifications obtainable after grades 9 and 10 have particular designations in some states. These certificates can also be obtained at institutions offering secondary education for adults (known asZweiter Bildungsweg), at vocational schools or through an external examination before a state examining board. Leaving certificate after 10 years Mittlerer( Schulabschluss), 7 Admission to the Gymnasiale Oberstufe requires a formal entrance qualification, which can be obtained after grade 9 or leaving certificate after 9 years Erster( allgemeinbildender Schulabschluss)6 10. The general higher education entrance qualification (Allgemeine Hochschulreife) can be obtained after the successful completion of 12 or 13 consecutive school years (eight or nine years at Gymnasium). As a rule, the Gymnasium course of 10 10th grade 16 studies is not reduced to eight years at schools which combine different curricula. 8 The Berufsoberschule has so far only existed in a few states. It offers school-leavers with the Mittlerer Schulabschluss who 9 15 School types have completed vocational education and training or five years’ working experience an opportunity to obtain a higher 2 education entrance qualification restricted to particular subjects Fachgebundene( Hochschulreife). Pupils can obtain the 8 comprising several 14 Hauptschule4 Realschule4 Gymnasium5 general higher education entrance qualification (Allgemeine Hochschulreife) by proving their proficiency in a second 7 courses of 13 foreign language. education4,5 9 The Fachoberschule admits pupils who have completed the Mittlerer Schulabschluss and qualifies them to study at poly- 12 6 technics (Fachhochschulreife). The states may also establish a grade 13 with an opportunity to obtain the Fachgebundene 11 Hochschulreife and, under certain conditions, the Allgemeine Hochschulreife. Secondary level I level Secondary 3 Orientation phase 10 5 10 Berufsfachschulen are full-time vocational schools differing in entrance requirements, duration and leaving certificates. Basic vocational training can be obtained during one- or two-year courses at Berufsfachschulen, and a vocational 4 9 qualification is available at the end of two- or three-year courses. Under certain conditions entrance qualification for 3 8 polytechnics (Fachhochschulreife) can be acquired on completion of a course lasting a minimum of two years. Primary school1 11 Fachschulen cater to continuing vocational education (one to three year duration). As a rule they require the completion 2 7 of relevant vocational education and training in a recognised occupation and subsequent employment. In addition, entrance qualification for polytechnics (Fachhochschulreife) can be acquired under certain conditions. 1 6 12 Primary education Primary With the exception of Fachgebundene Hochschulreife

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