More than ever since the corona crisis, employees have feared that their qualifications are no longer sufficient, a study shows.
education
Little Bell
Mid-1990s. University of Bonn. Professor Dr. Schmidt enters the classroom with books and papers under his arm, and his little bell. The topic: Game Theory in the Context of International Politics.
A graduate student moves to the front of the room to give his presentation. Hardly a minute into it a shrill ding-a-ling pierces the air. The students don’t dare move a muscle. “Ladies and gentleman. Time and again I simply must impress upon you the need to define the terms you use. You cannot simply throw complex terms around the room without having first clearly defined them!“
A few students risk rolling their eyes. The presenter sweats, squirms and stammers his way through his material. Professor Dr. Schmidt sits down in his chair, his left arm on his desk, in his hand his little friend the bell– ready to get shrill at a moment’s notice.
Term paper
German universities have clear guidelines concerning term papers and the formal presentation of their results. Objectivity and precision (accuracy) are a must. Statements not supported by sources are considered invalid.
The focus of the presentation should always be on the subject matter. The discussion thereafter serves the purpose of delving deeper into that subject matter in an objective, impassionate, and academic way.
Distanz! – literally: distance. Personal pronouns (I, he, she, they, we) are avoided, in order to avoid “drifting into subjectivity.” Instead the passive form is expected. German professors watch very closely. Not following these guidelines leads to lower grades, or worse.
Academic Papers
For Germans, all new knowledge is based on previous knowledge. Before Germans accept new knowledge, they need to see how it flows from current knowledge.
Academic works in Germany, including Master‘s and Ph.D. level theses, almost always begin with a full account of relevant context information: definition of terms, lengthy description of topic, current status of research, methodology applied. The context can amount to as much as one-third of the length of the paper. Some universities expect that it exceed one-half.
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.
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.
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.
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.
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.”