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The German Education System Since 1945: Outlines and Problems

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The German Education System Since 1945: Outlines and Problems DOCUMENT RESUME ED 428 000 SO 029 463 AUTHOR Fuhr, Christoph TITLE The German Education System since 1945: Outlines and Problems. PUB DATE 1997-00-00 NOTE 335p.; Translated by Vera Heidingsfeld and Timothy Nevill; also available in a German edition. AVAILABLE FROM Inter Nationes, Kennedyallee 91-103, Bonn, Germany, D-53175; Tel: 02-28-880-0. PUB TYPE Books (010) Historical Materials (060) Reports - Descriptive (141) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS Adult Education; *Educational History; *Educational Policy; Educational Practices; *Educational Research; Elementary Secondary Education; *Foreign Countries; Higher Education; National Surveys; School Surveys; Teacher Education IDENTIFIERS East Germany; *Educational Issues; *Germany; West Germany ABSTRACT This book outlines the diversity of the German federal education system. The introduction presents a preliminary survey of the history of German education since 1945. Reference is made to the Soviet Occupied Zone and the German Democratic Republic, which is indispensable for understanding the current situation. The book covers the most important institutions coordinating educational policy (the Conference of Laender Ministers of Education, the Federal Ministry of Education, Science, Research, and Technology, the Federal-Laender Commission for Educational Planning and Advancement of Research, and the influence of interest groups and churches, consultative bodies such as the Science Council, and educational research). The main emphasis in the book is the overall system of education from kindergarten to adult education. The last three chapters deal with current issues, view German education in the European and international context, and conclude with a summary that makes clear the urgency of re-orientation of educational policy in schools and universities. Thirty-one appendices conclude the volume. (BT) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** CHRISTOPH FUHR THE GERMAN EDUCATION SYSTEM SINCE 1945 OUTLINES AND PROBLEMS PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Cr) K.S+06ni TO THE EDUCATIONAL RESOURCES 471- INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Vrhis document has been reproducedas received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. INTER NATIONES 9 BEST COPY AVAII ARI F THE GERMAN EDUCATION SYSTEM SINCE 1945 CHRISTOPH FUHR THE GERMAN EDUCATION SYSTEM SINCE 1945 1997 INTER NATIONES BONN Dr. Christoph Fiihr, historian (b. 1931). From 1957 to 1965 personal assistant in the secretariat to the Conference of Ministers of Education. Since 1965: German Institute for International Educational Research, Frankfurt/Main. From 1986 to 1996 lecturer at the Johann Wolfgang Goethe-Universitat, Frankfurt/Main. Publications include: Das k. u. k. Armeeoberkommando und die Innen- politik in Osterreich 1914-1917, Vienna 1968.Zur Schutpolitik der Weimarer Republik, Weinheim 1970, 2nd ed. 1972.Numerous books, es- says on and reviews of educational policy. Editor together with Prof. Dr. Wolfgang Mitter of "Studien und Dokumentationen zur deutschen Bildungsgeschichte", Böhlau Verlag, Cologne (around 60 vols.). Preface Today education and knowledge have become crucial factors deter- mining the situation facing our country"declared Federal Presi- dent Roman Herzog at the 15th congress of the German Society for Educational Science, meeting at Halle an der Saale in March 1996. He out- lined the magnitudes involved in the educational sector as follows: "Ultimately many million 'customers' exert an impact on our education systemchildren, school pupils, trainees, students, course participants and almost a million people offering 'services' educators, teachers, trainers, professors, lecturerswith a total budget of 250 billion DM, amounting to 7% of the gross domestic product in state and economy". In 1995 these 'customers' included 12.3 million youngsters at school and 1.9 million students, instructed by 724,200 teachers and 114,000 university lecturers, amongst them about 42,000 professors. At a time of difficulties for public budgets schools and universities are today faced with great problems. An attempt is made in what follows to sketch the diversity of our edu- cation system. This is closely linked with our country's federal structure, which is deeply anchored in German history. Like its predecessors in 1979, 1988, and 1992, this publication was written for Inter Nationes, and thus primarily for foreign readers rather than for German use. It will also appear in several languages. Developments from 1945 to the present day will be outlined in 20 chapters. A preliminary survey of the history of German education since 1945 is attempted in the "Introduction". Reference is also made to the Soviet Oc- cupied Zone and the German Democratic Republic (GDR) where that is indispensable for understanding the current situation. A more detailed description of the GDR education system would have exceeded the limits of this book. In addition there are many excellent studies of that subject, such as those by Oskar Anweiler and Siegfried Baske (see bibliography). The chapters that follow provide accounts of developments in the Federal Republic (including the New Laender from 1990). Chapters 2 to 4 cover the federal structure and the most important institutions co-ordinating educational policye.g. the Conference of Laender Ministers of Educa- tion, the Federal Ministry of Education, Science, Research, and Technol- ogy, and the Federal-Laender Commission for Educational Planning and Advancement of Research , the influence of interest groups and churches, consultative bodies such as the Science Council, and educa- tional research. Chapters 5 to 17 describe the education system from kin- dergarten to adult and further education. The last three chapters deal with current issues, view German education in the European and interna- tional context, and conclude with a summing-up. The need to keep the text's length within bounds meant that some top- ics could not be treated in detail. Those included scholarship and re- search, curriculum development in the context of didactic and epistemo- logical changes, nationwide competitions for school pupils such as the highly successful annual (since 1973) "German History" event, the much discussed theme of "violence in schools", loans and scholarships as a means of assistance, the role of army colleges, such current concerns as sex education and drug counselling, advice about schooling and studies, and German schools abroad. The administration and fmancing of educa- tion are also only treated somewhat peripherally. This report is based on a wide range of official material. Authoritative statistics come from the Ministry of Education, Science, Research, and Technology's handy "Grund- und Strukturdaten 1995/96" ("Basic and Structural Data 1995/96") and the excellent "Statistische Veriiffentlichun- gen der Kultusministerkonferenz" ("Statistical Data", published by the Conference of Laender Ministers of Education). The data mentioned in the text refers to the 1994/95 school year and the 1994/95 winter semester. Where more recent figures are not available, we had to be satisfied with older ones. Just a few days before this work was completed the Confer- ence of Laender Ministers of Education published the 1995 figures for pu- pils, classes, and teachers. These could no longer be taken into account in the main body of the text but are included as an appendix. The need for concision spoke against the fashionable practice of con- stantly making specific reference to both male and female members of such groups as pupils, students, teachers, etc. So it goes without saying that both sexes are meant in any general references. This book owes a great deal to the energetic and critical support of Barbara Launer who is heartily thanked here for over two decades of close co-operation. The number of those who once again constantly sup- VI plied me with information, advice, and assistance is too great for ade- quate individual mention. Important suggestions carne from Marianne Exner and Ivan Tapia at Inter Nationes. Rapid and comprehensive help was provided by Jiirgen Schlegel, secretary-general of the Federal- Laender Commission for Educational Planning and Advancement of Re- search, and by colleagues whom I still know from my "administrative phase" as schools expert in the Conference of Laender Ministers of Edu- cation's secretariat (from 1957 to 1965) even though their careers have sometimes taken them in other institutional directions: Gerhard Fengler, Peter Franz, Franz Letzelter, Harald Kastner (who knows most about our school system), and Dieter Riibsaamen. Important material was supplied by Gerhard Schreier of the University Rectors Conference. The German Institute's research library and the Berlin-based library for research into educational history were as helpful as ever. Marion Bierwagen, Birgit Bit- torf, Christa Forster, Sonja Hartung, Andrea Mennaa, Albrecht Denzer, Hartmut Moller, and Christian Ritzi stand here for many others. Heartfelt thanks must also
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