education Archives - Page 4 of 4

Heimatfilme

For Germans the past is present, relevant, of great importance. The past explains who we are, where we come from, how the present has become the way it is. For them the past is not history in the sense of gone, over, goodbye, irrelevant. History is present and future, a part of their identity.

Old buildings, with their stairwells and staircases, ceilings and facades, and many other kinds of cultural monuments are protected in Germany by Denkmalschutz – laws requiring their protection and preservation – even if they are in dire need of reburbishment or reconstruction.

Entire sections of German towns can be placed under Denkmalschutz. History is heritage. Heritage is identity. The battle for and against Stuttgart 21 – a modernization of Stuttgart‘s main train station – went on for several years and became the prominent issue in recent state-wide elections in Baden-Württemberg.

Outdoor museums in Germany show how people of past epochs lived and worked. Castles from the Middle Ages with their fascinating guided tours are popular daytrip destinations. In every German village, town and city one finds remnants of the past. Town gates, walls, even moats, and chapels are integrated seamlessly into the modern.

In elementary schools children learn Heimatkunde – history of their local region. The Heimatfilm – movies set in a specific region such as Bavaria or the Black Forest – remain a constant in the German media landscape, keeping alive regional customs and traditions. Many detective tv series are regionally based, one week in Hamburg in the north, the next in Leipzig in the East, the one thereafter in Cologne in the Rhineland.

Continuing Education

The Germans consider education, and continuing education, to be the foundation of their economy. Their companies, large and small, set aside generous budgets to continuously broaden and deepen the skill sets of their employees.

Training organizations, management consultants, subject area experts all market their expertise in helping companies to reduce errors and to optimize work processes. The key from the German perspective is anticipating and preventing problems.

Roughly 45% of all German employees participate in continuing education sponsored by their employer. 25% of those programs run for several months. 60% of all continuing education in Germany takes place within companies. The Germans are keenly aware of the important role knowledge and skills play in their economic future.

German School Grades

German schools have the following grading system: 1.0 very good. 2.0 good. 3.0 satisfactory. 4.0 unsatisfactory. 5.0 poor. 6.0 failure.

See here. And here.

It is possible to receive a 1.0 in Germany, but teachers often purposely give a somewhat lower grade, for example 1.2, in order to communicate that the student should not slack off, and that there is always room for improvement. There has been a trend, however, of parents complaining about the deflationary approach to grading in German schools.

German law school top honors

The grading system of German law schools is a discipline of its own. In total there are 18 points. Every three points are equal to one grade level (like a letter grade). Law schools, in addition to the usual levels of very good, good, satisfactory, acceptable, inadequate, and insufficient, also use the level entirely satisfactory.

Those who receive the grades of very good, good, or entirely satisfactory on their certification exam (comparable to the bar exam) graduate with distinction. A minimum of four points are required to pass the exam, and only 15% of students receive a score higher than eight.

To receive all eighteen points would give you a grade of very good plus. This practically never happens, becoming very clear when a lot of fuss is made over someone receiving a very good grade.

For example, Sonja Pelikan in 2010. She received 16.08 points, which was even worth an interview by a major German newspaper (Wie schafft man 16 Punkte? Süddeutsche Zeitung, May 10th, 2010).

Or Stefan Thönissen who was interviewed by the Baden news, because he received an evaluation of very good on his exam. The article emphasized: “In the field of law, 18 points is the magical maximum score, essentially unattainable.”

But why would one introduce a grading-scale in which it is impossible to reach the highest grade? Perhaps to convey the message: “It is always possible to do a little bit better, so put some effort into it!” Perhaps to keep the others “grounded to the facts”. Because nothing is worse than considering one’s self to be better than one really is.

Prussian Reforms

Much of what is Germany has its roots in the Prussian reforms of the early 19th Century. Napoleon‘s rapid defeat of Prussia in 1806/07 led to a deep-dive analysis of what went wrong, of what required reform. The Germans radically changed their agricultural system, their business laws, their military training, and most importantly their system of education.

Public eduction for all was introduced. The universities adopted the Humboldt education philosophy, which stressed free and independent inquiry and teaching. Knowledge quickly became the foundation of a modern Prussian economy and state, in many ways for contemporary Germany.

The Prussian Reforms also addressed state institutions. A system of professional civil servants and a bureaucracy was instituted. Bureaucracy then stood for efficiency and professionalism. The tax laws were simplified and made transparent. The state should function more efficiently and become a motor for positive change.

Germany today remains a rather bureaucratic country, with its scores of civil servants, rules and laws. It is a country where one simply cannot do as one pleases. From the perspective of other societies this is a limitation on freedom. Germans, though, view it as a sign of security and stability. Doing things the right way, punctuality, reliability, predictability, following the rules, bureaucracy. Germany has a 200 year history of these. They are who the Germans are as a people.

“Well, that was complete shit.”

Berliners respond to the question “Are we Germans direct?”:

And one of the comments from a German: “When I was in high school, I can remember, another student gave a poorly-prepared presentation. Directly thereafter the teacher simply looked at him and said in English: “Well, that was complete shit.”

German elementary schools

Deutsche Welle – Do you know your Gymnasium from your Gesamtschule? The German school system is certainly complicated. For this week’s Meet the Germans, Rachel heads back to the classroom to get to grips with the different types of schools and to find out what kids like about going to school in Germany.

Rachel moved from the UK to Germany in 2016. As a relative newcomer she casts a fresh eye over German clichés and shares her experiences of settling into German life. Every two weeks she explores a new topic – from German books to German-Turkish culture or Germany’s obsession with cars. This week: German schools and the education system.

Duale Ausbildung

Apprenticeship System (Duale Ausbildung). The dual education system is a model of structured, objective feedback: apprentices receive regular, formal evaluations based on skill mastery and performance; feedback is standardized, unemotional, and focused on professional development; personal feelings are set aside; the focus is on competencies and meeting professional standards.

Flexibility and Independence

Under the title “What American universities can learn from German universities,” Mark Roche, Professor of German studies at the University of Notre Dame, writes:

“Intellectual independence, knowledge as an end in itself, high regard for the humanities: the German university system could serve as a model for the United States in many ways.

What can the United States learn? First, student flexibility and independence, both characteristics of the German university tradition, are important principles of learning. Students learn more when they have to demonstrate independence and initiative.

Before the reform of European universities (the so-called Bologna Process), German students had the freedom to devote themselves to intellectual questions in an organic way, in a manner quite different from the student mentality at most American universities.

There (in American universities), students are given a lot of homework that does not encourage them to delve deeper into a topic for its own sake or to pursue further questions arising from their studies on their own initiative.

Thanks to their education in independence, the best German students proved to be highly motivated and responsible. Self-education requires freedom.”

Source: Frankfurter Allgemeine Zeitung, June 13, 2015.

6 months, 80-120 pages

At many German universities, the following rule of thumb applies: achelor’s theses are 40 to 60 pages long, and Master’s theses are around 80 to 120 pages. Some universities also specify the expected scope in words, which is then between 15,000 and 20,000 words.

Still others only specify the processing time, but do not express any limitation in terms of the number of pages or words. Depending on whether you are writing your Master’s thesis in three or six months, you can use the following rules of thumb as a guide: 3 months processing time = 60-80 pages, 6 months processing time = 80-120 pages