This Is Explained. a Map and Several Graphs and Tables Serve To

DOCUMENT RESUME

ED 120 094 -25- SO 009 034 TITLE The Educational System of the German Democratic Republic: Education around the World. INSTITUTION Office of Education (DHEW), Washington, D.C. REPORT NO DREW -OE -75 -19116 PUB DATE 75 NOTE 21p. AVAILABLE FROMSuperintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (stock No. 017-080-01408-4, $0.45)

EDRS PRICE MF -$0.83 HC-$1.67 Plus Postage DESCRIPTORS Communism; *Comparative Education; *Educational Development; Educational Objectives; *Educational Practice; Educational Programs; Elementary Secondary Education; *Foreign Countries; Foreign Culture; Higher Education; School Organization; *School Systems; Vocational Education IDENTIFIERS *East Germany ABSTRACT This description of the educational system of the German Democratic Republic provides readers interested in comparative education with an overview of the system's organization, fundamental concepts, and objectives since the revision of its structure following World War II. Brief statistical informationon the country and its people is followed by an introductory sectionon the historical developments-leading to the establishment of theGerman Democratic Republic. After a summary of the basic aspects of its current educational system, more detailed descriptions of the various educational levels are provided, including (1) elementary and' secondary education, (2) engineering institutes and technical schools,(3) higher education, and (4) teacher education. Educational influences outside the formal educational structureare also mentioned. Throughout the study educational terms in Germanare placed in parentheses following their English equivalents. Whenno precise English equivalent exists for a German educational concept, this is explained. A map and several graphs and tablesserve to illustrate the text. A selected glossary of German educational terms and a selected reading list are provided at the end of the. article. (MK)

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a S I A AM_

THE COUNTRY AND THE PEOPLE

Location:North-Central Europe between the FederalPeople: An ethnically homogeneous German population Republic of Germany and the Polish People's Republic. with a small Slavic minority known as Sorbt, located Size: 41,760 square mile. primarily in the southeastern districts. Main Subdivisions:14 administrative Districts (Bezirke), each divided int- counties.East Berlin, the capital ofOfficial Language: German, spokenbyvirtuallyall the country, is considered a separate (15th) administra- people, including the small Sorbic minority, which is tive district. generally bilingual. Population:17,042,000 (fall 1971). Literacy:Well over 90 percent.

THE BASIC SYSTEM for the Western occupation zones was promulgated by the German Parliamentary Council with the Historic1.14 Background approval of the Western powers, which ledto The portion of Germany that is now the Germanestablishment of the Federal Republic of Germany Democratic Republic (GDR) or East GermanyinSeptember.InOctobertheSovietUnion was establishedin1945 asthe Soviet Zone ofannounced establishment of the German Democratic Occupation. Although World War II agreementsRepublic in its zone, with a constibition adopted on among theAllieshad specifiedthat GermanyOctober 7, 1949. would be governed as aunit,basicdifferences At the end of the war, education in Germany betweenthethreeWesternoccupationpowershad come to a standstill. Germany, however,pos- (Frailt,.!, Great Britain, and the United States) onsessed a literate population and a highly developed Or)the one hand and the Soviet Union on the othereducational system.Like other Western European 0 led to a split among the powers and theiroccupa-systems, it was characterized by early separation of tion policies and procedures.In 1948 the Sovietprograms leading to higher education from those Union withdrew from the four-power occupationleading to trades. agencies. In May 1949, a Basic Law (constitution) Before1920academicsecondaryschoolsin v P 1 GERMAN DEMOCRATIC REPUBLIC WITH ADMINISTRATIVE DISTRICTS (BEZIRKE)

Baltic Sea

ROSTOCK

SCHWERIN Poland

NEUBRANDENBURG

Federal Republic of Germany

BERLIN

POTSDAM FRANKFURT (OVER)

MAGDEBURG

COTTBUS

HALLE.

LEIPZIG

eDRESDEN

GERA.

KARL-MARX. STADT SUHL

Czechoslovakia

' West Berlin Source: Ruediger Thomas, Modell DDR: Die kalkulierts Emanzipation (Muenchen: Karl Hanser Verlag, 1972), p. 5.

2 3 Germany often had their own preparatory sectionsaged 6 to 16.It led to advanced secondary educa- so that students in this track could complete theirtion and vocational training. entire education without sharing school experiences with children in other types of schools.In 1920,Structure under the Weimar Republic, a law was passed The key element in the educational system is the requiring all children to attend thefirst 4 years 10-yeargeneralpolytechnicalsecondaryschool, (Grundschule) of the common elementary schoolhereaftercalledthe10-yearschool, compulsory (Volksschule). The basic educational system thenfor all children beginning at age 6.It is preceded consisted of the 4-year Grundschule followed byby the kindergarten for children aged 3 to 6, and three major tracks consisting respectively of thethe nursery (Krippe) for children below age 3. following schools: The 10-year schoolleadsto either a 2-year extended secondary school designed to prepare for 1. The upper elementary school(grades 5-8),higher .:ducation, a 3-year vocational school that which was followed by an apprenticeship withprovides both professional and academic. qualifica- accompanying attendance at a part-time voca-tions, or a 2-year vocational school leading to the tionalschool(Berufsschule), usuallylastingtrades. A 3-year vocational school is provided for for 3 years and leading directly to a trade.students who leave the10-year school after the Before World War II th;.., track enrolled abouteighth grade. 80 percent of the pertinent age group. Special schools and classesfor physically and 2. The middle school(usuallygrades5-10),mentally handicapped and disturbed children paral- which was designed to lead to occupations (e.g.,lel the 10-year school. A small number of specialized secretarial)that did not require the highlyschools are also provided for children who are academic education of the secondary school.exceptionally talented in a subject or field, such as The middle school generally enrolled aboutmathematics, music, or sports. 5 percent of the age group. Higher educationconsistsofuniversitiesand 3. The academic secondary school (Gymnasium)other institutionsoftertiary rank that provide (grades5-13), whichledtotheschool- undergraduate and advanced education in all major leaving certificate known as the Reifezeugnis fields.Engineering institutes and technical schools orAbitur.Thisqualifiedtheholderforoccupy an intermediate position between secondary universitymatriculation.Threetypesofand higher education and serve as a stepping-stone secondary schools were generally offeredfrom the 'former to the latter as well as providing (1)classical, emphasizing Latin and Greek,access to numerous technical professions. A com- (2) modern language, and (3) mathematics-prehensive system of "People's Colleges" (Volkshoch- science. Originally limited to the classical type,schulen), factory academics, and village academies the term Gymnasium was ultimately appliedprovides opportunities fnr adults to continue their to all three.Enrollments in the Gymnasiumeducation after entering the world of work. comprised about 15 percent of the age group. Language of Instruction German is the language of instruction throughout After World War II East Germany, led by the the GDR. The small Sorbic minority in the south- Socialist Unity Party (SED: Sozialistische Einheits- easterndistricts,however, generallyprovidesa partei Deutsch lands), a union of the Communistbilingual education in Sorbic and German during Party and elements of the Socialist and Social-the early years of schooling. Democratic Parties, started to revise the educational structure.Thisrevision,stronglyinfluencedbyAcademic Calendar Soviet models and experience, eliminated the tradi- The school year begins in September and con- tional three-track pattern. The first step was takentinues to the following July, with a long vacation in1946 with establishment of a comprehensive,of about 6 weeks in July and August. Shortvaca- 8-year elementary school beginning at age 6, fol-tions are scheduled during harvest periods, the lowed by a 4-year academic secondary school andChristmas season, and spring. vocational schools.In 1959 a new type of school, At the university level a 10-month academic year, the 10-year general polytechnical secondary schoolextending from September to July, was introduced (Zehnklassige allgemeinbildende polytechnischein 1951. Most institutions of higher education list Oberschule), was introduced. Over a period of timetheir academic year in two parts, usually September this school replaced the 8-year elementary school,to January and Februari to July. A few specialized becoming the compulsory school for allchildreninstitutions show a division into three parts.

3 4 The Basic Educational Structure

Adult Universities and Other Education Higher Education Institutions (Colleges) "People's Colleges"

Factory Academies Engineering Village 0Institutes and Academies Technical Schools

I Practical Experience 1318 3-yr. 2-yr. Vocational Vocational Extended 1217 Training Training' Secondary School 11 16 3-yr. Vocational 1015 Training 914 Senior Stage 813

712

10-year 6 11 General Polytechnical Intermediate Stage 510 Secondary School 4 9 8 Junior Stage 2 7 6

Kindergarten 4

Nursery 1

' Includes courses for university matriculation. 'German charts show 7 in the age column for grade 1. This represents the 7th year of life (following the 6th birthday), corresponding to, age 6 in English usage. Source: Adapted from GDR, Ministry of Education. Development of Public Education in the GDR. Report to the International Conference on Public Education, Geneva. 1973, p. 4.

5 Table 1.Number of schools and students bytype of school: 1972 [...indicates source gave no data]

Type of School Schools Students Preschools Kindergartens and weekly homes .11,359 659,852 Seasonal kindergartens 1,385 23,027 Total 12,744 682,879 General Schools 10-year general polytechnical secondary schools 5,878 2,730,759 Extended secondary schools 291 55,064 Special schools 562 78,090 Total 6,731 2,863,913 Vocational Schools General vocational schools 298 142,216 Factory vocational schools 690 259,268 Medical technician schools 56 27,476 Total 1,044 428,960 Engineering Institutes and Technical Schools Full-time study 67,600 Correspondence study 67,200 Evening study 41,500 Total 196 176,300 Universities and Colleges Full-time study 113,665 Correspondence study 39,050 Evening study 618 Not specified 664 Total 54 153;997 Adult Education Factory and village academies, major industries only 821,664 "People's colleges" 266,844 Total 1,088,508 Grand total 20,7691 5,394,557 'Not including adult education institutions. Source: Adapted from Deutsche Demokratische Republik, Staatliche Zentralverwaltungfuer Statistik, Statistisches Jahrbuch der Deutschen Demokratischen Republik, 1974 (Berlin:Staatsverlag der DDR, 1974), pp. 354.73.

Grading System When a child enters schoolt age 6, the schoolpages are signed by the teacher and the principal; opens a personal report book with a page for eachand the final page is signed by the examiningcom- half year of the 10-year school: The teacherenters mission, which consists of representatives of the a half-yearly grade for each subject in the gradeschool, the county education authorities, and the book, the 20th page marking the end of compul-youth organization(Free German YouthFDJ: sory schooling.Grades are given on a five-pointFreie Deutsche Jugend). scale: 1very good;2good; 3satisfactory; The five-point scale is used at all levels of educa- 4passable;and 5unsatisfactory.Half-yearlytion, including the university.

6 5 Legal Basis Berlin, like West Berlin, has special status under The basic principles underlying the educationalfour-power agreements, for all practical purposes system of the GDR were originally formulated init can be considered the 15th district of the GDR. the Law for the Democratization of German Schools(In GDR tabulations of the Districts, East Berlin (1946) and found further expression in the 1949is generally listedfirst.)Each District maintains Constitution. Higher education was centralized atan Education Office, headed by a director of edu- the national levelin1952 with formation of acation, three assistant directors, and three inspectors, State Secretariat for Higher Education. The Lawaugmented by an education committee. for the Socialist Development of the School System The Districts are divided into urban and rural in the GDR (1959) established the 10-year school. counties(Stadtkreise, Landkreise), each witha Education law at all levels was codified into director of education and two inspectors.The unified system by the Act on the Integrated Socialistprincipals of individual schools are responsible for Educational System (Gesetz ucber das einheitlichethe operation of their schools, including the educa- sozialistische Bildungssystem vom 25. Februar 1965). tional and political activities of their teachers. The The principles expressed in the act received addedprimary function of educational authorities at the emphasis in the Constitution of April 1968, whichDistrict, county, and individual school levels is to was amended in October 1974 and is currently ininsure that laws, directives, and instructions of the effect. The act itself has been amplified by decreesNational Government are carried out. and resolutions, especially in reference to vocational The Ministry of Higher and Technical Education and higher education. dealsdirectly with higher education institutions (not through District agencies). Administration All schools in the German Democratic RepublicFinancing are public; private schools were eliminated by law Tuition is free at all levels of education and, in in 1946. addition, students in higher education institutions The control of education is highly centralized atreceive grants and allowances on the basis of need. the national level throughout both the governmental The National Government is directly responsible and the party (SED)structure.General policyfor financing both higher education and the central control is exercised through the Council of Minis-administration of all levels of education.District ters(Ministerrat), the chief executive organ ofcouncils are responsible for financing both District the GDR. Two ministries exercise primary juris-administrative agencies and teacher trainingfor diction over most of the educational system: thethe lower grades.Counties pay the salariesof Ministry of Education( Ministerium fuer Volksbil- teachers and of administrators of the county educa- dung)over kindergarten, elementary, secondary,tion offices. Communities (Gemeinden) within the vocational, and some teacher education, and thecounties maintain school buildings; provide school MinistryofHigherandTechnicalEducationfurniture, books, and materials; and pay the salaries ( Ministerium fuer das Hoch- and Fachschulwasen),of secretarial and custodial personnel.Sponsoring formerly the State Secretariat for Higher Education,organizations, especkaly industrial enterprises, pro- over universities, other higher education institutions, vide space and equipment for vocational training. and engineering institutes and technical schools thatParents' Councils raise funds for special purposes. are ranked between secondary and higher educa- Allfunds,regardlessoforigin,areultimately tion. The Ministry of Health (Ministerium fuer das reflected in the national education budget. Gesundheitswesen) is responsible for nurseries, and the Ministry of Culture (Ministerium fuer Kultur) ELEMENTARY AND SECONDARY for art schools. EDUCATION The great importance attachedtovocational No school in the GDR is designated an elemen- training is evidenced by establishment of a State tary school.The traditional German elementary Office for Vocational Education, directly responsible school(Volksschule)has disappeared from the to the Council of Ministers (Staatliches Amt fuervocabulary of the GDR since elementary education Berufsausbildung beim Ministerrat der DDR). Thisbecame part of the 10-year schoolwhich has the office serves as an advisory and coordinating bodytitle "10-year polytechnical secondary school." The for all ministries and other agencies concerned with 10-year school will be discussed as a unit.It is pre- vocational education. ceded by preschool education (nursery and kinder- The GDR is divided into 14 administrative Dis-garten) and followed by extended secondary and tricts(Bezirke)plus East Berlin.Although Eastvocational education.

6 7 Preschool Education level, such as foreign language and sciences, are Preschool education is provided in nurseries forintroduced in the fifth grade. If an arbitrary divi- children under 3 years of age and in kindergartenssion between elementary and secondary education for children from 3 to 6.(A child must be 6 bywere made, the logical point would appear to be May 31in order to start elementary school thebetween the fourth and fifth grades, which corre- followingSeptember.)Nurseriesaregenerallysponds to the point of division between the tradi- established by communities or industrial enterprises,tional Grundschule and Gymnasium. especially to help working mothers. They accept It must be emphasized that the 10-year school children from a few weeks old to age 3.Programs is operated as a unit.Since itis the compulsory are conducted in cooperation with thefamiliesschool for all children, transition from stage to stage and 'are intended to develop the children physicallydoes not depend on a selection process. All pupils and mentally, primarily through play.In1971 are eventually advanced although the progressof about 28 percent of the age group were enrolled. individual students may be retarded or accelerated The kindergarten is considered part of the schoolin accordance with theirabilityto meet grade system and operates under the guidance of therequirements. Ministry of Education. A new program introduced In the junior stage emphasis is placed almost in 1968 goes beyond the "baby-sitting" concept ofentirely on German and mathematics. The former the kindergarten and includes speech development,includes socialstudies as wellas language arts. an introduction to numbers, some nature study, andCrafts are introduced in the first grade and carried creative work. During the last year of the programthrough the intermediate stage as an introduction a book entitled "Soon I Will be a School Child" isto polytechnical education.Gardening serves the used to emphasize the transition to general schooling.same purpose. The program is rounded out with Some kindergartens, known as weekly homes, pro-instruction in drawing, music, and sport. vide residentialfacilities, usually for short terms. The intermediate stage is characterized by intro- Inadditiontothekindergartensthatoperateduction ofthe Russian language,biology,and throughout the school year, seasonal kindergartensgeography in grade 5, and physics in grade 6.All (Erntekindergaerten) are provided during harvestsubjectsarecompulsory.. The hours per week seasons, generally from May to October, in agri- assignedtoRussianindicatethatconsiderable cultural areas. emphasis is placed on this subject.All the above In1971, 68 percent of the age group weresubjects are carried forward through the senior enrolled in kindergartens. stage. Theseniorstagepresentsthreenoteworthy General Education features: A further increase in science education, The10-yeargeneralpolytechnicalsecondarya preparatory course for students planning to enter school.--There are three stages in the 10-year poly-the extended secondary school, and major emphasis technical secondary school (Zehnklassige allgemein-on polytechnical education. The increase in science bildende polytechnische Oberschule) :The 3-yeareducation consists of the addition of chemistry and junior stage (grades 1-3), the3-year intermediatea year of astronomy to the sciences started in the stage(grades 4-6), and the 4-year senior stageintermediate stage. The preparatory program for (grades 7-10). students planning to enter the extended secondary In terms of pupils' ages, the first two stages mightschool is conducted during the 9th and 10th years, be considered the elementary school and the seniorand differs from the regular program primarily in stage thefirstcycle of secondary education.Inthat a second foreign language becomes compulsory terms of content and method, however, the inter-rather than optional, and the content of other mediate stage resembles the senior stage rather thansubjects is increased in difficulty. the junior. Whereas the junior stage has classroom The outstanding characteristic of the senior stage teachers, trained in teacher-training institutes ofis the introduction of polytechnical education. Poly- less than higher education level, teachers for bothtechnical education is more than a school subject the intermediate and senior stages are trained asor group of subjects.It is not vocational education subject-matter teachers in higher education institu-or industrial arts but the total education of man tions and work as subject-matter teachers in thein a technological society, a viewpoint presented by 10-year school. The fourth grade is considered toKarl Marx and advanced by various Soviet leaders. be a transition grade from the junior to the inter-Itemphasizes the, key role of technological and mediate stage.This is evident in the curriculum:economic processes in modern society and the need subjects that are generally offered at the secondaryfor modern man to understand the nature of these

7 8 Table 2.Number of hoursper week in each subject in the 10-year comprehensive polytechnicalsecondary school: 1973-74.

Year

1 2 3 4 5 6 7 8 9 10 Subject 1st 2d halfhalf

Required: German 11 10 12 14 14 7 6 5 5 Russian 3 4 6 5 3 3 3 3 Mathematics 5 5 6 6 6 6 6 6 Physics 4 5 4 3 2 Astronomy 2 3 3 Chemistry 1 2 Biology 4 2 2 2 2 Geography 1 2' 2 2 2 Crafts 2 2 2 1 2 1 1 1 1 2 2 2 Gardening 1 1 1 .1 1 Introduction to Socialist Production Production Work 1 1 2 2 Draftsmanship 2 2 3 3 History 1 1 -- 1 2 Civics 2 2 2 1 1 1 Drawing 1 1 1 1 2 1 1 Music 1 1 1 1 1 1 2 1 1 1 1 1 1 1 Sports 2 2 2 2 3 3 3 2 2 2 2 Total 21 21 24 27 29 31 33 32 33 31 33 Optional: 2d Foreign Language 3 Needlework 3 3 2 1 1 Grand Total 21 21 24 27 .30 32 33. 35 36 34 35 Source: GDR, Ministry of Educatior,. Development of Public Education in the GDR. Reportto the International Conference on Public Education, Geneva,1975, p. 37.

processes. Skill training is one aspect of polytechni-resources, including personnel, space, equipment, cal education, but it does not represent the primaryand supplies.Substantial research has beencon- emphasis. The inclusion of"polytechnical" in theducted; syllabuses, textbooks, and other teaching title of the 10-year school emphasizesthe importanceaids have been developed; and specialist teachers attached to this concept in education as a whole. have been trained to carry forward thisprogram. Polytechnical education is represented specifically The thirdsubject,draftsmanship, provides a in the curriculum by three subjects:Introductiontechnical skill needed for effective participation in to socialist production, production work, and drafts-actual production processes.In addition to the manship. The first is intended to lay thetheoreticalspecific polytechnical subjects, other school subjects, groundwork for the concept of polytechnicaleduca-especially the sciences, are expected to contribute tion. Production work takes place directlyin agri-to the polytechnical concept. cultural, commercial, and industrialenterprises. In 1972 approximately 90 percent of the students The enterprisessupplythenecessaryfinancialwho completed the eighth grade entered the ninth 8 grade of the 10-year school. This figure is expectedexamination (Reifepruefung), the successful comple- to rise from year to year so that it is anticipated thattion of which entitles them to the secondary school practically all physically and mentally healthy chil-leaving certificate known as the Reifezeugnis er dren will complete the 10-year school in the fore-Abitur, which isthe traditional prerequisite for seeable future. admission to higher education institutions. Upon completionofthe10-yearschoolall students take a common comprehensive examinationTable 3Number of hours per week in each (Abschlusspruefung) conducted by the school with subject in the extended secondary school: participation by the county education office.Suc- 1973-74 cessful students receive the school leaving certificate Year (Abschlusszeugnis). The results of this examination Subject 10 play an important part in deciding the future course 12 Required: the student will pursue. In addition to the examina- German tion, social and economic requirements as determined 3 3 by national planning agencies as wellas other Russian 3 3 considerations enter into the decision. Second foreign language 2 3 The student proceeding to more advanced edu- Mathematics 5 5 Physics cationhasthreechoices: Additional academic 3 3 education in the 2-year extended secondary school Astronomy 1 leading to university admission; a combined voca- Chemistry 2 3 Biology tional and academic preparationinthe 3-year 2 3 Geography vocational program leading to technical proficiency, 2 History university admission, or both; and vocational edu- 3 cation in the 2-year vocational program leading Civics 1 2 directly to employment. Sports 2 2 The e.1 ..nded secondary school.In the extended Total 28 28 school(,:.weiterte Oberschule), 2 years of pre-Optional: university training are offered to graduates of the Scientific and 10-year school who wish to enter higher education practical work 4 4* institutions. The curriculum stresses foreign Art or music 1 1 languages, mathematics, and science.Educational Others 3 3 authorities emphasize that itis particularly impor- Grand total 36 36(32) tant for these students, who are expected to occupy positions of leadership in the future, to maintain *First half of year only. close relationships with the working classes.Scien- Source: GDR, Ministry of Education. Development of tific and practical work, listed as an optional subject, Public Education in the GDR. Report to the International is intended to achieve this purpose by providingConference on Public Education, Geneva, 1975, p. 41. opportunities for work in industrial and scientific establishments. Special education.Special courses and special Five residential extended secondary schools haveschools (Sonderschulen) for physically and mentally been established for children who are exceptionallyhandicapped and disturbed children parallel the classes of the 10-year school, usually from the 3d gifted.The curriculumremainsessentiallythe same, but all subjects are carried to a substantiallythrough the 10th year.The schools have small higher level. A few specialized schools have alsoclasses and much individualized work. Some students are able to reenter the regular classes; others been established for children with exceptional talents in a particular field. To date the emphasis in thesereceive whatever training they can absorb. schools has been on sports or music. In additionVocational Education to intensive work in a specialty, students complete There are three distinct vocational training pro- the usual requirements of the extended secondarygrams: A 3-year program and a 2-year program, school.Competitionsinparticular subjects,foreach following completion of the 10-year school, and example in mathematics, are held at the county,a 3-year program following the eighth grade. The district,andnationalleveltoencourageablefirst of these combines vocational training leading students to reach their highest potential. toaskilledworker'scertificate(Facharbeiter Upon completionoftheextended secondaryZeugnis)with academic courses leadingto the school,studentstakeanationalschoolleavingAbitur. When this program was first introduced,

9 10 both courses were required with the intent that allon directly where the workers are employed. Train- students would possess both an academic and aingfacilitiesinindustrialenterprisesarecalled vocational qualification.Experience showed, how-factoryacademies;thoseconcernedwithagri- ever, that this placed an excessive burden on manycultureandrelatedfieldsarecalledvillage students and the requirement to complete bothacademies.The academies enable workers with qualifications was dropped. partial qualifications to become fully. qualified as By far the largest number of graduates of theskilled workers. In addition they provide opportuni- 10-year school enter the 2-year vocational programties for skilled workers to prepare for new fields or leading to the skilled worker's certificate (Fachar-to advance to more specializedlevels.Although beiter Zeugnis). The training consists of a greatthe academies do not offer formal academic credit, deal of practical work in business and industriala completed academy program sometimes can be firms, accompanied by theoreticalinstructionin applied to reduce the length of an academic pro- trade-related and background subjects. gram in the same field at a college or engineering The program following the eighth grade providesinstitute. vocational training for school leavers who do not A second major area of adult education is repre- complete the 10-year school (about 10 percent ofsentedbythe"people'scolleges"( Volkshoch- the relevant age group) .Completion of this train-schulen), which have played a role in German ingleadstoapartialvocationalqualificationeducation since the 1920's. The programs of these (Teilberuf). Workers at this level usually can con -institutions are not as job oriented as those of the tivk.z3 their training in their place of employmentfactory and village academies and provide a wide ir. order to reach the skilled worker (Facharbeiter) rangeof coursesinpolitical,economic,social, level.As enrollments in the upper years of thelinguistic, and cultural fields. They include courses 10-year school continue to increase, these programsfor adults leading to specific academic qualifications for early school leavers are to be phased out. offered by other schools.For example, in 1972 About two-thirds of the vocational schools, calledabout 17 percent of the students were engaged in factory vocational schools, are operated directly byprograms leading to one of the following:Com- industries, with general direction and guidance pro-pletion of the 8th, 10th, or 12th grade; admission vided by the Ministry of Education. Most of thetospecializedschools;anduniversityentrance remainder are operated by the educational systemexaminations (only 215 students). Other programs but maintain close contact with industry throughprovide courses in single subjects or fields, with or a system of apprenticeships.-- A number of schoolswithout terminal examinations. specializing in medical technician fields are super- In addition to the institutions previously described, vised by the Ministry of Health. clubs of various kinds, houses of culture, libraries, Upon completion of the vocational school, stu-and television programs provide opportunities for dents (except those who selected the Abitur option) adult education. generally go directly to work.Additional educational opportunities are available through evening ENGINEERING INSTITUTES AND courses, factory and village academies, and other TECHNICAL SCHOOLS (FACHSCHULEN) types of part-time schooling. After some on-the-job experience,workersmayalsoenterfull-time A group of institutions with a long tradition in engineering institutes and technical schools.(TheseGerman education, Fachschulen, occupy an inter- will be discussed in a subsequent section.) mtoiate position between secondary and higher The strong emphasis placed on vocational educa-education.Controlled by the Ministry of Higher tion may be seen in the 1972 enrollment figures:and Technical Education, this category consists of whileabout 55,000students wereenrolledinengineering institutes (not to be confused with col- extended secondary schools, about 429,000moreleges of engineering at the higher education level) thanseventimesas manywere enrolledinand other specialized schools (generally called tech- vocational schools. nical schools in English translations of Fachschulen, although they include many types that would not Adult Education be calledtechnicalschoolsin common English Adult education provides continuing opportunitiesusage). for the working population to upgrade and renew The objective of these schools is to develop highly skills and qualifications, to fill gaps in earlier train-skilled technicians in many fields by providing training, and to keep pace with rapidly changing tech-ing at a level substantially higher than the skilled- nologies. This type of training is generally carriedworker training offered by vocational schools, but

10 at a less theoretical level than that offered by cor-tutions that are not called universities because of respondinguniversityprograms.Forexample,their limited programs; for example, Technische graduates of engineering institutes frequently areHochschule, PaedagogischeHochschule.Official employed as technical assistants to university-trainedpublications of the GDR in English translation gen- engineers. erallycalltheseinstitutionscolleges(technical In 1972 there were 196 such schools enrollingcollege, college of education). 176,300 students, about a third of whom were Another source of confusion is the word "institute" engaged in full-time study, and the others in eve-(Institut), which is used in three different ways: ning and correspondence study. Programs coveredTraditionally, as the research facility assigned to an a wide variety offields,but four major fieldsacademic chair at a university;as a specialized accounted for 97 percent of the enrollmenttech-institution at the tertiary level (e.g., Paedagogisches nical, 42 percent; economics and business, 32 per-Instituttranslated by the GDR as Institute in some cent; education,16 percent; and agriculture, 7cases, but usually as College of Education) ; and as percent. a specialized institution at the Fachschule level (e.g., Entrance requirements vary with thetype ofInstitut fuer LehrerbildungTeacher-Training school. The basic requirement is completion of theInstitute; lngenieurschuletranslated by the GDR 10-year school.In allfields offered at a loweras Engineering Institute). level in vocational schools (agriculture, commerce, This publication will use the following designa- industry),additionalrequirementsareaskilled tions, which appear to correspond most closely to worker's certificate and 1 or more years of practicalofficial GDR practice: experience.Fachschule-leveleducation programs University:Institutions with the title Universi- train teachers for nurseries, kindergartens, and the taet. lower level of the 10-year school, and also some College:Institutionsatthe higher education teachersforvocationalschools.For prospective level that are not called universities (Hoch- vocational school teachers the skilled worker'scer- schule, Institut, Akademie). tificateisaprerequisite;forother prospective Institute:Institutions of less than higher educa- teachers, it is not. tion level, translated as Institute by the GDR Programs are generally 3 or 4 years in length. (Ingenieurschule, Institut fuer Lehrerbildung). Upon completionoftheFachschule, graduates Research Institute: The traditional facility at a receive a certificate in the particular field of study university (Institut fuer Geschichte der Medi- that was pursued. For example, a graduate of an zin, Institut fuer tropische Landwirtschaft). engineering institute receives a certificate Ingenieur (in contrast to the graduate of a college of engineering, whoisa Diplom-lngenieur).A specialistUniversity Reform in economics is a Volkswirt, a kindergarten teacher is a Kindergaertnerin, a teacher fora vocational A major concern of educational authorities in school is a Berufsschullehrer. the Soviet Zone of Occupation wad a complete The Fachschule qualifies its graduates not onlyreform of higher education institutions.This was for numerous positions in commerce, education, andundertaken before the GDR was established and industry, but also for university matriculation, gen-has been carried forward to the present. erally in the same field of study.(For example, a Three major reforms have been identified. The graduate of an engineering institute would mostfirst (1946) was directed toward denazification and likely enter a college of engineering.)In 1970 theabolition of the "elitist" character of the traditional engineering institutes and technical schoolswereGermanuniversity.To accomplishthelatter, the largest source of students qualifying for admission"workers and peasants faculties" were added to the to higher education. universities to enable young people who had not completed the Abitur to prepare themselves for university matriculation. As a result, the participa- HIGHER EDUCATION tionof working-classstudents was substantially increased. German terminology frequently causes confusion The second reform (1951) emphasized develop- in English translation because some terms havement of the "socialist" university. The study of different meanings in different contexts. Thegen-Marxism-Leninism was introduced as a compulsory eral term for higher education is Hochschule. Thesubjectforallstudents.The traditionaltwo- latter term is also used to designate specialized insti-semester organization was replaced by a 10-month

11 12 study year and correspondence study was introduced.graduation from an engineering instituteor tech- Continuing emphasis was placed on admission ofnical school.Of the students who qualified for students from the working and farming groups somatriculation in1970, 35 percent obtained the that students from these backgrounds constitutedAbitur through the extended secondary school, 17 about 50 percent of the student body by 1963.percent through the 3-year vocational school or Increased emphasis on academic qualifications sinceadult programs, and 48 percent throughan engineer- that date resulted in a reduction to about 38 percenting institute or technical school. by 1967. The third reform (1967) abolished the traditionalAcademic Programs faculties,replacingthembysmallersections University academic programs (Sektionen), corresponding approximately to depart- that were ments. Programs of study and their duration weredeveloped in the 19th and early 20th centuries have often been cited as examples ofan unusually revised. A major concern was to establish closerhigh degree of academic freedom. relationships between university study, research, and At that time production so that university programs would con-universities were envisioned as a "community of tribute as directly and quickly as possible to meetingscholars" that spent as much time as neededon the country's social and economic needs. An increas-the project at hand:classattendance was not ing proportion of university research has been takingrequired; progress was counted in semesters, not in its direction from the needs of industry. courses;andintermediateexaminationswere infrequent. The 1967 reform of higher education in Types of Institutions the GDR made substantial changes in traditional procedures and placed university study on a precise Higher education institutions fall into two generalschedule. The first 2 years consist of basic studies, categories(1) universities, which offer advanced includingMarxism-Leninism,foreir languages, study in a variety of fields, and (2) specialized insti-military training, and sport; and terminate with a tutions (colleges), which usually offer advancedpreliminary examination. This period is followed education in a single neld. There are 7 institutionsby 2 or 3 years of study in a major field, including in the first category and 47 in the second. extensive practical work; and terminates with a Of the seven universities, those of Berlin, Leipzig, state examination leading tothefirstacademic and Dresden are by far the largest, with 13 to 14 degree.Additional years of study and experience thousand students each in 1971. lead to advanced degrees. A large number of the 47 colleges were founded since 1946. They may be classified by specialization as follows: Degrees There are three degrees, awarded at successive Total 47 levels of accomplishmentthe diploma (Diplont), Agriculture 2 the doctorate (Doktor), and the Doctor of Science Education, including Physical Education 10 Liberal Arts (Art, Cinematography, Design, Literature, (Doktor derWissenschaften).The diplomais Music, and Theater) 11 awarded in most fields upon completion of 4 years Medicine 3 of study. Medicine, dentistry, veterinary medicine, Social Sciences (Commerce, Economics, Law, and theology, and occasionally some others require 5 Political Science) 4years. Technical Fields (Architecture, Building Construction, Some examples of diplomas are Diplom- Chemistry, Engineering, Machine Construction, Ingenieur(Dipl.-Ing.),DiplomainEngineer- Maritime Engineering, Mining, and ing, 4 years; and Diplom-Mediziner (Dipl.-Med.), Transportation) 17 Diploma in Medicine, 5 years. The doctorate requires a dissertation and 3 or 4 Admission years of study and experience beyond the diploma. There are three paths leading to admission toSome examples of titles are Dr. Ing., Doctor of higher education. The "traditional" German pathEngineering; Dr. Med., Doctor of Medicine; and (throughthe Grundschule and Gymnasium)is Dr. Phil. Doctor of Philosophy. represented in the GDR in a highly modified form The Doctor of Science is the usual prerequisite by the10-year schoolfollowed by the2-yearfor a university professorship (corresponding to the extended secondary school, terminating with thetraditional Doktor Habilitation in prewar Germany Abitur. A second path consists Of academic coursesand in the Federal Republic). It requires a second in the 3-year vocational school or in evening adultdissertation and an additional 4 or 5 years of study programs leading to the Abitur. A third is throughand experience beyond the doctorate.

12 13 Employment andTechnicalEducation.TheMinisteralso The choice of fields of study is determined inappoints the professors and lecturers. Therector part by the national planning agencies, which esti-is assisted by directorates for curriculum, research, mate requirements in the various fields.Employ-planning, and finance. ment upon graduation also depends substantially on Academic leadership is exercised by the Scientific planned position requirements. The Act on theCouncil (Wissenschaftlicher Rat), which is elected Integrated Educational System of1965 specifiesby the sections.It awards degrees; ;determines the (article 60) that "students shall be encouraged touniversityresearchplan,assuringcooperation start work where they will best serve the all-roundamong the various academic disdplines; and main- development of the GDR" and that authoritiestains relationships with industry. are TO'Plan employment so that the student knows There is also a Social Council, which consists of his or her assignment 1 year before graduation. members elected by the university and of representatives of the economy, state agencies, and social Administration organizations appointed by the' Minister.Its func- Higher education institutions are headed by a tionistoadvisetheuniversity on needs and rector, who is appointed by the Minister of Higherviewpoints of society as a whole.

Table 4.Universities, with location, date of founding, sections, and research institutes: 1971

Date Research Name Location Founded Sections Institutes

Ernst-Moritz-Arndt Greif swald 1456 Economics University Education Electronics Fine Arts Geography Geology History Languages Mathematics Natural Science Pharmacy Philosophy Physical Education Protestant Theology

Friedrich-Schiller Jena 15`.:13 Biology Classical Studies University Chemistry and Archeology Economic Cybernetics History of Medicine Education and Natural Science Instrument Technology Languages Law Literature and Fine Arts Marxism-Leninism Mathematics Medicine and Dentistry Philosophy and History Physical Education Physics of Instrument Construction Protestant Theology

14 13 Table 4.Universities, with location, date of founding, sections, and research institutes: 1971 (continued)

Date Research Name LocationFounded Sections Institutes

Humboldt University, Berlin 1810 Aesthetics and Fine Arts formerly Friedrich- Animal Husbandry and Wilhelm University Veterinary Medicine Asian Studies Biology Chemistry Criminology Economics Education Foreign Languages Geography History Horticulture Law Library and Information Science Marxism-Leninism Marxist Leninist Philosophy Mathematics Medicine Medicine and Dentistry Nutrition and Food Technology Philology and German Studies Physical Education Physics Protestant Theology Psychology Theory and Organization of Science Karl-Marx University, Leipzi: 1409 African and Near-East Teacher training formerly the Studies (Basic Marxism- University of Leipzig Animal Husbandry and Leninism) Veterinary Medicine International and Biosciences West German Studies Chemistry Institute for Foreign Computer Technology and Students Data Processing Tropical Agriculture Cultural Sciences and and Veterinary Germanic Studies Medicine Economics Physical Education Education and Psychology History Journalism Languages Law

14 i5 Table 4.Universities, with location, date of founding, sections, and research institutes: 1971 (continued)

Date Research Name LocationFounded Sections Institutes

Karl-Marx Ung,.,ity Marxism-Leninism (cont.) Marxist and Leninist Philosophy (Scientific Socialism) Mathematics Physics Protestant Theology Martin-Luther Halle 1509 Agriculture University, Applied Science Halle-Wittemberg Economics Education Fine Arts Geography History Languages Law Medicine Natural Science Pharmacy Philosophy Physical Education Theology Mathematics University of Rostock Rostock 1419 Agricultural Technology Economics Animal Husbandry Industry Biology Foreign Languages Chemistry Computer Center Education and Psychology Electronics Engineering History Languages and Literature Latin-American Studies Marxism-Leninism Mathematics Medicine Physical Education Physics Shipbuilding Soil Conservation and Plant Production Studies Management Theology

15 16 Table 4.Universities, with location, date of founding, sections, and research institutes: 1971 (continued)

Date Research Name LocationFounded Sections Institutes

Technical University Dresden 1828 Architecture Computer Center Automotive and Land Development Technology' Basic Machine Engineering Chemistry Construction Engineering Data Processing Economics Education (Professional and Technical) Electrical Engineei ing Electronics and Precision Engineering Energy Transformation Forestry Hydraulic Engineering Industrial Economics Industry Information Technology Labor Studies Marxism- Leninism Mathematics Physics Processing Technology Production Techniques and Machine Tools Surveying and Cartography

TEACHER EDUCATION methods), and practice teaching.The latteris distributed throughout the 4 years, increasing in Teacher educationisthe responsibility of theweekly hours as the student progresses. Ministry of Education and is carried out in a variety of institutions, depending on the level of classes toIntermediate and Upper Grades be taught. of the 10-Year School Preschool and Lower Grades Teachers for the intermediate and upper stages of the 10-year school are trained at universities, of the 10-Year School colleges of education (Paedagogische Hochschulen, Teachers for the preschool level and the lowerPaedagogische Institute), and specialized_ colleges grades of the 10-year school are trained in teacher-such as those of music, art, and physical education. traininginstitutes(Institute fuer Lehrerbildung)Students generally enter these institutions with the that are included in the general category of tech-Abitur and pursue a 4-year course. The course nical schools. Entrance requirements are completionconsists of general and professional studies, Marxism- of the 10-year school or an equivalent level obtainedLeninism, and advanced work in the subjects the through vocationaltrainingor eveningschools. students plan to teach. Each student is trained in Students take a 4-year course consisting of generaltwo subjects, which are offered in standard com- subjects,Marxism-Leninism,professionalstudybinations;e.g., German and history,or biology (educational history and theory, psychology, andand chemistry. Upon completion of the program

17 studentstakeanationalexamination(Staats- EDUCATIONAL RESEARCH examen), which licenses them to teach. The German Pedagogical CentralInstitute was Extended Secondary School and established in 1954 to promote theadvancement Other Abitur Classes of pedagogical sciences in theGDR, to influence the development of educational'practices, and to Teachers for the extended secondary school andtrain a cadre of research specialists. The other Abitur classes generally are trained institute at uni-played an important role in developingcurriculums versities or at the larger colleges of education(Pots-for the schools and for teacher training. An impor- dam, Erfurt, or Dresden). Thecourse of study istant research task has been to study and make similar co that for teachers of the 10-year school. available to GDR educators the educationalexperi- Teachers generally must complete severalyears ofences oftheSoviet Union and other peoples' successful teaching in a 10-year school and partici-democracies. pate actively in community affairs before they are In September 1970 the Institutewas reorganized assigned to an extended secondary school. as the Academy of Educational Sciences of the GDR (Akademie der Paedagogischen Wissenschaften der Vocational and Technical Schools DDR), modeled on the Academy of Pedagogical Teachers of vocational and technical subjectsSciences of the Soviet Union, to which it refersas complete either (1) a 4-year program of studiesat its"sister academy." The Academy has itsown a university or technical college or (2) a Fach-offices and conference facilities:It sponsors con- schuleprogram augmentedbyteacher-trainingferences, short-term institutes, workcenters, and courses. The. former generally teach the theoreti-research groups; coordinates educationalresearch cal aspects of vocational subjects, whereas the latteratuniversities andcollegesofeducation;and are usually concerned with practical training. organizes joint projects "covering severaldisciplines as well as cooperation between educational science Teachers' Centers and practice." Teachers' centers play an important partin OTHER EDUCATIONAL INFLUENCES inservice training and alsoserve as social centers for the profession. The leadingone is the Berlin The most important influenceson education out- "House of the Teacher" (Haus des Lehrers),aside the school are youth organizations andparents'. 12-story building in a prominent location.It pro-councils. vides opportunities for shortcourses, lecture and discussion groups, and recreational and culturalYouth Organizations activities.It houses a large, specialized education The official youth organizations of theGDR are library with both an active reference andlendingthe Free German Youth (FDJ: FreieDeutsche service.It also offers research facilities and servicesJugend) for young people aged 14 through26, and to foreign educators who wish to study the educa-thePioneerOrganization"ErnstThaelmann" tional system of the GDR. (Pionierorganisation "ErnstThaelmann") for children from 6 to 14. Plans for Comprehensive The organizational structure of theFDJ from Teacher-Training Programs the lowest to the highest level includeslocal groups at the factory, school, university,or small agency Proposals have been made to combine all teacherlevel; organizations at the village, city,county, or training into comprehensive programs that wouldlarge enterprise level; and finally theCentral Coun- eliminatethedifferenttypesofinstitutionsforcil and the Congress of Members. training teachers for specific levels. Thecolleges of Within the school, the major function of the FDJ education at Potsdam, Erfurt, and Dresden alreadyis to assist teachers in developing politicaleduca- have comprehensive programs to train alltypestion. Units at the university levelare expected to of teachers. A target date of 1975 has beenset tofurther the development of the socialiststate and convert the other colleges of education into similarto promote Marxist-Leninist doctrine. In addition institutions.Itis anticipated that educationsec- to performing a political role, the FDJ at all levels tionsatuniversitieswill emphasizetheoreticalprovides a variety of recreational andcultural studies and research rather than teacher trainingactivities through sports, clubs, and youthcenters, when collegesof educationareexpandedintoand provides an important link between schooland comprehensive institutions. leisure activities.

17 18 Since the FDJ is represented on final examina-The School and the Family tion boards, selection committees, and other groups Formal contacts between,the school and the whose decisions have a direct effect on the lives offamily are established when a child enters the first young people, participation in the organization'sgrade. On the Sunday preceding the beginning of programs is an important factor in personal andthe .term, parents of beginning pupils bring their academic advancement in the GDR. children to the school for a festive introduction. The structureof the Pioneer Organizationis In the following week they returntoelecta closely related to the schools The "Pioneer Group"Parents' Committee (Klassenaktiv)for the class. generally consists of the pioneers of a school class.The Parents' Committee for each class delegates At large schools the Pioneer Groups are organizedoneofitsmemberstotheParents'Council into "Pioneer Friendships," the highest organiza-(Elternbeirat), which advises the school principal tional unit.Central direction is provided by theon policies that affect parents' interests. FDJ. The purpose of the organization is similar to The committees and councils are expected to that of the FDJ, adjusted to the lower age level. uphold the policies and to help fulfill the schools' programs. They are a convenient vehicle for pro- moting home-school cooperation.

SELECTED GLOSSARY

German English German English

A Abitur Secondary schoolleaving cer- Gemeinde (pl., tificate Gemeinden) Community Abschlusspruefung Final examination Geschichte History Abschlusszeugnis Leaving certificateof the 10- Gesetz Law, act year school Grundschule The lowerlevelofthetra- Allgemeinbildendc ditionalGerman elementary Schule School of general education school Gymnasium Academic secondary school B Berufsausbildung Vocational education H Berufsschule Vocational school Haus des Lehrers Teacher Center Berufsschullehrer Vocational school teacher Hochschule General term for a higher edu- Bezirk (pl., Bezirke) Administrative District cationinstitution;alsoused Bildungssystem Educational system frequently to designate a specialized institution (engineering, D etc.).

Diplom Diploma , Diplom-Ingenieur Engineer with higher education I diploma Ingenieur Engineer Doktor Doctorate (academic degree) Ingenieurschule Engineeringinstituteofless Doktor der than university level Wissenschaften Doctor of Science Institut (pl. Institute) Institute, used todesignate a researchfacilityat a univer- E sity, a specialized institution of Elternbeirat Parents' Council higher education(college), or Erntekindergarten Seasonal kindergarten a specialized institution of less Erwachsenenbildung Adult education than higher education level Erweiterte Obetschule Extended secondary school Institut fuer Lehrerbildung Institution of less than college level to train teachers for lower F grades Facharbeiter Skilled worker Facharbeiterpruefung Skilled worker examination Facharbeiter Zeugnis Skilled worker certificate K FDJ: Freie Deutsche Kindergarten (pl., Jugend Free German Youththe offi- Kindergaerten) Kindergarten cial youth organization of the Kindergaertnerin Kindergartenteacher (femi- GDR nine)

19 German English German English

Klasse School class or grade SED: Sozialistische Klassenaktiv Parents' committee Einheitspartei Kreis (pl., Kreise) County Deutschlands Socialist Unity Party of Ger- Krippe Nursery (literally, crib) many, the ruling 'political party of the GDR L Sektion (p1., Sektionen) Sectionacademic divisions of Landkreis Rural county universities, similar to depart- Lehrerbildung Teacher training ments, replacing the traditional faculties M Sonderschule School of special education Staatsexamen Ministerium fuer das Stateexamination.,(Inthe GDR this is national level since Gesundheitswesen Ministry of Health Ministerium fuer das there are no states.) Stadtkreis Hoch- and Urban county Fachschulwesen Ministry of Higher and Tech- nical Education T Ministerium fuer Kultur .Ministry of Culture Technische Hochschule College of engineering (higher Ministerium f uer education level) Volksbildung Ministry of Education Teilberuf Semi-skilled vocational level Ministerrat Council of Ministers, the execu- Tropische tive body of the GDR Landwirtschaft Tropical agriculture

0 U Oberschule Secondary school Universitaet University

P V Paedagogisches Institut Volkshochschule "People's College," an institu- (pl., Paedagogische tion of adult education Institute) College of Education Volksschule Elementary school Paedagogische Volkswirt Economist Hochschule College of Education

R Wissenschaft Scien'in the broadest sense, Reifepruefung including all fields of knowledge Secondary school leaving exam- Wissenschaftlicher Rat Scientific Council of a univer- ination sity, Reifezeugnis responsible for academic Secondary school leavingcer- affairs tificatesame as Abitur Rektor Head ofahigher education institution Zehnklassige allgemeinbildende poly- S technische Oberschule ..10-yeargeneralpolytechnical Schule (pl., Schulen) ... School secondary school

SELECTED READING LIST

Bodenman, PaulS. Education inthe Soviet Zone of Deutschen Demokratischen Republik, 1972. 77pp. Germany (U.S. Department of Health, Education, and Ministry of Education.Development of Public Welfare, Office of Education Bulletin 1959,no. 26). Education in the German Democratic Republic (Report Washington:Government Printing Office, 1959.162 'to the XXXVth Session of the International Confer- pp. ence on Public Education, Geneva, 1975). Berlin, 1975. 83 pp. Education and Training in the German Democratic Repub- lic (Publications of the Government of the German StateCentralAdministrationforStatistics. Democratic. Republic). Berlin:Staatsverlag der Deut- Statistical Pocket Book ofthe German Democratic schen Demokratischen Republik, 1966. 126 pp. Republic 1972. Berlin, 1972. 160 pp.

German Democratic Republic, Council of Ministers. ActGrant, Nigel.Society,= Schools and Progress in Eastern on the Integrated Socialist Educational System of the Europe. New York: Pergamon Press, 1969.pp. 203- German Democratic Republic. Berlin:Staatsverlag der 31.

19 20 International Association of Universities.InternationalMoore-Rinvolucri, Mina J.Education in East Germany Handbook of Universities.Fifth edition.Paris: IAU, (World Education Series).Newton Abbot, England: 1971. pp. 422-39. David and Charles, Limited, and Hamden, Conn.: Archon Books, 1973. 141 pp. Area Handbook for East Germany Keefe, Eugene, et al. ScientificandCultural Studies). UnitedNationsEducational, (The AmericanUniversity,Foreign Area Organization (UNESCO). World Survey of Education Washington:Government Printing Office, 1972.329 . V: Educational Policy, Legislation and Administration. pp. New York: UNESCO Publications Center, 1971.pp. 515-21. Kohn, Erwin, and Fred Post ler.Polytechnical Education in the German Democratic Republic, 3d. rev. ed. Pub- UNESCO Commission of the GDR. Education for Today lished by the Ministry of Education, GDR. Dresden: and Tomorrow. Dresden:Verlag Zeit im Bild, 1973. Verlag Zeit im Bild, 1973. 59 pp. 78 pp.

Paul S. Bodenman formerly Specialist in International Education U.S. Office of Education

* U.S. GOVERNMENT PRINTING OFFICE: 1975 0-576-119

20 21