The Education System in the Federal Republic of Germany 2011/2012

A description of the responsibilities, structures and de elopments in education policy for the e!chan"e of information in Europe

Published by:

Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder in the Federal Republic of Germany Graurheindorfer Str. !"# !$ " %onn

Edited by:

% R&G&''E L ()MAR ')(MAS E C*)AR+'

+ocumentation and Education &nformation Ser,iceGerman E.R/+&CE .nit of the Lnder in the Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder in the Federal Republic of Germany in cooperation 0ith the German E.R/+&CE .nit of the Federal Go,ernment in the Federal Ministry of Education and Research Editorial deadline of the original ,ersion1 2uli 34 3 5 *M*# %onn 34 $

#REFA$E %& T'E E()T*R

'he Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs is here0ith presenting the 6 A'&(6AL +(SS&ER for Germany as a contribution to the better mutual understanding of the education systems in Europe. 'he +ossier describes the responsibilities# structures and 7ey de,elopments in educational policy up to the middle of 34 3. &n the German education system# fundamental changes are being implemented. &n this conte8t# special importance is attached to the ,arious efforts for 9uality assurance and 9uality de,elop: ment in the school sector and the higher education sector. &n the SC)((L SEC'(R# the introduc: tion of educational standards binding for all Lnder and the establishment of the &nstitute for Educational ;rogress < Institut zur Qualittsentwicklung im Bildungswesen = &>%? to re,ie0 and de,elop them mar7ed the beginning of a paradigm shift to0ards an output:oriented control of the education system. &n (ctober 34 3 the Standing Conference# on the basis of a decision of (c: tober 344"# has resol,ed educational standards for the Allgemeine Hochschulreife <general higher edu: cation entrance 9ualification? in German and Mathematics and in follo0:on courses in the foreign languages English and French. 'he educational standards are part of a comprehensi,e strategy for educational monitoring as adopted by the Standing Conference in 344@. 'he comprehensi,e strategy for educational monitoring consists of four interconnected areas1 &nternational com: parati,e studies of pupil achie,ement# the central re,ie0 of the achie,ement of educational standards in a comparison bet0een the Lnder# comparati,e studies in order to re,ie0 the effi: ciency of indi,idual schools 0ithin the Lnder# and the Aoint education reporting of the Federa: tion and the Lnder. Currently Lnder 9uality de,elopment and 9uality assurance measures in the school sector are increasingly focused on boosting e9uality in education# and further impro,ing the permeability bet0een the ,arious school types in the education system. Special 0eight is attached to the tran: sition from school to 0or7. 'he goal is to promote pupils from migrant bac7grounds in a target: ed manner so as to impro,e their le,els of achie,ement. &mpro,ing educational opportunities for young people is 7ey. 'he numbers of drop:outs and pupils lea,ing school 0ithout any 9ualifica: tions are to be substantially reduced. &n the )&G)ER E+.CA'&(6 SEC'(R# the further de,elopment of accreditation and e,aluation and the de,elopment of the consecuti,e structure of study courses 0ithin the scope of the %ologna ;rocess also ser,e the obAecti,es of 9uality de,elopment and 9uality assurance. Bith the amendment of the Lndergemeinsame Strukturvorgaben fr die Akkreditierung von Bachelor und asterstudiengngen <common structural guidelines for the accreditation of %achelorCs and MasterCs study courses? in February 34 4 the Standing Conference has responded e8tensi,ely to criticism of the implementation of the %ologna ;rocess and achie,ed considerable progress 0ith regard to facilitating the recognition of study and e8amination results. 'he 6ational +ossier for Germany pro,ides an o,er,ie0 ranging from early childhood to adult education# as 0ell as offering bac7ground information on the basic political and economical conditions in Germany. As this dossier ser,es the purposes of the e8change of information in Europe# the focus is initially on the common features of the education systems in the @ Lnder. )o0e,er# in order to gi,e the reader a picture of the ,ariety of educational programmes in Ger: many# the features uni9ue to each indi,idual Land are also included in the description. 'he 6ational +ossier has been dra0n up each year since DD$ as part of the &nformation 6et: 0or7 on Education in Europe <E.R/+&CE? on the basis of a common structure for all states. 'he complete te8ts of each 6ational +ossier are a,ailable online in English# and partly also in

the national language<s? of the country or region concerned# through E.R/;E+&A# the European Encyclopaedia on 6ational Education Systems <http1--eacea.ec.europa.eu-education-eurypedia?. 'he E.R/;E+&A site allo0s Europe:0ide comparisons of indi,idual aspects of the education sys: tems in the $$ countries participating in the acti,ities of the E.R/+&CE information net0or7. Bor7 on the German +ossier 0as completed follo0ing consultation and agreement 0ith the Federal Go,ernment and the Lnder. 'he 0or7 0as performed by the Eurydice &nformation .nit of the Lnder 0hich# in accordance 0ith a resolution of the Bundesrat# is established 0ithin the +ocumentation and Education &nformation Ser,ice of the Standing Conference of the Minis: ters of Education and Cultural Affairs. 'he +ossier is supplemented by references concerning the basic legal regulations of the Federal Go,ernment and the Lnder# a list of institutions and a bibliography# as 0ell as by a glossary of national terms and the special technical terminology used. &n accordance 0ith the function of the national dossiers# the annual report for 34 -34 3 con: tains a reliable presentation of the German education system completed in consultation 0ith the ministries responsible for education. &n this regard# the dossier supplements the reporting on education based on statistical indicators and ser,es Germany as basic documentation and refer: ence source on the federal education system for international contacts and consultations at Eu: ropean le,el. Furthermore# the 6ational +ossier# being an up:to:date assessment of responsibil: ities# structures and de,elopments in the German education system# addresses all interested readers in Germany and abroad.

.do Michalli7 Secretary General of the Standing Conference of the Ministers of Education and Cultural Affairs

#REFA$E %& T'E FE(ERA+ ,)-)STR& *F E(.$AT)*- A-( RE/ SEAR$'

EuropeCs di,ersity is also e,ident in the different structure of the indi,idual education systems. +espite the dissimilarity in the systems in many aspects there are challenges 0hich affect all states to a different e8tent and ma7e Aoint action essential. 'he guiding principle here is the e8: change of information and e8perience# in 0hich process mutual learning can only succeed if sound 7no0ledge of different aspects of each education system is a,ailable. 'he education net: 0or7 Eurydice# consisting of $@ European countries# ma7es a,ailable through a broad spectrum of publications information on ho0 education systems at all le,els in Europe are structured and organised. E'he Education System in the Federal Republic of Germany 34 - 3E is# as a detailed description of the German system# an important instrument in the EurydiceCs supporti,e 0or7 in European educational cooperation. &n the di,ersity of the European educational landscape it contributes to more transparency# comparability and e8change of e8perience. 'he report 0as produced in cooperation bet0een the Federation and the Lnder for Eurydice and co,ers all education sectors and le,els# from early childhood education and care up to current reform plans. 'he strength of the German education system is demonstrated by continuity and change e9ually. Bith ne0 measures and initiati,es education policy is oriented consistently at current national and international challenges# 0ithout neglecting tried:and:tested structures and strategies. A future:oriented education policy is not Aust focused in0ards# but includes European and interna: tional de,elopments. 'he continuing economic and financial crisis in particular re9uires Aoint action at European le,el. 'he subAect of education is of priority in the long:term solution to the crisis# as effecti,e education systems are a basis for the ability of Europe to rise to future chal: lenges. 'he Federal Go,ernment has gi,en a clear signal by pro,iding additional funding for education and research in the current legislati,e period. & 0ould li7e to in,ite you not only to attend to the current publication but also to ,isit the online education encyclopaedia Eurypedia launched at the end of 34 . 'his presents the German edu: cation system clearly and in detail# and allo0s simple direct comparisons 0ith a ,ariety of as: pects of the education systems of the other countries in the Eurydice net0or7. Bith so far more than three and a half million page ,isits Eurypedia is 0ell on the 0ay to establishing itself as a uni9ue source of information on the education systems in Europe.

Fol7er Rie7e +irector General for European and &nternational Cooperation in Education and Research Federal Ministry of Education and Research

CONTENTS
1. 1.1. 1.2. 1.3. 1.". 1.*. 2. 2.1. 2.2. 2.3. 2.". 2.*. 2... 2.). 2.6. 2.5. 3. 3.1. 3.2. 3.3. 3.". 4. ".1. ".2. ".3. ".". ".*. "... ".). ".6. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS Introduction Historical Overview Main Executive and Le islative !odies Po#ulation: $e%o ra#hic &ituation' Lan ua es and (eli ions Political and Econo%ic &ituation ORGANISATION AND GOVERNANCE Introduction +unda%ental Princi#les and ,ational Policies Li-elon Learnin &trate y Or anisation o- the Education &yste% and o- its &tructure Or anisation o- Private Education ,ational /uali-ications +ra%ewor0 1d%inistration and 2overnance at 3entral and4or (e ional Level 1d%inistration and 2overnance at Local and4or Institutional Level &tatistics on Or anisation and 2overnance FUNDING Introduction Early 3hildhood and &chool Education +undin Hi her Education +undin 1dult Education and 8rainin +undin EARLY CHILDHOOD EDUCATION AND CARE Introduction Or anisation o- Pro ra%%es -or 3hildren under 293 :ears 8eachin and Learnin in Pro ra%%es -or 3hildren under 293 :ears 1ssess%ent in Pro ra%%es -or 3hildren under 293 :ears Or anisation o- Pro ra%%es -or 3hildren over 293 :ears 8eachin and Learnin in Pro ra%%es -or 3hildren over 293 :ears 1ssess%ent in Pro ra%%es -or 3hildren over 293 :ears Or anisational ;ariations and 1lternative &tructures in Early 3hildhood Education and 3are PRIMARY EDUCATION Introduction Or anisation o- Pri%ary Education 11 11 12 13 1) 21 23 23 2" 2" 2* 33 3) 35 ** ." 79 )5 67 6) 53 97 5) 56 55 55 177 171 172 172 1 3 173 173
"

5. *.1. *.2.

*.3. *.". *.*. !. ..1. ..2. ..3. ..". ..*. .... ..). ..6. ..5. ..17. ..11. 7. ).1. ).2. ).3.
).3.1. ).3.2.

8eachin and Learnin in Pri%ary Education 1ssess%ent in Pri%ary Education Or anisational ;ariations and 1lternative &tructures in Pri%ary Education SECONDARY EDUCATION AND POST"SECONDARY NON"TERTIARY EDUCATION Introduction Or anisation o- 2eneral Lower &econdary Education 8eachin and Learnin in 2eneral Lower &econdary Education 1ssess%ent in 2eneral Lower &econdary Education Or anisation o- 2eneral <##er &econdary Education 8eachin and Learnin in 2eneral <##er &econdary Education 1ssess%ent in 2eneral <##er &econdary Education Or anisation o- ;ocational <##er &econdary Education 8eachin and Learnin in ;ocational <##er &econdary Education 1ssess%ent in ;ocational <##er &econdary Education Post9&econdary ,on98ertiary Education HIGHER EDUCATION Introduction 8y#es o- Hi her Education Institutions +irst 3ycle Pro ra%%es
!achelor &hort93ycle Hi her Education

17) 175 117

113 113 11* 121 12* 126 137 131 133 136 1"7 1"2 145 1"* 1". 1"6
1"5 1.)

).". ).*. )... #. 6.1. 6.2. 6.3. 6.". 6.*. 6... 9. 5.1. 5.2.

&econd 3ycle Pro ra%%es Pro ra%%es Outside the !achelor and Master &tructure 8hird 3ycle =Ph$> Pro ra%%es ADULT EDUCATION AND TRAINING Introduction Institutions Providin 1dult Education and 8rainin 3ontinuin 2eneral and Political Education 3ontinuin ;ocational Education and 8rainin &econd93hance Education 3ontinuin Education in the 1cade%ic and 3reative +ield TEACHERS AND EDUCATION STAFF Introduction Initial Education -or 8eachers ?or0in in Early 3hildhood and &chool Education

1.6 1)7 1)7 173 1)3 1)* 1)) 1)) 1)) 1)6 1#1 161 161

5.3. 5.". 5.*. 5... 5.). 5.6. 5.5. 5.17.

3onditions o- &ervice -or 8eachers ?or0in in Early 3hildhood and &chool Education 3ontinuin Pro-essional $evelo#%ent -or 8eachers ?or0in in Early 3hildhood and &chool Education Initial Education -or 1cade%ic &ta-- in Hi her Education 3onditions o- &ervice -or 1cade%ic &ta-- ?or0in in Hi her Education 3ontinuin Pro-essional $evelo#%ent -or 1cade%ic &ta-- ?or0in in Hi her Education Initial Education -or 8eachers and 8rainers ?or0in in 1dult Education and 8rainin 3onditions o- &ervice -or 8eachers and 8rainers ?or0in in 1dult Education and 8rainin 3ontinuin Pro-essional $evelo#%ent -or 8eachers and 8rainers ?or0in in 1dult Education and 8rainin MANAGEMENT AND OTHER EDUCATION STAFF Mana e%ent &ta-- -or Early 3hildhood and &chool Education &ta-- Involved in Monitorin Educational /uality in Early 3hildhood and &chool Education Education &ta-- (es#onsible -or 2uidance in Early 3hildhood and &chool Education Other Education &ta-- or &ta-- ?or0in with &chools Mana e%ent &ta-- -or Hi her Education Other Education &ta-- or &ta-- ?or0in in Hi her Education Mana e%ent &ta-- ?or0in in 1dult Education and 8rainin Other Education &ta-- or &ta-- ?or0in in 1dult Education and 8rainin $UALITY ASSURANCE Introduction /uality 1ssurance in Early 3hildhood and &chool Education /uality 1ssurance in Hi her Education /uality 1ssurance in 1dult Education and 8rainin EDUCATIONAL SUPPORT AND GUIDANCE Introduction &#ecial Education ,eeds Provision within Mainstrea% Education &e#arate &#ecial Education ,eeds Provision in Early 3hildhood and &chool Education &u##ort Measures -or Learners in Early 3hildhood and &chool Education 2uidance and 3ounsellin in Early 3hildhood and &chool Education &u##ort Measures -or Learners in Hi her Education 2uidance and 3ounsellin in Hi her Education

151 271 27. 276 211 211 211 212 213 213 213 21" 21* 21. 21) 21) 21) 219 215 221 231 23* 237 23) 236 2"7 2"" 2") 2"5 2*1
D

1 . 17.1. 17.2. 17.3. 17.". 17.*. 17... 17.). 17.6. 11. 11.1. 11.2. 11.3. 11.". 12. 12.1. 12.2. 12.3. 12.". 12.*. 12... 12.).

12.6. 12.5. 13. 13.1. 13.2. 13.3. 13.". 13.*. 13... 13.). 13.6. 14. 1".1. 1".2.
1".2.1. 1".2.2. 1".2.3. 1".2.".

&u##ort Measures -or Learners in 1dult Education and 8rainin 2uidance and 3ounsellin in a Li-elon Learnin 1##roach MOBILITY AND INTERNATIONALISATION Introduction Mobility in Early 3hildhood and &chool Education Mobility in Hi her Education Mobility in 1dult Education Other $i%ensions o- Internationalisation in Early 3hildhood and &chool Education Other $i%ensions o- Internationalisation in Hi her Education Other $i%ensions o- Internationalisation in 1dult Education and 8rainin !ilateral 1 ree%ents and ?orldwide 3oo#eration ONGOING REFORMS AND POLICY INITIATIVES Education in Euro#e 2727 strate y @Education and 8rainin 2727A &trate ic +ra%ewor0
Ma0in li-elon learnin and %obility a reality I%#rovin the Buality and e--iciency o- education and trainin Pro%otin eBuity' social cohesion and citiCenshi# Enhancin innovation and creativity' includin entre#reneurshi#' at all levels oeducation and trainin

2*2 2*3 255 2** 2*) 2.1 2.3 2." 2.6 2)7 2)7 275 2)* 2)5
2)5 261 26) 252

1".3.

Other I%#ortant On oin (e-or%s and Policy Initiatives at ,ational Level

25*

APPENDI% Le islation Institutions !iblio ra#hy 2lossary 371 323 33. 3")

1.

POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS

I&'()*+,'-)&

1.1.

'he Lnder formed in DH@ in the 0est built on the federalism of the German Empire < G" : D G? and the Beimar Republic < D D:$$? in constitutional terms. 'he !rundgesetz of DHD <%asic La0 = R ? stipulates that the traditional federal order be continued in the areas of education# science and culture. 'hus# the primary responsibility for legislation and administration in the abo,e:mentioned areas# so:called cultural so,ereignty < "ultur# hoheit?# rests 0ith the Lnder. 'he federalist principle is an ac7no0ledgement of the regional structure 0hich has e,ol,ed through GermanyIs history and is an element in the di,ision of po0er and also# in a democratic state# a guarantee of di,ersity# competi: tion and community:based politics. &n addition to the federal principle# the education system in the Federal Republic of Germany is characterised by ideological and social pluralism. A decisi,e factor in the de,elopment of the German education system in a similar direc: tion as from DH! on 0as the cooperation of the Lnder in the "ultusministerkonferenz# or Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder in the Federal Republic of Germany# 0hich 0as founded in DHG. 'he .nification 'reaty of DD4 <$inigungsvertrag = R3? bet0een the Federal Republic of Germany and the German +emocratic Republic re9uired the fi,e Lnder in eastern Germany to lay the legislati,e foundations for the reorganisation of education by $4 2une DD . .nder the Establishment of Lnder Act <Lndereinfhrungsgesetz = R$? of 2uly DD4# the fi,e Lnder in eastern Germany set up their o0n Ministries of Education# Cultural Affairs and Science 0hich Aoined the Standing Conference of the Ministers of Education and Cultural Affairs in +ecember DD4 0ith a ,ie0 to introducing a common and comparable basic structure in the education system by 0ay of the self:coordination of the Lnder in the Federal Republic. Since the unification of the t0o states in Germany# a central tas7 of educational policy has been the reorganisation of the school system on the basis of rele,ant agreements of the Standing Conference of the Ministers of Education and Cultural Affairs# as 0ell as the reform of higher education in the Lnder in eastern Germany. Bith the adoption of school legislation by the parliaments of the Lnder in eastern Germany# 0estern Ger: manyIs differentiated system of secondary education 0as introduced in all fi,e Lnder in eastern Germany at the beginning of the DD3- DD$ school year. As for ,ocational educa: tion and training# the e8isting regulatory instruments in the Federal Republic# namely the Focational 'raining Act < Berufsbildungsgesetz = RG3?# the )andicrafts Code <Hand# werksordnung = RG ?# the Ausbildungsordnungen <training regulations? and the %ahmen# lehr&lne <frame0or7 curricula? for the duales S'stem <dual system? of ,ocational educa: tion and training# 0ere e8tended to the fi,e Lnder in eastern Germany 0ith effect from August DD4. 'his laid the foundation for a reform of ,ocational education and train: ing. &n higher education# the Federation regulates the general principles of the higher education system by means of the Frame0or7 Act for )igher Education <Hochschulrah# mengesetz = R 3 ?# 0hich 0as ta7en as the basis for the legislation on higher education and research in the ne0 Lnder. Continuing education legislation created the necessary frame0or7 for replacing the state monopoly in the Lnder in eastern Germany 0ith a

range of continuing education courses guided by free mar7et principles and pro,ided by ,arious public and pri,ately:maintained bodies.
1.2.

H-.')(-,/0 O12(1-23

Follo0ing the end of the Second Borld Bar in DH!# Germany 0as di,ided into Ameri: can# %ritish# So,iet and French Jones of occupation and placed under the control of the four po0ers. 6o agreement could be reached bet0een the three Bestern po0ers and the So,iet .nion on a common political and social structure for Germany. 'herefore in the three Bestern Jones of occupation the Federal Republic of Germany# a democratic and social federal state# 0as created in May DHD 0ith the promulgation of the %asic La0 < !rundgesetz = R ?# 0hilst in the So,iet Jone of occupation# the German +emocratic Re: public <G+R? 0as established in (ctober DHD. .nder the influence of the So,iet military authorities the G+R distanced itself from the Best# a de,elopment cemented by the building of the %erlin Ball in August D@ . &n the autumn of DGD# ho0e,er# the mass e8odus of G+R citiJens to )ungary# CJechoslo,a7ia and ;oland and the peaceful demonstrations in the G+R brought the collapse of the Communist regime led by the Socialist .nity ;arty. 'hus# in March DD4# the first free# democratic elections to the G+R parliament# the (olkskammer# could be held. 'he G+RIs accession to the Federal Republic of Germany on $ (ctober DD4 mar7ed the end of o,er forty years of di,ision and the restoration of a unified German state. 'he changes in the So,iet .nion and the uphea,al in the countries of eastern and central Europe had helped to create the politi: cal climate for German unity. Since DD4# the Federal Republic of Germany has been made up of @ Lnder1 %aden: BKrttemberg# %ayern# %erlin# %randenburg# %remen# )amburg# )essen# Mec7lenburg: Forpommern# 6iedersachsen# 6ordrhein:Bestfalen# Rheinland:;falJ# Saarland# Sach: sen# Sachsen:Anhalt# Schles0ig:)olstein and 'hKringen. 'he 4 Lnder in 0estern Germany of the Federal Republic 0ere reconstituted or established after DH!. &n the So,iet occupation Jone <later the G+R? the Lnder %randenburg# Mec7lenburg# Sach: sen:Anhalt# Sachsen and 'hKringen 0ere re:formed. As a di,ided city# %erlin held a spe: cial status under the la0. +uring a mo,e to centralise the administrati,e system go,ern: ing the entire state# the G+R# only in e8istence since DHD# abolished the Lnder in D!3 and replaced them 0ith H districts. Follo0ing the peaceful re,olution in the G+R# the fi,e Lnder 0ere reconstituted under the Establishment of Lnder Act <Lndereinfh# rungsgesetz = R$? of 2uly DD4. As soon as the unity of the German state had been established attempts 0ere made to bring the political# economic and social conditions in the Lnder in eastern Germany into line 0ith those in the 0estern Lnder of the Federal Republic. 'oday# the maAor policy tas7s facing the united Germany are to find a solution to the economic and social problems that are the legacy of the socialist planned economy. %asic bac7ground infor: mation on Germany can be found in the handboo7 )acts about !erman' <000.tatsachen:ueber:deutschland.de? published by the Federal Foreign (ffice < Aus# wrtiges Amt?. &n order to bring about German unity in the areas of culture# education and science# the .nification 'reaty <$inigungsvertrag = R3? concluded bet0een the Federal Republic of Germany and the G+R on $ August DD4 contains fundamental pro,isions 0hich aim to establish a common and comparable basic structure in education = particularly in the
3

school system = and a common# though differentiated# higher education and research landscape in the Federal Republic of Germany. 'he unification of the t0o German states in (ctober DD4 changed the party political scene in that ne0 or altered political groupings emerged after the peaceful re,olution in the G+R in 6o,ember DGD. A 0ider political spectrum thus came into being in Germany as reflected in the distribution of seats in the German Bundestag after the si8 sets of all: German elections1 the Christian +emocratic .nion of Germany <C+.?# the Social +emo: cratic ;arty of Germany <S;+?# the Free +emocratic ;arty <F+;?# the Christian Social .nion <CS.?# the Alliance D4-Greens and the Left ;arty.
1.3.

M/-& E42,+'-12 /&* L25-.0/'-12 B)*-2.

Constitutional groundwork 'he constitution of the Federal Republic of Germany# 7no0n as the !rundgesetz <%asic La0 = R ?# 0as adopted in DHD to cement a ne0 political system based on freedom and democracy. &n its preamble# the German people 0as called on to achieve in free self#determination the unit' and freedom of !erman'. 'his came true in DD4. Follo0ing the conclusion on $ August DD4 of the .nification 'reaty <$inigungsvertrag = R3? setting out the modalities for the German +emocratic RepublicIs <G+R? accession to the Federal Republic# the preamble and concluding article of the %asic La0 0ere re,ised. 'he te8t of the constitution no0 reflects the fact that# 0ith the accession of the G+R# the Germans ha,e regained their unity. Since $ (ctober DD4 the %asic La0 is binding on the 0hole German nation. 'he %asic La0 states that the Federal Republic of Germany is a democratic and social federal state <Art. 34?. All public authority emanates from the people. &t is e8ercised by the people through elections and referendums and by specific legislati,e# e8ecuti,e and Audicial bodies. 'he legislature is bound by the constitutional order# the e8ecuti,e and the Audiciary by la0s and Austice. 'his applies both to the Federation and the Lnder. 'he e8ercise of go,ernmental po0ers and the discharge of go,ernmental functions are di,ided by the %asic La0 <Art. $4? bet0een the Federation and the Lnder. E8cept as other0ise pro,ided or permitted by the %asic La0 these are incumbent on the Lnder. At federal le,el# legislati,e functions are essentially discharged by the German Bundes# tag and e8ecuti,e functions are essentially e8ecuted by the Federal Go,ernment. At the le,el of the Lnder they are discharged by the Land parliaments and the Land go,ern: ments respecti,ely. Functions of the Audiciary are e8ercised by the Bundesverfassungsgericht <Federal Con: stitutional Court?# other federal courts and the courts of the Lnder <Art. D3 of the %asic La0?. 'he Federal Constitutional Court rules on interpretation of the %asic La0 in par: ticular. The Federal President 'he Federal ;resident <Bundes&rsident? is the head of state of the Federal Republic of Germany. )e is elected by the Federal Con,ention < Bundesversammlung? for a period of fi,e years <Art. !H of the %asic La0?. 'he Federal Con,ention is a constitutional body 0hich meets only to elect the Federal ;resident. &t is made up of members of the Bundes#
$

tag as 0ell as the same number of delegates elected by the parliaments of the Lnder. 'he Federal ;resident represents the Federal Republic of Germany in its international relations. )e concludes treaties 0ith foreign countries on behalf of the Federation# 0hile the actual conduct of foreign policy is the prerogati,e of the Federal Go,ernment. 'he present incumbent is 2(AC)&M G A.C* 0ho entered office in March 34 3. The Bundestag 'he Bundestag is the parliamentary assembly representing the people of the Federal Republic of Germany. After the elections to the German Bundestag in September 344D# the assembly currently features @34 seats. 'he members of the Bundestag are elected by secret ballot at general# direct# free and e9ual elections for a term of four years <Art. $G of the %asic La0?. 'he main functions of the Bundestag are to adopt legislation# elect the Federal Chancellor and monitor and control the acti,ities of the Federal Go,ernment. 'he Bundestag has formed committees for specific subAect areas. Education and re: search are dealt 0ith by the Committee on Education# Research and 'echnology As: sessment. Most of the bills submitted to parliament for its consideration come from the Federal Go,ernment# 0hile a smaller number are introduced from the floor of the Bun# destag itself or by the Bundesrat# the representati,e body of members of the Lnder go,: ernments. The Bundesrat 'he Bundesrat# the representati,e body of the @ Lnder# is also in,ol,ed in legislation and federal administration as 0ell as in issues of the European .nion <Art. !4 of the %asic La0?. 'he Bundesrat is composed of members of go,ernment in the Lnder. Each of the Lnder has bet0een three and si8 ,otes depending on their population# although the ,otes of one Land cannot be split. 'he smallest of the @ Lnder ha,e three ,otes# those 0ith a population o,er t0o and up to si8 million inhabitants ha,e four ,otes# 0hile Lnder 0ith a population o,er si8 million are entitled to cast fi,e ,otes and those 0ith a population o,er se,en million may cast si8 ,otes of the total of @D ,otes. A considerable part of all federal legislation is subAect to the appro,al of the Bundesrat* Legislation re: 9uires such appro,al particularly 0hen it refers to the finances or the administrati,e authority of the Lnder. (f the Bundesrat+ s @ committees# the Cultural Affairs Commit: tee# the &nternal Affairs Committee and the Committee for European .nion &ssues are the main committees responsible for science and education. .nder an agreement con: cluded in DG" bet0een the Federation and the Lnder on the notification and in,ol,e: ment of the Bundesrat and the Lnder in European .nion affairs# the Bundesrat in DGG established the $, -hamber in DGG# 0hich 0as replaced by a $uro&e -hamber in DD$. 'he tas7 of the $uro&e -hamber is to adopt statements on E. documents and bills in urgent cases. 'he Maastricht 'reaty# ratified in +ecember DD3# resulted in an amend: ment of the %asic La0 <Art. 3$? to accord the Lnder more rights of participation in E. affairs. 'he performance of duties and responsibilities is set forth in detail in the Act on Cooperation bet0een the Federation and the Lnder in European .nion Affairs < !esetz ber die .usammenarbeit von Bund und Lndern in Angelegenheiten der $uro&ischen ,nion = E.L%LG = R 4? 0hich 0as passed in DD$. 'he rights and obligations of partic: ipation of the Lnder pro,ided for in said La0 are e8ercised through the Bundesrat. 'he nature and scope of such rights and duties are based on the internal assignment of re: sponsibilities bet0een the Federation and the Lnder. Bhen legislati,e po0ers e8clu:
H

si,e to the Lnder in school education# culture or broadcasting are primarily affected# the e8ercise of the rights belonging to the Federal Republic of Germany as a member state of the European .nion is delegated to a representati,e of the Lnder designated by the Bundesrat. The Federal Government 'he Federal Go,ernment is comprised of the Federal Chancellor and the Federal Minis: ters. 'he Federal Chancellor enAoys an autonomous# eminent position 0ithin the Feder: al Go,ernment and 0ith regard to the Federal Ministers. )e ma7es proposals to the Federal ;resident on the appointment and remo,al of ministers <Art. @H of the %asic La0? and directs the affairs of the Federal Go,ernment. 'he strong position of the Fed: eral Chancellor is based first and foremost on his po0er to determine general policy guidelines as enshrined in Article @! of the %asic La01 /he )ederal -hancellor sets out general &olic' guidelines and is res&onsible for them. 'he present incumbent# A6GELA MER*EL <Christian +emocratic .nion?# has been in office as Federal Chancellor since 6o,ember 344!. After the general elections in September 344D# the Bundestag elected her Federal Chancellor for a further four years. Bithin the Federal Go,ernment# it is the Federal Ministry of Education and Research < Bundesministerium fr Bildung und )orschung = %M%F?# that is responsible for policy# coordination and legislation regarding out:of:school ,ocational training and continuing education# financial assistance for pupils and students# as 0ell as for the admission to higher education institutions and the degrees they confer. Furthermore# the Federal Ministry of Education and Research e8ercises the responsibilities of the Federation as part of the 0oint tasks of the Federation and the Lnder <Art. D b of the %asic La0?. For more detailed information on the responsibilities of the %M%F# see chapter 3.". (ther Federal ministries are also in,ol,ed# as they are responsible for certain aspects of edu: cation and science. As of 34 3# these ministries are1 the Federal Ministry for Foreign Affairs is responsible for Foreign Cultural ;olicy in: cluding German schools abroad the Federal Ministry of the &nterior is responsible for the legislation on the status: related rights and duties of the ci,il ser,ants of the Lnder# 0hich include most teach: ers the Federal Ministry of 2ustice is responsible for the legislation on entry to the legal profession the Federal Ministry of Labour and Social Affairs is responsible for measures to pro: mote employment and for occupational and labour mar7et research the Federal Ministry for Family Affairs# Senior CitiJens# Bomen and /outh is respon: sible for child and youth 0elfare the Federal Ministry of )ealth is responsible for regulations on entry to the medical and paramedical professions and the Federal Ministry for Economic Cooperation and +e,elopment is responsible for international continuing education and de,elopment

The Federal Constitutional Court %ased in *arlsruhe# the Federal Constitutional Court <Bundesverfassungsgericht? is re: sponsible for monitoring compliance 0ith the %asic La0. &t e8amines legislation enacted at federal and Land le,el to ensure that it is compatible 0ith the %asic La0. Any citiJen of the Federal Republic has the right to file a complaint 0ith the Federal Constitutional Court if he feels his basic rights ha,e been ,iolated by the state. The Lnder as constituent states within the federal state 'he principle of federalism < )1deralismus? in the Federal Republic of Germany may be understood against the bac7ground of GermanyIs constitutional and state tradition. (ne of the fundamental elements of the %asic La0 < !rundgesetz?# besides the principles of democracy and the rule of la0# is the principle of federalism <Art. 34# ;aragraph ?. A maAor characteristic of the federal state is that both the Federation and its constituent states# 7no0n as Lnder# ha,e the status of a state. (ne core element of this status is# according to the constitutional order laid do0n in the %asic La0# the so:called cultural so,ereignty < "ulturhoheit?# i.e. the predominant responsibility of the Lnder for educa: tion# science and culture. 'his element is at the heart of their so,ereignty. 'his means in principle that each Land bears responsibility for its educational and cultural policy# 0ith the pro,iso that# in accordance 0ith the federalist principle# they lend e8pression to the historical# geographical# cultural and socio:political aspects specific to their Land and thus to di,ersity and competition in the education system and in the field of culture. (n the other hand# the constituent states of the federal state bear Aoint responsibility for the entire state. 'his o,erall responsibility both entitles and obliges them to cooperate 0ith one another and to 0or7 together 0ith the Federal Go,ernment. Federalism has a long# many centuries co,ering tradition in Germany. Farious models of state organisation de,eloped 0ithin the frame0or7 of the federal order1 the )oly Ro: man Empire of the German 6ation <to G4@?# the German Confederation < G !: G@@?# the German Empire < G" : D G? and the Beimar Republic < D D: D$$?. 'he members of the 2arlamentarischer %at <;arliamentary Council? 0ho established the constitutional order of the %asic La0 in DHG-HD created a federalist order in the ne0ly:founded Federal Re: public of Germany not only in order to carry on a constitutional tradition but also in order to ma7e a conscious brea7 0ith the 6ational Socialist centralist state < D$$: DH!?. &n doing so they returned the school system# in particular# into the hands of the Lnder. 'his federal order 0as also retained after the establishment of German unity in DD4. E8cept as other0ise pro,ided or permitted by the %asic La0# the e8ercise of go,ernmen: tal po0ers and the discharge of go,ernmental functions are incumbent on the Lnder <Art. $4 of the %asic La0?. Each Land has its o0n constitution = according 0ith the prin: ciples of a republican# democratic and social state go,erned by the rule of la0 0ithin the meaning of the %asic La0 <Art. 3G?. 'he distribution of legislati,e competence bet0een the Federation and the Lnder is defined in the %asic La0# in that the Lnder shall have the right to legislate insofar as this Basic Law does not confer legislative &ower on the )ederation <Art. "4?. Educational and cultural legislation is therefore primarily the re: sponsibility of the Lnder. 'he administration of these matters is almost entirely the responsibility of the Lnder. Alongside education# science and culture there are other maAor fields in 0hich the Lnder enAoy e8clusi,e po0ersM these include internal securi: ty-police# local go,ernment and regional structural policy.
@

Bith a ,ie0 to coordinating cooperation in the areas of education and training# higher education and research# as 0ell as cultural matters# the Lnder established the Standing Conference of the Ministers of Education and Cultural Affairs <Stndige "onferenz der "ultusminister der Lnder? in DHG# 0hich has ser,ed as a forum for cooperation e,er since <as to its special status see chapter 3.".?. Similarly# the Lnder ha,e set up confer: ences of the rele,ant ministers for the other areas of responsibility# such as the Confer: ence of Ministers of the &nterior and the Conference of Ministers of Economics. Local self-government Local self:go,ernment as an e8pression of ci,il freedom has a long tradition e8tending as far bac7 as the Middle Ages in Germany. 'he right of local authorities < "ommunen? to self:go,ernment as enshrined in the %asic La0 <Art. 3G? co,ers issues pertaining to the local community such as maintenance of roads and public facilities as 0ell as local pub: lic transport and to0n planning. &t also includes the construction and maintenance of further public ser,ice areas# such as day:care centres for children# school buildings# the: atres and museums# hospitals# sports facilities and s0imming pools. 'he local authori: ties are li7e0ise responsible for adult education and youth 0elfare and help promote and support cultural acti,ities by pro,iding the maAority of public e8penditure in this area. &n order to meet these responsibilities# local authorities are entitled to le,y their o0n ta8es and charges <property and trade ta8# consumer and e8penditure ta8es?. 'he local authorities also recei,e a proportion of 0age and income ta8es# as 0ell as of turno: ,er ta8.
1.4.

P)6+0/'-)&7 D28)5(/69-, S-'+/'-)&, L/&5+/52. /&* R20-5-)&.

ituation

Demographic

*r"anisation of administration

As of $ +ecember 34 # Germany has been di,ided regionally and for administrati,e purposes into @ Lnder <including three city states?# 33 administrati,e regions <%egier# ungsbezirke?# H43 districts < "reise? comprising 4" municipalities 0ith the status of a district <kreisfreie Stdte? and 3D! rural districts <Landkreise? and #3D3 municipalities < !emeinden?. 'he city states of %erlin# %remen <t0o municipalities? and )amburg are also counted as local authorities# as are all municipalities 0ith the status of a district and inhabited areas not belonging to any municipality. Some Lnder also ha,e inter: municipal corporations < !emeindeverbnde? 0hich are formed if their members agree to pool their efforts 0ith each retaining its indi,idual rights.
#opulation structure

GermanyIs population structure is essentially shaped by the huge population mo,ements and displacements in the post:0ar era. %y the end of D!4# around 3 million German e8iles and refugees from the former German eastern pro,inces and eastern Europe had mo,ed into the area of the Federal Republic of Germany and the German +emocratic Republic <G+R?. %y the autumn of D!4 forced repatriation had for the most part been completed. &n the ensuing period from D!4 to DD!# around $.! million repatriates ar: ri,ed in the areas constituting the former Federal Republic and# after DD4# in Germany as a 0hole. %y far the maAority came from eastern Europe and either had German citi:
"

Jenship or 0ere ethnic Germans. %y the time the %erlin Ball 0as built in D@ and the border bet0een the t0o Germanies sealed off by the G+R# 3." million refugees and mi: grants had come from o,er thereM bet0een D@ and DGG# the Federal German authori: ties counted about @ @#444. &n DD4# another $D4#444 people left the G+R. A further factor influencing the changing population structure is the number of foreign nationals li,ing in Germany. &n 34 # there 0ere more than @.D million foreign nationals# or Aust less than G.! per cent of the o,erall population. &n numerical terms# 'ur7s repre: sented the biggest group# at 3$ per cent of GermanyIs foreign population. &n 34 # more than one:third of all foreign residents <$".! per cent? came from E. Member States# of 0hich &taly 0as most strongly represented at ".! per cent of the entire foreign popula: tion.
Settlement structure

Since the restoration of German unity# the Federal Republic of Germany co,ers a total of some $!"#444 7m3. &n 34 4# Aust less than G3 million people li,ed in Germany. Bith a population density of 33D inhabitants per 7m3 in 34 4# Germany is one of the most densely populated nations in Europe. &n geographical terms# the population is distributed e8tremely une,enly. 'he most densely populated areas are the city states of %erlin# %remen and )amburg. 6ordrhein: Bestfalen# 0here to0ns and cities run into each other 0ithout any clear boundaries in the industrial area surrounding the Rhine and Ruhr ri,ers# had Aust less than ".D million inhabitants in 34 4 0ith a population density of !3$ inhabitants per 7m 3. (ther conurbations include the Rhine:Main area# the industrial area in the Rhine: 6ec7ar district# the commercial area around Stuttgart and the areas around %remen# Cologne# +resden# )amburg# LeipJig# Munich and 6uremberg-FKrth. 'hese densely populated regions contrast 0ith e8tremely thinly populated areas# e.g. in the 6orth German ;lain# parts of the Central .pland# the %randenburg Marches and in Mec7lenburg:Forpommern. 'he 0est of Germany is considerably more densely populated than the east of Germany# including %erlin. &n the east in 34 4# only 34 per cent of the population li,ed on $4 per cent of GermanyCs total areaM this represents fe0er people than li,e in 6ordrhein: Bestfalen# 0hich is Aust less than 4 per cent of GermanyCs total area.
%irth rate de elopment

&n line 0ith the maAority of 0estern industrial nations# Germany has a lo0 birth rate and a correspondingly small number of children. 'he decisi,e decline in the birth rate too7 place bet0een the mid:si8ties and the mid:se,enties. &n the Lnder in eastern Germany# 43#34D births 0ere registered in 34 4. &n the Lnder in 0estern Germany# the annual birth rate in 34 4 0as !H3#$H!. &n %erlin# $$#$D$ births 0ere registered. 'he absolute number of births in Germany in 34 4 0as @""#DH". Com: pared to the year 344D# the number of births has increased by Aust less than $#444.
A"e distribution

'he age distribution of the population of Germany is on the point of changing 0ith last: ing effect. 'his is due to both the declining number of children and the increasing life
G

e8pectancy. 'his results in a drop in the proportion of young people at the same time as an increase in the proportion of older people. &n 34 4# Aust less than !. million inhabitants 0ere younger than 34. 'his corresponds to a proportion of G.H! per cent. 'he proportion of inhabitants aged @4N increased from 34.4 per cent in D"4 to 3@.$ per cent in 34 4. 'heir numbers amounted to more than 3 million and# in 34 4# they outnumbered the younger inhabitants.

#opulation by a"e
Age from 4 to ! ! to 4 4 to ! ! to 34 34 to 3! 3! to H! H! to @4 @4 and o,er 3444 $#DH$#GHH H#4"$#$H! H#"@4#4!$ H#@ 3#H$3 H#@HH#3!" 3!#3!!# 3$ !#!!G#$4" D#H 3# "D 344! $#!"4#G!G $#D@G#!34 H# 4#HDH H#G$!#"GD H#G!$#G4G 3$#"$@#$DG @#G33#4$4 34#!H4#4DG G3#H$"#DD! 34 4 $#H4D# 34 $#!@G#$H! $#D@$#"$@ H# H4#$DH H#DD!#DD 3 #$G"#!" G#"D3#" ! 3 #HD$#"$4 G #"! #@43

'otal G3#3!D#!H4 Source1 Statistisches %undesamt

,i"ration 0cross/border arri als and departures1

+espite the lo0 birth rates# the population has gro0n by a total of H million since D"4. 'his is due to the number of migrations1 Since D"4# some @.! million more people ha,e immigrated to Germany than emigrated from Germany. &n 34 4# "DG#3G3 people immigrated from abroad# @"4#@4! left Germany. 'his represents an increase of 3"#@"" people. (n a,erage bet0een DD and DD@# GermanyCs migration e8cess 0as Aust belo0 !44#444 per year. &n 34 4# Aust less than three:fourths of immi: grants to Germany came from Europe# Aust less than G4 per cent of these from European .nion member states. Languages German is stipulated by la0 as the official language of administration and the Audiciary. 'he t0o main pro,isions can be found in the Administrati,e ;rocedure Act < (erwaltung# sverfahrensgesetz# Section 3$ = R!? and the Court Constitution Act < !erichtsverfassungs# gesetz# Section GH = RH?. 'here are special pro,isions in %randenburg and Sachsen for the use of the Sorbian <Bendish? language. 'here are no corresponding legislati,e pro,isions on the language of instruction in the education sector. German is the normal language of instruction and training at general education and ,ocational schools as 0ell as institutions of higher education. 'he e8ceptions in the school sector include# alongside certain pri,ately:maintained schools# all bilingual schools and classes as 0ell as instruction and e8tra classes in the mother tongue for pupils 0hose nati,e tongue is not German. &n DDG# Germany Aoined the European Charter of Regional and Minority Languages of the Council of Europe and
D

applies this agreement to those spea7ing +anish# Frisian# Sorbian# Romany and Lo0 German. 'he children of the +anish minority in Schles0ig:)olstein can attend pri,ate: ly:maintained $rsatzschulen <alternati,e schools? instead of the general education schools of the public sector# as long as the educational obAecti,es of these schools essen: tially correspond to those of the school types pro,ided for in the Schles0ig:)olstein education act <R @?. Lessons in these schools are taught in +anish. As a rule# German is a compulsory subAect as of grade 3. ;arents may choose 0hether their children should attend schools catering for the +anish minority. 'hey merely ha,e to inform the local !rundschule <primary school? that their child has been accepted at a school 0hich caters for the +anish minority# and thus absol,e him-her from the need to attend the public: sector school. Children of ethnic Sorbian descent in the settlement area of the Sorbs in %randenburg and Sachsen# in particular# ha,e the opportunity of learning the Sorbian language at Sorbian or other schools and are also taught in the Sorbian language in certain subAects as 0ell as at certain grades or le,els of education. All schools in Sachsen and those in the Sorbian settlement area in %randenburg also impart basic 7no0ledge of Sorbian history and culture. ;arents may decide freely 0hether their children are to attend the Sorbian schools 0here Sorbian is a compulsory subAect and sometimes also the language of instruction. Additionally# Romany# the language of the German Sinti and Romanies# as 0ell as Frisian and Lo0 German in the Lnder of northern Germany are ta7en into ac: count to ,arying degrees in schools# higher education institutions and in adult educa: tion. As a rule# the language of instruction in higher education is also German. &ndi,idual classes may also be conducted in a foreign language if it ser,es the obAecti,es of the course of study. 'he institutions of higher education are ma7ing increasing use of this possibility. 'his particularly applies to the internationale Studiengnge <international degree courses?. As a rule# the main element of these study courses is the fact that a for: eign language = predominantly English = is used as the language of instruction and as a 0or7ing language. 'his de,elopment is supported by the increasing internationalisation of institutions of higher education and the %ologna ;rocess for the realisation of a Eu: ropean )igher Education Area. More detailed information on international degree courses is a,ailable in chapter $.!. !eligions 'he %asic La0 <!rundgesetz 3 R ? guarantees freedom of belief and conscience and the freedom of creed# religious or ideologicalM the undisturbed practice of religion is guaran: teed <Art. H?. 'here is no state church in the Federal Republic of GermanyM the %asic La0 guarantees the rights of the religious communities <Art. H4?. As religious communities# their rela: tionship 0ith the state has been adopted from the pro,isions of the D D Beimar consti: tution <Art. $@= $D and H ?# 0hich are part of the %asic La0# and is characterised by the principle of the separation of church and state. At the same time# the state confers certain tas7s and rights on the religious communities <e.g. the le,ying of church ta8es?. Religious communities ha,e the status of independent public la0 bodies or can apply for the granting of this status if their constitution and the number of their members offer a guarantee of permanence <Art. $" ;aragraph ! of the Beimar constitution?. &n 34 4# the
34

Roman Catholic Church in Germany had 3H." million members and the ;rotestant Church had 3$.D million members <Aust less than a third of the population each?. 'he Free churches and the Gree7 (rthodo8 Church as 0ell as the 2e0ish communities are also represented among others. 'he large number of people 0ith migrant bac7grounds 0ho ha,e made their home in the Federal Republic account for appro8imately H million Muslims# the largest group of 0hich are of 'ur7ish nationality. According to the %asic La0# religious instruction is part of the curriculum in public: sector schools# e8cept non:denominational schools. As stipulated by the %asic La0# reli: gious instruction is gi,en in accordance 0ith the doctrine of the religious community concerned <Art. "# ;aragraph $?. 'he stipulations contained in the %asic La0 on religious instruction as a standard subAect are not# ho0e,er# applied in %randenburg# %remen and %erlin since these Lnder had already laid do0n different regulations under Land la0 on 2anuary DHD# in other 0ords prior to the promulgation of the %asic La0 <Art. H ?. &n about half of the Lnder there are lessons for pupils of 2e0ish# (rthodo8 and other faiths. Aspects of the &slamic religion are currently taught in some Lnder# for instance as part of the instruction gi,en in the pupilsC nati,e language. Some Lnder also offer &slamic instruction in German# predominantly as pilot proAects and trials at indi,idual schools. 'his is ho0e,er not state religious instruction under the terms of Article " ;ar: agraph $ of the %asic La0. +espite the general 0illingness of the Lnder# it has not yet been possible to introduce &slamic religious education as a standard subAect in any Land. 'he introduction of &slamic religious education re9uires the participation of either one &slamic religious community or se,eral &slamic religious communities. 'he %asic La0 stipulates that parents ha,e the right to decide 0hether children recei,e religious instruction <Art. "# ;aragraph 3?. According to the La0 on the Religious Educa: tion of Children < !esetz ber die religi1se "indererziehung = R ?# once a child has reached the age of 3# the decision made by the parents must ha,e the childIs consent. From the age of H# each child is free to decide 0hether to attend religious instruction# unless Land legislation ma7es other pro,ision. &n most of the Lnder# pupils 0ho do not participate in religious education are instead taught ethics as a standard subAect. 'he aim of ethics instruction is to pro,ide a basic education in ethics and enable pupils to ma7e reasoned Audgments and act responsibly. &t also ta7es account of the di,ersity of beliefs and 0orld ,ie0s through dialogue and e8amination of socially rele,ant con,ic: tions and traditions. &n %randenburg# the subAect EFundamental 9uestions of life = ethics = religious educationO < Lebensgestaltung#$thik#%eligionskunde = LER? is taught as a compulsory subAect in grades fi,e to tenM on re9uest# pupils may also# in addition or as an alternati,e# attend classes in religious instruction. &n %erlin# the subAect EEthicsO is taught as a compulsory subAect in grades " to 4M on re9uest# pupils may also in addition attend classes in religious instruction. For the situation of ;rotestant religious educa: tion and Catholic religious education# see the reports of 3443 of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder. An amended ,ersion of the report on the teaching of ethics 0as published in February 344G.
1.5.

P)0-'-,/0 /&* E,)&)8-, S-'+/'-)&

Gross national re,enue in Germany reached Euro 3#@34.H billion in 34 . ;er capita this 0as Euro $3#4H3. Gross domestic product totalled Euro 3#!"4.G billion and Eu: ro $ #H$@ per capita.
3

&n 34 # based on the yearly a,erage# the number of people in employment in Germany 0as Aust less than $D.D million people or HG.G per cent of the population# including Aust less than G.H million 0omen# i.e. HH.3 per cent of the female population. 'he proportion of employed 0omen bet0een the ages of ! and @! amounted to @".@ per cent in 34 . &n 34 # the a,erage number of unemployed 0as appro8imately $.4 million people# 3.4 million in the Lnder in 0estern Germany and D!4#444 unemployed in the Lnder in eastern Germany. &n the Lnder in 0estern Germany# the unemployment rate 0as @.4 per cent# in the Lnder in eastern Germany .$ per cent. 'his amounts to an unem: ployment rate for Germany of ". per cent. An a,erage of 3"G#GG@ <D.H per cent of all un: employed people? persons under 3! years of age 0ere 0ithout employment in 34 .

Education spendin" as a proportion of "ross domestic product

3444 $.G Source1 %ildungsfinanJbericht 34 3 344! $.D 344D H.3

Educational attainment of the 22/34/year/old population in per cent

3444 %elo0 upper secondary .pper secondary and post:secondary non: tertiary G !G 344! " !D 344D ! !D

'ertiary education 3$ Source1 Se7retariat der *ultusminister7onferenJ

3!

3@

33

2.
2.1.

ORGANISATION AND GOVERNANCE

I&'()*+,'-)&

&n the Federal Republic of Germany responsibility for the education system is deter: mined by the federal structure of the state. .nless the %asic La0 < !rundgesetz = R ? a0ards legislati,e po0ers to the Federation# the Lnder ha,e the right to legislate. Bithin the education system# this applies to the school sector# the higher education sec: tor# adult education and continuing education. Administration of the education system in these areas is almost e8clusi,ely a matter for the Lnder. +etailed regulations are laid do0n in the constitutions of the Lnder <R 3=3"? and in separate la0s of the Lnder on early childhood education# on the school system# on higher education# on adult education and on continuing education. Responsibility for the remuneration and pensions of ci,il ser,ants <e.g. teachers# professors and Aunior professors? also lies 0ith the Lnder. 'he scope of the Federal Go,ernmentIs responsibilities in the field of education is de: fined in the %asic La0# according to 0hich the Federation bears responsibility particu: larly for the regulations go,erning the follo0ing domains of education# science and re: search1 &n:company ,ocational training and ,ocational further education Admission to higher education institutions and higher education degrees <here the Lnder may enact la0s at ,ariance 0ith the legislation of the Federation? Financial assistance for pupils and students ;romotion of scientific and academic research and technological de,elopment# inclu: ding the promotion of up:and:coming academics /outh 0elfare <in particular early childhood education and care in day:care centres and child:minding ser,ices? Legal protection of participants of correspondence courses Regulations on entry to the legal profession Regulations on entry to medical and paramedical professions Employment promotion measures as 0ell as occupational and labour mar7et research Furthermore# the Federation has legislati,e authority o,er the status:related rights and duties of ci,il ser,ants# as 0ell as the legislati,e authority o,er foreign affairs. &n addition to the di,ision of responsibilities described abo,e# the %asic La0 also pro: ,ides for particular forms of cooperation bet0een the Federation and the Lnder 0ithin the scope of the so:called Aoint tas7s < !emeinschaftsaufgaben?. ;ursuant to Article D b# ;aragraph of the %asic La0# in cases of supra:regional importance# the Federation and the Lnder may thus mutually agree to cooperate in the promotion of1 research facilities and proAects apart from institutions of higher education scientific proAects and research at institutions of higher education <agreements re9uire the consent of all Lnder? construction of facilities at institutions of higher education# including large scientific installations 'he functional and organisational design of the ne0 Aoint tas7 pursuant to Article D b# ;aragraph of the %asic La0 is regulated in an administrati,e agreement bet0een the
3$

Federation and the Lnder on the establishment of a 2oint Science Conference <!e# meinsame 4issenschaftskonferenz = GB*?. Additionally# pursuant to Article D b# ;ara: graph 3 of the %asic La0# the Federation and the Lnder may mutually agree to cooper: ate for the assessment of the performance of educational systems in international com: parison and in drafting rele,ant reports and recommendations. For more detailed in: formation on the collaboration bet0een the Federation and the Lnder in the education sector# see chapter 3.".
2.2.

F+&*/82&'/0 P(-&,-602. /&* N/'-)&/0 P)0-,-2.

&n the Federal Republic of Germany responsibility for the education system is deter: mined by the federal structure of the state. .nder the %asic La0 <!rundgesetz = R ? the e8ercise of go,ernmental po0ers and the fulfilment of go,ernmental responsibility is incumbent upon the indi,idual Lnder as far as the %asic La0 does not pro,ide for or allo0 for any other arrangement. 'he %asic La0 contains a fe0 fundamental pro,isions on 9uestions of education# culture and science1 thus for e8ample it guarantees the free: dom of art and scholarship# research and teaching <Art. !# ;aragraph $?# the freedom of faith and creed <Art. H?# free choice of profession and of the place of training <Art. 3# ;aragraph ?# e9uality before the la0 <Art. $# ;aragraph ? and the rights of parents <Art. @# ;aragraph 3?. 'he entire school system is under the super,ision of the state <Art. "# ;aragraph ?.
2.3.

L-:20)&5 L2/(&-&5 S'(/'25;

'here is general social agreement that lifelong learning including continuing education is increasingly assuming a 7ey role in todayCs information and 7no0ledge society. &n 2uly 344H# the Federation and the Lnder adopted a Aoint strategy for lifelong learning in Germany <Strategie fr Lebenslanges Lernen in der Bundesre&ublik 5eutschland?. 'he strategy is aimed at demonstrating ho0 learning can be encouraged and supported for all citiJens of all ages and at all stages in their li,esM this ta7es place at different loca: tions and teaching is offered in ,arious forms. Lifelong learning includes all formal# non:formal and informal learning. 'he strategy is oriented around the ,arious phases in a personCs life# ranging from early childhood to old age# as 0ell as around 7ey elements for lifelong learning that represent main de,elopment focuses. Bithin this frame0or7# realistic prospects are to be de,eloped for the long:term that build on the e8isting edu: cational structures# acti,ities and e8periences and define a structured frame0or7 for lifelong learning that is fle8ible and open for the necessary continuous further de,elop: ment. +e,elopment focuses of this strategy are1 inclusion of informal learning self:guidance de,elopment of competences net0or7ing modularisation learning counselling ne0 learning culture - popularisation of learning fairness of access

3H

'he rele,ance of these de,elopment focuses and ho0 they form part of a strategy of life: long learning is sho0n on the basis of the life phases of children# young people# young adults# adults and older people. Lin7ing the life phases 0ith de,elopment focuses simul: taneously counteracts a separation of educational areas. +epending on their specialisa: tion in accordance 0ith educational policy# the frame0or7 defined 0ith this strategy paper should be completed by Federation and Lnder. 'he institutions in,ol,ed ha,e reached a general consensus 0ith regard to the necessary reforms in continuing education. 'he main points are as follo0s1 measures to impro,e the transparency of the continuing education mar7et by de,elop: ing local and regional centres for continuing education as 0ell as the further de,elop: ment of the continuing education &nfoBeb <000.i00b.de? further de,elopment of 9uality assurance in continuing education through recognised testing agencies and suitable certification methods the modularisation of study courses and the a0ard of credit points promotion of participation in continuing education and of continuing education insti: tutions that align themsel,es 0ith current supply and demand the enabling of continuing education times <learning:time accounts? the de,elopment of scientific and academic continuing education ne0 financing instruments &nformation on the Federal Go,ernment position paper on lifelong learning# "onze&tion der Bundesregierung zum Lernen im Lebenslauf# 0hich 0as adopted in April 344G# can be found in chapter H.3. .
2.4.

O(5/&-./'-)& ): '92 E*+,/'-)& S;.'28 /&* ): -'. S'(+,'+(2

'he education system in the Federal Republic of Germany is di,ided into early childhood education primary education secondary education tertiary education continuing education

"arl# childhood education and care Early childhood education is pro,ided by institutions catering for children from a fe0 months to si8 years# the age at 0hich they usually start school. Children of school age 0ho ha,e not yet attained a sufficient le,el of de,elopment to attend a school ha,e a fur: ther option in some Lnder# namely Schulkindergrten and (orklassen. 'hese institu: tions are either assigned to the early childhood or the primary sector according to the particular Land. Attendance is usually ,oluntary# although in most of the Lnder in 9uestion the authorities are entitled to ma7e it compulsory. For details see chapter H. Compulsor# education As a rule# general compulsory schooling begins for all children in the Federal Republic of Germany in the year in 0hich they reach the age of si8 and in,ol,es nine years of full:
3!

time schooling <ten years in %erlin# %randenburg# %remen and 'hKringenM in 6ordrhein: Bestfalen# the duration of full:time compulsory education is nine years for the !'mnasium# and ten years for other general education schools?. 'hose young people 0ho do not attend a full:time general education school or ,ocational school at upper secondary le,el once they ha,e completed their period of compulsory general schooling must still attend part:time schooling <compulsory Berufsschule attendance = Berufsschul&flicht?. 'his usually lasts three years# according to the duration of training in a anerkannter Ausbildungsberuf <recognised occupation re9uiring formal training?. For pupils 0ho do not attend a general education school at upper secondary le,el or enter training# some Lnder ha,e regulations under 0hich pupils are re9uired to remain in full:time education and attend some sort of ,ocational school. +isabled children and young people are also re9uired to attend school and complete their compulsory education. (n the basis of their sonder&dagogischer )1rderbedarf <special educational needs?# they are either taught in mainstream schools together 0ith non:handicapped pupils# or in )1rderschulen <special schools?. Compulsory schooling in,ol,es regular attendance of lessons and other compulsory school e,ents. %oth pupils and parents are responsible for seeing that this obligation is met and training companies are also responsible for ensuring that their trainees fulfil their obligation to attend ,ocational school. 'he school head chec7s on attendance records and can# if necessary# enforce attendance through ,arious measures against the pupil# parents or the training company. Primar# education As a rule# in the year in 0hich children reach the age of si8# they are obliged to attend primary school. All pupils in Germany enter the !rundschule 0hich co,ers grades to H. &n %erlin and %randenburg# the !rundschule co,ers si8 grades. ;rimary education is dealt 0ith in detail in chapter !. For pupils 0ith sonder&dagogischer )1rderbedarf <special educational needs?# 0hose de,elopment cannot be ade9uately assisted at mainstream schools# a range of )1rderschulen <special schools? e8ists# 0hich are also 7no0n as Sonderschulen# )1rderzentren or Schulen fr Behinderte in some Lnder. More detailed information on special needs education at )1rderschulen is a,ailable in chapter 3.$. Transition from primar# to secondar# education 'he transition from the !rundschule <primary school? to one of the different lo0er sec: ondary school types 0here pupils remain at least until the completion of their full:time compulsory education is dealt 0ith differently depending on Land legislation. 'he ,ote of the school 0hich the pupil is lea,ing is ta7en as a basis for the decision or as guidance in the decision regarding the pupilIs future school career. 'his is accompanied by de: tailed consultations 0ith parents. 'he final decision is ta7en either by the parents or the school or school super,isory authority. For certain school types# it is dependent on pu: pils demonstrating a certain le,el of ability and-or on the capacity a,ailable in the de: sired school. For an o,er,ie0 of regulations specific to the ,arious Lnder 0ith regard to the transition from the !rundschule <primary school? to lo0er secondary education# see the 0ebsite of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ultusministerkonferenz? <000.7m7.org?.
3@

econdar# education Follo0ing the primary school stage at 0hich all children attend mi8ed:ability classes <grades to H# in %erlin and %randenburg grades to @? the structure of the secondary school system <grades !-" to 3- $? in the Lnder is characterised by di,ision into the ,arious educational paths 0ith their respecti,e lea,ing certificates and 9ualifications for 0hich different school types are responsible# namely )auptschule Realschule Gymnasium Schularten mit mehreren %ildungsgngen

'he Hau&tschule# %ealschule and !'mnasium are school types usually offering one course of education in 0hich all teaching is channelled to a specific 9ualification. Schu# larten mit mehreren Bildungsgngen <schools offering more than one type of course of education? bring t0o or three courses of education under one umbrella. 'he ,arious types of school 0ill be described in more detail in chapter @ as part of the description of secondary education. For pupils 0ith sonder&dagogischer )1rderbedarf <special educational needs? 0hose de,elopment cannot be ade9uately assisted at mainstream schools# ,arious types of )1rderschulen <special schools# also 7no0n in some Lnder as Sonderschulen# )1rderzen# tren or Schulen fr Behinderte? ha,e been set up 0ithin the organisational frame0or7 of general and ,ocational education. More detailed information on special needs education at )1rderschulen is a,ailable in chapter 3.$. (nce pupils ha,e completed compulsory schooling = generally 0hen they reach the age of ! = they mo,e into upper secondary education. 'he type of school entered depends on the 9ualifications and entitlements obtained at the end of lo0er secondary education. 'he range of courses on offer includes full:time general education and ,ocational schools# as 0ell as ,ocational education and training 0ithin the duales S'stem <dual sys: tem?. 'he maAority of the Lnder offer the follo0ing general education and ,ocational schools# 0ith some forms specific to indi,idual Lnder1 General education schools1 Gymnasium Schularten mit drei %ildungsgngen *olleg Focational schools1 %erufsschule %erufsfachschule Fachoberschule %erufsoberschule %erufliches Gymnasium-Fachgymnasium

A description of the courses on offer at the types of school listed abo,e is included in chapter @ on secondary education.
3"

Tertiar# education 'he tertiary sector encompasses institutions of higher education and other establish: ments that offer study courses 9ualifying for entry into a profession to students 0ho ha,e completed the upper secondary le,el and obtained a higher education entrance 9ualification. 'he Federal Republic of Germany has the follo0ing types of higher education institu: tions1 .ni,ersitten# 'echnische )ochschulen-'echnische .ni,ersitten# ;dagogische )ochschulen# 'heologische )ochschulen "unsthochschulen and usikhochschulen <colleges of art and music? Fachhochschulen Additionally there are a number of special higher education institutions 0hich only ad: mit certain groups# e.g. higher education institutions of the Federal Armed Forces and (erwaltungsfachhochschulen# and are not considered belo0. 'hose 0ith a higher education entrance 9ualification may also choose to enter a Berufs# akademie offered by some Lnder as an alternati,e to higher education. At state or state:recognised Studienakademien <study institutions? and in companies students re: cei,e academic but# at the same time# practical career training. 'he )achschulen and the )achakademien in %ayern are also part of the tertiary sector. )achschulen are institutions of continuing ,ocational education that# as a rule# call for the completion of rele,ant ,ocational education and training in a anerkannter Ausbild# ungsberuf <recognised occupation re9uiring formal training? and rele,ant employment. For more detailed information on tertiary education institutions# see chapter ". Continuing education Against the bac7ground of demographic change# continuing education is assuming greater importance. As a continuation or resumption of organised learning on comple: tion of initial training of differing duration# continuing education builds on e8isting 7no0ledge and s7ills as 0ell as e8perience. 6e0 forms of learning# for e8ample# as part of non:formal learning# are becoming increasingly important in continuing education. Continuing education encompasses the general# ,ocational and socio:political domains in e9ual measure. Bhile each of them has specific functions# their interactions are on the increase. &n response to the ,ast range of demands made on continuing education# a differentiated structure has been de,eloped. Continuing education is offered by municipal institutions# in particular (olkshochschulen# as 0ell as by pri,ate institutions# church institutions# the trade unions# the ,arious chambers of industry and commerce# political parties and as: sociations# companies and public authorities# family education centres# academies# )ach# schulen# institutions of higher education and distance learning institutions. Radio and tele,ision companies also pro,ide continuing education programmes. For a more detailed description of the continuing education sector# see chapter G.

3G

%asic Structure of the Educational System in the Federal Republic of Germany

CA-T/-$/-G "D$C%T/ADiplom1 Bachelor 2various forms of general and vocational further education) Doctorate 2Promotion) Degree or e3amination after a first course of stud# 2Diplom1 .agister1 taatspr4fung5 Bachelor1 .aster)

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+iagram of the basic structure of the education system. 'he distribution of the school population in grade G as per 34 4 ta7en as a national a,erage is as follo0s1 Hau&tschule @.@ per cent# %ealschule 3!.4 per cent# !'mnasium $@.$ per cent# integrierte !esamtschule D.3 per cent# types of school 0ith se,eral courses of education ".G per cent# special schools H.3 per cent. 'he ability of pupils to transfer bet0een school types and the recognition of school: lea,ing 9ualifications is basically guaranteed if the preconditions agreed bet0een the Lnder are fulfilled. 'he duration of full:time compulsory education <compulsory gen: eral education? is nine years < 4 years in fi,e of the Lnder? and the subse9uent period of part:time compulsory education <compulsory ,ocational education? is three years. &n some Lnder special types of transition from early childhood to primary education <(orklassen6 Schulkindergrten? e8ist. &n %erlin and %randenburg the primary school com: prises si8 grades. 'he disabled attend special forms of general:education and ,ocational school types <par: tially integrated 0ith non:handicapped pupils? depending on the type of disability in 9ues: tion. +esignation of schools ,aries according to the la0 of each Land <)1rderschule - Schule fr Behinderte - Sonderschule - )1rderzentrum?. 'he )1rderschule 0ith a focus on Elearn: ingO <school for children 0ith learning difficulties# Schule fr Lernbehinderte? and the )1rderschule 0ith a focus on Emental de,elopmentO a0ard school:specific 9ualifications. Grades ! and @ constitute a phase of particular promotion# super,ision and orientation 0ith regard to the pupilIs future educational path and its particular direction. 'he Hau&tschule and %ealschule courses of education are also offered at schools 0ith t0o courses of education# for 0hich the names differ from one Land to another. 'he follo0ing types of school bring the courses of education of Hau&tschule and %ealschule under one educational and organisational umbrella1 ittelschule <Sachsen?# %egelschule <'hKringen?# Sekundarschule <%remen# Sachsen:Anhalt?# $rweiterte %ealschule <Saarland?# (erbundene Hau&t# und %ealschule <)essen?# Hau&t# und %ealschule <)amburg?# %egionale Schule <Mec7lenburg:Forpommern?# %ealschule &lus <Rheinland:;falJ?# %egionalschule <Schles: 0ig:)olstein?# 7berschule <%randenburg?# ittelstufenschule <)essen?. 'he !'mnasium course of education is also offered at schools 0ith three courses of educa: tion. 'he three courses of education of Hau&tschule# %ealschule and !'mnasium are also offered at the follo0ing types of school1 Integrierte !esamtschule# "oo&erative !esamt# schule# Integrierte Sekundarschule <%erlin?# 7berschule <%remen# 6iedersachsen?# Stadtteil# schule <)amburg?# to some e8tent %egionale Schule <Mec7lenburg:Forpommern?# !emein# schaftsschule <Schles0ig:)olstein# 'hKringen# Saarland?. 'he general education 9ualifications that may be obtained after grades D and 4 carry par: ticular designations in some Lnder. 'hese certificates can also be obtained in e,ening classes and at ,ocational schools or through an e8ternal e8amination before a state e8am: ining board. Admission to the g'mnasiale 7berstufe re9uires a formal entrance 9ualification 0hich can be obtained after grade D or 4. Since 34 3# in the maAority of Lnder the Allgemeine Hoch#

$ H

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schulreife can be obtained after the successful completion of 3 consecuti,e school years <eight years at the !'mnasium?. 'he Berufsoberschule has so far only e8isted in a fe0 Lnder and offers school:lea,ers 0ith the ittlerer Schulabschluss 0ho ha,e completed ,ocational education and training or fi,e yearsC 0or7ing e8perience the opportunity to obtain the )achgebundene Hochschul# reife. ;upils can obtain the Allgemeine Hochschulreife by pro,ing their proficiency in a sec: ond foreign language. 'he )achoberschule is a school type lasting for t0o years <grades and 3? 0hich admits pupils 0ho ha,e completed the ittlerer Schulabschluss and 9ualifies them to study at a )achhochschule. ;upils 0ho ha,e successfully completed the ittlerer Schulabschluss and ha,e been through initial ,ocational training can also enter the )achoberschule directly in grade 3. 'he Lnder may also establish a grade $. After successful completion of grade $# pupils can obtain the )achgebundene Hochschulreife and under certain condi: tions the Allgemeine Hochschulreife. Berufsfachschulen are full:time ,ocational schools differing in terms of entrance re9uire: ments# duration and lea,ing certificates. %asic ,ocational training can be obtained during one: or t0o:year courses at Berufsfachschulen and a ,ocational 9ualification is a,ailable at the end of t0o: or three:year courses. .nder certain conditions the )achhochschulreife can be ac9uired on completion of a course lasting a minimum of t0o years. E8tension courses are offered to enable pupils to ac9uire 9ualifications e9ui,alent to the Hau&tschule and %ealschule lea,ing certificates. )achschulen cater for continuing ,ocational education < :$ year duration? and as a rule re9uire the completion of rele,ant ,ocational education and training in a recognised occu: pation and subse9uent employment. &n addition# the )achhochschulreife can be ac9uired under certain conditions. &ncluding institutions of higher education offering courses in particular disciplines at uni: ,ersity le,el <e.g. theology# philosophy# medicine# administrati,e sciences# sport?. 2dagogische Hochschulen <only in %aden:BKrttemberg? offer training courses for teach: ers at ,arious types of schools. &n specific cases# study courses leading to professions in the area of education and pedagogy outside the school sector are offered as 0ell. 'he Berufsakademie is a tertiary sector institution in some Lnder offering academic training at a Studienakademie <study institution? combined 0ith practical in:company pro: fessional training in 7eeping 0ith the principle of the dual system.

As at April 34 3

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2.5.

O(5/&-./'-)& ): P(-1/'2 E*+,/'-)&

&n all areas of education there are also# to a greater or lesser e8tent# pri,ately: maintained institutions. &nstitutions 0hich fall under this category are those at pre: school le,el# 0hich are assigned to child and youth 0elfare# schools and higher educa: tion institutions# as 0ell as adult education institutions. 'he fact that public:sector and pri,ately:maintained institutions e8ist side by side and cooperate 0ith each other guar: antees not only choice in terms of the educational programmes a,ailable but also choice bet0een ,arious maintaining bodies# 0hich promotes competition and inno,ation in education. 'hrough their maintenance of educational establishments# churches and oth: er groups 0ithin the community help shape both society and the state. "arl# childhood education and care &n the Lnder in 0estern Germany# the education# socialisation and care of children up to school age ta7es place mainly in pri,ately:maintained day:care centres. Social Securi: ty Code F&&& <Achtes Buch Sozialgesetzbuch = "inder# und 8ugendhilfe = R@4? gi,es priori: ty to institutions run by non:public bodies <churches# 0elfare associations# parents asso: ciations etc.? in the interests of pro,iding a di,erse range. ;ublic bodies <local authori: ties = "ommunen? should only establish their o0n institutions if non:public bodies do not offer suitable institutions or cannot set them up in time. As a result of this principle# around @G per cent of day:care centres in Germany 0ere run by non:public bodies of the child and youth 0elfare ser,ices in 34 . +ay:care centres for children 0hich are funded by non:public bodies are subAect to pub: lic super,ision by the responsible bodies for the public youth 0elfare ser,ices at Land le,el. 'his is generally e8ercised by the youth 0elfare offices of the Lnder < Landes0u# gendmter?. Maintaining bodies for youth 0elfare ser,ices from the pri,ate sector re: cei,e financial support from the Land as 0ell as from the local authorities < "ommunen? to run day:care centres <e.g. for operating costs and in,estments?. For more information on the funding of early childhood education and care see also chapter $.3. Privatel#-maintained schools 'he right to establish pri,ately:maintained schools is e8pressly guaranteed by the %asic La0 < !rundgesetz# Art. "# ;aragraph H = R ? and# to some e8tent# by pro,isions in the constitutions of the indi,idual Lnder. 'his freedom to establish pri,ately:maintained schools is combined 0ith a guarantee of the pri,ately:maintained school as an institu: tion. 'hus# constitutional la0 rules out a state monopoly of education. 'he proportion of pri,ately:maintained schools ,aries considerably from Land to Land and bet0een the different types of school. 'he main legal pro,isions for the establishment of pri,ately: maintained schools are the rele,ant pro,isions in the Education Acts <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "? and the special la0s on pri,ately:maintained schools <RG@# RDH# RD"# R 4@# R 4# R H# R D?# as 0ell as finan: cial aid regulations in the form of la0s and regulations of the Lnder. Standard frame: 0or7 conditions in the Lnder are guaranteed by an Agreement on ;ri,ate Schools <(er# einbarung ber das 2rivatschulwesen? of August D! dra0n up by the Standing Confer: ence of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz?.

$$

.nder the %asic La0# pri,ately:maintained schools are also under the super,ision of the state. Bhen establishing a pri,ately:maintained school# general legal re9uirements must be obser,ed first of all# for instance 0ith regard to building and fire safety regulations# health protection and protection of children and young people. 'he personal suitability of maintaining bodies# managers and teachers also has to be ,ouched for.
#rimary sector

&n the primary sector# pri,ately:maintained schools may only be established on ,ery strict conditions <Art. "# ;aragraph ! of the %asic La0?. 'heir establishment is permitted only 0here the school authority finds that they ser,e a special pedagogical interest or 0here = at the re9uest of parents = they are to be established as !emeinschaftsschulen <non:denominational schools?# denominational schools or schools pursuing a certain ideology and no public:sector primary school of that type e8ists locally. ;ri,ately: maintained primary schools are therefore the e8ceptionM in almost all cases they are either denominational primary schools# )reie 4aldorfschulen <Rudolf Steiner schools?# reformist schools or primary schools 0ith an integrated boarding facility.
Secondary sector

At secondary le,el t0o types of pri,ately:maintained school are to be differentiated1 $rsatzschulen <alternati,e schools? are# in terms of their o,erall purpose# to ser,e as a substitute for a public:sector school 0hich already e8ists or is essentially pro,ided for in a Land. 'hey must ac9uire state appro,al. At these schools compulsory schooling can be completed. )o0e,er# these alternati,e schools# in their capacity as# for e8am: ple# denominational schools# reformist schools or boarding schools may also fulfil an educational mission of their o0n. $rgnzungsschulen <complementary schools? are to complement the range of courses on offer from public bodies by offering types of education 0hich do not generally e8ist in public:sector schools# abo,e all in the ,ocational sphere. Complementary schools merely ha,e to notify education authorities that they plan to start up. .nder certain conditions# the school authorities can# ho0e,er# also prohibit the establishment and operation of a complementary school.
tate approval of "rsat+schulen

'he criteria for appro,al of $rsatzschulen <alternati,e schools? are laid do0n in the %asic La0 <Art. "# ;aragraph H?. Such appro,al is gi,en by the competent education au: thority of the respecti,e Land on condition that pri,ately:maintained schools are not inferior to public:sector schools in terms of their educational aims# their facilities and the training of their teaching staff and that they do not encourage segregation of pupils according to the means of their parents. Appro,al shall be 0ithheld 0here the economic and legal status of the teaching staff is not ade9uately secured. 'he school super,isory authority must monitor 0hether the criteria on the basis of 0hich appro,al 0as granted are being respected and can 0ithdra0 appro,al if these criteria are no longer being met. 'he named indi,idual prere9uisites for state appro,al of pri,ately:maintained schools as alternati,es to public:sector schools include1

$H

 the e9ui,alence of educational aims1 As far as the e9ui,alence of the educational aims of pri,ate schools and the correspond: ing school type in the public sector is concerned# strict adherence to the appro,ed teach: ing hours and curricula of public:sector schools is not re9uired. 'he pri,ate school can pursue religious or ideological educational aims and may use its o0n teaching methods. the e9ui,alence of facilities1 'his in,ol,es aspects such as school e9uipment on the one hand# and issues relating to school organisation on the other. Although schools must ha,e e9ui,alent buildings and e9uipment# differences are permitted in the organisation of pri,ately:maintained schools <e.g. management by staff# particular rights of participation for pupils and par: ents?. the e9ui,alence of teacher training1 'he teaching staff must ha,e an academic education and teaching 9ualifications compa: rable to those pro,ided by the state system of teacher trainingM in practice# most teach: ers ha,e completed state teacher training courses. teachersC economic and legal security1 A contract of employment is re9uired# co,ering duties# conditions for resignation or dismissal# holiday entitlement# sufficient emoluments and a right to future pension pay: ments. &n this 0ay it should be ensured that teachers at pri,ately:maintained schools are not in a significantly 0orse position than teachers at public:sector schools in terms of economic and legal security. no segregation of pupils according to means1 .nder the %asic La0 <Art. "# ;aragraph H? pupils should be able to attend alternati,e schools regardless of their economic means. School fees may be charged but must be socially e9uitable. State:appro,ed alternati,e schools therefore only charge moderate fees or guarantee relief to pupils 0hose parents are of limited financial means <e.g. re: duction in school fees# reduction for additional siblings attending the same school?. +e: tails on the financing of pri,ately:maintained schools may be found at chapter $.3.
tate recognition of "rsat+schulen

&n almost all Lnder# state appro,al of a pri,ate school as an $rsatzschule <alternati,e school? does not automatically gi,e that school the right to hold e8aminations and a0ard lea,ing certificates corresponding to the 9ualifications gained at public:sector schools. 'he pupils concerned may only recei,e these through an e8ternal e8amination# i.e. an e8amination before a state e8amining board at a public:sector school. (nly state recognition permits the alternati,e school to hold e8aminations in accord: ance 0ith the regulations in force for public:sector schools and to a0ard certificatesM state recognition thus confers the legal po0ers enAoyed by public:sector schools on the alternati,e school. A prere9uisite for this recognition is that the conditions already re: 9uired for appro,al are fulfilled on a permanent basis <operation of school 0ithout com: plaint from school super,isory authority?# and that the regulations applicable to public: sector schools are applied to the acceptance of pupils and their transfer bet0een school grades# as 0ell as to e8aminations.
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Recognition also in,ol,es se,eral additional rights and obligations for the Schultrger <the body maintaining the school?# and for teachers# parents and pupils. 'hese include# for e8ample# a fundamental right to public funding from the Lnder for the school# a right 0hich# in some Lnder# can only be e8ercised follo0ing state recognition. ;ublic funding for pupils of public:sector schools is used as a yardstic7 for funding directed at pupils of $rsatzschulen. 'eachers may also be granted sabbatical lea,e to 0or7 at recog: nised alternati,e schools and ha,e these years included in their years of teaching ser: ,ice. 'hey bear titles li7e those conferred on teachers in the public sectorM and schools can train student teachers. (n the other hand# recognised schools in some Lnder are also obliged to abide by public:sector school pro,isions relating to Schulordnung <school regulations?# pro,ision go,erning council meetings and rights to participation. tate-recognised institutions in the tertiar# sector 'he o,er0helming maAority of )&G)ER E+.CA'&(6 &6S'&'.'&(6S in the Federal Republic of Germany are state:run institutions maintained by the Lnder. 'he Lnder la0s go,: erning higher education <Hochschulgesetze = R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3? stipulate 0hat minimum re: 9uirements ha,e to be satisfied if non:public institutions are to be recognised as institu: tions of higher education by the state. 'he Lnder alone are responsible for a0arding recognition to non:public institutions. 'he Federation and the Lnder ha,e agreed that non:public institutions are to be ac: credited by the Science Council <4issenschaftsrat?. &nstitutional accreditation is a pro: cedure of 9uality assurance 0hich is to determine 0hether an institution is capable of pro,iding study courses 0hich according to legislation belong to the sector of higher education. Bithin the frame0or7 of the accreditation procedure# thus is to be e8amined and established 0hether standards of 9uality are fulfilled. 'hese standards follo0 the re9uirements laid do0n in the Frame0or7 Act for )igher Education of the Federation and Lnder la0s go,erning higher education and should be related to the indi,idual profile of the institution to be recognised. (fficial recognition by the respecti,e Land is dependent on proof of that the non:public higher education institution is of e9ui,alent status <not identical in form? to state higher education institutions. 'herefore there is a 0hole list of points 0here the non:public institution must pro,e that it satisfies the de: mands# the standards and the performance of a comparable state institution. Further: more# it must also be ensured that those belonging to the institution of higher education ha,e at least a minimum le,el of co:determination in teaching and research matters. Recognition in,ol,es establishing the designation and organisation of the higher educa: tion institution# as 0ell as the courses of study and e8aminations it plans to offer and the a0ard of higher education degrees. 'he number of state:run and state:recognised institutions of higher education and stu: dent figures is steadily increasing. &n the summer semester 34 there 0ere a total of around H 4 institutions of higher education in Germany# catering for a total of more than 3.3 million students. 'hese included about H4 = mainly small = state:recognised institutions of higher education maintained pri,ately or by the Churches. Berufsakademien <professional academies? are go,erned by regulations specific to the Lnder <R 3@# R $G# R H4# R HH# R !$# R !@# R @ # R @H?. Bhilst all professional acade: mies are publicly maintained in Sachsen and 'hKringen# the Berufsakademie la0s in
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)essen# 6iedersachsen# Saarland and Schles0ig:)olstein only pro,ide for the e8istence of e8clusi,ely state:recognised professional academies# 0hich re9uire the appro,al of the rele,ant Land ministry. 'he )amburg Berufsakademie la0 facilitates the establish: ment of state as 0ell as state:recognised institutions. .nli7e the state institutions# the non:public professional academies in Germany are not financed by the Lnder. Privatel#-maintained institutions providing adult education and training 'he continuing education schemes on offer co,er a broad spectrum of courses in contin: uing general# political and cultural education and continuing ,ocational training# 0hich are supported by a di,erse range of institutions = state and pri,ate:sector# non:profit: ma7ing and profit:oriented# in:company and public = and of institutions attached to the ;rotestant and Catholic Churches# the trade unions and other social groups.
2.!.

N/'-)&/0 $+/0-:-,/'-)&. F(/823)(<

&n (ctober 344@# the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F? and the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz = *M*? agreed to 0or7 togeth: er to de,elop a German >ualifications Frame0or7 for Lifelong Learning <5eutscher Qualifikationsrahmen fr lebenslanges Lernen = +>R?. 'he starting point 0as the Rec: ommendation of the European ;arliament and of the Council on the Establishment of the European >ualifications Frame0or7 <E>F?# 0hich entered into force in April 344G. .nder that Recommendation the national 9ualifications systems 0ere to be connected to the E>F by 34 4# and by 34 3 all ne0 9ualification certificates 0ere to contain a clear reference to the appropriate le,el of the E>F. &n addition# a national coordination point is to lin7 the 9ualification le,els of the national systems 0ith the le,els of the E>F. 'he E>F# as a reference frame0or7 for lifelong learning# maps the learning outcomes of the respecti,e European national education systems in eight le,els. &t ser,es as a translation de,ice bet0een the education and 9ualifications systems of the E. member states and is intended to ma7e learning outcomes from all educational sectors internationally more comprehensible and more comparable# thus promoting the mobility of employees in Eu: rope. 'o ensure that the learning outcomes of the German education system are recog: nised E.:0ide# it must be possible to allocate them to the E>F appropriately through a national 9ualifications frame0or7. 'he Federation and the Lnder are agreed that the allocation of 9ualifications and de: grees to le,els is the tas7 of the indi,idual E. member states. 'he allocation is not in: tended to replace the e8isting system of entrance 9ualifications and ta7es place in ac: cordance 0ith the principle that each 9ualification le,el should al0ays be accessible ,ia ,arious educational path0ays. 'he achie,ement of a le,el does not pro,ide automatic entitlement to access the ne8t le,el and is not considered in conAunction 0ith the impli: cations for collecti,e 0age agreements and la0s relating to remuneration. 'he >ualifi: cations +irecti,e remains unaffected by the E. Recommendation. 'he Federal Ministry of Education and Research and the Standing Conference too7 up the E. Recommendation and set up a Aoint EFederation-Lnder Coordination Group for the German >ualifications Frame0or7O <Bund#Lnder#"oordinierungsgru&&e 5eutscher Qualifikationsrahmen?# 0hich 0as commissioned to o,ersee the process of dra0ing up a German >ualifications Frame0or7. 'his process in,ol,es a range of sta7eholders from
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general education# higher education and ,ocational education and training# the social partners and other e8perts from research and practice# 0ho# together 0ith the Federa: tion-Lnder Coordination Group for the German >ualifications Frame0or7# form the EGerman >ualifications Frame0or7 Bor7ing GroupO <A* +>R?. 'he results of the 0or7 are the subAect of ongoing feedbac7 to the delegatesC home institutions and committees. &n February 344D the Federation-Lnder Coordination Group and the German >ualifi: cations Frame0or7 Bor7ing Group presented a first draft of the German >ualifications Frame0or7 discussion proposal# 0hich consisted of an introductory te8t# the +>R ma: tri8 and a glossary# and# in terms of content# allo0ed the allocation of all 9ualifications ac9uired in Germany. 'he +>R matri8 contains# li7e the E>F# eight le,els 0hich de: scribe learning outcomes <bundled into competences? regardless of the final 9ualifica: tions a0arded. .nli7e the E>F the +>R differentiates bet0een t0o categories of com: petence1 E;rofessional competenceO = subdi,ided into E*no0ledgeO and ES7illsO# and E;ersonal competenceO# subdi,ided into ESocial competenceO and EAutonomyO. &n prin: ciple all +>R le,els should be accessible ,ia ,arious educational path0ays. Compatibil: ity 0ith the >ualifications Frame0or7 for German )igher Education >ualifications <Qualifikationsrahmen fr 5eutsche Hochschulabschlsse 3 HQ%? adopted in 344! is guaranteed in +>R le,els @ to G. &n a de,elopment stage started in May 344D# the ,iability of the +>R discussion proposal 0as tested by allocating sample 9ualifications. 'he allocation of 9ualifications used e8: amples from four selected occupational fields and fields of acti,ity across all le,els# in order to obtain greater ,alidity 0or7ing across educational sectors. 'he occupational and thematic sectors 0ere metal0or7ing-electrical professions# &'# trade and health. 'he members of the 0or7ing groups 0ere either appointed directly as pro,en e8perts from all educational sectors <e.g. academics or practitioners from the field of continuing ,ocational education? or designated by institutions and associations. 'he aim of this phase of de,elopment 0as to e8amine the structures of the +>R matri8 and dra0 potential conclusions about the comprehensibility and consensuality of the descripti,e categories. 'he reports of the four 0or7ing groups are a,ailable in German on the German >ualifications Frame0or7 homepage <000.deutscher9ualifi7ationsrahmen.de?. Follo0ing presentation of the e8pert ,otes the Members of the Federation-Lnder Coordination Group and the German >ualifica: tions Frame0or7 Bor7ing Group discussed ho0 to assess the results and 0hether changes to the matri8 0ere needed. 'he e8pert public 0as informed of the status of de: ,elopment at the second +>R conference in (ctober 34 4. &n March 34 the German >ualifications Frame0or7 Bor7ing Group agreed on a draft +>R# 0hich the Standing Conference of the Ministers of Education and Cultural Affairs also appro,ed. &n top:le,el tal7s on the +>R on $ 2anuary 34 3 the Federation# Lnder# social partners and business organisations agreed on a fundamental line for the introduction of the +>R. 'he allocation of general school:lea,ing certificates has initially been deferred for a fi,e:year trial period. After a period of fi,e years# based on competence:oriented train: ing regulations for initial ,ocational education and training and competence:oriented educational standards for general school:lea,ing certificates# on the understanding of the e9ui,alence of general education and ,ocational training# all allocations are once again to be Aointly discussed and decided on. +e,elopments on the European le,el are to be ta7en into account in this process# and potential upgrading is to be in,estigated.
$G

Bith the participation of all those in,ol,ed in the process a manual is being produced 0hich e8plains the allocation of 9ualifications across the German education system. &n 2une 34 t0o 0or7ing groups 0ere set up to de,elop criteria for connecting non: formal and informal learning 0ith the +>R. Bith the in,ol,ement in particular of the main sta7eholders in further and continuing education and the social partners possible processes and strategies to include non:formal and informal learning are to be de,el: oped and their applicability tested. '0o e8pert reports had already been produced on this subAect. 'he recommendations of the 0or7ing groups are currently being discussed in the +>R committees. 'he legal implementation of the +>R and the establishment of a 6ational Coordination ;oint are also currently being discussed in the +>R committees. 'he third +>R conference# in 0hich the e8pert public 0ill be informed about the further de,elopment stages# is planned in September 34 3. &n parallel to these acti,ities the German Referencing Report is being dra0n up. Since the beginning of 34 ,arious e8pert 0or7shops ha,e ta7en place in 0hich# 0ith repre: sentati,es of the European member states# e8periences 0ith de,eloping national 9ualifi: cations frame0or7s ha,e been e8changed and referencing issues discussed. 'he Ger: man report is to be submitted to the European Commission in late 34 3.
2.7.

A*8-&-.'(/'-)& /&* G)12(&/&,2 /' C2&'(/0 /&*=)( R25-)&/0 L2120

!esponsi,ilities of the Federal Government Bithin the Federal Go,ernment# the FE+ERAL M&6&S'R/ (F E +.CA'&(6 A6+ R ESEARC) < Bundesministerium fr Bildung und )orschung = %M%F? is primarily responsible for the FederationIs areas of responsibility. 'he FE+ERAL M&6&S'R/ F(R F AM&L/ A FFA&RS# SE6: &(R C &'&LE6S# B (ME6 A6+ /(.') < Bundesministerium fr )amilien6 Senioren6 )rauen und 8ugend = %MFSF2? is responsible for the instruction# education and care of children in day:care centres and in child:minding ser,ices. 'he Federal Ministry of Education and Research 0as created as the Federal Ministry of Education and Science in D@D in connection 0ith the amendment to the %asic La0 < !rundgesetz = R ?# 0hich ga,e the Federation additional responsibilities in the educa: tional sector. &t 0as then merged in DDH 0ith the Federal Ministry of Research and 'echnology. Bhere,er necessary# consultations bet0een Federation and Lnder ta7e place in the Bundesrat# the 2oint Science Conference < !emeinsame 4issenschaftskonfer# enz = GB*?# the Standing Conference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? and the Science Council <4issenschaftsrat?. 'he Fed: eral Ministry of Education and Research is organised in one Central +irectorate: General and se,en +irectorates:General1 +irectorate:General 1 Strategies and ;olicy &ssues +irectorate:General 31 European and &nternational Cooperation in Education and Research +irectorate:General $1 Focational 'rainingM Lifelong Learning +irectorate:General H1 Science System +irectorate:General !1 *ey 'echnologies = Research for &nno,ation
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 +irectorate:General @1 Life Sciences = Research for )ealth +irectorate:General "1 ;ro,ision for the Future = %asic and Sustainability Research For current information on the direction of the Ministry# see the 0ebsite <000.bmbf.de?. 'he pur,ie0 of the Federal Ministry of Education and Research embraces the Federal &nstitute for Focational Education and 'raining < Bundesinstitut fr Berufsbildung = %&%%?. &t is a maAor instrument for cooperation bet0een employers# trade unions# Fed: eration and Lnder at the national le,el. 'he Focational 'raining Act <%erufsbild: ungsgesetJ = RG4? defines the instituteIs responsibilities as follo0s1 to carry out ,ocational education and training research under a pre:defined research programmeM in accordance 0ith the instructions of the competent federal ministry# to ta7e part in the drafting of Ausbildungsordnungen <training regulations? and other ordinances# to ta7e part in the preparation of the Report on Focational Education and 'raining <Berufsbildungsbericht?# to ta7e part in the compilation of ,ocational education and training statistics# to promote pilot schemes# to ta7e part in international cooperation in the field of ,ocational education and training# as 0ell as to assume further adminis: trati,e tas7s of the Federation for the promotion of ,ocational education and trainingM in accordance 0ith general administrati,e pro,isions of the competent federal minis: try# to implement the promotion of intercompany training centres and support the planning# establishment and further de,elopment of these facilitiesM to maintain and publish the register of anerkannte Ausbildungsberufe <recognised oc: cupations re9uiring formal training?M to carry out the tas7s described in the La0 on the ;rotection of ;articipants in +is: tance Education <)ernunterrichtsschutzgesetz = R !3? and to contribute to the im: pro,ement and e8tension of ,ocational distance learning through the promotion of de,elopment proAects. Bith the consent of the Federal Ministry of Education and Research# the Federal &nsti: tute for Focational 'raining may conclude contracts 0ith other parties outside the Fed: eral Administration for the assumption of further tas7s. Focational education and training in Germany is based on the consensus principle. Bhene,er maAor decisions on structure and substance ha,e to be ta7en# such decisions are reached in a Aoint effort by Federation and Lnder# employers and employees. 'hese groups = as 0ell as a representati,e of the municipal associations# of the Federal Em: ployment Agency <Bundesagentur fr Arbeit? and of the Research Council acting as ad,i: sors = are members of the Federal &nstitute for Focational Education and 'rainingIs board# 0hich thus represents the %ound /able of ,ocational education and training. 'he Research Council is intended to control# assure and e,aluate the 9uality of the insti: tuteCs research efforts.

H4

!esponsi,ilities of the .inistries of "ducation1 Cultural %ffairs and cooperation at supra-regional level

cience and

Educational legislation and administration of the education system are primarily the responsibility of the Lnder <cf. chapter 3.3.?. 'his particularly applies to the school sys: tem# higher education and the adult education-continuing education sector. Follo0ing the founding of the Federal Republic of Germany# it soon became clear that there 0as a basic public need for education to be coordinated and harmonised through: out the country if people 0ere to be pro,ided 0ith the opportunity of mobility bet0een the Lnder in their professional and pri,ate li,es. 'he main aim of the cooperation en: tered into by the Lnder in DHG 0ith the founding of the S 'A6+&6G C(6FERE6CE (F ')E M&6&S'ERS (F E+.CA'&(6 A6+ C.L'.RAL A FFA&RS (F ')E L P6+ER &6 ')E FE+ERAL RE: ;.%L&C (F GERMA6/ < "ultusministerkonferenz ? 0as to guarantee by means of coordina: tion the necessary measure of shared characteristics and comparability in the Federal Republic of GermanyIs education system# an aim that is still pursued to this day. 'he Standing Conference brings together the ministers and senators of the Lnder re: sponsible for education and training# higher education and research# and also cultural affairs. &t is based on an agreement bet0een the Lnder and deals 0ith policy matters pertaining to education# higher education# research and culture that are of supra: regional importance# 0ith the aim of forming a common ,ie0point and a common 0ill as 0ell as representing common interests. 'he resolutions of the Standing Conference can be adopted either unanimously# 0ith a 9ualified maAority or 0ith a simple maAority# de: pending on their content. 'hey ha,e the status of recommendations = 0ith the political commitment of the competent Ministers to transform the recommendations into la0# ho0e,er = until they are enacted as binding legislation by the parliaments in the Lnder. 'he resolutions are implemented in the indi,idual Lnder in the form of administrati,e action# ordinances or la0s# 0ith the Land parliaments playing a role in the legislati,e procedure. Cooperation 0ithin the Standing Conference has led to uniform and comparable de,el: opments in many areas of the school and higher education system. &n March DDD# the @ Lnder 0ithin the Standing Conference agreed that the collaboration 0ould increasing: ly consist in the agreement of 9ualitati,e standards. As a conse9uence# the simultaneous reduction of detailed formal regulations is affording greater importance to the di,ersity and the competition bet0een the Lnder. Some of the most important results of the co: ordination 0or7 of the Standing Conference are detailed belo0. 'he so:called Hamburger Abkommen6 an agreement 0hich 0as dra0n up by the Stand: ing Conference and adopted by the ;rime Ministers of the Lnder in D@H <last amended in D" ?# remains the cornerstone on 0hich the Aoint fundamental structures of the school system in the Federal Republic of Germany is based. &t incorporates the follo0ing general pro,isions1 the beginning and duration of full:time compulsory education# the dates for the start and end of the school year# the length of school holidays as 0ell as the designation of the ,arious educational institutions and their organisation <types of school etc.?# the recognition of e8aminations and lea,ing certificates# and the designation of grade scales for school reports. (n the basis of the Hamburger Abkommen# the Stand: ing Conference has agreed further fundamental common features for the school system o,er the past fe0 decades as 0ell as mutual recognition of lea,ing certificates for schools in all Lnder# through supplementary resolutions# 0hich 0ere summarised in a
H

resolution in May 344 . (f particular rele,ance to the DD4s is that further structural de,elopment in school education in general has been stimulated by German unity# and# in particular# by the frame0or7 agreement of DD$ on types of school and courses in lo0er secondary education and their lea,ing certificates <last amended in Septem: ber 34 ?# as 0ell as by the frame0or7 agreement on the standards in German# mathe: matics and foreign languages re9uired for the ittlerer Schulabschluss# 0hich 0as adopted in DD! <since replaced by the educational standards for the ittlerer Schulabschluss?. &n 2une 3444 a re,ised ,ersion of the agreement on the structure of the g'mnasiale 7berstufe in the upper secondary le,el < Sekundarstufe II? of D"3 0as adopt: ed# 0hich not only reinforces the importance of ac9uiring 7no0ledge in maAor subAects such as German# mathematics and foreign languages in preparation for higher educa: tion# but also ta7es into account ne0 educational findings in learning methods and class organisation <last amended in February 34 3?. Bith the so:called Husumer Beschlsse of DDD# agreements in the four subAect areas = teacher training and mutual recognition of teaching careers# e9ui,alence of general and ,ocational training# the g'mnasiale 7ber# stufe# i.e. upper !'mnasium le,el# and pilot proAects = 0ere changed in order to allo0 the indi,idual Lnder greater scope for their o0n decisions. Bith the so:called "onstanzer Beschluss of (ctober DD"# the Standing Conference has made 9uality de,elopment and 9uality assurance in schools one of its central issues. &n May 3443# the Standing Conference agreed to coordinate the measures for assuring 9uality already implemented by the Lnder and in 344$ and 344H adopted Bild# ungsstandards <educational standards? binding for all Lnder for the primary sector# for the Hau&tschulabschluss and for the ittlerer Schulabschluss. 'he &nstitute for Educa: tional ;rogress < Institut zur Qualittsentwicklung im Bildungswesen = &>%?# 0hich has been founded in 344H and is Aointly supported by the Lnder# is to re,ie0 and further de,elop the educational standards in cooperation 0ith the Lnder. &n (ctober 34 3 the Standing Conference# on the basis of a decision of (ctober 344"# has resol,ed educational standards for the Allgemeine Hochschulreife <general higher education entrance 9ualification? in German and Mathematics and in follo0:on courses in the foreign languages English and French. 'he educational standards are part of a comprehensi,e strategy for educa: tional monitoring as adopted by the Standing Conference in 344@. For further infor: mation on the procedures and tools of educational monitoring# see chapter .3. 'he structural change of the employment system from an industrial society to a ser,ice and 7no0ledge society has led to a significant increase in the ,ocational 9ualification re9uirements at the 0or7place. Against this bac7ground# comprehensi,e initial and con: tinuing education has gained significant importance. 'he conformity in the organisation of the ,ocational school system and its lea,ing certificates 0hich is re9uired for the la: bour mar7et and for ,ocational 9ualification has been created by the Standing Confer: ence of the Ministers of Education and Cultural Affairs through s7eleton agreements regarding the courses of education. 'he e8pansion of ,ocational schools as an alternati,e course of education to ac9uire the entitlements of the general education school system 0as supported by the Standing Con: ference through resolutions on the mutual recognition of the lea,ing certificates and entitlements. 'he Agreement on the Standardisation in the Field of the )achhochschule System of D@G <Abkommen der Lnder in der Bundesre&ublik 5eutschland zur (ereinheitlichung auf dem
H3

!ebiet des )achhochschulwesens? is still of particular importance to the structure of higher education today. 'he Agreement defined the )achhochschulen# 0hich 0ere formed from engineering schools and comparable institutions# as separate institutions in the higher education sector. 'hrough cooperation bet0een the Standing Conference of the Ministers of Education and Cultural Affairs# and the association of institutions of higher education as represented by their rectors or presidents# the German RectorsC Conference <Hochschulrektorenkonferenz = )R*? it has been possible# e,en since the D!4s# to bring together go,ernmental administration# on the one hand# and self: administration in the field of higher education# on the other. 'his cooperation has led# among other things# to agreements on the content and structure of study courses and e8aminations 0ithin the o,erall frame0or7 of nation0ide study reform. (ne of the cru: cial topics being addressed by the Standing Conference since the DD4s is the need for basic structural reform of higher education. 'he emphasis of this reform process# 0hich has been accompanied by the Standing Conference and the German RectorsC Conference 0ith recommendations on the implementation of structural study reform# is on the mar7ed differentiation bet0een courses of study that 9ualify for entry into a profession and the training of up:and:coming academics# as 0ell as the e8pansion of )achhochschu# len# 0hich in the long term should ta7e in H4 per cent of applicants. Further topics relat: ing to the field of higher education 0hich ha,e been co,ered in depth by the Standing Conference o,er the past fe0 years include the promotion of e8cellence# structural guidelines for the %achelorCs and MasterCs study courses# further de,elopment of the system of the accreditation of study courses 0ithin the frame0or7 of 9uality assurance across the Lnder and across institutions of higher education# 9uality assurance in teaching# continuing academic education# the reinforcement of the right of higher educa: tion institutions to decide on the admission of applicants# the continuation of the %olo: gna ;rocess for the realisation of a consistent European )igher Education Area and the opening up of higher education institutions to ,ocationally 9ualified applicants. For a detailed description of the cooperation of the Ministers of Education# Cultural Affairs and Science ,isit the 0ebsite of the Standing Conference <000.7m7.org?. Cooperation ,etween Federation and Lnder
5oint Science $onference

&n the course of Federalism reform &# the Aoint tas7 2romotion of research 0as defined in detail and enhanced by supra:regional components of the Aoint tas7 $9&ansion and con# struction of higher education institutions including universit' clinics that until then 0as pro,ided for by the %asic La0 <Art. D b# ;aragraph ?. For the Aoint tas7s in the field of the promotion of science and research# the Federation and the Lnder ha,e established a 2oint Science Conference <!emeinsame 4issenschaftskonferenz = GB*?. Members of the GB* are the Ministers and Senators of the Federation and Lnder responsible for science and research as 0ell as for finance. 'he GB* addresses all 9uestions of re: search funding# science and research policy strategies and the science system 0hich Aointly affect the Federal Go,ernment and the Lnder.

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$ooperation of the Federation and the +6nder for the assessment of the performance of educational systems in international comparison

;ursuant to Article D b# ;aragraph 3 of the %asic La0# the Federation and the Lnder may mutually agree to cooperate for the assessment of the performance of educational systems in international comparison and in drafting rele,ant reports and recommenda: tions. &mportant proAects in the area of cooperation bet0een the Federation and the Lnder 0ith regard to the assessment of the performance of educational systems in in: ternational comparison and in drafting rele,ant reports and recommendations are dis: cussed in meetings of the Federal Minister of Education and Research and the ministers and senators of the Lnder 0ho are responsible for education. 'he meetings are pre: pared by a control group 0hich in turn is supported by a scientific ad,isory committee.
$oordinatin" $ommittee for Trainin" Re"ulations and Frame7or8 $urricula in ocational trainin"

As regards ,ocational education and training# the Federation is responsible for in: company ,ocational training# and the Lnder are responsible for ,ocational education in schools. For ,ocational education and training 0ithin the duales S'stem# 0hich ta7es place in cooperation bet0een school and company# the Federation and the Lnder agree on fundamental issues and in particular on training rules and regulations for the learn: ing locations. +ue to the fact that the responsibility is di,ided# a Coordinating Commit: tee for Focational Education and 'raining 0as set up on the basis of an agreement en: tered into in D"3. 'his committee deals 0ith fundamental issues relating to the coordi: nation of in:company ,ocational training and ,ocational education in the Berufsschule in recognised occupations re9uiring formal training <anerkannte Ausbildungsberufe? under Federal la0. An ongoing tas7 of the coordinating committee is the re:structuring of oc: cupations re9uiring formal training# harmonising Ausbildungsordnungen <training regu: lations? and %ahmenlehr&lne <frame0or7 curricula? for ,ocational training and school: based ,ocational education. &n the coordinating committee# the Federal Go,ernment is represented by the Federal Ministry of Education and Research# the Federal Ministry of Economics and 'echnology < Bundesministerium fr 4irtschaft und /echnologie = %MBi?# and by the Ministry responsible for the respecti,e occupation. 'he Lnder are represented by the members of the Committee for Focational Education of the Standing Conference.
Science $ouncil

.nder an administrati,e agreement bet0een the Federation and the Lnder# the Science Council <4issenschaftsrat? 0as established in D!". &ts tas7s include the dra0ing up of recommendations on the content and structural de,elopment of higher education# sci: ence and research for the Federal Go,ernment and the go,ernments of the Lnder# as 0ell as the Aoint promotion of the construction of facilities at institutions of higher edu: cation# including large scientific installations# in cases of supra:regional importance pursuant to Article D b# ;aragraph # 6o. $ of the %asic La0. Furthermore# the Science Council de,elops position papers on the institutional accreditation of pri,ate institu: tions of higher education. 'he Science Council is made up of scientists# recognised pub: lic figures and representati,es from the Federal and Lnder go,ernments.

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Forei"n $ultural #olicy

As regards foreign cultural policy# the FederationIs responsibility for foreign relations <Art. $3 of the %asic La0? must be reconciled 0ith the internal responsibility of the Ln: der for education and cultural affairs <Art. $4 of the %asic La0?. 'his partnership brings 0ith it the rights and duties of the Lnder to contribute to tas7s related to foreign cul: tural policy. 'hese tas7s range from bilateral cooperation 0ithin the frame0or7 of cul: tural agreements 0ith foreign states to multilateral cooperation at the le,el of the Coun: cil of Europe# .6ESC(# the (EC+ and the (SCE and supra:national cooperation 0ithin the E.. &n addition to the internal coordination of the Lnder# the Standing Conference is thus also a tool for a partnership:based cooperation 0ith the Federation# particularly 0ith regard to foreign cultural policy# as 0ell as international and European coopera: tion in the education system and in cultural affairs <for further information# see chap: ter $. .?. 'he system of German schools abroad is one particular area in 0hich the Federation and the Lnder cooperate as part of GermanyIs foreign cultural policy. An agreement reached in DD3 bet0een the Federation and the Lnder created the 2oint Committee of the Federation and the Lnder on School Affairs Abroad < Bund#Lnder#Ausschuss fr schulische Arbeit im Ausland = %LASchA?# 0hich too7 up 0here the 0or7 of the Standing ConferenceIs Committee for German Schools Abroad# con,ened in D! # had left off. 'he Committee is responsible for cooperation bet0een the Standing Conference <"ultusmin# isterkonferenz? and the Federal Foreign (ffice <Auswrtiges Amt? in the areas of schools abroad# European Schools and the promotion of German language tuition abroad. General administration at the level of the Lnder
The ,inistries of Education, $ultural Affairs and Science

'he Ministries of Education# Cultural Affairs and the Ministries of Science in the Lnder <0hich ha,e different titles in the ,arious Lnder? in their capacity as highest authori: ties of a Land are responsible for education# science and culture. 'heir scope of respon: sibilities generally includes schools# higher education# libraries# archi,es# adult educa: tion# arts and culture in general# relations bet0een the state and religious or ideological communities# <7no0n as "ultusangelegenheiten?# the preser,ation of monuments and sites and# in some Lnder# also sport and youth 0elfare. 'he Ministries of Education# Cultural Affairs and Science de,elop policy guidelines in the fields of education# science and the arts# adopt legal pro,isions and administrati,e regulations# cooperate 0ith the highest authorities at national and Land le,el and su: per,ise the 0or7 of authorities under their pur,ie0 and of subordinated bodies# institu: tions and foundations. 'o assist the ministries in their 0or7 the Lnder ha,e estab: lished their o0n institutes for school education# higher and continuing education. 'he Ministries of Education and Cultural Affairs <in %erlin# %remen and )amburg1 Sen: ate department? are headed by a Minister-Senator 0ho is ans0erable to parliament. 'he Minister is usually represented by a State Secretary <Staatssekretr? or +irector: General < inisterialdirektor?. &n D Lnder separate Ministries for science and research ha,e been established in addition to the Ministries for schools. 'he follo0ing list sho0s the di,ision of the departments in each of the Lnder. For cur: rent information on ministers# see the respecti,e 0ebsite.
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%aden/9:rttember" M&6&S'ER&.M FQR * .L'.S# 2.GE6+ .6+ S;(R' SchlossplatJ H "4 "$ Stuttgart 000.7ultusportal.b0.de M&6&S'ER&.M FQR B&SSE6SC)AF'# F(RSC).6G .6+ * .6S' *RnigstraSe H@ "4 "$ Stuttgart 000.m07.baden:0uerttemberg.de %ayern % A/ER&SC)ES S 'AA'SM&6&S'ER&.M FQR .6'ERR&C)' .6+ * .L'.S Sal,atorstraSe 3 G4$$$ MKnchen 000.stmu7.bayern.de % A/ER&SC)ES S 'AA'SM&6&S'ER&.M FQR B &SSE6SC)AF'# F (RSC).6G .6+ * .6S' Sal,atorstraSe 3 G4$$$ MKnchen 000.stm0f7.bayern.de %erlin SE6A'SFERBAL'.6G FQR %&L+.6G# 2.GE6+ .6+ B &SSE6SC)AF' %ernhard:BeiS:StraSe @ 4 "G %erlin 000.berlin.de-sen-bA0 %randenbur" M&6&S'ER&.M FQR % &L+.6G# 2.GE6+ .6+ S ;(R' )einrich:Mann:Allee 4" HH"$ ;otsdam 000.mbAs.brandenburg.de M&6&S'ER&.M FQR B&SSE6SC)AF'# F(RSC).6G .6+ * .L'.R +ortustraSe $@ HH@" ;otsdam 000.m0f7.brandenburg.de %remen SE6A'(R&6 FQR %&L+.6G# B &SSE6SC)AF' .6+ GES.6+)E&' Rembertiring G= 3 3G D! %remen 000.bildung.bremen.de

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'ambur" %E)TR+E FQR S C).LE .6+ %ER.FS%&L+.6G )amburger StraSe $ 334G$ )amburg 000.hamburg.de-bsb %E)TR+E FQR B&SSE6SC)AF' .6+ F(RSC).6G )amburger StraSe $" 334G$ )amburg 000.hamburg.de-b0f 'essen )ESS&SC)ES * .L'.SM&6&S'ER&.M LuisenplatJ 4 @! G! Biesbaden 000.7ultusministerium.hessen.de )ESS&SC)ES M&6&S'ER&.M FQR B&SSE6SC)AF' .6+ * .6S' RheinstraSe 3$=3! @! G! Biesbaden 000.hm07.hessen.de ,ec8lenbur"/;orpommern M&6&S'ER&.M FQR % &L+.6G# B&SSE6SC)AF' .6+ *.L'.R BerderstraSe 3H D4!! Sch0erin http1--000.regierung:m,.de-cms3-RegierungsportalUprod-Regierungsportal-de-bm-iedersachsen 6&E+ERSPC)S&SC)ES *.L'.SM&6&S'ER&.M Schiffgraben 3 $4 !D )anno,er 000.m7.niedersachsen.de 6&E+ERSPC)S&SC)ES M&6&S'ER&.M FQR B&SSE6SC)AF' .6+ * .L'.R LeibniJufer D $4 @D )anno,er 000.m07.niedersachsen.de -ordrhein/9estfalen M&6&S'ER&.M FQR SC).LE .6+ BE&'ER%&L+.6G +ES L A6+ES 6 (R+R)E&6:BES'FALE6 FRl7linger StraSe HD H433 +Ksseldorf 000.schulministerium.nr0.de

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M&6&S'ER&.M FQR &66(FA'&(6 # B&SSE6SC)AF' .6+ F (RSC).6G +ES L A6+ES 6 (R+R)E&6:BES'FALE6 FRl7linger StraSe HD H433 +Ksseldorf 000.0issenschaft.nr0.de M&6&S'ER&.M FQR F AM&L&E # *&6+ER# 2.GE6+# *.L'.R .6+ S ;(R' +ES L A6+ES 6(R+: R)E&6:BES'FALE6 )aroldstr. H H43 $ +Ksseldorf 000.mf7A7s.nr0.de Rheinland/#fal< M&6&S'ER&.M FQR % &L+.6G# B&SSE6SC)AF'# BE&'ER%&L+.6G .6+ * .L'.R +ES LA6+ES R )E&6LA6+:; FALL Mittlere %leiche @ !! @ MainJ 000.mb007.rlp.de Saarland M&6&S'ER&.M FQR % &L+.6G .6+ *.L'.R )ohenJollernstraSe @4 @@ " SaarbrKc7en 000.saarland.de-ministeriumUbildungU7ultur.htm Sachsen S PC)S&SC)ES S 'AA'SM&6&S'ER&.M FQR B&SSE6SC)AF' .6+ *.6S' BigardstraSe " 4 4D" +resden 000.sm07.sachsen.de S PC)S&SC)ES S 'AA'SM&6&S'ER&.M FQR * .L'.S CarolaplatJ 4 4D" +resden 000.bildung.sachsen.de Sachsen/Anhalt *.L'.SM&6&S'ER&.M +ES LA6+ES SAC)SE6:A 6)AL' 'urmschanJenstraSe $3 $D H Magdeburg 000.m7.sachsen:anhalt.de M&6&S'ER&.M FQR B&SSE6SC)AF' .6+ B &R'SC)AF' +ES L A6+ES S AC)SE6:A6)AL' )asselbachstr. H $D 4H Magdeburg 000.m0.sachsen:anhalt.de

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Schles7i"/'olstein M&6&S'ER&.M FQR % &L+.6G .6+ B &SSE6SC)AF' +ES LA6+ES SC)LESB&G:) (LS'E&6 %runs0i7er StraSe @=33 3H 4! *iel 000.schles0ig:holstein.de-mb0-de-mb0Unode.html Th:rin"en ')QR&6GER M&6&S'ER&.M FQR %&L+.6G# B&SSE6SC)AF' .6+ *.L'.R Berner:Seelenbinder:StraSe " DD4D@ Erfurt 000.thueringen.de-th3-tmb07 'he Ministries of Education# Cultural Affairs and Science ha,e their o0n sections# de: partments and groups Aust li7e any other ministries. 'he allocation of specific responsi: bilities to the ,arious organisational units is partly attributable to local de,elopments and partly to ideas on cultural and educational policy. %ut for all their differences# the responsibilities of the Lnder ministries are corresponding and their forms of organisa: tion comparable. 'a7ing Sachsen and %remen as e8amples# 0e shall loo7 at the functions and organisa: tional set:up at the departmental le,el of the ministries responsible for education and science as at March 34 3.
S'/'2 M-&-.'(; :)( E*+,/'-)& /&* S6)(' ): '92 L/&* S/,9.2&

Minister1

% R.6)&L+ *.R')

'he Ministry is composed of the follo0ing departments1 +epartment 1 +epartment 31 +epartment $1 +epartment H1 %udget# (rganisation# Staff# La0# +emand ;lanning and Statistics General Affairs of the Education System# &nternational Affairs and School Sport General Education Schools# L0eiter %ildungs0eg <secondary educa: tion for adults? and +ay Care for Children Focational Schools# Cross:School Affairs# ;ri,ately:maintained Schools

S'/'2 M-&-.'(; :)( S,-2&,2 /&* '92 A('. ): '92 L/&* S/,9.2&

State Minister1 ;rof. +r. +r. S A%&6E F(6 SC)(RLEMER 'he Ministry is composed of the follo0ing departments1 +epartment 1 +epartment 31 +epartment $1 Section Group L1 Central Matters Arts )igher education institutions Research# technology

.nli7e Sachsen# %remen has Aust one authority for the areas of education and science1
S2&/')( :)( E*+,/'-)&, S,-2&,2 /&* H2/0'9

Senator1

RE6A'E 2QRGE6S:; &E;ER

HD

'he Ministry is di,ided into the follo0ing departments1 +epartment 1 +epartment 31 +epartment $1 +epartment H1 Central ser,ices Education )igher education institutions and research )ealth

tate supervision and administration in specific educational sectors 'he follo0ing description of each indi,idual educational sector pro,ides a comprehen: si,e ,ie0 of the administration of the ,arious educational institutions.
#re/school institutions

'he education# upbringing and super,ision of children from the age of a fe0 months to school age is almost e8clusi,ely assigned to the child and youth 0elfare sector. (n the federal le,el# 0ithin the frame0or7 of public 0elfare responsibility lies 0ith the Federal Ministry for Family Affairs# Senior CitiJens# Bomen and /outh < Bundesministerium fr )amilie6 Senioren6 )rauen und 8ugend = %MFSF2?# on the le,el of the Lnder# the Minis: tries of /outh and Social Affairs and# in part# also the Ministries of Education and Cul: tural Affairs# are the competent authorities. &n some Lnder# (orklassen <pre:school classes? for children 0ho are ready for school but are not yet of school age# or Schulk# indergrten <school 7indergartens? and (orklassen for children of compulsory schooling age 0ho are not yet ready for school e8ist. As a rule# these institutions are accountable to the school super,isory authorities. ;ublic super,ision <operating licence? to protect children in day:care centres maintained both by public and non:public bodies is generally e8ercised by the youth 0elfare offices of the Lnder <Landes0ugendmter? 0hich are the responsible bodies at Land le,el for the public child and youth 0elfare ser,ices. 'his co,ers compliance 0ith the frame0or7 guidelines applicable to group siJe or staff:to:child ratios# staff 9ualifications# the space re9uired# and standards relating to e9uipment# hygiene and safety. 'he principles of education policy in the elementary sector are laid do0n in the Com: mon Frame0or7 of the Lnder for early education in the early childhood sector < !e# meinsamer %ahmen der Lnder fr die frhe Bildung in "indertageseinrichtungen? 0hich 0as resol,ed by the Standing Conference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz? and the /outh Ministers Conference <8ugendminister# konferenz? in 344H* (n the le,el of the Lnder# education plans specify the basic notion of education and describe the day:care centresC independent responsibility for educa: tion. 'he responsibility for the actual educational 0or7 performed in the indi,idual day: care centres lies 0ith the maintaining body. For children under three years of age# moreo,er# since 344! child:minding ser,ices ha,e gradually been upgraded as an e9ual:ran7ing# alternati,e form of care and the 9uality of these ser,ices de,eloped. ;ermits for child:minding ser,ices are issued by the local youth 0elfare office <8ugendamt? and are dependent on the establishment of the person: al suitability of the childminder and also# as a rule# on e,idence of a basic 9ualification. 'he legally enshrined educational mandate also e8tends to child:minding ser,ices.

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School super ision and administration

.nder the %asic La0 <Art. " ;aragraph ? and the constitutions of the Lnder <R H:R3D?# the entire school system is under the super,ision of the state. Super,ision of the general and ,ocational school system is the responsibility of the Ministries of Education and Cultural Affairs in the Lnder in their capacity as the highest educational authorities. 'he duties of the Ministries of Education and Cultural Affairs in the Lnder and of the subordinate education authorities include the organisation# planning# management and super,ision of the entire school system. 'he Lnder sphere of influence also includes the detailed regulation of the schoolCs mission and its teaching and educational obAec: ti,es < internal school matters? 0ithin the frame0or7 of the education acts <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "?. 'he educational obAec: ti,es presented in school legislation are gi,en concrete shape in the curricula for 0hich the Minister of Education and Cultural Affairs of the respecti,e Land is responsible. &n order to implement the curricula for the ,arious subAects in the different types of school# te8tboo7s are used as learning material in the classroom. 'hese boo7s must be appro,ed by the Ministries of Education and Cultural Affairs# and a list of appro,ed boo7s is pub: lished regularly. Bhile the State is responsible for internal school matters# the school:maintaining bodies assume responsibility for e9ternal school matters. 'he public maintaining bodies of schools are# as a rule# the to0ns and cities <Stdte? and municipalities <!emeinden? and rural districts <Landkreise? or municipalities 0ith the status of a district <kreisfreie Stdte?# and to some e8tent also the Lnder. Generally spea7ing# the school:maintaining body is responsible for e8ternal school matters# i.e. school buildings# interior fittings# the procurement and pro,ision of learning and teaching materials# administrati,e staff and ongoing administration# and also bears the non:personnel costs. 'he school:maintaining body is also# as a rule# responsible for school organisation measures such as setting up# changing and shutting do0n schools. 'he super,ision of schools includes %echtsaufsicht <legal super,ision?# )achaufsicht <ac: ademic super,ision? and 5ienstaufsicht <super,ision of the staff at public:sector schools?. %echtsaufsicht <legal super,ision? in,ol,es monitoring the la0fulness of the administra: tion of e8ternal school matters# 0hich is usually carried out by the "ommunen <local au: thorities? in their capacity as Schultrger <maintaining bodies?. E8ternal matters include the establishment and maintenance of the school building# and the procurement and pro,ision of te8tboo7s and other learning or teaching materials. )achaufsicht <academic super,ision? o,er teaching and educational 0or7 <internal school matters? in all public:sector schools is another responsibility of the school super: ,isory authorities. Academic super,ision o,er primary schools and Hau&tschulen# )1rderschulen <0ith the e8ception of residential special schools? and to some e8tent o,er %ealschulen is e8ercised by the Schulmter <lo0er:le,el school super,isory authorities?. 'he Ministries of Education and Cultural Affairs# sometimes the middle:le,el school super,isory authorities and the lo0er:le,el school super,isory authorities# super,ise all other types of school and schools of particular importance. Land authority to carry out academic super,ision is deri,ed from the state so,ereignty o,er schools enshrined in the %asic La0. 'his states that the entire school system is un:
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der the super,ision of the state. 'he super,isory authorities are a0arded the po0er to chec7 that schools are 7eeping to the prescribed curricula and 2rfungsordnungen <e8: amination regulations? by ,isiting the school and sitting in on lessons# and to ta7e neces: sary steps. 'he )achaufsicht is limited by the indi,idual pedagogical responsibility of the school and the pedagogical responsibility of the teacher. &n se,eral Lnder# the school super,i: sory authorities are legally re9uired to respect the indi,idual pedagogical responsibility of the schools. Bith increasing institutional independence of schools# the role of school super,ision changes as 0ell. &n some Lnder# the school super,ision is supplemented by mandatory e8ternal e,aluation <Schulins&ektion# Schulvisitation? 0hich is intended to pro,ide the indi,idual schools 0ith information regarding their 9uality de,elopment. 'he stateCs influence on schools is increasingly e8ercised ,ia the appro,al of Schul&ro# gramme <school:specific programmes? and the determination of target agreements 0ith the indi,idual schools or head teachers# respecti,ely. +uring this process# the personal super,ision by the school super,isory authorities tends to lose importance compared to the duties of supporting and ad,ising school de,elopment and 9uality management in schools. &n this respect# school counselling prepares schools for ne0 tas7s and encour: ages them to promote the pedagogical responsibility of teachers and schools# particular: ly by instigating a binding agreement that go,erns pedagogic aims and focal points of the 0or7 in,ol,ed# as 0ell as in the de,elopment of school:specific programmes. ;edagogical responsibility = also termed pedagogical freedom or methodological free: dom = includes the right of teachers to teach lessons on their o0n authority 0ithin the frame0or7 of the applicable legal pro,isions. 'he teacher is guaranteed this freedom in the interests of the pupils# as pupil:oriented teaching can only ta7e place if the teacher has an ade9uate amount of freedom in selecting the content of lessons# teaching meth: ods and assessment. As the case may be# the pedagogical freedom of the teacher is to be seen in relation to the re9uirement of acting in a professional manner# and to the peda: gogical responsibility of the school. For e8ample# the teachers are bound by the basic pedagogical concepts laid do0n in the school programmes. 'he school super,isory authorities in the Lnder also super,ise teachers and head teachers of public:sector schools. Staffing issues# management and the general beha,: iour of the indi,iduals 0or7ing in the school are subAect to such 5ienstaufsicht <staff super,ision?. &n some Lnder# due to the increasing responsibility of the schools# the 5ienstaufsicht has been transferred to the head teachers. &n most of the Lnder school super,ision is organised on t0o le,els and is performed by the Ministries of Education and Cultural Affairs in the Lnder as the highest education: al authorities and the school offices <Schulmter? as the subordinate school super,isory authorities. &n %aden:BKrttemberg# %ayern and 6ordrhein:Bestfalen school super,i: sion is organised on three le,els. )ere the general administration authorities <%egier# ungs&rsidien6 %egierungen6 Bezirksregierungen? are at the same time middle:le,el school:super,isory authorities. &n the city states of %erlin# %remen and )amburg# and in Saarland# there is Aust one school super,isory authority in each case.
)n/company ocational trainin" institutions

As regards ,ocational education and training# regulation of in:company ,ocational train: ing lies 0ithin the responsibility of the Federation. Bithin the Federal Go,ernment# the
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rele,ant competent ministries adopt# in agreement 0ith the Federal Ministry of Educa: tion and Research < Bundesministerium fr Bildung und )orschung = %M%F?# Ausbild# ungsordnungen <training regulations?# 0hich are dra0n up by the Federal &nstitute for Focational Education and 'raining < Bundesinstitut fr Berufsbildung : %&%%? pursuant to directions from the competent ministries and under participation of representati,es of employers and trade unions. ;ursuant to a procedure agreed bet0een the Federation and the Lnder <2oint Results ;rotocol = !emeinsames $rgebnis&rotokoll?# the training regulations are coordinated 0ith the %ahmenlehr&lne <frame0or7 curricula? for the classes at ,ocational schools 0hich ha,e been simultaneously de,eloped by the Lnder. A training establishment may not only be the indi,idual training company# but also an association of se,eral companies 0hich cooperate in order to meet the re9uirements of the training regulation <net0or7 training = (erbundausbildung ?. ;arts of the in:company training may be performed in institutions of the economy 0hich are publicly promoted <berbetriebliche Ausbildungssttten?. Additionally# pri,ately:maintained educational institutions may also conduct in:company training# in order to compensate for a lac7 of training places. At the le,el of the Lnder ,ocational training committees are set up 0hich are composed of employersI# trade unionsI and ministerial representati,es. 'hey ad,ise the go,ern: ments of the Lnder on ,ocational training matters. 'heir responsibilities also include the promotion of a steady 9uality de,elopment in ,ocational education and training.
)nstitutions in the tertiary sector

As a rule# institutions of higher education ha,e the status of a public:la0 corporation and are public institutions under the authority of the Lnder. 'hey can also be estab: lished 0ith a different legal form. .nder the %asic La0# the freedom of art and scholar: ship# research and teaching is guaranteed <Art. !# ;aragraph $?# i.e. an autonomous sphere of academic self:administration is needed to guarantee freedom of scholarship. &n administrati,e matters there is a cooperati,e relationship bet0een the responsible Land ministry and the higher education institution. Bithin a unitary administration the latterIs functions include both academic matters and go,ernmental matters such as per: sonnel# economic# budgetary and financial administration. &ndependent of this# %echtsaufsicht <legal super,ision? and# to a certain e8tent# )achaufsicht <academic su: per,ision?# the po0er of establishment and organisation and authority o,er financial and staffing matters all lie 0ith the responsible Land ministry or go,ernment. As part of the super,ision of higher education# ne0 courses of studies and# as a rule# Studienordnungen <study regulations?# 0hich must be produced for all courses of studies in higher education# must be announced to or ha,e the appro,al of the responsible min: istry at Land le,el. 2rfungsordnungen <e8amination regulations? are dealt 0ith in dif: ferent 0ays1 as far as study courses leading to a Staats&rfung <state e8amination? are concerned# the e8amination regulations are issued by the competent Land ministries or# in agreement 0ith the Land ministry competent for the rele,ant state e8amination# by the higher education institutions. E8amination regulations for Hochschul&rfungen <ac: ademic e8aminations? are# li7e the study regulations# dra0n up by the higher education institution itself but must# as a rule# be announced to or ha,e the appro,al of the Land ministry responsible.

!$

&n order to guarantee standards in terms of academic content and the professional rele: ,ance of the ne0 %achelorCs and MasterCs degrees# in +ecember DDG the Standing Con: ference of the Ministers of Education and Cultural Affairs adopted an accreditation pro: cedure in addition to state appro,al. &n accordance 0ith this resolution# the accredita: tion is carried out by agencies that ha,e a mandate for a set period of time by an inde: pendent Accreditation Council <Akkreditierungsrat? acting for all Lnder. Since 344!# the Accreditation Council has been performing its duties 0ithin the frame0or7 of the Foun: dation for the Accreditation of Study Courses in Germany <Stiftung zur Akkreditierung von Studiengngen in 5eutschland?. For more information on the accreditation of study courses# see chapter .$. &n addition to the higher education institutions to 0hich access is open to all# there are some specialised institutions 0ith restricted access 0hich are maintained by the Federa: tion and the Lnder. 'hese include the uni,ersities for the Federal Armed Forces and (erwaltungsfachhochschulen < )achhochschulen for federal and Land public administra: tion?. Finally# Germany has church:run institutions of higher education# as 0ell as state: recognised higher education institutions. 'he general principles for the legal position of higher education institutions and for the academic and creati,e arts staff# including the participation of all members of these in: stitutions in self:administration are laid do0n in the Frame0or7 Act for )igher Educa: tion <Hochschulrahmengesetz = R 3 ?. &t is on the basis of these principles that the organ: isation and administration of higher education institutions are regulated in detail by Lnder legislation <R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3? for those higher education institutions that come 0ithin the pur,ie0 of each Land. 'hrough amendments of the Frame0or7 Act for )igher Educa: tion# the scope of the Lnder for their o0n decisions in the reforming of the organisation and the administration of higher education institutions has been e8tended considerably in recent years. 'he detailed state control e8ercised by the Lnder is increasingly being replaced by the autonomous action of higher education institutions. &n the course of the reform for the modernisation of the federal system <Federalism re: form &? in the year 344@# the competence of the Federation for the frame0or7 legislation go,erning the general principles of higher education 0as repealed. 'he organisation and administration of Berufsakademien <professional academies? are go,erned by the Berufsakademie la0s <R 3@# R $G# R H4# R HH# R !$# R !@# R @ # R @H? passed in the indi,idual Lnder. Berufsakademien can be di,ided into Studienakademien <study institutions? and# 0ith regard to the practical part of the training offered# desig: nated training establishments <under the terms of a dual system?. 'he state study insti: tutions are Land institutions and hence subAect to the direct super,ision of the ministry responsible for science and research. 'he training establishments for the practical com: ponent of training courses include pri,ate businesses# comparable establishments = par: ticularly 0ith regard to the liberal professions = and establishments run by maintaining bodies responsible for the pro,ision of social tas7s. 'he training and e8amination regu: lations for indi,idual courses are adopted by the rele,ant ministry in the form of ordi: nances. &n addition to the state:run Berufsakademien# some Lnder only offer pri,ately: maintained professional academies# 0hich# in each case# re9uire recognition from the rele,ant ministry.
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)nstitutions for continuin" education

&n the field of continuing education 0e find# more than any0here else in the education system# a large number of different institutions and offers side by side = and also collab: orating 0here,er necessary = run by the public and the pri,ate sector# non:profit ma7: ing and commercial organisations# employersI and public institutions. 'he independence of institutions acti,e in the field of continuing education# the freedom to organise cours: es as they see fit and to select their o0n staff are guaranteed as conditions essential to a continuing education set:up according 0ith the interests of the community and its mem: bers. 'he federal system in Germany means that the regulation of and assistance for general continuing education# continuing education leading to school 9ualifications# ,ocational further education at )achschulen and that 0ith an academic bias as 0ell as# in some cas: es# political programmes# is in the hands of the Lnder. 'he responsibilities of the Fed: eration refer in particular to ,ocational education outside the school conte8t# the de,el: opment of ne0 methods in continuing education through pilot proAects# certain elements of political further education and statistical matters. 'he promotion of ,ocational fur: ther education under the Social Security Code &&& <Sozialgesetzbuch III = R @!? is the responsibility of the Federal Employment Agency < Bundesagentur fr Arbeit?. 'he .p: grading 'raining Assistance Act <Aufstiegsfortbildungsf1rderungsgesetz = AF%G = R @G? pro,ides a comprehensi,e nation0ide means for financing ,ocational career ad,ance: ment training. Responsibility for further ,ocational training as regulated by the Foca: tional 'raining Act < Berufsbildungsgesetz = RG4? and the )andicrafts Code <Handwerk# sordnung = RG ? lies 0ith the Federal Ministry of Education and Research < Bundesminis# terium fr Bildung und )orschung = %M%F?. Further training courses for 0hich there is a regional need only are regulated by the com&etent bodies# generally the rele,ant cham: bers <e.g. chambers of handicrafts# chambers of industry and commerce?# under their o0n responsibility. Responsibility for the master craft e8aminations as regulated by the )andicrafts Code lies 0ith the Federal Ministry of Economics and 'echnology < Bundes# ministerium fr 4irtschaft und /echnologie?. 'he funding of continuing education by all in,ol,ed reflects the comple8 pattern of responsibility for this sector.
2.#.

A*8-&-.'(/'-)& /&* G)12(&/&,2 /' L),/0 /&*=)( I&.'-'+'-)&/0 L2120

%dministration and government at local level

#re/school institutions

(,erall responsibility for pre:school establishments at local le,el lies 0ith the youth 0elfare offices# the responsibility for the organisation of specific educational 0or7 in day:care centres for children < "indertageseinrichtungen? lies 0ith the maintaining bod: ies. A special feature is the bipartite nature of the youth 0elfare office < 8ugendamt?# in 0hich the tas7s of the youth 0elfare office are performed Aointly by the administration and the youth 0elfare committee < 8ugendhilfeausschuss ?. 'he youth 0elfare committee ensures the in,ol,ement of local ci,il society in fundamental issues of further de,elop: ment of child and youth 0elfare.

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School administration

;ublic:sector schools are# for the most part# state-local authority schools maintained Aointly by the Land and the "ommunen <local authorities?. 'he cost of the teaching staff is borne by the Land and other staff or material costs are borne by the local authority. 'he local authorities# 0hich are responsible for the establishment and maintenance of schools and supply them 0ith financing# are described as Schultrger# or school main: taining bodies. Schools 0ith a catchment area e8tending beyond the local authority area# e.g. schools offering specialised education in artistic subAects or sport# certain )achschulen and )1rderschulen <special schools? are in the maAority of cases state schools# i.e. they are maintained by a Land# 0hich bears the complete staffing and material costs. &n some Lnder# there are also local authority schools that are established by the local authori: ties and# in terms of the costs of teaching staff and material costs# are supported solely by them.
)n/company ocational trainin" institutions

At the local le,el# the self:administrati,e organisations of the economy <chambers of in: dustry and commerce# chambers of handicraft# chambers of agriculture# chambers rep: resenting the liberal professions? are responsible for consulting and super,ising in: company ,ocational training and for intermediate and final e8aminations in accordance 0ith legislation. At the training companies the elected representati,es of the employees ha,e a say in the planning and conduct of in:company ,ocational training and the appointment of trainees and instructors. %dministration and government at institutional level
Early childhood education and care

Early childhood education includes all institutions run by the non:public and public child and youth 0elfare ser,ices 0hich cater for children from the age of a fe0 months until they begin school. For children from the age of three years until they start school# the "indergarten is the traditional form of institutionalised early childhood education in Germany. Responsibil: ity for the indi,idual "indergarten lies 0ith the maintaining bodies <e.g. churches# 0el: fare associations# local authorities# parents associations etc.?. Children in day:care centres in the early childhood education sector are loo7ed after by trained educational staff and by assistant staff. 'he trained staff include state: recognised Sozial&dagogen <graduate youth and community 0or7ers? and state: recognised $rzieher <pedagogic staff?. 'he assistant staff mainly consist of nursery assis: tants <"inder&flegerinnen and "inder&fleger?. +ay:care centres are generally headed by Sozial&dagogen or by $rzieher. )eads of the day:care centres also carry out some pedagogical group 0or7.

!@

Primar# and secondar# education 'he !rundschule <primary school? is run by a head teacher# 0ho bears a particular title <e.g. %ektor?. )e or she is responsible for educational and pedagogical 0or7 in the school as a 0hole and at the same time is a member of the teaching staff. )is-her responsibili: ties and duties are usually set out in the Education Act and in specific regulations for such posts. 'he head staff are re9uired to cooperate closely 0ith the teachersI confer: ence and the Schulkonferenz <school conference? in so far as this is pro,ided for in the primary sector by Land legislation. 'he head teacher# 0hilst being subAect to the legal and administrati,e regulations of the school super,isory authority# is also authorised to issue instructions to the other members of the teaching staff and the non:teaching per: sonnel 0ithin the frame0or7 of his duties relating to 5ienstaufsicht <staff super,ision? and )achaufsicht <academic super,ision?. 'he head teachersI duties include the follo0ing1 .nless this has been entrusted to other staff members# they 0or7 out the details of the 0ee7ly timetable# super,ision and stand:in schedules# endea,ouring to ensure that all teachers ha,e about the same 0or7load. 'hey 7eep trac7 of standards in the ,arious classes by sitting in on lessons and inspecting 0ritten 0or7 so as to ensure uniform mar7ing standards. 'hey are responsible for monitoring all pupilsI school attendance and ensuring com: pliance 0ith the Schulordnung <school regulations? and the health protection and acci: dent pre,ention regulations. 'hey represent the school ,is:V:,is outside bodies and indi,iduals# notably the Schul# trger <maintaining authority? and the general public. 'hey may re9uire outsiders <sales representati,es# traders etc.? to lea,e the premises in order to a,oid disruptions of normal school life. 'hey conduct the schoolIs e8ternal affairs <e.g. purchase of teaching materials? in close cooperation 0ith the Schultrger <the authority maintaining the school? and are bound by its instructions in this field. +uring the past years# the scope of duties of the head teacher has e8panded due to measures for the legal autonomisation of schools. As such# the right and-or the obliga: tion of the schools to pass# implement and e,aluate specific Schul&rogramme <school: specific programmes? has brought about ne0 duties for the head teacher. As part of securing the 9uality of the lessons# the head teacher is additionally responsible for les: son de,elopment# staff de,elopment and organisational de,elopment as 0ell as for the planning of further training# staff management and# 0here applicable# for the admin: istration of budgetary funds. Bhene,er the head teacher is pre,ented from carrying out his functions# all these duties become the affair of the deputy head. &n some Lnder# the "ommunen <local authorities? as the maintaining bodies are in,ol,ed in the appointment of the head teacher in that they are granted the right to ma7e proposals or as7ed to gi,e their opinion. For the 9ualifications re9uired for application see chapter 4. . 'he head teacher generally chairs the conference 0here all teachers from the 0hole school meet to discuss matters of shared interest <Lehrerkonferenz?# 0hich he or she both con,enes and presides o,er. 'he principle of shared staff responsibility for educa:
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tion and teaching applies in all Lnder. )o0e,er# the responsibility of the staff body as a 0hole is limited by the fact that the head teacher bears sole responsibility for certain tas7s# as described abo,e. 'o support the head staff# organisational and administrati,e tas7s <e.g. planning the school timetable# ta7ing charge of the school library? can be transferred to indi,idual teachers. &n addition# the Ministry of Education and Cultural Affairs of the Land con: cerned appoints teachers as consultants for indi,idual subAect areas# 0hose Aob is to ad: ,ise and support schools# teachers and officials of the school super,isory authority. 'he classroom hours of these teachers are reduced to allo0 them to carry out their manage: ment functions or administrati,e and consultati,e functions.
Tertiary education

.ntil DDG# the 0ay in 0hich the higher education institutions 0ere organised and ad: ministered by the Lnder 0as fundamentally go,erned uniformly by the pro,isions set out in the Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? of the Federal Go,ernment. )o0e,er# since the amendment of the Frame0or7 Act in DDG# organisation and administration in higher education institutions essentially falls 0ithin the remit of the LnderM this has resulted in greater di,ersity in the regulations of the Lnder. As part of the current higher education reforms# the Lnder ha,e partly restruc: tured the organisation and administration of their higher education institutions. 'he detailed state control e8ercised by the Lnder is increasingly being replaced by the au: tonomous action of higher education institutions. 'he main aim of the reform is to strengthen the capacity to act and the achie,ement potential of the indi,idual higher education institutions by the partial shifting of decision:ma7ing competences from the Land ministry and the bodies of participation to the go,erning board of the higher edu: cation institution or the head of the department. %asically# higher education institutions are organised and administered as follo0s1 )igher education institutions are go,erned either by a rector <or rectorIs body? or else by a president <or presidential body?. 'he rector is elected from among the group of pro: fessors belonging to that institution# or selected from among e8ternal applicants. Any: one 0ho has completed higher education and has the necessary career e8perience# nota: bly in academic affairs or administration# may be nominated as a rector or president <see also chapter 4.!.?. Alongside the rector or president# higher education institutions ha,e a chancellor 0ho is the most senior administrati,e officer and is responsible for the budget. 'o support the go,erning board of the higher education institutions 0ith e8ternal e8: pertise# higher education councils <Hochschulrat? or boards of trustees < "uratorium? ha,e been established in almost all of the LnderM these include personalities from in: dustry or academics from other institutions. +epending on the la0 of the respecti,e Land# these bodies can e8ercise a right of ,eto or participation in# for e8ample# basic budgetary issues or decisions regarding the de,elopment plans of the higher education institution. As a rule# they also ha,e an ad,isory function and ma7e recommendations. 'he basic organisational unit at higher education institutions is the department < )achbereich?# in some Lnder also 7no0n as faculty < )akultt?. Bithout impinging on the responsibility of the composite central bodies < "ollegialorgane?# it performs the du: ties of the higher education institution that fall 0ithin its remit. 'he )achbereich is re:
!G

sponsible for ensuring that its members and scientific establishments are able to carry out the functions entrusted to them. 'he )achbereich council is responsible for all re: search and teaching issues. &t is chaired by the 5ekan <dean?# 0ho must be a professor from among the council. .nder recent la0s the dean of a )achbereich e8ercises a right of super,ision and instruction o,er the professors of the department 0ith regard to the fulfilment of teaching and e8amination commitments. )igher education institutions adopt their o0n statutes# or !rundordnungen <basic con: stitutions? 0hich are subAect to the appro,al of the Ministry of Education or the Ministry of Science and Research of the Land in 0hich they are situated. +epending on the la0 of the respecti,e Land# decisions on the basic constitution and the election of the go,erning board of the higher education institution are ta7en by the senate of the higher education institution# the higher education council or the board of trustees# or a second composite central body < "onzil = Council# "onvent = Con,ention# !ro:er Senat = Full Senate# (er# sammlung = Assembly? in 0hich representati,es of the higher education institution# in: cluding members of staff and students# collaborate. &n some Lnder the former t0o composite central bodies <"ollegialorgane? ha,e been replaced by a single body 0hich carries out the duties of the earlier bodies and is gener: ally responsible for monitoring and ad,ising the go,erning board of the higher educa: tion institution. (rganisation and administration of the state:run Berufsakademien are not subAect to the pro,isions of the Frame0or7 Act for )igher Education or the )igher Education Acts of the Lnder# but are subAect to the Berufsakademie la0s of the Lnder. Accordingly# the state:run Berufsakademien are predominantly managed by a board of trustees# e8pert committees and the director of the Studienakademie <study institution? offering the theo: retical component of training. /nternal consultation
The teachers= conference

(ne of the bodies of participation in the school sector is the teachersI conference <Leh# rerkonferenz? in 0hich the teaching staff ta7es decisions on instruction and education# ta7ing care not to encroach on the freedom of the indi,idual teacher to hold his or her lessons as he or she thin7s fit. 'he term teachers+ conference applies to the full confer: ence# composed of all the teachers in a particular school# as 0ell as to smaller confer: ences# made up# for e8ample# of teachers from a particular department or responsible for one single class. &t is one of the tas7s of the teachersI conference to select te8tboo7s from the regularly published lists of te8tboo7s appro,ed by the Ministry. &n addition# the teachersI conference is also responsible for deciding on disciplinary measures# up to and including e8pulsion# in conflict situations. &n se,eral Lnder# parentsI <and sometimes pupilsI? representati,es ha,e a right to ma7e their ,ie0s 7no0n and ta7e part in the de: liberations of such bodies. 'hey are not# ho0e,er# as a rule# permitted to ta7e part in discussions and decisions on 0hat mar7s to a0ard in certificates or 0hether pupils should or should not be mo,ed up to the ne8t school grade. &n some Lnder# parentsC and# as the case may be# pupilsC representati,es ha,e an ad,isory ,ote in conferences deliberating on certificates and-or on 0hether or not pupils should be mo,ed up to the ne8t grade. &n the full conference# 0here all teachers from the 0hole school meet# it is
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generally the head teacher 0ho presides o,er the conference and is responsible for the implementation of any decisions.
School conference

%esides the teachersC conference# the Schulkonferenz <school conference? generally e8: ists as an additional organ go,erning cooperation bet0een the head staff and teachers# pupils and parents as 0ell as e8ternal cooperation partners# if applicable. &t is constitut: ed in different 0ays in the indi,idual Lnder. Sometimes teachers# parents and pupils are represented in e9ual numbers in the school conference# and sometimes teachers and-or parents are more strongly represented. 'he school conference is either chaired by the head of the school or by a member elected by the conference. School conferences ha,e different consulting rights and rights to participation in the ,arious Lnder. Lnder legislation contains different sets of obAecti,es for the school conferences# but these do not represent hard and fast regulations. &n most cases the Schulkonferenz is in,ol,ed in the follo0ing areas1 (rganisation of school life and teaching1 school regulations and disciplinary rules# les: sons and brea7s# allocation of classrooms ;upilsI protection1 road safety pro,isions for children on their 0ay to and from school# school transport and pre,ention of accidents on the school premises (rganisation of e,ents outside school# but under school super,ision# e.g. school part: nerships and stays at residential facilities in the country# ,isits to factories and muse: ums etc.# school rambles 'he school conference may also deal 0ith general educational and teaching 9uestions# e.g. the suitability of te8tboo7s# class0or7 and home0or7 re9uirements and the stand: ards for the a0ard of the different mar7s. 'he conference has the po0er to reach bind: ing decisions on such matters as home0or7 super,ision# pupilsI 0or7groups and the holding of pilot proAects. &n some Lnder it also discusses and appro,es# or reAects# the organisation of the school in its present form# its di,ision# relocation or merger 0ith another school and construction proAects as 0ell as the school furnishings and e9uip: ment. Finally# correcti,e and disciplinary measures in conflict situations and counselling for parents and pupils may be dealt 0ith. &n some Lnder# the school conference has a say in the selection of the head teacher. 'he authority it enAoys in this respect ,aries bet0een the Lnder# from the right to propose a head teacher to the right to reAect a particular choice. For legal reasons# ho0e,er# it is the schoolIs super,isory authority 0hich actually appoints the head teacher.
#upils= participation

'he Lnder Education Acts <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "? and school participation la0s <R 4D? recognise pupilsI basic right to participation and regulate the ma7e:up and responsibilities of the pupilsI representa: ti,e body. ;upils elect pupil representati,es from their forms or year groups to loo7 af: ter their interests in accordance 0ith the principle of representation. ;upil representa: ti,es together ma7e up the pupil parliament <Schler&arlament# also 7no0n as the Schlerrat or Schlerausschuss ?. 'his body elects one or more pupil spo7espersons for the 0hole school. At local authority < "ommunen?# to0n or district le,el# they are usually
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organised into local:authority# to0n or district pupil parliaments < !emeindeschlerrat# Stadtschlerrat# "reisschlerrat? and at Lnder le,el into Lnder pupil councils < Landesschlerrat?. 'he school and the school super,isory authorities may not usually influence the choice of pupil representati,es. As 0ell as the pupil representation organs# Land Education Acts or school constitution acts also pro,ide for general assemblies of pupils <Schlervollversammlungen? either from the entire school or from different le,els of the school# 0here it is intended that all pupils in a school or particular le,el of that school e8change opinions and hold tal7s or discussions.
)nternal consultation in the tertiary sector

&n their capacity as a public:la0 corporation and# at the same time# a public institution# institutions of higher education ha,e the right of self:administration. .nder the Frame: 0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? and the Lnder la0s go,erning higher education <R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3?# all members of a higher education institution# i.e. all those 0hose main employment is at the institution and all matriculated students# are in,ol,ed in the decision:ma7ing process. (ne or t0o composite central bodies are con: stituted to go,ern cooperation bet0een the go,erning board of the institution and the members of that institution. For the purpose of their representation in bodies of partici: pation# the follo0ing each form a group of their o0n1 the professors the students academic staff the other staff members

'he type and scope of participation of the groups in the higher education bodies depend on the 9ualifications# functions and responsibilities of the parties in,ol,ed and 0ho the decisions affect. &t is the professors 0ho ha,e the maAority of ,otes in those bodies com: posed according to the ,arious types of member that ha,e the po0er of decision:ma7ing on research# artistic de,elopment programmes and the appointment of professors. ;ro: fessors ha,e at least half of the ,otes in matters regarding teaching# 0ith the e8ception of e,aluation. Students usually set up Studierendenschaften <student bodies? to loo7 after student in: terests in terms of higher education policy and social and cultural matters# supra: regional and international student relations as 0ell as those student interests relating to the responsibilities of the higher education institutions. 'hese student bodies# of 0hich each student automatically becomes a member upon matriculation# are self: administrati,e. 'hey are represented by the student parliament <Studierenden&arla# ment? and the General Student Committee <Allgemeiner Studierendenausschuss 3 AStA? at most institutions of higher education. %oth are elected by the students. 'he Stud# ierendenschaft is subAect to the %echtsaufsicht <legal super,ision? of the go,erning body of the higher education institution. Students also participate in teaching e,aluation. ;articipation of members in the administration and organisation of the Berufsakade# mien is regulated in the Berufsakademie la0s <R 3@# R $G# R H4# R HH# R !$# R !@# R @ # R @H? of the Lnder. .nder these la0s# the director of the Studienakademie <study insti:
@

tution?# representati,es of the teaching staff# the in,ol,ed training establishments# and the students are represented in the ,arious committees# 0here they ha,e a say in both fundamental and subAect:related issues# as 0ell as in the matter of coordination bet0een the study institution and the in,ol,ed training establishments. Consultation involving pla#ers in societ# at large According to the %asic La0 <!rundgesetz = R ?# the care and upbringing of children are a natural right of parents and a duty primarily incumbent on them <Art. @# ;aragraph 3?. )o0e,er# the state 7eeps 0atch o,er the e8ercise of parental rights. 'he term &arents refers to the respecti,e persons 0ho ha,e parental po0er# i.e. those persons 0hom the care and custody of the child or young person has been conferred upon.
$onsultation and participation in the pre/primary sector

&n the field of early childhood instruction# education and care collaboration 0ith parents is particularly important. Social Security Code F&&& <SG% F&&& = child and youth 0elfare = R@4? lays do0n that parents and legal guardians are to be in,ol,ed in decisions on im: portant matters relating to instruction# education and care <Section 33a paragraph 3?. 'his is carried out inter alia through the establishment of parentsC councils <$lternbei# rte?# 0hich is regulated by Land la0. At the indi,idual le,el the e8perts in the estab: lishments are re9uired to 0or7 together 0ith the parents and legal guardians for the 0elfare of the children and to ensure the continuity of the education process. 'he con: cept of educational partnership < Bildungs# und $rziehungs&artnerschaft? has therefore become firmly grounded in the professional debate. &n addition# different forms of cooperation ha,e more recently been established bet0een day:care centres for children and other family and child:related offers in the community 0ith the aim of guaranteeing comprehensi,e support for children offering the best pos: sible 9uality. (ne outcome of this is the further de,elopment of a gro0ing number of day:care centres for children into family centres.
#arents> participation in the school sector

'he state is fundamentally responsible for the schooling of children under Article "# ;aragraph of the %asic La0. )o0e,er# the stateIs right to regulate the education of children at school is limited by parental rights to bring up their children# 0ithout it be: ing possible to deri,e specific rights to a say and rights of participation from parental rights. )o0e,er# the Lnder are free to e9uip parentsC councils 0ith rights to participa: tion. ;arents e8ercise their rights# on the one hand# indi,idually and# on the other hand# col: lecti,ely through parentsI groups and their representati,es on other consulting and de: cision:ma7ing bodies at schools. 'he rights to a say enAoyed by the parents of primary school pupils do not fundamentally differ from those afforded parents of secondary school pupils 0ho ha,e not yet reached their maAority. Each of the Lnder has de,eloped its o0n approach to participation at school# 0hereby the collecti,e participation of parents at school le,el and inter:school le,el is regulated to ,arying degrees and in di,erse manners in the constitutions of the Lnder and in the Education Acts. &t is generally the case# ho0e,er# that parents ha,e an opportunity to ma7e their ,ie0s felt at t0o le,els# the lo0er le,el being the indi,idual class <in bodies
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called "lassenelternversammlung or "lassen&flegschaft? and the upper le,el being the school as a 0hole <in the Schulelternbeirat or $lternvertretung?. At a higher le,el 0e find regional parentsI councils at the le,el of the local authority or district and# higher still# the representati,e organs at the Land le,el <Landeselternbeirat?# sometimes organised according to the different school types. Finally# the representati,e bodies combine to form a single federal parentsI council at national le,el < Bundeselternrat?# in order to pro: ,ide a forum for information for parents on de,elopments in the field of education poli: cy and to ad,ise parents on school:related issues.
*ther social "roups in ol ed in participation in the school sector

Bith the e8ception of ,ocational schools there are no pro,isions for indi,iduals or insti: tutions other than teachers# parents and pupils to ha,e a say at the school le,el# be it indi,idual classes or the school as a 0hole. &t is not until 0e reach the regional le,el or the Land le,el that representati,es of busi: ness# the trade unions# the churches# local authority associations# institutions of higher education# youth associations and public figures are also in,ol,ed in the decision: ma7ing process. 'hese interest groups can e8ert influence on school affairs of general or fundamental importance at Land le,el# either through the permanent ad,isory com: mittees < Landesschulbeirte? or through legally regulated ad:hoc 9uestioning. At the re: 9uest of their members# ho0e,er# such representati,es may also be in,ited to attend meetings of lo0er:le,el bodies for information and ad,ice. 'he e8pansion of all:day school types has significantly increased the trend to0ards in: ,ol,ing e8ternal learning partners in the local school:based social and academic educa: tional 0or7. For further information on the e8pansion of all:day offers# see chap: ters !.3. and @.3.
E!ternal consultation in the tertiary sector

&n order to support the management of the higher education institution in matters of basic rele,ance by means of e8ternal e8pertise# higher education councils <Hochschulrat? or boards of trustees < "uratorium? ha,e been established in almost all of the Lnder and include personalities from the economy or scientists from other institutions. +epending on the la0 of the respecti,e Land# these bodies can e8ercise a right of ,eto or participa: tion in# for e8ample# basic budgetary issues or decisions regarding the de,elopment plans of the higher education institution. As a rule# they also ha,e an ad,isory function and ma7e recommendations.
#articipation and consultation in ol in" players in the society at lar"e in the sector of continuin" education

Farious forms of cooperation ha,e e,ol,ed bet0een continuing education institutions# organisations 0hich maintain continuing education and social partners <local authori: ties and Lnder authorities# companies# employersI and employeesI representati,es# chambers of industry and commerce and other self:go,erning organisations 0ithin in: dustry?. )o0e,er# this does not affect the freedom of institutions to ta7e decisions relat: ing to the courses they organise or the teaching staff they select.

@$

2.9.

S'/'-.'-,. )& O(5/&-./'-)& /&* G)12(&/&,2

$hildren under the a"e of three in day care 2011

'otal (f 0hich in day care centres Attendance rate 3!.H 34.4 6umber H$"#$D4 3@@#!G3 in publicly funded day care ser,ices Attendance rate $.D $."

6umber Germany 0est Ger: man Ln: der <e8clu: ding %er: lin? ! "# 4 $3@#H@3

Attendance 6umber rate 3 .! @.$ "D#"34 !D#GG4

HD#D34 HD.4 east Ger: man Ln: der <e8: cluding %erlin? Source1 Statistisches %undesamt

$$#G$4

H$.G

@#4D4

!.$

$hildren a"ed three to si! in day care 2011

'otal (f 0hich in day care centres Attendance rate D$.! D$.4 6umber #D4H#4HD #!H #4 ! in publicly funded day care ser,ices Attendance rate . .

6umber Germany 0est Ger: man Ln: der <e8clu: ding %erlin? #D3!#G43 #!@4# 3!

Attendance 6umber rate D3.H D .D 3 #"!$ D# 4

3G3#$HG D!.G east Ger: man Ln: der <e8clud: ing %erlin? Source1 Statistisches %undesamt

3G4#G!$

D!.$

#HD!

4.!

;or8lassen and Schul8inder"6rten in 2010

'ype of institution (orklassen 6umber of institutions 3G4 ;upils D#@DH and

Schulkindergrten #3H" D# 3! Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ 6r. D!# 34 Statistisches %undesamt# Fachserie # Reihe # 34
@H

#ri ately/maintained Vorklassen und Schulkindergrten in 2010

'ype of school 6umber of schools ;upils ;roportion of the total of pupils at: tending the respec: ti,e type of institu: tion in per cent G.$ !.$

(orklassen

3@

"D 3#D3H # Reihe . # 34

Schulkindergrten H$ Source1 Statistisches %undesamt Fachserie

#rimary schools ? Grundschulen in 2010

6umber of schools 'eachers ;upils and Sta: @#3D4 @$#$@ 3#G$"#"$" Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ6 6r. D!# 34 tistisches %undesamt# Fachserie # Reihe # 34

&n 344D the ratio of pupils to teachers in !rundschulen <primary schools? 0as ".H pupils for each teacher# 0hile there 0ere 3 . pupils per class on a,erage.

#ri ately/maintained primary schools ? Grundschulen ? in 2010

6umber of schools ;upils ;roportion of the total of pupils attending the respec: ti,e type of school in per cent 3.D

"D G3# Source1 Statistisches %undesamt# Fachserie

" # Reihe . # 34

Secondary schools pro idin" "eneral education by selected type of school, as per 2010
'ype of school 6on:type:related 7rientierungsstufe Hau&tschulen Schools offering both Hau&tschule and %ealschule courses %ealschulen !'mnasien Integrierte !esamtschulen )reie 4aldorfschulen 'otal Source1 Statistisches %undesamt# Fachserie # Reihe # 34
@!

#4G$ $#"$4 #HG$ 3#HH4 $#4DD #4 D 34" $#4@

#upils at selected secondary schools pro idin" "eneral education, as per 2010
Lo0er secondary le,el 6on:type related 7rientierungsstufe Hau&tschulen Schools offering both Hau&tschule and %ealschule courses %ealschulen !'mnasien Integrierte !esamtschulen )reie 4aldorfschulen 'otal .pper secondary le,el !'mnasien Integrierte !esamtschulen )reie 4aldorfschulen D!$#"$" G@#DH! H#H$$ # DD "4$#!3! $"4#G!3 # @@#!4D #!3 #H$" HGH#4!@ H4#G!! H#$DG#H$$

'otal #4!!# ! Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ# 6r. D!# 34

;ocational schools by type of school, as per 2010

'ype of school Berufsschulen in the dual system Berufsgrundbildungs0ahr including Berufsvorberei# tungs0ahr Berufsfachschulen )achoberschulen Berufliche !'mnasien- )achg'mnasien Berufsoberschulen-/echnische 7berschulen (ther 'otal Source1 Statistisches %undesamt# Fachserie # Reihe 3# 34 #@3" #$$$ 3#!4G G!D G 3!" 4 "#!4!

@@

#upils at selected ocational schools as per 2010

'ype of school Berufsschulen <part:time? of 0hich1 Berufsschulen in the dual system of 0hich1 Berufsvorbereitungs0ahr Berufsschulen <full:time? of 0hich1 Berufsvorbereitungs0ahr of 0hich1 Berufsgrundbildungs0ahr Berufsfachschulen Berufsoberschule;/echnische 7berschule )achg'mnasien )achoberschulen (ther #@3@#H4@ #@ G#HG@ "#D34 " #H@3 H$#GD 3"#!" H"G#$D@ 3H#@@@ @$#3DH $D#G@@ G#$H$

'otal 3#! 3#H$$ Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ# 6r. D!# 34

Trainees in the dual trainin" system by sector, as per 2010

Sector &ndustry and commerce Crafts Agriculture Ci,il ser,ice Liberal professions )ome economics 'otal Source1 Statistisches %undesamt# Fachserie # Reihe $# 34 G"$#H43 H$H#D4" $G#@@"# $"#!G" $#@G3 4#4G@ #!4G#$3G

@"

Teachers at secondary schools pro idin" "eneral education, as per 2010 0Full/time teachers and part/time teachers counted in terms of the e@ui alent number of full/time teachers1
Lo0er secondary le,el 6on:school type:related 7rientierungsstufe Hau&tschulen Schools offering both Hau&tschule and %ealschule courses %ealschulen !'mnasien Integrierte !esamtschulen )reie 4aldorfschulen 'otal .pper secondary le,el !'mnasien Integrierte !esamtschulen )reie 4aldorfschulen "3# HG @#""H # D4 G#44! !G#$3! $ #HH @@#3@$ D$#G3@ $H#""H $#4"3 3D!#"4@

'otal G4# 3 Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ# 6r. D!# 34

Teachers at selected ocational schools as per 2010 0Full/time teachers and part/time teachers counted in terms of the e@ui alent number of full/time teachers1
'ype of school Berufsschulen <part:time? of 0hich1 Berufsschulen in the dual sys: tem of 0hich1 Berufsvorbereitungs0ahr Berufsschulen <full:time? of 0hich1 Berufsvorbereitungs0ahr of 0hich1 Berufsgrundbildungs0ahr Berufsfachschulen Berufliche !'mnasien;)achg'mnasien Berufsoberschulen;/echnische 7berschulen )achoberschulen (thers $33 "#4DG H#"H4 3#$!G $H#"H@ #@H@ 3#3"" "#$$$ DG" HH# $$ H$#G

'otal 4G#334 Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ# 6r. D!# 34

@G

#upil/teacher ratio and number of pupils per class at lo7er secondary le el 2010
'ype of school 7rientierungsstufe inde: pendent of school type Hau&tschulen Schools offering both Hau&tschule and %ealschule courses %ealschulen !'mnasien Integrierte !esamtschulen ;upils per teacher $.D 3. .G ;upils per class 3 ." D.D 34.D

".@ @.3 $.D

3@.H 3@.D 3!.G

)reie 4aldorfschulen $.$ 3@.4 Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ# 6r. D!# 34

#upil/teacher ratio and number of pupils per class in selected full/time oca/ tional schools 2010
'ype of school Berufsschulen in the dual system Berufsvorbereitungs0ahr Berufsgrundbildungs0ahr Berufsfachschulen Berufsoberschu# len-/echnische 7berschulen ;upils per teacher $@.D 4.3 ." $.G !.4 ;upils per class D.! $.@ 34.3 34.D 33.@

)achoberschulen D. 3$. Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ# 6r. D!# 34

@D

Selected pri ately/maintained schools in the secondary sector in 2010

'ype of school 6umber of schools ;upils in the sec: ondary sector ;roportion of the total of pupils at: tending the respec: ti,e type of school in per cent

General education schools 7rientierungsstufe independent of school type Hau&tschulen Schools offering both Hau&tschule and %ealschule courses %ealschulen !'mnasien Integrierte !esamtschulen )reie 4aldorfschu# len 'otal Selected types of ,ocational schools Berufsschulen Berufsfachschulen 34H DDG H3#D"@ 4#D H # Reihe . # 34 3." 3$.3 @ @#34@ !.@

D@ @"

3H#D@$ @#HG@

$.! H.H

$H3 HD! !3 34" #@"!

H#3!G 3"D#4H 3$#3H@ !!#3GG ! D#HGG

D.G .$ H. 44 D.!

Berufsschulen in the dual system including Berufsgrundbildungs0ahr on a cooperati,e basis.

Source1 Statistisches %undesamt# Fachserie

"4

)nstitutions of hi"her education by type and +and 0as per the 2010/2011 7inter semester1
Land &nstitutions of higher education 'otal .ni,ersities and e9ui,alent institutions 34 ! $ 3 ! 3 3 3 3 G " $ $ $ $ H G = 3 @ 3 3 $ $ @ G G 3$@ 3 $ Colleges of art and mu: sic G G H )achhochschulen including (erwal# tungsfach# hochschulen H4 3! 3 4 ! 3 @ ! H $D

%aden: BKrttemberg %ayern %erlin %randenburg %remen )amburg )essen Mec7lenburg: Forpommern 6iedersachsen 6ordrhein: Bestfalen Rheinland:;falJ Saarland Sachsen Sachsen:Anhalt Schles0ig: )olstein 'hKringen

@G HG $@ H G D $ G 3" @G D @ 3@

H ! 3G ! Federal Republic of Germany Source1 Statistisches %undesamt# Fachserie # Reihe H. # 34

German and forei"n students by type of institution of hi"her education1 0as per the 2010/2011 7inter semester1
'otal .ni,ersities and e9ui,alent insti: tutions #3D!#D44 "!#4 4 #H"4#D 4 Colleges of art and music 3$#"$H D# D! $3#D3D # Reihe H. # 34
"

)achhochschulen in: cluding (erwal# tungsfachhochschulen @H!#D$G @"#G3" " $#"@!

Germans Foreigners 'otal

#D@!#!"3 3!3#4$3 3#3 "#@4H

&ncluding those higher education institutions for 0hich there are no detailed figures but rather 7ey data from the pre,ious report.

Source1 Statistisches %undesamt# Fachserie

Students by subAect cate"ories 0as per the 2010/2011 7inter semester1

Students Languages# the humanities Sport# sports sciences La0# economics and social sciences Mathematics# natural sciences )uman medicine Feterinary medicine Agronomy# forestry# nutritional sci: ence Engineering sciences Fine arts# art studies (ther subAects and unclear 'otal Source1 Statistisches %undesamt# Fachserie # Reihe H. # 34 H$4#"H$ 3@#GGH @G$# H@ $GD#3$ 33#"4 G#344 H3#""" H3@#@D3 GH#4$$ 3#GG" 3#3 "#3DH

Final e!aminations 2010

E8aminations 'otal 5i&lom <.? and corresponding final e8aminations 'eaching e8aminations %achelorIs degree MasterIs degree +egrees at )achhochschulen +octoral degree
&ncluding final e8aminations in artistic and other subAects.

$@ #@D" 4$#H $ $"#!"" 3# 4G 3@#"33 !@#3HG 3!#@3D # Reihe H.3# 34

Source1 Statistisches %undesamt# Fachserie

Students at Berufsakademien in the tertiary sector 2011

Students Source1 Statistisches %undesamt# Fachserie # Reihe H. # 34 D#D@

"3

Fachschulen 2010
Establishments Students 'eachers Source1 Statistisches %undesamt# Fachserie # Reihe 3# 34 chungen der *ultusminister7onferenJ# 6r. D!# 34 #$@$ "!#!G! D#@@$ and Statistische FerRffentli:

#ri ately/maintained Fachschulen 2010

Establishments Students ;roportion of the total of students attend: ing )achschulen in per cent Source1 Statistisches %undesamt# Fachserie H$D !!#HG@ $ .@ # Reihe . # 34 4

#articipation in continuin" education by sector

Proportion of people (population 1864 years old), who in the last 12 months have participated in 'ype 1 in:company continuing educa: tion 'ype 31 indi,idual ,ocational continuing education 'ype $1 non:,ocational continuing educa: tion 'otal <multiple selections? #n one or more of these areas HH H3 ;articipation in continuing education as a 0hole Source1 %undesministerium fKr %ildung und Forschung# Beiterbildungs,erhalten in +eutschland = AES 34 4 'rendbericht 2!!" 2!1!

3D $ 4 !3

3@ 3

HD

"$

#articipation in continuin" education by subAect area

$opic area %an&ua&es, culture, politics %asic education courses# literacy Art# music# media Languages# literature# history# religion# philosophy ;olitics and society# information science (ducational science and social competence ;ersonal de,elopment# communication# social compe: tence 'eaching and training /outh and social 0or7 )ealth and sport Medical subAects# pharmacy )ealth# care# medical ser,ices Sport *usiness, la+our, law 'rade# mar7eting# accountancy Management# administration Labour and organisation# 0or7ing en,ironment Legal subAects ;ersonal ser,ices )ealth and safety# en,ironmental protection -ature, technolo&y, computers 6atural science subAects Mathematics# statistics &nformation technology Bor7ing 0ith computers# soft0are topics Engineering# technology Manufacturing industries# construction Agriculture# ,eterinary sciences 'raffic# transport Security ser,ices 6ot classifiable# or only classifiable on single digit le,el $ 3 H H 3 H 4 3 11 ! 3 4 ! 3 4 2!!" 1' 4 ! G 3 1! $ H $ 1" H D H 2" D H @ $ 3 $ 2" $ @ 3 11 H H $ 16 @ " $ ,1 D H G H 3 ! 26 2!1! 12

$otal 1!! 1!! Source1 %undesministerium fKr %ildung und Forschung# Beiterbildungs,erhalten in +eutschland = AES 34 4 'rendbericht

"H

;ol8shochschulen in 2010 $ourses and enrolment by pro"ramme area

Courses 6umber ;olitics# social studies# en,ironment )umanities# design )ealth education Languages Bor7# career %asic education# school lea,ing 9ualifications H$#$D@ D$#D!@ G3#H@@ "$#H4H "4#"DH #D@3 per cent ".@ @.$ $ ." $4. 3.$ 3. Enrolment 6umber @"3#H!H D"3#H G 3# G@#"D@ #"D4#"@3 @@"#D3H $!#3H@ @#H3!#@44 per cent 4.! !. $H.4 3".D 4.H 3. 44

'otal !"@#! G 44 Source1 Fol7shochschul:Statisti7# 0or7ing year 34 4# 34

Abendschulen and Bolle"s in 2010

Schools Students = total at Abendhauptschulen at Abendrealschulen at Abendgymnasien at *ollegs 'eachers = total at Abendhauptschulen at Abendrealschulen at Abendgymnasien at *ollegs Source1 Statistisches %undesamt# Fachserie # Reihe # 34 chungen der *ultusminister7onferenJ# 6r. D!# 34 $3! !D#@43 # 44 3 #$ " D#$D$ "#"D3 $#@"" @! D@G # D4 #H!H and Statistische FerRffentli:

#ri ately/maintained Abendschulen and Kollegs 2010

6umber of schools ;upils ;roportion of the total of pupils attending the respec: ti,e type of school D.@

D$ #@GH Source1 Statistisches %undesamt# Fachserie # Reihe . # 34

"!

#articipants in distance learnin" courses by subAect area in 2010

SubAect area Social sciences Education# psychology )umanities Languages %usiness and commerce Mathematics# natural sciences# technology Leisure# health# house7eeping School lea,ing 9ualifications and similar %usiness managers# engineers and translators Computer courses ;articipants 6umber #3GD #D!G "#!DD D#3HG ! #HH! #@H4 3D#H G $3#"3" 3H#"$$ $#43@ per cent 4.@ !.D $." D.! 3!.$ !." H.! @. 3.3 @.H 44

'otal 34$#4G$ Source1 Forum +istancE:Learning# Fernunterrichtsstatisti7 34 4# 34

#upils 7ith special educational support in "eneral education schools in 2010

Focus of special educa: tion ;upils 0ith special educational support in Mainstream schools Special schools Main: stream schools and special schools in total 343#3 " "# @$ @# D" !$#3@" $3#H@H "G#3"" @3#@D3 4#$HD 3$#D$G Attendance rate in per cent ?

Learning Sight )earing Speech ;hysical and motor de: ,elopment Mental de,elopment Emotional and social de,elopment Sic7 'ypes of special educa: tion not assigned to any other disability category All types of special edu: cation

H"#3!D 3#3$3 !#3 4 @#!!4 "#$H $# GD 3!#H"G "H #34D

!H#D!G H#D$ 4#DG" $@#" " 3!# 3$ "!#4GG $"#3 H 4# "! 33#"3D

3.@ 4. 4.3 4." 4.H .4 4.G 4. 4.$

4G#@H3

$""#D33

HG@#!@H

@.H

;ercentage of all pupils of compulsory schooling age </ears : 4 including special schools?

Source1 Statistische FerRffentlichungen der *ultusminister7onferenJ# 6r. D@# 34 3

"@

Special schools in 2010

6umber of schools ;upils ;roportion of the total of pupils attending the respecti,e type of school in per cent GH.3 !.G

;ublicly:maintained )1rderschulen ;ri,ately:maintained )1rderschulen

3#@$G @H!

$4@#"G" " # $! # Reihe # 34

Source1 Statistisches %undesamt# Fachserie

""

3.
3.1.

FUNDING
I&'()*+,'-)&

'he financing of education from the public purse is currently based on the follo0ing arrangements1 Most educational institutions are maintained by public authorities. 'hey recei,e the greater part of their funds from public budgets. Certain groups undergoing training recei,e financial assistance from the state to pro: ,ide them 0ith the money they need to li,e and study. 'he public financing arrangements for the education system are the result of deci: sion:ma7ing processes in the political and administrati,e system in 0hich the ,arious forms of public spending on education are apportioned bet0een Federation# Lnder and "ommunen <local authorities? and according to education policy and obAecti,e re: 9uirements. Pu,lic spending on education 'he political and administrati,e hierarchy in the Federal Republic of Germany is made up of three le,els1 ? FederationM 3? LnderM and $? local authorities <"ommunen?# i.e. districts# municipalities 0ith the status of a district and municipalities forming part of districts. +ecisions on the financing of education are ta7en at all three le,els# but o,er D4 per cent of public e8penditure are pro,ided by the Lnder and the local authorities. 'he e8penditure <basic funds? of the Federation# Lnder and local authorities in Germa: ny are sho0n in the demarcation of the financing statistics of the public budgets. &n 344D# according to the financing statistics# the public sector e8pended a total of Eu: ro 44.4 billion on out:of:school youth education and day:care centres for children# gen: eral and ,ocational schools# higher education institutions# financial assistance for pupils and students# and other educational e8penditure. 'his amounted to Euro @.3 billion for the Federation# Euro " .D billion for the Lnder and Euro 3 .G billion for the local au: thorities. 'his corresponds to H.3 per cent of gross domestic product and ".D per cent of the total public budget. "ducation ,udget According to the &nternational Standard >ualification of Education <&SCE+?# e8pendi: ture on education in Germany in 344D totalled Euro H!.4 billion on pre:school educa: tion# schools and the associated areas# the tertiary sector# miscellaneous and other e8: penses. Additional German e8penditure related to education according to the financing statistics amounted to Euro D.! billion for in:company ,ocational education# further education offers and the promotion of participants in continuing education. 'he educa: tion budget thus comprised a total Euro @H.H billion in 344D. 'his corresponds to @.D per cent of gross domestic product. 'he Federation contributed a total 3. per cent to edu: cational spending# the Lnder !3.H per cent# local authorities H.H per cent# the pri,ate sector 34.G per cent and 4.$ per cent came from abroad. %ased on the internationally applied <&SCE+? brea7do0n for education systems# of the o,erall education e8penditure in Germany pre:school education accounted for Eu:
"D

ro !.4 billion <Federation1 Euro 4.4 billion# Lnder Euro H.! billion# local authorities Euro @. billion# the pri,ate sector Euro H.! billion?# schools and the associated areas accounted for Euro "G.! billion <Federation Euro H." billion# Lnder Euro ! .@ billion# local authorities Euro 3.! billion# the pri,ate sector Euro D.G billion?# the tertiary sector for Euro $4.$ billion <Federation Euro !. billion# Lnder Euro D.D billion# local authori: ties Euro 4.3 billion# the pri,ate sector Euro H." billion# and German schools abroad Eu: ro 4.! billion?# and miscellaneous for Euro 3.! billion <Federation Euro 4. billion# Ln: der Euro 3.3 billion# local authorities Euro 4.3 billion?. ;ri,ate household e8penditure on educational goods and ser,ices outside educational establishments totalled Eu: ro !.! billion. 'he amount spent on promoting participants in &SCE+ courses of educa: tion 0as Euro $. billion <Federation Euro !.! billion# Lnder Euro @.H billion# local au: thorities Euro .3 billion?. (f the additional German e8penditure related to education# in:company continuing edu: cation# accounted for Euro G.! billion <Federation Euro 4.$ billion# Lnder Eu: ro 4.! billion# local authorities Euro 4.$ billion# the pri,ate sector Euro ".$ billion?# e8: penditure on further education offers Euro D." billion <Federation Euro 3.G billion# Ln: der Euro .3 billion# local authorities Euro $.$ billion# the pri,ate sector Euro 3.! billion? and the promotion of participants in continuing education by the Federation Eu: ro .H billion. &n 344D the total budget for education# research and science amounted to Euro 33H.G billion. 'his corresponds to D.! per cent of gross domestic product. &t is the com: mon goal of the Federation and the Lnder to increase the share of e8penditure on edu: cation and research to a total of 4 per cent of gross domestic product by 34 !. &n:company training 0ithin the duales S'stem# 0hich is maintained by industry and by other training companies and institutions# is mainly financed by the companies. 'he Berufsschulen <,ocational schools? 0hich are# together 0ith the training companies# Aointly responsible for education and training 0ithin the dual system recei,e public fi: nancing.
3.2.

E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)& F+&*-&5

Fundin" "arl# childhood education and care ;ublicly:maintained day:care centres for children <maintained by the local authorities? are financed by the local authority <"ommune?# by the Land <subsidies to co,er person: nel and material costs etc.? and through parental contributions. Mean0hile# day:care centres that are pri,ately maintained <by churches# parentsI initiati,es etc.? are also fi: nanced by the local authority < "ommune?# by the Land and through parental contribu: tions# and# in addition# by the maintaining bodyIs o0n resources. Financing by the Ln: der may include subsidies to co,er in,estment# personnel and material costs etc. &n 344D# according to the financing statistics# the public sector e8pended Eu: ro H. billion on day:care centres. 'he Lnder share amounted to Euro !." billion or H4. per cent of e8penditure on the primary sector and the local authority share to Eu: ro G.H billion or !D.! per cent of e8penditure.

G4

'he Federation# the Lnder and the local authorities agreed in 344" to progressi,ely establish 9uality and needs:oriented day:care ser,ices for children under three years of age in day:care centres and family care until 34 $. 'he Federation is contributing one third of the costs of this e8pansion under the Child ;romotion Act <"inderf1rder# ungsgesetz = *ifRG = R@$? up to 34 $# 0ith a total of Euro H billion. &n 344" Eu: ro 3. ! billion of this 0as made a,ailable for in,estment# 0hich in 344G reduced e8pendi: ture on day:care centres for children and child:minding ser,ices compared to the pre,i: ous year. &n the period from 344D to 34 $ the Federation 0ill be contributing a further Euro .G! billion to financing operating costs. As these funds are pro,ided by the Feder: ation 0ai,ing some ,alue:added ta8 re,enue in fa,our of the Lnder# in the financing statistics they are not imputed to the Federation but to the Lnder. From 34 H on0ards the Federation 0ill be supporting the Lnder 0ith Euro ""4 million to0ards financing the operating costs. 'he Federation assumes that the funding agreed for the e8pansion of day:care centres 0ill be made a,ailable by all parties in,ol,ed. 'hese agreements remain in force 0ithout amendment# as does the financial participa: tion of the Federation as part of the +ay:Care E8pansion Act </agesbetreuungsaus# baugesetz = R@ ? 0hich entered into force in 344! and 0hich 0as the basis for the first stage of the e8pansion of the day:care centres. 'he Federation has# moreo,er# made Euro 4 billion a,ailable to the Lnder and local authorities as part of the Economic ;ac7age && <"on0unktur&aket II? and the Future &n: ,estments Act <.ukunftsinvestitionsgesetz?# in the shape of financial assistance for addi: tional in,estments in 344D and 34 4M this funding could still be used in 34 to finance measures 0hich had already been commenced. @! per cent of this financial assistance from the Federation is allocated to in,estments focusing on education infrastructure. 'his Euro @.! billion can also be used for the e8pansion of early childhood education infrastructure. 'hrough the E7ffensive )rhe -hancen< Schwer&unkt#"itas S&rache = IntegrationO <Ear: ly (pportunities (ffensi,e1 Focus "itas Language and &ntegration? moreo,er# the Fed: eration 0ill be supporting the Lnder in the field of 9uality assurance in day:care cen: tres from 34 to 34 H 0ith a sum of Euro H44 million. &n 2une 34 3 the Federation pledged further financial assistance for the e8pansion of needs:oriented pro,ision of day:care centres and child:minding ser,ices for children under three years of age. Bith the additional financial assistance from the Federation for in,estments totalling Euro !G4.! million and additional operating grants of Eu: ro "! million a year# $4#444 additional places are to be created. Primar# and secondar# education
Financin" of school education

'he public:sector school system is financed on the basis of a di,ision of responsibilities bet0een the Lnder and the "ommunen <local authorities?. Bhile the latter bear the costs of non:teaching staff and the material costs# the Ministries of Education and Cul: tural Affairs of the Lnder are responsible for the teaching staff payroll. Attendance of public:sector schools is free of charge. &n order to balance out school costs bet0een the local authorities and the Lnder# for certain e8penses <e.g. for transporting pupils to and from school? the local authorities
G

recei,e reimbursements or lump:sum allocations from the Land budget <generally by the Ministry of Education and Cultural Affairs or by the Ministry of Finance?. 'he Land also supports the local authorities through one:off grants# for e8ample# contributions to school construction costs or certain subsidies for running costs. Bhere schools ha,e catchment areas e8tending beyond the local area# e.g. certain )1rderschulen <special schools? and )achschulen# the Land can be the Schultrger <main: taining body? and therefore also responsible for funding the material costs and the non: teaching staff payroll. &n 344D# according to the financing statistics# the public sector e8pended Eu: ro !!." billion on general and ,ocational schools. 'he Lnder share amounted to Euro HH.$ billion or "D.! per cent of e8penditure# and the local authority share to Eu: ro 4.H billion or G." per cent of e8penditure. Euro .4 billion or .G per cent of e8pendi: ture on general and ,ocational schools fell to the Federation.
Financin" of ocational trainin" 7ithin the dual system

'he duales S'stem <dual system? of ,ocational education and training operates at t0o locations# namely 0ithin companies and at the Berufsschule <,ocational school?. Foca: tional training outside the school sector is mainly financed by companies# 0hose net costs are estimated at about Euro ".D billion in 344D. 'he public:sector contribution largely consists of Federation and Lnder programmes to promote additional in: company and e8ternal training places# ,ocational training assistance from the Federal Employment Agency < Bundesagentur fr Arbeit? and promotion of ,ocational training for disad,antaged young people under Social Security Codes && and &&& <Sozialgesetzbcher II = III?. 'he total public:sector share in 344G 0as around Euro $ billion. E8penditure for ,ocational schools# the maAority of 0hich are financed by the Lnder# 0as about Euro ".G billion in 344D. As 0ell as e8penditure on part:time ,ocational schools in the duales S'stem# this amount also co,ers e8penditure on full:time ,ocational education and train: ing in schools and in:school promotion measures of the transitional system. &t also in: cludes the promotion of ,ocational school pupils in in:school ,ocational preparation programmes under the Federal 'raining Assistance Act < Bundesausbildungsf1rder# ungsgesetz = %AfRG = RG$? and e8penditure by the labour administration for courses preparing participants for an occupation and other measures to ease the transition into a ,ocational education and training course. 'his e8penditure is e8pected to total about Euro billion. Financial Autonomy and $ontrol "arl# childhood education and care .nder the statutory pro,isions the maintaining bodies for day:care centres for children are free to administer their o0n funding. Primar# and secondar# education A process to modernise and further de,elop the field of public administration is current: ly under0ay# 0hich aims to attain a more effecti,e and efficient use of resources. 'he purpose of this process is# abo,e all# to remo,e the hea,ily regulated use of resources by e8tending the financial autonomy of the schools. 'he possibility of schools managing
G3

their o0n budgetary funds has increased in recent years on the basis of amendments to the school legislation. &n the maAority of Lnder# schools are already able to determine their o0n use of resources for one or se,eral types of e8penses <e.g. learning and teach: ing aids? 0ithin the budget allocated by the maintaining body. &nitial approaches are also in place for the autonomous use of the personnel resources allocated. Fees 7ithin #ublic Education "arl# childhood education and care Early childhood education is not a part of the state school system# and attendance of day:care centres is not# as a general rule# free of charge. 'o co,er some of the costs# pa: rental contributions are le,ied# the le,el of 0hich may ,ary from Land to Land as 0ell as from local authority to local authority and can depend on parentsI financial circum: stances# the number of children or the number of family members. &n some Lnder no contributions are le,ied for the final year in a day:care centre for children. &n Rhein: land:;falJ and in %erlin the last three years in a day:care centre for children prior to starting school are non:contributory. Primar# and secondar# education Attendance of public:sector primary and secondary schools is free of charge# and there are no fees for enrolment or for report cards. Financial Support for learnersC families "arl# childhood education and care (n application# financial contributions may be 0ai,ed in part or in full if parents cannot afford to pay them. 'hese 0ould then be assumed by the local youth 0elfare office. Primar# and secondar# education &n March 34 # 0ith retroacti,e effect from 2anuary 34 # the Act on the education and participation pac7age <!esetz zum Bildungs# und /eilhabe&aket? entered into force. 'he Act grants children 0hose parents are in receipt of type:&& unemployment benefit <Ar# beits#losengeld II? or social security benefit <Sozialgeld?# social assistance < Sozialhilfe?# recei,e the supplementary child allo0ance < "inderzuschlag? or housing benefit <4ohngeld?# are legally entitled to subsidies for lunches in day:care centres for children# schools or after:school centres# to learning support# to contributions for youth sports clubs or music schools# and# 0here applicable# to the costs of day trips organised by the school or day:care centre for children. 'he local authorities are responsible for funding and implementing the education and participation pac7age. Financial support for families of pupils with special educational needs 6o information is a,ailable on financial support measures for families of pupils 0ith special educational needs. Families of children 0ith disabilities can be supported in the frame0or7 of ser,ices promoting the participation of people 0ith disabilities.

G$

Financial support for learners Financial support for pupils &n general# there are no pro,isions for financial assistance to secondary school pupils from grades ! to D. Some Lnder ha,e regulations allo0ing for the pro,ision of financial assistance to pupils up to grade D 0ho must be accommodated outside of their home. (n the basis of legal regulations on the part of the Federation <Federal 'raining Assis: tance Act = Bundesausbildungsf1rderungsgesetz = %AfRG = RG$?# pupils from grade 4 on0ards at general and ,ocational secondary schools are entitled under certain condi: tions to financial support from the state# as a rule# in the form of a grant# if they ha,e no other means <mainly from their parentsI income? of maintenance and financing training. For certain types of school# financial support for pupils is dependent on pupils being accommodated outside the parental home if the place of training is not accessible from there. 'raining assistance is paid to co,er li,ing costs and training# 0ith the income and financial means of the pupil as 0ell as the income of his or her parents and# if applica: ble# his or her spouse also being ta7en into account. After the basic allo0ances ha,e been increased in (ctober 34 4# pupils may = depending on 0hether or not they li,e 0ith their parents and 0hat type of training institution they attend = recei,e financial assistance of bet0een Euro 3 @ and Euro H@! monthly under the terms of the Federal 'raining Assistance Act. &n indi,idual cases a health and long:term care insurance sub: sidy of Euro "$ may also be granted. 'he assistance pro,ided by the state does not ha,e to be repaid. &n 34 around $ D#444 pupils recei,ed training assistance under the Federal 'raining Assistance Act. Federation and Lnder e8penditure on financial support for pupils un: der the Federal 'raining Assistance Act amounted to Aust under Euro D 4 million. ;upils granted support each recei,ed an a,erage Euro $G! monthly. %esides federal training assistance# pupils are entitled under certain circumstances to a contribution to reasonable accommodation and heating e8penses under the Social Secu: rity Code && <Sozialgesetzbuch II = basic security benefits for Aob:see7ers = R @@?. .nder certain conditions they are entitled = in some cases on top of the federal training assis: tance = to benefits co,ering subsistence under the Social Security Code &&# from 0hich those entitled to federal training assistance are other0ise e8cluded. Some Lnder ha,e pro,isions under 0hich upper secondary pupils 0ho ha,e no claim to assistance under the Federal 'raining Assistance Act can recei,e financial assistance from the Land un: der certain conditions.
Teachin" aids

So that pupils ha,e access to all teaching aids used in lessons regardless of their eco: nomic and social circumstances# most Lnder ha,e regulations on the pro,ision of finan: cial assistance for pupils to purchase teaching aids < Lernmittelhilfe?# or on their pro,i: sion free of charge <Lernmittelfreiheit?M this pro,ision is# in part# staggered according to parentsI income and number of children. .nder these regulations# pupils are either e8: empt from the costs of teaching aids or only ha,e to pay part of the costs. 'he funds are pro,ided either by the Schultrger <the local authority responsible for establishing and maintaining the schools?# or by the Land in 9uestion. &n the maAority of Lnder# pupils at public:sector schools are lent te8tboo7s and other e8pensi,e teaching aids <e.g. poc7et
GH

calculators? for the time they re9uire them. Bhen teaching aids become the property of pupils# parents may be re9uired to pay a portion of the costs in some cases. ;arents and pupils are e8pected to pro,ide their o0n e8pendable materials <e8ercise boo7s# pens and pencils? and other items <e.g. dra0ing instruments# material for use in crafts and nee: dle0or7-metal0or7 lessons?. &n some Lnder schools also pro,ide e8pendable materials. 'he precise arrangements ,ary from Land to Land. &t is also the responsibility of the Land to decide 0hether pupils at pri,ately:maintained schools are to be supplied 0ith teaching aids free of charge. Some Lnder e8pect parents to pay a portion of the cost of teaching aids themsel,es# either in the form of a lump sum or by buying certain items directly. (thers offer pupils the option of buying their o0n teaching aids by ma7ing a contribution <say !4 per cent? to the cost. +ue to the tight budgetary situation# in se,eral Lnder# the parentsC contribution to: 0ards the costs of teaching aids has been increased o,er the last years or teaching aids are no longer supplied free of charge <e8cept in cases of particular hardship?.
Transport to and from school

Each of the Lnder has arrangements as regards the transport of pupils to and from school. 'here are certain differences as to 0ho is entitled to use school transport and the scope of ser,ices pro,ided. &n all cases# ho0e,er# there are comprehensi,e pro,i: sions for the period of compulsory full:time schooling to 0hich the follo0ing statements refer. &n general# fares are reimbursed# usually for public transport# 0hile under certain conditions a school transport ser,ice is established in its o0n right. 'he purpose is to guarantee fair opportunities for pupils from all 0al7s of life# bet0een urban and rural areas# non:handicapped and handicapped schoolchildren. &t is generally the responsibility of the districts and municipalities to ensure ade9uate pro,ision for transporting pupils to and from the school they attend. School transport is funded by the maintaining bodies <i.e. usually the local authority?. &n most cases subsi: dies are granted by the Land in 9uestion. School transport ser,ices must be reasonable in terms of costs for the authority 0hich supplies the funding and offer acceptable standards to the pupils 0ho use them. (nly such pupils 0ho li,e a certain distance a0ay from their school ha,e a right to use transport to school. 'here are slight differences on this bet0een the ,arious Lnder. '0o 7ilometres is the general minimum distance for 0hich transport is pro,ided for primary school pupils# 0hilst from grade ! on0ards pupils li,ing up to three or four 7il: ometres a0ay from school are e8pected to ma7e their o0n 0ay there and bac7. E8cep: tions can be made for shorter distances than these if the roads are particularly danger: ous# and for handicapped pupils. ;ublic transport is usually the cheapest solution. Bhere no public transport is a,ailable the local authorities pro,ide school buses. &n cas: es 0here this alternati,e does not ma7e economic sense or is unreasonable for handi: capped pupils# a subsidised pri,ate car or handicapped ta8i ser,ice often pro,ides the best solution. Bhere a pupil is unable to ma7e his o0n 0ay to school because of a physi: cal or mental disability# the local authority may also pay the fares of a person to accom: pany him. 'he actual form of transport bet0een home and school al0ays depends on local conditions and the specific cases in,ol,ed. Some Lnder ha,e enacted ,ery detailed regulations# 0hile others lea,e it up to the districts and municipalities to ma7e their o0n arrangements for the implementation of general guidelines.
G!

'he authorities are not obliged to pro,ide transport for pupils to any school# regardless of distance. A right to school transport as such e8ists only to the nearest school# though the term is defined differently from one Land to the ne8t. A partial refund of tra,elling costs may be granted in cases 0here parents decide to send their children to a school other than that 0hich is nearest to their home. 'he assumption of tra,elling costs by the authorities does not mean that school transport is entirely free of charge in all Lnder. &n some Lnder# the transport costs are assumed in full if the parental income is so lo0 that they are considered to be li,ing in po,erty. &n other Lnder# parents still ha,e to ma7e a contribution despite being on a lo0 income. )o0e,er# in this case# the amount of the contribution depends on the paren: tal income.
Accident insurance for pupils

&n the Federal Republic of Germany accident insurance does e8ist for all pupils and stu: dents during lessons# on the 0ay from home to school and bac7 and during school func: tions. School functions also include any programmes immediately preceding or follo0: ing timetabled lessons 0here the school is re9uired to pro,ide super,ision. 'hese also include meals pro,ided by the school# school 0al7ing e8cursions# study trips 0ithin and outside Germany as 0ell as school trips. Statutory accident insurance is normally in the hands of the local authority accident insurance association. #ri ate and Grant/Aided Education "arl# childhood education and care Maintaining bodies for youth 0elfare ser,ices from the pri,ate sector recei,e financial support from the Land as 0ell as from the local authorities < "ommunen? to run day:care centres for children <e.g. for operating costs and in,estments?. Primar# and secondar# education
F-&/&,-&5 ): 6(-1/'20;"8/-&'/-&2* .,9))0.

'he maintaining bodies of pri,ately:maintained schools recei,e some financial support from the Lnder# in ,arious forms. All of the Lnder guarantee standard financial sup: port to schools entitled to such assistanceM this includes contributions to the standard staff and material costs. 'he Lnder either grant a lump:sum contribution# calculated on the basis of specific statistical data and ,arying according to school types# or the indi: ,idual school may ha,e to set out its financial re9uirements and recei,e a percentage share in subsidies. &n all cases# the reference ,alue is the situation pertaining to costs in the public:sector schools. As 0ell as school fees and standard financial support# there are other forms of financial assistance# 0hich may be paid together 0ith that support# such as contributions to construction costs# contributions to help pro,ide teaching aids to pupils free of charge# contributions to old:age pension pro,ision for teachers# and granting sabbatical lea,e to permanent teachers 0ith ci,il ser,ant status 0hile continu: ing to pay salaries. ;arents and guardians may ha,e school fees and transport costs re: imbursed. 'he funds are mostly pro,ided by the Lnder# but a small proportion is pro: ,ided by the local authorities. A huge number of $rsatzschulen <alternati,e schools? are maintained by the Catholic and ;rotestant churches# 0hich fund their schools from their
G@

o0n means to the e8tent that sometimes little or no fees must be charged. 'he share of public funding in the o,erall financing of pri,ately:maintained schools ,aries bet0een the Lnder# and also depends on the type of school <there are also numerous special pro,isions# for e8ample for appro,ed pri,ately:maintained schools in contrast to recog: nised pri,ately:maintained schools# for boarding schools and for church:run alternati,e schools?.
3.3.

H-592( E*+,/'-)& F+&*-&5

Fundin" Financing of higher education institutions ,# the Lnder ;ublic higher education institutions are maintained by the Lnder# and therefore recei,e the maAority of their financial bac7ing from the Land concerned# 0hich essentially also decides on the allocation of resources. 'he Lnder supply these institutions 0ith the funds they need to carry out their 0or7 from the budget of the Ministry of Education and Cultural Affairs or the Ministry of Science and Research. 'he financing procedure comprises se,eral stages. First the higher education institution notifies the Land au: thorities of its finance re9uirement in the form of an estimate to be included in the budget of the Land ministry responsible for higher education. 'he entire budget is then compiled by the competent minister by agreement 0ith the other responsible ministries and finally included in the budget proposals the go,ernment presents to parliament for its appro,al. 'he funds are made a,ailable once the parliament has discussed the budget and adopted it. Financing is generally oriented in accordance 0ith the responsibilities of and ser,ices pro,ided by the institutions of higher education in the field of research and teaching# in the promotion of up:and:coming academics and the e9uality of opportunity for 0omen in science. 'he Land distributes and spends the funds according to re9uire: ments 0ithin the institution# a process 0hich is again super,ised by the Land. %y con: trast# it is not the Senator <i.e. Minister? responsible 0ho establishes the budgetary plans of the uni,ersities in %erlin but the board of trustees# made up of members of the Land go,ernment and the higher education institution. &n 344D# according to the financing statistics# the public sector e8pended Eu: ro 3 .! billion on higher education institutions. 'he Lnder share 0as Euro G." billion# or G". per cent of e8penditure# 0hile the Federation share 0as Euro 3.G billion or 3.D per cent of e8penditure. Financing of higher education institutions ,# Federation and Lnder 'he funds pro,ided by the Lnder from their budgets co,er personnel and material costs as 0ell as in,estments# in other 0ords e8penditure on property# buildings as 0ell as for first and maAor e9uipment. As a conse9uence of Federalism reform &# the Aoint tas7 $9tension and construction of higher education institutions6 including universit' clinics has ceased to e8ist. 'he Lnder no0 ha,e full legislati,e authority o,er the construction of higher education institutions. As a compensatory measure the Lnder 0ill be recei,: ing in principle annual financial assistance from the federal budget up to 34 D. 'hese compensation payments ha,e been fi8ed at Euro @D!.$ million to the end of 34 $.

G"

;ursuant to Article D b# ;aragraph of the %asic La0 < !rundgesetz?# in cases of supra: regional importance# the Federation and the Lnder may cooperate in the promotion of1 scientific research institutions and proAects outside of institutions of higher education scientific and research proAects at institutions of higher education <agreements re9uire the consent of all Lnder? research buildings at institutions of higher education# including maAor e9uipment As part of the E8cellence &nitiati,e of the Federation and the Lnder for the ;romotion of Science and Research in German )igher Education &nstitutions <$9zellenzinitiative des Bundes und der Lnder zur )1rderung von 4issenschaft und )orschung an deutschen Hochschulen? adopted in 344!# the Federation and the Lnder support scientific acti,i: ties of uni,ersities and their cooperation partners in the higher education sector# in non: uni,ersity research as 0ell as in the economy. &n the indi,idual lines of funding for graduate schools for the promotion of young scientists# e8cellence clusters for the promotion of top:class research# and future concepts for a proAect:related e8pansion of top:class research at uni,ersities# a total sum of Euro .D billion 0as made a,ailable from 344@ until 34 . &n 2une 344D the Federation and the Lnder agreed to continue the E8cellence &nitiati,e on the basis of Article D b# ;aragraph # 6o. 3 of the %asic La0. &n 2une 34 3 the grants committee de: cided on support1 a total of $D uni,ersities from $ Lnder 0ere successful 0ith H! graduate schools and H$ e8cellence clusters. Ele,en uni,ersities 0ere gi,en funding for their future concepts. .ntil 34 " a total of Euro 3." billion is a,ailable. (f these funds# "! per cent are pro,ided by the Federation# and 3! per cent by the Land 0here the respecti,e seat is located. &n 344"# in order to enable institutions of higher education to cope 0ith an increasing number of ne0 entrants and to maintain the efficiency of research at higher education institutions# the Federation and the Lnder on the basis of Article D b# ;aragraph # 6o. 3 of the %asic La0 adopted the )igher Education ;act 3434 <Hochschul&akt >?>??. 'he first programme line of the )igher Education ;act 3434 is to counter the challenges posed by the rising number of people interested in pursuing studies at higher education institutions. &n the first phase of the programme <344":34 4? higher education institu: tions 0ere enabled to admit more than G!#444 additional ne0 entrants as compared 0ith 344!. 'he programme line for the admission of additional ne0 entrants has an o,erall ,olume of Euro . $ billion in the first programme phase# half of 0hich has been pro,ided by the Federation# 0hile the Lnder ensure o,erall financing. &n 2une 344D the Federation and Lnder agreed to continue the )igher Education ;act for a second pro: gramme phase from 34 to 34 !. &n the second phase of the programme an e8pected $3"#444 additional ne0 entrants are to be helped to ta7e up a course of study. 'he Fed: eral Go,ernment 0ill be pro,iding around Euro H.G billion in the years 34 to 34 ! to this end# 0hile the Lnder ensure o,erall financing of the measures. &n 2une 34 4 the Federal Go,ernment and the go,ernments of the Lnder agreed to e8: tend the )igher Education ;act to include a third programme line# designed to achie,e better study conditions and more 9uality in teaching. 'he Federation is ma7ing a total of around Euro 3 billion a,ailable for the 'eaching >uality ;act <Qualitts&akt Lehre? up to and including 3434. 'he Land 0here the respecti,e higher education institution is locat:
GG

ed ensures the o,erall financing. (,er D4 per cent of all public:sector higher education institutions participated in the t0o rounds of applications in 34 . &n total# from the 34 -34 3 0inter semester or 34 3 summer semester# G@ higher education institutions from all @ Lnder are being grant:aided. A range of measures by the higher education institutions in receipt of funding to impro,e staffing and the 9ualification of teaching staff# and to safeguard and de,elop high:9uality teaching# aim in particular to ensure greater academic success# a successful start to studies# and a producti,e approach to studentsC di,erse starting conditions. Funding has been pledged up to 34 @ initially# 0hile additional funding to the end of 3434 may be appro,ed on the basis of interim re: ports. Bith its funding to promote research buildings at institutions of higher education# in: cluding maAor e9uipment# the Federation aims to create the infrastructure for research of supra:regional importance. Euro 3DG million has been made a,ailable for this purpose each year to 34 $# currently di,ided into Euro 3 $ million for research buildings and Euro G! million for maAor e9uipment. Research buildings are eligible for funding if they predominantly ser,e research of supra:regional importance and the in,estment costs are greater than Euro ! million. Lnder applications for the promotion of research buildings are submitted to the Federation and the Science Council <4issenschaftsrat?. An item of maAor e9uipment is eligible for funding if it predominantly ser,es research of supra:regional importance and the o,erall purchase costs including accessories are in e8cess of Euro 44#444 at )achhochschulen and Euro 344#444 at other higher education institutions. Applications for the funding of maAor e9uipment are submitted to the Ger: man Research Foundation <5eutsche )orschungsgemeinschaft = +FG?. Financing of research at higher education institutions ,# e3ternal funding 'he funds allocated from the budget of the Land ministries responsible for higher edu: cation are the main source of finance for higher education institutions. )o0e,er# mem: bers of the institutions engaged in research are also entitled# 0ithin the scope of their professional responsibilities# to carry out research proAects 0hich are not financed through the Land budget# but by third parties# e.g. organisations concerned 0ith the promotion of research. 'he most important institution in,ol,ed in promoting research in higher education# particularly basic research# is the German Research Foundation. &t promotes research by# for e8ample# pro,iding indi,iduals or institutions 0ith financial assistance. &n 34 # the Federation and the Lnder supplied funds of more than Euro .G" billion for this purpose. &n the second programme line of the )igher Education ;act# research proAects funded by the +FG 0ill recei,e full:cost funding amounting to 34 per cent of the proAect funds appro,ed and earmar7ed by the +FG. (,erhead funding is be: ing granted for special research programmes# research centres and post:graduate re: search groups 0ith effect from 344"# and for other ne0 research proAects funded by the +FG 0ith effect from 344G. 'he Federation has pro,ided an amount of Euro "44 million for o,erhead funding by the year 34 4. As part of the e8pansion of the )igher Education ;act in 2une 344D the Federation has also made funding a,ailable for 34 to 34 ! to fi: nance +FG programme lump sums amounting to around Euro .@ billion. &n 34 high: er education institutions also attracted funding under the specialised programmes of the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )or# schung 3 %M%F? amounting to around Euro D3$ million as contributions to research promotion. 'his includes the lump:sum proAect payments amounting to 4 per cent of
GD

the funding# 0hich the %M%F is granting to higher education institutions from financial year 34 as part of direct research promotion. From 34 3 this lump:sum for ne0ly granted proAect payments 0ill increase to 34 per cent of the funding. )igher education institutions also recei,e funds from companies# if the companies commission them 0ith certain research and de,elopment 0or7. Financing of Berufsakademien 'he financing for training at state:run Berufsakademien is met partly by the Land and partly by the training establishments. Bhilst the costs for the in:company training are met by the training establishments# the state Studienakademien <study institutions?# 0here students recei,e the theoretical part of their training# are funded in full by the Land. Financial Autonomy and $ontrol 'he funding system of higher education in Germany is undergoing a period of change. 'he detailed state control e8ercised by the Lnder is increasingly being replaced by the autonomous action of higher education institutions. 'he initial impact of the reform ap: proaches 0ill primarily ma7e itself felt in the distribution modalities. %udget funding is hence increasingly apportioned ,ia performance:related parameters# ta7ing into ac: count such criteria as the number of students 0ithin the %egelstudienzeit <standard pe: riod of study? and the total number of graduates or the le,el of e8ternal funding# 7no0n as 5rittmittel# attracted for research purposes and-or the number of doctorates. 'he a0arding of funds based on performance can be particularly successful in cases 0here the financial autonomy of higher education institutions is e8tended and their manage: ment structures are strengthened# as en,isaged by the amendments to the )igher Edu: cation Acts in an increasing number of Lnder. 'he relationship bet0een the state and higher education institutions is increasingly mar7ed by agreements on obAecti,es and performance re9uirements# 0hich define the deli,erables. )igher education institutions ha,e increasing scope as regards specific measures to implement the agreed obAecti,es. 'hey ha,e also been gi,en greater fle8ibility in the use of the funds than7s to the intro: duction of global budgets# for instance. &n addition to their basic funding# higher educa: tion institutions apply for funds from public and pri,ate bodies to promote research and de,elopment and to support teaching and up:and:coming academics. Fees 7ithin #ublic 'i"her Education 'he Lnder may# at their o0n discretion# impose study fees on students. &n order to maintain e9ual educational opportunities# the interest of lo0:income groups of the pop: ulation should be ta7en into account. &n the 34 3-34 $ 0inter semester only %ayern and 6iedersachsen 0ill continue to le,y study fees across the board. Simultaneously# loan systems ha,e been de,eloped 0hich# for German students# students from other Europe: an .nion member states# and foreign students eligible for funding under the Federal 'raining Assistance Act <Bundesausbildungsf1rderungsgesetz = %AfRG = RG$?# pro,ide for a full or partial student loan for tuition fees and the income:related repayment of the loan after completion of the study course. 'he study fees should be applied to the im: pro,ement of the 9uality of lectures and study courses and-or to the impro,ement of study conditions.

D4

Some Lnder also charge a small administration fee for registration or a contribution for the use of the institutionCs social facilities. &f the institution has an organ of student self:administration <General Student Committee = Allgemeiner Studierendenausschuss? 0ithin the frame0or7 of a constituted student body < verfasste Studierendenschaft? <in all Lnder 0ith the e8ception of %ayern? students also pay an additional contribution. &n most Lnder# fees for long:term students and for an additional course of study are no0 being charged. &n parts# the Berufsakademien also impose admission fees or contributions for the use of social facilities. Financial Support for +earnersC Families &n addition to the direct financial support a,ailable to students from lo0:income fami: lies through the Federal 'raining Assistance Act# currently all students under the age of 3! benefit through the ta8 allo0ances to 0hich their families are entitled and 0hich are laid do0n in the German &ncome 'a8 and Child %enefit Acts. &f students finish studying before their 3!th birthday# the financial benefits enAoyed through their family come to an end 0ith the end of the course of study. Financial Support for +earners Students in the tertiary sector 0ho ha,e no other means <mainly from their parentsI in: come? of maintenance and financing a course of study <Bedarf? can also recei,e financial assistance under the terms of the Federal 'raining Assistance Act <Bundesausbildungs# f1rderungsgesetz = %AfRG?. 'raining assistance is granted to German students and also to foreign students 0ho ha,e the prospect of obtaining permanent resident status in Germany or 0ho# under E. rules on free mo,ement of persons# ha,e e9ui,alent rights to German students. 'he training must as a rule be started by $4 years of age in order to be eligible for fund: ing under the %AfRG. For MasterCs study courses the age limit is $! years. 'he duration for 0hich such assistance is payable largely depends on the course of study chosen. As a rule# the assistance limit corresponds to the %egelstudienzeit <standard period of study? according to Article 4 Section 3 of the Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? or the standard period of study as stipulated in the re: specti,e e8amination regulations. From the fifth subAect:related semester# students only continue to recei,e funding if they pro,ide a certificate re9uired for admission to e8am: inations < Leistungsnachweis?. 'he amount of the assistance in principle depends on the studentIs o0n income and financial means as 0ell as those of his or her parents and spouse. 'he financial assistance is also paid during non:lecture periods to meet studentsI re: 9uirements for that time. Students in higher education and at Akademien not li,ing 0ith their parents may recei,e up to Euro @"4 per month <Euro !D" for their maintenance and accommodation# Euro health insurance allo0ance and Euro long:term care allo0: ance?# and 0here applicable a child:care supplement of Euro $ per month for the first child and Euro G! for the second child. 'his ma8imum amount also applies to students at the )achakademien in %ayern and to students at the so:called H1here )achschulen# 0hich usually re9uire a ittlerer Schulabschluss and a0ard a higher professional 9uali: fication as 0ell as the Allgemeine Hochschulreife or )achgebundene Hochschulreife in
D

some cases. )alf of the amount is pro,ided o,er the ma8imum period for 0hich assis: tance is payable as a non:repayable grant# 0hile the other half ta7es the form of an in: terest:free state loan. Repayment terms for this state loan depend on social considera: tions and income. For study sections 0hich ha,e started after February 3G# 344 # only a ma8imum amount of Euro 4#444 must be repaid. 'hose students 0ho begin or continue their studies in another E. member state or in S0itJerland are funded as 0ell. ;eriods ranging from a minimum of one semester up to one year spent abroad outside the E. and S0itJerland are funded if they are beneficial to studies and can be = at least partially = counted to0ards the training period# or are carried out 0ithin the frame0or7 of higher education cooperation schemes. &n e8cep: tional cases funding may also continue o,er a longer period. &n 34 around @HH#444 students recei,ed financial assistance under the Federal 'rain: ing Assistance Act. Federation and Lnder training assistance e8penditure supporting students totalled Aust under Euro 3.$ billion. Students in receipt of assistance obtained an a,erage of Euro H!3 each. Furthermore# in 344 an Educational Credit ;rogramme <Bildungskredit&rogramm? 0as introduced 0hich can support pupils and students in an ad,anced stage of their training. 'his credit# 0hich is offered by the Federal Go,ernment in conAunction 0ith the Recon: struction Loan Corporation < "reditanstalt fr 4iederaufbau = *fB? and the Federal (ffice of Administration < Bundesverwaltungsamt = %FA?# may be appro,ed alongside federal training assistance payments to fund e8ceptional e8penses 0hich are not co,: ered by the Federal 'raining Assistance Act. Bith a ma8imum credit amount of Eu: ro "#344 per training segment# trainees can choose up to 3H e9ual monthly payments of Euro 44# 344 or $44 per month. &f needed# alongside the monthly payment# Euro $#@44 of the total credit may be paid out as an ad,ance payment# pro,ided the limit of 3H monthly payments is not e8ceeded. Funding is only possible if the trainee is under $@ years old. As a rule students can only ta7e up this credit until the end of the t0elfth semester of study. 'he credit accrues interest as soon as it is paid out. )o0e,er# interest is automat: ically deferred until repayment commences. As part of the student loan programme of the Reconstruction Loan Corporation < "reditanstalt fr 4iederaufbau = *fB?# since 344@# students of any study course are offered a loan in order to finance cost of li,ing to the amount of Euro 44 up to @!4 per month# irrespecti,e of their income or assets. &n addition to financial assistance pro,ided under the Federal 'raining Assistance Act# there are other sources of funding a,ailable to students. &n some Lnder# for e8ample# the student associations at the institutions of higher education or the institutions of higher education themsel,es pro,ide loans of ,arying amounts in cases of e8treme social need. Se,eral smaller# predominantly regional foundations# 0hich usually ha,e pri,ate funds at their disposal# also pro,ide needy students 0ith assistance. 'he student loan systems de,eloped by the Lnder are an additional support system for the promotion of academic studies. ;articularly gifted students may recei,e a grant from rele,ant foundations < Begabten# f1rderungswerke?. 'hese foundations generally maintain close lin7s 0ith churches# po: litical parties# trade unions or industry. (ne e8ception# ho0e,er# is the German 6ational Scholarship Foundation < Studienstiftung des deutschen (olkes?# 0hich does not adhere to
D3

any particular ideology and 0hich is also GermanyIs largest foundation of its 7ind. 'he Federation supports the 0or7 of these foundations by pro,iding substantial funding. 'he Lnder contribute to the funding of the German 6ational Scholarship Foundation* 'he German Academic E8change Ser,ice < 5eutscher Akademischer Austauschdienst 3 +AA+? offers grants for foreign students and up:and:coming academics and scientists to pursue studies or further education of limited duration at a German higher education institution. Alongside the +AA+# some Lnder also ha,e special funds for pro,iding as: sistance to foreign students at the local institutions of higher education. &n 2uly 34 4 the Federal Go,ernment adopted a national scholarship programme <E5eutschlandsti&endiumO? for particularly gifted students at German higher education institutions. 'he funding is Euro $44 per month and is pro,ided by pri,ate sponsors <companies# foundations# pri,ate indi,iduals# etc.? and by the Federation together. &n 34 more than H#!44 students 0ere supported by a 5eutschlandsti&endium. (n completion of a first degree# students may also recei,e scholarships to support their further studies in line 0ith the postgraduate assistance acts < !raduiertenf1rder# ungsgesetze = R 3"# R $4# R $3# R $H# R $"# R H3# R H"# R !!# R !G# R @4# R @$? and reg: ulations of the Lnder. 'he foundations for gifted students < Begabtenf1rderungswerke? also pro,ide students 0ho ha,e already completed a first degree 0ith grants to enable them to study for a 2romotion <doctorate?. &ndirect forms of financial assistance for students include reduced health insurance rates and the fact that time spent studying is partially ac7no0ledged by the pension in: surance authorities. Students in higher education are also protected by statutory accident insurance against accidents occurring at an institution of higher education or on the 0ay bet0een their home and the institution. &t is the Lnder that are responsible for statutory accident in: surance for students. #ri ate 'i"her Education Study fees are charged at non:state:maintained higher education institutions in all Ln: der. 'he study fees at non:state:maintained higher education institutions can e8ceed those at state higher education institutions many times o,er.
3.4.

A*+0' E*+,/'-)& /&* T(/-&-&5 F+&*-&5

Fundin" 'he public sector# industry# social groups# continuing education institutions and public broadcasting corporations as 0ell as the general public bear responsibility for continu: ing education. 'his Aoint responsibility is reflected by the funding principle# 0hich obliges all the par: ties concerned to contribute to0ards the cost of continuing education in relation to their share and according to their means. ;ublic:sector funding <local authorities# Lnder# the Federal Go,ernment# the European .nion? includes the follo0ing areas1 institutional sponsorship of recognised continuing education institutions by the Ln: der on the basis of continuing education legislation
D$

 institutional sponsorship of (olkshochschulen <local adult education centres? and sponsorship of acti,ities of continuing cultural education by the local authorities# grants for adults see7ing to obtain school:lea,ing 9ualifications under the Federal 'raining Assistance Act <Bundesausbildungsf1rderungsgesetz = %AfRG = RG$? and ca: reer ad,ancement training under the .pgrading 'raining Assistance Act <Aufstiegsfortbildungsf1rderungsgesetz = AF%G = R @G?# continuing education for employees of the Federal Go,ernment# Lnder and local au: thorities. &ndustry pro,ides a considerable proportion of funding for schemes under 0hich people can obtain and impro,e ,ocational and-or 0or7ing s7ills and 9ualifications. Companies spend substantial funds on continuing education for their staff. Further training schemes designed to meet the needs of the labour mar7et# 0hich are targeted especially at the unemployed and those facing the threat of unemployment# are funded under the Social Security Code &&& <Sozialgesetzbuch III = R @!? from the unem: ployment insurance fund and the Social Security Code && <Sozialgesetzbuch II = R @@? 0hich go,erns basic security benefits for Aob:see7ers. From this fund# the Federal Em: ployment Agency <Bundesagentur fr Arbeit? and the Federal Ministry of Labour and Social Affairs < Bundesministerium fr Arbeit und Soziales? spent a total of some Euro 3." billion on the promotion of continuing ,ocational training in 34 4. For the promotion of upgrading training as laid do0n in the .pgrading 'raining Assis: tance Act# 0hich ser,es# amongst other things# to further training to become a master of industry or handicrafts# as 0ell as to promote future business start:ups# the Federation has spent a total amount of appro8imately Euro HD million in 34 4. 'he Lnder ha,e pro,ided some Euro H3 million. &n 34 more than @@#444 participants in upgrading training recei,ed fundingM of these# around @"#444 too7 part in a full:time training measure and Aust under 44#444 in a part:time measure. A reform of the .pgrading 'raining Assistance Act e8panded funding under the Act in 344D. For the implementa: tion of the changes# the Federation and the Lnder intend to spend an additional amount of some Euro 3"3 million in total on the promotion of upgrading training for the period from 344D to 34 3. 'he Federation is pro,iding around Euro 3 3 million of this amount# and the Lnder around Euro @4 million. Social groups <churches# trade unions# and so on? also bear a proportion of the cost of running their continuing education institutions. 'hey guarantee the 0idest possible ac: cess to continuing education by setting their fees at an appropriate le,el. Fees #aid by +earners 'hose attending continuing education courses ma7e a contribution to0ards their cost. 'his contribution can be subsidised by ta8 relief and by assistance for lo0 income groups and for special courses. For e8ample# depending on the Land# bet0een 3!. and !".! per cent of the cost of (olkshochschulen courses <especially general continuing edu: cation? is co,ered by course fees. &n particular# those on career de,elopment courses 0ithin continuing ,ocational training bear a large proportion of continuing education costs themsel,es. Additionally# costs are partly co,ered by enterprises 0ithin the frame0or7 of personnel de,elopment measures.

DH

Continuing academic education at higher education institutions is funded by the fees of course members. Financial Support for Adult +earners Grants are pro,ided for adults see7ing to obtain school:lea,ing 9ualifications under the Federal 'raining Assistance Act <Bundesausbildungsf1rderungsgesetz = %AfRG = RG$?. 'raining assistance under the Federal 'raining Assistance Act is for e8ample granted for the attendance of Abendschulen or "ollegs# if the student has not yet e8ceeded the age of $4 at the beginning of the training section. ;articipants in courses of the so:called zweiter Bildungsweg may recei,e financial assistance of bet0een Euro $D and Euro !H$ monthly under the terms of the Federal 'raining Assistance Act. A health insurance or long:term care allo0ance of up to Euro "$ may also be granted and# 0here applicable# a child:care supplement of Euro $ per month for the first child and Euro G! for the sec: ond child. 'raining sections 0hich are started after the student has reached the age of $4 can only be supported in certain e8ceptional cases. 'hose 0ho ta7e part in career ad,ancement training programmes under the .pgrading 'raining Assistance Act <Aufstiegsfortbildungsf1rderungsgesetz = AF%G? ha,e a legal right to state funding that is comparable 0ith student funding in accordance 0ith the Federal 'raining Assistance Act. 'he aim is to support further ,ocational training fol: lo0ing completion of initial ,ocational training in the dual system or at a Berufsfach# schule. 'his includes# for e8ample# pro,iding Aourneymen and s7illed 0or7ers 0ith fur: ther training to 9ualify them as master craftsmen or as foremen# and also as state certi: fied technicians# designers or business managers. As part of the support programme entitled (ocational $ducation and /raining 2romo# tion for !ifted @oung 2eo&le# the Federal Go,ernment assisted by the Stiftung Begab# tenf1rderungswerk berufliche Bildung !mbH pro,ides grants to support continuing edu: cation measures for talented young people in employment 0ho ha,e completed a recog: nised course of ,ocational education and training in accordance 0ith the Focational 'raining Act <Berufsbildungsgesetz = RG4?# the )andicrafts Code <Handwerksordnung = RG ? or one of the health sector professions go,erned by federal la0 and 0ho are younger than 3! on commencing the programme. &n 34 4# the Foundation 0as pro,ided 0ith a total of some Euro $3.G million from the Federal Ministry of Education and Re: search < Bundesministerium fr Bildung und )orschung = %M%F? to help it in its 0or7. &ndi,idual continuing ,ocational education has been supported by the Federal Go,ern: ment since 344G through the so:called Bildungs&rmie <education sa,ings plans?. 'he Bildungs&rmie consists of t0o components# a continuing education bonus < 2rmiengutschein? and continuing training sa,ings plans <4eiterbildungss&aren?. &ndi: ,iduals interested in continuing training ha,e been eligible# if they meet certain re: 9uirements# to recei,e a subsidy of up to Euro !44 Euro to fund continuing training measures <2rmiengutschein?. 'he financing of continuing training measures has been simplified by an e8pansion of the Capital Formation Act <(erm1gensbildungsgesetz? <i.e. 4eiterbildungss&aren?. At the end of 34 the programme 0as e8tended for t0o years.

D!

4.
4.1.

EARLY CHILDHOOD EDUCATION AND CARE

I&'()*+,'-)&

E,ery child from the age of three up to starting school has a legal right to day:care in a child day:care facility. 'raditionally in Germany children under the age of three years are loo7ed after in "inderkri&&en <crWches? and children from the age of three up to starting school in "indergarten. &n past years the profile of day:care centres has changed considerably. 'he number of facilities# 0hich offer day care abo,e all for chil: dren from the age of three up to starting school has decreased 0hile more and more fa: cilities offer day care for different age groups. (ne reason for this change in the supply structure is the e8pansion of day care for children agreed by the Federation# Lnder and local authorities for children under three years of age# 0hich is e8pected to create a needs:oriented supply of day:care places for children nationally and thus establish the basis for fulfilling the legal right to a place in day care from the age of one 0hich enters into force on August 34 $. 'he heightened efforts to e8pand day care for children aged belo0 three ha,e since the introduction of official statistics in 344@ led to a steady rise in day:care upta7e. General o,Iectives .nder the Social Security Code F&&& <Achtes Buch Sozialgesetzbuch 3 "inder# und 8u# gendhilfe = R@4?# day:care centres for children and child:minding ser,ices are called upon to encourage the childIs de,elopment into a responsible and autonomous member of the community. Furthermore# day care is designed to support and supplement the childCs upbringing in the family and to assist the parents in better reconciling employ: ment and child rearing. 'his duty includes instructing# educating and caring for the child and relates to the childCs social# emotional# physical and mental de,elopment. &t includes the communication of guiding ,alues and rules. 'he pro,ision of education and care is to be adAusted to the indi,idual childCs age and de,elopmental stage# linguistic and other capabilities# life situation and interests# and ta7e account of the childCs ethnic origin. &n terms of pedagogy and organisation# the range of ser,ices offered should be based on the needs of the children and their families. .nder the Aoint frame0or7 of the Lnder for early education in day:care centres for children < !emeinsamer %ahmen der Lnder fr die frhe Bildung in "indertageseinrich# tungen?# educational obAecti,es in early childhood education focus on communicating basic s7ills and de,eloping and strengthening personal resources# 0hich moti,ate chil: dren and prepare them to ta7e up and cope 0ith future challenges in learning and life# to play a responsible part in society and be open to lifelong learning. pecific legislative framework .nder the %asic La0 < !rundgesetz = R ?# as part of its responsibility for public 0elfare# the Federation has concurrent legislati,e competence for child and youth 0elfare. 'his also applies to the promotion of children in day care < "inderkri&&en# "indergrten# Hor# te or "indertages&flege?. 'he Federation e8ercised its legislati,e authority in this field by passing the Social Security Code F&&& in 2une DD4. 'he legal frame0or7 of the Fed: eration for child and youth 0elfare is completed# supplemented and e8tended by the Lnder in their o0n la0s <R@H="D?.
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'he Social Security Code F&&& 0as amended in 2uly DD3 and e8panded to include the legal right# introduced on 2anuary DD@ and in force 0ithout restriction since 2anuary DDD# to a "indergarten place for all children from the age of three years until they start school. 'he Social Security Code F&&& 0as last amended in +ecember 344G by the Chil: dren ;romotion Act < "inderf1rderungsgesetz = *ifRG = R@$?. .nder the Children ;romo: tion Act# the range of children under the age of three 0ith a right to day care in a day: care centre or in day care for children 0as e8tended. 'here is a legal right to a place in day care# if re9uired for child de,elopment purposes or because the parents are in em: ployment# see7ing 0or7 or in training. From August 34 $ on0ards all children from the age of one ha,e a legal right to a place in day care. 'he implementation and financ: ing of child and youth 0elfare legislation lies# under the %asic La0# in the sphere of competence of the Lnder and# as a matter for local self:go,ernment# is the responsibil: ity of the "ommunen <local authorities?. .nder Federal La0 the legal frame0or7 for day care for children pro,ided under the youth 0elfare office is regulated by the Child and /outh Belfare Act < "inder# und 8u# gendhilfegesetz ? and co,ers the placement# briefing# training and payment of suitable day:dare staff by the youth 0elfare office. 'he Lnder and local authorities are respon: sible for implementation# and ha,e as a rule adopted their o0n legal pro,isions substan: tiating the frame0or7 conditions.
4.2.

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Geo"raphical Accessibility 6eeds:oriented day:care ser,ices are to be established for children under three years of age in day care and in day:care centres. Admission Re@uirements and $hoice of E$E$ institution 6eeds:oriented day:care ser,ices for children under the age of three enable at least support for all children 0hose parents and legal guardians are in or starting gainful employment# are in a ,ocational education programme# at school or in higher education# or in receipt of benefits for integration into 0or7 pursuant to Social Security Code && or 0hose 0elfare is not guaranteed 0ithout such assistance. A"e +e els and Groupin" of $hildren Children under the age of three may be loo7ed after in "inderkri&&en <crWches?# in groups of children under the age of three in day:care centres or# in mi8ed:age groups# in day:care centres together 0ith children bet0een three to si8 or 3 years of age or in child:minding ser,ices. At present# day care for children under three years of age is un: dergoing e8pansion. More detailed information on the e8pansion of day:care centres for children can be found in chapter H.3.$. *r"anisation of Time For the organisation of time in day care for children# the information in chapter H.@. ap: plies.

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*r"anisation of the (ay and 9ee8 For the organisation of the day and 0ee7 in day care for children# the information in chapter H.@. applies.
4.3.

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Steerin" (ocuments and Types of Acti ity According to the specialist recommendations of the national 0or7ing group of the Land youth 0elfare ser,ices < Bundesarbeitsgemeinschaft der Landes0ugendmter? of 6o,em: ber 344D on the 9uality of the education# upbringing and care of children under three in day:care centres for children and child:minding ser,ices# early childcare must respond in particular to the basic needs of small children. 'he specific needs of children under three include1 lo,ing attentionM sensiti,e care based on stable relationshipsM sympathetic support appropriate to de,elopment stageM empathy and support in stressful situationsM unconditional acceptanceM safety and security.

Educational support at this stage in life is primarily understood as shaping relationships 0ith the child and as holistic support complementing de,elopment. &t is accompanied by educational partnership 0ith parents. 'he educational processes ta7e place through social interaction and communication# and abo,e all through play. Special de,elopment themes of early childhood promotion include supporting communication# language and motor de,elopment. Teachin" ,ethods and ,aterials 'he promotion of communication and language is a core educational tas7. Language de,elopment is promoted in an emotionally approachable atmosphere. Educational staff are e8pected to support 0or7flo0s and care processes 0ith language# and to structure them as language:stimulating situations. Language de,elopment is also supported by the language model pro,ided by educational staff# through customs including songs# finger play and ,erse# teaching 0or7 0ith picture boo7s# and much more besides. Another de,elopment aspect is the promotion of motor de,elopment. E8tensi,e oppor: tunities for motor acti,ities are designed to support secure mo,ement and the de,elop: ment of body a0areness# self acceptance and the attenti,eness of the child. 'his includes inter alia a 0ealth of physical acti,ities# open spaces# programmes such as rhythmic ear: ly education# and song and mo,ement games. Children should also ha,e enough time to ma7e motor ad,ances by themsel,es.
4.4.

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'here is no assessment of performance in day:care centres for children# as there are no lessons in the traditional sense. Regular obser,ation and documenting of de,elopment and the abilities and needs of the children allo0s educational staff to support indi,idual
DD

de,elopment tas7s competently. Staff incorporate these obser,ations into dialogue 0ith the child and con,ersations 0ith the parents.
4.5.

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Geo"raphical accessibility 'he local maintaining bodies of public youth 0elfare <local authorities = "ommunen? are obliged to pro,ide places in day:care centres to all children from the age of three until they start school. &n this regard# they cooperate 0ith the non:public youth 0elfare ser: ,ices. Admission re@uirements and choice of institution/centre Early childhood education includes all institutions run by the non:public and public child and youth 0elfare ser,ices 0hich cater for children until they start school. .nder the Social Security Code F&&& <Achtes Buch Sozialgesetzbuch 3 "inder# und 8u# gendhilfe = R@4?# all children 0ho ha,e reached the age of three ha,e the legal right to be admitted to a day:care facility until school entry. 'he "indergarten is the traditional form of institutionalised early childhood education for children from the age of three until they start school in Germany. Some Lnder ha,e group care facilities for children of all ages bet0een four months and si8 or 3 years. %esides the day:care centres other forms of institution and care facilities e8ist in the early childhood sector. )o0e,er# in terms of the number of children they cater for# these institutions are of lesser significance. For information on (orklassen# Schulkindergrten and heil&dagogische or sonder&dagogische "indergrten for children 0ith disabilities see chapter 3.$. A"e le els and "roupin" of children Early childhood education and care is not organised into grades# groups fre9uently con: sist of children from different age groups. *r"anisation of time 'he organisation of early childhood education and care in day:care centres during the year corresponds to a large e8tent 0ith the organisation of school time <see chapter !.3.?. &f day:care institutions close during holidays# the maintaining body of the public youth 0elfare has to ensure alternati,e super,ision for children 0ho cannot be super,ised by the persons 0ho ha,e parental po0er. *r"anisation of the (ay and 9ee8 &n Germany# early childhood education and care in day:care facilities is not part of the state:organised school system# but is assigned to Child and /outh Belfare# 0hich means that the Ministries of Education and Cultural Affairs of the Lnder therefore do not adopt regulations go,erning the time:table in the early childhood sector. (pening hours are largely arranged by youth 0elfare offices < 8ugendmter?# generally 0ith the agreement of the maintaining bodies and in consultation 0ith the parents. 'hese times may ,ary bet0een the different "indergrten and depend to some e8tent on
44

the needs of the families in their catchment areas. 'he contracted child:care hours range from up to fi,e hours in the morning <half:days? to bet0een si8 and se,en hours of care daily# sometimes 0ith a midday brea7 <three:9uarter days?# to se,en:hour full:day care including lunch <0hole days?. 'here are considerable regional differences in the pattern of daily use of places in day:care centres. &n 34 in eastern Germany almost three out of four children o,er the age of three attended day:care facilities for the 0hole day <"$.$ per cent?# compared 0ith Aust less than one third in 0estern Germany <$4. per cent?. 'he number of 0hole:day options is# ho0e,er# increasing in 0estern Germany too. Many day:care facilities are no0 trying more consciously than before to adapt their opening times in line 0ith the needs of families and# if necessary# are organising an ear: ly:morning ser,ice or a late ser,ice as 0ell as a lunch:time ser,ice for some children or groups of children. )o0e,er# any e8tension in opening hours is often limited by the number of staff employed at each establishment and the capacity of its premises.
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Steerin" (ocuments and Types of Acti ity SubAects and 0ee7ly teaching hours are not laid do0n for the sector of early childhood education and care# and there are no curricula such as those in schools. 'he Lnder ha,e laid do0n obAecti,es and areas of education in education plans 0hich are imple: mented in agreement 0ith the maintaining bodies of the day:care centres for children. 'he follo0ing areas and acti,ities are designed to encourage the de,elopment of chil: dren from the age of three years until they enter school in the "indergarten1 de,elop: ment of the childIs physical# mental# emotional and social abilities. According to the Aoint frame0or7 of the Lnder for early education in day:care centres for children < !e# meinsamer %ahmen der Lnder fr die frhe Bildung in "indertageseinrichtungen?# edu: cational areas are1 language# 0riting# communication personal and social de,elopment# de,elopment of ,alues and religious education mathematics# natural sciences# <information? technology fine arts-0or7ing 0ith different media body# mo,ement# health nature and cultural en,ironments

'he early educational and school education concepts in each case are to be agreed at local le,el bet0een the non:public youth 0elfare ser,ices and the primary schools < !rundschulen?. Teachin" methods and materials Methods of educational 0or7 in day:care centres for children are determined by a holis: tic approach. 'he main emphasis is on proAect 0or7# 0hich shall ta7e up subAects of rel: e,ance to the childCs o0n en,ironment and interests. Educational 0or7 shall encourage self:organised learning# gi,e the child the freedom for creati,ity# encourage team 0or7# enable the child to learn from mista7es# as 0ell as to in,estigate and e8periment. 'he educational 0or7 in day:care centres for children is essentially based on the situa: tional approach1 it is guided by the interests# needs and situations of the indi,idual chil:
4

dren. 'he pedagogical staff therefore ha,e to obser,e the children# document their de: ,elopment and tal7 to parents regularly.
4.7.

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ChildrenIs performance at day:care facilities is not assessed# as teaching does not ta7e place in the sense of lessons at school. Specialised educational staff monitor and docu: ment childrenIs de,elopment and inform parents of their childIs progress and of indi,id: ual educational needs.
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As 0ell as day:care centres for children# child:minding ser,ices are also a,ailable for children under the age of si8. )ere one or more children are cared for by a child:minder in a pri,ate home or an apartment or house rented for this purpose. Children in day: care facilities are sometimes also loo7ed after by a childminder if the opening times of the institution do not suit the needs of parents. &t is mainly younger children 0ho are cared for by childminders. &n recent years the share of publicly:funded childminders has reached ! per cent of day:care on offer for children under the age of three# and has therefore gained increasing importance. As part of the e8pansion of a needs:oriented supply of day:care places for children under three years of age# by 34 $ $4 per cent of all ne0ly established places are to be created in child:minding ser,ices. 'he +ay Care E8pansion Act </agesbetreuungsgesetz = 'AG = R@ ? 0hich entered into force at the beginning of 344!# enhances day care for children by setting up# for the first time# minimum 9ualification re9uirements for the childminder. Child:minding ser,ices should pro,ide an alternati,e 0hich in terms of 9uality e9uals the super,ision in day: care centres# in particular for children belo0 the age of three. Bithin the scope of the Action 2rogramme 5a' -are for -hildren# in close cooperation of the Federation# the Lnder# the local authorities and the associations# the 9uality of day care for children is to be ensured and impro,ed# more personnel is to be engaged# the infrastructure e8: panded and the parental role reinforced. Moreo,er# 0ithin the scope of the >ualification &nitiati,e for Germany EGetting ahead through educationO <Aufstieg durch Bildung? the Federal Go,ernment also pro,ides measures of continuing training for childminders.

43

5.
5.1.

PRIMARY EDUCATION
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'he !rundschule <primary school? is attended by all school:age children together. &t co: ,ers grades to H. &n %erlin and %randenburg the !rundschule co,ers si8 grades. General o,Iectives 'he tas7s and obAecti,es of the !rundschule are determined by its position 0ithin the school system. 'he primary schoolIs role is to lead its pupils from more play:oriented forms of learning at pre:school le,el to the more systematic forms of school learning# and also to adapt the form and content of teaching programmes to fit the different learn: ing re9uirements and capabilities of indi,idual pupils. 'he aim of the primary school is to pro,ide its pupils 0ith the basis for the ne8t educational le,el and lifelong learning. ;articular importance is attached to the general impro,ement of linguistic competence and to the basic understanding of mathematical and scientific concepts. 'he primary school should ma7e pupils capable of grasping and structuring their e8perience of the 0orld around them. At the same time# they should further de,elop their psychomotor s7ills and their patterns of social beha,iour. 'he primary school sees its function as the fostering of children 0ith different indi,idu: al learning bac7grounds and learning abilities in such a 0ay as to de,elop the basis for independent thin7ing# learning and 0or7ing# and to pro,ide e8perience of interacting 0ith other people. 'hus children ac9uire a solid basis 0hich helps them find their 0ay and act 0ithin their en,ironment and prepares them for the process of learning in sec: ondary schools. pecific legislative framework 'he %asic La0 <!rundgesetz = R ? and the constitutions of the Lnder <R 3=3"? include a number of fundamental pro,isions on schools <inspection# parentsI rights# compulsory schooling# religious instruction# pri,ately:maintained schools? 0hich also ha,e a bearing on primary schools. 'he legal basis for the !rundschule as the first compulsory school for all children is to be found in the Education Acts <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "? and the Compulsory Schooling Acts <R 4G? of the Lnder as 0ell as in the Schulordnungen <school regulations? for the primary school enacted by the Ministries of Education and Cultural Affairs in the Lnder.
5.2.

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Geo"raphical Accessibility (ne of the responsibilities of the Lnder in their education policy is to maintain a sufficiently ,aried range of schools. As the highest school super,isory authority# the Ministry of Education and Cultural Affairs of each Land is therefore concerned 0ith establishing the base for an efficient school system. Accordingly# present and future school needs and school locations are identified in a school de,elopment plan dra0n up at Land le,el. 'he establishment of plans for de,eloping schools is regulated by the Education Acts in some Lnder.

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'he "ommunen <local authorities?# i.e. the municipalities# districts and municipalities not being part of a district# must# in their capacity as the maintaining bodies of public: sector schools# ensure that a 0ell:balanced choice of education is a,ailable in their area. 'his means that school de,elopment planning is also a tas7 of the local authority maintaining bodies# 0hich identify the school capacity re9uired and determine the location of schools. 'he plans of each of the local authorities must be established on the basis of mutual consultation and appro,ed by the schoolsI super,isory authorities# in most cases by the Ministry of Education and Cultural Affairs. 'he e8ception to this is %ayern# 0here schools are generally established by the Land in consultation 0ith the local authorities. Admission Re@uirements and $hoice of School Choice of school &n order to complete general compulsory schooling# pupils must# in principle# attend the local !rundschule <primary school?. &n some Lnder efforts are under0ay to put parents in a position to freely choose a primary school. &n 6ordrhein:Bestfalen since the 344G-344D school year parents ha,e been free to enrol their child in a !rundschule other than the one nearest their home. 'he school maintaining bodies ha,e the opportunity to fi8 catchment areas for schools. &n %randenburg school catchment areas may o,erlap or coincide# so that parents ha,e different options. tart of compulsor# schooling Compulsory schooling starts on August for all children ha,ing reached their si8th birthday before a statutory 9ualifying date. Follo0ing the resolution of the Standing Conference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz? of (ctober DD" entitled Recommendations on Starting School <$m&fehlungen zum Schulanfang?# the Lnder can set the 9ualifying date bet0een $4 2une and $4 September. 'hey can also ma7e pro,ision for the possibility of starting school during the course of the school year. 'he aim of the recommendations is to reduce 0hat are# in part# high deferment rates and to encourage parents to send their children to school as early as possible. 'he strengthening of the collaboration bet0een day:care centres for children and primary schools in most of the Lnder ser,es the same purpose. (ffers of fle8ible school entrance phases are being further de,eloped. &n 344H# %erlin set the statutory 9ualifying date for compulsory schooling at $ +ecemberM thus# compulsory schooling starts after the summer holidays for all chil: dren 0ho reach the age of si8 before the end of the year. "arl# entrance All children 0ho ha,e their si8th birthday after the statutory 9ualifying date as deter: mined by the Lnder may be permitted to start school early on their parentsI application. Compulsory schooling for such children starts 0ith their admittance.

4H

Deferment of schooling +eferment of school attendance is usually possible only as an e8ception to the rule if it is deemed that support in a school en,ironment does not constitute a fa,ourable pre: condition for the de,elopment of a child. &n the maAority of the Lnder the children in,ol,ed may attend a Schulkindergarten or a (orklasse or !rundschulf1rderklasse <see chapter 3.$.?. Should neither of these be a,ail: able 0ithin a reasonable distance# children 0hose compulsory schooling has been de: ferred may attend a "indergarten or recei,e special help in grade at primary school. Bhere doubts still remain at the end of the period of deferment as to the childIs suitabil: ity to attend a mainstream school# the schools super,isory authority 0ill decide 0hether he or she should be re9uired to attend a )1rderschule <special school?. A"e +e els and Groupin" of #upils ;rimary school pupils <aged si8 to ten# in %erlin and %randenburg si8 to t0el,e? are normally taught in classes according to age. &n grades and 3# most lessons are 0ith the same member of staff# the class teacher. &t helps pupils become accustomed to school life if they can relate to one teacher rather than ha,ing different members of staff for each subAect. 'he principle of class teachers is used to ensure a certain combination of educa: tion and teaching# and a consistent pedagogical approach and ma7es it easier to respond to pupilsI indi,idual needs. From grade $ on0ards the children increasingly encounter subAect teachers# 0hich helps them prepare for the transition to secondary school 0here subAect teachers are the rule. &n addition to lessons according to age group# indi,idual Lnder pro,ide teaching for mi8ed age groups for the first t0o years of school in partic: ular. &n these cases# pupils can pass through the first t0o years of school in one to three years# depending on their o0n indi,idual progress. *r"anisation of the School &ear Bith a fi,e:day school 0ee7# teaching ta7es place on GG days a year on a,erage <$@! days minus "! days holiday# minus ten additional free days# minus !3 Sundays and H4 Saturdays?. As a rule# in Lnder 0ith a si8:day school 0ee7# there are t0o Saturdays per month on 0hich no lessons ta7e place. &n this case# the number of days on 0hich lessons are taught increases to 34G <$@! days minus "! days holiday# minus ten additional free days# minus !3 Sundays and 34 Saturdays?. )o0e,er# the total number of teaching hours per year is the same regardless of 0hether teaching is carried out on the basis of a fi,e: day or si8:day 0ee7# since the lessons 0hich are held on a Saturday in the si8:day 0ee7 are distributed among the other 0ee7days in the fi,e:day 0ee7. &n accordance 0ith the Agreement bet0een the Lnder on harmonisation in the school system <Hamburger Abkommen?# the school year begins on August and ends on $ 2uly. 'he actual beginning and end of the school term depend on the dates of the summer hol: idays. Summer holidays ha,e been restricted to the period bet0een mid:2une and mid: September for educational# organisational and climatic reasons. ;ursuant to an agree: ment of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder# the si8:0ee7 summer holidays are fi8ed 0ithin this period in accordance 0ith a rota system# 0hereby the Lnder ta7e turns to ha,e the summer holidays later or earlier. 'he long:term agreement adopted by the Standing Conference in May 344G lays do0n the dates of the summer holidays for all Lnder until 34 ". .nder the rotating sys:
4!

tem# the Lnder are di,ided into fi,e groups each 0ith about the same population. Apart from the summer holidays# there are shorter holidays 0hich the Lnder decide annually on the basis of certain principles and their o0n considerations. 'hese minor holidays fall at Easter and Christmas. 'he teaching administration can fi8 a shorter holiday at Bhitsun and in autumn# and authorise indi,idual ,ariable holidays to ta7e account of special local situations. 'he total annual duration of school holidays is "! 0or7ing days. *r"anisation of the School (ay and 9ee8 ;rimary school pupils attend lessons for 34 to 3D periods a 0ee7. &n most Lnder there are 34 to 33 periods in the first year# rising to 3" in the fourth <final? year of primary ed: ucation. As a rule each period lasts H! minutes. Lessons are usually held in the morning# 0ith up to si8 periods a day. 'he 0ee7ly teaching periods laid do0n by the Ministries of Education and Cultural Af: fairs of the Lnder for the different types of school may be distributed o,er fi,e or si8 days in the 0ee7. As a rule# in Lnder 0ith a si8:day school 0ee7# there are t0o Satur: days per month on 0hich no lessons ta7e place. &n most Lnder# the responsible Minis: try of Education and Cultural Affairs has introduced a fi,e:day 0ee7 for all schools. &n some Lnder# the Schulkonferenz <school conference? may decide the number of days in the school 0ee7. &n the primary sector# lesson times are laid do0n from ".$4-G.$4 a.m. to .$4 p.m. or .$4 a.m. <Monday to Friday or Monday to Saturday?. upervision of pupils outside lesson times and provision of all-da# education and supervision Changes in childrenCs li,ing conditions mean that the primary school is e8pected to con: tribute to their super,ision both before and after lessons and also in the afternoons. All: day super,ision and care for children aged bet0een si8 and ten is increasingly pro,ided through all:day education and super,ision offers# and also by Horte <after:school cen: tres?. &n many places all:day offers are implemented in cooperation 0ith partners from outside school such as the maintaining bodies of youth 0elfare ser,ices or bodies main: taining cultural education# youth sport clubs and parents associations. &n the maAority of Lnder# after:school centres are run by the public youth 0elfare ser,ices. ;edagogical efforts are concentrated on closer cooperation bet0een schools and after:school centres. All Lnder are currently in the process of e8panding their pro,ision of care and super,i: sion for children outside lesson time. A gro0ing number of primary schools ha,e intro: duced fi8ed opening hours <appro8imately ".$4 a.m. to .44-3.44 p.m. depending on local conditions? so that parents can be sure their children ha,e some0here to stay e,en out: side compulsory lessons. 'his in,ol,es amended school and teaching concepts# and of: fering acti,ities 0hich complement lessons and are run by non:school bodies. ;articipa: tion in the additional acti,ities is usually ,oluntary. 'he children are loo7ed after# amongst others# by 9ualified employees and part:time staff 0ho as a rule are paid by the maintaining bodies pro,iding the care# 0hich also co,er the material costs. ;arents are normally e8pected to pay a charge for such ser,ices# the actual amount depending on their circumstances. 'his e8tra super,ision is subAect to the consent of the school super: ,isory authorities in some Lnder# particularly 0here there are pro,isions for subsidies by the Land. 'he primary school 0ith fi8ed opening times <verlssliche !rundschule? and
4@

the primary school 0ith guaranteed support and sur,eillance are currently being fur: ther e8panded. Bithin the compass of the in,estment programme Future Education and Care < Investi# tions&rogramm .ukunft Bildung und Betreuung = &L%%? of the Federation# until 344D the setting up and e8pansion of schools offering all:day acti,ities and care 0as promoted in the primary sector as 0ell. &n !anztagsschulen <all:day schools?# the e8tracurricular ac: ti,ities in the afternoon are to bear a conceptual relationship 0ith the teaching in the morning# and be carried out under the super,ision and responsibility of the school ad: ministration <for further information# see chapter @.$.?. &n 34 4# HH.3 per cent of all public and pri,ate primary schools 0ere !anztagsschulen. A total of 33.G per cent of all primary school pupils 0ere in,ol,ed in all:day education = an increase of .$ percentage points o,er 344D. (n a,erage across Germany the share of administrati,e units <administrati,e units can include se,eral school:type specific establishments 0hich are regarded as schools for statistical purposes? offering all:day education in 34 4 0as ! .! per cent <34431 @.$ per cent?.
5.3.

T2/,9-&5 /&* L2/(&-&5 -& P(-8/(; E*+,/'-)&

$urriculum, SubAects, -umber of 'ours u,Iects Lessons at the primary school initially focus on reading# 0riting and arithmetic. 'each: ing ta7es place both in lessons concentrating on a specific subAect or area and in cross: disciplinary classes. As a rule subAects include German# mathematics# Sachunterricht# art# music# sport and in most Lnder religious instruction. Se,eral areas# especially e.g. German# Sachunterricht# drama# music# art and handicrafts are often brought together to produce li,ely and ,aried 0or7 on topic focuses or lesson units. As for a first encounter 0ith foreign languages at primary school age the Lnder ha,e de,eloped ,arious ap: proaches. Foreign language lessons are already pro,ided in the primary sector in all Lnder. 'hey are offered chiefly in grades $ and H# and in some Lnder also in grades and 3. 'he ba: sis for the definition of the final 9ualification le,el in foreign language learning from primary education through to upper secondary le,el is the Common European Frame: 0or7 of Reference for Languages <CEFR?# 0ith its defined competence le,els. Foreign language lessons in primary school ta7e up language e8periences from the pre:school sector and also connect 0ith language learning e8periences and pupilsC 7no0ledge of first languages other than German. 'hey are geared to pro,iding intercultural compe: tence and to impro,ing recepti,e and producti,e language use. 'his allo0s the ac9uisi: tion of compatible competences at a le,el geared to CEFR le,el A . Lessons enable pu: pils to act appropriately in different child:oriented conte8ts and situations. .nder ap: propriate circumstances# bilingual lessons can be already pro,ided in the primary sec: tor. &n addition to the subAects mentioned# the follo0ing areas are to be increasingly includ: ed as constant principles in the programme of education at the !rundschule1 linguistic education <encouragement of linguistic de,elopment?# mathematical education <promot: ing lifelong in,ol,ement 0ith mathematical demands# logical thin7ing and problem sol,:
4"

ing?# media education <using media in a critical 0ay?# aesthetic education <creati,e acti,i: ties and sensory e8periences?# using technology# mo,ement education# encounter 0ith foreign languages# en,ironment and health <treating nature and oneIs o0n body in a re: sponsible 0ay?# attachment to oneIs home country or region combined 0ith an interna: tional outloo7# i.e. the general area of intercultural learning. Sustainable de,elopment issues are moreo,er to be integrated into teaching e,en at !rundschule# in Sachun# terricht in particular. Bithin the conte8t of strengthening democratic education children are to be introduced in !rundschule to the basic principles of the democratic state and social order# and the differences 0ith dictatorial regimes. %esides# in recent years# the curricula of the Lnder ha,e increasingly ta7en into ac: count the concept of lifelong learning. 'he ac9uisition of fundamental 7no0ledge# abili: ties and s7ills# as 0ell as the ac9uisition of a 7no0ledge that 0ill ser,e as an orientation aid for further learning# together 0ith the de,elopment of 7ey competences# ha,e be: come main educational obAecti,es. Development of curricula 'he material and competences 0hich are important to the educational process at prima: ry school are laid do0n in curricula# education plans or frame0or7 plans 0hich may be subAect:related# area:related or interdisciplinary. 'o implement the Bildungsstandards <educational standards? of the Standing Conference for the primary sector# the subAects in the curricula are adapted accordingly. 'he educational standards binding for all Ln: der specify the goals themsel,es# 0hilst the curricula describe and structure the 0ay in 0hich to achie,e these goals. For further information on 9uality assurance and 9uality de,elopment by means of educational standards# see chapter .3. Curricula or education plans for the primary school as 0ell as for other types of school are the responsibility of the Ministries of Education and Cultural Affairs in the Lnder. 'he curricula are published as regulations of the Ministry of Education and Cultural Affairs. 'hey ta7e the form of instructions from a higher authority and# as such# are binding on teachers. &t is the responsibility of the head teacher to ensure that the cur: rent curricula are taught at his-her school. At the same time# curricula are formulated in such a general 0ay as to lea,e the teachers the freedom of teaching methods in practice. 6e,ertheless all the teachers of a specific subAect at one school hold conferences to reach a degree of consensus on methods and assessment criteria. A curriculum is usually dra0n up as follo0s. (nce the Ministry of Education and Cul: tural Affairs of a particular Land has reached the decision to re,ise or completely reor: ganise a curriculum# a commission is appointed usually consisting in the main of ser,ing teachers# including heads# as 0ell as school inspectors# representati,es of the school research institute of the Land concerned and = to a lesser e8tent = of e8perts in the rele: ,ant disciplines from institutions of higher education. As a rule# it is the Aob of the com: mission to de,ise a curriculum for a certain subAect at a specific type of school# for a spe: cific school le,el or for a type of school. &t 0ill then 0or7 on a draft. 'he curricula not only deal 0ith the contents# but also the course obAecti,es and teaching methods. E8pe: rience gained 0ith pre,ious curricula is ta7en into account 0hen it comes to de,ising ne0 ones. &n some Lnder curricula are launched on a trial basis before being finalised and becoming uni,ersally ,alid. Finally# there are set procedures according to 0hich the commission may consult associations and parentsI and pupilsI representati,e bodies.
4G

As soon as a ne0 curriculum has been completed and is introduced on a definiti,e or preliminary basis at schools# the in:ser,ice training institutes for the teaching profes: sion maintained by the Ministries of Education and Cultural Affairs are charged 0ith training teachers to 0or7 0ith it. 'his is the stage 0hen te8tboo7 publishers embar7 on a re,ision or completely ne0 edition of their titles. A central database 0ith curricula for schools pro,iding general education is accessible on the 0ebsite of the Standing Conference <000.7m7.org?. Teachin" ,ethods and ,aterials ;rimary school teaching builds on pupilsI personal e8perience and is designed to 0iden their horiJons. 'he primary school includes its pupils in the process of planning# carry: ing out and e,aluating lessons in a manner suited to each particular age group# and uses their e8periences# 9uestions# concerns# 7no0ledge# abilities and s7ills as a basis for les: sons. &n different teaching situations# pupils should increasingly de,elop the ability to choose subAects and methods# social forms in learning# and the place of 0or7 or the tools of 0or7# as 0ell as to manage their o0n 0or7. 'hey can de,elop the 0ealth of their o0n ideas and their independence by organising phases of 0or7 themsel,es <free 0or7? and by helping to structure the 0or7 planned for the day and the entire 0ee7. &t is the tas7 of the teachersI conference to select te8tboo7s from the regularly published lists of te8tboo7s appro,ed by the Ministry. 'he use of ne0 media <multimedia? is be: coming increasingly important# both as a teaching aid and as something to be taught and learnt. %y no0# access to electronic net0or7s <&nternet? is pro,ided for all schools. 'he latest information about the use of online resources in teaching and internet proAects can be found on the Education Ser,ers pro,ided by the Lnder Ministries 0hich is ac: cessible ,ia the national information portal maintained by the federal and Lnder au: thorities# the German Education Ser,er <000.eduser,er.de?.
5.4.

A..2..82&' -& P(-8/(; E*+,/'-)&

#upil assessment Altered forms of learning in the !rundschule are contributing to0ards a ne0 under: standing of 0hat is conduci,e to learning# and of assessing pupil performance. 'he focus has shifted to encouraging each indi,idual pupil to achie,e all that he or she is capable of = guided by the learning re9uirements for the respecti,e school grade. &n order to do this it is necessary to monitor the indi,idual de,elopment and performance of each pupil on a constant basis# as 0ell as their 0or7ing and social beha,iour# and assess these fac: tors comprehensi,ely. Educational progress is normally e8amined by constant monitoring of the learning pro: cesses and by the use of oral and 0ritten controls. &n grades and 3# the focus is on di: rect obser,ation of the pupils. &n grade $# pupils also begin to be familiarised 0ith 0rit: ten class tests in certain subAects <especially German# Sachunterricht and mathematics?. Assessment is al0ays based on curriculum re9uirements and the 7no0ledge# abilities and s7ills ac9uired in class. Assessment is carried out by the teacher responsible for lessons# 0ho is responsible educationally for his or her decision.
4D

&n most Lnder# for the first t0o grades of primary school this assessment ta7es the form of a report at the end of the school year describing in detail a pupilIs progress# strengths and 0ea7nesses in the ,arious fields of learning. At the end of grade 3# or sometimes later# pupils start to recei,e their reports at the end of each half of the school year 0ith mar7s# 0hich enable the indi,idual pupilIs performance to be recorded and placed in the conte8t of the le,el achie,ed by the entire teaching group# and thus a com: parati,e assessment to be made. &n addition to the mar7s a0arded for the indi,idual subAects# the reports can also contain assessments concerning participation in class and social conduct 0ithin the school. &n appro8imately !4 per cent of the Lnder# an assess: ment of the 0or7:related and social beha,iour is already being performed. 'he reintro: duction of assessments of this 7ind simultaneously gi,es rise to heated debates in other Lnder. ;upils e8periencing difficulties 0ith reading and 0riting are generally subAected to the same assessment standards that apply for all pupils. Compensation for any disad: ,antages and de,iations from the basic principles for sur,eying and assessing perfor: mance generally ta7e place in primary schools. 'hey are reduced 0ith the pro,ision of ongoing promotion in the higher grades. #ro"ression of pupils All children automatically mo,e from grade to grade 3 at the primary school. As a rule# from grade 3 of the primary school on0ards each pupil is assigned to a suitable grade depending on his or her achie,ement le,el# either by being promoted a grade or by re: peating a grade. 'he decision 0hether or not to mo,e a pupil to the ne8t grade is based on the mar7s achie,ed in the pupilIs school report <.eugnis? at the end of the school year. ;upils 0ho are not mo,ed up ha,e to repeat the grade they ha,e Aust finished. .nder certain circumstances# a pupil may also repeat a grade e,en if a decision has been made to let him or her mo,e up from that grade at the end of the school year. (n the basis of the total number of pupils in the primary sector# only .4 per cent of pupils repeated a class in school year 34 4-34 . $ertification 'here is no lea,ing e8amination at the end of primary school# and# as a rule# pupils are not a0arded a lea,ing certificate. )o0e,er# at the end of grade H <or grade @? pupils do recei,e a report for that year. An e8ception is the Land of %aden:BKrttemberg# 0here a lea,ing certificate is issued at the end of the !rundschule. &n %aden:BKrttemberg only pupils 0ho ha,e not achie,ed !rundschule target outcomes at the end of grade H recei,e a report. 'he transition from primary school to one of the secondary school types is reg: ulated differently according to Land la0. For further information# see chapter @.3.
5.5.

O(5/&-./'-)&/0 V/(-/'-)&. /&* A0'2(&/'-12 S'(+,'+(2. -& P(-8/(; E*+" ,/'-)&

;upils 0ho are not ready to go bac7 to school follo0ing hospital treatment may recei,e lessons at home. 'eachers of the school type 0hich the pupil is to attend after his or her con,alescence are employed to this end# thus effecti,ely 0or7ing to0ards the pupilIs reintegration.

;upils 0ho cannot attend school for a longer period or e,en permanently# due to illness# 0ithout re9uiring hospitalisation# should also be taught at home. 'his depends on their ability to follo0 lessons. 'his# and the pupilIs physical capacity# is certified by a school doctor. For children and young people 0hose life is characterised by continual mo,es and a conse9uent lac7 of continuity in their school de,elopment# an impro,ement in the schooling situation must aim abo,e all at continuity# and at elements 0hich stabilise their school career and moti,ate those pupils to attend school. Children of circus artists# fairground entertainers and other occupational tra,ellers ha,e to change school up to thirty times a year. 'he Lnder ha,e de,eloped concepts to guarantee an impro,ement in school pro,ision for these children. 'he measures include parental counselling and impro,ed access to primary schools# secondary schools and to ,ocational education and training. .nder a resolution of the Standing Conference of the Ministers of Education and Cultural Affairs last amended in DDD# these measures also include subsidies for the costs of accommodating children of the tra,elling professions in homes. Among other things# the Lnder go,ernments aim at reinforcing the 0illingness of schools to accept these tra,elling children and young people and to pro,ide means of promoting them or create additional facilities on site during their tra,els. Most Lnder ha,e a system of regular schools <Stammschulen? and base centre schools <Sttz&unktschulen?. 'he regular school assumes responsibility for the childIs school ca: reer at the familyIs 0inter site# 0hile the base centre schools are situated near fair: grounds and endea,our in particular to pro,ide educational support for tra,elling chil: dren. 'he special teachers a,ailable in most Lnder for tra,elling children# the so:called Bereichslehrkrfte# pro,ide particularly effecti,e support here. 'hey help preparing and implementing the childrenCs school attendance during their tra,els. 'hey also support children according to their abilities and s7ills and their learning outcomes# and de,elop coordinated lessons 0hich also allo0 the children self:directed learning. &n addition# pilot proAects are under0ay in some Lnder in the form of a travelling school# 0hich allo0s# in particular# the children of circus performers to be taught at the same time at different locations. 'he travelling school <e.g. the Schule fr -ircuskinder in 6ordrhein:Bestfalen? accepts pupils of pre:school age as 0ell as of primary and lo0er secondary le,el age 0ith the aim of guaranteeing uninterrupted school attendance. &n 6o,ember 344 # the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder sought ad,ice 0ith regard to the teaching of children of occupa: tional tra,ellers. &t re9uested the Lnder to pro,ide suitable distance learning materials# as 0ell as to include the teaching of children of tra,ellers in in:ser,ice teacher training. &n September 344$# the Standing Conference concerned itself 0ith a school diary <Schultagebuch? for the children of occupational tra,ellers# and recommended its intro: duction to the Lnder. Bith the concept of Focational Competence for /oung ;eople from Fair Ground Families and Circus Families < Berufliche "om&etenzen fr 8ugendliche aus Schaustellerfamilien und von .irkusangeh1rigen = %e*oSch?# the Lnder ha,e also de,eloped a scheme for ,ocational education and training. Moreo,er# there are initial proAects for tra,elling children based on e:learning. Further information# important ad: dresses# the school diary and guidelines are pro,ided on a supra:regional 0ebsite <000.schule:unter0egs.de?.

As a rule# &nternational Schools in Germany# including the 3G member schools of the European Council of &nternational Schools <EC&S?# cater for primary as 0ell as second: ary school pupils. 'here are also three European Schools# 0hich offer bilingual lessons in ,arious languages.

!.

SECONDARY EDUCATION AND POST"SECONDARY NON" TERTIARY EDUCATION

I&'()*+,'-)&

!.1.

Secondary education brea7s do0n into lo0er secondary le,el <Sekundarstufe I?# 0hich comprises the courses of education from grades !-" to D- 4 of school# and upper second: ary le,el <Sekundarstufe II?# 0hich comprises all the courses of education that build on the foundations laid in the lo0er secondary le,el. Secondary le,el education includes courses offering general education# a combination of general and ,ocational education# or ,ocational education. 'he function of all the courses of education at lo0er secondary le,el is to prepare pupils for courses of education at upper secondary le,el# completion of 0hich is re9uired for ,ocational or uni,ersity entrance 9ualification. Accordingly# lo0er secondary education is predominantly of a general nature 0hereas# apart from !'mnasien# ,ocational educa: tion predominates at upper secondary le,el. Lo0er secondary le,el co,ers the age group of pupils bet0een 4 and !- @ years old and upper secondary le,el the pupils bet0een !- @ and G- D years old. %oth age groups are re9uired to attend school1 the former full:time# the latter# !: to D:year:olds# generally part:time for three years or until they ha,e reached the age of G# unless they are attending a full:time school. Secondary le,el educational institutions do differ in terms of duration and school: lea,ing 9ualifications# but they are so interrelated that they largely constitute an open system allo0ing transfer from one type of course to the other. 'he same 9ualifications can# as a rule# also be obtained subse9uently in adult education institutions <see chap: ter G.!.?. General o,Iectives
General obAecti es ? lo7er secondary education

'he organisation of lo0er secondary le,el schools and courses of education is based on the principle of basic general education# indi,idual specialisation and encouraging pu: pils according to their abilities. 'he schools endea,our to achie,e these goals by1 furthering the o,erall intellectual# emotional and physical de,elopment of pupils# teaching them to be independent# ma7e decisions and bear their share of personal# so: cial and political responsibilityM pro,iding instruction based on the state of academic 7no0ledge that ta7es the pupilsI age:related conceptual faculties into account in its organisation and in the demands made on themM gradually increasing the degree of specialisation in line 0ith each pupilIs abilities and inclinationsM maintaining an open system allo0ing transfer from one type of school to the other af: ter an orientation stage.

General obAecti es ? upper secondary education ? "eneral education schools

'he courses of education pro,ided at general education schools 0ithin the upper sec: ondary le,el lead to a higher education entrance 9ualification. 'he aim of learning and 0or7 0ithin the upper le,el of the !'mnasium is to obtain the Allgemeine Hochschulreife# 0hich entitles the holder to enter any study course at any institution of higher education and also enables them to commence a comparable course of ,ocational education and training. 'he instruction at the g'mnasiale 7berstufe pro: ,ides an in:depth general education# general capacity for academic study and the pro: paedeutics of scientific 0or7. (f particular importance are in:depth 7no0ledge# s7ills and competences in the subAects German# foreign language and mathematics. 'he in: struction is organised along specialist# multidisciplinary and interdisciplinary lines. &t offers an introduction by e8ample to academic issues# categories and methods# and pro: ,ides an education 0hich facilitates the de,elopment and strengthening of personality# the shaping of a socially responsible life# and participation in democratic society. &n: struction at the g'mnasiale 7berstufe includes appropriate information on higher edu: cation institutions# on ,ocational fields and on structures and re9uirements of higher education and of the professional and 0or7ing 0orld.
General obAecti es ? upper secondary education ? ocational schools and ocational trainin" in the duales System

'he courses of education pro,ided at ,ocational schools 0ithin the upper secondary le,el lead to a ,ocational 9ualification for s7illed 0or7 as 9ualified staff# e.g. in an aner# kannter Ausbildungsberuf <recognised occupation re9uiring formal training? or in an occupation for 0hich indi,iduals can only 9ualify by attending school. Resolutions of the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusminister# konferenz = *M*? ensure# moreo,er# that many professional 9ualification training courses can lead to the ac9uisition of a higher education entrance 9ualification. 'he Berufsfachschulen ser,e to pro,ide an introduction to one or se,eral occupations# pro,ide part of ,ocational education and training in one or se,eral recognised occupa: tions re9uiring formal training or lead to a ,ocational education and training 9ualifica: tion in a specific occupation. At the same time# they e8pand the le,el of general educa: tion pre,iously ac9uired. &n the Berufsoberschule# the 7no0ledge# capabilities and s7ills ac9uired by pupils during their initial ,ocational education and training are ta7en as the basis for an e8tended general and in:depth subAect:related theoretical education# 0hich shall enable pupils to pursue a course in higher education. 'he three: to four:year courses of education for double 9ualification pro,ide both ,ocational 9ualification <e.g. the assistant occupations or ,ocational 9ualifications in a number of recognised occupa: tions re9uiring formal training? and a higher education entrance 9ualification. 'he Berufsoberschule pro,ides t0o years of full:time education and leads to the )achge# bundene Hochschulreife. ;upils can obtain the Allgemeine Hochschulreife by pro,ing their proficiency in a second foreign language. 'he )achoberschule re9uires a ittlerer Schulabschluss and leads as a rule in a t0o:year course of study up to the )ach# hochschulreife# i.e. the higher education entrance 9ualification for the )achhochschule. &t e9uips its pupils 0ith general and specialised theoretical and practical 7no0ledge and s7ills. 'he Lnder may also establish a grade $# after successful completion of 0hich

pupils can obtain the )achgebundene Hochschulreife and# under certain conditions# the Allgemeine Hochschulreife. 'he educational function of the Berufsschule 0ithin the frame0or7 of the dual system of ,ocational education and training is to pro,ide basic and specialised ,ocational educa: tion and training and at the same time to e8pand the pre,iously ac9uired general educa: tion. 'raining in recognised occupations re9uiring formal training <anerkannte Ausbild# ungsberufe? is directed at the ac9uisition of ,ocational competence and includes prepa: ration for acti,e participation in economic and social life. pecific legislative framework
Secondary schools pro idin" "eneral and ocational education

%ased on the Education Acts <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "? and Compulsory Schooling Acts <R 4G? of the German Lnder the school regulations 7no0n as Schulordnungen for schools pro,iding general and ,oca: tional education contain detailed regulations co,ering the content of the courses as 0ell as the lea,ing certificates and entitlements obtainable on completion of lo0er and upper secondary education. ?ocational training 'he legal pro,isions for in:company ,ocational training and in handicrafts are con: tained and supplemented in the Focational 'raining Act < Berufsbildungsgesetz = RG4? of D@D and the )andicrafts Act <!esetz zur 7rdnung des Handwerks = RG ? of D!$# respec: ti,ely. Among other issues# these t0o la0s go,ern fundamental matters of the relation: ship bet0een young people and companies that pro,ide training <e.g. contracts# certifi: cates# pay?# in other 0ords the rights and obligations of trainees and trainers. 'hey also go,ern the regulatory aspects of ,ocational training <e.g. the suitability of training pro: ,iders and instructors# the terms of the training regulations 7no0n as Ausbild# ungsordnungen# the e8amination system and super,ision of training? and the organisa: tion of ,ocational training <e.g. the function of the ,arious chambers of industry and commerce as the com&etent bodies and of their ,ocational training committees?. 'he ;rotection of /oung ;ersons at Bor7 Act < 8ugendarbeitsschutzgesetz = R@? lays do0n special pro,isions for the protection of young trainees.
!.2.

O(5/&-./'-)& ): G2&2(/0 L)32( S2,)&*/(; E*+,/'-)&

Types of )nstitutions Follo0ing the primary school stage at 0hich all children attend mi8ed:ability classes <grades to H# in %erlin and %randenburg grades to @? the structure of the secondary school system <grades !-" to 3- $? in the Lnder is characterised by di,ision into the ,arious educational paths 0ith their respecti,e lea,ing certificates and 9ualifications for 0hich different school types are responsible# namely1 )auptschule Realschule

 Gymnasium Schularten mit mehreren %ildungsgngen Bhile the follo0ing Lnder ha,e additional or alternati,e school types# namely %aden:BKrttemberg1 %ayern1 %erlin1 %randenburg1 %remen1 )amburg1 )essen1 4erkrealschule ittelschule 4irtschaftsschule Integrierte Sekundarschule 7berschule Sekundarschule 7berschule Hau&t# und %ealschule Stadtteilschule (erbundene Hau&t# und %ealschule ittelstufenschule )1rderstufe %egionale Schule 7berschule %ealschule &lus $rweiterte %ealschule# !emeinschaftsschule ittelschule Sekundarschule !emeinschaftsschule %egionalschule %egelschule !emeinschaftsschule

Mec7lenburg:Forpommern1 6iedersachsen1 Rheinland:;falJ1 Saarland1 Sachsen1 Sachsen:Anhalt1 Schles0ig:)olstein1 'hKringen1

Each type of lo0er secondary le,el school offers one or se,eral courses of education. All the courses at schools offering a single course of education are related to a certain lea,: ing certificate. Schools offering a single course of education are as a rule the Hau&tschule6 the %ealschule and the !'mnasium. Schools offering se,eral courses of education combine t0o or three courses of education under one roof. Schools offering t0o courses of education include the ittelschule <Sachsen?# the %egelschule# the Sekundarschule# the $rweiterte %ealschule# the (erbundene or .usammengefasste Hau&t# und %ealschule# the Hau&t# und %ealschule# the %egionale Schule# the %ealschule &lus# the %egionalschule# the 7berschule <%randenburg? and the ittelstufenschule. Schools of: fering three courses of education include the Integrierte !esamtschule# the "oo&erative !esamtschule# the !emeinschaftsschule <Schles0ig:)olstein# 'hKringen# Saarland?# the Integrierte Sekundarschule# the 7berschule <%remen# 6iedersachsen?# the Stadtteilschule and# in some cases# the %egionale Schule. Grades ! and @ of all general education schools constitute a phase of particular promo: tion# super,ision and orientation 0ith regard to the pupilIs future educational path and its particular direction. A description of the special educational support a,ailable at )1rderschulen <special schools? pro,iding general education# also called Sonderschulen# )1rderzentren or Schu# len fr Behinderte in some Lnder# may be found in chapter 3.$.
@

Common principles for lo0er secondary education 0ere laid do0n by the Standing Con: ference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? in the Agreement on t'&es of school and courses of education at lower secondar' level of +ecember DD$# amended in September 34 . chools offering one single course of education at lower secondar# level Hau&tschulen <in %ayern the ittelschule?# %ealschulen and !'mnasien are schools offer: ing one single course of education. All the instruction at such schools is geared to the attainment of one specific lea,ing certificate.
'auptschule

'he Hau&tschule pro,ides its pupils 0ith a %AS&C GE6ERAL E+.CA'&(6 0hich enables them# according to their performance and preferences# through specialisation# and sub: Aect to their 9ualifications# to continue their education# abo,e all# in courses leading to a ,ocational 9ualification but also in courses leading to a higher education entrance 9uali: fication. &t normally co,ers grades !=D. Bith ten years of compulsory full:time educa: tion# the Hau&tschule also includes grade 4. As a rule# the subAects taught at Hau&tschulen include German# a foreign language <usu: ally English?# mathematics# physics-chemistry# biology# geography# history# Arbeitslehre <i.e. pre:,ocational studies? and social studies# music# art# sport# religious education and# in some Lnder# domestic science and economics and other 0or7:related subAects. &n some Lnder subAects ha,e been combined into subAect groups. Mathematics and foreign language lessons are fre9uently taught in sets according to the pupilsI aptitude. 'he aim of this is to better accommodate pupilsI different abilities# to enable them to obtain the Hau&tschulabschluss and to facilitate their transition to other types of secondary school. Lnder in 0hich full:time school attendance is compulsory for nine years offer pupils an opportunity to attend the Hau&tschule for a tenth year# if they 0ish# in order to obtain another lea,ing certificate# e.g. the e8tended Hau&tschulabschluss. As a secondary school# the Hau&tschule also affords particularly able pupils an opportunity to obtain a more ad,anced 9ualification under certain conditions such as the ittlerer Schulabschluss# either in a 4th year or in a subse9uent ,ocational education. See chap: ter @.H. for more information about 9ualifications.
Realschule

'he %ealschule pro,ides its pupils 0ith a M(RE EX'E6S&FE GE6ERAL E+.CA'&(6 0hich enables them# according to their performance and preferences# through specialisation# and subAect to their 9ualifications# to continue their education# abo,e all# in courses lead: ing to a ,ocational 9ualification and in courses leading to a higher education 9ualifica: tion. 'he standard %ealschulen co,er grades ! to 4. As a rule# the subAects taught at %ealschulen include German# a foreign language <usually English?# mathematics# physics# chemistry# biology# geography# history# politics# music# art# sport and religious education. &n some Lnder subAects ha,e been combined into subAect groups. &n addition to compulsory courses# pupils are generally re9uired to ta7e three to si8 hours a 0ee7 of compulsory electi,es as from grade " or G. According to their personal inclinations and abilities# the pupils may ta7e additional classes in certain compulsory subAects or choose ne0 subAects# including# among others# a second foreign
"

language <usually French? as from grade " or G. Some Lnder pro,ide the option of choosing a second foreign language from as early as grade @. A %ealschule lea,ing certificate 9ualifies a pupil to transfer to a school that pro,ides ,ocational or higher education entrance 9ualification <see also chapter @.H.?.
G;8&/.-+8

!'mnasien pro,ide an &6'E6S&F&E+ GE6ERAL E+.CA'&(6. 'he course of education in the standard !'mnasium comprises both the lo0er and upper secondary le,el and co,ers grades ! to $ or ! to 3 <or years " to $ or " to 3 follo0ing a si8:year primary school?. Apart from standard !'mnasien# there are special types of !'mnasium into 0hich Hau&tschule pupils can transfer follo0ing grade "# as 0ell as special courses for particu: larly able %ealschule and ,ocational school lea,ers. &n almost all Lnder# the con,ersion from nine to eight years at the !'mnasium has been completed. &n %ayern# )amburg# Mec7lenburg:Forpommern# 6iedersachsen# Saarland# Sachsen# Sachsen:Anhalt# 'hK: ringen# and since 34 3 in %aden:BKrttemberg# %erlin# %randenburg and %remen# as 0ell as in the future also in 6ordrhein:Bestfalen and Schles0ig:)olstein# the Allgemeine Hochschulreife is obtained after 3 years. &n )essen the eight:year !'mnasium is being gradually introduced by 34 H. &n Rheinland:;falJ# selected !'mnasien pro,iding eight: year courses of school education are set up in combination 0ith all:day schools. &n Schles0ig:)olstein !'mnasien can return to nine:year courses of school education or offer both courses in parallel from 34 -34 3 on0ards. &n 6ordrhein:Bestfalen some !'mnasien 0ill be gi,en the opportunity of testing a ne0 nine:year course of education 0ithin the frame0or7 of a pilot proAect. %aden:BKrttemberg is also testing a ne0 nine: year !'mnasium course of education 0ithin the frame0or7 of a pilot proAect in the 34 3-34 $ school year. &n grades != 4 or !=D of the !'mnasium# 0hich comprise the lo0er secondary le,el there# the main subAects taught are1 German# at least t0o foreign languages# mathemat: ics# physics# chemistry# biology# geography# history# politics# music# art# sport and reli: gious education. chools offering several courses of education in lower secondar# level +epending on the Lnder# the Schularten mit mehreren Bildungsgngen <schools offering more than one type of course of education? include the comprehensi,e school 7no0n as !esamtschule and the follo0ing types of school1 ittelschule <Sachsen?# %egelschule# Se# kundarschule# $rweiterte %ealschule# (erbundene Hau&t# und %ealschule# Hau&t# und %ealschule# %egionale Schule# 7berschule# %ealschule &lus# !emeinschaftsschule# %egio# nalschule# Integrierte Sekundarschule6 Stadtteilschule and ittelstufenschule. Schools offering se,eral courses of education pro,ide instruction in certain subAects and grades either in classes organised according the desired 9ualification or = in some sub: Aects = in courses di,ided up into t0o or more t0o le,els of proficiency defined in terms of the curriculum co,ered. &nstead of courses# in order to a,oid e8cessi,ely long 0ays to school and to test special pedagogical concepts# in:class learning groups may be formed in all grades for German and the natural sciences# and in grade " only for mathematics. For demographic reasons or due to school structure in:class learning groups in the abo,e subAects may be e8tended to other grades.
G

Geo"raphical Accessibility For the geographical accessibility of schools in the secondary sector# see chapter !.3. on the organisation of primary education. Admission Re@uirements and $hoice of School &n terms of the choice of school# a distinction must first of all be made bet0een the choice of a particular school type and the pupilIs acceptance into a specific school estab: lishment. Choice of school within the differentiated school s#stem 'he Lnder ha,e different regulations go,erning the transition from primary into sec: ondary education. &n some instances# a binding decision on the choice of school attended and-or course of education pursued in lo0er secondary education <Sekundarstufe I? is made in grade H# and in others during grades ! and @# 0hile in others still this decision is only made at the end of grade @. 6o such decision has to be made if the pupil is entering an integrierte !esamtschule <integrated comprehensi,e school?. +uring grade H in the primary school# a ,ote is ta7en by the school 0hich the pupil is lea,ing that contains general information about the pupilCs progress in primary school and concludes 0ith an o,erall assessment of her or his aptitude for certain types of sec: ondary schools. 'his is accompanied by detailed consultations 0ith parents. 'he ,ote of the primary school is either the basis for the decision or an aid in the decision regarding the pupilIs future school career. +epending on Land legislation# ,arious methods can be used to assess the pupilIs suitability for a future school career at the %ealschule or !'m# nasium <trial half:year# trial lessons# entrance e8amination?. 'he final decision is ta7en either by the parents or by the school or school super,isory authority. An o,er,ie0 of the regulations of the indi,idual Lnder regarding the transition from primary to lo0er secondary education is a,ailable on the 0ebsite of the Standing Conference <000.7m7.org?. Choice of a specific school esta,lishment 'he right of parents to choose a school for their children does not mean that a pupil has the right to be accepted by a specific school. 'he right to a free choice of the place of training 0hich is laid do0n in the %asic La0 <!rundgesetz = R ? does not refer to ac: ceptance into a specific school. As a result# as long as attendance of another school of the same type is possible and can reasonably be e8pected# some Lnder rule out a legal right to acceptance into a specific school in their Education Acts. ;upils 0ishing to complete their compulsory schooling at the Hau&tschule or Berufss# chule must al0ays attend the local school. 'his rule also applies to pupils at other types of secondary school if school catchment areas ha,e been fi8ed for the type of school they ha,e chosen. )o0e,er# parents may choose a school other than that 0hich is responsible for the local area and apply to the school authority to admit their child to that school. 'he school authority then decides on the merits of each particular case# follo0ing con: sultations 0ith the parents and the authority maintaining the school# 0ith the 0ell:being of the pupil concerned being the decisi,e factor.

&f no catchment areas ha,e been fi8ed for a type of secondary school# parents are al0ays able to choose 0hich school their child attends. &n this case# the capacity of the chosen school is the only limiting factor affecting the pupilIs right to admission. A"e +e els and Groupin" of #upils/Students At schools offering one course of education# pupils aged 4 to @ are taught by subAect teachers in classes made up of children of the same age group. Schularten mit mehreren Bildungsgngen <schools offering se,eral courses of education? pro,ide instruction in certain subAects and grades in classes organised# as a rule# either according to the de: sired 9ualification or to the re9uired performance at a minimum of t0o le,els of profi: ciency. At any school at lo0er secondary le,el grades ! and @ constitute# irrespecti,e of their organisational allocation# a period of special promotion# obser,ation and orientation to determine a childIs subse9uent educational path and its specialist focus. %eginning in grade "# the school types and courses of education increasingly di,erge in terms of the subAects offered# the re9uirements 0ith regard to indi,idual specialisation and the 9ual: ifications being aimed at. *r"anisation of the School &ear For the organisation of the school year in the secondary sector# see chapter !.3. on the primary sector. *r"anisation of the School (ay and 9ee8 At lo0er secondary le,el <Sekundarstufe I?# lesson times are generally laid do0n from ".$4-G.$4 a.m. to .$4 p.m. <Monday to Friday? or ".$4-G.$4 a.m. to .$4 a.m. <Saturday?. Bith the e8ception of the eight:year !'mnasium# pupils generally ha,e 3G to $4 0ee7ly periods in compulsory and optional subAects in grades ! and @ of all types of school# and $4 to $3 periods in grades " to 4. Each period is H! minutes. For general information about the daily and 0ee7ly timetable and the fi,e:day or si8: day 0ee7 see chapter !.3. %ll-da# education and supervision offers Education and care outside morning lessons is pro,ided to lo0er secondary le,el pupils at !anztagsschulen <all:day schools? and e8tended Halbtagsschulen <half:day schools?# ,ia all:day offers in schools# as 0ell as in programmes run in cooperation 0ith pro,iders of youth 0elfare ser,ices or cultural education# sports clubs# parentsC initiati,es or other e8ternal cooperation partners. Many Lnder ha,e signed cooperation agreements 0ith education pro,iders outside the school sector. Currently these offers are# 0ith particular emphasis depending on the respecti,e Land# being de,eloped in many Lnder. %oth con: cepts strengthen the aspect of education and indi,idual support as compared to the as: pect of mere super,ision. Bithin the compass of the in,estment programme Future Ed: ucation and Care < Investitions&rogramm .ukunft Bildung und Betreuung = &L%%?# the Federation supplied the Lnder 0ith in,estment funding amounting to Euro H billion for the demand:dri,en establishment and e8pansion of all:day schools for the period from 344$ to 344D. 'he obAecti,es of the e8pansion of all:day offers include a sustainable impro,ement of the 9uality of schools and teaching as 0ell as a decoupling of social
34

bac7ground and competence ac9uisition. &n detail# the ne0 all:day facilities are aimed at creating the prere9uisites for impro,ed indi,idual promotion# closer lin7age bet0een the education a,ailable in schools and out:of:school educational facilities and the stronger participation of parents and pupils. 'he schools and the Schultrger <the body maintaining the school? 0ill continue to be supported by a number of accompanying measures de,eloped in close cooperation 0ith the Lnder and the German Children and /outh Foundation <5eutsche "inder# und 8ugendstiftung? until 34 H. &n all:day schools in the primary or secondary sector# in addition to timetabled lessons in the morning# an all:day programme comprising at least se,en hours per day is offered on at least three days per 0ee7. 'here are three different forms1 in the full' bound form# all pupils are obliged to ma7e use of the all:day offerM in the &artiall' bound form# part of the pupils <e.g. indi,idual class units or grades? commit to ma7ing use of the all:day offerM in the o&en form# the all:day offer is made a,ailable to the pupils on a ,oluntary basis. Acti,ities offered in the afternoon are to be organised under the super,ision and re: sponsibility of the head staff and to be carried out in cooperation 0ith the head staff. 'he acti,ities are to ha,e a conceptual relationship 0ith the lessons in the morning. All: day super,ision is organised by teachers# Sozial&dagogen <graduate youth and commu: nity 0or7ers?# pedagogic staff <&dagogische )achkrfte? and# if necessary# by other staff and 0ith e8ternal cooperation partners. All:day schools pro,ide a midday meal on the days on 0hich they offer all:day super,ision. %et0een 344$ and 344D the in,estment programme Future Education and Care <Investi# tions&rogramm .ukunft Bildung und Betreuung = &L%%? has supplied funding to a total of around G#344 schools in all of the Lnder. 'he large increase in the number of schools pro,iding all:day acti,ities is reflected in the report on general education schools pro,iding all:day acti,ities and care = statistics 344@=34 4 <Allgemeinbildende Schulen in !anztagsform in den Lndern in der Bundesre&ublik 5eutschland 3 Statistik >??A bis >?B?? 0hich is a,ailable on the 0ebsite of the Standing Conference. 'he internet portal 000.ganJtagsschulen.org pro,ides information on the de,elopment of all:day offers in the Lnder 0ithin the scope of the in,estment programme Future Education and Care and the ongoing accompanying empirical research. (utside school there is a large ,ariety of institutions# both public and pri,ate# acti,e in youth 0or7 as 0ell as others concentrating on cultural and educational acti,ities and pri,ate groups offering pupils a midday meal# help 0ith home0or7 and recreational ac: ti,ities. (ut of the large choice a,ailable# special mention should be made of the concert: ed cooperation 0ith youth music schools# youth art schools# 0ith youth culture centres and bodies maintaining cultural education# youth sport clubs and 0ith maintaining bod: ies of youth 0elfare.
!.3.

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$urriculum, SubAects, -umber of 'ours 'he agreement reached in +ecember DD$# as amended in September 34 # by the Stand: ing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ul# tusministerkonferenz = *M*? concerning the types of schools and courses of education
3

in lo0er secondary le,el <(ereinbarung ber die Schularten und Bildungsgnge im Sekundarbereich I? lays do0n a frame0or7 schedule for grades !=D- 4# re9uiring certain core subAects in e,ery type of school and course of education1 German# mathematics# the first foreign language# natural and social sciences. Music# art and sport# at the ,ery least# ha,e to be among the other compulsory or electi,e subAects offered. A second foreign language is mandatory at !'mnasium in grades " to 4. &n the course of the e8pansion of foreign language lessons in the primary sector# at the !'mnasium lessons in a second foreign language are often gi,en from as early as grade @. At other types of school# a sec: ond foreign language may be offered as an electi,e course. An introduction to the pro: fessional and 0or7ing 0orld is a compulsory component of e,ery course of education and is pro,ided either in a special subAect such as Arbeitslehre <pre:,ocational studies? or as part of the material co,ered in other subAects or subAect groups. Religious education is subAect to the respecti,e regulations in each Land# according to 0hich religion is a standard subAect in nearly e,ery Land <see also chapter .H.?. For the situation of ;rotestant and Catholic religious education see the reports of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder of 3443. An amended ,ersion of the report on the teaching of ethics 0as published in February 344G. Bhere courses are taught according to le,el of proficiency at Schularten mit mehreren Bildungsgngen <schools offering se,eral courses of education?# this teaching begins in grade " in the case of mathematics and the first foreign language# in grade G for German# as a rule# and in grade D at the latest# and from grade D on0ards in at least one natural science subAect <physics or chemistry?. Bith regard to the curricula# the remar7s in chapter !.$. for the primary le,el apply# ac: cording to 0hich the Ministries of Education and Cultural Affairs of the Lnder are principally responsible for de,eloping the curricula. 'he results of international com: parati,e studies of pupil achie,ement are ta7en into consideration in the process of re: ,ising the curricula of the ,arious types of schools pro,iding general education on the lo0er secondary le,el. &n most Lnder the re,ision focuses on the follo0ing main areas1 in the Hau&tschule1 ac9uisition of basic competences in German and mathematics# ori: entation to0ards professional practice and promotion of social competence definition of compulsory 7ey areas of learning# pro,ision of scope for measures to ac: ti,ate pupils and inspire problem:sol,ing thought processes de,elopment of educational standards binding for all Lnder# 0hich are based upon the areas of competence for the indi,idual subAect or subAect group# that determine the capabilities# s7ills and 7no0ledge students should dispose of at a certain stage of their school career 'o implement the Bildungsstandards <educational standards? of the Standing Confer: ence for the Hau&tschulabschluss and the ittlerer Schulabschluss# the subAects in the curricula are adapted accordingly. 'he educational standards binding for all Lnder specify the goals themsel,es# 0hilst the curricula describe and structure the 0ay to achie,e these goals. For further information on 9uality de,elopment and assurance through educational standards# see chapter .3. Grades ! and @ usually ha,e 3G periods per 0ee7 in compulsory and electi,e subAects# grades " generally ha,e $4. A period is H! minutes long. 'he courses in German# mathe: matics and the first foreign language ta7e up three to fi,e periods each per 0ee7# natu:
33

ral and social sciences t0o to three periods each. As of grade "# at the latest# another three to fi,e periods per 0ee7 are spent on a second foreign language as a compulsory or electi,e subAect# depending on the type of school. 'he amount of time de,oted to other compulsory or electi,e subAects <music# art# sport# pre:,ocational studies? and religious education ,aries depending on the subAects and type of school the total of 0ee7ly in: struction being 3G:$4 periods. At lo0er secondary le,el of the eight:year !'mnasium# the number of 0ee7ly periods is generally increased by t0o to four 0ee7ly periods <cf. chapter @.3.?. Foreign language teaching is an integral part of basic general education at all lo0er sec: ondary le,el schools as from grade ! and a core element of indi,idual specialisation as from grade ". (n transition to lo0er secondary le,el# foreign language learning connects 0ith sound competences ac9uired in the primary sector and continuously e8pands on them. 'he prere9uisite for this is institutionally guaranteed cooperation bet0een the primary and secondary sectors. Foreign language lessons in lo0er secondary le,el are characterised by systematic learning and a higher le,el of abstraction. 'hey also aim at increasingly independent and autonomous management of and reflection on learning. Compulsory and electi,e foreign language offers ta7e account of differences in aptitudes and biographies# and the interests of pupils. 'he de,elopment of foreign language com: petence is geared to competence le,el % of the -ommon $uro&ean )ramework of %efer# ence for Languages <CEFR?. 'he obAecti,e of functional multilingualism re9uires that pupils be gi,en the opportunity to ac9uire fundamental 7no0ledge in at least another foreign language. Language lessons that ha,e been continuously attended since lo0er secondary le,el may be supplemented by bilingual teaching and learning in other sub: Aects. More information can be found in the *M* resolution ERecommendations of the Standing Conference of Ministers of Education and Cultural Affairs of the Lnder in the Federal Republic of Germany on strengthening foreign language competenceO <$m&feh# lungen der "ultusministerkonferenz zur Strkung der )remds&rachenkom&etenz? of +e: cember 34 . At all le,els of the education system the strengthening of natural science and technical education <M&6' = mathematics# information technology# natural sciences# technology? is currently 7ey. 'he Standing Conference has repeatedly addressed the de,elopment of school teaching in M&6' subAects. %y introducing educational standards in this area# it has facilitated the description of demanding and achie,able obAecti,es in the form of competences. Against the bac7ground of the predicted need for specialists in mathemat: ics and natural sciences# the Standing Conference adopted $m&fehlungen zur Strkung der mathematisch#naturwissenschaftlich#technischen Bildung <Recommendations to strengthen mathematics# natural sciences and technical education? in May 344D. &n 344"# the Standing Conference and the German (lympic Sports Confederation <5eutscher 7l'm&ischer S&ortbund = +(S%? adopted 2oint Recommendations for the Furthering of School Sport* 'he recommendations are aimed in particular at indi,idual: ly promoting pupils and at the same time putting demands on them. For the secondary sector# three 0ee7ly sports lessons are recommended. Cross-curricular topics Cross:curricular topics predominantly concern 9uestions of political and economic edu: cation in the broadest sense. 'his includes1
3$

sustainable de,elopment education democracy education educating about Europe in Schools human rights education 6ational Socialism and the )olocaust economic education ,ocational guidance media education road safety education

Bithin the scope of the .nited 6ationsC Borld +ecade of EEducation for Sustainable +e,elopmentO# the Standing Conference and the German Commission for .6ESC( <5eutsche ,C$S-7#"ommission = +.*? in 2une 344" adopted a Aoint recommendation 0ith regard to EEducation for sustainable de,elopment at schoolO. Also in 2une 344" the Standing Conference and the Federal Go,ernment published a Cross:Curricular Frame0or7 for Global +e,elopment Education <7rientierungsrahmen fr den Lernbereich !lobale $ntwicklung? 0hich can be used as a basis for the de,elopment of curricula. 'he obAecti,e of education for sustainable de,elopment is to promote young peopleCs understanding of the connection bet0een globalisation# economic de,elopment# consumption# en,ironmental pollution# population de,elopment# health and social condi: tions. &n secondary education# there is a need to deal 0ith issues of sustainable de,el: opment in an interdisciplinary and subAect:lin7ing 0ay and to strengthen the integra: tion of education for sustainable de,elopment in the rele,ant subAects. &n March 344D the Standing Conference adopted a Beschluss zur Strkung der 5emo# kratieerziehung <Resolution on the strengthening of democracy education?. &n the sec: ondary sector the e8amination of 34th:century German history is to be stepped up in particular 0ithin the frame0or7 of cross:curricular and interdisciplinary teaching. More information on $uro&abildung in der Schule <educating about Europe in schools? may be found in chapter $.H. ;reparation for 0or7ing life is addressed in chapter 3.!. Teachin" ,ethods and ,aterials 'eaching in schools in Germany is go,erned by regulations of ,arious 7inds laid do0n by the Lnder. 'he prescribed curricula include guidelines on the treatment of the ,ari: ous topics of instruction# distribution of materials and ,arious didactic approaches. (f increasing importance are interdisciplinary coordination of material taught and teach: ing obAecti,es as 0ell as interdisciplinary acti,ities in such areas as health education# ,ocational orientation# computer literacy# en,ironmental education and the treatment of European topics. &n almost all Lnder# measures for the promotion of a professional approach to the in: creasing heterogeneity of learning groups in terms of pre:conditions and performance ha,e been brought on the 0ay. Such measures include# 0ithout limitation1 the internal differentiation of learning groups <Binnendifferenzierung? self:regulated learning pupil:oriented instruction

3H

'he measures aim at enhancing the indi,idual promotion# in particular of pupils 0ith migrant bac7grounds or from difficult social bac7grounds. &n the further de,elopment of in:ser,ice training for teachers# the approach to heterogeneous learning groups also plays an important part <see chapter D.$.?. 'he use of ne0 media <multimedia? is gro0ing increasingly important# both as a teach: ing aid and as the subAect of teaching and learning. Access to electronic net0or7s <&nter: net? is no0 granted at all schools. 'he latest information about the use of ne0 media can be found on the Education Ser,ers pro,ided by the Lnder Ministries and is also a,aila: ble on the information portal maintained centrally by the federal and Lnder authori: ties# the German Education Ser,er <000.eduser,er.de?.
!.4.

A..2..82&' -& G2&2(/0 L)32( S2,)&*/(; E*+,/'-)&

#upils/Students Assessment 'he e,aluation of a gi,en pupilIs performance is based on all the 0or7 he-she has done in connection 0ith the class in 9uestion# specifically 0ritten# oral and practical 0or7. ;apers and 0ritten e8ercises are spread e,enly o,er the school year. 'he re9uirements in this 0or7 are gauged to meet the standards laid do0n in the curricula. (ral 0or7 re: fers to oral contributions made by pupils and e,aluated in class. ;ractical achie,ements ser,e as the basis of e,aluation particularly in such subAects as sport# music# and arts and crafts. ;erformance is assessed according to a si8:mar7 system adopted by the Standing Con: ference of the Ministers of Education and Cultural Affairs of the Lnder1 ,ery good good satisfactory ade9uate poor ,ery poor Y Y3 Y$ YH Y! Y@

Each pupilIs performance is set out on a report t0ice a year in the middle and at the end of the school year. &n %ayern the intermediate report can under certain conditions be replaced by t0o or more 0ritten notices relating to the o,erall performance le,el. +ur: ing the school year# each assignment is mar7ed by the respecti,e subAect teacher. (n the report# the mar7s for each subAect are gi,en either by the subAect teacher or# on the sub: Aect teacherIs recommendation# by a teachersI conference 7no0n as the "lassen# konferenz. &n addition to the mar7s in the ,arious subAects# the report may contain com: ments or mar7s on class participation and social conduct at school. 'he e,aluation of a pupilIs performance is a pedagogical processM but it is also based on legal and administrati,e regulations# 0hereby the teachers and the teaching staff as a 0hole are gi,en some scope for discretion. 'o ensure the comparability of the pupilsC performances# increasingly orientation and comparati,e tests are being held in the Lnder. As for the use of 9uality assurance pro: cedures and the introduction of Bildungsstandards <educational standards? binding for all Lnder# see chapter .3.
3!

#ro"ression of #upils/Students ;romotion of a pupil to the ne8t grade depends on his-her le,el of achie,ement at the end of the school year as documented in the report recei,ed in the middle and at the end of the school year. An ade9uate mar7 <mar7 H or ausreichend? or better is generally re: 9uired in each of the subAects that ha,e a bearing on promotion. As a rule# poor or ,ery poor mar7s in one subAect can be offset to a certain e8tent by good or ,ery good mar7s in another. Bhether or not to promote the pupils in a gi,en grade is generally decided by the "las# senkonferenz# 0hich is attended by all the teachers 0ho ha,e taught those pupils# and# sometimes# also by the teachersC conference <Lehrerkonferenz?# 0hich is attended by all teachers of a particular school. 'he decision is noted on the report issued at the end of the school year. &n some Lnder# pupils 0ho initially ha,e not been promoted to the ne8t grade may# in certain school types and in certain grades# at the beginning of the ne8t school year be granted a probationary promotion by the teachersC conference and-or ta7e a re:e8amination in order to be subse9uently promoted# in each case pro,ided that certain conditions are fulfilled. A pupil 0ho has not been promoted must repeat the last year attended. +epending on the type of school# in school year 34 4-34 # 4.G per cent to H.$ per cent of pupils in lo0er secondary le,el repeated a year. &f a pupilIs performance is far superior to that of the rest of the class# it is possible to s7ip a year. &f there is a ris7 of a pupilIs not being promoted# in the maAority of Lnder the school must report this to the parents by noting it in the mid:year report or sending a 0ritten notice prior to the date on 0hich the decision is to be ta7en. Some Lnder introduced an obligation of the school to pro,ide assistance in cases of a pupilCs promotion being at ris7. &n such Lnder# pupils at ris7 of not being promoted are for e8ample supported through indi,idual assistance programmes or holiday classes. Generally spea7ing# it is possible to transfer bet0een courses of education or school types. $ertification (n completion of the courses of education in lo0er secondary le,el# the pupils recei,e a lea,ing certificate# pro,ided that they ha,e successfully completed grade D or 4. &n an increasing number of Lnder pupils are re9uired to sit central e8aminations at Land le,el in order to obtain the lea,ing certificate. As a rule# pupils at the !'mnasium# 0hich also comprises the upper secondary le,el# are not issued lea,ing certificates at the end of the lo0er secondary le,el# but a 9ualification to attend the g'mnasiale 7berstufe# the upper le,el of the !'mnasium. ;upils 0ho ha,e not achie,ed the goal of the course of education they 0ere pursuing recei,e a school:lea,ing report <Abgangszeugnis? instead. 'he forms for lea,ing certificates are prescribed by the Ministry of Education and Cul: tural Affairs of each Land. School:lea,ing certificates and reports are issued by each school and signed by the head teacher and class teacher. 'he stages of education suc: cessfully completed and 9ualifications ac9uired for continued education are noted on the lea,ing certificates.

3@

Fualification after grade 7 At the end of grade D# it is possible in any Land to obtain a first general education 9uali: fication# 0hich is called the Hau&tschulabschluss in most Lnder. A lea,ing certificate is issued after grade D if ade9uate mar7s <mar7 H or ausreichend ? or better are recei,ed in e,ery subAect. &n some Lnder# the certificate is attained by successfully completing grade D and passing a final e8amination. At lo0er secondary le,el schools that go be: yond grade D# a corresponding 9ualification can be obtained in most Lnder if certain mar7s are achie,ed. 'his first lea,ing certificate in general education is usually used for admission to ,ocational education and training in the so:called duales S'stem <dual sys: tem?. &n addition# it 9ualifies a pupil# under specific conditions# for admission to certain Berufsfachschulen <a certain type of full:time ,ocational school?. Moreo,er# it is a pre: re9uisite for subse9uent admission to certain )achschulen <schools for continued ,oca: tional training? and institutions offering secondary education for adults 7no0n as .weiter Bildungsweg. &n some Lnder# it is possible to obtain a 9ualifying Hau&tschulabschluss testifying to an abo,e:a,erage performance. At the end of grade 4# in some Lnder# an e8tended Hau&tschulabschluss may be ac9uired 0hich# under certain conditions# allo0s admission to further Berufsfachschulen. Fualification after grade '( At the end of grade 4# it is possible in any Land to obtain a ittlerer Schulabschluss# 0hich is called %ealschulabschluss in most Lnder. &n the maAority of Lnder# this certif: icate is issued after successful completion of grade 4 and after passing a final e8amina: tion. 'he ittlerer Schulabschluss can be obtained after grade 4 at other types of lo0er secondary schools as 0ell if certain standards of achie,ement are met# and also at the Berufsschule 0ith the re9uisite achie,ement le,el and a,erage mar7. &t 9ualifies a pupil for admission to courses of upper secondary education# e.g. at special Berufsfachschulen and at the )achoberschule# and is also used for entering a course of ,ocational education and training 0ithin the duales S'stem <dual system?. "ntitlement to proceed to the g#mnasiale A,erstufe 'he entitlement to attend the g'mnasiale 7berstufe <upper le,el of the !'mnasium? is obtained# as a rule# if certain standards of achie,ement are met# at the end of grade D or grade 4 at the !'mnasium or at the end of grade 4 at the !esamtschule. An entrance 9ualification re9uired for transfer to the g'mnasiale 7berstufe may also be obtained at Hau&tschulen# %ealschulen or at Schularten mit mehreren Bildungsgngen <schools offer: ing more than one type of course of education? if certain performance re9uirements are fulfilled. .utual recognition of leaving certificates and *ualifications >ualifications and entitlements obtained after grades D and 4 are mutually recognised by all the Lnder pro,ided they satisfy the re9uirements stipulated by the Standing Con: ference of the Ministers of Education and Cultural Affairs of the Lnder <"ultusminis# terkonferenz = *M*?. 'he re9uirements are laid do0n in the DD$ Agreement on 'ypes of Schools and Courses of Education at Lo0er Secondary Le,el <(ereinbarung ber die Schularten und Bildungsgnge im Sekundarbereich I? as amended in September 34 and

3"

in the Agreements on Educational Standards for the Hau&tschulabschluss <grade D? and the ittlerer Schulabschluss <grade 4? in 344$ and 344H.
!.5.

O(5/&-./'-)& ): G2&2(/0 U662( S2,)&*/(; E*+,/'-)&

Types of )nstitutions G#mnasiale A,erstufe At present# in the maAority of Lnder the Allgemeine Hochschulreife is still obtained after a $:year course of school education <nine:year !'mnasium?# in 0hich the g'mnasiale 7berstufe# i.e. the upper le,el of the !'mnasium# co,ers grades to $. &n almost all Lnder there is currently a change to the eight:year !'mnasium. )o0e,er# at !esamtschulen the !'mnasium course of education 0ill not# as a rule# be reduced to eight years. Common principles for upper secondary education 0ere laid do0n by the Standing Con: ference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? in the agreement on the structure of the g'mnasiale 7berstufe in the upper sec: ondary le,el <(ereinbarung ber die !estaltung der g'mnasialen 7berstufe in der Sekundarstufe II? of 2uly D"3# amended in February 34 3. 'he g'mnasiale 7berstufe is di,ided up into a one:year introductory phase and a t0o: year 9ualification phase. Grade 4 may ha,e a dual function as the final year of school: ing in lo0er secondary education and the first year of schooling in the g'mnasiale 7ber# stufe. At the eight:year !'mnasium# successful completion of grade 4 0ill entitle the pupil to enter the 9ualification phase of the g'mnasiale 7berstufe. At the nine:year !'mnasium# successful completion of grade 4 0ill entitle the pupil to enter the intro: ductory phase of the g'mnasiale 7berstufe. %uilding on the foundations laid at lo0er secondary le,el# the classes in the 9ualification phase are usually structured in relation to half:year terms. Bhilst still re9uired to ta7e certain subAects or subAect combinations during the 9ualification phase# they no0 ha,e scope for indi,idual specialisation. Relat: ed subAects are grouped together under main areas. 'he three main areas 0ith e8amples of subAects they include are listed belo01 languages# literature and the arts <e.g. German# foreign languages# fine art# music? social sciences <e.g. history# geography# philosophy# social studies-politics# economics? mathematics# natural sciences and technology <e.g. mathematics# physics# chemistry# biology# information technology? E,ery single pupil is re9uired to study subAects from each of these three areas right up to the completion of the upper le,el of the !'mnasium# including Abitur e8aminations. Religious education in line 0ith the pro,isions of the Land and sport are also compulso: ry. German# a foreign language# mathematics and physical education as 0ell as# as a rule# history and one of the natural sciences must be ta7en throughout the 9ualification phase of the upper le,el of the !'mnasium and results must be ta7en into account in the certificate of the .eugnis der Allgemeinen Hochschulreife <general higher education en: trance 9ualification?. For more information on lea,ing certificates see chapter @. 4.
3G

'he subAects at the g'mnasiale 7berstufe are taught at different le,els of academic standards in accordance 0ith the .niform E8amination Standards in the Abitur E8ami: nation <$inheitliche 2rfungsanforderungen in der Abitur&rfung?. 'hey are di,ided in courses at a basic le,el of academic standards and courses at an increased le,el of aca: demic standards. 'he courses at a basic le,el of academic standards teach the propae: deutics of scientific 0or7# and the courses at an increased le,el of academic standards pro,ide in:depth teaching of the propaedeutics of scientific 0or7 by 0ay of specific e8: amples. 'he courses at a basic le,el of academic standards in the subAects German# mathematics and foreign language comprise at least three 0ee7ly periods. 'he pupils are re9uired to choose at least t0o subAects at an increased le,el of academic standards# comprising at least fi,e 0ee7ly periods# or at least three subAects at an increased le,el of academic standards# comprising at least four 0ee7ly periods# one of 0hich being either German# a foreign language# mathematics or a natural science. 'he Lnder regulate the further details in their o0n responsibility. Generally# the pupils are re9uired to ta7e t0o foreign language courses during the introductory phase. ;upils 0ho ha,e not or not con: tinuously been taught a second foreign language before entering the g'mnasiale 7ber# stufe are re9uired to ta7e a second foreign language course throughout the g'mnasiale 7berstufe. 'he four or fi,e subAects of the Abitur e8amination must include1 at least t0o subAects at an increased le,el of academic standards t0o of the follo0ing three subAects1 German# foreign language or mathematics at least one subAect from e,ery main area of compulsory subAects <the Lnder may de: cide at their o0n discretion 0hether or not religious education can represent the so: cial sciences area? 'he g'mnasiale 7berstufe has also been established in other types of school in addition to the !'mnasien. &n some Lnder# these include the koo&erative !esamtschule# inte# grierte !esamtschule and the Berufliches !'mnasium or )achg'mnasium. Geo"raphical Accessibility For the geographical accessibility of schools in the secondary sector# see chapter !.3. on the organisation of primary education. Admission Re@uirements and $hoice of School Admission to courses of general education at upper secondary le,el is based on lea,ing certificates and 9ualifications ac9uired at the end of lo0er secondary le,el <see chap: ter @.H.?. For the possibility of gaining admission into a specific school# see chapter @.3. 'he admission re9uirements for the g'mnasiale 7berstufe are set forth abo,e. A"e +e els and Groupin" of #upils/Students At the latest upon entrance into the g'mnasiale 7berstufe6 the pupils are no longer taught in annual classes. 'he class unit is replaced by a system of compulsory and elec: ti,e subAects# 0ith the possibility of indi,idual specialisation. 'he g'mnasiale 7berstufe is di,ided into a one:year introductory phase and a t0o:year 9ualification phase# 0hereby grade 4 may ha,e a double function as last school year of the lo0er secondary le,el and first school year of the g'mnasiale 7berstufe. +uring the 9ualification phase# courses are structured in half:year terms# defined thematically# and assigned to subAects
3D

to 0hich specific curricula apply. 'he courses pro,ided are principally di,ided up into different le,els of academic standards1 courses at a basic le,el of academic standards and courses at an increased le,el of academic standards. Bithin the scope of the rele: ,ant agreement of the Standing Conference < "ultusministerkonferenz = *M*?# the re: sponsibility for the organisation of lessons and for the design of the compulsory and electi,e subAects 0ith the possibility of indi,idual specialisation lies 0ith the Lnder. 'he abo,e e8planations regarding the g'mnasiale 7berstufe e9ually apply to the Berufliche !'mnasien;)achg'mnasien. *r"anisation of the School &ear For the organisation of the school year in the secondary sector# see chapter !.3. on the primary sector. *r"anisation of the School (ay and 9ee8 'here is no fi8ed end to teaching times at upper secondary le,el < Sekundarstufe II?. 'he 0ee7ly instruction time at the g'mnasiale 7berstufe usually is also $4 0ee7ly periods 0hich are ta7en 0ithin the frame0or7 of courses at a basic le,el of academic standards and of courses at an increased le,el of academic standards. At the eight:year !'mnasium# the number of 0ee7ly periods at lo0er and upper second: ary le,el is generally increased by t0o to four 0ee7ly periods. 'o guarantee the mutual recognition of the Abitur# all Lnder ha,e to ensure teaching of a total of at least 3@! 0ee7ly periods in the lo0er secondary le,el and the g'mnasiale 7berstufe to 0hich up to fi,e hours in electi,e subAects may be added. For general information about the daily and 0ee7ly timetable and the fi,e:day or si8: day 0ee7 see chapter !.3.
!.!.

T2/,9-&5 /&* L2/(&-&5 -& G2&2(/0 U662( S2,)&*/(; E*+,/'-)&

$urriculum, subAects, number of hours 'he range of subAects offered in the G/M6AS&ALE ( %ERS'.FE <upper le,el of the !'mna# sium? is described in chapter @.!.# as are the re9uirements for certain subAects and sub: Aect groups and the opportunities for indi,idual specialisation. As a rule# classes ta7e up at least $4 periods a 0ee7. Courses in the subAects German# mathematics and foreign language comprise at least three periods per 0ee7. SubAects at a le,el of increased aca: demic standards comprise at least four periods per 0ee7. &f instruction in only t0o sub: Aects at a le,el of increased academic standards is re9uired# courses in these subAects comprise at least fi,e periods per 0ee7. SubAects at a le,el of increased academic stand: ards must include German# a foreign language# mathematics or a natural science. Bhilst the compulsory courses are designed to ensure that all the pupils recei,e a common general education# electi,es# in conAunction 0ith the compulsory curriculum# are inten: ded to enable pupils to de,elop an area of specialisation. &n the g'mnasiale 7berstufe of the eight:year !'mnasium# the number of 0ee7ly periods is generally increased by t0o to four. Foreign language lessons in the upper secondary le,el build on the competences ac: 9uired in lo0er secondary le,el. 'he focuses of teaching and learning are in:depth in: tercultural understanding# 0ritten language in terms of competences in,ol,ing different
$4

te8t types# corresponding oral discourse abilities and language a0areness. 'hese com: petences are based on the educational standards for the Allgemeine Hochschulreife and aim to achie,e at least reference le,el %3 in the -ommon $uro&ean )ramework of %efer# ence for Languages <CEFR? for languages that ha,e been studied since lo0er secondary le,el# and reference le,el % for ne0 foreign languages started at the end of the upper le,el of the !'mnasium. Languages lessons attended throughout the upper secondary le,el may be replaced by bilingual teaching and learning in other subAects. More infor: mation can be found in the *M* resolution ERecommendations of the Standing Confer: ence of Ministers of Education and Cultural Affairs of the Lnder in the Federal Repub: lic of Germany on strengthening foreign language competenceO <$m&fehlungen der "ul# tusministerkonferenz zur Strkung der )remds&rachenkom&etenz? of +ecember 34 . 'he comments in chapter @.$. apply to cross:curricular topics addressed in upper sec: ondary education. Teachin" methods and materials %ased on the curricula# 0hich also contain some guidance on teaching methods# the teachers ta7e responsibility for teaching in their classes# ta7ing the bac7ground and aptitude of each pupil into consideration. .se is made of ne0 media <multimedia? and telecommunications <&nternet etc.? in the classroom both as teaching aids and as the sub: Aect of teaching and learning. %y utilising ne0 resources and methods and by strength: ening the indi,idualist character of teaching# the aim is to promote creati,ity and inde: pendent learning s7ills.
!.7.

A..2..82&' -& G2&2(/0 U662( S2,)&*/(; E*+,/'-)&

#upils/students assessment At the G/M6AS&ALE (%ERS'.FE <upper le,el of the !'mnasium?# performance is assessed on a scale of ! to 4# 0hich correlates 0ith the usual scale of to @ as follo0s1 Mar7 is e9ui,alent to !- H- $ points depending on the trend of mar7s. Mar7 3 is e9ui,alent to 3- - 4 points depending on the trend of mar7s. Mar7 $ is e9ui,alent to D-G-" points depending on the trend of mar7s. Mar7 H is e9ui,alent to @-!-H points depending on the trend of mar7s. Mar7 ! is e9ui,alent to $-3- points depending on the trend of mar7s. Mar7 @ is e9ui,alent to 4 points.

#ro"ression of pupils/students &n the G/M6AS&ALE (%ERS'.FE the last t0o grades are 7no0n as the 9ualification phase. Mar7s obtained in this phase are used to calculate a pupilIs total mar7s# composed of mar7s recei,ed in courses ta7en in these t0o years and the mar7s achie,ed in the Abitur e8amination. 'here is no procedure for promotion during the 9ualification phase# ho0: e,er# it is possible to repeat a year if the mar7s re9uired for entrance to the Abitur e8: amination ha,e not been attained. &n school year 34 4-34 # .$ per cent of pupils at the nine:year !'mnasium and ." per cent of pupils at the eight:year !'mnasium repeated a grade.

$ertification School:lea,ing certificates may be ac9uired at the end of upper secondary le,el courses of education subAect to the same basic conditions as described for lo0er secondary le,el in chapter @.H. 'he G/M6AS&ALE (%ERS'.FE <upper le,el of the !'mnasium? concludes 0ith the Abitur e8amination. 'he 9uestions are either set on a uniform basis by the Ministry of Educa: tion and Cultural Affairs of a Land or dra0n up by the teachers of the indi,idual schools and appro,ed by the responsible school super,isory authority. &n the future# there 0ill be central Abitur e8aminations at Land le,el in almost all Lnder. &n order to be admit: ted to the e8amination# certain re9uirements ha,e to be met in the 9ualification phase. 'he Abitur e8amination co,ers four or fi,e e8amination subAects# 0hich must include at least t0o subAects at a le,el of increased academic standards and t0o of the follo0ing three subAects1 German# foreign language and mathematics. Additionally# all three sub: Aect areas <languages# literature and the artsM social sciencesM mathematics# natural sci: ences and technology? must be included in the e8amination. 'he re9uired minimum three 0ritten e8aminations must co,er at least t0o subAects at an increased le,el of aca: demic standards# 0hich must include at least one of the follo0ing subAects1 German# for: eign language# mathematics or a natural science. 'he oral Abitur e8amination is ta7en in a subAect 0hich has not been e8amined in 0ritten form. As a rule# 0ritten and possibly oral e8aminations are ta7en in three subAects# 0hilst in the fourth subAect# only an oral e8amination is ta7en. +epending on the legislation of a Land# a fifth subAect can be e8: amined in either oral or 0ritten form# or a particular achie,ement < besondere Lernleistung? 0hich has been performed o,er at least t0o half:year terms <e.g. a year paper or the results of a multi:disciplinary proAect? may be incorporated in the Abitur e8amination. 'he particular achie,ement is to be documented in 0ritten form# and is complemented by a collo9uium. .pon passing the Abitur e8amination# a .eugnis der Allgemeinen Hochschulreife <general higher education entrance 9ualification? is ac: 9uired# 0hich also includes the academic performance in the 9ualification phase. 'he Allgemeine Hochschulreife is a0arded if the total mar7s attained are at least ade9uate <a,erage mar7 H or a minimum of $44 points?. .pon transition to ,ocational education and training and to higher education study# to document foreign language competences on the lea,ing certificate the le,el descriptions of the -ommon $uro&ean )ramework of %eference for Languages <CEFR? are a,ailable alongside the grades. Coordinated European documentation of foreign language# bilin: gual and intercultural competences is offered# for instance# by Europass and by the Cer: tiLingua label of e8cellence. Since 34 3# in the maAority of Lnder the general higher education entrance 9ualification is a0arded after 3 years of school <eight:year !'mnasium?. 'he con,ersion throughout the Land to the eight:year !'mnasium has ta7en a fe0 years as it generally ta7es place after grades ! or @. 'o guarantee the mutual recognition of the Abitur obtained after this shorter course# the Lnder ha,e to ensure teaching of a total of at least 3@! 0ee7ly peri: ods in the lo0er secondary le,el and the g'mnasiale 7berstufe. 'he comparability of the e8amination procedures and e8amination re9uirements is guaranteed for all Lnder by the .niform E8amination Standards in the Abitur E8amination <$inheitliche 2rfungsanforderungen in der Abitur&rfung ?. %y the end of 344G# the Standing Confer: ence of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz =
$3

*M*? had passed H subAects for the .niform E8amination Standards in the Abitur E8: amination# 0hich ha,e# in part# been re,ised against the bac7ground of the results of international comparisons of school performance and on the basis of e8pertsI reports. &n (ctober 34 3 the Standing Conference# on the basis of a decision of (ctober 344"# has resol,ed educational standards for the Allgemeine Hochschulreife <general higher education entrance 9ualification? in German and Mathematics and in follo0:on courses in the for: eign languages English and French. 'he de,elopment of educational standards for the Allgemeine Hochschulreife in the natural science subAects biology# chemistry and physics is to be initiated in 34 $.
!.#.

O(5/&-./'-)& ): V),/'-)&/0 U662( S2,)&*/(; E*+,/'-)&

Types of institutions Full-time vocational schools Full:time ,ocational schools include the Berufsfachschule# the )achoberschule# the Berufliches !'mnasium or )achg'mnasium# the Berufsoberschule and other types of schools that e8ist only in certain Lnder or are of marginal importance due to their small numbers. According to the &nternational Standard Classification of Education <&SCE+?# continuing ,ocational training at the )achschule is part of the tertiary sector. 'he )achschule is thus described in chapter ".
%erufsfachschule

Berufsfachschulen are full:time schools that introduce their pupils to one or se,eral oc: cupations# offer them part of ,ocational education and training in one or se,eral aner# kannte Ausbildungsberufe <recognised occupations re9uiring formal training? or lead to a ,ocational 9ualification in a specific occupation. 'hey offer a ,ery 0ide range of cours: es. 'here are Berufsfachschulen for business occupations# occupations in,ol,ing foreign languages# trade and technical occupations# crafts industry occupations# home: economics:related and social:0or7:related occupations# artistic occupations# the health sector occupations regulated by federal la0 etc. &n cases 0here such schools do not pro: ,ide a full career 9ualification# the successful completion of the Berufsfachschule may# under certain conditions# be credited as part of the training period in occupations re: 9uiring formal training <Art. " of the Focational 'raining Act = Berufsbildungsgesetz = RG4?. &n order to pro,e the e9ui,alence of a ,ocational 9ualification at a Berufsfach# schule 0ith dual ,ocational education and training# successful graduates can sit an e8: amination before the competent authority. Admission to this so:called chamber e8ami: nation is possible if the Land in 9uestion has adopted appropriate regulations pursuant to Article H$# paragraph 3 of the Focational 'raining Act or if there are arrangements to this end bet0een the ,ocational schools and the competent authorities. +epending on the training obAecti,e# Berufsfachschulen re9uire their pupils to ha,e a Hau&tschulabschluss or a ittlerer Schulabschluss. 'he duration of training at Berufsfachschulen ,aries from one to three years# depending on the intended career spe: cialisation. .nder certain conditions# the )achhochschulreife <higher education entrance 9ualification for the )achhochschule? may be ac9uired at the Berufsfachschule.

$$

Fachoberschule

As a rule# the )achoberschule co,ers grades and 3 and re9uires a ittlerer Schulabschluss. &t e9uips its pupils 0ith general and specialised theoretical and practical 7no0ledge and s7ills and leads up to )achhochschulreife# i.e. higher education entrance 9ualification for the )achhochschule. 'he Lnder may also establish a grade $. After successful completion of grade $# pupils can obtain the )achgebundene Hochschulreife and# 0ith sufficient competence in a second foreign language# the Allgemeine Hochschul# reife. 'he )achoberschule is di,ided into the fields of study business and administration# technology# health and social 0or7# design# nutrition and home economics# as 0ell as agriculture# bio: and en,ironmental engineering. 'raining includes instruction and pro: fessional training. &nstruction is gi,en in the subAects German# foreign language# math: ematics# natural sciences# economics and society and also in a field:specific subAect. ;ractical training ta7es place in grade # i.e. in the first year of this school type# as a rele,ant controlled placement in companies or e9ui,alent institutions. Completed rele: ,ant ,ocational education and training or sufficient rele,ant 0or7 e8perience can ser,e as a substitute for grade of the )achoberschule# so that pupils 0ith such 9ualifications can proceed directly 0ith grade 3 of the )achoberschule.
%erufliches Gymnasium/Fach"ymnasium

'his type of school is called Berufliches !'mnasium in some Lnder and )achg'mnasi# um in others. &n contrast to the !'mnasium# 0hich normally offers a continuous period of education from grade ! to grade 3 or $# the Berufliches !'mnasium or )achg'mna# sium has no lo0er and intermediate le,el <grades ! = 4?. 'his type of school e8ists in some Lnder in the form of the g'mnasiale 7berstufe 0ith career:oriented specialisa: tions and comprises a three:year course of education. Starting on the basis of a ittlerer Schulabschluss satisfying the re9uirements for admittance to the g'mnasiale 7berstufe or an e9ui,alent 9ualification# the Berufliches !'mnasium or )achg'mnasium leads# as a rule# to the Allgemeine Hochschulreife <a general entrance 9ualification for higher educa: tion?. Apart from the subAects offered at a !'mnasium# these schools ha,e career: oriented subAects li7e business# technology# professional computer science# nutrition# agronomy# as 0ell as health and social studies# 0hich can be chosen in place of general subAects as the second intensified course and are e8amined in the Abitur. &n some Ln: der# there are a limited number of schools pro,iding further ,ocational courses and spe: cialisations. 'he subAects relating to such ,ocational courses and specialisations may also be elected as second subAect at an increased le,el of academic standards. Furthermore# Berufliche !'mnasien or )achg'mnasien in some cases offer pupils the opportunity to obtain more than one 9ualification at the same time <double 9ualification courses of education?# ,iJ. a combination of Hochschulreife or )achhochschulreife <higher education entrance 9ualifications? and a ,ocational 9ualification in accordance 0ith Land la0 <e.g. for assistant occupations?. A ,ocational education of this 7ind may also be obtained at institutions combining the !'mnasium and ,ocational schools < e.g. 7ber# stufenzentren? or at a particular type of school such as# for e8ample# the Berufskolleg in 6ordrhein:Bestfalen. 'hese double 9ualification courses of education at upper second: ary le,el ta7e three to four years to complete.

$H

%erufsoberschule

Berufsoberschulen ma7e an important contribution to the permeability of the education system and thus to the e9ui,alence of general and ,ocational education. 'hey ha,e been established in order to enable those 0ho ha,e completed ,ocational education and train: ing in the duales S'stem <dual system? to obtain a higher education entrance 9ualifica: tion. ;ro,iding t0o years of full:time education# the Berufsoberschule leads to the )ach# gebundene Hochschulreife and# 0ith a second foreign language# to the Allgemeine Hochschulreife. Attendance of the Berufsoberschule can also be on a part:time basis for a correspondingly longer period. Acceptance into the Berufsoberschule re9uires the ittlerer Schulabschluss or 9ualifica: tions recognised as e9ui,alent and at least t0o yearsC successful ,ocational education and training or at least fi,e yearsC rele,ant practical e8perience. 'he first year of the Berufsoberschule can be replaced 0ith other study courses leading to the )achhochschul# reife. 'he Berufsoberschule co,ers specialisations in technology# economy and manage: ment# nutrition and domestic science# health and social professions# design as 0ell as agricultural economy# bio: and en,ironmental engineering. 'he pupils are assigned a specialisation in accordance 0ith the first ,ocational training or practical e8perience they ha,e already completed. ?ocational education and training in the dual s#stem &n Germany# about t0o:thirds of the young people of any one:year age group undergo ,ocational education and training in the duales S'stem for t0o or three years# depending on the respecti,e occupation. &t is described as a dual s'stem because training is carried out in t0o places of learning1 at the 0or7place and in a Berufsschule <,ocational school?. 'he aim of ,ocational education and training is to impart# 0ithin a structured course of training# the ,ocational s7ills# 7no0ledge and 9ualifications necessary to practise a s7illed occupation in a changing professional 0orld. Additionally# it is intended to pro: ,ide the necessary professional e8perience. 'hose successfully completing education and training are immediately entitled to do s7illed 0or7 in one of currently around $!4 anerkannte Ausbildungsberufe <recognised occupations re9uiring formal training?. Compulsory full:time schooling must be completed before commencing ,ocational edu: cation and training. 'here are no other formal prere9uisites for admission to the dual systemM education and training in the dual system is generally open to e,eryone. Each year around t0o:thirds of all school lea,ers enter ,ocational training in the duales S's# tem. (f the trainees 0ith ne0ly concluded training contracts# around $3.D per cent achie,ed the Hau&tschulabschluss as their first general education 9ualification at the end of the lo0er secondary le,el in 34 4# 0hilst H3.D per cent gained a ittlerer Schulabschluss. 'he number of those undergoing training 0ithin the dual system 0ho ha,e already completed the upper secondary le,el and obtained a Hochschulreife or a )achhochschulreife <higher education entrance 9ualifications? corresponded to 3 .4 per cent in 34 4. 'he training is based on a training contract under pri,ate la0 bet0een a training company and the trainee. 'he trainees spend three or four days a 0ee7 at the company and up to t0o days at the Berufsschule. 'he training companies assume the costs of the on:the:Aob training and pay the trainee a training allo0ance 0hich# as a rule# is in accordance 0ith a collecti,e bargaining agreement in the sector concerned. 'he

$!

amount of the allo0ance increases 0ith each year of training and is# on a,erage# about a third of the starting salary for a specialist trained in the corresponding occupation. 'he ,ocational s7ills# 7no0ledge and 9ualifications to be ac9uired in the course of train: ing at the 0or7place are set out in the Ausbildungsordnung <training regulations?# the particulars of 0hich are specified by the training company in an indi,idual training plan. A %ahmenlehr&lan <frame0or7 curriculum? is dra0n up for ,ocational Berufsschule classes for each recognised occupation re9uiring formal training as set out in the train: ing regulations. Comprehensi,e information and data on ,ocational education and training and especial: ly about the dual system is a,ailable in the annual Berufsbildungsbericht <Report on Fo: cational Education and 'raining? of the Federal Ministry of Education and Research < Bundesministerium fr Bildung und )orschung = %M%F? and# since 344D# in the 5aten# re&ort zum Berufsbildungsbericht <+ata Report Anne8ed to the Report on Focational Education and 'raining?.
O&"'92">)? '(/-&-&5

Focational training places outside school <on the Aob? are a,ailable in industry and com: merce as 0ell as the ci,il ser,ice sector# in independent professions and# to a lesser e8: tent# also in pri,ate households. 'he training companies are contractually committed to impart to the trainees the ,ocational s7ills# 7no0ledge and 9ualifications as pro,ided for in the Ausbildungsordnungen <training regulations? for the respecti,e recognised occu: pation re9uiring formal training. 'he binding Ausbildungsordnungen <training regula: tions? ha,e been established to set uniform national standards that are independent of the companiesI current operational needs and meet the re9uirements in the respecti,e occupation. 'raining may only be pro,ided in training companies in 0hich the s7ills demanded by the training regulations can be imparted by training personnel 0ith the personal and technical 9ualification. 'he 9ualification of training companies and in: company training personnel is super,ised by the authorities responsible for ,ocational training of the ,arious occupations and branches of industry <see chapter 4.H.?. 'he chambers also monitor the training to ma7e sure it is conducted properly. 'he training company dra0s up a company training plan for the trainee. 'his should correspond to the re9uirements of the Ausbildungsordnungen <training regulations? in terms of both content and time but can de,iate from this if re9uired by practicalities 0ithin the com: pany and if the communication of all remaining training contents is guaranteed. A training establishment may not only be the indi,idual training company# but also an association of se,eral companies 0hich cooperate in order to meet the re9uirements of the training regulation <net0or7 training = (erbundausbildung ?. &nter:company training centres# 0hich can be lin7ed to boarding:schools# pro,ide supplementary training to young people 0ho are being trained at small or specialised companies 0here they do not recei,e comprehensi,e training as defined by the Ausbildungsordnungen <training regu: lations?. Bith modern technical e9uipment# these inter:company training centres can gi,e training in areas most small companies are unable to co,er for reasons of cost and capacity.

$@

T(/-&-&5 /' '92 Berufsschule

&n the conte8t of the dual system of ,ocational education and training the Berufsschule is an autonomous place of learning. &t 0or7s together on an e9ual footing 0ith the compa: nies participating in ,ocational education and training. 'he function of the Berufsschule is to pro,ide pupils 0ith general and ,ocational education# ha,ing particular regard for the re9uirements of ,ocational training. Berufsschulen are also e8pected to offer courses preparing for ,ocational education and training or accompanying professional acti,ities. Berufsschulen e9uip their pupils 0ith basic and specialised ,ocational education# adding to the general education they ha,e already recei,ed. 'he purpose is to enable them to carry out their occupational duties and to help shape the 0orld of 0or7 and society as a 0hole 0ith a sense of social and ecological responsibility. As a rule# teaching at the Berufsschule ta7es up four periods per 0ee7 in general educa: tion subAects# namely German# social studies and economics# religion and sport# regard: less of the training area# and eight periods per 0ee7 in ,ocational education. Foreign languages are included in ,ocational education to the e8tent they are li7ely to be of im: portance in the pupilsI future career# e.g. office Aobs. 'ogether 0ith the companies pro,iding training# the school super,isory body and the rele,ant bodies from industry# the Berufsschule decides on ho0 to organise teaching time# dra0ing on a 0ide number of possibilities. 'he aim of the ,arious different 0ays of organising the course is to guaran: tee the best possible attendance rate of the pupils 0ithin the companies pro,iding train: ing and# at the same time# to create a fa,ourable situation in terms of educational gain and learning psychology. 'he reform of the Focational 'raining Act <Berufsbildungsgesetz? means that the Lnder can enact regulations by statutory order concerning the crediting of periods of ,ocation: al education spent in school for dual ,ocational education and training <Art. " of the Berufsbildungsgesetz?. &n this respect# the Standing Conference has recommended that the organisation of suitable education careers needs to achie,e that learning periods spent in full:time ,ocational schools can be fully credited for ,ocational education and training and the e8tent of the crediting be made dependent on the scope of ,ocation:related teach: ing gi,en 0ithin the school education and a consideration of the %ahmenlehr&lne <frame0or7 curricula? and Ausbildungsordnungen <training regulations? applicable to ,ocational education and training. Crediting only ta7es place upon a Aoint application by training company and student. Geo"raphical accessibility For the geographical accessibility of schools in the secondary sector# see chapter !.3. on the organisation of primary education. Admission re@uirements and choice of school Admission to courses of ,ocational education at upper secondary le,el is based on lea,: ing certificates and 9ualifications ac9uired at the end of lo0er secondary le,el <see chapter @.H.?. 'he admission re9uirements for the ,arious types of schools and courses of education in the sector of ,ocational education are e8plained abo,e.
$"

A"e le els and "roupin" of pupils/students At the %ER.FSSC).LE# classes in a specific or related anerkannter Ausbildungsberuf <recognised occupation re9uiring formal training? are gi,en. *r"anisation of the School &ear For the organisation of the school year in the secondary sector# see chapter !.3. on the primary sector. *r"anisation of the School (ay and 9ee8 At full:time ,ocational schools# $4 0ee7ly periods are re9uired at the t0o:year Berufs# fachschulen. At least 3 periods are compulsory in grade of )achoberschulen# together 0ith practical on:the:Aob training 0hile at least $4 0ee7ly periods of general and spe: cialist lessons are re9uired in grade 3. As for ,ocational education and training in the duales S'stem <dual system?# 0here initial ,ocational education and training is carried out Aointly in a company and in the Berufsschule# at least 3 0ee7ly periods of teaching are re9uired at the Berufsschule. 'his may be organised in a ,ariety of 0ays 0ith stu: dents either attending classes on a part:time basis 0ith 3 0ee7ly periods t0o days a 0ee7 throughout their course or alternating bet0een t0o days one 0ee7 and one day the ne8t. 'eaching may also be recei,ed in coherent bloc7s < Blockunterricht?. For general information about the daily and 0ee7ly timetable and the fi,e:day or si8: day 0ee7 see chapter !.3.
!.9.

T2/,9-&5 /&* L2/(&-&5 -& V),/'-)&/0 U662( S2,)&*/(; E*+,/'-)&

$urriculum, subAects, number of hours At %ER.FSFAC)SC).LE6 <full:time ,ocational schools? instruction is gi,en in gen: eral-cross:occupational and subAect: or occupation:specific areas. +epending on the par: ticular course being pursued# teaching in the t0o areas of learning accounts for a mini: mum of $4 periods per 0ee7. See the description of the FAC)(%ERSC).LE in chapter @.G. for an o,er,ie0 of the gen: eral and specialised curriculum. &n the %ER.FS(%ERSC).LE that pupils attend for t0o years# instruction co,ers a total of 3H44 periods <appro8. $4 periods a 0ee7?. ;upils are taught German# a compulsory for: eign language# social studies <0ith history# politics# economics?# mathematics as 0ell as specialised subAects < 2rofilfcher? in accordance 0ith the chosen specialisation# and nat: ural sciences including information technology. For the Allgemeine Hochschulreife# 7no0ledge of a second foreign language must also be pro,en. 'he Standing Conference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? passed common standards in 2une DDG regarding the re9uirement le,el for instruction in German# a compulsory foreign language and mathematics. 'he curriculum at the part:time %ER.FSSC).LE# li7e that of full:time ,ocational schools# brea7s do0n into cross:occupational and ,ocational classes <see chapter @.G.?. '0el,e periods a 0ee7 are spent in class# eight of 0hich generally co,er material specific to the occupation in 9uestion.
$G

As to the C.RR&C.LA# the comments on the primary sector in chapter !.$. apply. 'he Min: isters of Education and Cultural Affairs of the Lnder are responsible for dra0ing up the curricula. 'he %ahmenlehr&lne <frame0or7 curricula? for ,ocational instruction at Berufsschulen# on the other hand# are 0or7ed out by the Lnder in the Standing Confer: ence of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz ? and resol,ed in a coordinated procedure 0ith the agreement of the Federation on the basis of the Ausbildungsordnungen <training regulations? for on:the:Aob training <see chap: ter 3.".?. 'hey are structured in accordance 0ith areas of instruction so as to support the ac9uisition of ,ocational 7no0ledge# s7ills and competences. Areas of instruction con: tain a comple8 statement of obAecti,es oriented around typical ,ocational acts# as 0ell as references and time guidelines as regards content# i.e. references to the time of commu: nication in the course of education as 0ell as to the number of lessons. 'he 7no0ledge# s7ills and competences to be imparted in on:the:Aob training for professional 9ualifica: tion is set out in the training regulations. 'hese regulations are issued for all aner# kannte Ausbildungsberufe <recognised occupations re9uiring formal training? by the competent federal ministry 0ith the assistance of the social partners and in agreement 0ith the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F?. 'he coordination procedure ensures that the training regula: tions ta7e account of 0hat has been learnt from e8periences in the 0or7ing 0orld and in the ,ocational schools# as 0ell as the results of employment and occupational research and the results of pilot schemes of the Federal &nstitute of Focational Education and 'raining < Bundesinstitut fr Berufsbildung = %&%%?. Foreign language teaching in vocational schools Foreign language teaching in the ,ocational sector builds on the competences taught in the lo0er secondary le,el. &t ma7es a fundamental contribution to ,ocational education and training or the ,ocational orientation of pupils by e9uipping them to deal 0ith for: eign language professionally in rele,ant 0or7 situations. Gi,en ongoing globalisation in the economic sector and on the labour mar7et# in language acti,ities specific to a profes: sion and to a professional field# foreign language competence forms an important part of the professional ability to act. &n the specialised subAect classes <)achklassen? of the dual system especially# the de,elopment of language competence rele,ant to the professional field is of great importance. 'o certify indi,idual foreign language competence# there is in particular the Standing Conference foreign languages certificate 0hich is based on the areas of competence and le,els of the -ommon $uro&ean )ramework of %eference for Languages <CEFR?. Teachin" methods and materials At the %ER.FSSC).LE# it is particularly important to employ teaching methods that are tas7:based and practice:oriented in pro,iding technical ,ocational training and a broad: er general education. 'he use of ne0 information and communication technologies opens up a ne0 scope of con,eying up:to:date ,ocational 7no0ledge. 'he basic didactic methods to be used in on:the:Aob training are outlined in the Ausbildungsordnungen <training regulations?.

$D

!.1 .

A..2..82&' -& V),/'-)&/0 U662( S2,)&*/(; E*+,/'-)&

#upil/students assessment For information about the assessment of pupils at F(CA'&(6AL SC)((LS in the upper secondary le,el see chapter @.H.# in 0hich the basis for assessing and mar7ing in the lo0er secondary le,el is set out. .nder the +.ALES S /S'EM <dual system? trainees ta7e an intermediate e8amination ac: cording to the standards laid do0n in the Ausbildungsordnungen <training regulations? and %ahmenlehr&lne <frame0or7 curricula? around half0ay through their training. 'hese intermediate e8aminations are administered by the competent bodies <usually chambers of handicrafts or industry etc.?. 'hey may consist of practical# 0ritten and oral components. 'he intermediate e8amination usually co,ers the 7no0ledge# s7ills and competences listed in the training regulations for the first three half:year terms of train: ing# as 0ell as the material taught at the Berufsschule according to the frame0or7 cur: riculum# to the e8tent it is of material importance for ,ocational education and training. After ta7ing an intermediate e8amination# the trainee recei,es a certificate sho0ing his-her current le,el of training. #ro"ression of pupils/students As far as F.LL: '&ME F(CA'&(6AL SC)((LS are concerned# the comments on promotion in chapter @.H. on the lo0er secondary le,el generally apply. ;upils do not repeat grades in ,ocational schools = if necessary# the training period may be e8tended. $ertification + (.%LE >.AL&F&CA'&(6 C(.RSES (F E+.CA'&(6 0hich lead up to the Allgemeine Hochschulreife <a general entrance 9ualification for higher education? or to the )ach# hochschulreife <higher education entrance 9ualification for the )achhochschule? and a ,ocational 9ualification or partial ,ocational 9ualification ta7e three to four years and conclude 0ith t0o separate e8aminations <academic e8amination and ,ocational e8ami: nation?. &n addition# there are ,ocational training courses in 0hich it is possible to ob: tain a ,ocational 9ualification# as 0ell as the )achhochschulreife. 'he ac9uisition of the )achhochschulreife in ,ocational training courses re9uires the ittlerer Schulabschluss and# according to the ,ersion ,alid at any one time of an agreement of the Standing Con: ference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? made in DDG# is based on standards for contents and e8aminations. 'he programme at %ER.FSFAC)SC).LE6 <full:time ,ocational schools? normally con: cludes 0ith a final e8amination. &n the Berufsfachschulen# different 9ualifications can be obtained# depending on admission re9uirementsM these 9ualifications are either of a ,o: cational or a general education nature. At Berufsfachschulen offering basic ,ocational training# young people can obtain the Hau&tschulabschluss or the ittlerer Schulabschluss in courses lasting one or t0o years. &n contrast# the t0o:year full:time Berufsfachschule6 for 0hich a ittlerer Schulabschluss is re9uired# in its ,arious branch: es of study leads to a professional 9ualification as a state#certified technical assistant in biochemistry# garment ma7ing# information technology or mechanical engineering or as a state#certified business assistant specialising in business administration# clerical oper:

H4

ations# foreign languages or data processing. At Berufsfachschulen# under certain condi: tions the )achhochschulreife can be obtained as 0ell as the ,ocational lea,ing certificate. 'he programme at the FAC)(%ERSC).LE concludes 0ith a final e8amination after grade 3. 'his e8am co,ers three general subAects <German# mathematics# foreign lan: guage? and one indi,idual specialised subAect <e.g. in engineering# business# administra: tion or design?. (n passing the e8am# pupils recei,e the certificate of )achhochschulreife# a higher education entrance 9ualification 9ualifying them to go on to )achhochschulen. 'he Lnder may also establish a grade $ leading to the )achgebundene Hochschulreife or# if proficiency in a second foreign language is demonstrated# the Allgemeine Hochschulreife. 'he course of study in the %ER.FS(%ERSC).LE ends 0ith a final e8amination and leads to the )achgebundene Hochschulreife and# 0ith a second foreign language# to the Allge# meine Hochschulreife. 'here is a 0ritten final e8amination in German# a compulsory foreign language# mathematics and a specific subAect rele,ant to the chosen specialisa: tion. (ral e8aminations can be held in all subAects. 'he achie,ements in the final e8ami: nation count for at least one:third of the total mar7s obtained for the indi,idual subAects in the final certificate. &n the +.ALES S /S'EM of ,ocational education and training <dual system?# trainees ta7e a final e8amination or a !esellen&rfung <final e8amination 0hich# if successfully passed# leads to the a0ard of a certificate sho0ing proficiency as Aourneyman? administered by the authorities res&onsible for vocational education and training. 'he responsible au: thorities include regional and sectoral organisations from the ,arious branches of in: dustry and commerce# e.g. chambers of industry and commerce# of handicrafts# of liberal professions and of agriculture that perform go,ernmental functions in the domain of ,ocational education and training. 'he responsible authorities can also be public ser,ice authorities. 'he boards of e8aminers are made up of representati,es of industry and labour and teachers at Berufsschulen. 'he final e8amination or !esellen&rfung consists of se,eral e8amination areas# 0hich are assessed in practical# 0ritten and-or oral tests. 'his determines 0hether the train: ees ha,e ac9uired the professional ability to act necessary to practice a s7illed occupa: tion 0ithin the meaning of the Focational 'raining Act <Art. # Section $ of the Berufsbildungsgesetz = RG4?. 'his includes the ability to plan and perform 0or7 process: es independently and to inspect and to Audge the 0or7 result. For the purposes of as: sessment of performances in indi,idual areas# the board of e8aminers may solicit e8pert opinions from third parties# in particular from ,ocational schools <Art. $D# Section 3 of the Focational 'raining Act?. Successful candidates are a0arded an e8amination certifi: cate. Concomitantly# the Berufsschule issues a lea,ing certificate if the trainee has achie,ed at least ade9uate performances in all subAects. 'his certificate incorporates a Hau&tschulabschluss and may include a ittlerer Schulabschluss# depending on the can: didateIs achie,ements. &f the rele,ant tuition has been gi,en# the )achhochschulreife may also be attained. At the re9uest of the trainee# a description of 9ualifications in German# English and French is included 0ith the lea,ing certificate. For a number of years# instead of an intermediate e8amination and a final e8amination# some training regulations ha,e pro,ided for a so:called gestreckte Abschluss&rfung <e8: tended final e8amination?. 'his does a0ay 0ith the pre,iously standard intermediate e8amination# 0hich 0as not rele,ant to achie,ing a pass grade. &n the e8tended final
H

e8aminations# part of the professional competence is tested after around t0o:thirds of the training period in part one of a final e8amination. 'he second part of the final e8am: ination ta7es place at the end of ,ocational education and training. >ualifications 0hich 0ere co,ered in the first part of the final e8amination 0ill be included in the second part only to the e8tent re9uired for the assessment of professional proficiency. 'he re: sult of the e8tended final e8aminations is made up of the t0o partial results. .nder the Focational 'raining Act <Art. H$ Section 3?# anyone 0ho has been trained in a ,ocational school or other ,ocational education and training establishment may also be admitted to a final e8amination carried out by the authority responsible for the ,oca: tional education and training# pro,ided this course of education corresponds to ,oca: tional education and training in a recognised training occupationM for this purpose the course of education must be comparable to the rele,ant training regulations in terms of content# re9uirements and duration# it must be implemented systematically and must guarantee a suitable proportion of practical specialist training. 'he authorisation first granted to the Lnder go,ernments under the Focational 'raining Act in 344! to admit certain courses of education generally to the chamber e8amination <Art. H$# Section 3# ;aragraphs $ and H? 0as repealed 0ith effect from August 34 M ho0e,er# indi,idual assessment and appro,al continue on the basis of the principles described abo,e. 'he results of a traineeCs learning and e8amination achie,ements in the Berufsschule can be stated on the e8amination certificate at his or her re9uest. &t is pro,ided by the authority responsible for ,ocational education and training. &n May 344"# the Standing Conference adopted a recommendation for the inclusion of results achie,ed in the Berufsschule into the e8amination certificate issued by the chamber. Accordingly# the appraisal of the traineeCs achie,ements in the Berufsschule shall be based on assess: ments of her or his performance in the ,ocational subAects as 0ell as in the multi: disciplinary and general subAects. Bithin the companies# e8pert opinions can in particular apply to the assessment of prac: tical e8amination assignments ta7ing the form of operational tas7s.
!.11.

P).'"S2,)&*/(; N)&"T2('-/(; E*+,/'-)&

According to the &nternational Standard Classification of Education <&SCE+?# the post: secondary# non:tertiary sector co,ers courses of education 0hich follo0 the ac9uisition of a general education 9ualification or ,ocational 9ualification but are not classified as further and continuing education or as part of the tertiary sector. &n Germany this defi: nition basically applies to the one:year courses at )achoberschulen and the t0o:year courses at Berufsoberschulen-/echnischen 7berschulen# 0hich lead to the )achgebundene Hochschulreife and# 0ith sufficient competence in a second foreign language# the Allge# meine Hochschulreife# and the "ollegs and Abendg'mnasien# at 0hich the )achhochschul# reife <academic part? or the Allgemeine Hochschulreife can be obtained. 'he post: secondary# non:tertiary sector also co,ers combinations of general and ,ocational courses and the ac9uisition of an entitlement to study and of a ,ocational lea,ing certifi: cate at a Berufsschule in the duales S'stem or at a Berufsfachschule# 0hich con,eys a ,o: cational training certificate. &n Germany ho0e,er these courses are allocated to upper secondary education. A de: scription of ,ocational schools can be found in chapters @.G. to @. 4. on the ,ocational

H3

upper secondary le,el# and a description of Abendg'mnasien and "ollegs in chapter G on general and ,ocational adult education.

H$

7.
7.1.

HIGHER EDUCATION
I&'()*+,'-)&

'he tertiary sector includes# first and foremost# the ,arious different types of institution of higher education and# to a limited e8tent# establishments outside the higher education system. 'hus# in addition to institutions of higher education# some Lnder also ha,e Berufsakademien# 0hich offer an alternati,e to higher education in the form of courses 9ualifying to practise a profession for those 0ho ha,e completed the upper le,el of sec: ondary education and gained a higher education entrance 9ualification. 'he )achschulen and the )achakademien in %ayern are also part of the tertiary sector. General o,Iectives
General obAecti es ? uni ersities and e@ui alent institutions of hi"her education

'eaching and study are to prepare students for a profession in a certain sphere of acti,i: ty# imparting to them the particular 7no0ledge# s7ills and methods re9uired in a 0ay appropriate to each course so as to enable them to perform scientific or artistic 0or7 and to act responsibly in a free# democratic and social state go,erned by the rule of la0. 'hese purposes of study are common to all types of higher education institution. 'hus# the mandate besto0ed by the legislator# in line 0ith the traditional principle of the unity of teaching and research# is to pro,ide professional training to students in a 0ay that directly in,ol,es scientific and academic research and artistic de,elopment. Bhilst the unity of teaching and research applies to all institutions of higher education# a distinction may be dra0n bet0een the functions of uni,ersities and other types of in: stitutions of higher education in that uni,ersity education is traditionally closely lin7ed to basic and theoretical research.
General obAecti es ? colle"es of art and music

Colleges of art and music prepare students for artistic professions and teaching of music and art. 'eaching and studying are closely related to the other functions of the colleges# i.e. to promote art through the de,elopment of artistic forms and means of e8pression and through the free pursuit of art.
General obAecti es ? Fachhochschulen

'he characteristic features of the design of the courses of study and the organisation of teaching and studying at )achhochschulen are the particular emphasis on practical ap: plication and the closer lin7s 0ith the re9uirements of the professional 0orld. 'he se: mesters spent outside the institutions to gain practical e8perience# 7no0n as 2ra9isse# mester# are a ,ital feature. 'he teaching staff and course contents at )achhochschulen are lin7ed 0ith applied research and de,elopment proAects# 0hich are characteristic of this type of institution.

H!

General obAecti es ? establishments outside the hi"her education system ? Berufsakademien, Fachschulen

As part of training at state or state:recognised Berufsakademien <professional acade: mies? students recei,e academic training at Studienakademien <study institutions? and# at the same time# practical career training in a training establishment. 'he aim of the continuing ,ocational training pro,ided at )achschulen is to enable s7illed 0or7ers usually 0ith Aob e8perience to ta7e on management functions in firms# enterprises# administrations and institutions# or to independently perform responsible tas7s. pecific legislative framework 'he legal basis of higher education in Germany is pro,ided by the legislation on higher education of the Lnder <Hochschulgesetze = R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3?# as 0ell as the legislation re: garding colleges of art and music <R H@# R !4= ! ? and the legislation regarding )ach# hochschulen <R !3? of the Lnder as far as these types of institution are not included in the general )igher Education Acts. As part of concurrent legislation <Art. "3 of the %asic La0 = R ?# the Federation is responsible for the fields of admission to higher education institutions and degrees from higher education institutions. )o0e,er# the Lnder ha,e been granted the po0er to enact their o0n pro,isions in de,iation from the rele,ant federal la0s. 'he )igher Education Acts of the Lnder describe the general obAecti,es of higher education institutions as 0ell as the general principles underlying the system of higher education# study# teaching and research# admission# membership and participa: tion# as 0ell as the staff of institutions of higher education. As a rule# the regulations apply to all institutions of higher education# including pri,ately:maintained establish: ments. 'raining at Berufsakademien is go,erned by the Berufsakademie la0s <R 3@# R $G# R H4# R HH# R !$# R !@# R @ # R @H? in force in the indi,idual Lnder and by the Ausbild# ungsordnungen <training regulations? and 2rfungsordnungen <e8amination regulations? of the rele,ant Ministry of Science. Continuing ,ocational education at )achschulen is regulated by education legislation <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "? and by the training regulations and e8amination regulations of the indi,idual Lnder in partic: ular.
7.2.

T;62. ): H-592( E*+,/'-)& I&.'-'+'-)&.

As per the 0inter semester 34 4-34 # Germany had a total of H ! state:maintained and state:recognised institutions of higher education# 0hich are of the follo0ing types1 .ni,ersities and e9ui,alent institutions of higher education </echnische Hochschulen-/echnische ,niversitten# 2dagogische Hochschulen# theo: logical colleges et al? Colleges of art and music Fachhochschulen <incl. Fer0altungsfachhochschulen?
H@

For statistical information on institutions of higher education by type and Lnder see chapter 3.D. &n addition# GermanyIs tertiary sector also includes either state:run or state:recognised Berufsakademien in some Lnder. 'he )achschulen and the )achakademien in %ayern are also part of the tertiary sector. $niversities and e*uivalent institutions of higher education &n addition to the traditional uni,ersities# the /echnische Hochschulen or /echnische ,niversitten# that specialise in natural and engineering sciences also enAoy uni,ersity status. Also e9ui,alent to uni,ersities are establishments that only offer a limited range of courses of study# such as theological colleges and 2dagogische Hochschulen. 'he lat: ter# 0hich still e8ist only in %aden:BKrttemberg# ha,e been incorporated into uni,ersi: ties in the other Lnder or e8panded into institutions offering a 0ider range of courses. Bhat these institutions ha,e in common# as a rule# is the traditional right to a0ard the 5oktorgrad < 2romotionsrecht?. Academic and scientific research = particularly basic re: search = and the training of the ne8t generation of academics are also distincti,e fea: tures of uni,ersities and e9ui,alent institutions of higher education. Colleges of art and music Colleges of art and music offer courses of studies in the ,isual# design and performing arts as 0ell as in the area of film# tele,ision and media# and in ,arious music subAectsM both# in some cases# also teach the appertaining theoretical disciplines <fine arts# art his: tory and art pedagogy# musicology# history and teaching of music# media and communi: cation studies as 0ell as# more recently# the area of the ne0 media?. Some colleges teach the entire gamut of artistic subAects# others only certain branches of study. Fachhochschulen )achhochschulen <uni,ersities of applied sciences? 0ere introduced in D"4-" as a ne0 type of institution in the system of higher education in the Federal Republic of Germa: ny. 'hey fulfil their o0n specific educational function# characterised by a practice: oriented bias in teaching and research# a usually integrated semester of practical train: ing# and professors# 0ho ha,e# in addition to their academic 9ualifications# gained pro: fessional e8perience outside the field of higher education. A relati,ely high proportion of them# more than !4 per cent of some 3$4 )achhochschulen including (erwaltungsfachhochschulen# are not state:maintained# but are to a large e8: tent subAect to the same legal pro,isions as state )achhochschulen. 'hey ,ary considera: bly in terms of siJe# number of students and number of courses of studies# and conse: 9uently the indi,idual )achhochschulen ha,e a specific regional character or particular area of specialisation. A special role is played by the 3D (erwaltungsfachhochschulen < )achhochschulen for public administration?# 0hich train ci,il ser,ants for careers in the so:called higher le,el of the ci,il ser,ice. 'hey are maintained by the Federation or by a Land. 'heir students ha,e re,ocable ci,il ser,ant status.

H"

"sta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen Berufsakademien <professional academies? form part of the tertiary sector and combine academic training at a Studienakademie <study institution? 0ith practical professional training in a training establishment# thus constituting a duales S'stem <dual system?. 'he companies bear the costs of on:the:Aob training and pay the students a 0age# 0hich is also recei,ed during the theoretical part of the training at the study institution. Berufsakademien 0ere first set up in D"H in %aden:BKrttemberg as part of a pilot pro: Aect and are no0 to be found in some Lnder as either state:run or state:recognised in: stitutions. As an alternati,e to the dual courses of the %erufsa7ademien# se,eral )achhochschulen ha,e de,eloped so:called dual courses of study. )achschulen are institutions of continuing ,ocational education and upgrading training in the tertiary sector that# as a rule# re9uire the completion of rele,ant ,ocational educa: tion and training in a recognised occupation re9uiring formal training and subse9uent employment. )achschulen e8ist in the follo0ing fields1 agricultural economy design technology business social 0or7

Bhether on a full or part:time basis# they lead to a professional continuing education 9ualification in accordance 0ith Land legislation. &n addition# )achschulen can offer fol: lo0:up and further courses# as 0ell as career de,elopment programmes. 'hose 0ho complete training at the )achschulen act as intermediaries bet0een the functional sphere of graduates and that of s7illed 0or7ers in a recognised occupation re9uiring formal training.
7.3.

F-(.' C;,02 P()5(/882.

&n a system of consecuti,e 9ualifications# the %achelor is the first higher education 9ual: ification pro,iding 9ualification for a profession and the standard 9ualification for study underta7en at a higher education institution. .ni,ersities and e9ui,alent institutions of higher education# )achhochschulen and colleges of art and music offer more than "#444 different courses of study leading to the %achelorCs degree. 'he follo0ing designations are used for %achelorCs degrees at uni,ersities and e9ui,a: lent institutions of higher education as 0ell as at )achhochschulen1 %achelor of Arts <%.A.? %achelor of Science <%.Sc.? %achelor of Engineering <%.Eng.? %achelor of La0s <LL.%.?

'he follo0ing designations are used for %achelorCs degrees at colleges of art and music1 %achelor of Fine Arts <%.F.A.?
HG

 %achelor of Arts <%.A.? %achelor of Music <%.Mus.? 'he follo0ing designation is used for %achelorCs degrees ac9uired in the course of initial teacher training1 %achelor of Education <%.Ed.?
7.3.1.

B/,920)(

%ranches of Study Branches of stud#1 specialisation at universities and e*uivalent institutions of higher education
Ran"e of subAects

.ni,ersities and e9ui,alent institutions of higher education usually offer a range of sub: Aects including languages# the humanities and sport# la0# economics and social sciences# natural sciences# medicine# agronomy# forestry and nutritional science and engineering sciences. 'he figures ,ary from institution to institution# but these subAect categories offer a total of Aust less than D#!44 different courses 0hich lead to a first degree 9ualify: ing for an entry into a profession# 0hich cannot all be listed here. An o,er,ie0 of the courses that lead to a first 9ualification for entry into a profession is pro,ided in publi: cations such as Studien# und Berufswahl <Choice of Studies and ;rofession# published annually by the Lnder of the Federal Republic of Germany as represented by the Land )essen and the Federal Employment Agency?. 'he publication is a,ailable on the &nter: net at 000.studien0ahl.de-en-inde8.htm. An o,er,ie0 of the range of courses on offer pro,ided by the German RectorsC Conference <Hochschulrektorenkonferenz = )R*? is a,ailable on the &nternet at 000.higher:education:compass.de. 'he most common branches of study in the named subAect categories are1
L/&5+/52. /&* '92 9+8/&-'-2., .6)('

;hilosophy 'heology Archaeology and study of anti9uity )istory Art studies-art history Musicology-music history 'heatre studies-dramatic art European and non:European languages and literature Education ;sychology Library science-documentation science-media studies Sport
L/3, 2,)&)8-,. /&* .),-/0 .,-2&,2.

La0 Social sciences Administrati,e sciences Economics

HD

;olitical science
M/'928/'-,., &/'+(/0 .,-2&,2.

Mathematics ;hysics Computer science Chemistry %iochemistry %iology Earth science ;harmacy
M2*-,-&2

)uman medicine +entistry Feterinary medicine

A5()&)8;, :)(2.'(;, &+'(-'-)&/0 .,-2&,2

Agronomy Forestry 6utritional science

E&5-&22(-&5 .,-2&,2.

Architecture Ci,il engineering Geodesy Electrical engineering Mechanical engineering Chemical engineering 'raffic and transport studies En,ironmental technology Mining &nternational study courses# 0hich ha,e a special foreign focus# are also on offer 0ithin the named branches of study. 'he main subAect focus in these courses of study at uni,er: sities and e9ui,alent institutions of higher education lies in the area of language and the humanities# follo0ed by la0# economics# social sciences and engineering sciences. More detailed information on international study courses is a,ailable in chapter $.!.
S'/&*/(* 62(-)* ): .'+*; :)( ,)+(.2. 02/*-&5 ') / :-(.' *25(22 /&* ,)&.2,+'-12 ,)+(.2. ): .'+*;

A %egelstudienzeit <standard period of study? is fi8ed in the 2rfungsordnungen <e8ami: nation regulations? for each course of study. 'he regulations state the time in 0hich a course of study 0ith the intended e8amination can be completed. 'he total standard period of study for consecuti,e study courses leading to a %achelorCs or MasterCs degree is a ma8imum of fi,e years. 'he standard period of study for %achelorCs study courses can be a si8# se,en or eight semesters. At uni,ersities and e9ui,alent institutions of higher education# the standard period of study for %achelorCs study courses is generally si8 semesters.

!4

Branches of stud#1 specialisation at colleges of art and music 'he courses of studies ,ary 0idely from college to college. &n general# they may be di: ,ided up along the follo0ing lines1 music 0ith such studies as training for solo or orchestra musicians in ,arious instru: ments# training in singing# conducting# composition or church music# music teaching at general education schools# music education and technical musical professions <e.g. sound engineering? ,isual arts 0ith such studies as art# design# photography performing arts 0ith such studies as drama# opera# musicals# dancing# directing and film:ma7ing applied art 0ith courses of studies in architecture# design or the media art education and art therapy as 0ell as courses in art teaching for school teachers the media 0ith such courses as film# tele,ision# media studies# media art# animation and media management &n core arts subAects at colleges of art and music consecuti,e %achelorCs and MasterCs study courses may also be de,eloped 0ith a total standard study period of si8 years. Branches of stud#1 specialisation at Fachhochschulen Abo,e all# study courses in the follo0ing areas of study are taught in the )achhochschu# len1 Agronomy# forestry# nutritional science Engineering sciences Economics-economic la0 Social 0or7 ;ublic administration# administration of Austice &nformation technology# computer science# mathematics 6atural sciences +esign &nformation and communication studies 6ursing and management in the public health system

'here are also international study courses 0ithin the named areas of study. Most of these courses of study at )achhochschulen are based in the area of la0# economics and social sciences# follo0ed by engineering sciences. More detailed information on interna: tional study courses is a,ailable in chapter $.!.
Standard period of study for courses leadin" to a first de"ree and consecuti e courses of study

A %egelstudienzeit <standard period of study? is fi8ed in the 2rfungsordnung <e8amina: tion regulations? for each course of study. 'he regulations state the time 0ithin 0hich a course of study 0ith the intended e8amination can be completed. For the total standard period of study in consecuti,e %achelorIs and MasterIs courses of study at )achhochschu# len# the description of the standard period of study at uni,ersities and e9ui,alent insti: tutions of higher education applies. At )achhochschulen the standard period of study for
!

%achelorCs study courses is generally si8 or se,en semesters including semesters of practical training. Branches of stud# and specialisation at esta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen Courses offered at the Berufsakademien include# in particular# business# technology and social 0or7. 'he length of study at the %ER.FSA*A+EM&E6 is generally stipulated by the respecti,e Land la0 as three years. As far as state:run Berufsakademien are concerned# it is the rele,ant Land ministry that determines the number of hours of attendance dur: ing the semester# adopting study and e8amination regulations for each course. Courses at Berufsakademien leading to the %achelorCs degree are to be accredited. 'he length of study is a minimum of three years. )achschulen offering t0o:year courses are a,ailable in Aust less than "4 different spe: cialisations in the fields of agricultural economy# design# technology# business and social 0or7 and lead up to a state:administered e8amination. 'he most strongly represented subAects include electrical engineering# mechanical engineering# construction engineer: ing# chemical engineering and business management. 'here are also other t0o:year )achschulen for domestic science# )achschulen for care# assistance and education for the handicapped <Heilerziehungs&flege?# as 0ell as one:year )achschulen <e.g. state:certified managers for the subAect area agriculture?. State:certified youth and child care 0or7ers# $rzieher# are trained o,er a t0o to three:year period at )achschulen for youth and com: munity 0or7 to enter the socio:educational field of child and youth 0elfare ser,ices# i.e. day:care centres for children# Horte and youth 0elfare organisations. Admission re@uirements %dmission re*uirements to universities and e*uivalent institutions of higher education
'i"her education entrance @ualification

Admission to any course of study at uni,ersities and e9ui,alent higher education institu: tions generally re9uires the Allgemeine Hochschulreife or the )achgebundene Hochschul# reife. 'he former entitles school:lea,ers to study at any institution of higher education in any subAect or field# 0hile the latter permits entry only into specified courses of stud: ies. 'he Allgemeine Hochschulreife or )achgebundene Hochschulreife is obtained after 3 or $ ascending school years on completion of the g'mnasiale 7berstufe <see chapter @.".? or certain courses of ,ocational education at upper secondary le,el <see chapter @. 4.?. 'he Allgemeine Hochschulreife can also be ac9uired at Abendg'mnasien# i.e. e,ening schools for 0or7ing people# and "ollegs# i.e. full:time schools for those 0ho ha,e com: pleted ,ocational education and training. (ther options are the Abitur e8amination for non:pupils# persons 0ho are recognised as ha,ing a right to asylum or employed per: sons of particular intellectual ability. &n addition to the Hochschulreife# in certain subAects the applicantCs aptitude is deter: mined through a separate test procedure. 'his applies particularly to sport and the arts.
!3

&n March 344D# the Lnder resol,ed standard preconditions under 0hich ,ocationally 9ualified applicants 0ithout a higher education entrance 9ualification obtained at school are granted the right of entry to higher education <Hochschulzugang fr beruflich Dualifizierte Bewerber ohne schulische Hochschulzugangsberechtigung?. 'he resolution opens admission to general higher education to master craftsmen# technicians# people 0ith ,ocational 9ualifications in a commercial or financial occupation and people 0ith similar 9ualifications# and defines the conditions under 0hich ,ocationally 9ualified applicants 0ithout career ad,ancement training are eligible to enter higher education restricted to a specified field of study follo0ing the successful completion of ,ocational training and three years of e8perience in their occupation. Applicants 0ho do not ha,e German higher education entrance 9ualifications ha,e to submit a secondary school certificate that 9ualifies them to attend higher education in their country of origin. &f necessary# they also ha,e to pro,ide proof that they ha,e passed an entrance e8amination at a uni,ersity in their nati,e country or proof of en: rolment at the uni,ersity. Applicants from some countries of origin must# moreo,er# pro,ide proof that they ha,e successfully completed some course modules at a higher education institution in the country of origin or# follo0ing attendance at a one:year core course# must ta7e an assessment test at a Studienkolleg. Also# foreign applicants for study places must pro,e that they ha,e a sufficient command of the German language. 'his can be done# for e8ample# by ta7ing the German Language +iploma of the Standing Conference = Le,el && <5eutsches S&rachdi&lom der "ultusministerkonferenz 3 .weite Stufe 3 +S+ &&?# the German Language ;roficiency E8amination for Admission to )igher Education for Foreign Applicants <5eutsche S&rach&rfung fr den Hochschulzugang auslndischer Studienbewerber = +S)?# 0hich is ta7en at the institution of higher educa: tion in Germany itself# the 'est of German as a Foreign Language for foreign applicants </est 5eutsch als )remds&rache fr auslndische Studienbewerber = 'est+aF? or by ta7: ing the German language e8amination as part of the )eststellungs&rfung <assessment test? at a Studienkolleg. Foreign applicants for study places from countries 0here there is an Akademische 2rf# stelle <A;S? 0ill only be admitted to a German institution of higher education if they can submit a certificate of the Akademische 2rfstelle. 'he certificate of the Akademische 2rfstelle certifies the authenticity and plausibility of the documents submitted fulfilment of the criteria for the commencement of a first study course as set forth in the assessment proposals of the Standing Conference# the re9uired German language proficiency# 0here appropriate.
Admission to hi"her education institutions

Bith the entry into force of the State 'reaty of the Lnder on the establishment of a Aoint institution for higher education admission <Staatsvertrag der Lnder ber die $rrichtung einer gemeinsamen $inrichtung fr Hochschulzulassung? on May 34 4 the Central (ffice for the Allocation of Study ;laces < .entralstelle fr die (ergabe von Studien&ltzen 3 .(S? became the Foundation for )igher Education Admission <Stiftung fr Hochschulzulassung = Sf)?. 'he Sf) is a ser,ice facility for admission to higher edu: cation institutions that can be used by the institutions of higher education and appli: cants ali7e. &t supports applicants in their choice of study place and higher education
!$

institutions 0ith the admissions procedure. .nder the State 'reaty it has the tas7# on the one hand# of carrying out the central allocation procedure for courses subAect to na: tion0ide 9uotas on admission. (n the other hand# the Foundation for )igher Education Admission supports those higher education institutions using its ser,ices in implement: ing admission procedures 0ith local admission restrictions.
tud# courses with nationwide *uotas

&n some courses# in 0hich the total number of applicants e8ceeds the number of places a,ailable at all higher education institutions# there are 9uotas. &n the 34 -34 3 0inter semester there are nation0ide 9uotas for medicine# ,eterinary medicine# dentistry and pharmacy. ;laces on these courses are a0arded by the Foundation for )igher Education Admission <Stiftung fr Hochschulzulassung ? and higher education institutions on the basis of a central allocation procedure. 'he legal basis for this procedure is the State 'reaty of the Lnder on the establishment of a Aoint institution for higher education ad: mission of 2une 344G. 'he State 'reaty entered into force on May 34 4 follo0ing ratifi: cation by all Lnder. Bhich courses are subAect to the central allocation procedure may ,ary from semester to semester. Moreo,er# it is 9uite possible that all the applicants for a restricted course 0ill be accepted because there are fe0er applicants than places a,ailable. .p to 34 per cent of the a,ailable places are a0arded beforehand <e.g. to foreigners from countries outside the European .nion# applicants for an additional course of study# hardship cases?. 'he criteria for the selection of applicants for the remaining places are the applicantIs degree of 9ualification for the chosen course of study <as a rule the appli: cantCs a,erage mar7 in the Abitur# school:lea,ing e8amination constituting higher edu: cation entrance 9ualification = 34 per cent?# the 0aiting period bet0een ac9uiring the entrance 9ualification for the chosen course of study and applying <34 per cent? and the result of a selection procedure carried out by the institution of higher education itself <@4 per cent?. &n their selection procedure # institutions of higher education may base their decision# alongside the degree of 9ualification# on additional selection criteria such as# for instance# 0eighted indi,idual mar7s in the 9ualification for the chosen course of study 0hich pro,ide information on the applicantCs capability to study a specific subAect# the result of a test to determine the applicantCs capability to study a specific subAect# the type of ,ocational education and training or occupation# the result of a selection inter: ,ie0 regarding the moti,ation for the chosen course of study# or a combination of these fi,e criteria. &n the selection decision# the degree of 9ualification for the course of study in 9uestion is of o,erriding importance. +etails of the procedure and the applicable con: tent criteria are laid do0n by the Lnder.
tud# courses with local restrictions on admissions

'here are local restrictions on admission to o,er !4 per cent of all study courses. Each higher education institution decides 0hether to admit applicants in accordance 0ith Land la0. 'he higher education institutions can commission the Foundation for )igher Education Admission <Stiftung fr Hochschulzulassung = Sf)? to operate a ser,ice for the rele,ant courses of study. &n May 34 3 the Foundation for )igher Education Admission launched the so:called dialogue:oriented ser,ice procedure <5ialogorientiertes Serviceverfahren = +oSF? as a
!H

pilot operation on the online platform 000.hochschulstart.de. 'he procedure ser,es to allocate study places in courses of study 0ith local admission restrictions and in,ol,es in particular the comparison of applications to a,oid multiple admissions. &n the final phase of the procedure places 0hich remain unfilled are allocated. 'he Standing Con: ference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? and the German RectorsC Conference <Hochschulrektorenkonferenz = )R*? 0ant to promote the participation of all institutions of higher education in the dialogue: oriented ser,ice procedure. 'o this end the Lnder ha,e underta7en to pay the technical connection costs arising for their institutions of higher education.
tud# courses without restrictions on the num,er of applicants

&n study courses 0ithout restrictions on the number of applicants 0ho can be admitted# all applicants 0ho meet the abo,e:mentioned entrance re9uirements are registered at the higher education institution for the course of study of their choice 0ithout ha,ing to go through any special admission procedures. &n some cases there are so:called prior notification periods at higher education institutions e,en for study courses 0ithout re: strictions. %dmission re*uirements to colleges of art and music Colleges of art and music re9uire proof of the Allgemeine Hochschulreife or the )achge# bundene Hochschulreife <higher education entrance 9ualification? and artistic aptitude. &n most Lnder# purely artistic courses# i.e. not for prospecti,e teachers# also admit ap: plicants 0ithout proof of higher education entrance 9ualification if they sho0 unusual artistic talent. %dmission re*uirements to Fachhochschulen
'i"her education entrance @ualification

'he prere9uisite for admission to a )achhochschule is either the Allgemeine Hochschul# reife <general higher education entrance 9ualification? or )achgebundene Hochschulreife <higher education entrance 9ualification restricted to a specified field of study? on the one hand or the )achhochschulreife on the other# 0hich as a rule is ac9uired after t0el,e ascending grades at a )achoberschule <see chapter @. 4.?. )o0e,er# the )achhochschul# reife can also be obtained by ta7ing additional classes at ,ocational schools# e.g. Berufsfachschulen and )achschulen. &n addition# pre,ious related practical e8perience is re9uired for admission to certain courses of study. &n 344H# more than half of those en: tering )achhochschulen ha,e a higher education entrance 9ualification 0hich also enti: tles them to study at uni,ersity. &n certain subAects <e.g. design? proof of artistic ability is re9uired in addition to a higher education entrance 9ualification.
Admission to hi"her education institutions

Almost all )achhochschulen restrict the number of students admitted to ,arious subAects due to capacity constraints. As a rule# the )achhochschule decides on the allocation of study places on the basis of the a,erage mar7 and 0aiting time# the result of a test to determine the applicantCs capability to study a specific subAect or the result of a selection
!!

inter,ie0# the ,ocational education and training or employment of an applicant# or 0eighted indi,idual mar7s in the higher education entrance 9ualification# 0hich pro,ide specific information on the applicantCs capability to study a specific subAect. 'he )ach# hochschulen can commission the Foundation for )igher Education Admission < Stiftung fr Hochschulzulassung = Sf)? to implement a ser,ice procedure for the corresponding study courses. %dmission re*uirements to esta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen Applicants for courses at the Berufsakademien re9uire a Hochschulreife or a )ach# hochschulreife <general or subAect:restricted higher education entrance 9ualification?# depending on the regulations in force in the particular Land# and a training contract 0ith a suitable training establishment. +epending on the Land legislation# applicants 0ith professional 9ualifications but 0ithout the higher education entrance 9ualification can ta7e an entrance e8amination or the regulations go,erning admission to higher edu: cation institutions for employed persons 0ill apply. (nce the training contract has been concluded# applicants are registered at the study institution by the company responsible for training them. Admission re9uirements for the )achschule ,ary# depending on the department. Admis: sion to a )achschule for agricultural economy# design# technology and business generally re9uires either a 9ualification in a recognised occupation re9uiring formal training that is rele: ,ant to the obAecti,e of the respecti,e discipline and at least one yearCs e8perience in a rele,ant occupation# as 0ell as# if necessary# a 9ualification from the Berufsschule or a 9ualification from the Berufsschule and at least fi,e yearsC e8perience in a rele: ,ant occupation. Admission re9uirements for a )achschule for social professions are generally the it# tlerer Schulabschluss and successful completion of rele,ant ,ocational education and training. $urriculum Curriculum at universities and e*uivalent institutions of higher education 'he structure and contents of the courses of studies are specified in module descrip: tions# Studienordnungen <study regulations? or Studien&lnen <study plans? and 2rfungsordnungen <e8amination regulations?. Module manuals or module catalogues describe the modules in terms of student 0or7load and the number of credit points a0arded. 'he description of a module contains at least the follo0ing information1
!@

content and 9ualification obAecti,es of the module teaching forms prere9uisites for attendance applicability of the module prere9uisites for the a0ard of credit points credit points and mar7s

 fre9uency at 0hich modules are offered student 0or7load duration of the modules. As a rule# the study regulations list the indi,idual modules = including the credits to be a0arded = re9uired for successful completion of a course of study# and sho0 0hich sub: Aects are compulsory# electi,e and optional. Study regulations and module descriptions furnish guidance to the students# on the one hand# 0hile ser,ing as the basis for the planning of the curriculum in each department# on the other. 'he 2rfungsordnungen <e8amination regulations?# on the other hand# specify the %e# gelstudienzeit <standard period of study?# re9uirements for entry to e8aminations# credit: ing of specific courses and e8aminations ta7en# time allo0ed for completion of a disser: tation# e8amination standards# procedures and e8amination subAects. &n some Lnder the e8amination regulations also lay do0n the ,olume of compulsory and electi,e cours: es and the necessary attendance and performance records.
Accreditation of study courses

Bith the introduction of the %achelorIs and MasterIs study courses from DDG# 0or7 has started on the de,elopment of an independent accreditation system for these courses. According to the resolution of the Standing Conference of the Ministers of Education and Cultural Affairs of March 3443# a system of accreditation <accreditation of study programmes? is replacing the former system of coordination of study and e8amination regulations. 'he aim of accreditation is to guarantee standards in terms of subAect and content# compliance 0ith structural guidelines and e8amination of the professional rele: ,ance of the 9ualifications through a formalised and obAecti,ely ,erifiable procedure. Accreditation can also be carried out in the form of system accreditation. 'he focus of system accreditation is the internal 9uality assurance system of a higher education insti: tution. A positi,e system accreditation certifies that the higher education institutionCs 9uality assurance system in the field of study and teaching is sufficient to guarantee the achie,ement of the 9ualifications obAecti,es and the 9uality standards of the study courses. For accreditation of %achelorCs and MasterCs study courses the Standing Con: ference has set up an independent Accreditation Council <Akkreditierungsrat? acting on behalf of all Lnder 0hich# since 344!# operates as a foundation under public la0 <see also chapter .$.?. 'he structural guidelines ,alid for all Lnder adopted by the Standing Conference of the Ministers of Education and Cultural Affairs in (ctober 344$ form the basis for the ac: creditation. 'hese ser,e as a frame0or7 for the planning and conception of study cours: es. 'he structural guidelines of (ctober 344$# most recently amended in February 34 4# refer# amongst others# to the structure and length of study. 'hey stipulate that %ache: lorCs study courses# as study courses 0hich lead to a first degree 9ualifying for entry into a profession# must pro,ide the academic foundation# methodological s7ills and 9ual: ifications related to the professional field corresponding to the profile of the higher ed: ucation institution and the study course# and generally ensure a broad academic 9ualifi: cation. %achelorCs and MasterCs study courses are pro,ided 0ith a credit point system 0hich is based upon the European Credit 'ransfer System <EC'S?.

!"

Forei"n lan"ua"e teachin"

'o do Austice to the importance of foreign language teaching in higher education# the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder in DD issued directi,es on attainment of a technical language certificate. Foreign lan: guage training is optionalM as a rule# this certificate can be obtained after four semestersI training for a total of 3 to @ hours of attendance per 0ee7 during a semester <a 0or7: load of "4 to 344 hours in total? and after a final e8amination. German uni,ersities tra: ditionally offer a 0ide range of foreign language courses# both general and technical in orientation. Classes are gi,en in many European and non:European languages. Curriculum at colleges of art and music 'he obser,ations on regulations go,erning studies and e8aminations at uni,ersities and e9ui,alent institutions of higher education essentially apply to colleges of art and music as 0ell. &n a number of resolutions# the Standing Conference of the Ministers of Educa: tion and Cultural Affairs of the Lnder has gi,en recommendations on the organisation of artistic courses of studies to ensure the comparability of degrees a0arded throughout the country. &n +ecember 344H# the Standing Conference passed a resolution that study courses at colleges of art and music should also in principle be included in the consecu: ti,e structure of study courses leading to %achelorCs and MasterCs degrees. 'he Educa: tion Ministers of the indi,idual Lnder decide 0hether to include the liberal arts study courses in cooperation 0ith the particular higher education institution. For arts %ache: lor courses at colleges of art and music the structural guidelines ,alid for all Lnder pro,ide for the promotion and de,elopment of artistic abilities# the teaching of basic scientific principles as 0ell as methodical and professional s7ills. Curriculum at Fachhochschulen 'he obser,ations on regulations go,erning studies and e8aminations at uni,ersities and e9ui,alent institutions of higher education essentially apply to )achhochschulen as 0ell.
Accreditation of study courses

'he structural guidelines for all Lnder and the specifications for programme and sys: tem accreditation passed by the Standing Conference of the Ministers of Education and Cultural Affairs apply to both )achhochschulen and to uni,ersities.
Forei"n +an"ua"e Teachin"

Against the bac7ground of gro0ing internationalisation# the teaching of foreign lan: guages is becoming increasingly important. 6umerous courses of studies at )ach# hochschulen include foreign language classes either as a compulsory subAect or an elec: ti,e 0ithin the frame0or7 of general education subAects. Furthermore# many )ach# hochschulen offer optional foreign language courses for students in all departments. 'he obser,ations on the ac9uisition of the technical language certificate at uni,ersities and e9ui,alent institutions of higher education apply to )achhochschulen as 0ell.
(ual Study/$ourses

Study courses at )achhochschulen are highly application:oriented and of great practical rele,ance. Against this bac7ground# )achhochschulen# especially in the fields of engi:
!G

neering and business administration# also offer so:called dual courses of study <duale Studiengnge? in the form of study courses 0hich integrate ,ocational training and prac: tical placements. 'o this end the higher education institutions conclude cooperation agreements 0ith companies 0hich pro,ide training or traineeships. 'he study courses 0hich integrate ,ocational training lin7 the study course 0ith in:company training or 0ith an occupation. 'he periods of study and 0or7 e8perience are distributed according to ,arious models <sand0ich or consecuti,e model? and subAect to the Studienordnung <study regulations? or module description. +ual study courses at )achhochschulen lead to t0o 9ualifications for entry into a profession1 graduates are a0arded a 5i&lomgrad# to 0hich the 0ord )achhochschule is added# or the %achelorCs degree and# at the same time# they obtain the ,ocational education and training lea,ing certificate. &n study courses 0hich integrate practical placements# the students do more practical placements on a bigger scale# in addition to the practical semesters re9uired in study courses at a )achhochschule. ;articularly )achhochschulen also organise study courses 0hich can be carried out alongside 0or7 or integrated 0ith 0or7 and allo0 a %achelorCs or MasterCs degree to be completed alongside a professional acti,ity. Curriculum at esta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen
%erufsa8ademien

'he students at the Berufsakademien complete parallel training 0ith a company in trade and industry# 0ith comparable establishments in other sectors = particularly in the case of the liberal professions = or at institutions maintained by social ser,ices. +uring the training# periods of study at the study institution <Studienakademie? alternate 0ith peri: ods of on:the:Aob training in the training establishments. 'raining is gi,en on the basis of t0o 7inds of study and training plans. Firstly# these are dra0n up by the Berufsakad# emien together 0ith participating companies and social ser,ices# and adopted by the ministries responsible in the form of ordinances. Secondly# these are also according to Ausbildungsordnungen <training regulations? and 2rfungsordnungen <e8amination reg: ulations? of the Berufsakademien in accordance 0ith general regulations of the respon: sible ministries. &n (ctober 344H# the Standing Conference passed the resolution that %achelorCs training courses at Berufsakademien should be accredited. Bith the fulfilment of certain re: 9uirements# %achelorCs degrees obtained at Berufsakademien are thus e9ui,alent to %achelorCs degrees obtained at institutions of higher education and thus pro,ide access to MasterCs study courses. 'he re9uirements for the Berufsakademien apply in particu: lar to teaching staff and to the scope of both theoretical and practical training compo: nents.
Fachschulen

'he re9uirements for admission to continuing ,ocational education courses and upgrad: ing training at )achschulen are appropriate ,ocational education and training in con: Aunction 0ith the rele,ant ,ocational e8perience. 'he compulsory component in the t0o: year )achschulen comprises the multi:disciplinary and subAect:specific areas in the fi,e subAect areas# as 0ell as a practical in youth and community 0or7 or in healthcare sup:
!D

port for the social ser,ices area. &nstruction in the multi:disciplinary area ser,es pri: marily the ac9uisition of e8tended general 7no0ledge# s7ills and competences. &nstruc: tion in the subAect:specific areas ser,es the ac9uisition of e8tended ,ocational 7no0ledge# s7ills and competences in one of the fi,e subAect areas. Teachin" ,ethods Teaching methods at universities and e*uivalent institutions of higher education Classes ta7e the form of lectures# seminars# practical e8ercises# 0or7 placements and study trips. 'he main function of the lectures is to impart general and basic 7no0ledge about the ,arious fields of study. 'he seminars afford an opportunity to deal in depth 0ith a more narro0ly defined topic. ;ractical e8ercises and practicals# mean0hile# pro: ,ide the opportunity to de,elop the theoretical 7no0ledge gained in a practical manner. 'he Federation and Lnder are promoting the use of ne0 media <multimedia and tele: teaching? in the teaching offered. 'he classes are normally designed for students of a specific degree course and at a par: ticular stage in their studies. )o0e,er# interdisciplinary classes ha,e been gaining in significance# especially in the more ad,anced stages. So:called !raduiertenkollegs <pro,iding uni,ersity graduate training programmes? for the promotion of young schol: ars# for instance# are also fre9uently organised along interdisciplinary lines. Teaching methods at colleges of art and music (ne distincti,e feature of studying at a college of art or music is that artistic instruction is gi,en one on one or in small groups closely super,ised by a member of the teaching staff. Teaching methods at Fachhochschulen ;articular characteristics of courses of study at )achhochschulen include practice: oriented training and a ,ariety of teaching forms including lectures# seminars# practical e8ercises# 0or7 placements and study trips in small groups. 'he seminars afford an op: portunity to deal in depth 0ith a more narro0ly defined topic# 0hilst practical classes and 0or7 placements enable the theoretical 7no0ledge to be consolidated in a practical conte8t. A further special feature of courses of studies at )achhochschulen is the integra: tion into the course of one or t0o 2ra9issemester <semesters of 0or7 e8perience?. 'he )achhochschule lays do0n the rules for and content of these training periods# super,ises them and pro,ides parallel classes. 'hey are spent in a company or in another place of 0or7 for a duration of at least 34 0ee7s. )achhochschulen also offer dual study courses 0hich integrate ,ocational training or a ,ocational traineeship into the course of study. 'he principle of teaching small groups creates close contacts bet0een teaching staff and students and enables students to interact in the class. Teaching methods at esta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen A characteristic feature of training at a Berufsakademie is the di,ision of each semester into on:the:Aob training and a theoretical part of the course at the study institution that lasts bet0een ten and 3 0ee7s. +uring the theoretical part of the course# as a rule# stu:
@4

dents are taught in small groups. &n addition to lectures and seminars# acti,e teaching methods li7e role play# e8perimental games or case studies are applied. See chapter @.D. for teaching methods in continuing ,ocational education and ,ocational upgrading training at )achschulen. #ro"ression of Students Progression of students at universities and e*uivalent institutions of higher education1 colleges of art and music and Fachhochschulen Students at uni,ersities and higher education institutions are not classified in terms of year groups# but only according to the courses or modules re9uired for the successful completion of the course of study. &f a student fails in a module# he or she must repeat that module only# 0ithout falling a semester behind his or her fello0 students. &n prac: tice# ho0e,er# failing courses usually prolongs a studentIs stay at uni,ersity. Studienord# nungen <study regulations? and 2rfungsordnungen <e8amination regulations? lay do0n the re9uirements for admission to a certain stage of studies or a particular module. Module e8aminations can in some cases be repeated se,eral times. &t is generally possible to change oneIs course of study e,en in later semesters. &f it is a course of study 0ith nation0ide restrictions on admission# the pro,iso is that the stu: dent in 9uestion obtains a study place for the subAect of his choice. ;re,ious periods of study and the courses and e8aminations that ha,e been passed in another study course are to be recognised if there are no significant differences bet0een the competences ac9uired and those demonstrated. )igher education institutions must gi,e reasons for decisions reAecting such applications. Progression of students at esta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen For admission to the final e8amination at Berufsakademien it is re9uired# as a rule# that students submit the certificates they ha,e obtained throughout their studies# and that they ha,e undergone practical training in the training establishment in accordance 0ith the training plan. 'he final e8amination may be reta7en once or t0ice# failed attempts at the dissertation may be repeated only once. 'he regulations of the Lnder apply for the reta7e of the e8amination and the dissertation. 'he information gi,en in chapter @. 4. essentially applies for progression at )achschu# len. Employability .easures to facilitate the transition from universit# to working life 'he uni,ersitiesI student counselling offices and the employment agenciesI career guid: ance ser,ices furnish information and guidance to help graduates mo,e from higher education into the professional 0orld. 'heir prospects on the employment mar7et may be impro,ed by specialising in appropriate fields of study and enrolling in appropriate weiterfhrende Studiengnge <further study# supplementary and follo0:up courses?. Bor7 placements afford an opportunity to gain an insight into the 0or7ing 0orld and
@

establish contact 0ith prospecti,e employers. ;roof of 0or7 e8perience <for four to si8 months# in some cases up to a year? ac9uired before or 0hile studying is demanded in a number of fields# especially in natural and engineering sciences. 'o impro,e the em: ployment prospects of arts and social science graduates# some higher education institu: tions ha,e set up programmes in collaboration 0ith employment agencies to place them in industry and e9uip them 0ith 7ey s7ills <e.g. a grounding in computing# elementary business s7ills?. 'he connections bet0een higher education institutions and their former students <Alumni? can also facilitate the entry of their graduates into professional life. Many institutions of higher education offer measures designed to prepare for self: employment and to encourage students to set up their o0n businesses. .easures to facilitate the transition from colleges of art and music to working life Many of those 0ho complete artistic studies ha,e difficulty finding suitable employment or earning an ade9uate li,elihood from their o0n artistic endea,ours. 'o impro,e their prospects# subAects ha,e therefore been added to the curricula that 9ualify them for practical 0or7 <teaching# management in the cultural sector?. 'he transition to 0or7ing life can be eased by a suitable choice of courses and e8tra 9ualifications. .easures to facilitate the transition from Fachhochschulen to working life Student counselling offices at )achhochschulen and the career guidance ser,ices of the employment agencies furnish information and guidance to help graduates mo,e from higher education into the professional 0orld. 'heir prospects on the employment mar: 7et may be impro,ed by specialising in appropriate fields of study. 'he declared aim of a )achhochschule education is that it should be closely related to professional practice. 'his purpose is ser,ed chiefly by incorporating one or t0o 2ra9# issemester <semesters of 0or7 e8perience? into the course of study. &n many cases the topics of 5i&lomarbeiten or Bachelorarbeiten <dissertations? deri,e from problems that students ha,e encountered in the practical semesters. &n some cases# they are prepared in collaboration 0ith industry and trade. &n this 0ay# students can gain an insight into the 0or7ing 0orld and establish contact 0ith prospecti,e employers before graduating. 'he offices for practical training <2raktikantenmter? at the institutions of higher educa: tion and the careers ad,ice ser,ice of the employment agencies pro,ide help finding placements. &n addition# it is also possible to loo7 for placements in &nternet mar7et: places for practical training < 2raktikantenb1rsen?. &n dual study courses ,ocational training or a ,ocational traineeship is already integrat: ed into the study at the )achhochschule and is carried out in cooperation 0ith suitable companies. )achhochschulen can also facilitate the entry of their graduates into professional life through connections 0ith their former students <Alumni?. .easures to facilitate the transition from Berufsakademien to working life 'han7s to the combination of theoretical and practical training# graduates of ,ocational education and training courses based on a dual system offered by the Berufsakademien
@3

are prepared for 0or7ing life during their actual studies. &t is often the case that stu: dents are e,en ta7en on after obtaining their 9ualification for entry into a profession at the Berufsakademie by the ,ery company that trained them. Student assessment tudent assessment at universities and e*uivalent institutions of higher education %achelorCs and MasterCs study courses are subAect to 9uality assurance through accredi: tation. For the accreditation of a study course# it is to be established that the course is modularisedM the e8aminations are in general performed as an accompaniment to stud: ies. &n addition# the study courses are pro,ided 0ith a credit point system. 'he credit points are related to instruction as such# as 0ell as to the time needed to prepare and go o,er the taught subAect:matter# preparation for e8aminations and the e8aminations themsel,es and# if applicable# to internships. For a %achelorIs degree# no less than G4 EC'S points must be submitted. A 0ritten dissertation <%achelorCs thesis- MasterCs thesis? is obligatory for both %achelorCs and MasterCs study courses. Students are to demonstrate the ability to independently address a problem from their subAect 0ithin a specified period of time using academic methods. 'he scope of the 0or7 for the %ache: lorIs dissertation comprises a minimum of @ EC'S credits and must not e8ceed 3 EC'S credits. 'he 2rfungsordnungen <e8amination regulations? prescribe the obAecti,es of and sub: Aect:matter on the e8aminations# the re9uired standards and the e8amining procedures for each study course. &n modularised courses of study# the indi,idual modules are to be determined# inter alia# 0ith regard to course contents and obAecti,es# the 0or7load# the credit points to be a0arded and the e8amination re9uirements. Credit points and grades must be sho0n separately. Alongside the grade based on the German grading scale from to !# in the final grade a relati,e grade is also to be sho0n. tudent assessment at colleges of art and music Certificates are issued for classes successfully completed at art colleges# too. &n addition to 0ritten and oral e8aminations# it is abo,e all artistic abilities that are tested. For consecuti,e %achelorCs and MasterCs study courses 0ith a total standard study peri: od of si8 years in one of the core arts subAects a MasterCs degree re9uires $@4 EC'S points in principle including the pre,ious course of study. tudent assessment at Fachhochschulen For student assessment in %achelorCs and MasterCs study courses at )achhochschulen# the obser,ations on student assessment at uni,ersities and e9ui,alent institutions of higher education apply. tudent assessment at esta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen &n (ctober 344H# the Standing Conference passed a resolution to introduce %achelorCs training courses at Berufsakademien. %achelorCs and MasterCs training courses are sub: Aect to 9uality assurance through accreditation. For the accreditation of a training
@$

course# it is to be established that the course is modularised and pro,ided 0ith a credit point systemM the e8aminations are in general performed as an accompaniment to stud: ies. 'he general information on assessment of performance in %achelorCs and MasterIs degree courses at uni,ersities and e9ui,alent higher education instructions also apply to %achelorIs degree courses at Berufsakademien <professional academies?. &n the theoreti: cal section of the training course# intermediate e8aminations consist amongst others of 0ritten e8aminations# seminar papers# oral e8aminations# presentations and scientific papers. &n practical professional training# intermediate e8aminations for the most part consist of proAect papers. For student assessment in continuing ,ocational training at )achschulen# see chap: ter @. 4.# 0hich e8plains the basic principles for performance assessment and the a0ard: ing of mar7s. $ertification Certification at universities and e*uivalent institutions of higher education Bith regard to higher education degrees# a distinction is dra0n bet0een academic# state and ecclesiastical e8aminations. As a rule# a higher education 9ualification for a profes: sion is conferred on the basis of these e8aminations. &nstitutions of higher education are authorised by la0 to administer Hochschul&rfungen <academic e8aminations?. A first academic degree is conferred on the basis of the follo0ing 7inds of academic e8aminations1 Bachelor&rfung <leading to the a0ard of the Bachelorgrad? 5i&lom&rfung <leading to the a0ard of the 5i&lomgrad# besto0ing such titles as# for e8ample# 5i&lom#2s'chologe 3 graduate psychologist? agister&rfung <leading to the a0ard of the agistergrad# besto0ing the title of ag# ister Artium = M.A.? Bhereas courses of studies that culminate in a 5i&lom concentrate on a single subAect# those that lead to a agister# %achelorCs or MasterCs degree admit a combination of se,: eral subAects <usually one maAor subAect and t0o minor subAects# or t0o e9ually 0eighted maAor subAects?# particularly in arts subAects. &n the course of the %ologna ;rocess to establish a European )igher Education Area# the transition to the consecuti,e structure of study 0ith %achelorCs and MasterCs 9ualifica: tions is under 0ay. &n the 34 -34 3 0inter semester# G! per cent of all study offers at German institutions of higher educations are %achelorCs and MasterCs study courses. %achelorIs study courses lay academic foundations# pro,ide methodological s7ills and lead to 9ualifications related to the professional field corresponding to the profile of the higher education institution and the study course. 'he %achelorCs degree pro,ides the same rights as 5i&lom 9ualifications obtained at a )achhochschule. 'he follo0ing designations are used for %achelorCs degrees at uni,ersities and e9ui,a: lent institutions of higher education1 %achelor of Arts <%.A.? %achelor of Science <%.Sc.?
@H

 %achelor of Engineering <%.Eng.? %achelor of La0s <LL.%.? %achelor of Education <%.Ed.? .ni,ersities and e9ui,alent institutions of higher education add a diploma supplement to the lea,ing certificate that describes# usually in English# the progress of the studies and the performance of the graduate. A state e8amination or Staats&rfung has to be ta7en in some courses of studies that prepare students for professions of particular importance to the public interest. 'his is the case in medicine# dentistry# ,eterinary medicine# pharmaceutics# food chemistry# la0 and to some e8tent the teaching profession. 'he standards of performance on state e8: aminations correspond to those on academic e8aminations. )ence# the difference be: t0een state and academic e8aminations is essentially of a formal nature. &n the case of state e8aminations# representati,es of the state e8amination bodies act as e8aminers along 0ith uni,ersity professors. After the First State E8amination# prospecti,e la0yers and teachers# in particular# undergo a second phase of training called (orbereitung# sdienst or preparatory ser,ice# 0hich is concluded by another state e8amination. (nly this Second State E8amination entitles them to practise their profession. &nformation on teacher training courses con,eying the educational prere9uisites for teaching positions are a,ailable in chapter D. . &n +ecember 344" the Standing Conference adopted the guidelines de,eloped in con: Aunction 0ith the ;rotestant Church in Germany and the German %ishopsC Conference <5eutsche Bischofskonferenz ? on the structure of study courses in Roman Catholic or ;rotestant 'heology-Religion <$ck&unkte fr die Studienstruktur in Studiengngen mit "atholischer oder $vangelischer /heologie;%eligion?. For theological courses of study 0hich 9ualify students for the ministry# priesthood or the profession of a pastoral assis: tant < theologisches (ollstudium 3 full theological course of study? the guidelines pro,ide# until further notice# for courses 0hich conclude = after a standard study period of fi,e years in total = 0ith an academic and a Church e8amination. 'here are no plans at pre: sent to introduce a consecuti,e study structure pursuant to the %ologna ;rocess 0ithin the theologisches (ollstudium. 'he courses of study are# nonetheless# modularised and pro,ided 0ith a credit point system. For %achelorCs and MasterCs degree courses 0hich pro,ide the prere9uisites for a teaching career in the Roman Catholic or ;rotestant reli: gion# the common structural guidelines of the Lnder for the accreditation of %achelorCs and MasterCs study courses < Lndergemeinsame Strukturvorgaben fr die Akkreditierung von Bachelor# und asterstudiengngen? and the guidelines for the mutual recognition of %achelorCs and MasterCs degrees in teacher training courses con,eying the education: al prere9uisites for teaching positions <$ck&unkte fr die gegenseitige Anerkennung von Bachelor# und asterabschlssen in Studiengngen6 mit denen die Bild# ungsvoraussetzungen fr ein Lehramt vermittelt werden? apply. For all other %achelorCs and MasterCs study courses in Roman Catholic or ;rotestant 'heology-Religion the common structural guidelines 0hich apply to all Lnder for the accreditation of %ache: lorCs and MasterCs study courses are ,alid. E8cept 0here other0ise stipulated# these study courses lead to the degree titles %achelor of Arts <%.A.? and Master of Arts <M.A.?. For the accreditation of these courses# alongside the rele,ant state rules the Church rules are also to be ta7en as a basis.

@!

&n addition to consecuti,e MasterIs study courses# there are other weiterfhrende Studiengnge <special graduate study courses? 0hich may be ta7en after the completion of a first degree. 'hese special graduate courses of t0o to four semestersC duration lead to the a0arding of a certificate stipulating the le,el achie,ed or to a further higher edu: cation degree <5i&lom# agister# Master?. (n the basis of agreements 0ith a foreign institution of higher education# some uni,er: sities also a0ard a foreign degree <double degree? or a Aoint degree in addition to the German degree. Certification at colleges of art and music 'he artistic 9ualification a0arded on completion of a first degree course of study is the 5i&lom or the %achelor. Apart from artistic training# art colleges also pro,ide courses of teacher training# 0hich entitle students to teach art or music at schools after passing their Staats&rfung <state e8amination? and undergoing (orbereitungsdienst <preparato: ry ser,ice?. &n 344$ and 344H# the Standing Conference adopted general guidelines for training in the subAects art and music for all teaching careers. Colleges of art and music as 0ell already offer teacher study courses 0hich lead to a higher education e8amination 0ithin the frame0or7 of the consecuti,e study structure. &nformation on teacher training courses con,eying the educational prere9uisites for teaching positions are a,ailable in chapter D. . &n +ecember 344H# as part of the structural re9uirements that are binding for all Lnder# the Standing Conference passed a resolution for the accreditation of %achelorCs and MasterCs study courses at colleges of art and music. 'he follo0ing designations are used for %achelorCs degrees at colleges of art and music1 %achelor of Fine Arts <%.F.A.? %achelor of Arts <%.A.? %achelor of Music <%.Mus.? 'he number of %achelorCs and MasterCs degree courses at "unsthochschulen and usikhochschulen <colleges of art and music? has rapidly increased o,er the past fe0 years. 2ust less than @H per cent of all study courses on offer at German colleges of art and music are %achelorIs and MasterIs degree courses. Certification at Fachhochschulen )achhochschulen a0ard the %achelorCs degree and the MasterCs degree as a final 9ualifi: cation at the end of the degree courseM the 5i&lomgrad is also still a0arded at present to a lesser e8tent. (n the basis of agreements 0ith a foreign institution of higher educa: tion# some )achhochschulen# confer a foreign degree <double degree? or a Aoint degree in addition to the German 5i&lom. %achelorIs study courses lay academic foundations# pro,ide methodological s7ills and lead to 9ualifications related to the professional field corresponding to the profile of the higher education institution and the study course and lead to the %achelorIs degree. 'he %achelorCs degree generally pro,ides the same rights as 5i&lom 9ualifications ac9uired at a )achhochschule. 'he follo0ing designations are used for %achelorCs degrees at )achhochschulen1
@@

%achelor of Arts <%.A.? %achelor of Science <%.Sc.? %achelor of Engineering <%.Eng.? %achelor of La0s <LL.%.?

'he )achhochschulen add a diploma supplement to the lea,ing certificate of the 5i&lom and agister study courses# as 0ell as to the %achelor-Master study courses# that de: scribes# usually in English# the study course# the progress of the studies and the perfor: mance of the graduate. Certification at esta,lishments outside the higher education s#stem J Berufsakademien1 Fachschulen
%erufsa8ademien

&n (ctober 344H# the Standing Conference has passed criteria for the accreditation of %achelorCs training courses at Berufsakademien. 'he state:recognised %achelorCs de: grees obtained after the completion of training courses 0hich ha,e been accredited on this basis are e9ui,alent to %achelorCs degrees obtained at institutions of higher educa: tion. 'he academic e9ui,alence of the %achelorCs degrees is lin7ed to their e9ui,alence 0ith regard to the right to practise certain professions. )o0e,er# the designation does not refer to a higher education degree but to a state:recognised degree. 'he degrees a0arded by Berufsakademien based on the %aden:BKrttemberg model are amongst the degrees in tertiary education. ;ro,ided that they satisfy certain criteria# they are co,ered by the E. directi,e on a general system for the recognition of higher: education diplomas. 'hese criteria include# abo,e all# entrance re9uirements and the 9ualifications of the teaching staff# as 0ell as certain institutional re9uirements in terms of the range of training on offer and cooperation bet0een the Studienakademie <study institution? and training company. 'he degrees a0arded by the Berufsakademien in Sachsen and the degrees a0arded by the Berufsakademie integrated into the Hochschule fr 4irtschaft und %echt Berlin also meet these criteria.
Fachschulen

+epending on the discipline# successful completion of the t0o:year F AC)SC).LE entitles graduates to use the occupational titles state:certified agricultural economist <Staatlich ge&rfter Agrarbetriebswirt?# state:certified technician <Staatlich ge&rfter /echniker?# state:certified business economist <Staatlicher ge&rfter Betriebswirt? or# in the field of home economics# state:certified home economics manager <Staatlich ge&rfter haus# wirtschaftlicher Betriebsleiter?# and state:certified designer <Staatlich ge&rfter !e# stalter?# as 0ell as other occupational titles in the social professions# e.g. state: recognised or state:certified youth or child:care 0or7ers <Staatlich aner# kannter -ge&rfter $rzieher ?. &t is also possible to obtain the )achhochschulreife at the )achschule.
7.3.2.

S9)('"C;,02 H-592( E*+,/'-)&

Short:cycle study programmes are not offered in the Federal Republic of Germany.

@"

7.4.

S2,)&* C;,02 P()5(/882.

%ranches of study For a detailed discussion of the branches of study offered at institutions of the tertiary sector# see chapter ".$. . 'he standard period of study for MasterCs study courses can be t0o# three or four se: mesters. At uni,ersities and e9ui,alent institutions of higher education# the standard period of study for %achelorCs study courses is generally four semesters. At )achhochschulen the standard period of study for MasterCs study courses is generally three to four semesters Admission re@uirements 'he admission re9uirement for a MasterCs study course is# as a rule# a higher education degree 9ualifying for entry into a profession. .nder Land higher education la0s# in clearly defined e8ceptional cases for MasterCs study courses pro,iding further education and for artistic MasterCs study courses# an entrance e8amination may ta7e the place of the re9uirement for a higher education degree 9ualifying for a profession. For 9uality assurance purposes or on grounds of capacity# additional admission re9uirements may be laid do0n for MasterCs study courses. Admission re9uirements are subAect to accredi: tation. 'he Lnder may reser,e the right to appro,e admission re9uirements. For admission to artistic MasterCs study courses# the special artistic aptitude re9uired for this must be demonstrated in addition to the %achelorCs 9ualification. 'his can also be done by a special aptitude e8amination. For admission to MasterCs study courses pro,iding further education# also e,idence of 9ualified employment is re9uired for a period of not less than one year as a rule. $urriculum 'he common structural guidelines of the Lnder for the accreditation of %achelorCs and MasterCs study courses <Lndergemeinsame Strukturvorgaben fr die Akkreditierung von Bachelor# und asterstudiengngen? distinguish bet0een research:oriented MasterCs study courses and practice:oriented ones as 0ell as MasterCs study courses pro,iding further education. MasterCs study courses pro,iding further education should ta7e pro: fessional e8perience into account and build on it. MasterCs degree courses at colleges of art and music should ha,e a special artistic pro: file 0hich must be laid do0n in the accreditation and set out in the 5i&loma Su&&lement. More detailed information on the 5i&loma Su&&lement is a,ailable in chapter ".$. . Teachin" methods For a discussion of teaching methods at institutions of the tertiary sector# see chap: ter ".$. . #ro"ression of students For a discussion of the progression of students at institutions of the tertiary sector# see chapter ".$. .
@G

Employability For a detailed discussion of measures to facilitate the transition from institutions of the tertiary sector to 0or7ing life# see chapter ".$. . Student assessment A MasterCs degree re9uires $44 EC'S points# including the preceding course of study for the first 9ualification for entry into a profession. 'his re9uirement can be 0ai,ed in special cases 0here students can demonstrate that they are suitably 9ualified. 'he scope of the 0or7 for the MasterCs dissertation should range from !=$4 EC'S cred: its. For consecuti,e %achelorCs and MasterCs study courses 0ith a total standard study peri: od of si8 years in one of the core arts subAects a MasterCs degree re9uires $@4 EC'S points in principle including the pre,ious course of study. Credit points and grades must be sho0n separately. Alongside the grade based on the German grading scale from to !# in the final grade a relati,e grade is also to be sho0n. $ertification &n designating consecuti,e MasterCs degrees# no distinction is made bet0een the profile types Epractice:orientedO and Eresearch:orientedO. 'he MasterCs degree pro,ides the same rights as 5i&lom and agister 9ualifications of uni,ersities and e9ui,alent higher education institutions. 'he follo0ing designations are used for MasterCs degrees in consecuti,e MasterCs study courses at uni,ersities and e9ui,alent institutions of higher education1 Master of Arts <M.A.? Master of Science <M.Sc.? Master of Engineering <M.Eng.? Master of La0s <LL.M.? Master of Education <M.Ed.?

'he follo0ing designations are used for MasterCs degrees in consecuti,e MasterCs study courses at colleges of art and music1 Master of Fine Arts <M.F.A.? Master of Arts <M.A.? Master of Music <M.Mus.? 'he MasterCs degree pro,ides the same rights as 5i&lom and agister 9ualifications of uni,ersities and e9ui,alent higher education institutions. 'he follo0ing designations are used for MasterCs degrees in consecuti,e MasterCs study courses at )achhochschulen1 Master of Arts <M.A.? Master of Science <M.Sc.? Master of Engineering <M.Eng.? Master of La0s <LL.M.?

@D

&n MasterCs degrees of MasterCs study courses pro,iding continuing education# specialist and other designations may be added# such as Master of %usiness Administration <M%A?.
7.5.

P()5(/882. O+'.-*2 '92 B/,920)( /&* M/.'2( S'(+,'+(2

&n addition to the courses leading to a first degree# besides consecuti,e Master study courses# there are postgraduate study courses <further study# supplementary and follo0: up courses? of t0o to four semestersC duration that either build on the first degree# pro,iding further ,ocational s7ills# increased specialisation and reinforcement# or are ta7en in parallel 0ith a different course of study. ;ostgraduate study courses are usual: ly ta7en immediately after or during the first degree course of study. *ey characteristics of postgraduate study courses# on the basis of 0hich a degree can be a0arded# are# inter alia1 a completed higher education course of study leading to a first degree as the admis: sion re9uirement and# 0here applicable# additional admission re9uirements depend: ing on the obAecti,e of the postgraduate study course specific orientation to the le,el of 9ualification achie,ed in the first degree 9ualifying for entry to a profession and corresponding admission re9uirements the standard period of study <including practical study segments and e8amination pe: riods? for study courses 0hich lead on a full:time basis to a degree 9ualifying for entry to a profession is at least t0o and no more than four semesters the structuring of the study course through an e8amination regulation a compulsory academic dissertation and an additional e8amination the a0ard of an independent 9ualification# 0hich re9uires the 7no0ledge and abilities ac9uired in the first degree course# but goes far beyond them. (ther special graduate study courses at uni,ersities and e9ui,alent institutions of high: er education lead to the a0arding of a certificate stipulating the le,el achie,ed or to a further higher education degree <5i&lom# agister?. At colleges of art and music# special graduate study courses culminate in a Ab# schluss&rfung <final e8amination?# the "onzerte9amen <concert e8amination? or a fur: ther 5i&lom degree. At )achhochschulen# special graduate study courses culminate in the a0ard of a second 5i&lom degree or proof of academic achie,ement <certificate?. &nformation on MasterCs study courses pro,iding continuing education can be found in chapter ".H.# as they are part of the %achelor and Master structure. An o,er,ie0 of the range of special graduate courses on offer pro,ided by the German RectorsC Conference <Hochschulrektorenkonferenz = )R*? is a,ailable on the &nternet at 000.hochschul7ompass.de.
7.!.

T9-(* C;,02 @P9DA P()5(/882.

;articularly 0ell:9ualified students may also choose to complete a doctorate. 'he disci: plines in 0hich it is possible to obtain a doctorate at uni,ersities and e9ui,alent institu: tions of higher education are listed under 000.higher:education:compass.de.

"4

*r"anisation of doctoral studies 'he paths to a doctorate in Germany are ,aried. 'he leading model in Germany is the indi,idual# super,ised doctorate. +octoral studies are completed at uni,ersities# around a third of them in cooperation 0ith non:uni,ersity research institutes. 'here is also the option of cooperati,e doctoral studies programmes bet0een uni,ersities and )ach# hochschulen. At present# there are Aust less than 44#444 doctoral students in Germany. More than 3!#444 obtained their doctorate in 34 4. &n order to support the up:and:coming academics# !raduiertenkollegs# financed by the German Research Foundation < 5eutsche )orschungsgemeinschaft = +FG?# ha,e been set up at institutions of higher education since DD4 to pro,ide students 0ith the opportuni: ty to prepare their doctorate 0ithin the frame0or7 of a systematic study programme. 'here are currently more than 334 !raduiertenkollegs in Germany. Since DDG# there has been a larger number of other structured cooperati,e forms of training for doctoral stu: dents. 'hese include international doctoral programmes# &nternational Ma8:;lanc7 Re: search Schools# Graduate Schools and graduate schools < !raduiertenschulen? promoted 0ithin the frame0or7 of the E8cellence &nitiati,e of the Federation and the Lnder for the ;romotion of Science and Research in German )igher Education &nstitutions <$9zellenzinitiative des Bundes und der Lnder zur )1rderung von 4issenschaft und )or# schung an deutschen Hochschulen?. Admission re@uirements Admittance to doctoral studies is regulated in the doctoral regulations <2romotion# sordnungen? of the uni,ersities and e9ui,alent higher education institutions. MasterCs degrees obtained at uni,ersities and e9ui,alent higher education institutions# or at )achhochschulen# al0ays pro,ide entitlement to doctoral studies. As a rule# a pass in the $rste Staats&rfung <First State E8amination? also pro,ides entitlement to doctoral studies. ;articularly 0ell:9ualified holders of a %achelorCs degree may also be admitted directly to doctoral studies 0ithout first ac9uiring a further degree by means of a procedure to determine aptitude. 'he uni,ersities 0ill regulate admission as 0ell as the organisation of the procedure to determine aptitude and# if applicable# any cooperation 0ith )ach# hochschulen# in their doctoral regulations. &n addition to their respecti,e 9ualification# students are re9uired to complete preparatory academic studies in the subAects to be studied at doctorate le,el and-or a supplementary period of study at the uni,ersity in 9uestion or ha,e to sit an aptitude test <2romotionseignungs&rfung?. MasterCs degrees obtained at colleges of art and music entitle graduates to embar7 on doctoral studies only if the MasterCs study course pro,ided a sufficient 9ualification. &t is not possible to obtain a doctoral degree from a )achhochschule# gi,en that only uni: ,ersities and e9ui,alent institutions of higher education are entitled to a0ard doctor: ates. &ncreasingly# ho0e,er# use is being made of the option of cooperati,e doctoral studies programmes bet0een uni,ersities and )achhochschulen. Status of doctoral students/candidates Some doctoral students are employed# 0hile others are funded by grants or finance their o0n doctoral studies. Grants and funding programmes are pro,ided by the Federation#
"

Lnder# research and funding organisations# organisations for the promotion of young talent and political foundations. 'he rate of funding ,aries. Super ision arran"ements 'he leading model in Germany is the indi,idual# super,ised doctorate. Assessment A doctorate is conferred on the strength of a doctoral thesis# 0hich must be based on independent research# and oral e8aminations called %igorosum. (ral e8aminations may be replaced by a defence of the studentIs thesis <5is&utation? or a comparable achie,e: ment. Bith the e8ception of structured programmes for doctoral students# a doctoral thesis need not be 0ritten 0ithin any prescribed length of time. $ertification 'he doctorate entitles a graduate to bear the 5oktorgrad <title of 5oktor?. *r"anisational ;ariation 'he potential organisational formats of doctoral degree programmes are set out abo,e.

"3

#.
#.1.

ADULT EDUCATION AND TRAINING

I&'()*+,'-)&

Adult and continuing education institutions offer a ,ariety of courses and subAect areas co,ering general# ,ocational# political and continuing academic education. 'he aims# content and duration of courses ,ary accordingly. General o,Iectives 'he original obAecti,e of learning for learning+s sake increasingly ga,e 0ay to the tas7 of responding to the educational needs arising from the demands of the state# society and industry. Since D"4# a more ,ocational slant# an emphasis on formal 9ualifications# sys: tematisation and a ne0 understanding of continuing education ha,e been gaining im: portance. Bith regard to the further de,elopment of the sector of continuing education 0ithin the scope of lifelong learning# the aim is to pro,ide a foundation for the indi,idual to de,elop the 0illingness for lifelong learning ac9uire the competences necessary for lifelong learning use institutionalised as 0ell as ne0 possibilities for learning in his or her life and 0or7 Guiding ideas are reinforcement of self:responsibility and self:guidance redress of une9ual opportunities cooperation bet0een pro,iders of education and users reinforcement of the relations bet0een all sectors of education

pecific legislative framework Continuing education in Germany is regulated by the state to a lesser degree than other areas of education. 'he Austification gi,en for this is that the di,erse and rapidly: changing demands on continuing education can best be met by a structure 0hich is characterised by di,ersity and competition among the institutions and the range of courses and ser,ices on offer. A central principle of continuing education courses is that attendance should be ,oluntary. 'he acti,ities of the state in the field of continuing education are# for the most part# re: stricted to laying do0n principles and to issuing regulations relating to organisation and financing. Such principles and regulations are enshrined in the legislation of the Feder: al Go,ernment and the Lnder. State regulations are aimed at establishing general con: ditions for the optimum de,elopment of the contribution of continuing education to life: long learning. 'he Aoint responsibilities of the Federation and the Lnder include research and pilot schemes in all sectors of continuing education. &n addition# Federation and Lnder are responsible for statistics on continuing education and for dra0ing up reports on contin: uing education in their respecti,e areas of responsibility.
"$

'he responsibilities of the LP6+ER include in particular the follo0ing po0ers to regu: late and promote1 continuing general education continuing education leading to school:lea,ing 9ualifications continuing academic education at higher education institutions continuing cultural education some elements of continuing political education some elements of continuing ,ocational training

'he prere9uisites and principles for the promotion and funding of continuing education are laid do0n in continuing education legislation <R @D= "4# R "3= "$# R "@# R "G# R G4# R G3# R GH# R G@# R GG= GD# R D3? and employment release legislation <R " # R "H= "!# R ""# R "D# R G # R G$# R G!# R G"# R D4# R D ?. Continuing and adult education legisla: tion describes continuing education as an independent education sector 0hich incorpo: rates continuing general and political education and continuing ,ocational training and the de,elopment of 0hich is the responsibility of the public sector. Continuing education legislation guarantees a di,erse range of institutions maintained by a ,ariety of organi: sations and lays do0n a state appro,al procedure for such institutions. All Land legisla: tion includes regulations 0hich recognise their freedom in the preparation of curricula and independence in staff selection. &n addition to continuing education legislation# school legislation at Land le,el <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "? contains reg: ulations on continuing education 0ithin the school system <e.g. the attainment of school: lea,ing 9ualifications? and higher education legislation <R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3? regulates the de,el: opment of academic continuing education. Regulations regarding continuing education offers at Berufsakademien are contained# if necessary# in the Berufsakademie legislation <R 3@# R $G# R H4# R HH# R !$# R !@# R @ # R @H?. &n of the @ Lnder legislation allo0s employees to attend continuing education courses <paid educational lea,e = Bildungsurlaub? for se,eral 0or7ing days per year <usually fi,e? 0ith no loss in earnings# pro,ided that certain conditions are fulfilled. &n addition to the abo,e:mentioned responsibilities# 0hich are carried Aointly by the Federation and the Lnder# the FE+ERAL G (FER6ME6' IS responsibilities include in par: ticular1 continuing ,ocational training outside the school sector regulated further ,ocational training basic regulations for the protection of those on distance learning courses 0hich are of: fered under pri,ate la0 some areas of continuing political education international cooperation in continuing education# including 0ithin the European .n: ion 'herefore# regulations for the continuing education sector ha,e been adopted at nation: al le,el in the follo0ing legislation in particular1 the Social Security Code &&& <Sozialge# setzbuch III = R @!?# .pgrading 'raining Assistance Act < !esetz zur )1rderung der
"H

beruflichen Aufstiegsfortbildung = R @G?# Focational 'raining Act <Berufsbildungsgesetz = RG4?# )andicrafts Code <Handwerksordnung = RG ?# Federal 'raining Assistance Act < Bundesausbildungsf1rderungsgesetz = RG$? and La0 on the ;rotection of ;articipants in +istance Education <)ernunterrichtsschutzgesetz = R @"?. Responsibility for the promotion of continuing ,ocational training under the Federal Go,ernmentIs Social Security Code &&& lies 0ith the Federal Employment Agency < Bun# desagentur fr Arbeit?. ;romotion under the Social Security Code &&& includes the follo0: ing measures1 Further ,ocational training1 schemes to assess# maintain# e8tend or adapt the ,oca: tional 7no0ledge and s7ills of adults 0ho ha,e a ,ocational 9ualification or appropri: ate 0or7 e8perience. Focational retraining leading to a 9ualification in a anerkannter Ausbildungsberuf <recognised occupation re9uiring formal training?1 targeted mainly at unemployed people 0ith no ,ocational 9ualifications. Bith the coming into force on 2anuary DD@ of the .pgrading 'raining Assistance Act <Aufstiegsfortbildungsf1rderungsgesetz?# a ne0 comprehensi,e funding instrument 0as created in Germany for financing training designed to lead to promotion at 0or7. Bith the coming into force on 2anuary 3443 of the first amendment of the .pgrading 'rain: ing Assistance Act# the promotion of professional career ad,ancement 0as further im: pro,ed. 'he amendment led to an increase in participation in continuing education and a significantly higher number of business start:ups. Bithin the scope of the >ualifica: tion &nitiati,e for Germany EGetting ahead through educationO <Aufstieg durch Bildung?# promotion under the .pgrading 'raining Assistance Act 0as further e8tended in 344D. .nder the Focational 'raining Act <Berufsbildungsgesetz? and the )andicrafts Code <Handwerksordnung ?# responsibility for e8aminations in further ,ocational training gen: erally rests 0ith the chambers <e.g. chambers of handicrafts and chambers of industry and commerce?. Bhere there is a national regulatory interest# e8aminations in further ,ocational training are regulated by ordinances of the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F?. 'he content of e8aminations is laid do0n by regulations of the com&etent bodies or by ordinances passed by the Federal Go,ernment. Further ,ocational training communicates# amongst other things# the ,ocational 7no0ledge# s7ills and competences that enable indi,iduals to assume middle and sometimes also higher management responsibilities 0ithin com: panies.
#.2.

I&.'-'+'-)&. P()1-*-&5 A*+0' E*+,/'-)& /&* T(/-&-&5

.nder ,arious continuing education legislation of some Lnder <R "3: "$# R "!: "@# R "D# R G # R G$# R G!# R G"# R GD: D # R DH?# it is mainly the tas7 of the F(L*S)(C): SC).LE6# the local adult education centres# but also of other maintaining bodies from the pri,ate sector# to ta7e care of basic pro,ision of continuing education courses in the field of general continuing education# in other 0ords to pro,ide a regular and compre: hensi,e range of courses 0hich meets the most di,erse social re9uirements and indi,id: ual needs.

"!

'he Federal Agency for Ci,ic Education < Bundeszentrale fr &olitische Bildung? and the respecti,e bodies of the Lnder hold e,ents in the field of continuing political education and promote pri,ate sponsors of continuing political education. &t is usually possible to ac9uire school:lea,ing 9ualifications later in life at e,ening clas: ses <Abendhau&tschulen# Abendrealschulen# Abendg'mnasien? and in 0hat is called "ollegs. Abendhau&tschulen prepare adults in a one:year course <t0o semesters? for the ac9uisition of the Hau&tschulabschluss. Abendrealschulen ta7e adults through to the it# tlerer Schulabschluss in e,ening classes <four semesters?. Abendg'mnasien allo0 suitably capable adults to obtain the Hochschulreife <higher education entrance 9ualification? usually in a three:year period. "ollegs are full:time schools 0here adults can obtain the Hochschulreife. &n the course of the >ualification &nitiati,e for Germany OGetting ahead through educa: tionO <Aufstieg durch Bildung? a legal right to funding has been introduced for young people and adults see7ing to obtain a secondary general school certificate <Hau&tschulabschluss?. &n parallel 0ith this# the Lnder and maintaining bodies from the pri,ate sector offer 9ualification courses for young people and adults to obtain school: lea,ing certificates. 'hese measures are designed to gi,e young people 0ith migrant bac7grounds in particular# but also others# the opportunity to obtain a school:lea,ing certificate. As institutions of continuing ,ocational training# FAC)SC).LE6 offer courses lasting bet0een one and three years <see chapter " for a more detailed description of this insti: tution?. + &S'A6CE LEAR6&6G offers adults in employment the opportunity to ta7e up continuing education on a fle8ible basis 0hile remaining in employment. +istance learning courses offered by pri,ate organisations ha,e re9uired state appro,al in the Federal Republic of Germany since 2anuary D"" under the La0 on the ;rotection of ;articipants in +is: tance Education <)ernunterrichtsschutzgesetz = R @"?. 'he decision to appro,e a distance learning course is ta7en by the Central (ffice for +istance Learning < Staatliche .en# tralstelle fr )ernunterricht 3 LF.? of the Lnder of the Federal Republic of Germany. .nder an appro,al procedure chec7s are carried out not only on the factual and didactic 9uality of the teaching material in relation to the course obAecti,e# but also on ad,ertis: ing and on the form and content of the distance learning agreement 0hich has to be con: cluded bet0een the student and the distance learning institute. 2ust o,er 34$#444 people 0ere registered on distance learning courses in 34 4. 'he range of subAects is 0ide and comprises social sciences# education# psychology# humanities# languages# business and commerce# mathematics# natural sciences and technology# leisure# health and house: 7eeping# school lea,ing 9ualifications = e.g. Hau&tschulabschluss# %ealschulabschluss# Abitur 3# 9ualifications for state:certified business manager# engineer and translator# computer courses. 'he most popular subAect area is business and commerce 0hich ac: counts for about 3!.$ per cent of all students. ;ro,ided that the Berufsakademie la0s at Land le,el contain the necessary pro,isions# the %ER.FSA*A+EM&E6 may also offer continuing education courses. According to the Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? and the legislation on higher education of the Lnder <Hochschulgesetze = R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3?# in
"@

addition to pro,iding research and study courses# the main responsibilities of higher education institutions is to pro,ide continuing education in the academic and creati,e field. Continuing education courses offer people the opportunity to specialise# to e8tend e8isting 7no0ledge or to obtain an additional ,ocational 9ualification. Courses last from a fe0 0ee7s or months to se,eral semesters# 0ith modular courses also being offered increasingly in the area of continuing education. 'hrough continuing academic educa: tion# higher education institutions also contribute to regional de,elopment in coopera: tion 0ith partners from industry.
#.3.

C)&'-&+-&5 G2&2(/0 /&* P)0-'-,/0 E*+,/'-)&

Admission re@uirements &n terms of siJe general and political further education remains an important continuing education sector 0ith an especially broad range of subAects. 'here are usually no entry re9uirements for continuing general and political further education courses. Teachin" ,ethods and Approaches As in the school sector# the teaching staff ta7e responsibility for teaching in their clas: ses# ta7ing the bac7ground and aptitude of each participant into consideration. 'he use of ne0 information and communication technologies as an effecti,e tool in self: organised learning is also becoming an increasingly important aspect of adult educa: tion-continuing education. 'he maAority of distance learning offers are supported online# either in full or in part. Many initiati,es and proAects ha,e been launched to promote the use of these technologies.
#.4.

C)&'-&+-&5 V),/'-)&/0 E*+,/'-)& /&* T(/-&-&5

Admission Re@uirements Continuing ,ocational education and training is targeted at groups 0ith the 0idest pos: sible range of educational 9ualifications# from unemployed people 0ith no school: lea,ing or ,ocational 9ualifications to e8ecuti,es. $ertification (nly some of the courses for continuing ,ocational training are designed to lead to 9ual: ifications 0hich are recognised by la0 or a0arded by industryIs self:go,erning organisa: tions <chambers?.
#.5.

S2,)&*"C9/&,2 E*+,/'-)&

Admission re@uirements Applicants for e,ening classes for the ac9uisition of a higher education entrance 9ualifi: cation <Abendg'mnasien? must pro,ide e,idence of a ,ocational 9ualification or e,idence that they ha,e been in employment for at least t0o years. 'hey must also be at least D years old and ha,e obtained the ittlerer Schulabschluss. Applicants 0ho cannot pro,ide e,idence of the ittlerer Schulabschluss or an e9ui,alent 9ualification ha,e to complete at least a half:year preliminary course teaching mainly German# a foreign language and
""

mathematics. 'he Lnder may adopt special pro,isions on e8aminations for admission to and on the 9ualification for the preliminary course. Course members must be in em: ployment e8cept during the last three half:years. 'he admission conditions for "ollegs are the same as for Abendg'mnasien. 'hose attending such schools are not allo0ed to combine their study 0ith 0or7. +earner assessment/pro"ression 'he principles and obAecti,es for the assessment of performance and the e8aminations in courses leading to school 9ualifications are comparable to those that apply in the sec: ondary sector. $ertification For information about ho0 adults can attain school:lea,ing certificates through the so: called .weiter Bildungsweg <second:chance education?# i.e. e,ening classes and "ollegs# see chapter G.3. 'he (olkshochschulen also offer courses in this area.
#.!.

C)&'-&+-&5 E*+,/'-)& -& '92 A,/*28-, /&* C(2/'-12 F-20*

Admission re@uirements 'he entry re9uirement for continuing education in the academic and creati,e field at higher education institutions is usually that participants ha,e a degree# though some: times continuing education courses are also open to applicants 0ho ha,e achie,ed the necessary s7ills through a period of employment or another means <see also chap: ter ".$. .?. MasterCs study courses pro,iding further education re9uire# as a rule# a first higher education degree follo0ed by rele,ant s7illed 0or7 e8perience of at least one year. +earner assessment/pro"ression For continuing education in the academic and creati,e field# the amendment of the Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? of DDG pro,ided for the introduction of a credit point system at German higher education institutions. &n the future# credit points may also be obtained outside the sector of higher education# e.g. through non:formally obtained competences and further ,ocational training. For this# the Standing Conference of the Ministers of Education and Cultural Affairs < "ultusmin# isterkonferenz : *M*? has laid do0n the conditions by adopting a resolution on the recognition of 7no0ledge and s7ills ac9uired outside the sector of higher education in 2une 3443. &n 6o,ember 344$# the Standing Conference of the Ministers of Education and Cultural Affairs# the German RectorsC Conference <Hochschulrektorenkonferenz : )R*?# and the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F? in a Aoint declaration appealed to higher education in: stitutions to recognise credits for# by 0ay of e8ample# 9ualifications achie,ed in further ,ocational training in respect of higher education courses of study if they meet certain standards.

"G

$ertification Continuing education in the academic and creati,e field leads to certificates and# in the case of study courses# higher education degrees as 0ell.

"D

9.
9.1.

TEACHERS AND EDUCATION STAFF

I&'()*+,'-)&

'his chapter contains information on the initial education# conditions of ser,ice and continuing professional de,elopment of pedagogic staff in the early childhood sector and teachers 0or7ing in school education# of teaching staff in tertiary education as 0ell as of teachers and trainers 0or7ing in adult education and training. Pedagogic staff in earl# childhood education and care ;edagogic staff in the German early childhood sector do not ha,e the training and status of teachers. 'he pedagogic staff in the early childhood sector consist mainly of $r# zieher -$rzieherinnen <state:recognised youth or child:care 0or7ers?. Teachers 'raining of teachers at all types of schools is regulated by Land legislation. 'he rele,ant statutory pro,isions include la0s <RGG# RD4# RD3# RD!# RDD# R 4 # R 4H# R # R 34? and regulations for teacher training# Studienordnungen <study regulations? for teacher train: ing courses# 2rfungsordnungen <e8amination regulations? for the $rste Staats&rfung <First State E8amination? or for %achelorCs and MasterCs e8aminations# Ausbild# ungsordnungen <training regulations? for the (orbereitungsdienst <preparatory ser,ice? and e8amination regulations for the Second State E8amination. Responsibility for teacher training rests 0ith the Ministries of Education and Cultural Affairs of the Lnder 0hich regulate training through study regulations and e8amina: tion regulations. 'he First and the Second State E8amination are conducted by the state e8amination authorities or boards of the Lnder. &n %achelorCs and MasterCs study courses 0hich pro,ide the 9ualifications re9uired for admission to the preparatory ser: ,ice# the state responsibility for content re9uirements in teacher training is ensured through the in,ol,ement of a representati,e of the highest Land education authority for the school system in the accreditation procedureM any accreditation of indi,idual study courses re9uires the appro,al of this representati,e. A compilation of the statutory re: 9uirements of all Lnder for teacher training is a,ailable on the 0ebsite of the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz = *M*? <000.7m7.org?.
9.2.

I&-'-/0 E*+,/'-)& :)( T2/,92(. B)(<-&5 -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

)nstitutions, le el and models of trainin" "arl# childhood education and care As a rule# pedagogic staff in early childhood education and care are trained at )achschu# len for youth and community 0or7 that are assigned to the tertiary le,el. (,er recent years# the number of courses of study leading to a first degree and further courses of study for pedagogic staff has increased. ;articularly at the le,els of administration# management and counselling in the elementary sector# further courses of study are
G

a,ailable to 9ualified pedagogic staff in cooperation bet0een )achschulen and )ach# hochschulen. Some of the staff <especially those in senior positions? ha,e a degree from a )ach# hochschule as Sozial&dagogen <youth and community 0or7ers?. 'his training either comprises a three:year course of study at a higher education institution and one year of practical training or a four:year course of study 0ith t0o 2ra9issemester <integrated semesters of 0or7 e8perience?. Au8iliary staff# especially nursery assistants < "inder&flegerinnen?# are employed in the elementary sector alongside pedagogic staff <&dagogische )achkrfte? and graduate youth and community 0or7ers. &n most Lnder# these staff attend a t0o:year training course at Berufsfachschulen# full:time ,ocational schools. Teachers 'eacher training is basically di,ided into t0o stages# a course of higher education in: cluding periods of practical training and practical pedagogic training. 'eacher training courses are offered at uni,ersities# /echnische Hochschulen - /echnische ,niversitten# 2dagogische Hochschulen <colleges of education? and colleges of art and music. ;racti: cal pedagogic training in the form of a (orbereitungsdienst <preparatory ser,ice? ta7es place in teacher training institutes <Studienseminare? and training schools. 'hrough the teacher training reform# the share of practical training in schools in higher education courses has been substantially increased in recent years. ;ractical training in schools and comparable subAect:related parts of the course can be credited to the practi: cal pedagogic training. For study courses at uni,ersities# in all Lnder institutions <e.g. centres for teacher training? ha,e been established in order to coordinate teacher train: ing bet0een the faculties and guarantee an ade9uate relationship to teaching practice. BachelorKs and .asterKs degrees in teacher training 'he reform of teacher training includes the implementation of the consecuti,e structure of study courses 0ith %achelorCs and MasterCs degrees <%A-MA?. &n the so:called Quedlinburger Beschluss of 2une 344!# the Standing Conference passed guidelines for the mutual recognition of %achelorCs and MasterCs degrees in teacher training courses con: ,eying the educational prere9uisites for teaching positions <$ck&unkte fr die gegensei# tige Anerkennung von Bachelor# und asterabschlssen in Studiengngen6 mit denen die Bildungsvoraussetzungen fr ein Lehramt vermittelt werden?. 'he guidelines specify that educational careers based on %achelorCs and MasterCs structures in teacher training 0ill be acceptable and their degrees accredited if they meet the follo0ing re9uirements1 integrati,e study at uni,ersities or e9ui,alent higher education institutions of at least t0o subAect areas and of the educational sciences at the %achelor le,el as 0ell as at the Master le,el <the Lnder are at liberty to specify e8ceptions in the subAect areas art and music? practical study in schools as early as during the %achelorCs course of study no e8tension of e8isting standard periods <0ithout practical sections? differentiation of the curricula and diplomas by teaching position.

G3

Li7e all other %achelorCs and MasterCs study courses# consecuti,e study courses pro,id: ing the educational basis for a teaching position are also to be modularised and accred: ited. MasterCs courses of study con,eying the educational prere9uisites for a teaching position ha,e a specific teaching:related profile that is established in the course of the accreditation procedure in accordance 0ith the specifications of the Accreditation Council <Akkreditierungsrat? and is to be displayed in the 5i&loma Su&&lement. 'he de: gree designations for %achelorCs and MasterCs study courses con,eying the educational re9uirements for teaching positions are1 %achelor of Education <%.Ed.? Master of Education <M.Ed.? 'he accreditation procedure particularly in,ol,es monitoring the compliance 0ith sub: Aect:specific re9uirements in teacher training ,alid for all Lnder as 0ell as 0ith Ln: der:specific specifications concerning the content and structure. 'he subAect:specific re9uirements ,alid for all Lnder embrace the Standards for 'eacher 'raining in the Educational Sciences <Standards fr die Lehrerbildung< Bildungswissenschaften? and the content re9uirements for subAect:related studies and subAect:related didactics in teacher training 0hich apply to all Lnder <Lndergemeinsame inhaltliche Anforderungen fr die )achwissenschaften und )achdidaktiken in der Lehrerbildung?. &n the meantime# the frame0or7 agreements on training and e8amination for the si8 types of teaching careers ha,e been adapted to the ne0 training structures. 'he Lnder decide 0hether the present study structure 0ith the Staatse9amen 9ualification is to be maintained or 0hether there is to be a transition to the consecuti,e study system. &n se,eral Lnder# consecuti,e study courses ha,e already been introduced in teacher training# in others# the transition is currently ta7ing place. &n Lnder 0hich ha,e a con: secuti,e study structure for teacher training# the MasterCs degree replaces the First State E8amination as a rule. 'he <Second? State E8amination must# ho0e,er# be ta7en after the preparatory ser,ice. Admission re@uirements "arl# childhood education and care For pedagogic staff in early childhood education and care# the admission re9uirement for training is a ittlerer Schulabschluss and either a rele,ant ,ocational 9ualification 0hich too7 at least t0o years to ac9uire or t0o years of e8perience in a rele,ant occupa: tion# thus the complete training period for pedagogic staff <&dagogische )achkrfte? is four to fi,e years. Teachers 'he basic entry re9uirement for teacher training courses is the Hochschulreife <higher education entrance 9ualification?# 0hich is ac9uired after attending school for 3 or $ years and passing the Abitur e8amination. 'he higher education entrance 9ualification can also be attained in other 0ays in specific cases <cf. chapter G.!.?# e.g. by adults 0ho successfully complete a course of e,ening classes# or# in certain cases# follo0ing the suc: cessful completion of a non:uni,ersity course of training in the tertiary sector.

G$

A pass in the $rste Staats&rfung <First State E8amination? or a similar higher educa: tion e8amination or# depending on the type of teaching career# a MasterCs degree e8ami: nation# is the re9uirement for admission to the (orbereitungsdienst <preparatory ser: ,ice?. &t e,en constitutes entitlement to admission. &n the area of ,ocational teacher training# a 5i&lom e8amination can replace the First State E8amination or an e9ui,alent degree. 'he $rste Staats&rfung <First State E8amination? forms the lea,ing 9ualification of a higher education course of study and as a rule pro,ides entitlement to doctoral studies. +etails are regulated by the uni,ersities in their doctoral regulations < 2romotion# sordnungen?. $urriculum, le el of specialisation, learnin" outcomes 'he ,arious careers for 0hich teachers are trained correspond to the le,els and types of school in the Lnder. &n ,ie0 of the resulting large number of different designations for teaching careers# the follo0ing si8 types of teaching careers can be distinguished for reasons of clarity1 'ype 'eaching careers at the Grundschule or primary le,el 'ype 3 General teaching careers at primary le,el and all or indi,idual lo0er secondary le,el school types 'ype $ 'eaching careers at all or indi,idual lo0er secondary le,el school types 'ype H 'eaching careers for the general education subAects at upper secondary le,el or for the Gymnasium 'ype ! 'eaching careers in ,ocational subAects at upper secondary le,el or at ,ocational schools 'ype @ 'eaching careers in special education &n recent years the frame0or7 agreements of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder on the training and e8amination for the si8 types of teaching careers ha,e been adapted to the ne0 training structures in the higher education sector. 'he amended ,ersions ta7e account of the resolutions of the Standing Conference on the mutual recognition of %achelorCs and MasterCs degrees pro,iding the educational basis for a teaching post. Regardless of ho0 the study is or: ganised# the study courses ha,e been modularised and pro,ided 0ith a credit point sys: tem. &n all Lnder training is di,ided into studies at a uni,ersity or e9ui,alent institution of higher education including periods of practical training and practical pedagogic training <(orbereitungsdienst?. 'he preparatory ser,ice concludes 0ith the Second State E8ami: nationM a pass in this e8amination confers the teaching 9ualification. 'he t0o stages of training must be closely related in terms of education and instruction pro,ided# and must ta7e account of the specific re9uirements of each type of teaching career. 'he training is guided by the Standards for 'eacher 'raining1 Educational Sciences <Stand# ards fr die Lehrerbildung< Bildungswissenschaften? and the common content re9uire: ments for subAect:related studies and subAect:related didactics in teacher training 0hich apply to all Lnder <Lndergemeinsame inhaltliche Anforderungen fr die )achwissen# schaften und )achdidaktiken in der Lehrerbildung?.
GH

'he Standards for 'eacher 'raining1 Educational Sciences adopted by the Standing Conference in 344H define the re9uirements to be met by teaching staff and refer to the education and training obAecti,es formulated in the Education Acts of the Lnder. 'he re9uirements are generated by the competences aimed for# 0hich are subdi,ided into four areas1 'eaching Education Assessment &nno,ation

According to the content re9uirements for subAect:related studies and subAect:related didactics in teacher training 0hich apply to all Lnder# 0hich 0ere adopted by the Standing Conference in 344G# on completing their course teacher training students should ha,e compatible subAect:related 7no0ledge subAect:related cogniti,e and 0or7ing methods compatible subAect:related teaching methods 'he preparatory ser,ice <(orbereitungsdienst? pro,ides future teachers 0ith the ability to1 plan and structure subAect:related learning deal 0ith comple8 teaching situations promote sustainable learning manage subAect:specific performance assessment

F-(.' .'/52 ): '2/,92( '(/-&-&57 S'+*-2. /' / 9-592( 2*+,/'-)& -&.'-'+'-)& 'he characteristic elements of the courses for the si8 types of teaching career are de: scribed belo0 in generalised form. 'he details are laid do0n by the Lnder in Studienordnungen <study regulations?# Ausbildungsordnungen <training regulations? and 2rfungsordnungen <e8amination regulations?. 'hese include in particular pro,isions on the follo0ing1 subAects-subAect areas and combinations that may be chosen for the respecti,e teach: ing career the scope and content of the course of study in the indi,idual subAects-subAect areas# including subAects relating to educational sciences and subAect:related didactics the type of certificates re9uired for admission to e8aminations# the type and scope of indi,idual parts of the e8aminations and assessment procedures
T2/,9-&5 ,/(22( ';62 17 T2/,9-&5 ,/(22(. /' '92 Grundschule )( 6(-8/(; 02120

'raining for this type of teaching career consists of a course of study lasting at least se,en semesters# 0hich de,otes particular attention to educational science and practical teaching components. 'he degree re9uirements total at least 3 4 credits as specified in the European Credit 'ransfer System <EC'S?.
G!

'he course of study co,ers the follo0ing1 basic educational science# subAect:related studies and subAect:related didactics# and practical training periods in schools# in the first semesters of study already 0here,er possible. Study of an electi,e or specialised subAect as 0ell as primary school didactics. Alterna: ti,ely# future primary school teachers may study either areas of learning or one or se,eral subAects if subAect:related elements of didactics are incorporated into their course. SubAect options and specialisations ,ary from Land to Land. 'he subAect: related study pro,ides an o,er,ie0 of the subAect and then concentrates on specific ar: eas. &n all Lnder the follo0ing subAects or areas of learning can be chosen for study1 German# mathematicsM art# music# sport# Sachunterricht <applied science and-or social studies at primary le,el?. 'he Lnder can appro,e other subAects# particularly foreign languages. German and mathematics# as 0ell as musical subAects# ha,e a special posi: tion in many Lnder and this is reflected in certain <minimum? study re9uirements. A paper demonstrating the ability for independent scientific 0or7. 'he course of study concludes 0ith a corresponding higher education 9ualification or the $rste Staats&rfung <First State E8amination?.
T2/,9-&5 ,/(22( ';62 27 G2&2(/0 '2/,9-&5 ,/(22(. /' 6(-8/(; 02120 /&* /00 )( -&*-1-*" +/0 0)32( .2,)&*/(; 02120 .,9))0 ';62.

'raining for this type of teaching career consists of a course of study lasting at least se,en semesters. 'he degree re9uirements total at least 3 4 credits as specified in the European Credit 'ransfer System <EC'S?. 'he course of study co,ers the follo0ing1 Educational sciences and practical training in schools. Studies and didactics relating to at least t0o subAectsM the ratio of these subAects to the educational sciences should be appro8imately 31 . A paper demonstrating the ability for independent scientific 0or7. +epending on the special re9uirements for the indi,idual teaching careers the rele,ant Land la0 may re9uire one learning area or t0o subAects instead of one of the abo,e t0o subAects. 'he course of study concludes 0ith a corresponding higher education 9ualification or the $rste Staats&rfung <First State E8amination?.
T2/,9-&5 ,/(22( ';62 37 T2/,9-&5 ,/(22(. /' /00 )( -&*-1-*+/0 0)32( .2,)&*/(; 02120 .,9))0 ';62.

'raining for this type of teaching career consists of a course of study lasting at least se,en semesters. 'he degree re9uirements total at least 3 4 credits as specified in the European Credit 'ransfer System <EC'S?. 'he course of study co,ers the follo0ing1 Educational sciences and practical training in schools.

G@

 Studies and didactics relating to at least t0o subAectsM the ratio of these subAects to the educational sciences should be appro8imately 31 . A paper demonstrating the ability for independent scientific 0or7. +epending on the special re9uirements for the indi,idual teaching careers the rele,ant Land la0 may re9uire one learning area or t0o subAects instead of one of the abo,e t0o subAects. 'he course of study concludes 0ith a corresponding higher education 9ualification or the $rste Staats&rfung <First State E8amination?.
T2/,9-&5 ,/(22( ';62 47 T2/,9-&5 ,/(22(. :)( '92 52&2(/0 2*+,/'-)& .+?>2,'. /' +6" 62( .2,)&*/(; 02120 )( :)( '92 Gymnasium

'he %egelstudienzeit <standard period of study? for a study course for this type of teach: ing comprises a minimum of si8 semesters in a %achelorCs study course and a minimum of t0o semesters in a MasterCs study course. &t comprises 4 semesters in total including periods of practical training in schools and is rated 0ith $44 credits under the European Credit 'ransfer System <EC'S?. 'he standard period of study for teacher training courses ending 0ith the $rste Staats&rfung <First State E8amination? comprises a min: imum of D and a ma8imum of 4 semesters and amounts to a ,olume of at least 3"4 EC'S credits. 'he course of study co,ers the follo0ing1 Educational sciences and practical training in schools. &n:depth studies and didactics relating to t0o subAects comprising at least G4 EC'S credits di,ided e9ually bet0een both subAects. A paper demonstrating the ability for independent scientific 0or7. 'he course of study concludes 0ith a corresponding higher education 9ualification or the $rste Staats&rfung <First State E8amination?.
T2/,9-&5 ,/(22( ';62 57 T2/,9-&5 ,/(22(. -& 1),/'-)&/0 .+?>2,'. /' +662( .2,)&*/(; 02120 )( /' 1),/'-)&/0 .,9))0.

'he %egelstudienzeit <standard period of study? for a study course for this type of teach: ing comprises a minimum of si8 semesters in a %achelorCs study course and a minimum of t0o semesters in a MasterCs study course. &t comprises 4 semesters in total including periods of practical training in schools and is rated 0ith $44 credits under the European Credit 'ransfer System <EC'S?. 'he standard period of study for teacher training courses ending 0ith the $rste Staats&rfung <First State E8amination? comprises D se: mesters and amounts to a ,olume of at least 3"4 EC'S credits. A practical acti,ity relating to the ,ocational subAect area is also re9uired lasting 3 months in principle. 'he course of study co,ers the follo0ing1 Educational sciences focusing on ,ocational or business education# subAect:related di: dactics for the ,ocational subAect area and the second teaching subAect# and practical training in schools amounting to D4 EC'S credits.
G"

 SubAect:related studies 0ithin the ,ocational subAect area and subAect:related studies for the second teaching subAect totalling G4 EC'S credits. A paper demonstrating the ability for independent scientific 0or7. &nstead of the second teaching subAect a second ,ocational subAect area or a subAect area relating to special education may be chosen. 'he course of study concludes 0ith a corresponding MasterCs degree or the $rste Staats&rfung <First State E8amination?. 'he follo0ing subAect areas can be chosen for study1 business and administration# met: als technology# electrical engineering# construction engineering# 0ood engineering# te8: tile technology and design# laboratory technology-process technology# media technology# colour technology# interior design and surface technology# health and personal hygiene# dietetics and domestic science# agriculture# youth and community 0or7# nursing# auto: moti,e engineering# information technology. 'he Lnder may admit other ,ocational subAect areas.
T2/,9-&5 ,/(22( ';62 !7 T2/,9-&5 ,/(22(. -& .62,-/0 2*+,/'-)&

>ualification as a special education teacher can be obtained either by passing the <Sec: ond? State E8amination after obtaining a related higher education 9ualification# or by passing the First State E8amination# and also through an additional course of study af: ter 9ualifying for a different type of teaching career. &n the Lnder the t0o forms of training e8ist side by side or as alternati,es. 'he course of study co,ers the follo0ing1 Educational sciences and practical training in schools# including in the subAect areas relating to special education. SubAect:related studies and didactics in at least one teaching area or area of learning. Study of special educationM this should amount to around 34 EC'S credits. A paper demonstrating the ability for independent scientific 0or7. 'he ratio of subAect:related studies to that of the educational sciences should be appro8: imately 31 . 'he %egelstudienzeit <standard period of study? for a study course comprises a minimum of eight semesters and is rated 0ith 3H4 credits under the European Credit 'ransfer System <EC'S?. 'he course of study concludes 0ith a corresponding higher education 9ualification or the $rste Staats&rfung <First State E8amination?. Study of special education incorporates discipline:specific and cross:discipline compo: nents ta7ing into account aspects of Aoint education of pupils 0ith and 0ithout Sonder&dagogischer )1rderbedarf <special educational needs?. 'he discipline:specific components include the follo0ing special educational focuses1
GG

education for the blind education for the deaf education for the mentally handicapped# education for the physically disabled

 education for children 0ith learning difficulties education for those 0ith speech defects emotional and social de,elopment 'he Lnder can also appro,e other subAect areas. econd stage of teacher trainingH Preparator# service For all teaching careers studies at a uni,ersity or e9ui,alent institution of higher educa: tion are follo0ed by the (orbereitungsdienst <preparatory ser,ice? as the second stage of teacher training. &t can last bet0een 3 and 3H months. ;reparatory ser,ice aims to pro: ,ide practical teaching in schools building on the academic training. Bith the particular emphasis depending on the Land and the type of teaching career# it in,ol,es sitting in on lessons# guided and independent teaching at training schools and studies in educational theory and subAect:related didactics at teacher training institutes <Studienseminare? 0hich reappraise and consolidate e8perience gained through practical training. +epending on regulations under Land la0 up to @4 EC'S credits from the preparatory ser,ice can be credited to a MasterCs degree. Teacher educators &n the preparatory ser,ice teachers recei,e pedagogical and subAect:related didactics training at teacher:training colleges. 'he Lnder are responsible for the organisation of these colleges. 'he head of a teacher:training college is appointed by the Ministry of Education and Cultural Affairs and reports directly to it. 'raining at the teacher:training colleges is in the hands of particularly e8perienced teachers <lecturers-heads of department?# 0ho are gi,en time off from their o0n lessons to teach at the colleges# or are seconded to a teacher:training college full:time for a lim: ited period. 'eachers at schools 0ho are particularly highly s7illed both professionally and method: ologically are responsible for training trainee teachers in schoolsM the trainee teachers are assigned to these teaching staff for training. Dualifications, e aluation and certificates Regardless of 0hether the study course is organised in the tiered system or concludes 0ith the $rste Staats&rfung <First State E8amination?# the courses of study are modu: larised and pro,ided 0ith a credit point system in accordance 0ith the European Credit 'ransfer System. 'he e8aminations are in general performed as an accompaniment to the courses of study. Credits 0hich are ac9uired at )achhochschulen as part of an ac: credited %achelorCs or MasterCs study course can be credited as part of the credit re: 9uirements in all teacher training courses. 'he details are regulated by Studienordnung# en and 2rfungsordnungen <study and e8amination regulations?. 'he successful comple: tion of a teacher training course con,eying the educational prere9uisites for teaching positions entitles the holder of the degree to be accepted into the (orbereitungsdienst <state preparatory ser,ice?. &t is the tas7 of the state e8amination boards# 0hich are subordinate to the ministries responsible for the school system# to hold the First State E8amination. %achelorCs and
GD

MasterCs degree e8aminations are higher education e8aminations. &n %achelorCs and MasterCs study courses# 0hich confer the 9ualification for admission to the preparatory ser,ice# the state responsibility for content re9uirements in teacher training is ensured through the in,ol,ement of a representati,e of the highest Land education authority for the school system in the accreditation procedureM any accreditation of indi,idual curric: ula re9uires the appro,al of this representati,e. 'he preparatory ser,ice concludes 0ith the <Second? State E8amination. 'his is the pre: re9uisite for permanent employment in a teaching career# but does not guarantee a teaching position. &t has to be ta7en before a state e8amination board or a state e8ami: nation commission and usually consists of four parts1 a maAor 0ritten paper relating to educational theory# pedagogic psychology or the di: dactics of one of the subAects studiedM a practical teaching e8amination in,ol,ing demonstration lessons in the chosen sub: AectsM an e8amination on basic 9uestions of educational theory# educational and ci,il ser,ice legislation and school administration and occasionally on sociological aspects of school educationM an e8amination on didactic and methodological issues in the subAects studied. Follo0ing the <Second? State E8amination there is no legal entitlement to employment in teaching. An appointment to a permanent post is made 0ithin an application proce: dure according to the criteria of aptitude# 9ualifications and record of achie,ement and on the basis of current ,acancies. &n some Lnder# the ,acancies are ad,ertised 0ith a rele,ant re9uirement profile by the schools themsel,es. 'eachers 0ho are not ta7en on can apply for temporary posts such as pro,iding co,er for teachers on materni: ty-paternity lea,e or sic7 lea,e <see also chapter D.3.?. A0'2(&/'-12 '(/-&-&5 6/'93/;. Although all Lnder agree that the recruitment of applicants 0ith formal teaching 9uali: fication is to be gi,en priority# the employment of higher education graduates 0ithout formal teacher training is deemed necessary in order to meet short:term demands in understaffed subAects <in 34 H." per cent of all ne0ly recruited teachers in the public school sector had no formal teacher training?. 'he indi,idual Lnder pro,ide for differ: ent and in some cases limited regulations oriented on their o0n particular demand. 'he measures include direct employment <predominantly in the ,ocational school system? either 0ith or 0ithout accompanying pedagogical training# or the admission of higher education graduates 0ith 5i&lom and agister degrees to the (orbereitungsdienst <pre: paratory ser,ice?. 'he certificates 0hich can be obtained in the course of accompanying 9ualification measures# as 0ell as the professional status of the persons 0ho obtain them# ,ary from Land to Land. For the time being# they are ,alid in the Land in 0hich they 0ere obtained. &n 2une 344D the Lnder agreed to e8change e8periences on the 9ualifications for lateral entrants to the teaching profession and to ta7e into account 9uality standards in the corresponding 9ualification programmes.

D4

9.3.

C)&*-'-)&. ): S2(1-,2 :)( T2/,92(. B)(<-&5 -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Pedagogic staff in earl# childhood education and care 'he staff of pre:school establishments are employed by the respecti,e maintaining bod: ies <local authorities# churches and pri,ately:maintained bodies?# and paid in accordance 0ith rates negotiated under collecti,e agreements. &n the ne8t fe0 years there 0ill be huge demand for s7illed staff in pre:school education. 'he reason for this is abo,e all the e8pansion of day care for children under three years of age. 'o co,er the additional demand# the Lnder ha,e increased their training capacities. Teachers 'he legal position of teachers 0ith ci,il ser,ant status at public:sector schools is regu: lated by the ci,il ser,ice legislation of the Lnder <R3G=H$?. ;ro,isions on the salaries and old:age pensions recei,ed by teachers are contained in the ci,il ser,antsC remunera: tion acts < Beamtenbesoldungsgesetze = RHH=!D? and ci,il ser,antsC pensions acts < Beamtenversorgungsgesetze? of the Lnder. 'he basic structures of the status:related rights and obligations of local authority and Land ci,il ser,ants is regulated by the fed: eral Ci,il Ser,ants Status Act <Beamtenstatusgesetz = RD?# 0hich contains pro,isions in: ter alia on the cross:Lnder secondment or transfer of ci,il ser,ants. 'he legal position of salaried teachers corresponds to general employment la0 as 0ell as pro,isions under the collecti,e 0age agreement. 'he Federation and the Lnder can pass their o0n regulations for their area through ordinances in order to guarantee performance le,els# a0ards and allo0ances. &ndi,idual aspects of the terms and conditions of employment of teachers <e.g. compulsory hours and release from duties? and career matters <recruitment# transfer# secondment and promotion? are regulated at Land le,el through ordinances or administrati,e regula: tions issued by the Ministers of Education and Cultural Affairs. A list of regulations of the Lnder is a,ailable on the 0ebsite of the Standing Conference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? <000.7m7.org?. Planning polic# &n the ne8t fe0 years it 0ill probably not be possible to meet teacher demand in Germa: ny# 0ith the situation differing by Land# school type and subAect. 'his is mostly due to the fact that there 0ill be a large number of retirements from schools compared to an insufficient number of students entering study courses leading to a teaching 9ualifica: tion. 'he Lnder ha,e adopted a 0ide range of measures to co,er the demand for teachers# 0hich ,aries according to subAects and the type of school. 'hese measures include1 ad,ertising campaigns for entry to the (orbereitungsdienst <preparatory ser,ice? and offers of employment for those 0ho ha,e completed preparatory ser,ice further training for teachers in order to pro,ide teaching in subAects 0here the de: mand for teachers is particularly high additional periods of access to the preparatory ser,ice
D

 measures for increasing the geographical mobility of teachers measures for the recruitment of higher education graduates 0ithout formal teacher training optimisation of employment procedures increase of the capacities of teacher training institutes pro,ision of 0ider access to the preparatory ser,ice for higher education graduates 0ith 5i&lom and agister degrees )o0e,er in some teaching careers# in specific subAects# courses of education and in cer: tain regions there continues to be a need for additional teaching staff. &n 2une 344D the Lnder adopted Aoint guidelines to co,er teacher re9uirements in order to ensure suffi: cient teaching staff 0hich also pro,ide for the re9uired study places and the necessary capacities in the preparatory ser,ice. 'he measures agreed include# among others# the de,elopment of a model calculation of teacher demand and teacher supply in the Federal Republic of Germany <Lehrereinstellungsbedarf und #angebot in der Bundesre# &ublik 5eutschland ? for the years 34 4 to 3434# 0hich is to be updated e,ery t0o years or so measures to ensure the re9uired capacities for teacher:training study places and the preparatory ser,ice e8change of information bet0een the Lnder on the li7ely de,elopment of teaching staff re9uirements and on measures to co,er these &n 2uly 34 the Standing Conference of the Ministers of Education and Cultural Affairs published the model calculation of teacher demand and teacher supply in the Federal Republic of German for the years 34 4 to 3434 <Lehrereinstellungsbedarf und #angebot in der Bundesre&ublik 5eutschland >?B?3>?>??. 'he report combines the current estimate of the demand for teachers in the ,arious types of teaching career o,er the ne8t fe0 years 0ith a forecast of students completing the .weite Staats&rfung <Second State E8: amination?. 'his should allo0 an assessment of ho0 far demand for teachers in the ,ari: ous types of teaching career 0ill be met by supply in the different Lnder up to the year 3434. For the indi,idual types of teaching career this gi,es the follo0ing forecasts1 For teaching careers at the !rundschule or &rimar' level there is e8pected to be a bal: ance throughout Germany bet0een employment demand and supply. For general teach# ing careers at &rimar' level and all or individual lower secondar' school t'&es in the short term Germany must e8pect a shortage of applicants. &n the medium to long term there are then e8pected to be more teachers than 0ill actually be needed. 'he e8pected supply of teachers for teaching careers at all or individual lower secondar' school t'&es 0ill# to 34 !# be only Aust enough# or not 9uite enough# to meet needs across Germany. A,erage teacher supply 0ill e8ceed demand to the greatest e8tent in teaching careers for the general education sub0ects at u&&er secondar' level or for the !'mnasium. For teach# ing careers in vocational sub0ects at u&&er secondar' level or at vocational schools in par: ticular it is estimated that subAect:specific demand 0ill be high across Germany. &n teaching careers in s&ecial education teacher demand is e8pected in the short to long term in almost all special educational focuses.

D3

Entry to the profession Follo0ing successful completion of their (orbereitungsdienst <preparatory ser,ice? ne0: ly:9ualified teachers can apply for permanent employment at public:sector schools. +e: pending on the Land# the application should be sent to the Ministry of Education and Cultural Affairs or to the school super,isory authority responsible. A decision on re: cruitment is ta7en centrally on the basis of Aob ,acancies and according to the criteria of aptitude# 9ualifications and record of achie,ement. &n some Lnder# some of the posi: tions are also ad,ertised 0ith the profile of a particular school in mind and the respec: ti,e school ta7es part in selecting the applicants. &n such cases# the applications are sometimes to be sent directly to the respecti,e school# ho0e,er# the appointment is not made by the school itself but by the Ministry of Education and Cultural Affairs or by the school authority that reports to it. Successful applicants are usually appointed as ci,il ser,ants on probation. +uring the probationary period# 0hich for teachers# as a rule# has a duration of 3.! years <higher ser,ice? or three years <senior ser,ice?# and 0hich under certain circumstances may be reduced or e8tended <up to fi,e years at the most?# a teacherIs aptitude and performance are monitored 0ith regard to his future appoint: ment as a permanent ci,il ser,ant. Salaried teachers ha,e a si8:month probationary pe: riod. &n three Lnder <%erlin# Mec7lenburg:Forpommern and Sachsen#? teachers are only recruited as salaried employees. &n %a,aria the four career categories ordinary# intermediate# higher and senior ser,ice 0ere replaced in a 34 4 ci,il ser,ice la0 reform by a continuous career structure 0ith four 9ualification le,els# 0hich successful applicants enter after <preparatory? training# ta7ing into account 0or7 e8perience 0here applicable. 'eachers enter the fourth 9uali: fication le,el. 'he probationary period is t0o years. )nduction 'he organisation of the induction period for ne0ly 9ualified teachers has been a central topic of the !emischte "ommission Lehrerbildung of the Standing Conference of the Ministers of Education and Cultural Affairs. According to the recommendations the e8: pert commission made in DDD# the pro,isions for the deployment of young teaching staff are to aim at a gradual de,elopment of professional competence. Furthermore# a system of support for the induction period for ne0ly 9ualified teachers is to be established# in: cluding measures of in:ser,ice training particularly adAusted to the needs of ne0ly 9ual: ified teachers. &n the maAority of Lnder# concepts are currently being de,eloped or ha,e been put into practice for the organisation of the induction period. &n the case of didacti: cal and methodical problems# especially ne0ly 9ualified teachers ha,e the option to as7 training staff from teacher training institutes <cf. chapter D. .? or institutions for in: ser,ice teacher training for ad,ice. #rofessional status 'eachers at public:sector schools in the Lnder in 0estern Germany are usually ci,il ser,ants 0ho are employed by the Lnder. According to the career structures for ci,il ser,ants# teachers# as a rule# are classified as belonging to either the higher ser,ice <gehobener 5ienst? or the senior ser,ice <h1herer 5ienst?. According to the entry status of the respecti,e teaching careers# teachers at !rundschulen and Hau&tschulen as 0ell as at %ealschulen come under the higher ser,ice and teachers at !'mnasien and ,ocational
D$

schools under the senior ser,ice. For teachers at )1rderschulen# regulations ,ary be: t0een the Lnder. (nce a teacher has pro,ed his suitability and aptitude in the proba: tionary period <t0o and a half to three years depending on the career structure# t0o years in %ayern?# he or she is appointed as a permanent ci,il ser,ant. 'he maAority of teachers in the Lnder of eastern Germany = 0ith the e8ception of %randenburg = currently hold the status of salaried employees. 'hose teachers 0ho had obtained their teaching 9ualification in the German +emocratic Republic <G+R?# though# could be employed as ci,il ser,ants as 0ell on the basis of the $inigungsvertrag <.nification 'reaty = R3? and Land regulations. 'he Standing Conference of the Minis: ters of Education and Cultural Affairs of the Lnder reached an agreement in May DD$ on the Recognition of 'eacher 'raining Courses in the former G+R and their Assign: ment to Con,entional Career ;aths <(ereinbarung ber die Anerkennung und .uordnung der Lehrerausbildungsgnge der ehemaligen 55% zu herk1mmlichen Laufbahnen? in or: der to clarify the salary groups of teachers 0ho recei,ed their training in the G+R. 'he agreement has helped to ensure that regulations 0ere dra0n up in most of the Lnder in eastern Germany under 0hich teaching staff may obtain ci,il ser,ant status and be integrated into the salary structure of the Lnder in 0estern Germany. 'eachers in the Lnder of 0estern Germany can be ta7en on as salaried employees on the basis of fi8ed:term or open:ended employment contracts as 0ell. 'his form of em: ployment may be used in order to pro,ide replacement for teaching staff 0ho are on lea,e or sic7 and in cases 0here the re9uirements for ci,il ser,ant status are not met. Replacement measures Faced 0ith the need to pro,ide co,er for absent teachers# the head teacher first of all can rely on e8isting teaching staff. According to the general ci,il ser,ice regulations in effect# teachers are under obligation to temporarily perform e8tra 0or7 for 0hich ini: tially no financial compensation is a0arded. &f the number of periods teachers are re: 9uired to spend in class is e8ceeded by more than three periods per month# e8tra 0or7 compensation may be granted. E8tra 0or7 compensation for the single lesson is regu: lated for ci,il ser,ants by the Federation. Long term absences# such as maternity lea,e or sic7 lea,e of se,eral months# may be co,ered by the appointment of teachers on a temporary contract. Another measure of pro,iding co,er for absent teachers can be the temporary merging of classes or courses# 0hich is possible# ho0e,er# in special cases only. 'he regulations for the duration of this measure ,ary bet0een the Lnder. Supportin" measures for teachers &f problems arise in relationships 0ith colleagues or pupils# all teachers can turn to the head teacher. &n the case of difficulties 0ith other colleagues# teachers can turn to the staff council responsible for the school. &n the case of a conflict 0ith pupils# besides con: sulting the head teacher# teachers can call in the parentsZ council <$lternbeirat? or the lo0er:le,el school super,isory authorities < Schulrat# Schulamtsdirektor?. 'his last option also e8ists if problems 0ith colleagues cannot be sol,ed on the le,el of the school. &n the case of difficulties 0ith colleagues or pupils that result from personality disorder or in the case of burn:out# the school psychologist can be consulted.

DH

Salaries Pedagogical staff in earl# childhood education and care $rzieherinnen and $rzieher <state recognised youth or child:care 0or7ers? are generally paid in remuneration group S@ of the Collecti,e Agreement for the ;ublic Sector </arifvertrag fr den 1ffentlichen 5ienst = 'FR+?# 0ith the salary le,els of this remuner: ation group being based on professional e8perience. $rzieherinnen and $rzieher 0ho already ha,e professional e8perience are allocated to le,el 3 as a rule. )igher le,els are achie,ed only after se,eral years 0ith the same employer. According to a nationally rep: resentati,e study by the trade union for education and science < !ewerkschaft fr $r# ziehung und 4issenschaft = GEB?# in 344" the a,erage gross earnings of $rzieherinnen and $rzieher 0as Euro 3#4G@ per month. &n terms of 0or7ing hours the a,erage gross hourly income 0as Euro !.@@. &ncome ,aries according to the field of 0or71 centre managers on release from their duties as child:care 0or7ers earn a gross income of around Euro 34 per hour# follo0ed by centre managers not on release from their duties as child:care 0or7ers at Euro G per hour. Group managers# employees 0ith cross: group acti,ities and employees 0or7ing in the field of child promotion in accordance 0ith the Eighth or '0elfth %oo7 of the Social Security Code <Sozialgesetzbuch? each earn around Euro ! per hour. Classroom assistants < .weitkrfte? and nursery assis: tants <$rgnzungskrfte? are# at Euro $.!4 per hour# at the lo0er end of the income scale. Teachers ;ro,isions on the salaries recei,ed by teachers are contained in the ci,il ser,antsC re: muneration acts < Beamtenbesoldungsgesetze = RH@=R@ ? of the Lnder. For the remuneration of teachers 0ith salaried employee status# until 344@ the pro,i: sions of the Bundes#Angestelltentarifvertrag <Federal EmployeesC Collecti,e Agreement = %A'? applied for the Lnder in 0estern Germany and the Bundes# Angestelltentarifvertrag#7st applied for the Lnder in eastern Germany. 'he remunera: tion of salaried teachers follo0ed the remuneration of the teacher 0ith ci,il ser,ant sta: tus &n 6o,ember 344@# the Collecti,e Agreement for the ;ublic Sector of the Lnder <'F: L? entered into force. &n all Lnder# e8cept )essen# the teachers ha,e been transferred from the salary groups of the %A' < Bundes#Angestelltentarifvertrag = Federal Employ: eesC Collecti,e Agreement? and of the %A':(st to the remuneration groups of the 'F:L# the classification system remaining unchanged for the time being. As ci,il ser,ants# teachers as a rule are classified = depending on their training = under the higher or senior ser,ice. Follo0ing their studies and the (orbereitungsdienst <pre: paratory ser,ice?# teachers are usually placed on scales A 3 or A $. 'a7ing some of the teaching careers described in chapter D. . as a basis# the general allocation of salary groups and possibilities of promotion are outlined belo01 'eachers at !rundschulen 'eachers at Hau&tschulen 'eachers at %ealschulen 'eachers at )1rderschulen A A A A 3 3 $ $

D!

 'eachers at !'mnasien 0ith scope for promotion to

Studienrat 7berstudienrat or Studiendirektor 'eachers at ,ocational schools Studienrat 0ith scope for promotion to 7berstudienrat or Studiendirektor

A A A A A A

$ H ! $ H !

<plus post allo0ance?

<plus post allo0ance?

'here are teachers in some Lnder 0ho are not trained for a particular type of school but for a certain school le,el <primary# lo0er secondary and upper secondary?. 'hese teachers are as a rule allocated to the salary groups as follo0s1 'eachers holding a primary le,el teaching certificate 'eachers holding a teaching certificate for the lo0er secondary le,el Starting (n promotion 'eachers holding a teaching certificate for the upper secondary le,el Studienrat 0ith scope for promotion to 7berstudienrat or Studiendirektor A 3 A 3 A $ A $ A H A ! <plus post allo0ance?

Since the 344@ federalism reform <Federalism reform &?# the Lnder are responsible for the classification of teachers at public schools as ci,il ser,ants. 'he salaries of some teaching careers 0ere already regulated in accordance 0ith Land legislation <e.g. teach: ing careers in special education and the salary groups of head teachers at comprehen: si,e schools? before Federalism reform &. Li7e0ise# the classification of teachers 0ith a teaching 9ualification under the la0 of the former German +emocratic Republic <G+R? 0as already go,erned by Land legislation before the 344@ reform. 'he remuneration recei,ed by teachers 0ith ci,il ser,ant status consists of a basic sala: ry# family allo0ance and other allo0ances. 'he basic salary depends on the salary group and the salary grade# of 0hich there are 3. At the time that the teacher becomes a ci,il ser,ant# salary grading# as a rule# is based on the age of the teacher# 0ith his training period also being ta7en into account. Bhen a teacher first becomes a ci,il ser,ant# he usually starts out on grade $:!# mo,ing up to the ne8t salary grade after t0o years ini: tially# and then e,ery three to four years. 'he teachersC performance# as 0ell as seniori: ty# is to be considered before promoting them to the ne8t salary grade. 'he highest sala: ry grade# depending on the pay seniority set at the time of a teacher becoming a ci,il ser,ant# 0ill be reached bet0een the ages of !4 and !!. 'he family allo0ance ,aries according to the salary group and the family circumstances of the ci,il ser,ant. Le,el relates to the family situation of the ci,il ser,ant# 0hile le,: els 3 and abo,e relate to the number of children he or she has. Allo0ances may be pro,ided for certain e8tra responsibilities# such as ser,ice on com: mittees or staff bodies. 'he remuneration may also include a so:called annual special payment# the amount of 0hich Federation and Lnder are free to determine for their respecti,e sectors. 'he special payment is paid either per month or per year. +epending on the Land# in 34 the special payment amounts to bet0een $4 and @! per cent of one monthCs basic salary#
D@

or a fi8ed amount of bet0een Euro @H4 and Euro #444. &n some Lnder the annual spe: cial payment has been abolishedM in others it has been incorporated into the basic salary. &n addition to the annual special payment# a special payment can be made for each child. 'a8 is deducted from ci,il ser,antsI gross salaries but# unli7e for salaried employees# no social security contributions <pension# health and unemployment insurance? are deduct: ed. ;ension and unemployment insurance deductions do not apply because of teachersI ci,il ser,ant status# under 0hich they are entitled to retirement benefits. )ealth insur: ance contributions ,ary from case to case because ci,il ser,ants usually ha,e pri,ate health insurance# charges for 0hich are not standard. &t is up to the indi,idual ci,il ser,ant to decide 0hether they 0ish to ta7e out health insuranceM this supplements the assistance scheme pro,ided by the employer for the ci,il ser,ant in order to pro,ide appropriate insurance in the e,ent of illness. 'he remuneration recei,ed by teachers 0ith ci,il ser,ant status is regularly adAusted by la0 to 7eep pace 0ith the general economic and financial situation# ta7ing into account the degree of responsibility associated 0ith the duties of a ci,il ser,ant. 'hese adAust: ments correspond largely to the pay settlements for 0or7ers and salaried employees in the public sector. As an illustration there follo0s a calculation of entry:le,el salary# salary after ! years of professional e8perience and final salary of a teacher as a national a,erage by educa: tion sector. 'he calculation is based on the legally or contractually agreed annual sala: ries of all teachers at public:sector schools. &t includes allo0ances and special payments. 'he e8amples assume that the teachers ha,e no children and are unmarried and that they are thus not entitled to a family allo0ance or to special payments for children.
T2/,92( /' / Grundschule

a? 'he !rundschule teacher recei,es the starting salary. )is gross annual salary in the school year 34 4-34 is Euro H4# H3. b? 'he !rundschule teacher has ! years of professional e8perience. )is gross annual salary in the school year 34 4-34 is Euro HD#!G". c? 'he !rundschule teacher recei,es the ma8imum salary. )is gross annual salary in the school year 34 4-34 is Euro !$#HD@.

T2/,92( /' 0)32( .2,)&*/(; 02120

a? 'he teacher at lo0er secondary le,el recei,es the starting salary. )is gross annual salary in the school year 34 4-34 is Euro HH#G3$. b? 'he teacher at lo0er secondary le,el has ! years of professional e8perience. )is gross annual salary in the school year 34 4-34 is Euro !H#! H. c? 'he teacher at lo0er secondary le,el recei,es the ma8imum salary. )is gross annual sala: ry in the school year 34 4-34 is Euro !D#H! .
T2/,92( /' +662( .2,)&*/(; 02120

a? 'he teacher at upper secondary le,el recei,es the starting salary. )is gross annual salary in the school year 34 4-34 is Euro HG#HGH.
D"

b? 'he teacher at upper secondary le,el has ! years of e8perience. )is gross annual salary in the school year 34 4-34 is Euro !G#D$4. c? 'he teacher at upper secondary le,el recei,es the ma8imum salary. )is gross annual sala: ry in the school year 34 4-34 is Euro @@#G!$. B)(<-&5 '-82 /&* 9)0-*/;. Borking &ours 'he 0or7ing hours of teachers comprise lessons and other responsibilities 0hich teach: ing in,ol,es and 0hich are ,ery time:consuming and re9uire considerable effort <e.g. preparing and re,ie0ing lessons# mar7ing pupilsI 0or7# attending meetings and organis: ing and ta7ing part in school trips and parentsI e,enings?. 'he number of periods 0hich teachers are re9uired to spend in class ,aries from one type of school to another as 0ell as from Land to Land. A period is generally H! minutes long. 'he follo0ing figures for the 34 -34 3 school year ser,e as an e8ample and are confined to types of school to be found in the maAority of Lnder1 !rundschule1 Hau&tschule1 %ealschule1 !'mnasium1 !esamtschule1 )1rderschule1 Focational schools1 3G to 3D 3" to 3G 3H to 3D 33.3 to 3".! 33.3 to 3G 3! to $3 33.3 to $ periods per 0ee7 periods per 0ee7 periods per 0ee7 periods per 0ee7 periods per 0ee7 periods per 0ee7 periods per 0ee7

&n addition# the number of periods 0hich teachers are re9uired to gi,e ,aries according to the type of school and also ,aries according to teaching 9ualifications and the subAects taught <e.g. the number of periods is higher for artistic-cultural and practical subAects?. 'eachers are also entitled to ha,e the number of periods reduced for performing certain duties <such as administrati,e 0or7 in the case of head teachers and their deputies?. &n addition# the number of periods is also reduced for members of staff carrying out special tas7s <e.g. teacher training# preparation of timetables and stand:in schedules# running of libraries for teachers and pupils and in,ol,ement in the 0or7 of pupilsI representati,e bodies as a pupilsI council ad,isor? as 0ell as an age:related reduction of one to three periods a 0ee7 from the age of !! at the earliest. Faced 0ith cuts in the public budget 0hich permit only limited recruitment of ne0ly 9ualified teachers# almost all Lnder in 0estern Germany ha,e raised the number of periods teachers are re9uired to gi,e# and lo0ered the number of periods that can be reduced for performing certain duties. %ecause of the current fluctuations in the o,erall number of pupils# the increasing shortage of public spending# the rising a,erage age of teaching staff# and the ne0 tas7s schools are re9uired to perform# e.g. the further de,elopment of all:day super,ision# some Lnder ha,e established planning groups 0hich are to discuss alternati,e concepts for the regulation of teachersC 0or7ing time. Se,eral Lnder ha,e by no0 introduced special models for teachersC 0or7ing time <0or7ing time accounts# model of anticipated teaching periods? 0hich are to adAust the 0or7ing time of teachers fle8ibly to the fluctu: ations in pupil numbers1 For some years# teachers 0ill ha,e to teach one additional pe:
DG

riod. At a later date# the number of periods they are re9uired to teach 0ill be reduced by one period for the same duration of time. &olida#s Entitlement to lea,e for teachers 0ith ci,il ser,ant status is based on general ci,il ser: ,ice regulations. Annual lea,e is ta7en during the school holidays. ;eriods of holiday 0hich e8tend beyond lea,e entitlement are used for in:ser,ice training# for preparing and re,ie0ing lessons# for other professional duties such as organisational preparations for the ne0 school year and for compensation for e8tra 0or7 during teaching time e8: tending beyond the standard 0or7ing time in ci,il ser,ice. For salaried teachers# the corresponding regulations under collecti,e agreements on 0ages apply. #romotion, ad ancement %efore a change in the status as ci,il ser,ant ta7es place# for e8ample a promotion# the professional performance of the teacher is assessed. &n some Lnder# teachers are as: sessed not only before a change in the ci,il ser,ant status ta7es place but at regular in: ter,als. 'he Ministers of Education and Cultural Affairs ha,e issued appraisal guide: lines for assessing teachers at public:sector schools. 'he guidelines lay do0n 0ho is responsible for teachersI appraisals# state the reasons for them and 0hen they should be carried out and specify the form such appraisals should ta7e and 0hat is done 0ith them. .nder these guidelines# an appraisal must cite the basis for assessment <e.g. tal7 0ith the teacher concerned# performance report by head teacher# ,isit to lesson? and the assessment criteria <7no0ledge of subAect# teaching record# professional conduct?. Apart from an o,erall ,erdict on the teacherIs performance up to that point# the assessment usually ends 0ith proposals on his future career. 'he professional performance of teachers 0ho are employed as salaried employees is# as a rule# not regularly assessed. 'he only rele,ant criteria for promotion are aptitude# 9ualifications and record of achie,ement# and not length of ser,ice. &n the maAority of Lnder# senior positions may be established only in such cases 0here the functions associated 0ith them are of tangi: bly greater ,alue than those of the lo0er salary group. 'his means that nobody can be promoted to a higher scale or salary group 0ithout a change in his responsibilities or position. Additionally# teachers may apply for the post of head teacher or# pro,ided the teacher has the re9uired aptitude# 9ualifications and record of achie,ement# be employed as a member of staff responsible for super,ision of schools <see chapters 4. . and 4.3.?. Transfers A teacher 0ith ci,il ser,ant status may be transferred to another school if he or she ap: plies to do so or if there are good professional reasons for a transfer. 'eachers may be transferred 0ithout their consent only in cases 0here the ne0 school is ans0erable to the same authority as the old one and the ne0 position belongs to the same or an e9ui,a: lent career structure as the present post and attracts the same final basic salary. Good professional reasons for a transfer may be deemed to e8ist 0hen schools ha,e amalga: mated or the number of teaching positions has been reduced o0ing to declining school rolls. 'he reason may also be directly connected to the teacher# such as his-her being considered suitable for other duties. A transfer 0ill al0ays be the conse9uence 0here it
DD

is the only 0ay to bring a teacherIs duties into line 0ith his position. 'he responsibilities of a ci,il ser,ant to0ards his employer mean that the teacher must accept a transfer e,en if it does not accord 0ith his 0ishes. )o0e,er# the school super,isory authority is re9uired to consider significant personal circumstances 0hich may ma7e a transfer un: reasonable <e.g. ad,anced age or poor health?. 'eachers 0ith ci,il ser,ice status 0ho 0ish to 0or7 at a school in another Land 0ithin the Federal Republic re9uire the consent of the Ministry of Education and Cultural Af: fairs responsible for their old school and that of the recei,ing Land. &n an agreement adopted in May 344 # the Standing Conference of the Ministers of Education and Cul: tural Affairs of the Lnder laid do0n t0o procedures for the /ransfer of /eachers be# tween Lnder. 'his agreement is aimed# amongst other things# at increasing the mobility of teachers in Germany1 on the one hand# teachers can no0 participate at any time in the application procedure in another Land. As part of the e8change procedure that 0as al: ready in e8istence before the agreement of May 344 teachers can also apply for a posi: tion in a different Land. Bith this procedure# each Land ta7es on only as many teachers from other Lnder as teaching posts become ,acant through transfers of teaching staff to other Lnder. 'he main# but not e8clusi,e# purpose of such e8changes is to allo0 fam: ilies to li,e together. 'he e8change of teachers ta7es place at the beginning of the school year and# in e8ceptional cases# at the beginning of the second half of the school year. 'his is intended to gi,e pupils continuity of teaching. 'he mutual recognition of teacher training in the indi,idual Lnder 0as last regulated in DDD by resolutions of the Stand: ing Conference of the Ministers of Education and Cultural Affairs. 'he agreement con: cerning the mutual recognition of teaching 9ualifications that# prior to the unification of the t0o German states# 0ere ac9uired in accordance 0ith the la0 of the German +emo: cratic Republic <G+R?# 0as re,ised. Salaried teachers are not bound by the regulations namedM the contractually agreed no: tice periods apply for them if they 0ish to change to the education authority of another Land. (ismissal A teacher 0ith ci,il ser,ant status can only be dismissed = unless he or she demands his o0n resignation = under e8traordinary circumstances1 if he loses his German citiJenship or citiJenship of another member state of the Euro: pean Community if he refuses to s0ear the oath of office prescribed by la0 or to ta7e a ,o0 prescribed in its place if through the ,erdict of a German court of la0 in a criminal case he has been sen: tenced to a specific term of imprisonment +isciplinary proceedings can also result in dismissal. +ismissal is possible during the probationary period if a teacher does not pro,e himself or if he commits a deed 0hich# if committed by a permanent ci,il ser,ant# 0ould result in disciplinary measures as part of formal disciplinary proceedings. Salaried teachers can terminate their 0or7ing relationship under obser,ance of the con: tractually agreed notice periods. 'heir contract of employment can also be terminated by the employer for reasons that lie 0ithin the indi,idual themsel,es or that result from
344

their beha,iour# as 0ell as for other reasonsM the notice periods also ha,e to be obser,ed in such a case. 'he length of the notice period is proportional to the length of ser,ice. Retirement and pensions 'eachers retire at the end of the school year or the term <half year? preceding or follo0: ing their @!th birthday. &t is possible for teachers to apply for early retirement 0ithout pro,ing that they are unfit for 0or7 from age @$ on0ards or = for the se,erely disabled = from age @4 on0ards. From 34 3 on0ards the standard retirement age 0ill gradually be raised# first by one month per age group# and from 343H by t0o months per age group# so that those born in D@H 0ill retire at the age of @". ;ro,ision for teachers 0ith ci,il ser,ant status and for their sur,i,ing dependents has hitherto been go,erned by the Ci,il Ser,antsC ;ensions Act < Beamtenversorgungsgesetz = RG? 0hich applied to all ci,il ser,ants. 'he federalism reform adopted in 344@ <Federal: ism reform &?# transferred responsibility for the pensions of Land ci,il ser,ants# 0hich includes most teachers# to the Lnder. Most Lnder ha,e since made use of their legisla: ti,e competence and transferred the former federal la0 into Land la0. Generally in 34 3 the follo0ing rules still apply to pensions for Land ci,il ser,ants1 Any ci,il ser,ant 0ho has 0or7ed for at least fi,e years is entitled to a pension. )o0e,: er# there is no minimum ser,ice re9uirement in cases 0here the teacher 0as pre,ented from carrying out his duties# for instance through illness. 'he pension is calculated on the basis of the basic salary# the family allo0ance and the pensionable allo0ances 0hich the ci,il ser,ant 0as recei,ing at the end of his ser,ice. 'he pension amounts to .G per cent of eligible earnings for each year of ser,ice 0hich is counted to0ards superannua: tion# ranging from a minimum of $! per cent up to a ma8imum of " ."! per cent of pen: sionable pay. 'he retirement pension of salaried teachers is regulated in the si8th boo7 of the Social Security Code <Sozialgesetzbuch6 S!B (I?. &t corresponds to the amount of the pension contributions made and the length of time o,er 0hich they 0ere paid. &n addition to the old:age pension# salaried teachers recei,e an additional pension that# until the end of 3444# 0as in line 0ith the basic principles of ci,il ser,ice la0 and that is also paid by the Lnder for their salaried employees. From 344 on0ards# a ne0 retirement pension sys: tem 0as introduced for salaried teachers that is in line 0ith pri,ate sector models.
9.4.

C)&'-&+-&5 P():2..-)&/0 D2120)682&' :)( T2/,92(. B)(<-&5 -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Pedagogic staff in earl# childhood education and care ;edagogic staff are also offered numerous further and continuing education possibilities to allo0 them to broaden their ,ocational competence# respond to ne0 demands in the 0or7place# upgrade their 9ualifications and specialise. Bithin the scope of the >ualification &nitiati,e for Germany OGetting ahead through educationO <Aufstieg durch Bildung?# the Federal Go,ernment in the spring of 344G has launched an initiati,e for the continuing training of G4#444 $rzieherinnen and $rzieher <state recognised youth or child:care 0or7ers? and day:care personnel. Follo0ing an
34

amendment of the .pgrading 'raining Assistance Act <Aufstiegsfortbildungsf1rder# ungsgesetz?# since 2uly 344D upgrading training as an $rzieherin and $rzieher may be promoted nation0ide. 'he Federal Ministry of Education and Research < Bundesministe# rium fr Bildung und )orschung = %M%F? has# moreo,er# in conAunction 0ith the Robert %osch Foundation <%obert Bosch Stiftung? and in collaboration 0ith the German /outh &nstitute <5eutsches 8ugendinstitut = +2&?# launched a further training initiati,e for early childhood pedagogic staff <4eiterbildungsinitiative )rh&dagogische )achkrfte = B&FF?. 'he initiati,e de,elops 9ualification approaches and training materials for the further and continuing education of pedagogic staff in day:care centres for children. 'he Action ;rogramme +ay Care for Children <Aktions&rogramm "indertages&flege? launched by the Federal Ministry for Family Affairs# Senior CitiJens# Bomen and /outh < Bundesministerium fr )amilie6 Senioren6 )rauen und 8ugend = %MFSF2? under the spe: cialist guidance of the German /outh &nstitute <5eutsches 8ugendinstitut? is stri,ing to attract more day:care personnel# significantly impro,e the 9uality of care and boost the o,erall image of the profession. Since 34 it has promoted the in:ser,ice continuing 9ualification of day:care staff# and since 34 3 permanent employment contracts in child: minding ser,ices ha,e been promoted. 'hese initiati,es reinforces the ,arious measures ta7en by the Lnder 0hich aim to impro,e the training of pedagogical staff and childminders inter alia by offering additional continuing training courses* &nformation on the de,elopment of the further and continuing education of $rzieherin# nen and $rzieher in accordance 0ith the common orientation frame0or7 EEducation and .pbringing in ChildhoodO < Bildung und $rziehung in der "indheit?# 0hich 0as adopted in 34 4 by the Standing Conference of the Ministers of Education and Cultural Affairs and the Conference of Ministers of /outh and Family Affairs < 8ugend# und )amilienmin# isterkonferenz = 2FM*?# can be found in chapter H.3.3. Teachers
Specific le"islati e frame7or8

'he goals of in:ser,ice teacher training ha,e been laid do0n by most Lnder in their la0s <RGG# RD4# RD3# RD!# RDD# R 4 # R 4H# R # R 34? and regulations for teacher train: ing or school legislation <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "?. (ther details about organisations 0hich pro,ide in:ser,ice teacher training and about applications# admission and release from teaching duties for attend: ance of courses are regulated by directi,es. Some Lnder ha,e also formulated the fun: damental aims and tas7s of in:ser,ice teacher training in directi,es or publications and not in legal pro,isions. 'he duty of teachers to undergo in:ser,ice training is e8pressly laid do0n in all Lnder by la0 or ordinance# 0hilst it is the duty of the employers <usual: ly the Ministries of Education and Cultural Affairs? to ensure that suitable training pro: grammes are pro,ided.
Responsibility for in/ser ice trainin"

&n:ser,ice training = li7e initial training = is the responsibility of the Lnder. &n each of the Lnder the Ministry of Education and Cultural Affairs is responsible for in:ser,ice teacher training because it is the highest school super,isory authority and usually the employer of teachers.

343

*r"anisational aspects T#pes of institutions State:run in:ser,ice teacher training is organised in the Lnder at central# regional and local le,el. &n:ser,ice training can also ta7e place 0ithin schools or in the form of guided pri,ate study. &n order to organise in:ser,ice teacher training at central locations# all Lnder ha,e es: tablished state:run in:ser,ice training institutes 0hich for the most part are subordinate to the Ministries of Education and Cultural Affairs as dependent Lnder institutions. Central in:ser,ice training institutions <a specific Land can ha,e se,eral such institu: tions? ha,e ,arious names such as state academy < staatliche Akademie? or academic insti: tute for in:ser,ice teacher training <wissenschaftliches Institut fr Lehrerfortbildung?. &n:ser,ice teacher training at regional le,el is conducted differently in each Land by the institutes for in:ser,ice teacher training and their branches and by middle: and lo0er: le,el school super,isory authorities. 'he Schulmter <lo0er:le,el school super,isory authorities? are usually responsible for the organisation of in:ser,ice training at local le,el. &n:ser,ice teacher training 0ithin schools is carried out by schools for their o0n teach: ing staff or some members of their teaching staff. &n so far as the institutes are responsible for in:ser,ice training throughout the Land# there is no need to define areas of responsibility. (ther0ise# there is usually coordina: tion bet0een the organisers of central and regional in:ser,ice training courses# for e8: ample# in the form of regular meetings or conferences. &n:ser,ice training courses are thus conducted through cooperation bet0een the parties concerned. &n:ser,ice training 0ithin schools is essentially organised by indi,idual schools# alt: hough assistance 0ith its preparation# e8ecution and subse9uent e,aluation is a,ailable in some Lnder from in:ser,ice training institutions and ad,isers from school super,i: sory authorities. &n some Lnder the Ministry of Education and Cultural Affairs is in: formed of the content and dates of courses held 0ithin schools and in other Lnder in: ser,ice training sessions 0ithin schools are offered by the central institutes of the Ln: der in cooperation 0ith the school super,isory authorities. 'raining courses are also offered by churches and non:public bodies <e.g. foreign cul: tural institutions and associations 0hich bring together school and industry?. &n some Lnder these bodies must be recognised by the school super,isory authorities. .ni,ersi: ties and higher education institutions of e9ual status ha,e set up courses of further studies <0ith a final e8amination? and supplementary and further training courses for teachers. 'he institute directory in the Appendi8 contains an o,er,ie0 of establishments in the Lnder offering in:ser,ice teacher training and further training courses. %dmission re*uirements 'he entry criteria for in:ser,ice teacher training courses are sho0n on the rele,ant course programme 0hich is published regularly by the Ministry of Education and Cul: tural Affairs concerned# by in:ser,ice training institutions or other organisers of in: ser,ice teacher training. 'he courses are usually offered at central# regional or local
34$

le,el for specific target groups <for e8ample# teachers at specific school types or le,els# teachers 0ith teaching 9ualifications in certain subAects or teachers from a specific re: gion?. E,ery teacher 0ho fulfils the formal admission criteria is entitled to attend the in: ser,ice training courses if attendance 0ill be of benefit to him in his teaching duties and if teaching commitments do not pre,ent him from attending. Bhere appropriate# teach: ers are released from their teaching commitments on full pay in order to attend in: ser,ice training courses. 'he procedures for ma7ing an application# being released from teaching duties and recei,ing permission to attend the course differ from Land to Land. &f in:ser,ice training sessions are to be held in lesson time an application for release from duties must be made in all Lnder. Release from teaching duties is usually granted by the head teacher or the rele,ant school super,isory authority. &n some cases teachers apply directly to the organiser of in:ser,ice training and in other cases applications are made through official channels# i.e. through the head teacher and the school super,isory authority. 'he procedure for selecting teachers also ,aries from Land to LandM in some cases the school super,isory authority selects participants <some: times 0ith the in,ol,ement of the staff council?. &f the school super,isory authority se: lects candidates itself# they automatically release them from their teaching duties. &n some Lnder the organiser <for e8ample# the central in:ser,ice training institution? may ma7e the selection according to an appro,ed list of criteria. Curriculum1 duration of studies1 specialisation &n:ser,ice training ser,es to maintain and e8tend the professional competence of teach: ers. &t helps teachers to meet the current re9uirements of their teaching career and to fulfil the educational mission of their school. Attendance of in:ser,ice training courses ser,es to deepen and e8tend the 7no0ledge and s7ills in the fields of educational theory# psychology# didactics and subAect:related studies 0hich the teacher re9uires as part of his Aob. Great importance is attached to in:ser,ice training for teachers at )1rderschulen <special schools?# especially in connection 0ith the integration of the disabled in main: stream schools. 'he range of subAects co,ered by in:ser,ice training is e8tremely broad. Course content can relate to school subAects# types of school or educational and teaching goals. 'he sub: Aect matter includes topics relating to general and school pedagogy# sessions on subAect: related didactics and studies# courses dealing 0ith 7ey current issues <e.g. intercultural learning or ne0 technologies? and introductions to ne0 curricula. Many in:ser,ice train: ing measures ser,e to impro,e the close lin7 bet0een the elementary sector and the !rundschule <primary school? and are aimed at a smooth transition bet0een the educa: tional stages. &n central in:ser,ice training in particular# many courses are aimed at head teachers# counselling teachers# heads of department at teacher training institutes and school super,isory officials. &n some Lnder the main target group of central in: ser,ice training are the subAect ad,isers 0ho themsel,es organise and hold in:ser,ice training courses for teaching staff. Bith regard to the further de,elopment of this sector# the !emischte "ommission Leh# rerbildung has formulated the follo0ing principles 0hich reflect the problems related to the realisation and organisation of in:ser,ice teacher training measures1

34H

 &nstitutionalised in:ser,ice teacher training is regarded as only one part of a general and continuous Elearning on the AobO. 'he measures should aim to gi,e the impetus to realise further learning on the Aob indi,idually or 0ithin a group of colleagues as a natural element of oneCs professional practice. 'he intensification of in:ser,ice training should not lead to the cancellation of more lessons. From the point of ,ie0 of the commission# it can therefore be demanded of teaching staff to participate in in:ser,ice training courses 0hen they ha,e no teaching commitments. &n addition# it seems particularly important to o,ercome the selecti,e and indi,idual character of in:ser,ice teacher training in order to influence the le,el of classroom ac: ti,ity more broadly. As far as the 9uestion of ,oluntary or obligatory participation in in:ser,ice training is concerned# from the point of ,ie0 of the commission it is of central significance to per: cei,e the participation in measures for in:ser,ice training not as an indi,idual decision but as a contribution to the de,elopment of the indi,idual school and part of the de,el: opment of teaching staff 0ithin the indi,idual school. &n the Aoint declaration Support and +emand = a challenge to education policy# parents# schools# and teachers <)1rdern und )ordern 3 eine Herausforderung fr Bildungs&olitik6 $ltern6 Schule und Lehrkrfte? by the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz = *M*? and the teachersI unions and oth: er unions in the field of education from (ctober 344@# the necessity of a systematic pro: ,ision of in:ser,ice training for teachers based on the current reform process 0as em: phasiJed. &n:ser,ice training for teachers should be further de,eloped# in particular 0ith respect to the approach to heterogeneity# an impro,ement of the ability to diagnose and a specific support for indi,idual pupils. As part of ,arious proAects# the &nstitute for Educational ;rogress < Institut zur Qualittsentwicklung im Bildungswesen = &>%? has pro,ided in:ser,ice training concepts and materials for the de,elopment of teaching practice# in particular in the fields reading# geometry# and stochastics. Further training for teachers &n:ser,ice teacher training should not be confused 0ith further training# the aim of 0hich is to enable teachers to teach another subAect or to teach in an additional special field. Further training also offers an opportunity to ac9uire 9ualifications for another teaching career. Many further training courses also ser,e to prepare teachers for special responsibilities <for e8ample# 0or7 as a counselling teacher?. Further training usually e8tends o,er a longer period and includes ,arious courses of se,eral hours per 0ee7 and# 0here necessary# additional intensi,e courses. For the length of the course participants are released from their teaching duties or from se,eral of their 0ee7ly teaching commitments pro,ided that the school super,isory authority recognises the need for the further training course concerned. Courses are conducted by higher education institutions or in:ser,ice training institu: tions. 'he Ministries of Education and Cultural Affairs regulate admission# the number of hours# certificates and final e8aminations.

34!

.ethods &n:ser,ice training courses usually ta7e place in the form of seminars. 'here are also study groups# conferences# study trips and collo9uia. &n:ser,ice training is also a,ailable as distance learning courses. &n:ser,ice training 0ithin schools usually ta7es place in the afternoons or e,enings. )o0e,er# full:day courses 0hich last from half a day to se,eral days per school year are also held. Regional courses can be offered as a one:day session or as a series of full:day or afternoon and e,ening sessions once or se,eral times a 0ee7. &n:ser,ice training courses at central locations usually last t0o and a half to fi,e days. "valuations1 certifications 'eachers attending in:ser,ice training courses are not usually appraised. )o0e,er# cer: tificates 0hich are then placed on personnel files are a0arded in some Lnder for cer: tain in:ser,ice training courses. Attendance of courses for in:ser,ice training for teachers has# as a rule# no impact on the appraisal or pay of teachers. )o0e,er# it can ha,e an indirect effect in that regular at: tendance of in:ser,ice training courses is ,ie0ed positi,ely in applications for senior posts <such as head teacher?. &n %ayern teachers are obliged to underta7e regular per: sonal further training. Courses for further teacher training# especially if they ha,e ta7en the form of higher education# culminate in a supplementary e8amination <$rweiterungs&rfung? to the $rste Staats&rfung <First State E8amination? 0hich is held by the state e8amination boards. %elo0 this le,el there are further training courses 0hich lead to a teaching per: mit# meaning permission to teach a certain subAect or at a certain type of school. )ncenti es for participation in $#( acti ities &n:ser,ice teacher training = and to an e,en greater e8tent further training for teachers = opens up ne0 career prospects in some cases# such as the opportunity of teaching a ne0 subAect# a ne0 post and possibly promotion. )o0e,er# there is no change in the sta: tus of the teacher# 0ho is already a member of the teaching profession after all. Appli: cants for a teaching post are free to impro,e their chances of employment by embar7ing on another uni,ersity course and ta7ing a supplementary e8amination.
9.5.

I&-'-/0 E*+,/'-)& :)( A,/*28-, S'/:: -& H-592( E*+,/'-)&

Full:time scientific and creati,e arts staff at institutions of higher education consist mainly of the follo0ing groups1 professors and Aunior professors <Hochschullehrer? scientific and creati,e arts staff <0issenschaftliche-7Knstlerische Mitarbeiter? teaching staff for special tas7s <Lehrkrfte fr besondere Aufgaben?

34@

;rofessors and Aunior professors perform the duties relating to science# the arts# re: search# teaching and continuing education 0hich are incumbent upon their higher edu: cation institution independently in their respecti,e subAect areas in accordance 0ith their o0n specific employment status. Scientific and creati,e arts staff are responsible for academic ser,ices. 'hese include teaching students specialised 7no0ledge and prac: tical s7ills and instructing them in the use of scientific methods. &n particular cases# sci: entific and creati,e arts staff can also be entrusted 0ith the independent performing of tas7s in research and teaching. &f teaching ser,es mainly to communicate practical s7ills and 7no0ledge# teaching staff for special tas7s can be entrusted 0ith this. 'eaching staff at %ER.FSA*A+EM&E6 include both part:time and full:time staff. &n accordance 0ith the Berufsakademie la0s at Land le,el# part:time teaching staff at Berufsakademien should be recruited from higher edu: cation institutions# schools# industry# the liberal professions# social ser,ices and admin: istration. %ccess to profession1 appointment 'he employment re9uirements for professors at institutions of higher education are as follo0s1 a degree from an institution of higher education teaching ability particular aptitude for academic 0or7 0hich is usually demonstrated by the 9uality of a 2romotion <doctorate? or a particular aptitude for 0or7 in the creati,e arts +epending on the type of post the employment re9uirements may also include1 additional academic achie,ements or additional achie,ements in the creati,e arts particular achie,ements in the application or de,elopment of academic or scientific 7no0ledge and methods from se,eral years of professional e8perience Employment re9uirements for Aunior professors <2.6&(R;R(FESS(RE6 ? basically are1 a degree from an institution of higher education teaching ability particular aptitude for academic 0or7 0hich is usually demonstrated by the e8cep: tional 9uality of a doctorate &f the candidate has been employed as a member of scientific staff before or after the doctorate# the phases of doctorate and employment ta7en together should not e8ceed si8 years# in the subAect area of medicine nine years. 'he employment re9uirement for B &SSE6SC)AF'L&C)E M&'AR%E&'ER is# in principle# a degree from an institution of higher education. LE)R*RPF'E FQR %ES(6+ERE A.FGA%E6 do not ha,e to meet professorial 9ualifications for recruitment. Full:time staff at the state:run Berufsakademien in 'hKringen and Sachsen must meet the same re9uirements as those appointed as professors at )achhochschulen. Full:time teaching staff must gi,e at least H4 per cent of the instruction. &f teaching offers ser,e
34"

mainly to communicate practical s7ills and 7no0ledge# teaching staff for special tas7s can be entrusted 0ith this.
9.!.

C)&*-'-)&. ): S2(1-,2 :)( A,/*28-, S'/:: B)(<-&5 -& H-592( E*+,/" '-)&

#lannin" #olicy Staff planning in the higher education sector is implemented primarily on the basis of staff appointment plans laid do0n by the rele,ant Land ministryM ho0e,er# the legal situation differs in each Land depending on 0hether there is a need for such plans and ho0 binding they are. Bith the increasing autonomy of the higher education institu: tions# responsibility for staff planning is increasingly de,ol,ing on the institutions themsel,es. 'he measures enabling the Federation and the Lnder to increase the number of ne0 entrants under the )igher Education ;act 3434 <Hochschul&akt 3434? also include the employment of more academic staff. Entry to the #rofession ;rofessor positions are generally ad,ertised internationally and filled through an ap: pointment procedure. For this purpose the Faculty sets up an appointment committee 0hich consists of representati,es of professors# scientific staff <4issenschaftliche i# tarbeiter? and students. 'he composition of the appointment committee usually gi,es a maAority to the group representing the lecturers of the higher education institution. 'he appointment procedure mainly consists of the follo0ing steps1 publication selecting the applications production of a ran7ing list of three candidates decision on appointment appointment negotiations signing of the contract and transfer to a permanent post 0ith ci,il ser,ant status.

Responsibility for the decision on appointment is incumbent on either the Ministry of Science of the rele,ant Land or# increasingly# the higher education institution itself. 'he appointment of a professor from the same institution is uncommonM there is generally a prohibition on internal appointments. #rofessional status As part of the process of increasing the autonomy of institutions of higher education# the responsibility for appointing ;rofessors as ci,il ser,ants 0ith limited or unlimited ten: ure has in se,eral Lnder been transferred from the ministries responsible for science to the institutions of higher education. ;rofessors can# ho0e,er# also be ta7en on as em: ployees. '0o:stage employment is planned for Aunior professors that shall not e8ceed a ma8i: mum of si8 years. &n accordance 0ith the regulations specific to the respecti,e Land# the first phase can last up to four years. An e8tension for the second phase shall be gi,en if
34G

the Aunior professor has pro,ed to be a good teacher at a higher education institution. &f this is not the case# the period of employment can be e8tended by a ma8imum period of one year. 2unior professors are appointed as ci,il ser,ants 0ith limited tenure or they can also be ta7en on as salaried employees. SC&E6'&F&C A6+ CREA'&FE AR'S S'AFF <wissenschaftliche;knstlerische itarbeiter? are also appointed for a limited or unlimited period as ci,il ser,ants or salaried employees. Bith the Academic Fi8ed:'erm Contract La0 <4issenschaftszeitvertragsgesetz = Bis: sLeitFG = R 3$? of April 344"# higher education institutions 0ere pro,ided 0ith the op: portunity to recruit scientific and creati,e arts staff# e8cept for professors and Aunior professors# on a temporary basis for the duration of a proAect that is predominantly fi: nanced by 5rittmittel <e8ternal funds?. Salaries Bithin the frame0or7 of the general reform of higher education ser,ice regulations aimed at reinforcing the performance and inno,ation of the German science and re: search system and enhancing its international competiti,eness# in 3443 the la0 for the reform of professorsC salaries <2rofessorenbesoldungsreformgesetz = R 33? 0as adopted. 'he la0 implemented a salary system that is more performance oriented and promotes competition. &mplementation of the la0 0as incumbent on the Lnder. ;ro,isions on the salaries of lecturers at higher education institutions are laid do0n in the ci,il ser,antsC remuneration acts < Beamtenbesoldungsgesetze = RHH=!D? and regulations on bonuses < Leistungsbezgeverordnungen? of the Lnder and in the corresponding rules of the indi: ,idual higher education institutions. A February 34 3 Audgment by the Federal Constitutional Court < Bundesverfas# sungsgericht? 0ill lead to changes in the salary system. 2unior professors and professors recei,e a basic salary and additional performance: related payment. 'he t0o salary groups B 3 and B $ are ,alid for professors at all insti: tutions of higher education in the respecti,e Land. 'he post of the 8unior&rofessor <Aun: ior professor? 0as implemented along 0ith the salary group B in 3443. &n all three salary groups there are fi8ed basic salaries <it should be borne in mind that the so:called annual special payment has been integrated into the basic salary in some Lnder?. +e: pending on the indi,idual Land# in 34 3 these are as follo0s1 Salary group B Aunior professor Salary group B 3 professors Salary group B $ professors Euro $#!3!.!! to Euro $#DGG.$! Euro H#43".$! to Euro H#@!4.@G Euro H#GD4.$! to Euro !#@ 3.3D

'he professorsZ basic salary in the salary groups B3 to B$ should not be confused 0ith their starting salary. 'he salary consists of the basic salary and an additional payment 0hich is to be indi,idually negotiated 0ith the institution of higher education# and 0hich can be a0arded in accordance 0ith the negotiations regarding the appointment and the continuance in office at the institution in case the professor is offered a chair by another higher education institution < Bleibeverhandlungen?. 'he additional payment can
34D

also be a0arded for special performances in research# teaching# art# continuing educa: tion and the promotion of up:and:coming academics# as 0ell as according to participa: tion in the institutionCs self:administration <,ariable salary?. 'he allocation of the posts of the professors to salary groups B 3 und B $ is regulated by Land legislation. &f they ha,e pro,ed themsel,es in higher education teaching# from the date of the first e8ten: sion of their limited appointment as ci,il ser,ants Aunior professors recei,e a non: pensionable monthly allo0ance of Euro 3@4. 9or8in" time and holidays 'he teaching commitments of academic staff ,ary. 'he e8tent of teaching commitments of full:time academic staff is e8pressed in units < Lehrveranstaltungsstunden?. Each unit stands for at least H! minutes per 0ee7 for the period 0hen lectures are held during the semester. .nder a resolution adopted by the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ultusministerkonferenz = *M*? of 2une 344$# teach: ing commitments at uni,ersities and higher education institutions of e9ual status are as follo0s1 eight units for professors four units for Aunior professors at the first stage of employment four to si8 units for Aunior professors at the second stage of employment four units at most for scientific staff <wissenschaftliche itarbeiter? employed as ci,il ser,ants for a limited period eight units at most for scientific staff employed as ci,il ser,ants 3 to @ units for teaching staff for special tas7s <Lehrkrfte fr besondere Aufgaben?

;rofessors at )achhochschulen are generally e8pected to teach G units a 0ee7. ;ro,i: sion is made for de,iations in these teaching commitments for professors at "unsthochschulen in accordance 0ith legislation at Land le,el. &f certain functions and responsibilities are ta7en on# teaching commitments can be re: duced# for e8ample# if managerial functions are performed 0ithin the higher education institution or research and de,elopment 0or7 is underta7en at a )achhochschule. Fur: thermore# a temporary reduction of the teaching hours of indi,idual teachers is possible if their teaching commitments during this period are fulfilled by other teachers. 'he e8tent of teaching commitments at Berufsakademien is regulated by ordinances or administrati,e regulations issued by the ministries responsible for science and research in the rele,ant Lnder. #romotion and ad ancement ;rofessorships are generally ad,ertised internationally. Applicants 0ho meet the em: ployment re9uirements for a professorship may be appointed to a chair. 'he organisa: tion of the appointment procedure is regulated in the Lnder la0s go,erning higher ed: ucation. 'he final decision on the appointment of an applicant is incumbent on the Min: ister of Science or the head of the higher education institutions depending on the Land.

3 4

Retirement and pensions ;rofessors 0ith the status of ci,il ser,ants are retired on reaching the retirement age. More details on the retirement of ci,il ser,ants may be found in chapter D.3.
9.7.

C)&'-&+-&5 P():2..-)&/0 D2120)682&' :)( A,/*28-, S'/:: B)(<-&5 -& H-592( E*+,/'-)&

*r"anisational Aspects ;rofessors and Aunior professors as 0ell as scientific and creati,e arts staff can be granted sabbaticals at certain inter,als# usually for the length of a semester# for purpos: es of research and further training. &n addition# the teaching commitments of professors are# as a rule# allocated in such a 0ay that they are still left 0ith sufficient time for re: search# for gaining scientific and academic 7no0ledge and for the further de,elopment of teaching and study on academic foundations. &n this respect in:ser,ice training for staff in the higher education sector is a component of their professional tas7s. Some higher education institutions offer in:ser,ice training courses in the field of didac: tics in higher education for teaching staff# attendance of 0hich is ,oluntary. )ncenti es for #articipation in $ontinuin" #rofessional (e elopment 0$#(1 Acti ities At the moment no information on incenti,es for participation in continuing professional de,elopment is a,ailable.
9.#.

I&-'-/0 E*+,/'-)& :)( T2/,92(. /&* T(/-&2(. B)(<-&5 -& A*+0' E*+,/" '-)& /&* T(/-&-&5

Most of the legislation in the Lnder go,erning continuing education stipulates the 9ual: ification re9uirements demanded of the teaching staff. According to a resolution adopt: ed by the Standing Conference of the Ministers of Education and Cultural Affairs < "ul# tusministerkonferenz = *M*? in D"4# members of administrati,e and teaching staff at institutions of continuing education are supposed to ha,e a higher education degree. Assistant tutors must ha,e ac9uired a higher education degree# a further 9ualification in a profession < )achschulabschluss? or a ,ocational 9ualification plus se,eral years of practical e8perience.
9.9.

C)&*-'-)&. ): S2(1-,2 :)( T2/,92(. /&* T(/-&2(. B)(<-&5 -& A*+0' E*+,/'-)& /&* T(/-&-&5

According to a Aoint recommendation of the Standing Conference of the Ministers of Ed: ucation and Cultural Affairs <"ultusministerkonferenz = *M*? and the 5eutscher Stdtetag <Association of German Cities? of DG # institutions of continuing education generally are to employ full:time tutors.

9.1 .

C)&'-&+-&5 P():2..-)&/0 D2120)682&' :)( T2/,92(. /&* T(/-&2(. B)(<-&5 -& A*+0' E*+,/'-)& /&* T(/-&-&5

'he professional further training of tutors in the field of continuing education ta7es place 0ithin the scope of the responsibility of the Lnder for continuing education. &n addition# the Federal Ministry of Education and Research < Bundesministerium fr Bild# ung und )orschung : %M%F? promotes ,arious proAects for the impro,ement of academic and pedagogical competence of tutors in the field of continuing education.

3 3

1 .

MANAGEMENT AND OTHER EDUCATION STAFF

'his chapter contains information on management staff# staff in,ol,ed in monitoring educational 9uality# education staff responsible for guidance and other education staff 0or7ing in the early childhood sector and school education# in tertiary education and in adult education and training.
1 .1.

M/&/5282&' S'/:: :)( E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Re@uirements for appointment .anagers of da#-care centres for children 2>indertageseinrichtungen) Lnder rules on the re9uirements for appointment as a manager of a day:care centre for children differ. Staff 0ith a super,isory function in pre:school institutions often ha,e an academic degree from a )achhochschule as a Sozial&dagoge <graduate youth and com: munity 0or7er?. chool heads 'he 9ualifications re9uired for school heads are those of teachers at the rele,ant school le,el# 0ith a teaching 9ualification plus se,eral years of teaching and management e8pe: rience. $onditions of ser ice 'he responsibilities of the head teacher <Schulleiter? comprise staff management# admin: istration# the school budget as 0ell as the e,aluation of teachers# school public relations and the de,elopment of a school:specific profile <for more detailed information on the responsibilities of the head teacher# see chapter 3.G.?. For performing the duties of a head teacher# the classroom hours of the head are reduced. 'he salaries of head teachers and deputy head teachers depend on the number of pupils at the school. As a rule# the salary groups are as follo0s for schools 0ith more than $@4 pupils1 +eputy head-head of !rundschulen +eputy head-head of Hau&tschulen +eputy head-head of %ealschulen +eputy head-head of !'mnasien +eputy head-head of ,ocational schools A A A A A $-A H $-A H H plus allo0ance-A ! ! plus allo0ance-A @ ! plus allo0ance-A @

1 .2.

S'/:: I&1)012* -& M)&-')(-&5 E*+,/'-)&/0 $+/0-'; -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Re@uirements for appointment A member of staff responsible for super,ision in primary# lo0er or upper secondary ed: ucation <Schulaufsichtsbeamter? has to pro,ide e,idence of the same 9ualifications as teachers at the school le,el concerned and ha,e completed se,eral years of teaching ser:

3 $

,ice. 'hey must also as a rule ha,e ac9uired se,eral years of e8perience as head teach: ers or deputy head teachers or in a senior position in a teacher training institution. $onditions of ser ice 'he tas7s of members of staff responsible for super,ision <Schulaufsichtsbeamte? com: prise the )achaufsicht <academic super,ision of teaching and educational acti,ity? and the 5ienstaufsicht <super,ision of educational staff and head teachers?. 'he tas7 of %echtsaufsicht <legal super,ision# carried out as a rule by la0yers? in,ol,es monitoring legal aspects of school administration <e.g. the establishment and maintenance of school buildings and the procurement of teaching materials?. 'hese staff are employed in the Schulmter <lo0er:le,el school super,isory authorities? or in the 7berschulmter or Be# zirksregierungen <middle:le,el school super,isory authorities? and are ci,il ser,ants employed by the Land. See also chapter 3.".
1 .3.

E*+,/'-)& S'/:: R2.6)&.-?02 :)( G+-*/&,2 -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Ad,ice may be obtained from the pupilCs teachers as 0ell as 0hat are 7no0n as C(.6: SELL&6G 'EAC)ERS < Beratungslehrer?# i.e. members of staff 0ith e8tra training in educa: tional science and psychology. Apart from pro,iding guidance on the choice of school career# they also spea7 0ith pupils indi,idually 0hen learning or beha,ioural difficul: ties arise and maintain a general counselling ser,ice for pupils and teachers ali7e. 'he purpose of such tal7s for pupils e8periencing difficulties is to establish 0hat pedagogi: cal assistance is re9uired or# by consulting 0ith school psychologists# to disco,er the root causes. A counselling teacher is also e8pected to ma7e the benefit of his e8perience and 7no0ledge a,ailable to the school as a 0hole and specific teachers indi,idually. &f his 0or7 is to be successful# a counselling teacher must 0or7 closely together 0ith other institutions li7e the local youth 0elfare office < 8ugendamt?. 'he local public health office <!esundheitsamt? 0ith its school health ser,ice is respon: sible for primary <and secondary? SC)((L )EAL') CARE. Bith a fe0 e8ceptions# it is the Lnder that enAoy administrati,e authority o,er the health ser,ices. &t is the Aob of the medical officer at the public health office to ensure that the 0or7 of the school health ser,ice# including dental care# meets the re9uired standard. 'he 0or7 of school doctors is super,ised by a public health officer <Amtsarzt?. 'he school health ser,ice has the follo0ing responsibilities among others1 to carry out medical screening# notably of children starting and lea,ing school to monitor those pupils 0hose state of health re9uires regular chec7:ups to perform dental screening to hold surgeries for parents# pupils and teachers to ad,ise and instruct teachers on health care issues

'he staffing of the school health ser,ice at the local public health offices ,aries from one place to another# 0ith differences bet0een urban and rural areas as to the number of school doctors and their selection according to 9ualification. 'he responsibilities of the SC)((L ;S/C)(L(G&S' < Schul&s'chologe? comprise indi,idual assistance through psychological diagnosis as 0ell as counselling at the primary# lo0er
3 H

and upper secondary le,els of education. Candidates must in accordance 0ith the regu: lations of their Land pro,ide either e,idence of the successful completion of uni,ersity studies in psychology# or of the successful completion of teacher training and an addi: tional course of study in psychology of at least one year# as 0ell as se,eral years of 0or7 e8perience in line 0ith their training. 'hose appointed 0or7 in school psychological ser,ices outside indi,idual schools# located as a rule in a centre for counselling and sup: port run by the school super,isory authorities. School psychologists are ci,il ser,ants employed by the Land. See also chapter 3.!.
1 .4.

O'92( E*+,/'-)& S'/:: )( S'/:: B)(<-&5 3-'9 S,9))0.

-on-teaching staff at schools General schools employ only a small number of non:teaching staff <usually a secretary and careta7er?# 0ho are usually ta7en on and paid by the Schultrger# the schoolIs main: taining body. Schools 0hich offer super,ision of pupils beyond teaching hours and !anztagsschulen <all:day schools? employ = depending on their siJe and the e8tent of e8tra:curricular acti,ities = pedagogic staff <&dagogische )achkrfte? or Sozial&da# gogen <graduate youth and community 0or7ers? and paid assistants <see chapter !.3.?. &n all day schools in particular# the professionalisation of teachers and e8ternal 9ualified staff is of high significance. &n the net0or7 proAect Lernen fr den !anz/ag <EAll:day learningO?# from 344! until 344G# fi,e Lnder collaborated on the de,elopment of mod: ules for Aoint further training of teaching staff at all:day schools. More information can be found on the follo0ing 0ebsite1 000.ganJtag:bl7.de. Ather staff at special schools Alongside special education teachers there is other specialist staff at )1rderschulen and in integrated classes at mainstream schools. Sozial&dagogen# graduate youth and com: munity 0or7ers# and pedagogic staff <2dagogische )achkrfte? carry out remedial 0or7# assist the special teacher in artistic and technical lessons and are responsible for leisure acti,ities. 'his latter is necessary as )1rderschulen are fre9uently all:day schools < !anztagsschulen? or boarding schools. ;hysiotherapists# speech therapists and occupa: tional therapists pro,ide treatment in their respecti,e fields and the ser,ices of nursing staff are also a,ailable# 0here necessary. /nstructors in the dual s#stem of vocational education and training Bithin the duales S'stem <dual system? of ,ocational training# both the teaching staff in the Berufsschulen themsel,es and the instructors in the partner companies are respon: sible for the ,ocational training of the students. 'he follo0ing remar7s refer to the training of in:company instructors <for information on training teaching staff for Berufsschulen see chapter D. .?.
+e"islati e frame7or8

Conditions go,erning the training of in:company instructors are stipulated in federal la0. 'he statutory pro,isions <Section 3G of the Focational 'raining Act = Berufsbild# ungsgesetz = RG4# Section 33 of the )andicrafts Code = Handwerksordnung = RG ? stipu: late that the instructors must ha,e the necessary personal and technical s7ills# 7no0ledge and 9ualifications for training young people. 'heir professional 9ualifica:
3 !

tions are used to Audge 0hether they ha,e the necessary technical s7ills. Furthermore# instructors must pro,ide e,idence of the re9uired pedagogical 7no0ledge of profession: al and 0or7:related issues by means of a particular 9ualification certificate.
$ontents of the trainin"

'he content of training is laid do0n in general terms in the (rdinance on 'rainer Apti: tude <Ausbilder#$ignungsverordnung = AEF( = RG3?. 'raining is usually pro,ided in courses ta7en alongside full:time employment 0ith a total duration of ! hours. ;artic: ipation in these courses as a means of preparing for the instructor aptitude e8amination is not# ho0e,er# compulsory. ;rofessional and pedagogical s7ills include the ability to plan# implement and control ,ocational training unaided in the follo0ing fields of action1 Assess ,ocational training re9uirements and plan training# ;repare training and participate in trainee recruitment# Conduct training and Conclude training.

Assessment of performance and lea in" certificates

'he e8amination assignments are determined by the bodies responsible <e.g. chambers of industry and commerce?# 0hich also set up an e8amining board. 'he e8amination comprises a 0ritten test and a practical component consisting of a presentation and a technical discussion lasting up to t0enty minutes. (n passing the e8amination a certificate is issued confirming the re9uired professional and pedagogical 7no0ledge# s7ills and competences.
Responsibility for the e!amination

Responsibility for the e8amination of in:company instructors lies 0ith the bodies re: sponsible 0ithin the dual system of ,ocational education and training# such as# for e8: ample# industryIs self:go,erning institutions <chambers of industry and commerce# chambers of handicrafts# chambers of agriculture?. 'hese institutions are responsible for adopting 2rfungsordnungen <e8amination regulations? and setting up e8amining boards to conduct aptitude e8aminations for instructors.
1 .5.

M/&/5282&' S'/:: :)( H-592( E*+,/'-)&

Re@uirements for Appointment 'he head of a higher education institution is either elected from among the professors belonging to it or elected from outside the institution. &n the second case# the candidate appointed must ha,e successfully completed four to fi,e years of higher education stud: ies and pro,ide e,idence of a successful career of se,eral years in a responsible position in educational or Audicial administration# art# science or management.

3 @

$onditions of ser ice 'he head e8ternally represents the institution. )is responsibilities comprise admin: istration# finances# institutional de,elopment# the de,elopment of the study courses on offer# the implementation of e,aluation# staff management and public relations. &f the head is elected from among the group of professors# they may continue 0ith teaching and academic research. 'he head of a higher education institution has temporary ci,il ser,ant status and is employed by the Land concerned. 'he official title of the person appointed is either %ektor or 2rsident# depending on the legislation of the Land and the constitution of the institution.
1 .!.

O'92( E*+,/'-)& S'/:: )( S'/:: B)(<-&5 -& H-592( E*+,/'-)&

;art:time and full:time non:academic staff at higher education institutions comprise# among others# ci,il ser,ants and employees of the central and departmental administra: tions and libraries# engineers and technical staff# careta7ers# Aanitors# trainees and nurs: ing staff at uni,ersity hospitals.
1 .7.

M/&/5282&' S'/:: B)(<-&5 -& A*+0' E*+,/'-)& /&* T(/-&-&5

Most of the legislation in the Lnder go,erning continuing education stipulates the 9ual: ification re9uirements demanded of the teaching staff. According to a resolution adopt: ed by the Standing Conference of the Ministers of Education and Cultural Affairs < "ul# tusministerkonferenz = *M*? in D"4# members of administrati,e staff at institutions of continuing education are supposed to ha,e a higher education degree.
1 .#.

O'92( E*+,/'-)& S'/:: )( S'/:: B)(<-&5 -& A*+0' E*+,/'-)& /&* T(/-&" -&5

'here are no data a,ailable on other education staff or other staff 0or7ing in adult edu: cation.

3 "

11.
11.1.

$UALITY ASSURANCE
I&'()*+,'-)&

'he debate about e,aluation in the education system# in other 0ords the systematic as: sessment of organisational structures# teaching and learning processes and performance criteria 0ith a ,ie0 to impro,ing 9uality# did not start in Germany until the end of the DG4s# later than in other European countries. Although the actual concept of e,aluation may not yet ha,e been institutionalised# this does not mean that no control mechanisms e8isted. State super,isory authorities for schools and higher education# statistical sur: ,eys carried out by the Federal Statistical (ffice and by the Statistical (ffices of the Lnder as 0ell as educational research in institutes that are subordinate to federal or Land ministries or Aointly funded by the Federal Go,ernment and the Lnder are used for 9uality assurance and e,aluation purposes. Bithin the school system# the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ultusministerkonferenz = *M*?# in the so:called "on# stanzer Beschluss of (ctober DD"# too7 up 9uality assurance processes that had already been introduced in se,eral Lnder in the school sector and declared these a central is: sue for its 0or7. Since then the Lnder ha,e de,eloped e,aluation instruments in the narro0er sense 0hich may be employed depending on the obAecti,e. &n 2une 3443# the Ministers of Education and Cultural Affairs adopted a resolution to introduce Bild# ungsstandards <educational standards? binding for all Lnder. &n 344$ and 344H# educa: tional standards 0ere adopted for the primary sector# the Hau&tschulabschluss and the ittlerer Schulabschluss. &n (ctober 34 3 the Standing Conference# on the basis of a deci: sion of (ctober 344"# has resol,ed educational standards for the Allgemeine Hochschulreife <general higher education entrance 9ualification? in German and Mathematics and in fol: lo0:on courses in the foreign languages English and French. &n 2une 344@# the Standing Conference adopted a comprehensi,e strategy for education: al monitoring 0hich consists of four interconnected areas1 participation in international comparati,e studies of pupil achie,ement central re,ie0 of the achie,ement of educational standards in a comparison bet0een the Lnder comparati,e studies 0ithin the Lnder in order to re,ie0 the efficiency of indi,idual schools the Aoint education reporting of the Federation and the Lnder For further information on the procedures and tools of the educational monitoring# see chapter .3. 'he e,aluation of research and teaching has been pro,ided for in the higher education sector since the amendment to the Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? of DDG. 'he e,aluation of study courses and subAects is also established in the higher education legislation of most Lnder. &n a resolution of March 3443# the Standing Conference laid do0n the future de,elopment of 9uality as: surance for all Lnder and institutions of higher educationM in the long:term# this should lead to an o,erall concept for 9uality assurance# ta7ing account of all types of higher education institution and all study courses. Bith the introduction of the accreditation of
3 D

study courses# the setting up of the Accreditation Council <Akkreditierungsrat?# the foun: dation of accreditation agencies and the adoption of Aoint structural re9uirements for all Lnder for %achelorCs and MasterCs study courses# standards and procedures 0ere es: tablished for the teaching sector. 'hese should pro,ide students and employers 0ith reliable orientation and create transparency in international cooperation 0ith regard to the study offer and study 9ualifications in Germany. &n September 344!# the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder passed a comprehensi,e 9uality assurance frame0or7 concept for teaching <Qualittssicherung in der Lehre?. For further information on 9uality assurance for all Lnder and higher edu: cation institutions# see chapter .$. 'he 344H Standards for 'eacher 'raining in the Educational Sciences <Standards fr die Lehrerbildung< Bildungswissenschaften? and the +ecember 344G edition of the common content re9uirements for subAect:related studies and subAect:related didactics in teacher training 0hich apply to all Lnder <Lndergemeinsame inhaltliche Anforderungen fr die )achwissenschaften und )achdidaktiken in der Lehrerbildung? ser,e as the basis for the accreditation and e,aluation of teacher:training courses. For more information on 9ual: ity assurance and 9uality de,elopment through the Standards for 'eacher 'raining and the common content re9uirements for subAect:related studies and subAect:related didac: tics# see chapters D. . and H.3.3. &n (ctober 344$# the Standing Conference first published a report on the education sys: tem in Germany# Bildungsbericht fr 5eutschland< $rste Befunde <Education Report for Germany1 First Findings?# 0hich mainly focuses on schools pro,iding general education. 'he first Aoint education report of the Federation and the Lnder# Bildung in 5eutsch# land <Education in Germany?# 0hich mainly focuses on education and migration# 0as presented in 344@. 'he second national education report concentrates on the transition from school into ,ocational education and training# higher education and the labour mar7et# and 0as presented in 2une 344G. 'he third national Education Report presented in 2une 34 4 0as de,oted primarily to Eperspecti,es of education in demographic changeO. 'he Aoint education reporting of the Federation and the Lnder is part of the ne0 Aoint tas7 pursuant to Article D b# ;aragraph 3 of the %asic La0 < !rundgesetz = R ? # as 0ell as of the comprehensi,e strategy of the Standing Conference of the Ministers of Education and Cultural Affairs for educational monitoring. For more detailed infor: mation on Aoint education reporting by the Federation and the Lnder# see chapter .3. pecific legislative framework
#rimary and secondary education

Land authority to carry out academic super,ision is deri,ed from the state so,ereignty o,er schools enshrined in the %asic La0 <!rundgesetz 3 R ?. 'his states that the entire school system is under the super,ision of the state <Art. "# ;aragraph ?. +etailed pro,i: sions are set out in the Education Acts <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "? and regulations of the Lnder. 'he school legislation of most Lnder pro,ides for measures of e8ternal and internal e,aluation beyond state super,ision. 'he full te8ts of the current Education Acts are a,ailable on the 0ebsite of the Standing Conference <000.7m7.org?.

334

)n/company ocational trainin"

>uality assurance in in:company ,ocational training is achie,ed mainly through la0s and regulations and through the recommendations of the board of the Federal &nstitute for Focational 'raining < Bundesinstitut fr Berufsbildung?. 'he Focational 'raining Act < Berufsbildungsgesetz = RG4? places a high ,alue on 9uality assurance and 9uality de,el: opment.
'i"her education

.nder Section !D of the Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? and the higher education legislation in place in the Lnder <R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3?# higher education institutions are subAect to state super,ision 0hich is e8ercised by the Lnder. 'he full te8ts of the current la0s for higher education institutions are also a,ailable on the 0ebsite of the Standing Conference <000.7m7.org?. 'he e,aluation of research and teaching has been pro,ided for in the higher education sector since the amendment to the Frame0or7 Act for )igher Education of DDG. )igher education legislation of most Lnder no0 includes regulations regarding both internal and e8ternal e,aluation.
$ontinuin" education

&n their la0s and statutory pro,isions for the promotion of continuing education <R @D= "4# R "3= "$# R "@# R "G# R G4# R G3# R GH# R G@# R GG= GD# R D3?# Federation and Lnder ha,e formulated general minimum re9uirements of a structural and 9uantitati,e nature for institutions of continuing education. Furthermore# some Lnder ha,e adopt: ed specific 9uality assurance standards in their statutory pro,isions. &n the area of dis: tance learning# the La0 on the ;rotection of ;articipants in +istance Education < )ernun# terrichtsschutzgesetz = R @"?# as 0ell as the control by the Central (ffice for +istance Learning of the Lnder <.entralstelle fr )ernunterricht der Lnder ?# assure the 9uality and further de,elopment of the offer.
11.2.

$+/0-'; A..+(/&,2 -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Responsible bodies "arl# childhood education and care .nli7e the school sector# in pre:school education responsibility for the 9uality of a day: care centre for children lies 0ith the maintaining body for that centre# 0hich underta7es the )achaufsicht <academic super,ision of teaching and education acti,ity? and the 5ienstaufsicht <super,ision of educational staff and head teachers? for its employees. 'he youth 0elfare offices <8ugendmter ? ha,e the tas7 of supporting the pri,ate:sector maintaining bodies <as 0ell as regularly self:employed child:minders? through appro: priate measures in e8ercising their promotional mission. 'his is less a matter of control# and more a matter of specialist support# for instance through practical or specialist ad: ,ice# 0hich ha,e an important role in this conte8t. 'hus support on concept and team de,elopment issues and organisational de,elopment specific to the establishment# inter alia# count among the tas7s of specialist support.
33

&n the Lnder# there are manifold measures to ensure and de,elop the 9uality of day: care centres and day care for children. 'he Federal Go,ernmentCs 9uality assurance initiati,e is being accompanied by the Bor7ing ;arty of the )ighest /outh and Family Authorities of the Lnder <Arbeitsgemeinschaft der 7bersten Landes0ugend# und )ami# lienbeh1rden = AG2F? in an ad,isory capacity# on behalf of the Conference of Ministers of /outh and Family Affairs < 8ugend# und )amilienministerkonferenz?. Primar# and secondar# education School super,isory authorities e8ercise )achaufsicht <academic super,ision?# %echtsaufsicht <legal super,ision? and 5ienstaufsicht <staff super,ision? 0ithin the school system. Special educational support and academic e,aluation is pro,ided in school pilot proAects carried out by the school super,isory authorities and the &nstitutes for School ;edagogy of the Lnder. Accompanying research e8amines the effecti,eness of the reform measures and the frame0or7 that should be created if they are to be suc: cessfully implemented. 'he introduction of ne0 curricula is often preceded by a test phase. &n some Lnder# for e8ample# teachers are sur,eyed in order to establish 0hether the ne0 guidelines ha,e pro,ed successful or re9uire amendment. %y pro,iding ad,ice and assistance and recommending changes in schools and by re: porting to higher:ran7ing education authorities# the school super,isory authorities and institutes for school pedagogy are to ma7e a contribution to the e,aluation and further de,elopment of the school system. &n almost all Lnder# schools are e,aluated by e8ternal 9uality or e,aluation agencies and inspection procedures. &n the Lnder 0here there are legal pro,isions for e8ternal e,aluation# as a rule# responsibility lies 0ith the school super,isory authorities. &n se,: eral Lnder# responsibility lies 0ith the institutes for school pedagogy < Landesinstitute fr Schul&dagogik?. 'he ,ocational education and training committees and the Land committees shall# 0ith: in the frame0or7 of their duties# 0or7 to0ards a continuous impro,ement of the 9uality of ,ocational education and training. &n 2une 344H the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder set up the &nstitute for Educational ;rogress <Institut zur Quali# ttsentwicklung im Bildungswesen = &>%? at the )umboldt .ni,ersity in %erlin. 'he main tas7 of the &>% is to define precise educational standards and elaborate and use them as the basis for de,eloping tas7s 0hich can determine 0hether the e8pected com: petences set out in the educational standards are being achie,ed. As part of the Aoint tas7 Eassessment of the performance of the German educational sys: tem in international comparisonO in (ctober 34 4 the Standing Conference and the Fed: eral Ministry of Education and Research <Bundesministerium fr Bildung und )or# schung? set up the Center for &nternational Large Scale Assessment < .entrum fr Inter# nationale Bildungsvergleichsstudien L&%? 0hich is based in Munich. A net0or7 formed by the 'echnical .ni,ersity of Munich <'.M?# the LeibniJ &nstitute for Educational Re: search and Educational &nformation < 5eutsches Institut fr Internationale 2dagogische )orschung = +&;F?# and the LeibniJ &nstitute for Science and Mathematics Education < Leibniz#Institut fr die 2dagogik der Caturwissenschaften und athematik = &;6?# the L&% is initially responsible for implementing ;&SA studies in Germany up until 34 @#
333

including drafting national reports. 'he L&% is also responsible for ensuring and coor: dinating continuous participation in international academic committees on educational comparati,e studies# and for research and the promotion of up:and:coming academics in the field of competence diagnostics <$ducational easurement? and international educa: tional comparati,e studies <Large Scale Assessments ?. &n general it is to ma7e a contribu: tion to securing the educational monitoring in an international comparison 0hich is Aointly funded by the Federation and the Lnder# and to increasing the e8tent and pres: ence of German educational research in the conte8t of international educational com: parati,e studies. 'o coordinate each research programme# 0or7 planning# the implementation of educa: tional comparati,e studies and the de,elopment of topic focuses for proAects of educa: tional research in connection 0ith the comparati,e studies# a Aoint coordination point for the L&% and &>% has been set up at the &>%. 'his coordination point also organises the appraisal procedure for educational research proAects in connection 0ith the com: parati,e studies. &n addition# the Research +ata Centre < )orschungsdatenzentrum = F+L? 0ill continue its 0or7M since (ctober 34 this has been located 0ithin the coordination point at the &>%. 'he F+L documents data obtained from the national and international educational comparati,e studies. Approaches and methods for @uality assurance "arl# childhood education and care &n 6o,ember 34 4 the Federal Ministry for Family Affairs# Senior CitiJens# Bomen and /outh <Bundesministerium fr )amilie6 Senioren6 )rauen und 8ugend = %MFSF2? launched the 7ffensive )rhe -hancen< Schwer&unkt#"itas S&rache = Integration <Early (pportunities (ffensi,e1 Focus *itas Language and &ntegration?. Additional 9ualified professionals are to be employed in up to H#444 day:care centres thereby supporting childrenCs indi,idual language de,elopment. 'he promotion of language s7ills is to be integrated into daily practice in day:care centres as an interdisciplinary tas7. 'his is intended to impro,e childrenCs chances of participating in the education system regard: less of their origin. 'he Federation is pro,iding around Euro H44 million for this as part of the >ualification &nitiati,e for Germany EGetting ahead through educationO <Aufstieg durch Bildung? up until 34 H. Bith the Action ;rogramme Child +ay Care <Aktions&rogramm "indertages&flege? the Federal Ministry for Family Affairs# Senior CitiJens# Bomen and /outh promotes the structures and e8pansion of day:care for children. &n 2une 344D a 9uality label 0as in: troduced for educational institutions destined to ensure that ne0 day:care staff throughout Germany ha,e a minimum 9ualification based on a professionally recog: niJed standard. 'he programme is carried out in cooperation 0ith the Federal Employ: ment Agency <Bundesagentur fr Arbeit? and the maAority of the Lnder. 'he further training initiati,e for early childhood teaching professionals <4eiterbildungsinitiative )rh&dagogische )achkrfte 3 4I)) ?# launched by the Federal Ministry of Education and Research < Bundesministerium fr Bildung und )orschung = %M%F? in conAunction 0ith the Robert %osch Foundation <%obert Bosch Stiftung ?# and implemented in collabo: ration 0ith the German /outh &nstitute <5eutsches 8ugendinstitut?# promotes early peda:
33$

gogical continuing training content on 0hich a consensus may be reached# and models to recognise high:9uality continuing training measures# and de,elops them in a nation0ide 9uality de,elopment process. Primar# and secondar# education
School super isory authorities

School super,isory authorities e8ercise )achaufsicht <academic super,ision?# %echtsaufsicht <legal super,ision? and 5ienstaufsicht <staff super,ision? 0ithin the school system. Academic su&ervision concerns the teaching and educational 0or7 car: ried out by schools. 'he school inspectors support and foster the 0or7 of the school# ensure that curricula and other legal pro,isions are being adhered to and that teaching and education are being conducted professionally using appropriate methods and fur: ther impro,ed 0here,er possible. Academic super,ision is carried out by ,isiting schools# obser,ing lessons and pro,iding ad,ice at school le,el. Legal su&ervision is a further element in school super,ision. &t in,ol,es monitoring the legality of management of 0hat is called e8ternal school affairs <for e8ample# the construction and maintenance of school buildings? by the Schultrger# the schoolIs maintaining body. Finally# school super,isory authorities e8ercise staff su&ervision o,er teachers and head teachers at public:sector schools# thus ensuring that teaching staff are carrying out their duties. Ci,il ser,ice guidelines stipulate the need for the appraisal of teachers on specific occa: sions <end of probationary period# promotion# transfer? and in some cases at periodic inter,als. 'his ser,es both to ad,ance the career of the indi,idual teacher and to main: tain the efficiency of the school system. 'eaching ability and aptitude are assessed# as are the teacherIs professional competence. Assessment is based on ,isits to classes by the head teacher and school inspectors# performance reports by the head teacher on the teacher concerned# con,ersations 0ith the teacher and inspection and assessment of pupilsI 0or7.
E aluation measures in schools

&n recent years# initiati,es ha,e been ta7en in all Lnder in order to de,elop measures for assuring the 9uality of education at both the le,el of the school system and the le,el of the indi,idual schoolsM this goes beyond the customary range of instruments of the school super,isory authority and proAect super,ision. 'he Lnder ha,e ta7en a number of e,aluation measures in 0hich ,arious 9uality assurance and 9uality de,elopment procedures interact. 'hese procedures include the de,elopment or further de,elopment of frame0or7 curricula# comparati,e tests across the Lnder and schools in core subAects# the e8tension of e8ternal e,aluation# the de,elopment of standards and their re,ie0# the de,elopment of 9uality management in schools# centralised final e8aminations <lo0er and upper secondary education?.

'hese measures are embedded in the comprehensi,e strategy of the Standing Confer: ence of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? for educational monitoring as 0ell as in strategies of indi,idual Lnder for 9uality e,aluation and 9uality assurance 0hich# amongst other measures# include the strength:
33H

ening of the autonomy of the indi,idual school# the de,elopment of school:specific pro: files# the promotion of inter:school cooperation as 0ell as the strengthening of the ad,i: sory functions of the school super,isory authority. 'he e,aluation procedures for schools in the Lnder are in line 0ith the educational standards for the primary sector# the Hau&tschulabschluss and the ittlerer Schulabschluss adopted by the Standing Con: ference of the Ministers of Education and Cultural Affairs in 344$ and 344H. 'hese cross:Lnder target criteria are in most Lnder complemented by the pro,isions of the so:called frame0or7s for school 9uality 0hich by means of indicators of school and teaching practice 9uality pro,ide schools 0ith a frame of reference. As part of these o,erall strategies# increasing 0eight is gi,en to measures for the e,alua: tion of indi,idual schools. &n the maAority of Lnder# the obligatory de,elopment of school:specific programmes plays a central role. &n the school:specific programmes# the indi,idual schools specify the main focuses and obAecti,es of their 0or7 on the basis of Land regulations regarding the content and 9ualifications obtained after completing the courses. At the same time# the school:specific programmes determine internal e,alua: tion methods and criteria based on the re9uirements specific to the Land <e.g. curricula# timetables?. 'he areas to be e,aluated are determined autonomously by the schools in the school:specific programmes. School:specific programmes should ta7e account of the social and demographic re9uirements of the indi,idual school. 'he frame0or7s for school 9uality referred to abo,e are of central importance for the implementation of school:specific programmes. 'he Focational 'raining Act <Berufsbildungsgesetz = RG4? puts great emphasis on 9uality assurance 0ithin the dual system of ,ocational education and training. 'his focus in: cludes a fle8ibilisation of the training 9uality control instruments and their supplemen: tation by a number of ne0 9uality assurance guidelines# amongst other measures. More: o,er# procedures are to be dra0n up for the e8ternal e,aluation of 9uality assurance in continuing ,ocational training and education.
$omprehensi e strate"y for educational monitorin"

&n 2une 344@# the Standing Conference of the Ministers of Education and Cultural Af: fairs adopted a comprehensi,e strategy for educational monitoring 0hich consists of four interconnected areas1 international comparati,e studies of pupil achie,ement the central re,ie0 of the achie,ement of the Bildungsstandards <educational stand: ards? in a comparison bet0een the Lnder comparati,e studies in order to re,ie0 the efficiency of indi,idual schools 0ithin the Lnder and the Aoint education reporting of the Federation and the Lnder &n the follo0ing# these four areas of the strategy for educational monitoring are de: scribed in detail.
Participation in national and international comparative studies of pupil achievement

'he Standing Conference# in the so:called "onstanzer Beschluss of (ctober DD"# too7 up 9uality assurance processes that had already been introduced in a ,ariety of forms at Land le,el in the school system and declared these an obAect to be tac7led through Aoint
33!

efforts on the part of all Lnder. 'hese should also include a comparison of performance 0ithin Germany. 'he in,estigations necessary to this end should ta7e the follo0ing points into consideration1 the specific frame0or7 conditions as 0ell as differences in terms of the curriculum and organisation of different types of school le,els of competence in the mother tongue and foreign languages# mathematics# tech: nology and natural sciences the de,elopment of personal and interpersonal s7ills <so:called 7ey 9ualifications? 'he Aoint tas7 pursuant to Article D b# ;aragraph 3 of the %asic La0 < !rundgesetz = R ? includes the cooperation of the Federation and the Lnder for the assessment of the performance of educational systems in international comparison and in drafting rele: ,ant reports and recommendations. A corresponding administrati,e agreement has en: tered into force at the beginning of 344". .nder this accord# Federation and Lnder are able to deli,er Aoint recommendations on the results of international studies of pupil achie,ement. Currently# Germany is ta7ing part in international comparati,e studies of pupil achie,ement such as the 'rends in &nternational Mathematics and Science Study <'&MSS?# the ;rogress in &nternational Reading Literacy Study <;&RLS? and the (EC+ proAect entitled ;rogramme for &nternational Student Assessment <;&SA? as a means of establishing pupilsI performance. 'he general obAecti,e of the (EC+ proAect is to pro: ,ide (EC+ states 0ith indicators concerning the 7no0ledge# s7ills and abilities of !: year old pupils in the areas of reading# mathematics and sciences. A ;&SA sur,ey cycle incorporates three sur,eys focusing on reading# mathematics and the natural sciences in turn. 'he results are published one year after the main sur,ey. &n the first sur,ey cycle <;&SA 3444# ;&SA 344$# ;&SA 344@?# additional issues 0ere co,ered through national e8: tensions <;&SA:E? and the sample 0as substantially e8panded to allo0 a comparison bet0een the Lnder. After the publication of the results of the ;&SA 3444 (EC+ study in +ecember 344 # the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder named se,en areas in 0hich the Lnder and the Standing Conference of the Ministers of Education and Cultural Affairs 0ill become acti,e1 measures to impro,e linguistic competence as early as early childhood education measures to strengthen the lin7 bet0een the early childhood sector and primary school 0ith the aim of an early school entry measures for the impro,ement of primary education and the continuous impro,ement of reading literacy and basic understanding of mathematical and scientific concepts measures for efficient support of educationally disad,antaged children 0ith particular regard to children and young people 0ith a migrant bac7ground measures to thoroughly de,elop and assure the 9uality of teaching and schools on the basis of binding educational standards and result:oriented e,aluation measures to impro,e professionalism in teaching 0ith particular regard to diagnostic and methodical competence as an element of systematic school de,elopment

33@

 measures to e8pand pro,ision of all:day acti,ities and care 0ith the aim of increasing opportunities for education and support 0ith particular regard to pupils 0ith educa: tional deficits and especially gifted pupils &n their comments on the results of ;&SA 344$ and ;&SA 344@# the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder and the Federal Minis: try of Education and Research stressed that the German education system had de,el: oped positi,ely on the 0hole. At the same time the se,en areas of action remained a ,ery important basis for reform measures for 9uality de,elopment in the school sector. 'he 0ide differences in performance bet0een 0ea7 and strong pupils and the close lin7 be: t0een social bac7ground and competence ac9uisition re9uired greater efforts. 'he results of the ;&SA 344D sur,ey# 0hich 0as carried out by a consortium under the direction of the LeibniJ &nstitute for Educational Research and Educational &nformation <5eutsches Institut fr Internationale 2dagogische )orschung?# confirmed the continu: ing positi,e de,elopment of the German education system. Alongside impro,ed reading competence and mathematical competence# progress 0as made in the field of e9uality in education in particular. 'he close lin7 bet0een social bac7ground and reading compe: tence has declined perceptibly since the year 3444. 'he differences bet0een pupils 0ith a migrant bac7ground and pupils 0ithout a migrant bac7ground ha,e also fallen consid: erably. 'o impro,e learning outcomes further# 9uality de,elopment is to be focused e,en more on impro,ing lesson 9uality and on targeted indi,idual support. From 344D on0ards the comparison of school performance 0ithin Germany is no longer part of an e8tension of the ;&SA study but is carried out as a central re,ie0 of the achie,ement of educational standards in a comparison bet0een the Lnder. &n addition to the ;&SA in,estigations that refer to the secondary le,el# Germany also participated in the ;rogress in &nternational Reading Literacy Study <;&RLS? for grade H pupils in 344 M its results 0ere published in April 344$. &n the synopsis of the se,en are: as of action# named by the Standing Conference of the Ministers of Education and Cul: tural Affairs of the Lnder as a conse9uence of the ;&SA results and of the results of the ;&RLS study# ne0 assessments of the importance attached to indi,idual areas as 0ell as to additional priorities ha,e been re,ealed. )o0e,er# in this conte8t# the se,en areas of action lose none of their significance for 9uality assurance in the school system. &n 6o: ,ember 344"# the results of the ;&RLS-&GL. 344@ study 0ere published. 'he Standing Conference and the Federal Ministry of Education and Research < Bundesministerium fr Bildung und )orschung = %M%F? Aointly emphasised the positi,e trend in the achie,e: ments of pupils. At the same time# they pointed out the necessity for further reform in order to effecti,ely counter the lin7 bet0een social bac7ground and success at school in the primary sector as 0ell. &n coordination 0ith the Federation# the Standing Conference also participated in the 'rends in &nternational Mathematics and Science Study <'&MSS? 344". 'he results of '&MSS and the results of the ;&RLS 344@ comparison bet0een the Lnder# 0hich 0ere both published in +ecember 344G# also confirmed the efforts by the Lnder to gear the de,elopment of teaching practice to0ards the promotion of pupils on an indi,idual ba: sis. &n (ctober 344G the Standing Conference decided that the Lnder 0ould participate in the ;&RLS .&GL. 34 and '&MSS 34 studies# and commissioned the &nstitute for School +e,elopment Research < Institut fr Schulentwicklungsforschung = &fS? at the
33"

'echnical .ni,ersity of +ortmund to implement this under the leadership of ;rof. +r. Bilfried %os.
Fualit# assurance through the development and review of educational standards

After the Standing Conference of the Ministers of Education and Cultural Affairs had adopted measures to thoroughly de,elop and assure the 9uality of instruction and school education on the basis of binding standards# in +ecember 344$ Bildungsstandards <educational standards? binding for all Lnder for the ittlerer Schulabschluss after grade 4 in the subAects German# mathematics and first foreign language <English# French? 0ere resol,ed. At the start of the 344H-344! school year# these standards 0ere adopted in the schools of all Lnder as the basis for subAect:specific re9uirements for the ittlerer Schulabschluss. &n (ctober 344H# the Standing Conference adopted educa: tional standards in the subAects German and mathematics for the primary sector <grade H? and in the subAects German# mathematics and for the first foreign language <Eng: lish-French? for the Hau&tschulabschluss. &n +ecember 344H# finally educational stand: ards 0ere adopted for the subAects biology# chemistry and physics for the ittlerer Schulabschluss. 'he standards adopted in 344H 0ere introduced and binding at the be: ginning of the 344!-344@ school year. 'hus# for the first time# 9uality de,elopment in the general education schools of all Lnder can be chec7ed against Aointly agreed criteria in the form of 9ualification:related educational standards. &n (ctober 34 3 the Standing Conference# on the basis of a decision of (ctober 344"# has resol,ed educational standards for the Allgemeine Hochschulreife <general higher education entrance 9ualification? in Ger: man and Mathematics and in follo0:on courses in the foreign languages English and French. 'he de,elopment of educational standards for the Allgemeine Hochschulreife in the natural science subAects biology# chemistry and physics is to be initiated in 34 $. 'he standards are based upon the areas of competence of the indi,idual subAect and ta7e up the basic principles of the respecti,e subAect determine the subAect:specific competences including basic le,els of 7no0ledge that pupils should ha,e achie,ed by a certain stage of their school career are aimed at systematic learning and learning in net0or7s and thus follo0 the princi: ple of cumulati,e ac9uisition of competence describe e8pected le,els of performance as part of re9uirement profiles are related to the core area of the respecti,e subAect and pro,ide scope for pedagogical measures ta7en by the schools relate to a medium le,el of re9uirements are illustrated by e8amples for test 9uestions 'he main tas7 of the &nstitute for Educational ;rogress < Institut zur Qualittsentwick# lung im Bildungswesen = &>%? is to define precise educational standards and to elaborate and use them as the basis for de,eloping tas7s 0hich can be employed to determine 0hether the e8pected competences set out in the educational standards are being achie,ed. 'he e8pected competences can also be systematically portrayed in increments through the standardisation and re,ie0 of the educational standards. &n this conte8t the &>% establishes empirically ,alidated competence le,el models to help determine the e8tent to 0hich the e8pected competences are being achie,ed. &n 2une 344D the Standing Conference agreed competence le,el models and the associated le,els of competence
33G

re9uirements for the educational standards in Mathematics and English for the Hau&tschulabschluss <Hau&tschule lea,ing certificate?. 'hus the &>% has no0 presented competence le,el models for all educational standards in Mathematics <primary sector# Hau&tschulabschluss# ittlerer Schulabschluss?. &n German competence le,el models e8ist for primary education and for lo0er secondary le,el < ittlerer Schulabschluss?. Since 344D the Lnder are e8amining the attainment of the educational standards by pupils at primary school and lo0er secondary le,el in a comparison bet0een the Lnder based on the &>% assignments. E8tending the content of ;&SA# for the first time the &>% comparison bet0een the Lnder re,ie0ed centrally the e8tent to 0hich the educational standards of the Standing Conference had been achie,ed in the subAects German and First Foreign Language <English-French? for the ittlerer Schulabschluss . Alongside reading competence 0hich is also e8amined as part of ;&SA# listening comprehension 0as tested in both subAects# 0hile spelling 0as also e8amined in German. &n all @ Lnder a large proportion of pupils already meet the grade 4 German perfor: mance e8pectations laid do0n in the Standing ConferenceCs educational standards to: 0ards the end of grade D. Good performances are achie,ed in !'mnasien in all Lnder# in some Lnder more than !4 per cent of pupils in grade D are already abo,e the general standards for the ittlerer Schulabschluss. &n many Lnder in courses of education pro,ided by schools other than the !'mnasium a siJeable share of pupils do not achie,e the Standing Conference general standards# this is true in particular of English and of reading competence in German. Considerable differences still remain in competence de,elopment bet0een young people 0ith and 0ithout a migrant bac7ground. 'his is also true of pupils 0ho ha,e been born and raised in Germany <second generation?. 'he results of the 344D comparison bet0een the Lnder# particularly in English# point to the importance of teacher education 0ith a solid subAect:related and didactic foundation. 'he Lnder 0ill step up their efforts to impro,e the training and further training of teachers still further. 'his fits into the se,en areas of action identified by the Standing Conference as a response to ;&SA 3444# 0hich describe a longer:term perspecti,e that continues to be ,alid. 'he results are# moreo,er# grounds for consistently implementing the promotion strate: gy for poorer:performing pupils adopted by the Standing Conference in March 34 4 and for consolidating indi,idual support so as to reduce substantially the share of pupils 0ho do not achie,e a minimum le,el of competence de,elopment at the end of their edu: cation. 'he @ Lnder are agreed that educational standards ser,e not only to determine the 9uality of teaching but at the same time to de,elop teaching. &n +ecember 344D# there: fore# the Standing Conference presented a concept for the use of educational standards for teaching de,elopment <"onze&tion zur Cutzung der Bildungsstandards fr die ,n# terrichtsentwicklung? 0hich is intended to help ma7e the competence le,els useful in the further de,elopment of teaching. 'he concept points to the close connection bet0een the t0o functions of the educational standards# i.e. e8amining competence de,elopment and de,eloping teaching further# and sho0s promising 0ays to structure a teaching and learning culture geared to the teaching of competences. 'eaching de,elopment based on
33D

standards is accompanied by training and further training measures for teachers and school boards# technical support ser,ices of the Land institutes and adaptation of cur: ricula to the educational standards.
Lnder-specific and cross-Lnder tests

For some years# the Lnder ha,e been conducting Land:specific as 0ell as cross:Lnder comparati,e studies# in addition to national and international performance compari: sons. 'his includes for e8ample measurement of language proficiency for different age groups# sur,eys on learning le,els# or comparati,e studies in different grades or Land: specific performance comparisons. Contrary to international studies and to central comparisons bet0een the Lnder 0hich are based on representati,e samples# compara: ti,e studies ser,e to in,estigate the performance le,els of all schools and classes throughout a Land and in relation to grades. Since 344D these cross:Lnder comparati,e studies are conducted for grades $ and G <FERA $ and FERA G? on the basis of# or in con: nection 0ith# the educational standards of the Standing Conference. 'he sur,eys on learning le,els are carried out annually in order to regularly pro,ide important infor: mation for the targeted promotion of pupils. E(n the basis ofO means follo0ing the educational standards in terms of content# 0here: as Ein connection 0ithO includes gi,ing feedbac7 as to the le,el of achie,ement of such standards. Comparati,e studies in connection 0ith the educational standards can be conducted in grades for 0hich competence le,el models 0ith standardiJed assignments based on the educational standards are a,ailable.
Eoint education reporting ,# the Federation and the Lnder

Another important element both of the comprehensi,e strategy for educational monitor: ing and of the ne0 Aoint tas7 pursuant to Article D b# ;aragraph 3 of the %asic La0 < !rundgesetz? is the Aoint education reporting of the Federation and the Lnder. %ased on the guiding principle EEducation in the course of lifeO <Bildung im Lebenslauf ?# the national education report pro,ides an o,er,ie0 of the German education system# from early education o,er general education schools# ,ocational training and higher educa: tion institutions# up to continuing education# including informal learning. 'he education report is published e,ery t0o years and informs the public# based on ,erified data# on frame0or7 conditions# results and gains of educational processes in the course of life. 'he first Aoint education report of the Federation and the Lnder# Bildung in 5eutsch# land <Education in Germany?# 0hich mainly focuses on education and migration# has been dra0n up by an independent scientific consortium 0ith the participation of the Statistical (ffices of the Federation and the Lnder and 0as presented in 2une 344@. 'he second Education Report concentrated on the transition from school into ,ocational education and training# higher education and the labour mar7et. 'he focus of the Educa: tion Report 34 4 0as E;erspecti,es of Education in +emographic Change.O 'o ensure continuous 0or7 on the further de,elopment of education reporting# the Fed: eration and the Lnder ha,e argued in support of a continuation of Aoin education re: porting. 'he LeibniJ &nstitute for Educational Research and Educational &nformation <5eutsches Institut fr Internationale 2dagogische )orschung = +&;F? has been commis: sioned to produce the education reports for 34 3# 34 H and 34 @. &n 2une 34 3 the fourth 6ational Education Report 0as published# focusing on cultural-musical and aesthetic education in the course of life.
3$4

11.3.

$+/0-'; A..+(/&,2 -& H-592( E*+,/'-)&

Responsible bodies 'he super,ision of higher education institutions is e8ercised by the rele,ant Land Min: istry of Science and Research. E8ternal e,aluation is performed by regional e,aluation agencies at Land le,el or by net0or7s or associations of higher education institutions co,ering all Lnder. 'he Standing Conference of the Ministers of Education and Cultural Affairs of the Ln: der <"ultusministerkonferenz = *M*? has established a Foundation for the Accreditation of Study Courses in Germany <Stiftung zur Akkreditierung von Studiengngen in 5eutschland? 0hich ser,es to fulfil the follo0ing tas7s1 accreditation and re:accreditation of accreditation agencies by the time:limited grant: ing of the entitlement to accredit study courses through the a0ard of the foundationCs seal compilation of the common and the specific structural guidelines of the Lnder into binding guidelines for the accreditation agencies regulation of minimum re9uirements for accreditation procedures including the pre: re9uisites and limits of bundled accreditations monitoring of accreditations underta7en by the accreditation agencies 'he Foundation 0ill also 0or7 to ensure fair competition among the accreditation agen: cies. Furthermore# ta7ing account of the de,elopment in Europe# the Foundation deter: mines the pre:re9uisites for the recognition of accreditations by foreign institutions. &t promotes international cooperation in the field of accreditation and 9uality assurance and report regularly to the Lnder about de,elopments regarding the con,ersion of the system of study into a consecuti,e study structure and on 9uality de,elopment in the conte8t of accreditation. 'he Accreditation council ma7es decisions on all matters of the Foundation. 'he Council comprises four representati,es from institutions of higher ed: ucation# four representati,es from the Lnder# fi,e representati,es from among profes: sional practitioners# including one representati,e from the ministries of the Lnder re: sponsible for legislation go,erning ser,ice and 0ages# t0o students and t0o foreign rep: resentati,es 0ith accreditation e8perience# as 0ell as one representati,e of the accredi: tation agencies in a consultati,e capacity. 'he Foundation Accreditation of Study Cours: es in Germany also acts a central documentation ser,ice for the accreditation system and administrates the data base of the study courses accredited in Germany. Approaches and methods of @uality assurance upervision of higher education institutions )igher education institutions are subAect to state super,ision 0hich is e8ercised by the Lnder <for the statutory frame0or7 of higher education super,isory authorities# see chapter . .?. Legal super,ision encompasses all acti,ities of the higher education insti: tution. &t is chec7ed here 0hether the higher education institution has# by its actions or omissions# infringed la0s or other statutory pro,isions. A more 0ide:ranging super,i: sion is carried out in those areas for 0hich the state is responsible# as opposed to aca: demic affairs. 'his includes staff administration and economic# budgetary and financial
3$

management# i.e. participation in the preparation of the responsible ministerIs budget and in its implementation# the organisation of the higher education institution and the establishments affiliated to it# the management of budgetary funds# and so on. Bithin the rele,ant Land Ministry of Science and Research# the higher education super,isory authority e8amines 0hether actions ta7en are appropriate and economically efficient and 0hether targets are being fulfilled. Economic efficiency is also monitored by the audit office of the rele,ant Land. 'he tas7s of determining training capacity and setting admission figures are also sub: Aect to super,ision by the higher education super,isory authority. )igher education in: stitutions or rather the respecti,e Land ministries issue ordinances or regulations on admission figures for the number of a,ailable places in higher education. 'hese re9uire education and training capacity to be used to the full# subAect to budgetary constraints and the a,ailable premises# and to subAect:related factors. 'he 9uality of research and teaching# and the proper performance of the functions of the higher education institu: tion# particularly in research# teaching and study# must be guaranteed. A legal obligation to submit regular reports on teaching and study e8ists in most Lnder. 'hese reports are usually set up by the departments 0ithin higher education institu: tions and published by the institutionIs go,erning body. 'he follo0ing factors# among others# may ser,e as indicators in the report on teaching1 the ratio of those that start a course to those that complete it# the proportion of students 0ithin the standard period of study# the e8amination success rate and the 0hereabouts of graduates. Se,eral Lnder ha,e begun to de,elop stipulations on the content and form of teaching reports. "valuation in the higher education sector Since DDH# ,arious structures ha,e been established for supporting both internal and e8ternal e,aluation and these no0 co,er the institutions of higher education in all si8: teen Lnder. Mean0hile# in Germany a t0o:tiered system of e,aluation is 0idely applied 0hich combines internal and e8ternal e,aluation. 'he internal e,aluation consists of a systematic in,entory and analysis of teaching and studying# ta7ing account of research# performed by the indi,idual department or the faculty and concludes 0ith a 0ritten re: port. (n this foundation# an assessment by e8ternal e8perts ta7es place 0ho also lay do0n their findings and recommendations in a 0ritten final report. At both the le,el of the institutions of higher education and at ministry le,el# ,arious international cooperations e8ist for the de,elopment and implementation of e,aluation measures. E8ternal e,aluations generally ta7e the form of peer re,ie0s# i.e. they are performed by competent e8perts from other institutions of higher education# research establishments or from the business community and are repeated at ,arious inter,als. Reports on the implementation of e,aluation results are no0 a,ailable for the study courses of some institutions of higher education. 'he aim of the e,aluation measures is# firstly# to subAect academic standards in teaching# teaching methods and the success of teaching to regular assessment. 'he findings can then be used to identify possible measures for impro,ing courses and teaching. Fur: thermore# it is also necessary for higher education institutions to account to the public for their achie,ements in teaching and research. 'he results of the e,aluation are in: creasingly being ta7en into account in the Lnder as a basis for allocating resources to higher education institutions <cf. chapter $.$.?.
3$3

Student criticism of classes# in some cases in,ol,ing graduates# has no0 also become a 0idespread method of e,aluating teaching in the sector of higher education. Such criti: cism primarily ser,es the purpose of optimising teaching 0ithin the higher education institution and is not an official means of monitoring teaching staff. 'he aim is for high: er education teaching staff to listen to criticism so that they can assess themsel,es better and rectify shortcomings. &n its resolution on 9uality assurance in teaching at higher education institutions from September 344!# the Standing Conference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz? defined the indispensable core elements of a coherent 9uality management system encompassing all aspects of higher education institutions# 0hich combines different measures and procedures of 9uality assurance. Such measures and procedures also include an e,aluation 0hich refers to certain indicators and speci: fies indi,idual tools <e.g.# combination of internal and e8ternal e,aluation# in,ol,ement of students and graduates?. !eform of the stud# structure and evaluation of teaching At a time 0hen student numbers are rising 0ith no corresponding increase in funding# it is felt that the instruments for monitoring and control in the higher education sector# 0hich are a,ailable in the traditional form of inspection and 0hich principally come do0n to a standardisation of the conditions at the outset# are insufficient. At national and Land le,el# in higher education institutions# at the German RectorsC Conference <Hochschulrektorenkonferenz = )R*? and in the Science Council <4issenschaftsrat? a debate has therefore been in progress for some time about e,aluating the efficiency of the higher education sector# especially in teaching and courses of study. As a result# the first structures for e,aluation ha,e been created o,er the last fe0 years. Attempts to e,aluate higher education institutions should be ,ie0ed against the o,erall bac7ground of rene0al of the higher education sector# the main elements of 0hich include reform of the structure of study# greater financial autonomy for higher education institutions and impro,ed management. Reform of the structure of study courses is aimed# inter alia# at streamlining study and reducing its duration. 'his can be achie,ed by setting guideline data and 7ey figures for courses# especially %egelstudienzeiten <standard periods of study?# hours of attendance# time allo0ed for completion of dissertations# number of certificates re9uired for admis: sion to e8aminations and e8aminations re9uired in one particular subAect. Reform measures also include the impro,ement of e8amination organisation and procedures1 final e8aminations ta7en alongside courses of study and 0hat are 7no0n as free at: tempts < )reiversuche?# i.e. 0hen a final e8amination 0hich 0as not passed the first time is considered not attempted if it 0as ta7en 0ithin the standard period of study. As a fur: ther measure to support reform of the structure of study# efforts are being made to bring about a 9ualitati,e impro,ement in teaching# for e8ample# by ta7ing into account di: dactic 9ualifications 0hen appointing professors and by e8amining teaching loads and regulations on the compulsory attendance hours of teaching staff. 'he assessment of the 9uality of teaching has been pro,ided for since DDG. &n accord: ance 0ith the principle of academic freedom# professors and Aunior professors perform their research and teaching duties independently. 'he scope and organisation of teach: ing is subAect to super,ision by the higher education super,isory authorities only in so
3$$

far as the scope of teaching commitments is laid do0n in a teaching load ordinance and the contents of %achelorCs and MasterCs degree courses must pro,ide a 9ualification for a profession. %ccreditation of stud# courses For %achelorCs and MasterCs study courses# the Standing Conference has adopted ac: creditation as an instrument of 9uality assurance 0hich is functionally separate from the state appro,al of study courses1 As 0ith the other study courses# the state appro,al refers to guaranteeing the fundamental financial means for the study courses to be set up and the inclusion in the higher educational planning of the respecti,e Land. &n con: trast to this# the obAecti,e of the accreditation is to guarantee standards in terms of aca: demic content# the maintenance of structural guidelines# and to determine the profes: sional rele,ance of the degrees. &t is to ensure 9uality in international competition and create transparency for international collaboration. &n the accreditation system# the state is assuming its responsibility for higher education studies through structural re: 9uirements for study offers# 0hich guarantee the e9ui,alence of 9ualifications and the possibility of changing to another higher education institution. (bser,ance of the struc: tural re9uirements is a pre:re9uisite for the accreditation of a study course. 'hey form the basis for the accreditation process. Land legislation determines to 0hich e8tent ac: creditation is a pre:re9uisite for the state appro,al of a ne0 study course. &t is essential: ly performed by e8ternal peer re,ie0. ;eriodically# the study courses are re:accredited. &n accordance 0ith the principles for the future de,elopment of 9uality assurance for all Lnder and institutions of higher education < !rundstze fr die knftige $ntwicklung der lnder# und hochschulbergreifenden Qualittssicherung ?# also adopted by the Stand: ing Conference of the Ministers of Education and Cultural Affairs in 3443# the system of accreditation is to be e8tended to all courses of study. &n 344H# consecuti,e study courses at colleges of art and music# as 0ell as %achelorCs study courses at Berufsakademien# 0ere included in the accreditation system. %achelorCs and MasterCs study courses con: ,eying the educational prere9uisites for a teaching position are also subAect to the ac: creditation process. &n +ecember 344"# the Standing Conference resol,ed to enhance the accreditation of study programmes through the implementation of a system accreditation scheme by 0hich the internal 9uality assurance system of an entire higher education institution is assessed for the 9uality of its learning and teaching. 'he subAect of assessment is 0hether the higher education institution pro,ides for a 9uality management system en: suring the implementation of these criteria. System accreditation aims to reduce the administrati,e burden of higher education institutions and to accelerate certification. Fualit# Affensive for "3cellence in Teaching &n 2une 344"# the Lnder initiated a E>uality (ffensi,e for E8cellence in 'eachingO <Qualittsoffensive e9zellente Lehre?. &n March 344G the Standing Conference and the Stifterverband fr die deutsche 4issenschaft# the business communityCs inno,ation agen: cy for the German science system# together launched a ECompetition for e8cellence in teachingO < 4ettbewerb e9zellente Lehre? to a0ard and promote con,incing concepts de: ,eloped by uni,ersities and e9ui,alent higher education institutions and )achhochschu# len for the de,elopment of strategies in teaching and learning. 'he competition pro,ided
3$H

funding totalling Euro 4 millionM the 0inners <four )achhochschulen# si8 uni,ersities? 0ere announced in (ctober 344D. Teaching Fualit# Pact 2Fualittspakt Lehre) Bith the 'eaching >uality ;act <Qualitts&akt Lehre? of the Federation and of the Ln: der# in 34 4# a support programme 0as launched 0hich aims to impro,e the frame0or7 conditions for teaching at institutions of higher education# in the field of stu: dent-lecturer ratios# for instance# and to support higher education institutions 0ith fur: ther measures to assure 9uality in teaching# such as the continuing education of teach: ing staff or the establishment of 9uality management systems in teaching.
11.4.

$+/0-'; A..+(/&,2 -& A*+0' E*+,/'-)& /&* T(/-&-&5

Responsible bodies 'he employment agencies entrusted e8ternal certification bodies 0ith the tas7 of in: specting maintaining bodies for continuing education in the area of ,ocational continu: ing education as promoted by the Federal Employment Agency < Bundesagentur fr Arbe# it?. 'he Central (ffice for +istance Learning of the Lnder of the Federal Republic of Ger: many <Staatliche .entralstelle fr )ernunterricht der Lnder der Bundesre&ublik 5eutsch# land = LF.? decides 0hether or not a distance learning course is to be appro,ed. Furthermore# the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F? promotes comparati,e tests of continuing education media# continuing education measures and continuing education ad,ice by Stiftung 4arentest# GermanyCs independent consumer:product testing agency. Approaches and methods for @uality assurance 'he increasing importance of lifelong learning has also promoted the a0areness of binding 9uality standards in the field of continuing education. 'he plural structure of maintaining bodies 0hich support continuing education is also e8pressed in the number of different efforts and approaches for 9uality assurance in continuing education. %oth Aointly and indi,idually# Federation and Lnder promote numerous proAects for impro,: ing 9uality assurance in continuing education. &n 344H# the support of continuing education 0as reformed 0ith the aim of impro,ing competition and transparency in the area of ,ocational continuing education as promot: ed by the Federal Employment Agency. Certification of the maintaining body of a con: tinuing education measure or of the continuing education course by an e8pert body is a prere9uisite before participants can obtain support in accordance 0ith the Social Secu: rity Code &&& <Sozialgesetzbuch III = R @!?. Amongst other things# organisers of continu: ing education must pro,e that they apply a recognised 9uality assurance system. 'he 9uality management models currently applied co,er country0ide supra:regional procedures specific to general or continuing education# as 0ell as systems that are re: gional or specific to particular associations or federations. An outline of the ,arious 9uality management models in continuing education as of 344@ is gi,en in the publica: tion >uality Models at a Glance <Qualittsmodelle im Eberblick? published by the Ger:
3$!

man &nstitute for Adult Education = LeibniJ Centre for Lifelong Learning <5eutsches Institut fr $rwachsenenbildung 3 Leibniz#.entrum fr Lebenslanges Lernen = +&E?. Since 2anuary D""# distance:learning courses pro,ided by pri,ate organisers <insti: tutes of distance:learning? must be appro,ed by the state on the basis of the La0 on the ;rotection of ;articipants in +istance Education < )ernunterrichtsschutzgesetz = R @"?. &n the admission procedure# the subAect:related and didactic 9uality of the learning materi: al 0ith regard to the obAecti,e of the course# as 0ell as the ad,ertising placed for the course and the form and content of the distance:learning contract entered into is e8am: ined by the Central (ffice for +istance Learning of the Lnder of the Federal Republic of Germany. &n 344"# the ne0 9uality standard ;AS 4$" for pro,iders of distance: learning courses# distance:teaching and E:learning 0as introduced. 'he ne0 standard meets the specifications of the Federal Employment Agency for the certification of bod: ies of further education and furthermore relates to international standards of 9uality management. For ne0ly de,eloped distance:learning courses from pro,iders 0ho ha,e already been certified in accordance 0ith the ne0 9uality standard# a simplified admis: sion procedure 0ith the LF. can be anticipated. &n (ctober 344H# a 9uality certificate 0as introduced for all of Germany for suppliers in all areas of continuing education. 'he Learner:oriented >uality Certificate in Continu: ing Education# Fersion 3 <Lernerorientierte Qualittstestierung in der 4eiterbildung6 (ersion > = L>B 3? 9uality seal 0as de,eloped as part of the Aoint proAect >uality Certif: icate in Continuing Education <Qualittstestierung in der 4eiterbildung? of the Commis: sion of the Federation and the Lnder for Educational ;lanning and Research ;romo: tion < Bund#Lnder#"ommission fr Bildungs&lanung und )orschungsf1rderung = %L*? and should pro,ide orientation 0hen searching for high:9uality education offers.

3$@

12.
12.1.

EDUCATIONAL SUPPORT AND GUIDANCE

I&'()*+,'-)&

General o,Iectives of special education needs provision ;re,enti,e measures aim to pre,ent an e8isting disability from ha,ing a more far: reaching impact. Children and young people facing the threat of disability recei,e pre: ,enti,e assistance to help counteract the emergence of a disability. ;articular im: portance is attached to interdisciplinary cooperation in the early stages of assistance. 'he aim of special educational support is to enable children and young people 0ho are either disabled or facing the threat of disablement to e8ercise their right to a form of schooling and education that is tailored to their personal capabilities. Children and young people recei,e support in the form of indi,idual assistance measures so that they can achie,e the highest possible le,el of integration at school and at 0or7# participate in society and lead an independent life as far as possible. 'he aim of special educational support at mainstream schools is furthermore to promote the integration of the disabled 0ithin mainstream education and to pro,ide all pupils irrespecti,e of their physical and mental capabilities 0ith the opportunity for closer contact and easier mutual relations. pecific legislative framework of special education needs provision 'he right of disabled children to education and training appropriate to their needs is enshrined in the %asic La0 <!rundgesetz# Art. $ = R ?# in e9uality legislation# in %oo7 '0el,e of the Social Code <Sozialgesetzbuch FII 3 Sozialhilfe 3? and in the Lnder consti: tutions <R 3=3"?. More detailed pro,isions are set out in the school legislation of the Lnder <RG!# RG"# RGD# RD # RD$# RD@# RDG# R 44# R 43= 4$# R 4!# R 4"# R $# R != "?. 'he .nited 6ations Con,ention on the Rights of ;ersons 0ith +isabilities entered into force in Germany in March 344D. 'he Federation and the Lnder ha,e thus underta7en to1 guarantee the human rights of persons 0ith disabilitiesM pre,ent discrimination against persons 0ith disabilitiesM and ta7e appropriate legislati,e# administrati,e and other measures to achie,e the obAecti,es of the Con,ention. 'he de,elopment and organisation of special education in the Lnder 0as harmonised by se,eral resolutions adopted by the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ultusministerkonferenz = *M*? and especially by the Recommendations on the (rganisation of Special Schools <$m&fehlung zur 7rdnung des Sonderschulwesens# Resolution of March D"3? and recommendations for the indi: ,idual types of special education. 'he current situation is documented in the Recom: mendations on Special 6eeds Education in the Schools of the Federal Republic of Ger: many <$m&fehlungen zur sonder&dagogischen )1rderung in den Schulen in der Bun# desre&ublik 5eutschland# Resolution of May DDH?. &n spring 344G the Standing Confer: ence decided to re,ise the Recommendations in order to ta7e account of the intentions of the .6 Con,ention on the Rights of ;ersons 0ith +isabilities in the Lnder inter alia. &n (ctober 34 the Standing Conference adopted the decision on inclusi,e education of chil:
3$"

dren and young people 0ith disabilities in schools <Inklusive Bildung von "indern und 8ugend# lichen mit Behinderungen in Schulen?. 'he recommendations are guided by the .nited 6ations Con,ention on the Rights of the Child and the .nited 6ations Con,ention on the Rights of ;ersons 0ith +isabilities. 'hey build on the basic positions of the DDH Recommendations on Special 6eeds Education in the Schools of the Federal Republic of Germany <$m&fehlungen zur sonder&dagogischen )1rderung in den Schulen in der Bundesre&ublik 5eutschland ? and set out the frame0or7 conditions for increasingly inclusi,e educational practice in gen: eral education and ,ocational schools. 'he aim of the recommendations is to enable children and young people to be educated and trained together and to guarantee and de,elop the standards achie,ed in special education teaching# ad,isory and support ser,ices. More in: formation on the de,elopment of inclusi,e education offers can be found in chap: ter H.3.$. 'he recommendations of the Standing Conference apply to pupils 0ith special educa: tional needs# regardless 0hether support ta7es place at a mainstream school or at a )1rderschule. &n addition to these general recommendations# further recommendations for the indi,idual types of special education 0ere de,eloped 0hich focus on1 sight learning emotional and social de,elopment speech mental de,elopment hearing physical and motor de,elopment instruction for sic7 pupils

For the statistical distribution of pupils 0ith special educational needs according to the indi,idual types of special education# please refer to chapter 3.D. &n addition# the Stand: ing Conference has made recommendations on the Education and 'eaching of Children and /oung ;eople 0ith Autistic %eha,iour <$rziehung und ,nterricht von "indern und 8ugendlichen mit autistischem (erhalten?*
12.2.

S62,-/0 E*+,/'-)& N22*. P()1-.-)& 3-'9-& M/-&.'(2/8 E*+,/'-)&

&n pre:school education the Aoint education# super,ision and care of children 0ith and 0ithout a disability is achie,ed to a greater e8tent than in the school sector. 'he data from the Education Report EEducation in Germany 34 3O <Bildung in 5eutschland >?B>? sho0 that in the same age group the share of fi,e year:old children in receipt of an inte: gration allo0ance <$ingliederungshilfe? for day:care for children due to an <incipient? physical# mental or psychological disability is o,er $ per cent. 'he ,ast maAority of these children attend an establishment 0ith an integrati,e care concept. Cooperation bet0een )1rderschulen and mainstream schools e8ists independently of more recent attempts at inclusi,e teaching. Bhen a pupil is transferred from one type of school to another the teachers and head teachers of the schools concerned 0or7 togeth: er. &t is al0ays possible for pupils to return to mainstream schools. 'he education au: thority ma7es the decision on 0hether to transfer a pupil follo0ing a re9uest from the )1rderschule or from the parents or legal guardians. ;upils at special schools for chil: dren 0ith learning difficulties can be admitted to a !rundschule or Hau&tschule if there
3$G

is a chance that they 0ill be able to cope 0ith lessons and achie,e success. Schools for children 0ith speech defects and children 0ith beha,ioural problems are concei,ed as transitional schools and their aim is to alle,iate the speech and beha,ioural problems to such an e8tent that the pupils can return to a mainstream school. Recently# di,erse forms of institutional and educational cooperation bet0een main: stream schools and special schools ha,e de,eloped. Some of these are part of school pi: lot proAects or action programmes run by the Lnder. 'hey range from Aoint e8tra: curricular acti,ities and inclusi,e classes to holding classes on the same premises. (efinition of the tar"et "roup0s1 &t can be presumed that children or young people ha,e special educational needs if their opportunities for education# de,elopment and learning are limited to such an e8tent that they cannot be sufficiently promoted 0ithin the scope of instruction at mainstream schools 0ithout additionally recei,ing special educational assistance. &n this regard# therapeutical and social aid pro,ided by other e8ternal institutions may be re9uired as 0ell. Special educational needs are to be determined in relation to the tas7s# the re9uire: ments and the support measures the respecti,e school can pro,ide. Furthermore# a de: termination of the special educational needs of the child must ta7e into account the en: ,ironment of the child# including the school as 0ell as the pupilCs personal abilities# in: terests and e8pectations for the future. 'he procedure of determining special educational needs comprises establishing the in: di,idual need for support as 0ell as deciding on the course of education and the place of support. 'he responsibility for the procedure lies 0ith the school super,isory authori: ties1 Either the authorities themsel,es ha,e the competence for special educational needs as 0ell as sufficient e8perience in the field of educational support for handi: capped persons# or they consult e8perts in the field of special educational support. 'he procedure of determining special educational needs may be applied for by the par: ents or legal guardians of the pupil# by the pupil pro,ided he is aged G or abo,e# by the school or# if applicable# by other competent ser,ices# and is to ta7e into account the com: petences of the persons 0ho participate or are to participate in the measures of support and instruction in a suitable manner. Specific support measures /nclusive education for pupils with special educational needs Children and young people 0ith special educational needs can attend mainstream schools pro,ided that the re9uired special educational assistance# practical support and the right physical en,ironment are guaranteed. Special education teachers are deployed at )1rderschulen and at mainstream schools that meet special educational needs# e.g. by pro,iding mobile assistance and ad,ice and cooperati,e instruction 0ith another teach: er in inclusi,e classes or cooperati,e classes. Apart from the e8ternal en,ironment# this also re9uires 9ualified special education teachers# indi,idualised forms of planning# car: rying out and monitoring the teaching process and coordinated cooperation bet0een the teaching and specialist staff in,ol,ed. Special educational support is pro,ided during class lessons and# if necessary# alongside lessons.
3$D

pecial educational support in the form of cooperative measures Many )1rderschulen and mainstream schools are in the process of de,eloping close edu: cational cooperation. 'his can greatly benefit both lessons and the general life of the school. Also# this trend e8pands the opportunities for changing bet0een school types and educational courses# increases the proportion of Aoint lessons and encourages the transfer of pupils from )1rderschulen to mainstream schools. %y holding special school classes and mainstream school classes on the same premises a suitable basis for cooper: ation can be created.
12.3.

S26/(/'2 S62,-/0 E*+,/'-)& N22*. P()1-.-)& -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Around 3G per cent of children 0ith disabilities are still cared for in separate establish: ments. 'hese include special school 7indergartens <)1rderschulkindergrten? and estab: lishments preparing for school# and special and remedial education day:care centres 0hich ta7e only children 0ith disabilities. &n the more populous Lnder in particular these forms of separate care are often common practice. For children 0ho ha,e reached compulsory schooling age but 0hose le,el of de,elop: ment does not yet allo0 them to cope 0ith the challenges of primary school# Schul# kindergrten or (orklassen ha,e been established in some Lnder. &n most of these Ln: der the school super,isory authorities are authorised by la0 to re9uire that children attend such institutions. As a rule# these institutions ha,e organisational lin7s 0ith !rundschulen <primary schools? or )1rderschulen. Schulkindergrten and (orklassen see7 to create and optimise the conditions for the healthy de,elopment of the childrenIs ability to understand# sho0 feeling and 0illpo0er by nurturing = as far as possible on an indi,idual basis = the childrenIs ability to gain e8pressions and e8press themsel,es# through e8ercises and the handling of materials designed to arouse and de,elop atten: tion on the part of the children. 'he aim is to e9uip the children for school by channel: ling their natural urge to play and engage in acti,ity but 0ithout anticipating the sub: Aect:matter dealt 0ith at school. &n %erlin school:age children 0hose de,elopmental stage indicates that they 0ould be better supported in a youth:care facility may# under certain circumstances# attend a child day:care centre. Some Lnder ha,e established so:called (orklassen <pre:school classes? for fi,e:year: olds 0ho ha,e not reached compulsory schooling age but 0hose parents 0ish them to recei,e assistance 0ith their preparation for primary school. Attendance of (orklassen in !rundschulen is ,oluntary. 'he purpose of such pre:school classes at primary school is to encourage the children to learn by playing but 0ithout anticipating the subAect: matter dealt 0ith in grade of the !rundschule. Bithin the compass of measures for the impro,ement of linguistic competence in the early childhood sector# the range of methodical instruments for the diagnosis and im: pro,ement of linguistic competence is currently being further de,eloped from an aca: demic perspecti,e. &mportant instruments in this regard are the assessment of the stage of linguistic competence before school entrance and# if necessary# subse9uent language promotion courses. 'hese and other measures are designed to particularly support mi: grant children and children 0ith deficits in language de,elopment as 0ell as to compen:
3H4

sate for social disad,antages. %y 34 4# all Lnder should ha,e established the precondi: tions for language status obser,ations and assessment procedures in early childhood education. %y 34 3# needs:oriented language promotion is to be pro,ided for children prior to starting school. For facilities that mostly or to a large e8tent accommodate chil: dren 0ith migrant bac7grounds# additional funds are to be pro,ided in order to enable an effecti,e compensatory promotion of language s7ills. Additionally# increasing num: bers of $rzieherinnen and $rzieher <state:recognised youth or child:care 0or7ers? 0ith a migrant bac7ground are to be trained and employed. ;articular importance is attached to pro,iding early assistance to children 0ith disabili: ties. Children and young people 0ho are not attending a mainstream school recei,e instruc: tion either at )1rderschulen# at Berufsschulen 0ith special emphasis on different types of special educational support or at comparable institutions. .nder the Hamburg Agreement bet0een the Lnder of (ctober D" on harmonisation in the school system# the basic school structure 0hich applies to all Lnder is such that a clear distinction is made bet0een mainstream schools and special schools <usually 7no0n as )1rderschulen but also called Sonderschulen# )1rderzentren or Schulen fr Be# hinderte in some Lnder?. According to the Recommendations on the (rganisation of Special Schools <$m&fehlung zur 7rdnung des Sonderschulwesens6 Resolution by the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder dated March D"3?# there are ten different types of )1rderschulen or Sonderschulen1 schools for the blind schools for the deaf schools for the ,isually impaired schools for the hearing impaired schools for the mentally handicapped schools for the physically disabled schools for the sic7 schools for children 0ith learning difficulties schools for children 0ith speech defects schools for children 0ith beha,ioural problems 'he structure of the special school system may ,ary from Land to Land. )1rderschulen must be able to pro,ide the re9uired technical e9uipment and special teaching aids. 'hey may turn to e8ternal organisations to obtain assistance such as therapy# care and social support. )1rderschulen ,ary according to the type of special education on 0hich they focus and the educational courses they offer. 'hey pro,ide support to pupils in any de,elopments 0hich may lead to their possible transfer to a mainstream school and to training. pecial education within special education centres 'he aim of special education centres < sonder&dagogische )1rderzentren?# either as re: gional or supra:regional institutions# is to meet indi,idual special needs or a range of different needs <e.g. physical and motor de,elopment# hearing and sight# and so on? and to guarantee special education in integrati,e# in:patient and cooperati,e forms. 'his
3H

form of education is based as near to the home as possible and pro,ided by specialists. Bithin the scope of the responsibility of special education centres for pre,enti,e measures# support is pro,ided e,en before the determination of special educational needs has ta7en place# sometimes as early as "indergarten. Definition of the target group2s) For the definition of the target groups of special educational support at special schools# the information in chapter 3.3. applies. Admission re@uirements and choice of school Children and young people 0ith disabilities are re9uired to attend school# Aust as are their non:disabled peers. Bhen a child reaches school age# his-her parents or legal guardians enrol him either 0ith the !rundschule or 0ith the rele,ant )1rderschule. &f it is assumed that a child can: not be sufficiently helped in lessons at a mainstream school 0ithout special educational assistance# the school super,isory authority recognises that the child concerned has special educational needs and a decision is ta7en on 0hat sort of school he or she should attend and 0here <a certain type of )1rderschule or a mainstream school offering addi: tional assistance on an indi,idual basis?. &f it is established that pupils 0ho are attend: ing a mainstream school ha,e special educational needs# they may be transferred to an: other type of school in the course of their school career. 'he decision on a childIs school career should be ta7en follo0ing consultation 0ith the parents and# as far as possible# 0ith their agreement. &f the parents do not agree 0ith the decision ta7en# they can see7 redress through the courts or arbitration. A"e le els and "roupin" of pupils )1rderschulen can be classified according to educational courses# grades and year groups. Farious types of )1rderschulen <e.g. for those 0ith sensory impairments? com: bine the educational courses of the Hau&tschule# %ealschule and !'mnasium and lead to the 9ualifications normally a0arded by these schools. As at mainstream schools# these educational courses are di,ided up into the primary and secondary le,els and organised in grades according to age# although instruction may be spread o,er more years than at mainstream schools. )1rderschulen 0ith a special educational focus on learning are organised in grades ac: cording to age or performance le,els. )1rderschulen 0ith a special educational focus on mental de,elopment comprise four grades# the last of 0hich is 7no0n as 4erkstufe or Abschlussstufe. Each le,el is made up of se,eral year groups. 'hese t0o types of educa: tional courses can also be established at other )1rderschulen# e.g. at a special school for those 0ith sensory impairments. $urriculum, subAects Apart from )1rderschulen 0ith special educational focuses on learning and mental de: ,elopment# all special schools 0or7 on the basis of curricula 0hich in terms of educa: tional goals# lesson content and performance re9uirements match those of mainstream schools <!rundschule and the educational courses offered by the Hau&tschule# %ealschule
3H3

and !'mnasium?. )o0e,er# the methods used must ta7e into account the special learn: ing re9uirements and impairments relating to the special educational focuses. )1rderschulen 0ith special educational focuses on learning and mental de,elopment 0or7 according to their o0n guidelines 0hich# li7e all other curricula# are issued by the Ministry of Education and Cultural Affairs of the rele,ant Land. General information on the de,elopment of curricula can be found in chapter !.$. Teachin" methods and materials )1rderschulen are often all:day schools or boarding schools. Comprehensi,e assistance for pupils 0ith disabilities is part of the teaching concept and instruction and education complement each other. &nstruction is designed to meet indi,idual needs and some lessons are held in small groups or on an indi,idual basis. &n addition# the class siJes at )1rderschulen are partic: ularly small. +epending on the type of disability# therapeutic measures such as physiotherapy# beha,: ioural therapy# speech therapy# and so on# are integrated into lessons. 'echnical and disability:related aids and de,ices are used 0here necessary. #ro"ression of pupils Continuous assessment of performance ta7es place in )1rderschulen in a similar form to that of mainstream schools. &n the case of pupils 0ith intellectual disabilities or se,ere intellectual disabilities# assessment is confined to reports on personality de,elopment. At the end of the school year the )1rderschule e8amines 0hether the needs of the pupil can still be catered for there and in 0hich grade he or she should be placed or# alterna: ti,ely# 0hether the pupil should mo,e to another special school or to a mainstream school. 'he decision on 0hich grade a pupil should be placed in is a matter for the school but it is the education authority that decides on a school transfer# follo0ing con: sultation 0ith the parents and consideration of commissioned reports. $ertification &n so far as the type of disability or illness allo0s# )1rderschulen a0ard the 9ualifica: tions obtained from mainstream schools <Hau&tschulabschluss# ittlerer Schulabschluss# Allgemeine Hochschulreife?# pro,ided that instruction 0as based on the curricula of the respecti,e school type and the educational course 0as completed successfully. 'he sub: Aects may be taught o,er more years than at mainstream schools. &n some Lnder# specif: ic 9ualifications are a0arded for the types of special education Learning and ental 5evelo&ment* Bithin the scope of the >ualification &nitiati,e for Germany EGetting ahead through educationO <Aufstieg durch Bildung ?# the preconditions for enabling all suitable pupils from )1rderschulen to ta7e the Hau&tschule school lea,ing certificate in addition to their o0n specific school lea,ing certificate are to be impro,ed. 'his is also one of the obAec: ti,es of the action frame0or7 to reduce the number of pupils lea,ing school 0ithout a school:lea,ing certificate# to secure transition from the lo0er secondary school to the ne8t educational le,el or to ,ocational education and training in the dual system# and to reduce the number of trainee drop:outs <Handlungsrahmen zur %eduzierung der .ahl der
3H$

Schlerinnen und Schler ohne Schulabschluss6 Sicherung der Anschlsse6 (erringerung der .ahl der Ausbildungsabbrecher? adopted by the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ultusministerkonferenz = *M*? in (c: tober 344". For pupils 0ho 0ere not taught using the curricula of mainstream schools# the teachersI conference deems that an educational course has been successfully completed 0hen the pupil has passed through all the stipulated school le,els successfully.
12.4.

S+66)(' M2/.+(2. :)( L2/(&2(. -& E/(0; C9-0*9))* /&* S,9))0 E*+" ,/'-)&

(efinition of tar"et "roup0s1 &n recent years the Lnder ha,e made intensi,e efforts to establish diagnostic proce: dures as a basis for indi,idual promotion. 'hese include for instance establishing lan: guage le,els prior to enrolment at school# studies of learning bac7grounds on starting school# establishing learning le,els# comparati,e and orientation 0or7# and competence analyses in different primary and lo0er secondary le,el grades. Essential promotion measures can be introduced on this basis and systematically de,eloped in indi,idual promotion plans. !emedial teaching 0FLrderunterricht1 ;upils 0ith learning difficulties usually recei,e remedial teaching 0ithin the frame0or7 of teaching in mi8ed ability classes. 'o support these pupils# learning groups may also be set up for a certain period of time. )o0e,er# these measures are accompanied by in: tegrati,e 0or7 in class. &n +ecember 344$# the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ultusministerkonferenz = *M*? adopted basic principles for the indi,idual promotion of pupils e8periencing particular difficul: ties 0ith reading and 0riting. ;lans for remedial teaching are to be de,eloped to sup: port these children that# as part of the o,erall schooling concept# 0ill be agreed 0ith all the teaching staff in,ol,ed# as 0ell as 0ith the parents and pupils. For this group of pu: pils# the schools pro,ide general remedial instruction during school hours or comple: mentary remedial instruction after hours. &ndi,idual remedial instruction should con: tinue until the end of grade 4. 'he resolution of +ecember 344$ 0as re,ised in 6o,em: ber 344" and enhanced by principles go,erning the indi,idual promotion of pupils e8pe: riencing particular difficulties in mathematics. As 0ell as the compulsory sports lessons at schools# adapted physical education may be offered. 'his is designed abo,e all for pupils 0ith motor deficits and psychosocial prob: lems. &ts aim is to impact positi,ely on their motor de,elopment and impro,e their health and hence 0ell:being. ;upils 0ho are e8periencing difficulties in the learning process and 0ho are liable to fail to achie,e the educational goals of a school year may be gi,en learning support indi: ,idually in small groups in addition to the instruction they recei,e in class. Remedial programmes concern German and mathematics as 0ell as foreign languages. Additional instruction may be gi,en in any timetabled subAects. 'he instruction is normally pro,id: ed in the afternoon.

3HH

For information on support for children of occupational tra,ellers see the notes on pri: mary schooling contained in chapter !.!. upport programmes for children and #oung people with migrant ,ackgrounds 'he language abilities of all children and young people 0ith migrant bac7grounds 0ho ha,e deficits in the German language are to be promoted# enabling them to ta7e part in instruction and education on an e9ual footing 0ith others. 'his is considered a tas7 for all teachers and all subAects. Measures for the promotion of language s7ills are to be pro,ided at all types of school and at all le,els if demand e8ists. For schools 0ith a large number of these children and young people# e8tra funds should be pro,ided to increase the number of teachers 0ith migrant bac7grounds# for e8ample# or to pro,ide support for teaching staff through 9ualified youth and community 0or7ers. 'o integrate children and young people 0ith migrant bac7grounds# ,arious support programmes are run by the schools to help the children and young people learn German and obtain German school 9ualifications. Measures to promote the educational success of children and young people 0ith migrant bac7grounds include specially assigned teachers for German as a second language and the recruitment of teachers from migrant families. ;rogrammes to integrate children and young people 0ith migrant bac7grounds into German schools are ,ariously organised in each Land1 preparatory classes for children and young people 0ith migrant bac7grounds 0ithout a 7no0ledge of German special classes 0hich combine instruction in the core subAects 0ith intensi,e study of the German language bilingual classes <held in the nati,e language and German? intensi,e courses in German as a foreign language special support lessons outside school hours for children and young people 0ith mi: grant bac7grounds 0ho are already taught in integrated classes 0ith German children and need to impro,e their German s7ills greater cooperation bet0een home and school 'o preser,e their cultural identity and to promote bilingual competences# in some Ln: der# children and young people 0ith migrant bac7grounds recei,e supplementary in: struction in their nati,e language for up to fi,e periods a 0ee7# 0hich co,ers the geog: raphy# history and culture of their nati,e country. 'he pilot e8periment to support children and young people 0ith migrant bac7grounds of 344H is aimed at de,eloping# testing and in,estigating inno,ati,e approaches leading to an impro,ement in linguistic competence. 'he proAects ha,e three main focuses1 the promotion of linguistic competence on the basis of the determination of indi,idual language proficiency the continuous promotion of linguistic competence# linguistic education and support 0ith German# nati,e languages and foreign languages ,ocational education and training and transition to an occupation &f need be# measures shall also be offered at ,ocational schools to promote the language s7ills of young people 0ith migrant bac7grounds. For ,ocational schools attended by a
3H!

large number of young people 0ith migrant bac7grounds# additional funds are to be pro,ided# so as to increase the number of teachers 0ith migrant bac7grounds# for e8am: ple# or to pro,ide assistance to teaching staff from 9ualified youth and community 0or7: ers. %ction framework for reducing the num,er of school drop-outs &n (ctober 344"# the Standing Conference adopted an action frame0or7 to reduce the number of pupils lea,ing school 0ithout a first general education 9ualification# to secure transition from the lo0er secondary school to the ne8t educational le,el or to ,ocational education and training in the dual system and to lo0er the number of trainee drop:outs <Handlungsrahmen zur %eduzierung der .ahl der Schlerinnen und Schler ohne Schulabschluss6 Sicherung der Anschlsse6 (erringerung der .ahl der Ausbildungsab# brecher?. Among other measures# the action frame0or7 pro,ides for1 indi,idual promotion of disad,antaged children and young people# as 0ell as children and young people from migrant bac7grounds continuing e8pansion of all:day schooling# particularly for those children 0ho need encouragement and promotion intensification of encounters 0ith the 0or7place in lo0er secondary education support of promotion through net0or7s of partners from school and outside school impro,ement of teacher training 0ith regard to learning theory and learning psychol: ogy special assistance for pupils 0ho are in danger of not achie,ing the Hau&tschulabschluss the deepening of ,ocational orientation As far as possible# these measures aim to hal,e the number of pupils lea,ing school 0ithout a general education 9ualification in all sectors of education. Closely associated 0ith the action frame0or7 for reducing the number of school drop: outs# the promotion strategy for poorer:performing pupils <)1rderstrategie fr leistung# sschwchere Schlerinnen und Schler? 0as adopted by the Standing Conference in March 34 4. More detailed information on the promotion strategy for poorer: performing pupils is a,ailable in chapter H.3.$. .easures of support for transition from school to vocational education and training &n recent years the number of young people 0ho ha,e been unable to find a training place after attending a general education school has decreased. According to the Aoint report by the Federation and Lnder Bildung in 5eutschland >?B> <Education in Germa: ny 34 3?# in 34 $4 per cent of all ne0 entrants to the ,ocational education and training system first completed pre:,ocational measures in a transitional system. A common fac: tor of the many different courses on offer in the transitional system is that they do not pro,ide a ,ocational 9ualification# but endea,our to impro,e the trainability of indi,idu: als and sometimes enable participants to obtain a general education 9ualification. 'he main transitional system study course pro,iders are Berufsfachschulen 0hich do not a0ard a ,ocational 9ualification# Berufsschulen offering courses for pupils 0ith no train: ing contract# the Berufsvorbereitungs0ahr at school <a year of pre:,ocational training?#
3H@

the Berufsgrundbildungs0ahr at school <i.e. basic ,ocational training year?# the Federal Employment Agency < Bundesagentur fr Arbeit? pre:,ocational measures and the Feder: al Go,ernmentCs special programme for entry:le,el 9ualification at the 0or7place# 0hich pro,ides funding for 0or7:e8perience placements of bet0een si8 and t0el,e months preparatory to apprenticeship. Successful attendance of Berufsfachschulen 0hich do not a0ard full ,ocational 9ualification can under certain conditions be counted to0ards the period of formal training re9uired for a recognised occupation and lead to the a0ard of a general education 9ualification. 'he Berufsvorbereitungs0ahr at school and the Berufsgrundbildungs0ahr at school enable young people as a rule to obtain a Hau&tschulabschluss. 'he Berufsgrundbildungs0ahr at school can# moreo,er# also be counted to0ards the period of formal training re9uired for a recognised occupation. /oung people 0ith social disad,antages# learning difficulties or handicaps and young people 0ith migrant bac7grounds 0ith an inade9uate command of German need special assistance in order to begin and successfully complete a course of training. Farious pos: sibilities e8ist to achie,e this. +isad,antaged young people can# for instance# attend a Berufsvorbereitungs0ahr at school <a year of pre:,ocational training? aimed at preparing them for the re9uirements of in:company ,ocational training. &n this conte8t# the Stand: ing Conference of the Ministers of Education and Cultural Affairs has passed recom: mendations on measures in ,ocational schools for young people re9uiring particular support in the ac9uisition of professional 9ualifications o0ing to learning difficulties. (r the disad,antaged young people can be supported by the Federal Employment Agen: cy 0ithin the meaning of the Social Security Code &&& <Sozialgesetzbuch III?. 'hese pro: grammes are designed to pro,ide preparation for ,ocational education and training to young people 0ho ha,e been unable to secure a training place# to pro,ide parallel train: ing assistance to young people 0ho are currently undergoing in:company training or to pro,ide young people 0ith non:company ,ocational training. German courses are pro: ,ided to help young people 0ith migrant bac7grounds. Companies can con,ey training:rele,ant basic 7no0ledge as 0ell as initial ,ocational in: company e8perience to disad,antaged or less competiti,e young people by means of in: di,idual preparatory training courses and hence introduce them to in:company ,oca: tional training.
12.5.

G+-*/&,2 /&* C)+&.200-&5 -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Academic "uidance Counselling pupils on the choice of school career is# first of all# the responsibility of the schools themsel,es# e.g. 0hen pupils mo,e from primary to secondary schools <see chap: ter @.3.?# and 0hen pupils choose their further school or training career follo0ing lo0er secondary education. 'he same also applies to opting for courses in the !esamtschule and the g'mnasiale 7berstufe# i.e. the upper le,el of the !'mnasium. Such ad,ice may be obtained from the pupilIs teachers. At the lo0er secondary le,el school career ad,ice includes consultation not only on a possible s0itch to another school type and on 0hich educational path to pursue# but also counselling pupils on the ,ocational 9ualifications offered by the education system <for information on counselling teachers# see chapter 4.$.?. 'he school guidance ser,ices

3H"

also collaborate 0ith local employment agencies to pro,ide the pupils 0ith ,ocational guidance. School lea,ers 0ith a higher education entrance 9ualification usually do not immediate: ly see7 employment. 'hose 0ho do not ta7e up studies at a higher education institution# may ac9uire ,ocational 9ualifications at ,arious institutions of secondary or tertiary education <e.g. in the dual system# at Berufsfachschulen and Berufsakademien?. For school career ad,ice at ,ocational schools# the information gi,en on school career ad,ice at general education schools essentially applies. At most ,ocational schools# preparation for 0or7ing life <Arbeitslehre? is a subAect in its o0n right. ;ursuant to the Focational 'raining Act <Art. "@ Section = Berufsbildungsgesetz = RG4?# the competent body shall pro,ide support in the form of ad,ice to the persons in,ol,ed in ,ocational education and training preparation or initial ,ocational education and training. 'o this end# the competent body shall appoint training ad,isers. #sycholo"ical counsellin" School psychological ser,ices are either part of the school super,isory authorities at lo0er or middle le,el school administration# or they are separate institutions. 'hey offer indi,idual assistance using psychological diagnosis# counselling and treatment methods. 'hey do so in collaboration 0ith the pupil concerned and his-her parents and teachers. )o0e,er# comprehensi,e counselling and# abo,e all# therapy# may only be gi,en 0ith the consent of the parents and the pupil affected. Special data protection regulations apply to the 0ay in 0hich personal data <test results# counselling records etc.? is handled. 'he reasons for see7ing the help of the psychological ser,ice may be of ,arious 7inds# from learning difficulties and psycho:social problems to conflicts at school# uncertainty about the choice of the school career# etc. 'o pro,ide effecti,e assistance that tac7les the problems at their root# school psychological ser,ices collaborate 0ith other counselling ser,ices such as the school health ser,ice of the local public health office# the careers ad,ice ser,ice at the employment agency# the counselling units of the public youth and 0elfare authorities# paediatricians# neurologists and psychiatrists. School psychological ser,ices# ho0e,er# do not only deal 0ith indi,idual cases. 'hey ad,ise teachers and schools on 7ey issues 0ith a psychological component li7e the as: sessment of performance# indi,idual promotion and on conflicts. 'hey may be in,ol,ed in school pilot proAects and help 0ith in:ser,ice teacher training# particularly courses for counselling teachers <see also chapter 4.$.?. $areer "uidance 'he employment agencies ha,e careers information centres <Berufsinformationszentren = %&L?. 'hese are facilities 0here e,eryone facing career decisions can find information# especially about training# different trades and professions and educational re9uire: ments# continuing education and labour mar7et trends. Focational guidance offers for pupils e8ist in all LnderM in most Lnder ,ocational guidance has no0 become a fi8ed part of the curricula. &n almost all Lnder there are also supraregional or Land:0ide offers for ad,anced ,ocational guidance agreed be: t0een the rele,ant ministries and the regional directorates of the Federal Employment Agency# and Aointly financed by both partners. 'he ad,anced ,ocational guidance at gen:
3HG

eral education schools incorporates inter alia information on professional fields# e8plo: ration of interests# establishment of aptitudes and s7ills# teaching of decision:ma7ing strategies# practical professional e8perience in companies# and impro,ed reflection on aptitudes# interests and abilities. Systematic s7ills profiling procedures <e.g. competence analysis# career choice passport < Berufswahl&ass?# s7ills passport# competence portfolio# 2rofil&ass6 etc.? are used in all Lnder on an occasional basis or across:the:board for the indi,idual support of pupils. Since 344G# moreo,er# the Federation has been promoting ,ocational guidance measures in inter:company and similar ,ocational education and training centres. 'he ,ocational guidance programme of the Federal Ministry of Education and Research < Bundesminis# terium fr Bildung und )orschung = %M%F? became permanent in 2une 34 4 follo0ing a pilot phase. 'he support is directed at pupils aspiring to obtain a lo0er secondary school:lea,ing certificate as their highest 9ualification. &t promotes an analysis of poten: tial# 0hich ta7es place as a rule at the end of grade "# and 0or7shop days in grade G. +uring the analysis of potential pupils initially establish their preferences and compe: tences. +uring the 0or7shop days they then ha,e the opportunity of learning about at least three ,ocational fields o,er a period of t0o 0ee7s. 'he ,ocational guidance pro: gramme is integrated in the Bildungsketten <educational chains? initiati,e of the %M%F# 0hich also incorporates the nation0ide use of career start ad,isors to accompany pupils in need of particular support. More detailed information on the Bildungsketten initiati,e is a,ailable in chapter H.3.$. Each local employment agency offers special careers consultations for secondary school lea,ers 0ho ha,e completed the g'mnasiale 7berstufe <upper le,el of the !'mnasium?.
12.!.

S+66)(' M2/.+(2. :)( L2/(&2(. -& H-592( E*+,/'-)&

(efinition of the Tar"et Group0s1 Students in special circumstances are# for instance# students 0ith children# chronically ill students or students 0ith disabilities. Specific Support ,easures .nder the Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? and the Lnder legislation on higher education <R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3?# the higher education institu: tions are responsible for ensuring that students 0ith disabilities are not disad,antaged and can ta7e up courses 0ithout assistance 0here possible. 'he e8amination regula: tions must ta7e account of the particular re9uirements of students 0ith disabilities in order to ensure e9ual opportunities. Ad,ocates representing the needs of students 0ith disabilities# and lobbies for students 0ith disabilities ha,e an important function as an intermediary bet0een the students and the higher education institutionIs go,erning boards. Most student support organisations <Studentenwerke? also offer ad,ice for stu: dents 0ith a disability or chronic illness. &n April 344D the German RectorsC Conference <Hochschulrektorenkonferenz = )R*? adopted a recommendation on study 0ith a disabil: ity or chronic illness. &nformation on support measures for students from lo0:income families may be found in chapter $.$. on the financing of the tertiary sector.
3HD

'raining programmes and programmes for gifted students ha,e been e8panded in re: cent years by special promotion opportunities for students 0ith a migrant bac7ground. Access to financial assistance for students 0ith a migrant bac7ground has been facilitat: ed for instance through an amendment of the Federal 'raining Assistance Act <Bun# desausbildungsf1rderungsgesetz = %AfRG?. ;ri,ate foundations are also increasingly be: coming in,ol,ed in supporting young people 0ith a migrant bac7ground. 'he promotion of underrepresented social groups in the education system is achie,ed through a number of measures 0hich aim to o,ercome social obstacles and enable e9ual participation. At the le,el of the system as a 0hole these include# inter alia# efforts to ensure success at school for all social groups# or the implementation of the 6ational &n: tegration ;lan <Cationaler Integrations&lan? adopted in 344"# 0hich contains measures to promote young people 0ith a migrant bac7ground at all stages of education and train: ing and 0as substantiated in 2anuary 34 3 through the 6ational Action ;lan for &ntegra: tion <Cationaler Aktions&lan Integration?. 'he stipulations made in the conte8t of the Federal Go,ernmentCs 6ational Action ;lan to implement the .6 Con,ention on the Rights of ;ersons 0ith +isabilities <Cationaler Aktions&lan der Bundesregierung zur ,msetzung des Ebereinkommens der (ereinten Cationen ber die %echte von enschen mit Behinderung? are also to be ,ie0ed in this connection. &n the higher education sector# measures to promote underrepresented social groups include the follo0ing1 0ithin the frame0or7 of the 6ational ;act for Bomen in M&6' <mathematics# &'# nat: ural sciences and technology? professions <Cationaler 2akt fr )rauen in IC/# Berufen?# the share of ne0 female entrants in natural science and technical profes: sions is to be increasedM the 6et0or7 E;ath0ays to StudyO <Cetzwerk E4ege ins StudiumO? is carrying out an information campaign to increase the propensity to studyM the needs of students in special circumstances are to be considered in terms of admis: sion to study# 0or7load and e8aminations including# inter alia# as part of the accredita: tion of study courses and the system accreditation of entire higher education institu: tionsM the financing of the additional costs 0hich arise for students 0ith disabilities in con: nection 0ith study and li,ing costs <Edisability:related additional study needsO?# is to be ensured by adapting the social security regulations to modern educational path: 0aysM higher education institutions are to be made a0are of the specific needs of students in special circumstancesM study organisation should be made more fle8ible and part:time study programmes e8: pandedM efforts 0ill be made to further impro,e the Educational Credit ;rogramme <Bild# ungskredit&rogramm? of the Federation# so as to meet student needs e,en more effec: ti,ely <see chapter $.$.?.

3!4

12.7.

G+-*/&,2 /&* C)+&.200-&5 -& H-592( E*+,/'-)&

Academic "uidance 'he Frame0or7 Act for )igher Education <Hochschulrahmengesetz = R 3 ? and the )igher Education Acts of the Lnder <R 3@# R 3G# R $ # R $$# R $!: $@# R $D# R H # R H$# R H!: H@# R HG# R HD= !3# R !H# R !"# R @3? stipulate that institutions of higher education are responsible for pro,iding subAect:related ad,ice accompanying a studentIs studies throughout the entire duration of their course. 'he responsibilities of counselling in the higher education sector include the pro,ision of information and ad,ice for students and those applying for higher education on the content# structure and re9uirements of a course of studyM it assists students during their complete course of study# and in particular on completion of their first year# by pro,id: ing subAect:related ad,ice. Counselling tas7s are di,ided among lecturers# 0ho pro,ide specialist guidance# and the student counselling office# 0hich pro,ides general guidance. 'he student counselling offices are also responsible for helping students cope 0ith per: sonal difficulties and for dealing 0ith 9uestions relating to their studies. &n addition to lecturers and the student counselling offices# student bodies in each department also offer support and assistance relating to the indi,idual subAects. &n many cases special introductory seminars are held at institutions of higher education for future applicants. &n pro,iding counselling# higher education institutions are intended to cooperate in par: ticular 0ith the employment agencies responsible for careers ad,ice and the offices re: sponsible for the Staats&rfungen <state e8aminations?. Some institutions and departments pro,ide tutorials and refresher courses to students during their first semesters. 'hese courses are conducted by undergraduate and re: search assistants and ha,e the follo0ing functions1 to furnish information about facilities# academic-scientific 0or7ing methods# the struc: ture of the course of study and e8amination re9uirements to help in o,ercoming difficulties understanding and learning the material and en: courage self:study in study groups to pro,ide long:term indi,idual support and further social relations bet0een students 'he 9uality of the counselling and care programmes for all students# in particular for students in special circumstances and foreign students# is to be e8tended and assured. For foreign students# central administrati,e bodies such as international offices or in: ternational centres are as a rule the first points of contact at higher education institu: tions. 6et0or7ing their central procedural 7no0ledge 0ith non:centralised ad,isory offices affiliated 0ith the different uni,ersity departments is important and essential to successful academic counselling. 'he establishment of posts for independent ombuds: men# 0hich are filled ,oluntarily# by professors for instance# should be promoted. 'hese may also be ser,ice centres 0ith an arbitration role. Student support organisations <Studentenwerke? also play an important role in academic counselling. 'he institutions of higher education and student 0elfare organisations ha,e set up a ,ariety of independent offers especially for foreign students. 'hese in: clude special student counsellors# clubrooms# grants and ser,ice centres. Cooperation bet0een academic counselling offices at the higher education institution and student
3!

support organisations should be promoted# for instance to enable problems encountered by foreign students to be resol,ed 9uic7ly# including 0ith regard to their residence sta: tus. 'he Federal Foreign (ffice <Auswrtiges Amt? has for many years been financing ,arious funding programmes of the German Academic E8change Ser,ice <5eutscher Akademischer Austauschdienst = +AA+? pro,iding general counselling and care ser,ices for foreign students at German higher education institutions. &n addition# through ,ari: ous +AA+ programmes# Federal Ministry of Education and Research <Bundesministeri# um fr Bildung und )orschung = %M%F? funding has been used in recent years to de,el: op and disseminate di,erse pilot proAects on the internationalisation of German institu: tions of higher education <e.g. ;R(F&S? and the integration of foreign students <e.g. ;R(F&6?. #sycholo"ical counsellin" Students 0ho ha,e personal problems or learning difficulties can also consult student counselling offices and psycho:social counselling ser,ices of the student support organi: sations <Studentenwerke?. $areer Guidance According to the German RectorCs Conference <Hochschulrektorenkonferenz = )R*?# since the start of the %ologna ;rocess increasing numbers of higher education institu: tions ha,e set up so:called career centres or career ser,ices to support students in their professional orientation. At the end of 34 there 0ere around 44 such centres at Ger: man higher education institutions. Career centres or career ser,ices inform and ad,ise students in the transitional phase from study into their professional or academic career path. 'he specific offers can be ,aried and range from Aob application training to indi,idual coaching. Mentoring pro: grammes 0hich bring together students and graduates 0ho are already established in their career ha,e pro,en particularly successful. Career ser,ices can also help impro,e the practical rele,ance of the study programmes# by strengthening e8change bet0een teaching and the 0or7ing 0orld. Specifically# this can ta7e place through the processing of contemporary practical e8amples in lectures# and through in:company proAects and final papers# employing s7illed teaching staff from the professional sphere# or through practical training stages accompanied by teachers. A third strand of the 0or7 of the career centres is to facilitate contact management be: t0een higher education institutions and employers# and to place trainees and graduates. E8amples include traineeship and Aob boards# Ecareer boo7sO 0ith portraits of gradu: ates# and career fairs. E,en in career planning for young scientists career centres can help ensure reliability and point to opportunities outside academia.
12.#.

S+66)(' M2/.+(2. :)( L2/(&2(. -& A*+0' E*+,/'-)& /&* T(/-&-&5

(efinition of the Tar"et Group0s1 'he target group of the 6ational Strategy for Literacy and %asic Education < nationale Strategie fr Al&habetisierung und !rundbildung? is functional illiterates.

3!3

Specific Support ,easures Bithin the scope of the national implementation of the Literacy +ecade announced by the .nited 6ations for the period up until 34 3# the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F? has placed priority on research and scientifically:bac7ed de,elopment proAects for literacy and adult basic education. At the same time# 0ithin the scope of its responsibilities the %M%F supports the manifold acti,ities of the Lnder in the area of basic adult education. 'ogether 0ith appropriate partners# such as the Federal Employment Agency < Bundesagentur fr Arbe# it? and the Federal (ffice for Migration and Refugees <Bundesamt fr igration und )lchtlinge?# the Lnder plan to de,elop and e8pand educational offers for migrants ranging from literacy up to career maturity <Berufsreife?. 'he (olkshochschulen <local adult education centres? ma7e a significant contribution to impro,ing the situation of people 0ho cannot read or 0rite. &nformation on the 6ational Strategy for Literacy and %asic Education in Germany# 0hich 0as adopted by the Federation and the Lnder in +ecember 34 # can be found in chapter H.3.3.
12.9.

G+-*/&,2 /&* C)+&.200-&5 -& / L-:20)&5 L2/(&-&5 A66()/,9

Academic Guidance Bithin the frame0or7 of lifelong learning# educational guidance has become increasing: ly important in recent years. &t is percei,ed as a prere9uisite for the assurance of the indi,idual right to education and creating more permeability and e9ual opportunities in the education system. +espite increased efforts# gi,en the numerous institutions and competences and the different legal rules# educational guidance is still ,ery heterogene: ous. #sycholo"ical $ounsellin" 6o information is a,ailable on psychological counselling for participants in continuing education. $areer Guidance &n its recommendations the Committee on &nno,ation in Continuing 'raining GInnova# tionskreis 4eiterbildungH appointed by the Federal Ministry of Education and Research < Bundesministerium fr Bildung und )orschung = %M%F? called in 344G for an integrati,e system of educational guidance co,ering all stages of learning and incorporating career ad,ice. 'he Committee on &nno,ation recommends the follo0ing indi,idual measures inter alia1 increasing the transparency of guidance offers setting up and e8tending neutral guidance centres# and cross:educational-cross: pro,ider guidance centres creating a uniform state financing basis impro,ing 9uality management e8panding educational guidance for small and medium:siJed enterprises#
3!$

 professionalising staff introducing accreditation and certification

3!H

13.
13.1.

MOBILITY AND INTERNATIONALISATION

I&'()*+,'-)&

Basic legislation &n the Federal Republic of Germany# go,ernmental functions and responsibilities are di,ided bet0een the Federation and the Lnder. 'his is due to the federal principle 0hich is laid do0n in the %asic La0 < !rundgesetz# Art. 34# ;aragraph = R ?. For the educational sector# there is no e8plicit and comprehensi,e attribution of competence to the Federation. 'herefore# educational and cultural legislation is primarily the respon: sibility of the Lnder <see also chapter .$.?. 'he Federation# on the other hand# is re: sponsible for foreign affairs and thus for culti,ating international relations in the field of education <Art. "$# ;aragraph and Art. $3# ;aragraph and 3 of the %asic La0?. 'he responsibility of the Federation for foreign affairs# and the cultural so,ereignty of the Lnder ha,e in the day:to:day routine established the necessity of a close cooperation based on partnership and mutual trust bet0een the Federation and the Lnder. 'he Maastricht 'reaty# ratified in +ecember DD3# resulted in an amendment of the %asic La0 to accord the Lnder more rights of participation in E. affairs through the Bundesrat. According to this ne0 Article 3$ and the La0 on Cooperation bet0een the Federation and the Lnder in issues of the European .nion of March DD$ <E.L%LG = R 4?# the Federal Go,ernment has to ta7e into account the statements of the Bundesrat on European .nion issues 0hen the legislati,e po0ers or administrati,e procedures of the Lnder are affected by the proposals of the European .nion <see also chapter .$.?. Bhen legislati,e po0ers e8clusi,e to the Lnder in school education# culture or broad: casting are primarily affected# the federalism reform of 344@ <Federalism reform &? re: 9uires that the e8ercise of the rights belonging to the Federal Republic of Germany as a member state of the European .nion is delegated to a representati,e of the Lnder des: ignated by the Bundesrat. 'he e8tensi,e participation of the Lnder in issues of foreign cultural policy# interna: tional cultural relations as 0ell as European cooperation occurs through the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz = *M*?. 'he coordinating committee for this area is the Committee for European and &nternational Affairs < "ommission fr euro&ische und internationale Angelegenheiten?. &n the field of EEuropean AffairsE# the Committee deals 0ith E. cooperation regarding issues of education# culture and research as 0ell as 0ith the educational and cultural acti,ities of the Council of Europe. 'he committee de,elops common positions for all Lnder 0hich may be ta7en into account at an early stage in consultations by the Feder: ation# other Lnder conferences and the academic organisations. &n the field of E&nter: national AffairsO# the Committee deals 0ith basic 9uestions of foreign cultural policy and coordinates the ,ie0s of the Lnder in order to achie,e a Aoint statement. 'he mem: bers of the Committee discuss 9uestions of bilateral foreign cultural policy# in 0hich the Lnder participate 0ithin the frame0or7 of cultural agreements as 0ell as through oth: er acti,ities in the sphere of cultural e8change. &n the multilateral sector# the Committee primarily deals 0ith the participation of the Lnder regarding issues of educational and cultural policy in the committees and specialist conferences of the .6ESC( and the (EC+.
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Guidelines of foreign cultural and educational polic# 'he Report of the Federal Go,ernment on Foreign Cultural ;olicy 34 4-34 follo0ing focuses for foreign cultural and educational policy1 names the

promoting the German language abroad promoting the global transfer of education and 7no0ledge# and strengthening Germa: nyCs position as a centre of science and research cultural e8change and dissemination of German art and culture abroad contribution to crisis pre,ention# conflict solution and a policy of peace through inter: cultural dialogue prestige ad,ertising for Germany and communication of a modern image of Germany supporting the process of European integration promoting the 7ey obAecti,es of German foreign policy According to a position paper of the Standing Conference of +ecember 344" on policies in the fields of education# science and culture 0ith regard to proAects of the European .nion <2ositions&a&ier der "ultusministerkonferenz zur Bildungs#6 4issenschafts# und "ultur&olitik im Hinblick auf (orhaben der $uro&ischen ,nion?# the formation of opin: ion 0ithin the Standing Conference is geared to the follo0ing frame0or7 conditions1 >uality assurance and 9uality de,elopment in the areas of school and higher educa: tion Furthering and securing mobility in teaching and learning Maintenance and promotion of cultural di,ersity in Germany Representation of Lnder interests in national and international conte8t &n its agreement# the Standing Conference e8presses support for European cooperation in education# science and culture affairs in a Europe that safeguards its cultural 0ealth and the di,ersity of educational systems in line 0ith the respecti,e traditions of the Member States. Furthermore# it emphasises the significance of policies in the fields of education# science and culture as core elements of the so,ereignty of the Lnder# as 0ell as the autonomy of cooperation in this area 0hich cannot be subordinated to economic# social or employment policies. Ather focuses of foreign cultural and educational polic# Bithin the scope of German foreign cultural and educational policy# currently special importance is being attached to the promotion of the cultural dimension in a Europe that is continuing to gro0 together. A common a0areness of the ,ariety and the shared identity of European cultures is to emerge. Cultural e8change# mobility in school educa: tion# ,ocational education and training# higher education and research# promotion of the German language abroad as 0ell as an interest in learning European foreign languages are ,ie0ed as conditions for the de,elopment of this shared identity. &n this regard# the German:French cooperation on the basis of the Agreement on German:French Coopera: tion <(ertrag ber die deutsch#franz1sische .usammenarbeit? from 2anuary 33# D@$# 0hich has recei,ed se,eral ne0 stimuli since the H4th anni,ersary of the Agreement in 344$# is of particular importance. More detailed information on German:French cooper: ation is a,ailable in chapter $.!.
3!@

MaAor impulses for the internationalisation of German higher education institutions come from the %ologna ;rocess. &n April 34 3 the higher education ministers of the no0 H" %ologna signatories met in %ucharest 0here they laid do0n# in the %ucharest Com: muni9u[ and the Mobility Strategy 3434 0hich 0as adopted at the same time# the guide: lines for the continued implementation of the European )igher Education Area. Strengthening student mobility and the employability of graduates are 7ey. 'he focus is also on the 9uality of study and teaching# increased permeability and increasingly open: ing up admission to higher education. More detailed information on the realisation of the %ologna ;rocess in Germany is a,ailable in chapter $.G. European cooperation in education has become much more dynamic as a result of the European Councils of Lisbon# Stoc7holm and %arcelona# the Aoint report of the Europe: an ministers for education on the future obAecti,es of the European education systems# as 0ell as the 0or7ing programme for its implementation by 34 4 <for further infor: mation on the German contribution to cooperation in ,ocational training as part of the ECopenhagen ;rocessO# see chapter $.".?. 'he Lnder are represented by one delegate of the Bundesrat on the Council of the European .nion <Council configuration Educa: tion# /outh# Culture and Sport?# so that they are directly in,ol,ed in educational cooper: ation bet0een Member States of the European .nion. Bithin the scope of foreign cultural and educational policy# a further focus of the Feder: ation and the Lnder is strengthening the relations to the &slamic 0orld and the en: gagement 0ith &slam in German education. 'o impro,e mutual understanding bet0een the 0estern and the &slamic 0orld# the Federal Foreign (ffice has implemented a spe: cial programme in order to promote the European:&slamic Cultural +ialogue in 3443 0hich 0as also continued in 34 . Since 344$# an internet portal has been online that 0as de,eloped especially for the purpose of promoting engagement 0ith the &slamic 0orld <000.9antara.de?. &n 344G the Federal Ministry for Foreign Affairs <Auswrtiges Amt? launched the initia: ti,e Aktion Afrika 0hich is intended to de,elop the partnership bet0een Germany and African countries in the 7ey areas of cultural e8change# education and sport.
13.2.

M)?-0-'; -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Lifelong Learning Programme Since 344" the Aoint programme of the European .nion for education and mobility L&FEL(6G LEAR6&6G has been responsible for promoting the European e8change of teachers-lecturers and pupils-students and for cooperation bet0een educational estab: lishments throughout Europe. &n Germany the Educational E8change Ser,ice < 2dagogischer Austauschdienst = ;A+? of the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder < "ultusministerkonferenz = *M*? is the national agency responsible for imple: menting the Lifelong Learning ;rogramme in the schools area. As part of this the ;A+ conducts the C(ME6&.S sub:programme and its ,arious measures <C(ME6&.S school partnerships# C(ME6&.S assistanceship grants# C(ME6&.S in:ser,ice training?# 0hich in 344D 0ere e8tended to include the measure C(ME6&.S:Regio. .nder C(ME6&.S: Regio school authorities# schools and other sta7eholders at local and regional le,el can cooperate 0ith corresponding partners in another European region to handle topics and
3!"

issues of mutual interest. Moreo,er# 0ithin the scope of the Lifelong Learning ;ro: gramme the ;A+ ensures the placement of e8perts in education and ,ocational educa: tion and training for study purposes. Further information on the participation of Ger: many in the Lifelong Learning ;rogramme is a,ailable on the internet <000.7m7: pad.org?. #upil and student mobility ;ersonal contact is essential in deepening understanding of other cultures. 'herefore# study tours abroad ha,e been organised for pupils and e8changes carried out for dec: ades# often as part of formal school partnerships or cross:border regional cooperation programmes# 0hich are carried out at Lnder le,el# as 0ell as coordinated by the Educa: tional E8change Ser,ice < 2dagogischer Austauschdienst? 0ith funding from the Federal Foreign (ffice <Auswrtiges Amt? and the European .nion# respecti,ely. &n the school year 34 4-34 # around $H#444 pupils participated in the e8change pro: grammes of the ;A+. &n numerical terms# the largest group consists of the pupils 0ho tra,el to their partners in Germany or abroad and ta7e part in school lessons 0ithin the frame0or7 of school partnerships. For a number of years these partnerships ha,e been promoted 0ith the .SA# countries of central# eastern and south:eastern Europe# the %al: tic states and 0ith &srael and the autonomous ;alestinian territories. Bithin the frame: 0or7 of the Federal Ministry for Foreign AffairsC partner schools initiati,e# since 344G it has been possible to apply for grants for school partnerships 0ith schools throughout the 0orld# 0ith the focus on regions such as China# &ndia and 'ur7ey. An agreement has been in place 0ith France since DG@ on a medium:term indi,idual pupil e8change incorporating a t0o to three:month stay in the partner country 0ith a return ,isit from the e8change partner <%R&G&''E:SA.LA/ ;rogramme?. &n addition# the one:year <si8 months in Germany# si8 months in France? e8change programme F(L'A&RE has been in e8istence since the school year 3444-344 . A gro0ing number of e8change or cooperation schemes in,ol,ing pupils and young people engaged in ,oca: tional education and training are being organised under the Lifelong Learning ;ro: gramme of the European .nion and the youth programme of the European .nion /(.') &6 AC'&(6. 'he European and international dimension is also promoted by the premium pro: gramme for teaching German as a foreign language to secondary school pupils# 0hich is offered in some D4 states in the 0orld# including all European countries. ;upils are in: ,ited to spend four 0ee7s in Germany# they are offered a study programme in interna: tional groups in *Rln# %onn# %erlin and MKnchenM and they attend a t0o:0ee7 language course at a general school# li,e 0ith host families and fre9uent regular lessons of their host brothers and sisters. 'hey get to 7no0 German as a medium for international un: derstandingM the intercultural and the European dimension are basic principles of teaching and regional studies. 'he premium programme is supplemented by special programmes. )ence in the school year 34 4-34 grants under the Federal Ministry for Foreign AffairsC Aktion Afrika initiati,e enabled around 44 pupils from @ African countries to ,isit Germany. 'he Federal 'raining Assistance Act < Bundesausbildungsf1rderungsgesetz = %AfRG = RG$? funds# conditional on parental and o0n income# up to one year of study abroad by upper secondary le,el pupils at up to Euro H@! per month. 'his also applies to pupils
3!G

0ho do not recei,e financing 0hile attending school in Germany because they li,e# or could li,e# 0ith their parents <Art. 3# Section %AfRG?. A supplement of Euro 3!4 each 0ay may be paid for out0ard and return tra,el if the place of training is in Europe# or Euro !44 each 0ay outside Europe. %oth the monthly amount and the tra,el cost sup: plement are grants 0hich do not ha,e to be paid bac7. At Lnder le,el there are also indi,idual e8change programmes 0hich are carried out together 0ith partner schools abroad. "3change programmes for trainees 'he reform of the Focational 'raining Act <Berufsbildungsgesetz = RG4? passed in 344! facilitated procedures for trainees to spend limited periods of their ,ocational education and training abroad. For the first time# periods of ,ocational education and training completed abroad are recognised as e9ui,alent to those of ,ocational education and training in a recognised occupation in the German duales S'stem <dual system?. 'hrough the LE(6AR+( +A F&6C& programme# part of the European CommissionIs Lifelong Learning ;rogramme# the 6ational Agency Education for Europe <Cationale Agentur Bildung fr $uro&a? at the Federal &nstitute for Focational Education and 'raining <Bundesinstitut fr Berufsbildung = %&%%? supports training placements abroad. 'he ac9uisition of international 9ualifications and linguistic and intercultural competences helps de,elop an international ,ocational e8pertise 0hich is of gro0ing importance to the labour mar7et and indi,idual career planning. 'he a,erage length of training placements abroad is bet0een fi,e and si8 0ee7s. &n Germany the number of placements abroad applied for and appro,ed under the LE(6AR+( +A F&6C& sub: programme has increased substantially o,er the pre,ious year. &n 34 # 3#"3 grants 0ere a0arded 0ithin the frame0or7 of proAects to trainees and pupils at Berufsschulen <part:time ,ocational schools?. 'he Federal Ministry of Education and Research < Bun# desministerium fr Bildung und )orschung %M%F? contributed around Euro .H million in E. part:funding for initial training in 34 . 'he bilateral e8change programmes of the Federal Ministry of Education and Research in ,ocational education and training are aimed at cooperations that go beyond the E. programmes 0ith partner countries of particular importance to Germany. 'he e8change measures are generally embedded in longer term partnerships bet0een training compa: nies# ,ocational schools# chambers and other professionals in ,ocational training and# in addition to the promotion of mobility of trainees and those responsible for ,ocational training# are also aimed at the de,elopment and testing of inno,ati,e ,ocational educa: tion and training models. 'he Federal Ministry of Education and Research is promoting bilateral e8change programmes 0ith France# the 6etherlands and 6or0ay 0ith the aim of intensifying cross:border collaboration in the field of ,ocational education and train: ing. %y establishing permanent cooperation structures and simultaneously strengthen: ing cooperation bet0een ,ocational education and training actors# ,ocational education and training e8perience is supported during ,ocational training. &n 34 a total of around 3#!44 German participants 0ere promoted 0ithin the frame0or7 of these pro: grammes. &n 34 information 0as pro,ided for the first time on ho0 many trainees and pupils of Berufsfachschulen <full:time ,ocational schools? complete a period abroad as part of their training outside the E. Lifelong Learning ;rogramme and the bilateral e8change
3!D

programmes of the Federal Ministry of Education and Research. 'he study by the 6a: tional Agency Education for Europe re,ealed that# in 344" to 344D# on a,erage 3$#!44 young people per year carried out a period abroad as part of their initial ,oca: tional training. Teacher mobility Bith regard to the European and international dimension of teaching# 0ithin training and in:ser,ice training of teachers special importance is attached to e8perience ac: 9uired abroad. A huge number of teacher training students are ta7ing up this opportuni: ty# by participating in a programme of the German Academic E8change Ser,ice <5eutscher Akademischer Austauschdienst = +AA+?# under the E. Lifelong Learning ;rogramme# or under the programme for the e8change of foreign:language assistants of the Educational E8change Ser,ice < 2dagogischer Austauschdienst = ;A+? of the Stand: ing Conference of the Ministers of Education and Cultural Affairs. 'he further and con: tinuing education of teachers and other educational staff in the school sector is ser,ed by ,arious bilateral 0or7 shado0ing and e8change programmes under the auspices of the ;A+# 0hich are carried out 0ith %elgium# France# the .nited *ingdom# &taly# Spain and the .nited States. As part of the initiati,e ESchools1 ;artners for the FutureO <Schu# len< 2artner der .ukunft?# moreo,er# further training measures and 0or7 shado0ing programmes are implemented in Germany for foreign German teachers from central# eastern and south:eastern Europe# the Common0ealth of &ndependent States <C&S?# Asia# Latin America and Africa. 'eachers from all school types and le,els can participate in these programmes. Added to this is the e8change of prospecti,e foreign language teachers 0ith many E. member states and 0ith Australia# 6e0 Lealand# Canada# the .nited States# the Russian Federation and China. "3change of vocational training staff Focational education and training staff play a 7ey role in the internationalisation of ,o: cational education and training in Germany. 'hrough the LE(6AR+( +A F&6C& sub: programme of the European .nionCs Lifelong Learning ;rogramme# therefore# the 6a: tional Agency Education for Europe <Cationale Agentur Bildung fr $uro&a? also sup: ported training placements abroad for persons acti,e in ,ocational education and train: ing. &n 34 # 3#4@H grants 0ere a0arded 0ithin the frame0or7 of the proAects to ,oca: tional education and training professionals. Many ,ocational education and training institutions use the funding opportunities in this area in order to support the necessary staff de,elopment measures as part of their increasingly international orientation. Programmes for Coung ?olunteers Since 344D the Educational E8change Ser,ice < 2dagogischer Austauschdienst = ;A+? of the Standing Conference of the Ministers of Education and Cultural Affairs of the Ln: der < "ultusministerkonferenz = *M*? has been pro,iding funding# 0ithin the frame0or7 of the Federal Ministry for Foreign AffairsC <Auswrtiges Amt? international ,oluntary ser,ice EkulturweitO <Eculture:0iseO?# to young ,olunteers from Germany for si8 or t0el,e months at German Schools abroad or at schools abroad at 0hich the German Language Certificate <5eutsches S&rachdi&lom? may be ac9uired. 'he schools are pri: marily in central and eastern European countries# 0ith others located in Latin America# Asia and Africa. +epending on their prior 7no0ledge and abilities the ,olunteers# 0ho
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are bet0een G and 3@ years old# support the school offer there by# for instance# pro,id: ing home0or7 support# offering teaching proAects on a 0ide range of subAects# becoming in,ol,ed in school theatre# supplementing sport# art and music programmes# carrying out ;R 0or7 or alumni 0or7# etc.
13.3.

M)?-0-'; -& H-592( E*+,/'-)&

+earner and student mobility Globalisation and the fact that Europe is gro0ing closer together opens up ne0 horiJons for graduates. Good 7no0ledge of foreign languages and personal e8perience of both the economic and social conditions and the culture and mentality of other countries are no0adays regarded as basic re9uirements for graduates in many sectors of the labour mar7et. &t is this trend that has prompted the de,elopment of E. programmes to pro: mote cooperation in higher education and student mobility and also the national# re: gional and bilateral initiati,es that pro,ide incenti,es for study-placements abroad and fund and de,elop ne0 courses of study. 6ational initiati,es include# amongst other e8: amples# the increased promotion of study abroad and in particular of a full course of study in another E. country as part of the Federal 'raining Assistance Act <Bundesaus# bildungsf1rderungsgesetz = %AfRG = RG$? and li7e0ise special support programmes im: plemented by indi,idual Lnder. 'he number of German students studying at higher education institutions abroad is con: tinually increasing. Compared to the total number of German students studying in Ger: many# the share rose from 3 per cent in DD to almost @.3 per cent in 344D. 'he most popular destinations in 344D 0ere Austria# the 6etherlands# the .nited *ingdom# S0it: Jerland# the .nited States and France. 'hese si8 nations together hosted three 9uarters <"!.4 per cent? of German students studying abroad. 'he member states of the European .nion accounted for more than t0o thirds <@D.H per cent? of German students abroad# 0hile a further 3." per cent 0ent to other European countries. D.H per cent of German students abroad opted for the Americas# and H.$ per cent for study in Asia or Australia and (ceania. Compared to 344G the number of German students studying at higher edu: cation institutions abroad has increased by G. per cent. &n Germany# the tas7 of promoting relations bet0een higher education institutions and foreign countries through the e8change of students and academics is the responsibility of the German Academic E8change Ser,ice <5eutscher Akademischer Austauschdienst = +AA+?# a self:go,erning organisation of German higher education institutions. 'he pro: grammes of the +AA+ to promote internationalisation at German higher education in: stitutions aim at creating the organisational and financial frame0or7 for studies- a placement abroad# international cooperation and the establishment of strategic partner: ships bet0een higher education institutions as 0ell as further de,elopment of courses of study and higher education 9ualifications. Furthermore# the measures already carried out shall be incorporated into a strategy for internationalisation in,ol,ing the entire institution of higher education. 'he ,arious programmes# of 0hich there are o,er 3!4# mainly ser,e to pro,ide indi,idu: al grants for German and foreign students and graduates as 0ell as for academics and researchers. &n this regard# gro0ing importance is being attached to e8change schemes 0ith higher education institutions in central# eastern and south:eastern Europe# as 0ell
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as in states of the former .SSR outside Europe. 'herefore in 3443# the initiati,e !o $ast 0as started 0hich# besides a0arding grants# also has the obAecti,e of attracting German students to a period of study at higher education institutions in central and eastern Eu: rope as 0ell as in the Common0ealth of &ndependent States <C&S?. Bith the Ego out\ study 0orld0ideO <go outI studieren weltweit? campaign launched in 344@ by the Federal Ministry of Education and Research < Bundesministerium fr Bildung und )orschung? and the +AA+ to promote moti,ation for studying abroad# other regions of the 0orld 0ere also included in the ad,ertising measures. 'he campaign aims to raise the numbers of German students completing study:related placements abroad significantly o,er the ne8t fe0 years. 'he +AA+ programme EBelcome to AfricaO# 0hich is also supported by Federal Ministry of Education and Research funding# promotes student mobility be: t0een German and African nations inter alia. 'he +AA+ also promotes international study and training partnerships < Internationale Studien# und Ausbildungs&artnerschaften = &SA;?# 0hich pro,ide for the e8change of students as part of subAect:specific partnerships. .nder these schemes a German lectur: er organises a period abroad lasting a semester or a 0hole year at a foreign higher edu: cation institution for a group of students. 'his period abroad is fully recognised by the German higher education institution. 'he programme &ntegrated &nternational Study Courses 0ith a +ouble +egree < Integrierte internationale Studiengnge mit 5o&&elab# schluss? is promoting ne0 study courses at uni,ersities and )achhochschulen 0hich a0ard a double degree or a Aoint degree follo0ing a degree course 0hich is partly com: pleted in the German higher education institution and partly in the foreign higher edu: cation institution. 'he ne0 Bachelor 2lus programme launched in 344D is geared to German higher educa: tion institutions 0hich plan to de,elop a ne0 four:year %achelor study course 0ith an integrated year abroad# or to de,elop an e8isting short study course into a four:year %achelor study course 0ith an integrated year abroad. Further information on these programmes may be found on the 0ebsites 000.daad.de-isap# 000.daad.de-doppelabschluss and 000.daad.de-bachelorplus. 'hrough the programme for increasing the mobility of German students < 2rogramm zur Steigerung der obilitt von deutschen Studierenden = ;R(M(S? German higher educa: tion institutions are able to decide their o0n specific focuses for the out0ard mobility of their students and to promote them 0ith grants for up to si8 months abroad. 'hrough the programme set up in 34 4 0ith funding from the Federal Ministry of Education and Research# in the first t0o programming years more than 3#H44 students 0ere granted financing = including o,er "@ per cent of students studying for a first degree. More in: formation on the programme can be found on the +AA+ 0ebsite <000.daad.de-promos?. As part of the ERASM.S action scheme 0ithin the Lifelong Learning ;rogramme# amongst other things the out0ard mobility of students <study or 0or7 placement?# is promoted. ;romotion is subAect to cross:border higher education agreements and the commitment that the achie,ements accomplished abroad 0ill be recognised by the high: er education institution at home. &n Germany# the German Academic E8change Ser,ice is responsible for the implementation of the ERASM.S programme. As part of the ERASM.S programme in 34 4-34 a total of 3!# "G German students 0ere gi,en fund: ing for a period of study abroad and !#4D@ students for a 0or7 placement abroad. Fur: ther information is a,ailable on the internet <http1--eu.daad.de?.
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Grants for periods of study abroad are also pro,ided under the Federal 'raining Assis: tance Act < Bundesausbildungsf1rderungsgesetz = %AfRG? <see also chapter $.$.?. 'he in: ternational mobility of students has been reinforced since 344" by an amendment of the Federal 'raining Assistance Act 0hich inter alia abolished the orientation phase prior to commencing study in another country that had hitherto been obligatory. Since then students ha,e been able to recei,e assistance under the Federal 'raining Assistance Act for a full course of study in a member state of the European .nion or in S0itJerland. Furthermore# financial assistance is pro,ided for practical training and studies of lim: ited duration inside and outside of Europe. Teacher mobility &n its EStrategy for the &nternationalisation of Science and ResearchO <Strategie zur In# ternationalisierung von 4issenschaft und )orschung? from 344G# the Bundesregierung emphasises that the international mobility of German scientists and researchers must be strengthened. &n foreign educational and cultural policy# special importance is at: tached to e8change measures in the sector of research and higher education institutions. 'he e8change of indi,iduals ta7es place under grant programmes for lecturers and oth: er higher education staff 0hich are predominantly organised by the +AA+. E,aluation of international e8change programmes is generally performed by independent agencies or e8perts. Statistics on the international mobility of scientists and researchers may be found in the publication Bissenschaft 0eltoffen <000.0issenschaft0eltoffen.de-inde8Uhtml]langYen?. Bithin the frame0or7 of the European .nion ERASM.S programme the +AA+# as the 6ational Agency# also promotes the out0ard mobility of lecturers and other higher edu: cation staff.
13.4.

M)?-0-'; -& A*+0' E*+,/'-)&

+earner ,obility As a sub:programme of the European Lifelong Learning ;rogramme# the LE(6AR+( +A F&6C& programme for initial and further ,ocational education and training shall contribute by means of promoting cross:border collaboration to the de,elopment of 9uality and inno,ations# as 0ell as to intensifying the European dimension in initial and further ,ocational education and training. &n particular# the programme includes the promotion of the mobility of trainees and instructors# as 0ell as inno,ation proAects. 'he GR.6+'F&G adult education sub:programme aims to pro,ide facilities and institutions as 0ell as their teachers and learners of all age groups and le,els of society 0ith ne0 7no0ledge on the European dimension of their subAects and fields of 0or7. &n Germany# the 6ational Agency Education for Europe <Cationale Agentur Bildung fr $uro&a? at the Federal &nstitute for Focational Education and 'raining < Bundesinstitut fr Berufsbild# ung = %&%%? is responsible for the implementation of LE(6AR+( +A F&6C& and GR.6+'F&G <000.na:bibb.de?. Enhancing GermanyCs international competiti,eness in the field of initial and continu: ing ,ocational training is one 7ey element of the "onzertierte Aktion Internationales arketing fr den Bildungs# und )orschungsstandort 5eutschland <2oint &nitiati,e on E&nternational mar7eting to promote study# research and training in GermanyO?. &n ad:
3@$

dition to higher education and research# initial and continuing ,ocational training is the third pillar of the action campaign. 'he information and guidance centre International arketing of (ocational $ducation <iM(FE? 0ithin the Federal &nstitute for Focational Education and 'raining is to support the international mar7eting for 0hat Germany has to offer in the field of initial and continuing ,ocational training 0ith suitable measures. &n +ecember 344$# the data base on continuing education iM(FE 0ent online1 iMo,e offers a central tool for informing persons from other countries in se,eral languages about German pro,iders of initial and continuing ,ocational education and training <000.imo,e:germany.org?. Teacher and Trainer ,obility 'eacher mobility is also supported 0ithin the frame0or7 of LE(6AR+( +A F&6C& and GR.6+'F&G. #lacements abroad for employees 'hrough the LE(6AR+( +A F&6C& sub:programme of the European .nionCs Lifelong Learning ;rogramme# the 6ational Agency Education for Europe <Cationale Agentur Bildung fr $uro&a? also supports training placements abroad for employees# the unem: ployed and graduates of higher:education institutions. 'he placements abroad pro,ide# as part of continuing ,ocational education# international professional 9ualifications and linguistic and intercultural s7ills. &n 34 3#4G! grants 0ere a0arded 0ithin the frame: 0or7 of this proAect. Many proAects are a,ailable to this target group facilitating indi,id: ual access to financial support <so:called pool proAects?.
13.5.

O'92( D-82&.-)&. ): I&'2(&/'-)&/0-./'-)& -& E/(0; C9-0*9))* /&* S,9))0 E*+,/'-)&

Global and )ntercultural (imension in $urriculum (e elopment 'he Standing Conference of the Ministers of Education and Cultural Affairs of the Ln: der < "ultusministerkonferenz = *M*? first presented its general outlines on the Europe: an dimension in the school system in 2une D"G in its Recommendation EEurope in the classroomO <$uro&a im ,nterricht?# 0hich 0as amended in +ecember DD4. &n May 344G# against the bac7ground of de,elopments in Europe# the Standing Conference adopted an update to the Recommendation under the title $uro&abildung in der Schule <educating about Europe in schools?. .nder the amended ,ersion the school has the tas7# by ad: dressing 7ey aspects and content of European history and the process of European inte: gration# of de,eloping s7ills and attitudes 0hich contribute to a successful life in Eu: rope. ;upils should de,elop an understanding of the geographical di,ersity of Europe 0ith its physical# social and economic structures compare and e,aluate the political and social structures of Europe against the bac7: ground of its similarities and differences assess the importance of the functions and procedures of European institutions e8amine the influential historical forces in Europe# especially the de,elopment of Eu: ropean legal and political thin7ing and the ideal of freedom# and dra0 conclusions about current de,elopments and personal courses of action
3@H

 appreciate the lines of de,elopment# features and e,idence of a common European culture not0ithstanding its di,ersity and be prepared to defend them recognise the cultural richness 0hich the linguistic di,ersity of Europe represents appreciate the history of European thin7ing and the efforts made to0ards integration by the states of Europe recognise the need for the balance of interests and Aoint action in Europe to resol,e economic# en,ironmental# social and political problems 0ithin the European states and beyond de,elop an a0areness of and 0illingness for the mobility essential in a Europe 0hich is gro0ing closer together# in study# training and 0or7 be a0are of the importance of their o0n commitment to a democratic Europe and a peaceful 0orld All subAects should# as a rule# contribute to the de,elopment of the European dimension in teaching and education. ;rimarily these topics are integrated into subAects of a social and economic nature and into German and foreign:language lessons. A range of specific goals and topics as 0ell as information about suitable subAects# useful forms of 0or7 and desirable attitudes ha,e been included into the education plans and curricula of the ,ar: ious school types and le,els. &nterdisciplinary and multilateral proAects and school com: petitions# e8changes and school t0inning proAects# as 0ell as the e8change of teachers and foreign language assistants# can be used to de,elop the European dimension. Bithin this frame0or7# greater importance is attached to the ne0 information technologies# 0hich permit encounters# collaboration and e8change. 'he great importance of Europe: an issues is also reflected in school boo7s. &n addition# the &nstitutes for School ;eda: gogy of the Lnder and the Central (ffices of the Lnder for Ci,ic Education < Landeszentralen fr &olitische Bildung? ha,e produced recommendations for teachers and also material pac7s. &n order to de,elop the European learning theme further# the recommendation adopted by the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder proposes# among other measures# the follo0ing1 implementing the recommendation of the Standing Conference on $uro&abildung in der Schule <educating about Europe in schools? 0hen amending curricula and educa: tional standards implementing pilot proAects to promote $uro&abildung in der Schule in classroom teaching and school ta7ing the European dimension of foreign language s7ills into account in teacher training# implementing further and continuing training measures for teaching staff on the theme EEuropeO and on the European dimension in classroom teaching upholding the test criterion EEuropean dimension in classroom teachingO 0hen ap: pro,ing teaching and learning materials promoting and applying the Common European Frame0or7 of Reference for Lan: guages <CEFR? and the European Language ;ortfolio <EL;? promoting bilingual teaching promoting proAect 0or7 on European themes and 0ith European school partners

3@!

For a fe0 years no0# German pupils and teachers ha,e increasingly ta7en up the oppor: tunities pro,ided by the Lifelong Learning ;rogramme for the ac9uisition of subAect: specific# methodical# linguistic and intercultural competences. F(RE&G6: LA6G.AGE 'EAC)&6G ma7es a 7ey contribution 0hen it comes to learning about European neighbours and EuropeIs common cultural legacy. &t culti,ates a 0ill: ingness and an ability to communicate 0hilst imparting intercultural and linguistic and communication s7ills. Great importance has traditionally been attached to foreign: language teaching in Germany and in recent years teaching of foreign languages has been both intensified and di,ersified. &n all Lnder# foreign language teaching is already firmly established in the curriculum of the primary schools as compulsory subAect in grades $ and H <see chapter !.$.?. 'his is partly in the form of cross:border regional proAects to promote cooperation bet0een schools. Foreign:language teaching# including terminology related to the professional field# is being stepped up at ,ocational schools. 'he number of pupils learning the less common foreign languages of &talian and Spanish has increased appreciably o,er the last years# and +anish# +utch# ;olish and CJech are taught in the rele,ant neighbouring regions. %ilingual educational courses in the lo0er and upper secondary le,els and in some cases e,en at primary le,el ha,e been established in se,eral Lnder or are still at the pilot stage. 'hese forms of education place increased emphasis on foreign:language teaching and in,ol,e foreign:language tuition mainly in social sciences subAects. 'he report Concepts for %ilingual 'eaching = Field report and proposals for further de,el: opment < "onze&te fr den bilingualen ,nterricht 3 $rfahrungsbericht und (orschlge zur 4eiterentwicklung? of the Standing Conference of April 344@ e,aluates the concepts of the Lnder for bilingual teaching and the e8perience gained so far. Further# this report is to ser,e as basis for proposals regarding the further de,elopment of bilingual teach: ing as 0ell as of foreign language instruction in general. &n +ecember 34 the Standing Conference adopted recommendations to strengthen foreign language s7ills G$m&feh# lungen zur Strkung der )remds&rachenkom&etenzH. More information can be found in chapter H.3.3. 'he bilingual Franco:German course of education in 0hich pupils aim to attain both the German Allgemeine Hochschulreife and the French BaccalaurJat is a special ,ariant of this bilingual concept# and is currently on offer at ca. @4 German schools. 'he offers are to be e8panded. 'he Franco:German cooperation programme Language &roficienc' for &artnershi&# adopted in DD"# 0hich focuses on e,eryday communication and communi: cation at 0or7# aims to ma7e learning the partner countryIs language more attracti,e to pupils in the lo0er and upper secondary le,els and to ma7e it something that is more easily accessible. 'he Aoint German:French history boo7# the first ,olume of 0hich is used in t0o other0ise identical French and German language ,ersions in the upper le,: els of both countries as from the school year 344@-344"# is an outstanding e8ample of this cooperation. &n April 344G# the second ,olume of the Aoint school boo7 0as present: ed. Comparable de,elopments also e8ist in educational cooperation 0ith ;oland. &n 2anu: ary 34 a committee 0as set up to promote educational cooperation bet0een the t0o statesM it is e8pected to de,elop proposals on ho0 to de,elop the potential of German: ;olish partnerships in the school sector.

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As part of the Committee on &nno,ation in Continuing 'raining < Innovationskreis berufliche Bildung?# in 344" the Federal Go,ernment and the social partners in 344" set out guidelines for the sustainable organisation of ,ocational education and training. 'he opening up of the national ,ocational education and training and further training rules to Europe 0as ,ie0ed as an important instrument to this end in safeguarding interna: tionally sustainable 9ualifications. Courses of education 0hich pro,ide additional inter: national 9ualifications are therefore particularly desired by all partners in,ol,ed in ,o: cational education and training. Searches to find rele,ant courses can be made in the database Ausbildung2lus <000.ausbildungplus.de? for instance. #artnerships and net7or8s &n 344G the Federal Foreign (ffice <Auswrtiges Amt? launched the initiati,e ESchools1 ;artners for the FutureO <Schulen< 2artner der .ukunft = ;ASC)?. &n 34 4 the initiati,e already co,ered a net0or7 of #!44 partner schools abroad at 0hich German is taught to a significant degree. 'he aim is to promote pupilsC interest in Germany and the German language# particularly in the 7ey regions Asia# the 6ear East and the Middle East# and Central and Eastern Europe# and to 0in teachers# parents# head teachers and education authorities o,er to committing themsel,es to the German language and its permanent integration in the education system. &n the 34 4-34 school year the focus 0as on rais: ing the 9uality of teaching in German as a subAect at ;ASC) schools# and on net0or7ing partner schools more firmly 0ith each other and 0ith schools in Germany. An important instrument for this is the 0ebsite of the initiati,e <000.pasch:net.de?# 0hich ser,es as the central interacti,e platform of the ;ASC) net0or7. 'he Federal Foreign (ffice co: ordinates the partner schools initiati,e and is implementing it in cooperation 0ith the Central Agency for Schools Abroad <.entralstelle fr das Auslandsschulwesen?# the !oe# the#Institut# the German Academic E8change Ser,ice <5eutscher Akademischer Aus# tauschdienst = +AA+? and the <Educational E8change Ser,ice <2dagogischer Aus# tauschdienst = ;A+? of the Standing Conference. ;artner schools include German schools abroad# schools in the national education systems of partner countries 0hich offer the German Language Certificate <5eutsches S&rachdi&lom? of the Standing Con: ference. 'he German Language Certificate enables holders to study at a German higher education institution. Schools 0ishing to introduce or build on their German language: teaching are also part of the net0or7. 'he ;A+ is responsible for opening up partner: school access to schools in Germany. Long:term school partnerships are intended to ma7e a contribution to promoting the teaching of German at foreign schools# and pro: mote interest in modern Germany and its society. 'argeted placement measures and a ,irtual mar7etplace for school partnerships <000.partnerschulnetJ.de? ha,e facilitated the de,elopment of a range of partnerships 0ith schools abroad. 'he funds allocated as part of the ESchools1 ;artners for the FutureO <Schulen< 2artner der .ukunft = ;ASC)? initiati,e launched by the Federal Foreign (ffice also enable the ;A+ to e8tend e8isting programmes to promote the German language abroad. 'he num: ber of participants in these programmes has been increased as a result# and the circle of partner states 0idened. 'his concerns further education programmes for foreign Ger: man teachers# the international a0ard programme for foreign pupils < Internationales 2reistrger&rogramm? and the e8change of foreign language assistants 0ith China.

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13.!.

O'92( D-82&.-)&. ): I&'2(&/'-)&/0-./'-)& -& H-592( E*+,/'-)&

Global and )ntercultural (imension in $urriculum (e elopment )igher education institutions are committed in many different 0ays to strengthening the international dimension and are supported in their efforts by the Federation and the Lnder and by intermediary organisations# including the German Academic E8change Ser,ice <5eutscher Akademischer Austauschdienst 3 +AA+? and the Ale8ander ,on )um: boldt Foundation <Ale9ander von Humboldt#Stiftung? as 0ell as the German RectorsC Conference <Hochschulrektorenkonferenz = )R*?. (f note are the intensi,e efforts to e8pand English:language study courses# the setting up of international study courses and study courses leading to a double degree or a Aoint degree# the establishment of in: ternational study and training partnerships# the formation of %achelorCs study courses 0ith integrated periods abroad# the creation of international doctoral programmes and strategic international higher education partnerships# and the employment of foreign guest lecturers. &n order to facilitate academic recognition bet0een European partner institutions of higher education and promote the mobility of students# the European Credit 'ransfer System <EC'S? has been introduced in Germany. 'he EC'S is to be ap: plied to all consecuti,e study courses. 'he ERASM.S programme re9uires the signature of learning agreements 0hich agree a programme of study bet0een the home uni,ersity# the host uni,ersity abroad and the student. 'he 5i&loma Su&&lement ser,es the better acceptance abroad of 9ualifications and degrees a0arded by higher education institu: tionsM this 0as de,eloped from a Aoint initiati,e of the E.# the Council of Europe and .6ESC( in Germany in DDD. &t is generally 0ritten in English. 'he higher education institutions a0ard a 5i&loma Su&&lement to almost all graduates of %achelorCs and Mas: terCs study courses# 0hile graduates of diploma and state e8amination study courses recei,e the 5i&loma Su&&lement on demand. European and international courses of study are characterised by being based on a study concept that# from the outset# includes an international dimension and in,ol,es one or se,eral periods of study at a foreign higher education institution as a compulsory component of the course. Some higher education cooperation schemes and e8change programmes ha,e been de,eloped by the higher education institutions in,ol,ed to such an e8tent that foreign degrees are a0arded as 0ell as German degrees <double degree or Aoint degree?. 'he course and e8aminations are conducted according to a curriculum and e8amination schedule 0hich has been agreed on bet0een the partner institutions. &n the 0inter semester 34 4-34 # more than 3H4 first degree courses of study leading to inter: national double degrees are on offer at German higher education institutions. A gro0ing number of higher education institutions are offering a range of European: oriented special graduate study courses# especially in la0# economics and engineering. More and more German students are also opting to ta7e these European:oriented study courses. An o,er,ie0 of the international degree courses is included on the 0ebsite of the Ger: man Academic E8change Ser,ice <5eutscher Akademischer Austauschdienst 3 +AA+? <000.daad.de?# as 0ell as in the +AA+ publication series# International Bachelor6 as# ter and 5octoral 2rogrammes in !erman'. All in all# according to the )igher Education Compass of the German RectorsC Conference German higher education institutions in Germany offer Aust less than GG4 international first degree and special graduate courses
3@G

of study. &n this 0ay# German institutions of higher education are continuing to play their part in the process of enhancing GermanyIs international competiti,eness in the field of higher education. 'he +AA+ programme EStudy ;rogrammes of German )igher Education &nstitutions AbroadO 0hich has been promoted since 344 # also contributes to0ards this. 'he programme pro,ides for the de,elopment of curricula modelled on German study programmes in cooperation 0ith local partners. Amongst other things# these offerings contribute to 0inning highly 9ualified doctoral candidates for German higher education institutions. Furthermore# the Federation and the Lnder in coopera: tion 0ith the academic organisations <+AA+# )R*? ha,e established an international image campaign 0hich since 344G has been continued by the +AA+ and the Federal Ministry of Education and Research < Bundesministerium fr Bildung und )orschung = %M%F? under the roof of the initiati,e EGermany = Land of &deas.O 'he +AA+ estab: lished the consortium GA'E:Germany for international mar7eting for higher education institutions in cooperation 0ith the German RectorsC Conference and in consultation 0ith scientific organisations and the partners in politics and economy. 'o facilitate impro,ed care and integration of foreign students# doctoral students and academics in German# in recent years ne0 ser,ice centres <e.g. 0elcome centres? ha,e been established# as ha,e different general# academic and social offers. Bith a ,ie0 to a targeted recruitment of s7illed employees these offers and structures for the large num: ber of foreign and doctoral students are to be increased and e8panded. 'his in,ol,es in particular the stage of orientation and preparation# the obser,ation of the course of study# and also offers facilitating the transition from study to 0or7. 'he !raduiertenkollegs# or graduate colleges# of the German Research Foundation <5eutsche )orschungsgemeinschaft = +FG? are attracting more and more foreign doctor: al studentsM the proportion of such students at the !raduiertenkollegs is considerably higher than in other forms of doctoral study programmes. 'here is also international demand for the &nternational +octoral ;rogrammes of the +AA+# the &nternational Ma8:;lanc7 Research Schools# Graduate Schools# and the graduate schools < !raduiertenschulen? for the promotion of young scientists that are promoted as part of the E8cellence &nitiati,e. The "uropean and international dimension in teacher training &n order that the measures described abo,e for the school sector succeed# it is particu: larly ,ital that the European dimension not only form part of the initial training but also of the in:ser,ice training of teachers. &n:ser,ice teacher training de,otes a lot of atten: tion to European issues# especially in the courses and seminars offered by the Council of Europe or the Lifelong Learning ;rogramme of the European .nion. %ilateral courses 0hich allo0 teachers to pool e8perience 0ith foreign colleagues# for e8ample# the Ger: man:French 9ualification programme for teachers at schools 0ith bilingual teaching# can loo7 bac7 on a long tradition. 'hese include not only further education courses but also teacher e8changes and the process of sitting in on lessons# 0hich are of benefit to both ,isitors and the host institutions. #artnerships and net7or8s 'he Franco:German .ni,ersity <5eutsch#)ranz1sische Hochschule 3 +F)? is an associa: tion of German and French members 0ith its o0n legal personality and secretariat in
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SaarbrKc7en. 'he aim of the +F) is to strengthen the collaboration bet0een Germany and France in higher education and research. &t supports the establishment of Aoint in: tegrated study courses and a0ards grants to participants. &n the 34 -34 3 academic year the +F) offered 34 binational integrated study courses in different disciplines# including G at first:degree le,el and $D MasterCs:le,el study courses. 'here are fur: thermore H trinational curricula 0here a German and a French higher education insti: tution cooperate 0ith a higher education institution in a third country. &n the 34 -34 3 academic year around !#444 students are registered at the Franco:German .ni,ersity. Alongside the +F)# 0hich acts at national le,el# the Lnder also offer net0or7s coordi: nating student e8change and research cooperation.
13.7.

O'92( D-82&.-)&. ): I&'2(&/'-)&/0-./'-)& -& A*+0' E*+,/'-)& /&* T(/-&-&5

Global and )ntercultural (imension in $urriculum (e elopment 'here is no information at present on policy initiati,es relating to the global and inter: cultural dimension of curriculum de,elopment in the field of general and ,ocational adult education. #artnerships and net7or8s ;romoting international cooperation and initiating collaboration and business relations in in:company ,ocational training and ,ocational further education is the aim of the cen: tre &nternational Mar7eting of Focational Education <iM(FE? of the Federal Ministry for Education and Research < Bundesministerium fr Bildung und )orschung = %M%F?# 0hich is based 0ithin the Federal &nstitute for Focational Education and 'raining < Bun# desinstitut fr Berufsbildung %&%%? in %onn. iM(FE supports primarily small and me: dium:siJed educational enterprises 0ith the strategic planning and implementation of their commitments abroad through e8tensi,e ser,ice pro,ision. 'his includes publica: tions# a 0ebsite in se,en languages# seminars and conferences# and trips by delegations. Bith its brand E'raining = Made in GermanyO iM(FE also carries out publicity abroad for German competence in initial and continuing ,ocational education and training. *ey countries and regions for iM(FE acti,ities in 34 included the Arab states# %raJil# &n: dia# Russia and Lat,ia.
13.#.

B-0/'2(/0 A5(2282&'. /&* B)(0*3-*2 C))62(/'-)&

%ilateral A"reements 'he traditional e8change programmes for pupils# foreign language assistants and teach: ers of the Educational E8change Ser,ice <2dagogischer Austauschdienst 3 ;A+? of the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusminister# konferenz = *M*? are for the most part based on bilateral agreements on cooperation in the cultural and educational sector. Bith regard to international contacts and the inter: national education in schools# the ;A+ is partner of the Ministries of Education and Cul: tural Affairs and the Senate +epartments of the Lnder. Furthermore# 0ith regard to the implementation of foreign cultural and educational policy# the ;A+ is partner of the Federal Foreign (ffice <Auswrtiges Amt?. Bith regard to the cooperation bet0een t0o
3"4

states in the field of school education# the ;A+ also participates in numerous commis: sions and committees. &n the field of ,ocational education and training# bilateral collaboration is particularly promoted 0ith countries 0hose inno,ati,e system of ,ocational education and training is of particular interest to Germany or that ha,e a high interest in the German education and training system. 'he Federal Ministry of Education and Research <Bundesministeri# um fr Bildung und )orschung = %M%F? has established bilateral 0or7ing groups 0ith selected countries# such as France# Austria# 6or0ay# Russia# and 'ur7ey# for the organi: sation and control of political cooperation in ,ocational education and training. &n a 2oint Statement in (ctober 344H# Germany and France agreed on the general compara: bility of 9ualifications in the field of ,ocational training. 'he Aoint statement mar7ed the end of the pre,ious lengthy recognition procedures for indi,idual ,ocational training 9ualifications. &n 344!# the Federal Ministry passed an identical 2oint Statement 0ith Austria. $ooperation and #articipation in 9orld7ide #ro"rammes and *r"anisations Bith the Copenhagen +eclaration of 6o,ember 3443# the ministers responsible for edu: cation together 0ith the European social partners defined specific areas and steps for intensifying European collaboration in ,ocational training. Germany has played an ac: ti,e and 7ey role in the Copenhagen ;rocess from the start and is represented in all im: portant 0or7ing groups that 0ere set up in order to implement the process. 'he 0or7: ing groups achie,ed four 7ey results1 a uniform frame0or7 for the transparency of 9ualifications and s7ills <E.R(;ASS? Aoint European principles for the identification and ,alidation of learning results that ha,e been achie,ed either non:formally or informally a Aoint European 9ualification frame0or7 <E>F = European >ualifications Frame: 0or7? principles of a basic model for a credit transfer system for ,ocational education and training <ECFE' = European Credit 'ransfer System for Focational Education ^ 'raining? 'he frame0or7 concept E.R(;ASS combines e8isting documents and certificates. 'he indi,idual documents are1 E.R(;ASS CF E.R(;ASS Certficate-+iploma E8planation <for ,ocational education and training degrees? E.R(;ASS Mobility <pre,iously1 Europass ,ocational education and training? E.R(;ASS +iploma Supplement <for higher education degrees? E.R(;ASS Language ;ortfolio. 'he E.R(;ASS 0as introduced throughout Europe in 344!. 'he 6ational Agency Edu: cation for Europe <Cationale Agentur Bildung fr $uro&a? at the Federal &nstitute for Focational Education and 'raining <Bundesinstitut fr Berufsbildung = %&%%? has been appointed as the 6ational E.R(;ASS Centre <6EC? in Germany. 'he 6EC a0ards the E.R(;ASS Mobility in the field of ,ocational education and training and adult educa: tion. &ssuing agencies of the E.R(;ASS Mobility are the Educational E8change Ser,ice
3"

< 2dagogischer Austauschdienst 3 ;A+? of the Standing Conference of the Ministers of Education and Cultural Affairs for the school sector# the German Academic E8change Ser,ice <5eutscher Akademischer Austauschdienst 3 +AA+? for the higher education sec: tor as 0ell as trade organisations and social partner organisations for ,ocational train: ing. More detailed information is a,ailable on the internet <000.europass:info.de?. As a further obAecti,e of the Copenhagen +eclaration in 3443 European cooperation 0as established in the field of 9uality assurance. &n August 344G# as part of the e8tension of a European net0or7 for 9uality assurance in ,ocational education and training# the Ger: man Reference Agency for >uality Assurance in Focational Education and 'raining <+E>A:FE'? 0as founded. &t is part of the European 6et0or7 for >uality Assurance in Focational Education and 'raining E>AFE' and is based at the Federal &nstitute for Focational Education and 'raining in %onn. &n 34 4 E>AFE' replaced the E6>A:FE' net0or7 0hich e8isted from 344! to 344D and 0as largely supported by the Member States on a ,oluntary basis. Further maAor impulses for the internationalisation of German higher education insti: tutes are pro,ided by the %ologna ;rocess. 'he %ologna ;rocess 0as introduced in DDD 0ith the aim of creating a European )igher Education Area by 34 4# characterised by a free mobility to be achie,ed through the transparency and compatibility of consecuti,e study structures# net0or7ed 9uality assurance systems and the mutual recognition of academic achie,ements and 9ualifications. 'he obAecti,es of the %ologna ;rocess corre: spond 0ith the reform efforts of the Federation and the Lnder in the higher education sector. &n March 34 4 the higher education ministers of the no0 H" %ologna signatories met in %udapest and Fienna in order to open up the European )igher Education Area. &n the %udapest:Fienna +eclaration the Ministers too7 stoc7 of the successes of the Europe: 0ide higher education reform process since DDD. 'he ministers noted that further ef: forts 0ere re9uired to achie,e the obAecti,es of the %ologna ;rocess and committed themsel,es to the full and proper implementation of the agenda laid do0n in the Leu: ,en-Lou,ain:la:6eu,e Communi9u[ of 344D. &n their +eclaration the Ministers agreed to continue the good cooperation 0ith each other and 0ith the institutions in,ol,ed in the decade to come so as to achie,e the obAecti,es of the %ologna ;rocess in full. 'hey emphasiJed that increasing the mobility of students and academic staff remained one of the main obAecti,es of the ;rocess. &n this conte8t it 0as agreed that by 3434 34 per cent of all graduates Europe:0ide should complete a study trip or 0or7 placement abroad. (ther focuses are impro,ing the employability of graduates# strengthening the social dimension of higher education# de,eloping lifelong learning. &n April 34 3 the higher education ministers met again in %ucharest to carry out a pro,i: sional appraisal and set future focuses. &n,estments in education are regarded as an important means of addressing the financial crisis. A focus of the coming year 0ill be strengthening the international mobility of students. 'o this end the ministers in %ucha: rest adopted the Mobility Strategy 3434# in 0hich they emphasise the importance of mo: bility for the future prospects of young adults in Europe. 'he signatory states also plan to dedicate themsel,es increasingly to the 9uality of study and teaching. At GermanyCs initiati,e the ministers reaffirmed the comprehensi,e educational mission of the higher education institutions1 the de,elopment of intellectual independence and po0er of Audgment# and personality de,elopment# are to be specifically promoted through the %o:
3"3

logna ;rocess. 'he Final Communi9u[ emphasises# moreo,er# the need to promote young adults from non:academic family bac7grounds and encourage them to enter high: er education. Further information on the current de,elopments in the %ologna ;rocess and its imple: mentation in Germany is a,ailable online at 000.ehea.info and 000.bmbf.de-de-$$@.php. &n implementing the %ologna ;rocess# Germany has achie,ed clear progress o,er past years. 'he number of German students abroad has risen from some 4"#444 in 344G to Aust less than !#!44 in 344D. 'he share of consecuti,e study courses for %achelorCs and MasterCs 9ualifications on offer at German higher education institutions has increased from G3 per cent in the 0inter semester 34 4-34 to G! per cent in the 0inter semes: ter 34 -34 3. As early as 344!# the German RectorsC Conference <Hochschulrektorenkon# ferenz = )R*?# the Standing Conference of the Ministers of Education and Cultural Af: fairs of the Lnder <"ultusministerkonferenz = *M*? and the Federal Ministry of Educa: tion and Research <Bundesministerium fr Bildung und )orschung : %M%F? presented a >ualifications Frame0or7 for German )igher Education +egrees <Qualifikationsrah# men fr deutsche Hochschulabschlsse?. &n +ecember 344@# the Standing Conference and the %M%F# as part of the national report on the implementation of the %ologna ;rocess in Germany# passed a 6ational Action ;lan for the recognition of foreign 9ualifications <Cationaler Aktions&lan zur Anerkennung auslndischer Qualifikationen? * &n +ecem: ber 344G# a 6ational Action ;lan for the social dimension 0as resol,ed* More detailed information on the realisation of the targets of the %ologna ;rocess in Germany can be found in the national report on the implementation of the %ologna ;rocess for the peri: od from 344D to 34 . 'he German %ologna Follo0:.p Group ad,ises on the current de,elopments and practi: cal problems associated 0ith the implementation of the %ologna ;rocess. 'his group consists of representati,es of the Federation# the Lnder# the German RectorsC Confer: ence# the German Academic E8change Ser,ice# students# the Accreditation Council <Akkreditierungsrat?# the social partners and the German Student Ser,ices Association <5eutsches Studentenwerk?. 'he %ologna6et <000.bolognanet.hr7.de? and the follo0:up proAect Ene8usO <000.hr7:ne8us.de? of the German RectorsC Conference as 0ell as the team of %ologna e8perts that is coordinated by the +AA+ <http1--eu.daad.de-eu-bologna-4@D"4.html?# support the higher education institutions in implementing the %ologna ;rocess. Germany ratified the Con,ention on the Recognition of >ualifications concerning )igh: er Education in the European Region <Lisbon Con,ention?# 0hich 0as resol,ed on April DD"# on (ctober 344". 'he Con,ention pro,ides for the simplified recognition of foreign course0or7 and 9ualifications and aims on the one hand at recognition for the purpose of higher education admission and on the other at the assessment of higher education 9ualifications for the purpose of entering the German labour mar7et. 'he higher education institutions are responsible for recognition for the purpose of higher education admission# for admission to further study courses and for the crediting of spe: cific courses and e8aminations. 'he right to carry titles conferred by foreign higher ed: ucation institutions is regulated by the Land higher education la0s. &nformation on this is distributed by the Lnder education ministries. )olders of foreign higher education 9ualifications can apply to the Central (ffice for Foreign Education <.entralstelle fr
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auslndisches Bildungswesen LA%?# based in the Secretariat of the Standing Confer: ence of the Ministers of Education and Cultural Affairs of the Lnder# for an assessment of their degree. An administrati,e fee currently amounting to Euro 44 is charged for this assessment. &nformation on this and on the recognition of foreign ,ocational 9uali: fications is a,ailable on the ne0 Federal Go,ernment 0ebsite E%ecognition in !erman'O <http1--000.aner7ennung:in:deutschland.de-html-en-?. 'he Central (ffice for Foreign Education is the competent information and e8pert body for the rating and ran7ing of foreign school and uni,ersity certificates in the Federal Republic of Germany. (n an international le,el the LA% cooperates closely 0ith the national centres of e9ui,alence in the countries of the European .nion <6AR&C?# the European Council and .6ESC( <E6&C? and is the national information point designated by the Federation for 9uestions of recognition as part of the E. +irecti,e on the recognition of professional 9ualifica: tions. 'hrough the anabin database the LA% pro,ides information on the education systems of around G4 countries. 'he data ran7s almost 3!#444 foreign education certificates and is open to the public. For authorities a pass0ord:protected area is a,ailable. Bith the ne0 +AA+ programme EStrategic ;artnerships and 'hematic 6et0or7sO <Strategische 2artnerschaften und /hematische Cetzwerke? German higher education institutions are gi,en support in de,eloping strategic partnerships and thematic net: 0or7s 0ith one or more selected higher education institutions abroad# so as to strength: en their international profile. 'he programme promotes partnerships 0ith different focuses 0hich are funded by Federal Ministry of Education and Research financing o,er a period of four years. %oth as part of further education monitoring# in the Adult Education Sur,ey for in: stance# and also 0ith respect to European further education net0or7s such as the Euro: pean Association of Regional ^ Local Authorities for Lifelong Learning# the European and international dimension of further education is becoming increasingly important. 'his applies to the sphere of competence of the Federation as 0ell as that of the Lnder.

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14.

ONGOING REFORMS AND POLICY INITIATIVES

'he Bundesrat has repeatedly made clear that German participation in European educational cooperation is a ,oluntary process# 0hich is# under the contractual pro,isions# not subAect to any re9uirements# control or monitoring imposed by the European le,el. 'his chapter pro,ides an o,er,ie0 of recently resol,ed reform measures at the le,el of cross:Lnder agreements and the le,el of the Federation. 'he article on education in the ZEurope 3434C strategy describes reforms and initiati,es relating to the educational headline target of the 4:year strategy of the European .nion for smart# sustainable and inclusi,e gro0th# ZEurope 3434.C 'he article on the ZEducation and 'raining 3434C strategic frame0or7 co,ers reform measures and initiati,es relating to the strategic frame0or7 for European cooperation in education and training# ZE' 3434.C 'he article on specific ongoing reforms and policy de,elopment at national le,el pro: ,ides information on other recent de,elopments in educational policy.
14.1.

E*+,/'-)& -& E+()62 2 2 .'(/'25;

Europe 3434 is the 4:year strategy of the European .nion for a smart# sustainable and inclu: si,e gro0th. (ne of the fi,e headline targets of the Europe 3434 strategy is raising educational standards# 0ith the dual aim of reducing the share of early school lea,ers and increasing the share of the population 0ho ha,e completed a tertiary or e9ui,alent education. Additional 7ey areas include the 9uestion of in,estment in education# and the t0o education:related flagship initiati,es of the Europe 3434 strategy1 the Agenda for ne0 s7ills and Aobs and the initiati,e E/outh on the Mo,e.O 'eadline tar"ets for education and trainin" 'he strategy identifies a Europe 3434 headline target 0ith t0o target figures for educa: tion and training to be reached by the E. by 34341 'o reduce the share of early school lea,ers to 4 per cent from the current $.! per centM 'o increase the share of the population aged $4=$H ha,ing completed a tertiary or e9ui,alent education from $H.@ per cent to at least H4 per cent E. member states ha,e translated these t0o E. 0ide:targets into specific national tar: gets. &n (ctober 34 4# the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz = *M*? communicated to the European Commission the follo0ing national obAecti,es1 reducing the number of pupils 0ho lea,e school early 0ithout the upper secondary: le,el lea,ing certificate# do not ha,e an apprenticeship and ha,e not ta7en part in non: formal educational measures in the last four 0ee7s from .D per cent in 34 4 to less than 4 per cent of G to 3H year:oldsM increasing the share of $4 to $H year:olds 0ith a tertiary or e9ui,alent degree from H .$ per cent in 34 4 to H3 per cent.

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Gi,en the importance and specific structure of ,ocational education and training in the dual system of ,ocational education and training# Germany also counts &SCE+ le,el H 9ualifica: tions among the tertiary or e9ui,alent 9ualifications. 'o reduce the share of early school lea,ers e,en further# in 34 4 the Lnder adopted a Aoint support strategy for poorer:performing pupils < )1rderstrategie fr leistungs# schwchere Schlerinnen und Schler? 0hich includes pre,ention# inter,ention and com: pensation measures <more information can be found in Chapter 3.H?. 'he same year the Federal Go,ernment launched# in addition to the e8isting career:start ad,ice# the initia: ti,e Abschluss und Anschluss 3 Bildungsketten bis zum Ausbildungsabschluss <>ualify and connect = educational chains up to the end of training?# 0hich helps young people to achie,e a 9ualification# pro,ides ,ocational guidance# and support in choosing a career and starting training <more information can be found in Chapter H.3.$?. As part of the Aoint 9ualification initiati,e EGetting ahead through educationO <Aufstieg durch Bildung? of the Federation and the Lnder# a range of measures ha,e been adopted and de,eloped from early childhood support through to continuing education# in,ol,ing in particular the achie,ement of a school:lea,ing 9ualification# the strengthening of ,ocational guid: ance in school curricula and the impro,ed transition from school to 0or7ing life. More detailed information on the 9ualification initiati,e EGetting ahead through educationO can be found in Chapter H.$. Bith a H .$ per cent share of $4 to $H year:olds 0ith a tertiary or similar degree in 34 4# Germany is 0ell abo,e the E. headline target of H4 per cent. 'he Federation and the Lnder are together ma7ing considerable efforts to e8pand tertiary education. For in: stance# 0ithin the frame0or7 of the )igher Education ;act 3434 <Hochschul&akt >?>??# the Federation and the Lnder are creating study opportunities for an e8tra $3"#444 ne0 entrants in the period 34 to 34 !. Bithin the frame0or7 of the 'eaching >uality ;act <Qualitts&akt Lehre? the Federation is pro,iding funding up to the end of 3434 for measures to impro,e staffing# pro,ide support for training academic teaching staff and safeguard and further de,elop the high 9uality of teaching at higher education institu: tions. 'his is intended to help increase graduation rates inter alia. $ountry specific recommendations 'he Council of the European .nion has recommended that Germany ta7e action 0ithin the period from 34 3 to 34 $ to use a,ailable scope for increased and more efficient gro0th: enhancing spending on education and research at all le,els of go,ernmentM ta7e measures to raise the educational achie,ement of disad,antaged groups# in particular through ensuring e9ual opportunities in the education and training systemM increase the a,ailability of fulltime childcare facilities and all:day schools. &nformation on public e8penditure on education and research can be found in the section E&n: ,estment.O E9ual access to general and ,ocational education and training and permeability bet0een the different educational areas are 7ey educational obAecti,es in Germany and are among the fundamental principles of the 9ualification initiati,e for Germany < H.$.? EGetting ahead through educationO <Aufstieg durch Bildung?# 0hich 0as launched in (ctober 344G by the Fed: eration and the Lnder. &n the general education school system the Lnder are facilitating greater permeability bet0een the different courses of education through ,arious measures. At all secondary school types other than the !'mnasium acceptable grades in
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the ittlerer Schulabschluss pro,ide admission to the g'mnasiale 7berstufe. Resolutions of the Standing Conference ensure# moreo,er# that many professional 9ualification training courses can lead to the ac9uisition of a higher education entrance 9ualification. 'he Federation and the Lnder ha,e# moreo,er# adopted a range of measures to impro,e the transfer of young people from school or pre:,ocational measures into dual ,ocation: al education and training. 'hese are described later in this section. 'he Federation# the Lnder and the local authorities are promoting the e8pansion of day care for children under three years of age# 0ith the aim of creating enough places to meet demand throughout Germany. From August 34 $ there 0ill be a legal entitlement to day care for children 0ho ha,e reached the age of one. &nformation on offers for all:day acti,ities and schooling may be found in chapters !.3. and @.3. )n estment Bithin the frame0or7 of the implementation of the measures agreed in the 9ualification initi: ati,e EGetting ahead through educationO# the Federation and the Lnder ha,e stepped up their financial commitments. 'hey ha,e agreed the target of increasing total go,ernment e8: penditure on education and research to 4 per cent of G+; by 34 !. For the years 34 4 to 34 $ the Federal Go,ernment has agreed to increase e8penditure on education and research by Euro 3 billion. 'hese increases in e8penditure 0ill be implemented in the annual Feder: al budget. For more detailed information on e8penditure for education and research# see the chapter on funding in education <$.?. The Annual Gro7th Sur ey 'he Annual Gro0th Sur,ey <AGS? 34 3 launches the European semester of economic go,ern: ance. &t is the basis for building the necessary common understanding about the priorities for action at national and E. le,el for the ne8t t0el,e months# 0hich should feed into national economic and budgetary decisions. 'o promote employment of young people in particular# the Annual Gro0th Sur,ey proposes# inter alia# placing particular emphasis on measures for young people 0ithout a Aob or ,oca: tional training place. 'he measures described in the follo0ing address this area of concern. &n the ,ocational education and training sector# especially in ,ie0 of the emerging lac7 of s7illed labour# the aim is to de,elop and realise the full potential. 'he Federation and Lnder plan to 0or7 0ith business to implement measures suited to strengthening and consolidating the training culture in the dual system still further. /oung peopleCs prepa: ration to underta7e training is to be promoted to facilitate the transition of the disad: ,antaged in particular to ,ocational education and training. Measures to impro,e indi: ,idual training ability in the so:called transitional system are also to be further de,el: oped in close cooperation 0ith companies and be geared to connecti,ity and transfera: bility. 'he possibilities of ta7ing e9ui,alent full:time school education credits into ac: count are also to be used. &n the 6ational ;act for 'raining and /oung S7illed Staff in Germany <Cationaler 2akt fr Ausbildung und )achkrftenachwuchs in 5eutschland = 'raining ;act? the Federal Go,ern: ment is also cooperating 0ith leading industry associations and the Standing Conference to guarantee a sufficient number of training places for young people. ;articular attention is be:
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ing paid to pre,ious applicants# young people 0ith a migrant bac7ground# pupils 0ith learn: ing difficulties and socially disad,antaged young people# and young people 0ith disabilities. Additionally# regional training pacts ha,e been adopted in the LnderM trade unions are also in,ol,ed in these to some e8tent. &n some Lnder the partners in the regional training pacts and the employment agencies are together implementing second chance 9ualification measures for the target group of pre,ious applicants. For the past fi,e years the Federal Ministry of Education and Research <Bundesministe# rium fr Bildung und )orschung = %M%F? has been funding inno,ati,e measures in ,oca: tional training through the training structure programme 2(%S'AR'ER. So far the pro: gramme has helped create !D#444 ne0 training places in companies. Around Eu: ro 3! million is a,ailable to fund 2(%S'AR'ER to 34 $# pro,ided by the Federal Go,: ernment and part:financed 0ith European Social Fund <ESF? funding. Bith the ESF programme E2ers&ektive BerufsabschlussO <(utloo71 School:lea,ing Certificate? the Federation is financing plans to de,elop regional management of transition up to 34 $. Se,eral Lnder ha,e collaborated on the %ertelsmann FoundationCs initiati,e ESystematic School to Bor7 'ransitionsE# 0hich aims# by reorienting measures in the transition system# to sho0 reliable# tailored paths to young people e8periencing difficulties in transitioning into in: company training. +ecember 34 sa0 the adoption of the act to impro,e the chances of integration in the labour mar7et <!esetz zur (erbesserung der $ingliederungschancen am Arbeitsmarkt?# 0hich restruc: tures acti,e employment promotion ser,ices for young people# ma7es those ser,ices more fle8ible and structures them more clearly. /oung people 0ho are ready to enter training should be able to find a direct path to ,ocational education and training. /oung people 0ho are not <or not as yet? ready for training should# follo0ing tailored preparatory measures# be able to enter ,ocational education and training directly. Further measures to support ,ocational education and training relate to the promotion of training places and poorer:performing trainees# strengthening cooperati,e training <(erbun# dausbildung?# second chance 9ualification of adults# training for people 0ith disabilities <Z&n: clusion &nitiati,eC? and promoting the integration of people 0ith a disability into the labour force. &nformation on the Federal Go,ernment initiati,e Abschluss und Anschluss 3 Bild# ungsketten bis zum Ausbildungsabschluss <>ualify and connect : educational chains up to the end of training? can be found in Chapter H.3.$. 'he Federation and the Lnder ha,e set themsel,es the target of hal,ing the share of young people 0ith no ,ocational 9ualifications to G.! per cent by 34 !. -e7 s8ills and Aobs 'he Ausbildungsordnungen <training regulations? for currently around $!4 anerkannte Ausbildungsberufe <recognised occupations re9uiring formal training? are continuously re,ie0ed and adapted to ne0 re9uirements in the 0or7ing 0orld. Significant impetus for the re:structuring of occupations re9uiring formal training 0ithin the dual system comes from the changing s7ills re9uirements of the economy. 'o ta7e account of the com: ple8 re9uirements of the different occupations# modern training regulations are action: oriented# i.e. they lay do0n not 0hat should be learned but 0hat s7ills should be mastered at
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the end of a training programme. 'he drafting of ne0 or modernisation of e8isting train: ing regulations and their coordination 0ith the Lnder frame0or7 curricula < %ahmen# lehr&lne? for teaching in the Berufsschule <,ocational school? ta7es place in a multistage process in,ol,ing employers# trade unions# the Federation and the Lnder.
14.2.

CE*+,/'-)& /&* T(/-&-&5 2 2 D S'(/'25-, F(/823)(<

&n 344D# the Council of the European .nion adopted Conclusions setting up a strategic frame0or7 for European cooperation in education and training# E' 3434. Four long:term strategic obAecti,es for E. education and training policies 0ere adopted for 34341 ma7ing lifelong learning and mobility a realityM impro,ing the 9uality and efficiency of education and trainingM promoting e9uity# social cohesion and acti,e citiJenshipM enhancing creati,ity and inno,ation# including entrepreneurship# at all le,els of edu: cation and training.

14.2.1.

M/<-&5 0-:20)&5 02/(&-&5 /&* 8)?-0-'; / (2/0-';

trategies

Lifelong Learning

&n Germany the design of lifelong learning focuses on increasing permeability and integra: tion bet0een the educational sectors# e8panding educational counselling# more effecti,e integration through education# and the recognition of competences. Lifelong learning is also to be anchored in public a0areness. &n their endea,ours the Federal Go,ernment re: gard lifelong learning as a 7ey political and social challenge in Germany# 0hich demands great commitment from all social forces. &ts realisation is ,ie0ed as ,ital to ensuring e9ual opportunities for indi,iduals and to social participation# economic success and the future of society. Since the school:lea,ing certificate forms the basis of e,ery educational biog: raphy# it should be possible for e,eryone to achie,e this 9ualification or to ac9uire it later in life. Continuing education should remain attracti,e to people at e,ery stage of life# enabling them to maintain and de,elop their 7no0ledge and s7ills and to partici: pate fully in society. &n their spheres of competence the Federation and the Lnder are implementing# 0ithin the frame0or7 of the lifelong learning concept# measures in the follo0ing areas1 impro,ing educational opportunities for children under si8 years of age impro,ing the training situation helping disad,antaged young people to integrate into the labour mar7et facilitating transition from school to higher education and access to higher education 0ithout the Abitur for ,ocationally 9ualified applicants ma7ing learning paths more fle8ible admitting up to $3".444 e8tra first:year students until 34 ! 0ithin the frame0or7 of the )igher Education ;act 3434 <Hochschul&akt >?>?? increasing interest in mathematics and the natural sciences impro,ing opportunities for 0omen impro,ing opportunities for people 0ith a migrant bac7ground

3"D

 ta7ing account of the interests of people 0ith disabilities in participating in lifelong learning %y 34 ! participation in formal continuing education is to be increased from H$ per cent to !4 per cent# 0hile participation in continuing education by the lo0:s7illed is to be raised from 3G per cent to at least H4 per cent. &t is therefore important to strengthen the moti,ation for lifelong learning still further and thereby initiate educational acti,ities# facilitate access to continuing education# impro,e continuing education courses# increase the permeability and integration bet0een the educational sectors and consolidate 7no0ledge of and insight into the processes and effects of lifelong learning. 'he measures proposed by the Federal Go,ernment are also part of the 9ualification initia: ti,e for Germany EGetting ahead through educationO 0hich 0as adopted in (ctober 344G by the Federation and the Lnder. 'he 9ualification initiati,e for Germany comprises a cata: logue of measures 0hich refers to the o,erall educational biography. 'he aim is to enable all people to participate fully in society through education. More detailed information on the 9ualification initiati,e is a,ailable in chapter H.$. "uropean !eference Tools 'he European Credit System for Focational Education and 'raining <ECFE'? is a sys: tem that aims to facilitate the transfer and recognition of ,ocational s7ills bet0een the European member states. 'his system 0ill be tested Europe:0ide until 34 $. S7ills: based assessment and ,alidation of the learning outcomes ac9uired abroad facilitates impro,ed coordination bet0een the European partners and contributes to a more effi: cient use of learning periods. 'o help educators use ECFE' instruments# the 6ational Agency Education for Europe at the Federal &nstitute of Focational Education and 'raining <Cationale Agentur Bildung fr $uro&a beim Bundesinstitut fr Berufsbildung? set up the 6ational Coordination Centre for the European Credit System for Focational Education and 'raining ECFE' <6*S:ECFE'? in 6o,ember 34 4 on behalf of the Fed: eral Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F?. &n the LE(6AR+( +A F&6C& E'ransfer of &nno,ationO action# 0ith $ proAects in 34 it 0as possible to a0ard more grants than in the pre,ious year. 'he selected proAects aim to implement the 7ey European Commission education policy initiati,es ECFE'# European >ualification Frame0or7 <E>F? and European >uality Assurance in Foca: tional Education and 'raining <E>AFE'?# the O6e0 S7ills for 6e0 2obsE initiati,e and the teaching of Aob:related 7ey competences. ;roAect content centres primarily on topics 0hich also define national debate1 demographic change and the ensuing shortage of s7illed labour# and the economic crisis and its impact on education and employment. 'he proAects transfer inno,ati,e solutions to e8isting needs from one conte8t to another and implement them in practice or 0ithin the ,ocational education and training system. &n this process solutions are transferred across national and sectoral boundaries and across target groups. +etails of current and completed proAects can be ,ie0ed in the European A+AM database. &n 2anuary 34 3 the Federal Go,ernment# the Standing Conference of the Ministers of Educa: tion and Cultural Affairs <"ultusministerkonferenz = *M*? # the Conference of Ministers of Economics and the social partners agreed a Aoint position on the future transformation of the
3G4

European >ualifications Frame0or7 <E>F? into a German >ualifications Frame0or7 for Lifelong Learning <5eutscher Qualifikationsrahmen fr lebenslanges Lernen 3 5Q%?. General education 9ualifications are not initially to be assigned to the +>R matri8. 'o begin 0ith# only 9ualifications of direct rele,ance to the labour mar7et 0ill be assigned to the +>R. 'he pro: cess of implementing the +>R is to be continued on this basis. More detailed information on the lin7 bet0een the German 9ualification system and the European >ualifications Frame0or7# and on the drafting of a German >ualifications Frame0or7# may be found in chapter 3.@. Learning .o,ilit# &n May 34 4 the Standing Conference adopted a declaration on mobility in the education sector in Europe <$rklrung zur obilitt im Bildungsbereich in $uro&a? in 0hich it em: phasises that the mobility of pupils-students and teachers-lecturers forms a 7ey element of education policy collaboration in Europe and represents a core tas7 of the %ologna ;rocess and of the European .nion in the education sector. 'he Standing Conference considers the main obstacles to mobility in the school sector and in higher education to be insufficient information# financial difficulties and problems in recognising credits obtained abroad. /oung people are# moreo,er# to be gi,en an understanding of the many ad,antages of underta7ing mobility and informed about funding opportunities# 0hile the abo,e obstacles to mobility are to be dismantled. Against this bac7ground the Stand: ing Conference 0elcomed the di,erse initiati,es of the European .nion and of the %olo: gna ;rocess to promote cross:border mobility in the education sector. &t particularly 0elcomed the Lifelong Learning ;rogramme of the E. and the European >ualifications Frame0or7 for the )igher Education Sector and Lifelong Learning. %y 3434# an a,erage of at least 34 per cent of higher education graduates in the European .n: ion should ha,e had a period of higher education:related study or training <including 0or7 placements? abroad. As suitable instruments for increased mobility the Standing Conference supports the establishment of a mobility 0indo0 in the curriculum# financial support for peri: ods abroad and recognition of the study courses and e8aminations completed abroad. &n an international comparison# German students are already more mobile than the a,erage stu: dent. 'he (EC+ study $ducation at a !lance >?B? identifies German students as the largest group of mobile students 0ithin Europe and internationally. Federation and Lnder also ad,ocate including a greater share of the financially or so: cially disad,antaged and those 0ith special needs or 0ith a migrant bac7ground in mo: bility programmes# and considering additional support in the form of increased rates of funding. More detailed information on learning mobility is a,ailable in chapter $.
14.2.2.

I86()1-&5 '92 E+/0-'; /&* 2::-,-2&,; ): 2*+,/'-)& /&* '(/-&-&5

%asic S8ills 0+iteracy, ,athematics, Science and Technolo"y1, +an"ua"es A good command of the German language is ,ie0ed as the 7ey to a successful education and career and forms an important prere9uisite for participation in society. 'he many language:promotion initiati,es in the Lnder range from procedures to establish lan: guage le,els prior to enrolment at school# to measures supporting language de,elopment through language promotion at primary le,el and in lo0er secondary le,el# and career
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field:related and subAect:integrated language promotion at Berufsschulen and Berufsfachschulen. ;arents of children 0ith a migrant bac7ground are deliberately in: ,ol,ed in language promotion. &n +ecember 34 the Federation and the Lnder presented a national strategy for liter: acy and basic education designed to tac7le poor and non:e8istent reading and 0riting s7ills among adults. As a broad social alliance the strategy is to include# among others# the local authorities < "ommunen?# industry associations# trade unions# churches# cham: bers of industry and commerce# and (olkshochschule associations. As their contribution to de,eloping the Aoint national strategy the Lnder 0ill be imple: menting the follo0ing measures inter alia1 Coordination agencies or contacts for litera: cy and basic education are being set up in all Lnder# 0ith the tas7 of facilitating e8: changes of ideas and e8perience 0ithin each Land and bet0een the Lnder and of pro: moting cooperation 0ith the social partners# ci,il society organisations and the Federa: tion. Lnder programmes to promote lifelong learning <e.g. through education ,ouchers or education che9ues? are being opened up to literacy and basic education offers. &n the European Social Fund <ESF? 34 H=3434 programming period the Lnder 0ill be ad,ocating continuing or implementing specific fields of action in literacy and basic ed: ucation. &n +ecember 34 the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz = *M*? adopted recommendations to strengthen foreign language s7ills <$m&fehlungen zur Strkung der )remds&rachenkom&etenz?. As a for0ard:loo7ing for: eign language concept the recommendations ha,e the follo0ing obAecti,es1 e8panding language teaching into multilingualism# strengthening EuropeCs cultural di,ersity# promoting mobility and integration# preparing for an internationally:oriented business sector and 0orld of 0or7.

'hese obAecti,es are being achie,ed through language:learning opportunities coordinated bet0een the Lnder# starting 0ith nation0ide high:9uality foreign language teaching in the primary sector and ranging up to a ,ariety of languages offered in secondary schools. ;articu: lar importance attaches to English as a lingua franca and the use particularly of the first for: eign language in bilingual subAect teaching <Content and Language &ntegrated Learning = CL&L?. 'he strengthening of foreign language s7ills is being carried out in line 0ith the follo0ing guidelines1 Bith the de,elopment of functional multilingualism the Lnder are facilitating a consistent and integrated foreign language learning offer from the primary to the tertiary sector ta7ing account of the mother tongues. 'he de,elopment of pupilsC intercultural ability to act is one of the core tas7s of all teachers. Accordingly# promoting the ability to structure the teaching and learning of languages against the bac7ground of intercultural challenges# ta7ing the mother:tongue aptitudes of the pupils into account# is an important part of a future:oriented education# training and continuing training of foreign language teachers.
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Foreign:language teaching is standards:based and s7ills:oriented. &ts didactics and method: ology accommodate different learning styles and the heterogeneity of learning groups. &n courses at ,ocational schools professional re9uirements are emphasised in foreign language ac9uisition and the e8pansion and consolidation of language s7ills. 'he basis for defining the attainment le,el for foreign:language learning from the primary sector to the upper secondary le,el is the Common European Frame0or7 of Reference for Languages <CEFR? 0ith its reference le,els. 'he attainment le,el for each course described according to the CEFR should appear on the certificate. Foreign:language learning oriented to0ards specific applications ta7es place through for: eign:language teaching and increasingly also in bilingual subAect teaching. +ifferent forms of bilingual 0or7 guarantee a ,ariable offer for as many pupils as possible. Foreign language teaching uses and reflects contemporary media. &t is supplemented through full:day courses and ,isits to places of learning outside school inter alia# and through e8: change programmes# trips abroad <including 0ithin the frame0or7 of ,ocational education and training?# 0or7 placements# language trips# competitions and through the preparation for school and non:school certificates. 'he Standing Conference regards the learning of foreign languages as a prere9uisite for access to other language communities and for ac9uiring 7ey dialogue and communica: tion s7ills. Multiple language ac9uisition by as many pupils as possible is therefore one of its obAecti,es. A di,ersified net0or7 of pri,ate training pro,iders is# moreo,er# a,ailable to adults in the field of general adult education and ,ocational further education to impro,e their language s7ills. 'he Lnder support structures and measures in these areas through state funding. #rofessional de elopment of teachers, trainers and school leaders Pedagogic staff in earl# childhood education and care &n 34 4 the Standing Conference and the Conference of Ministers of /outh and Family Affairs <8ugend# und )amilienministerkonferenz = 2FM*? adopted a common orientation frame0or7 EEducation and .pbringing in ChildhoodO <Bildung und $rziehung in der "indheit? to de,elop the education# training and continuing training of child:care 0or7ers. &n this conte8t the Ln: der ha,e made practical e8perience an integral part of training underta7en a 9uantitati,e e8pansion of study courses in the field of early childhood education in order to increase the number of academically trained 9ualified employees in day:care centres for children impro,ed ,ertical permeability bet0een )achschulen# Berufsakademien and higher education institutions increased the number of occupational training places for target groups 0ith profes: sional e8perience &n May 34 the Conference of Ministers of /outh and Family Affairs appro,ed state recogni: tion of %achelorCs degrees in the field of day:care for children and passed a resolution 0ith regard to the Aob title. &n this resolution the Conference ad,ocates# inter alia# combining the organisation of the state recognition procedure and the procedure to accredit courses of
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study. As a standard national Aob title the Conference recommends the title EStaatlich aner# kannter "indheits&dagoge;Staatlich anerkannte "indheits&dagoginO <state:recognised childhood educator?. %ased on the common orientation frame0or7 the Lnder ha,e de,eloped a 9ualifications pro: file based on competences for all areas of 0or7 of the child:care 0or7ers in )achschule train: ing. 'he 9ualifications profile defines the professional re9uirements for the Aob and describes the occupational competences 0hich a 9ualified professional must ha,e in order to e8ercise the profession at the re9uired le,el. Generalist training 9ualifies for employment in the socio: educational fields of 0or7 at day:care centres for children# child and youth 0or7# educational assistance# and for social and education acti,ities in the school. 'he 9ualifications profile also aims to facilitate the crediting of 9ualifications ac9uired at )achschulen and Berufsakademien to a uni,ersity degree course and ,ice ,ersa. 'he Lnder 0ill be e8panding the continuing training offers for lateral entrants to 9ualify as youth or child:care 0or7ers. 'he Federation has introduced measures to significantly raise the share of men 0or7ing as s7illed personnel in day:care centres for children. Teachers +ue to the principle of cultural so,ereignty <"ulturhoheit? and for historical reasons teacher training in the Federal Republic of Germany displays a high degree of di,ersification per le,: els and types of schools. 'eacher training has to combine subAect:related studies# educational science and subAect:related didactics as 0ell as to pro,ide for a meaningful relation bet0een theory and teaching practice during preparatory ser,ice. Furthermore# the subAects of the first phase of teacher training ha,e to be adAusted to the subAects of the second# predominantly practical phase. &n all Lnder# currently efforts are being made to reform teacher training for all types of schools. Bith regard to the reforms considered necessary# the efforts of many Lnder# 0ith particular emphasis on their indi,idual priorities# aim to focus on the follo0ing measures# amongst others# to reform teacher training1 a more e8tensi,e practical orientation during teacher training intensification of the relations bet0een the theoretical and practical phases of training particular significance of the induction period for ne0ly 9ualified teachers the introduction of e8aminations ta7en alongside courses of study measures to impro,e teaching practice 0ith regard to diagnostic and methodical com: petence

'he basis for the current reform initiati,es are the findings of the DDD committee set up by the Standing Conference comprising e8perts from science and from educational administra: tion <!emischte "ommission Lehrerbildung? and the 344 recommendations of the Science Council <4issenschaftsrat? on the future structure of teacher training. 'he positions of the !emischte "ommission Lehrerbildung 0ere supported in a Aoint declaration by the Standing Conference# the teachersC unions and other unions in the field of education of (ctober 3444 regarding the actual duties and responsibilities of todayCs teachers <Aufgaben von Lehrerinnen und Lehrern heute 3 )achleute fr das Lernen?. According to this declaration# the core respon: sibility of teachers as e8perts for learning is to plan# organise and reflect processes of teaching
3GH

and learning. &t is the responsibility of the teacher to impart basic s7ills and 7no0ledge of methods 0hich enable the indi,idual to master the process of lifelong learning on his o0n. 'eachers carry out the tas7 of education in school and cooperate closely 0ith the parents in promoting positi,e ,alues# attitudes and actions of the pupils. 'hey assess the performance of the pupils and gi,e ad,ice to pupils as 0ell as to parents. 'eachers are to continually de,elop their competences by participating in in:ser,ice and further training courses. Bith regard to school de,elopment they are increasingly as7ed to participate in committees and institutions on a regional le,el as 0ell as to carry out administrati,e tas7s and ta7e o,er responsibility 0ithin the school administration. &n +ecember 344H the Standing Conference adopted Standards for 'eacher 'raining1 Educational Sciences <Standards fr die Lehrerbildung< Bildungswissenschaften?. &n do: ing so# it oriented itself around the outline of a profession as described by the !emischte "ommission Lehrerbildung and in the declaration passed Aointly 0ith teachersC unions and other unions in the field of education of (ctober 3444. 'he educational sciences include the scientific disciplines concerning educational processes# education systems and their basic conditions. 'he standards describe re9uirements for the actions of teachers. 'hey refer to competences and thus to the abilities# s7ills and attitudes that a teacher must possess in order to meet professional re9uirements. 'hey formulate competences in educational sciences that are particularly important for initial teacher training and e,e: ryday 0or7ing life and that can be lin7ed to further and continuing education. Bith re: gard to the impro,ement of diagnostic and methodical competence# the introduction of the standards for teacher training pro,ide an additional foundation for a teacher train: ing aimed at enhancing professionalism. 'he Standards for 'eacher 'raining1 Educa: tional Sciences 0ere adopted by the Lnder at the start of the 344!-344@ academic year as the basis for the specific re9uirements of teacher training courses# including practical training components and the (orbereitungsdienst or preparatory ser,ice in the Lnder. &n (ctober 344G the Standing Conference adopted common content re9uirements for subAect:related studies and subAect:related didactics in teacher training < Lnderge# meinsame inhaltliche Anforderungen fr die )achwissenschaften und )achdidaktiken in der Lehrerbildung? 0hich apply to all Lnder# in 0hich# by laying do0n so:called subAect profiles < )ach&rofile?# it has agreed a frame0or7 for the common content re9uirements for subAect:related courses of study < )achstudium?. Bithin this frame0or7# the Lnder and uni,ersities may set priorities and define their o0n specialisations# and also lay do0n additional re9uirements. 'he subAect profiles include a description of the compe: tences to be ac9uired through study and the 7ey indi,idual content re9uirements. 'he subAect:related s7ills of future teachers are to be established and de,eloped primarily through courses of study. 'he re9uirements for subAect:related studies and subAect: related didactics# in conAunction 0ith the Standards for 'eacher 'raining# form a basis for the accreditation and regular e,aluation of teacher:training courses. At the same time they are an important element of efforts to0ards 9uality assurance and 9uality de: ,elopment in school education and training. ,odernisin" 'i"her Education and )ncreasin" Tertiary Attainment +e els Bith a H .$ per cent share of $4 to $H year:olds 0ith a tertiary or similar degree in 34 4# Germany is 0ell abo,e the E. headline target of H4 per cent. 'he Federation and the Lnder are together ma7ing considerable efforts to e8pand tertiary education. For in: stance# 0ithin the frame0or7 of the )igher Education ;act 3434 <Hochschul&akt >?>??#
3G!

the Federation and the Lnder are creating study opportunities for an e8tra $3"#444 ne0 entrants in the period 34 to 34 !. Bithin the frame0or7 of the 'eaching >uality ;act <Qualitts&akt Lehre? the Federation is pro,iding funding up to the end of 3434 for measures to impro,e staffing# pro,ide support for training academic teaching staff and safeguard and further de,elop the high 9uality of teaching at higher education institu: tions. 'his is intended to help increase graduation rates inter alia. Attracti eness and Rele ance of ;ET &n the 6ational ;act for 'raining and /oung S7illed Staff in Germany <Cationaler2akt fr Ausbildung und )achkrftenachwuchs in 5eutschland = 'raining ;act? the Federal Go,ern: ment is also cooperating 0ith leading industry associations and the Standing Conference to guarantee a sufficient number of training places for young people. 'o increase the attracti,eness of ,ocational education# in autumn 34 the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )orschung = %M%F? and the Federal Ministry of Economics and 'echnology <Bundesministerium fr 4irtschaft und /ech# nologie = %MBi?# 0ith the support of the partners to the pact# launched a nation0ide cam: paign EBerufliche Bildung 3 2raktisch unschlagbarO <ZFocational Education = ;ractically .n: beatableC?. Farious instruments are being used to also attract young high achie,ers to in: company ,ocational training and ,ocational further education. 'his means all moti,ated high: achie,ing pupils# not Aust those 0ho ha,e passed the Abitur or ha,e a good %ealschule 9ualifi: cation. Efficient Fundin" and E aluation &n the course of the shift to0ards an output:oriented control of the education system# school autonomy and responsibility is being further e8panded. 'his includes in particu: lar the e8tension of the financial autonomy of the schools and the de,elopment of school:specific programmes <Schul&rogramme? in 0hich the indi,idual schools specify the main focuses and obAecti,es of their 0or7 on the basis of Land regulations regarding the content and 9ualifications obtained after completing the courses. 'he stateCs influ: ence on schools is increasingly e8ercised ,ia the appro,al of school:specific programmes and the determination of target agreements 0ith the indi,idual schools or head teach: ers# respecti,ely. 'he scope of duties of the head teacher has e8panded due to the right and-or the obligation of the schools to pass# implement and e,aluate school:specific pro: grammes. As part of securing the 9uality of the lessons# the head teacher is additionally responsible for lesson de,elopment# staff de,elopment and organisational de,elopment as 0ell as for the planning of further training# staff management and# 0here applicable# for the administration of budgetary funds. &n the last fe0 years# e8tensi,e reforms ha,e also been introduced in Germany for mod: ernisation and 9uality assurance in the higher education sector. 'he de,elopment of the consecuti,e degree system and the further de,elopment of accreditation and e,aluation should be mentioned in particular. 'he accreditation of study courses ensures the ob: ser,ance of standards for the academic curriculum as 0ell as the ,ocational rele,ance of the degrees. E,aluation is designed to highlight the strengths and 0ea7nesses of institu: tions and degree programmes# and thus to assist higher education institutions in adopt: ing systematic approaches to 9uality assurance in teaching. Bith the introduction of system accreditation focusing on the internal 9uality assurance system of a higher edu:
3G@

cation institution in the field of teaching and learning# the institutionsC o0n responsibil: ity in this area is further reinforced. For more detailed information on 9uality assurance in the tertiary sector# see chapter .$. As part of the higher education reforms# the Lnder ha,e partly restructured the organi: sation and administration of their higher education institutions. +etailed state control is increasingly being replaced by the autonomous decision:ma7ing of higher education institutions. +eregulation has significantly increased the freedom of higher education institutions in terms of their organisational and staffing decisions. 'he partial shifting of decision:ma7ing competences from the Land ministries and the bodies of participa: tion to the go,erning boards of the higher education institution or the heads of depart: ments is intended to strengthen the capacity to act and the achie,ement potential of the indi,idual higher education institutions. &n Aoint target agreements# the state and the institutions of higher education cooperati,ely define the ser,ices to be pro,ided# but 0ithout specifying concrete measures. 'he target agreements are also used as control elements 0ithin the higher education institutions. 'he gro0ing autonomy of the higher education institutions is# for e8ample# also demonstrated by the strengthening of their right to select applicants for admission and the introduction of global budgets.
14.2.3.

P()8)'-&5 2E+-';, .),-/0 ,)92.-)& /&* ,-'-F2&.9-6

Early School +ea in" &n March 34 4 the Standing Conference of the Ministers of Education and Cultural Affairs <"ultusministerkonferenz = *M*? adopted a targeted support strategy for poorer:performing pupils <)1rderstrategie fr leistungsschwchere Schlerinnen und Schler?# 0hich includes pre,ention# inter,ention and compensation measures. 'he aim of the support strategy is to significantly reduce the number of pupils not achie,ing a minimum competence de,elopment le,el by the end of their course of education. At the same time this should considerably im: pro,e their chances of achie,ing a school:lea,ing 9ualification and successfully participating in society and the 0orld of 0or7. 'he support strategy is# therefore# closely connected 0ith the fields of action agreed as part of the 9ualification initiati,e < H.$.? EGetting ahead through educationO <Aufstieg durch Bildung?# particularly the goal of hal,ing the number of pupils 0ithout a school:lea,ing 9ualification. &n this conte8t particular attention is gi,en to children and young people 0ith a migrant bac7: ground. 'he guidelines of the promotion strategy include1 indi,idual support in teaching geared to the educational standardsM facilitation of and targeted support for longer learning periodsM hands:on lesson planningM greater support for pupils 0ith a migrant bac7groundM help for pupils 0ith special educational needs to achie,e a Hau&tschule lea,ing certifi: cateM de,elopment of suitable all:day offers and strengthening of educational partnershipsM the professionalisation of ,ocational guidance# and the shaping and securing of transi: tionsM

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 de,elopment of teacher trainingM e,aluation of results. Farious approaches and measures are already being pursued in the Lnder to promote poor: er:performing pupils. 'hese can be grouped into fi,e strategy areas1 impro,ing indi,idual supportM restructuring learning1 de,elopment of teaching geared to competences# ne0 forms of ac9uisition of competencesM facilitating 9ualifications# structuring transitions and safeguarding connectionsM connecting partners# coordinating action# building net0or7s and cooperationM strengthening 9uality assurance and 9uality de,elopment# intensifying educational re: search. 'he approaches and measures in these strategy areas 0hich are already applied in the Ln: der are to be continued and de,eloped in coming years ta7ing the abo,e:mentioned guidelines into account. As part of the comprehensi,e strategy of the Standing Conference for educational monitoring# possible reasons for the high number of early school lea,ers are to be in,estigated on an em: pirical basis. Abo,e all# the reasons for the high number of pupils 0ho lea,e school early are to be analysed# and the results used to identify suitable measures to de,elop teaching and im: pro,e 9uality. 'he Bildungsstandards <educational standards? of the Standing Conference play a 7ey role in this conte8t# as do the annual sur,eys on learning le,els for grades $ and G# in 0hich all schools throughout the Lnder participate. 'hese cross:Lnder comparati,e studies pro,ide teachers 0ith reliable feedbac7 about their pupilsC le,el of achie,ement# 0hich ser,es as the basis of targeted and timely support measures. More information on the comprehen: si,e strategy of the Standing Conference for educational monitoring can be found in Chapter .3. 'he Frame0or7 ;rogramme for the ;romotion of Empirical Educational Research funded by the Federal Ministry of Education and Research <Bundesministerium fr Bildung und )or# schung = %M%F?# 0hich 0as de,eloped in consultation 0ith the Lnder# is designed to pro: ,ide insight into 7ey fields of rele,ance to action and management in the education sec: tor. &n February 344D the 6ational Education ;anel Study <6E;S? 0as launched at %amberg .ni,ersity as the most e8tensi,e research proAect yet. 'his is a long:range study on lifelong s7ills de,elopment and long:term educational processes 0hich# as a longitudinal study# can# unli7e cross:sectional studies# also pro,ide indications as to 0hy pupils lea,e school early. ;articular attention is being paid to young people 0ho ha,e not yet managed to access training. &n this conte8t the Federal Go,ernment is stri,ing for better do,etailing the transitions bet0een schools# interim education and training. 'he initiati,e Abschluss und Anschluss 3 Bildungsketten bis zum Ausbildungsabschluss <>ualify and connect : ed: ucational chains up to the end of training? launched in 34 4 helps young people to achie,e a 9ualification# pro,ides ,ocational guidance# and support in choosing a career and in starting training. 'he career:start ad,ice builds on a competence analysis <analysis of potential? from grade "# 0hich also ta7es account of competences and s7ills outside school. 'he results of the analysis of potential are used to produce indi,idual promotion plans building on career:start ad,ice. At the same time they are intended to prepare for the practical ,ocational guidance offered in grade G 0ith a t0o:0ee7 practical 0or7shop
3GG

traineeship in an inter:company or comparable ,ocational training establishment. For the programme# in cooperation 0ith the Federal Employment Agency <Bundesagentur fr Arbeit = %A?# around #444 full:time career:start ad,isors 0ill be employed at #444 schools by 34 HM these are intended to pro,ide se,eral years of continuous ad,ice and support for pupils at Hau&tschulen and )1rderschulen <special schools?. D44 career: start ad,isors ha,e already been employed in 34 3# in addition to the around #344 full: time career:start ad,isors already 0or7ing at #444 other schools. &n addition# so far more than #!44 so:called Senior $9&erten <i.e. Esenior e8pertsO# or practitioners 0ith professional e8perience? ha,e been employed to pro,ide support during ,ocational edu: cation and training and help pre,ent trainees dropping out. 'he comprehensi,e assis: tance for pupils 0ithin the frame0or7 of the Bildungsketten <educational chains? initiati,e is intended to contribute to a successful school:lea,ing diploma and to successful training. 'hrough an amendment of Social Security Code &&& <ZSoJialgesetJbuch &&& = ArbeitsfRrderung = R @!? career:start ad,ice is being made a permanent# comprehensi,e regulatory instrument to support young people in need of assistance in the transition from general education schools to ,ocational education and training. 'hird parties must pro,ide a share of at least !4 per cent to funding the Federal Employment Agency career:start ad,ice measures. 'he amendment entered into force on April 34 3. An important contribution to pre,enting pupils from lea,ing school early is the targeted in: troduction to the professional and 0or7ing 0orld both during and outside lesson:time at gen: eral education schools. 'he Federal Ministry of Education and Research ,ocational guid: ance programme <Berufsorientierungs&rogramm 3 %(;?# under 0hich ,ocational guid: ance measures for more than $"4#444 young people ha,e already been appro,ed bet0een 344G and the end of 34 # has been stepped up as part of the educational chains initiati,e and is being continued. &n the 6ational ;act for 'raining and /oung S7illed Staff <Cationaler 2akt fr Ausbildung und )achkrftenachwuchs = 'raining ;act? in Germany# 0hich has most recently been e8tended for the period from 34 4 to 34 H# the partners of the pact ha,e set the obAecti,e of implementing ,ocational guidance at all general education schools on a mandato: ry and systematic basis. Bith the accession of the Standing Conference to the 6ational ;act for 'raining and /oung S7illed Staff in (ctober 34 4 it is being guaranteed that ,ocational guidance offers are increasingly being coordinated in cooperation 0ith partners outside the school. /oung people are therefore to be gi,en more targeted and tailored support than before in the choice of career. 'he Lnder are also supporting ,aried regional initiati,es to interest young people in certain Aobs and to brea7 do0n traditional gender:specific Aob patterns. A sur,ey of the Lnder in spring 34 on cooperation bet0een schools and the business sector re,ealed that concepts for ,ocational guidance at general education schools are becoming established in all Lnder. &n many cases these measures are already an integral part of the curricula. From 34 $ on0ards the Federal Go,ernment plans to support local:le,el education alliances maintained by ci,il society 0ith their o0n funding programme to promote disad,antaged children and young people through out:of:school education offers# particularly in the field of cultural education. Early $hildhood Education and $are 0E$E$1 'he Federation# the Lnder and the local authorities ha,e agreed to progressi,ely estab: lish 9uality and needs:oriented day:care ser,ices for children under three years of age
3GD

until August 34 $. As part of the >ualification &nitiati,e for Germany EGetting ahead through educationO <Aufstieg durch Bildung? these obAecti,es ha,e been boosted and ad: ditional measures planned. 'he aim is in particular to ensure comprehensi,e language promotion for all children before enrolment at school# the training and employment of additional educators and child minders# and a suitable child:staff ratio. From 34 to 34 H the Federation is ma7ing around Euro H44 million a,ailable to e8: pand H#444 day:care centres throughout Germany into so:called ESchwer&unkt#"itas S&rache = IntegrationO <i.e. day:care centres 0ith a focus on language and integration? to H#444 day:care centres throughout Germany. As part of the initiati,e to promote lan: guage and integration# a budget of Euro 3!#444 from federal resources is to allo0 each day:care centre in,ol,ed to appoint educational staff 9ualified to promote language: learning and to pay them commensurately. 'he additional staff should impro,e the 9ual: ity of early language and integration promotion in particular of children belo0 the age of three 0ith a migrant bac7ground and from less 0ell:educated social groups in 0hich education is not ,alued as highly. E@uity and (i ersity Bith the 6ational &ntegration ;lan in 344"# the Federation and the Lnder and other integra: tion policy sta7eholders committed in their respecti,e spheres of competence to measures to impro,e the integration of migrants into the education system. 'he &ntegration ;lan has no0 been updated. At the !th &ntegration Summit in 2anuary 34 3 the Federal Chancellor present: ed the Cational Action 2lan on Integration# de,eloped by the Federation and the Lnder to: gether 0ith immigrant organisations# the social partners and other ci,il society sta7eholders# and incorporating specific# binding and measurable targets in practically all areas of action 0ith rele,ance to integration. &n this conte8t the Lnder are prioritising in particular lan: guage support for children and young people# implementation of the Standing ConferenceCs support strategy for poorer:performing pupils <)1rderstrategie fr leistungsschwchere Schlerinnen und Schler?6 cooperation 0ith parents and migrant organisations# and the inter: cultural opening of day:care centres for children and of schools. 'he Federation is prioritising the transition from school to in:company ,ocational training# impro,ing the training success of young people from a migrant bac7ground# increasing the share of students from a migrant bac7ground# language promotion# and educational research and education reporting. April 34 3 sa0 the entry into force of the Assessment and Recognition of Foreign ;rofes: sional >ualifications Act <!esetz zur (erbesserung der )eststellung und Anerkennung im Ausland erworbener BerufsDualifikationen = Recognition Act?. 'he Recognition Act intro: duces a legal entitlement to an assessment procedure for foreign ,ocational 9ualifica: tions in the occupations regulated under Federal la0# and e8tends e8isting recognition procedures for 9ualifications obtained in the European .nion or the European Econom: ic Area to 9ualifications obtained in third countries. 'he 9uestion of 0hether the 9ualifica: tion obtained abroad is e9ui,alent 0ill in future be assessed on the basis of standard criteria in a standardised procedure. 'his 0ill help to decouple the access to a profession from origin and nationality for the most part. 'he ne0 standardised and transparent procedure ser,es to de,elop the employment potential of migrants and thus impro,e integration into the labour mar7et and society. &n February 34 3 a 0or7ing group of members of the Conference of the Ministers of Labour and Social Affairs <Arbeits# und Sozialministerkonferenz?# the Conference of &ntegration Minis:
3D4

ters <Integrationsministerkonferenz?# the Conference of Ministers of Economics <4irtschafts# ministerkonferenz? and the Standing Conference of the Ministers of Education and Cultural Affairs presented a model regulation coordinated and agreed in the Standing Conference for the Recognition Acts re9uired in the @ Lnder. 'he model act is designed to guarantee com: mon implementation of the principals of recognition by the Lnder# 0hile not o,erloo7ing the specific circumstances in the indi,idual Lnder. .niform implementation of the Federal rules by the Lnder should also be guaranteed. Recent years ha,e seen a gro0ing number of different organisational forms of support in 0hich disabled and non:disabled children learn together in different 0ays from the elemen: tary sector on0ards. &n order to ensure children 0ith an e8isting or an impending disability ha,e an e9ual role in social life# each child 0ith a disability is to be gi,en the opportunity to attend a day:care centre close to home in 0hich he or she 0ill be supported as 0ell as possible in accordance 0ith his or her indi,idual needs. (ne option is setting up multiprofessional teams in day:care centres for children e.g. through greater in,ol,ement of primary school teachers# motor acti,ity specialists# speech therapists# psychologists and remedial therapists. 'his 0ill allo0 each child to be supported in accordance 0ith his or her indi,idual s7ills# tal: ents and abilities 0ithout ha,ing to lea,e their social conte8t or limiting e8change 0ith other children. Since the DG4s disabled pupils ha,e been increasingly integrated into mainstream schools under school pilot proAects# some of 0hich ha,e assumed the status of a standard type of schooling since DD4. Also# ,arious forms of cooperation bet0een mainstream schools and special schools ha,e emerged and approaches to inclusi,e teaching ha,e been de,eloped in educational science. A focus on institutions has gi,en 0ay to a focus on the needs of the indi,idual. Formerly# the pre,ailing concept 0hen ma7ing choices for a childCs school career <i.e. the decision in fa,our of a mainstream school or a special school? 0as the need for education at a s&ecial school. 'his has since been superseded by the concept of sonder&dagogischer )1rderbedarf <special educational needs?# meaning educa: tion# instruction# therapy and care re9uirements depending on an indi,idualCs indi,idual pre: conditions as far as the institutional setting allo0s. 'his de,elopment has been influenced by a ne0 understanding of disabilities and educational needs# impro,ed diagnostic tech: ni9ues# more effecti,e early detection and pre,ention as 0ell as better o,erall conditions at mainstream schools <e.g. impro,ed pupil:teacher ratios?# more open approaches to instruction and education and# finally# a greater appreciation of the benefits to children of attending a school close to their home. Bithin the conte8t of the ratification of the .6 Con,ention on the Rights of ;ersons 0ith +isabilities by Germany and the e9uality legislation in the Lnder# offers of inte: gration into mainstream schools for pupils 0ith special educational needs are currently being e8tended. &n a position paper of 6o,ember 34 4 on the teaching and legal aspects of the implementation of the .6 Con,ention the Standing Conference found that inter: action bet0een general teaching and special teaching is essential to achie,ing inclusi,e education. 'eachers at all school types are to be trained in the ,arious stages of training in teaching all pupils together. 'his is to stimulate the de,elopment of inclusi,e education programmes. &n all planned amendments and de,elopments care must be ta7en to ensure that children and young people 0ith and 0ithout a disability can learn in line 0ith their needs and re9uirements at any place of learning#
3D

 the necessary 9uality and the re9uired e8tent of support is pro,ided for all children and young people# cooperation is guaranteed bet0een all persons and institutions in,ol,ed in support# special education learning# ad,isory and support ser,ices facilitate high:9uality inte: grati,e learning. 'he Standing ConferenceCs support strategy for poorer:performing pupils <)1rderstrategie fr leistungsschwchere Schlerinnen und Schler? is specifically aimed at pupils 0ith special edu: cational needs. &t is intended in particular to impro,e the opportunities for suitable pupils 0ho benefit from the support priority Learning to obtain# in addition to their o0n specific school lea,ing certificate# the Hau&tschule school lea,ing certificate. &n this conte8t the at: tendance by pupils 0ith special educational needs of general education schools is being in: creasingly promoted. ;ermeability bet0een )1rderschulen <special schools? and general edu: cation schools is to be impro,ed# for instance by adapting the curricular re9uirements or in: troducing English as a subAect at special schools. More detailed information on special needs support is a,ailable in chapters 3.3. and 3.$. &n the higher education sector measures for learners 0ith special re9uirements include1 ma7ing higher education institutions a0are of the specific needs of students in special circumstances# such as for instance students 0ith children# students 0ith disabilities or chronically ill students de,eloping and securing the 9uality of the ad,isory and care ser,ices for all students# especially for students in particular life situations <student ser,ices play an important role here? ta7ing the re9uirements of students in particular life situations more into account in admission# 0or7load and e8aminations# inter alia in the frame0or7 of the accredita: tion of study courses or the accreditation of higher education systems securing financing for the additional study e8penditure incurred by students 0ith a disability by adapting the social la0 regulations to modern education paths

E&9/&,-&5 -&&)1/'-)& /&* ,(2/'-1-';, -&,0+*-&5 2&'(26(2&2+(.9-6, /' /00 02120. ): 2*+,/'-)& /&* '(/-&-&5
14.2.4.

Partnerships with Business1 !esearch1 Civil

ociet#

&n the school sector there are partnerships 0ith employment agencies# foundations# companies# trade unions# and other local sta7eholders among others promoting ,oca: tional guidance at general education schools and )1rderschulen <special schools?. As part of the 9ualification initiati,e for Germany EGetting ahead through educationO <Aufstieg durch Bildung ? local partnership net0or7s are increasingly being promoted in ,ocation: al guidance. As part of the 6ational ;act for 'raining and /oung S7illed Staff in Germany <Catio# naler 2akt fr Ausbildung und )achkrftenachwuchs in 5eutschland? initiati,e Zcareer planning is planning for lifeC <EBerufswege&lanung ist Lebens&lanungO?# in order to pro:

3D3

,ide targeted support for young people in their choice of career German industryCs um: brella organisations plan inter alia to arrange partnerships 0ith companies for each interested school# help young people gain an insight into 0or7ing practice# support mentoring and sponsorship programmes 0hich help# in particular# disad,an: taged young people in the transition from school to training# support the continuing education of teachers and head teachers through suitable of: fers from companies. 'he Standing Conference of the Ministers of Education and Cultural Affairs < "ultusminis# terkonferenz = *M*? decided in (ctober 34 4 to Aoin the 6ational ;act for 'raining and /oung S7illed Staff in Germany in Germany as a full member. 'he Lnder also conclud: ed complementary regional pacts. 'hese are training net0or7s 0ith a 0ide ,ariety of regional actors ranging from business and administration to the media and employment agencies. 'o de,elop young s7illed staff in the M&6' professions the Federation and the Lnder ha,e in,ited business to engage in acti,ities in "indergrten# at schools and in the train: ing and higher education sector. 'his includes abo,e all the e8pansion of M&6' grants# in particular for teacher:training students# and increased funding for schools focusing on M&6' subAects. As part of the e8pansion of 0or7:related study and continuing training courses# higher education institutions are cooperating 0ith the regional economy inter alia. 'he business sector has on a number of occasions reacted positi,ely to the introduction of the tiered graduation system and# 0ithin the conte8t of the O%achelor BelcomeO Aoint initiati,e repeatedly e8pressed the 0illingness of companies to employ %achelorCs graduates. 'he last measure 0ithin the frame0or7 of the E%achelor BelcomeO proAect 0as held in (ctober 34 4. More than G4 companies 0ith se,eral million employees ha,e no0 ta7en part in the measures. T(/&.12(./0 K2; C)862'2&,2., E&'(26(2&2+(.9-6 E*+,/'-)&, 2"L-'2(/,;, M2*-/" L-'2(/,;, I&&)1/'-12 L2/(&-&5 E&1-()&82&'. &n March 344D the Standing Conference adopted a resolution on the strengthening of democracy education <Strkung der 5emokratieerziehung?. Starting in primary school pupils are to be introduced to the basic principles of the democratic state and social or: der# and the differences 0ith dictatorial forms of rule. &n the secondary sector analysis of 34th:century Germany history is to be intensified as part of multidisciplinary and interdisciplinary teaching in particular. An introduction to the professional and 0or7ing 0orld is a compulsory component of all courses of education at lo0er secondary le,el. 'he instruction is gi,en either in a sepa: rate subAect <Arbeitslehre = pre:,ocational studies? or as part of the material co,ered in other subAects. Bor7 e8perience placements# especially for pupils in the t0o last grades at Hau&tschule and %ealschule# aim to pro,ide first:hand insight into the 0or7ing 0orld and guidance in choosing an occupation. 'he Lnder ha,e continuously de,eloped their acti,ities in order to con,ey a basic 7no0ledge of the 0orld of business and commerce. 'his has also ta7en place outside of lessons# for e8ample# ,ia model businesses set up by

3D$

pupils <Schlerfirmen?# information about entrepreneurial independence or cooperation proAects bet0een the schools and the 0orld of business and commerce. %achelorIs degree courses pro,ide# as study courses 0hich lead to a first degree 9ualifying for entry into a profession# academic e8pertise# methodological s7ills# 9ualifications related to professional fields and 7ey 9ualifications such as social s7ills# communicati,e presentation s7ills# non:area specific competences and language s7ills. Competences and learning obAec: ti,es are also defined 0ith a ,ie0 to the re9uirements of the labour mar7et and are chec7ed 0ithin the frame0or7 of accreditation. General adult education and further ,ocational training pro,ide# through a di,erse net0or7 of pri,ately:maintained bodies# further teaching and consolidation of trans,ersal 7ey compe: tences. 'he Lnder support this area through the promotion of measures and institutions. &n March 34 3 the Standing Conference adopted a resolution on media education in schools 0hich aims to progressi,ely anchor media education as a compulsory part of school education and pro,ide schools and teachers 0ith guidelines on media education in training and teaching. At the same time it highlights the possibilities arising through the didactic and methodological use of ne0 media to shape teaching and learning pro: cesses. Media education in schools aims to help pupils ac9uire and de,elop media litera: cy# i.e. the 7no0ledge# abilities and s7ills 0hich allo0 appropriate# autonomous# creati,e and socially responsible beha,iour in a 0orld 0hich is hea,ily influenced by the media. 'he declaration O edienbildung in der SchuleE <Media Education in Schools? e8plains the position of media education in schools using e8amples in fi,e dimensions 0hich con: cern1 promoting the 9uality of teaching and learning through media the opportunities for social and cultural participation and in,ol,ement shaping the identity and personality of young people de,eloping attitudes and ,alue systems# and aesthetic discernment the necessary protection from the negati,e impacts of the media and media use.

'o substantially promote media education in schools# the Standing Conference desig: nates specific fields of action in the resolution# inter alia curricula and educational plans# teacher training# e9uipment and technical support# data protection and coopera: tion 0ith partners outside of school. %achelorIs degree courses pro,ide# as study courses 0hich lead to a first degree 9ualifying for entry into a profession# academic e8pertise# methodological s7ills# 9ualifications related to professional fields and 7ey 9ualifications such as social s7ills# communicati,e presentation s7ills# non:area specific competences and language s7ills. Competences and learning obAec: ti,es are also defined 0ith a ,ie0 to the re9uirements of the labour mar7et and are chec7ed 0ithin the frame0or7 of accreditation. &n the higher education sector the Lnder support the e8pansion of 0or7:related study and continuing training courses through target agreements 0ith higher education insti: tutions. 6e0 correspondence courses and online study courses# eLearning# eCampus initiati,es# distance learning programmes and inter:higher education institution contin: uing education centres and net0or7s are being promoted to this end among others.

3DH

General adult education and further ,ocational training pro,ide# through a di,erse net0or7 of pri,ately:maintained bodies# further teaching and consolidation of trans,ersal 7ey compe: tences. 'he Lnder support this area through the promotion of measures and institutions. 'he inno,ati,eness of educational institutions in the field of general adult education and fur: ther ,ocational education is supported by the Lnder through the promotion of measures and institutions.
14.3.

O'92( I86)('/&' O&5)-&5 R2:)(8. /&* P)0-,; I&-'-/'-12. /' N/'-)&/0 L2120

'here is a consensus that# in light of demographic changes in Germany# and 0ith a ,ie0 to the emerging need for s7illed 0or7ers# great efforts must be made to de,elop the German education system in the years ahead. 'his is especially true of the interfaces bet0een early:childhood education# school# ,ocational education and training and high: er education. Against this bac7ground# in (ctober 344G the Federation and the Lnder agreed a common catalogue of obAecti,es and measures in the +resden declaration !et# ting ahead through education 3 /he Qualification Initiative for !erman'# 0hich address: es all areas of education from early:childhood education through to continuing ,oca: tional training1 education is to ha,e top priority in Germany e,ery child should ha,e the best possible starting conditions e,eryone should be able to gain school:lea,ing and ,ocational 9ualifications e,eryone should ha,e the opportunity to get ahead through education more young people should ta7e a degree course more people should be filled 0ith enthusiasm for scientific and technical ,ocations more people should ta7e ad,antage of the opportunity for continuing education

Bithin the scope of the >ualification &nitiati,e the Federal Go,ernment and the Lnder aim to hal,e the number of adolescents lea,ing 0ithout ,ocational 9ualifications from a national a,erage of G per cent to H per cent and of young adults 0ithout ,ocational 9uali: fications 0ho are capable of undergoing training from " per cent to G.! per cent by the year 34 !. Furthermore it is the Aoint aim of the Federation and the Lnder to increase the percentage of ne0 students to a national a,erage of H4 per cent of a year group. Early childhood education and care &n a May 344G position paper# the Conference of Ministers of /outh and Family Affairs < 8ugend# und )amilienministerkonferenz = 2FM*? designated si8 areas of day care for children as priorities for future de,elopment1 safeguarding# de,eloping and re,ie0ing the 9uality of educational 0or7 in day:care centres for children# in particular de,eloping the 9uality of education offers for chil: dren under three years of ageM de,eloping education plans 0hich ta7e the e8periences of the Lnder into account as regards their binding character# content and structureM obser,ing the further de,elopment of day care for children# particularly in relation to institutional day careM

3D!

 optimising the transition from day:care centre to primary school# 0ith a particular emphasis on ensuring e9ual educational opportunities and promoting integrationM e8panding cooperation and de,eloping interloc7ing concepts of content for all places of learning in,ol,ed in the education of childrenM the re9uirements of degree courses for early:childhood education at )achhochschule and uni,ersity le,el 0ith a ,ie0 to enabling students to 0or7 in accordance 0ith Land:specific education plans. Bithin the scope of the >ualification &nitiati,e for Germany EGetting ahead through educationO <Aufstieg durch Bildung? of the Federation and the Lnder# cooperation be: t0een day:care facilities for children and primary schools is to be made compulsory# in so far as this is not already the case. &n this regard the Lnder also plan to de,elop coor: dinated learning obAecti,es for child day:care facilities and primary schools. &n order to guarantee the continuity of early education bet0een the early childhood sector and the primary sector# as early as 344H# the Standing Conference of the Ministers of Education and Cultural Affairs < "ultusministerkonferenz = *M*? and the Conference of Ministers of /outh < 8ugendministerkonferenz? together adopted a frame0or7 for early education in the early childhood sector <!emeinsamer %ahmen der Lnder fr die frhe Bildung in "indertageseinrichtungen?# as 0ell as a recommendation to strengthen and further de: ,elop the o,erall relationship bet0een education# upbringing and super,ision <$m&feh# lung zur Strkung und 4eiterentwicklung des !esamtzusammenhangs von Bildung6 $r# ziehung und Betreuung?. (n the basis of this decision the Lnder ha,e no0 dra0n up education plans to intensify educational efforts in day:care centres for children and en: sure closer collaboration 0ith primary education. 'he focus is on the ac9uisition of basic s7ills and on de,eloping and reinforcing personal resources. Linguistic education is of particular importance. 'o support these efforts# offers to promote the acti,e in: ,ol,ement of parents in day care are being e8tended and concepts de,eloped to intensify the collaboration bet0een school# parents and youth 0elfare ser,ices. A further goal is to impro,e the training of $rzieherinnen and $rzieher <state:recognised youth or child: care 0or7ers?. #rimary education E8tensi,e pedagogical reforms aim at a pupil:oriented approach to teaching 0hich en: hances the childrenCs self:initiati,e and self:confidence and promotes learning in a cross:disciplinary conte8t. Since the DD4s# the introduction of and increase in foreign language teaching has gained in importance. All Lnder ha,e introduced foreign lan: guage teaching as early as !rundschule <primary school?. 'he transition from the day:care centres for children to the primary school is of particu: lar importance. &n 2une 344D the Conference of Ministers of /outh and the Standing Conference agreed on a range of common approaches to this transition# 0hich can ser,e as guidelines for action for the day:care centres and schools# educators# teachers and parents in,ol,ed. (ther focal points of the current debate are the introduction of fi8ed school opening times# the further de,elopment of fle8ible school entrance phases# re: 9uirements for procedures of regular language status obser,ation and the de,elopment and e8pansion of schools offering all:day acti,ities and care in the primary sector <see chapter !.3.?. Already at the le,el of primary school lifelong learning also is a concern.

3D@

Furthermore# the collaboration bet0een school and parents is to be impro,ed because parental support is of special importance for the learning success of primary pupils. Secondary education At the centre of the current debate are still measures for the further de,elopment and assurance of the 9uality of school education. &n the course of this debate# the results of international comparati,e studies of pupil achie,ement recei,e particular attention. Special importance is attached to the introduction of educational standards binding for all Lnder. &n 344$ and 344H# the Standing Conference adopted Bildungsstandards <edu: cational standards? for the ittlerer Schulabschluss in the subAects German# mathemat: ics# first foreign language <English-French?# biology# chemistry and physics# as 0ell as for the Hau&tschulabschluss in the subAects German# mathematics and first foreign lan: guage <English-French?. &n (ctober 34 3 the Standing Conference# on the basis of a deci: sion of (ctober 344"# has resol,ed educational standards for the Allgemeine Hochschulreife <general higher education entrance 9ualification? in German and Mathematics and in fol: lo0:on courses in the foreign languages English and French. 'he de,elopment of educa: tional standards for the Allgemeine Hochschulreife in the natural science subAects biology# chemistry and physics is to be initiated in 34 $. 'he educational standards are part of a comprehensi,e system of 9uality assurance# 0hich also includes education reporting# comparati,e tests# school de,elopment and both internal and e8ternal e,aluation. 'he introduction of centralised e8aminations at Land le,el and the measures for impro,ing professionalism in teacher training are also to be ,ie0ed against this bac7ground. More detailed information on 9uality assurance in the school sector is a,ailable in chap: ter .3. &n +ecember 344D the Standing Conference underlined the importance of the school part of ,ocational education and training in a declaration on the future place of the ,o: cational school in dual ,ocational education and training. Tertiary sector &n May 34 4# not least in response to public debate# the sta7eholders in the %ologna ;rocess analysed the situation at German higher education institutions and agreed to step up their cooperation in the interests of successful reforms. 'he discussions focused in particular on the de,elopment of mobility# the academic feasibility of the %achelorsC and MasterCs degrees# access to the MasterCs and admission to MasterCs courses of study# and the outloo7s for grad: uates 0ith a %achelorCs degree on the labour mar7et. 'he 34 6ational %ologna Conference reported on de,elopments since 34 4 and noted that the successes of recent months included amended frame0or7 conditions# mar7ed changes at the higher education institutions# and intensi,e and constructi,e dialogue bet0een higher education institutions and policyma7ers# including at Lnder le,el. &n addition# significantly more attention 0as paid to the 9uality of teaching. Bith the amendment of the Lndergemeinsame Strukturvorgaben fr die Akkreditierung von Bachelor# und asterstudiengngen <common structural guidelines for the accreditation of %achelorCs and MasterCs study courses? in February 34 4 the Standing Conference responded e8tensi,ely to the criticised implementation of the %ologna ;rocess. Some Lnder ha,e adapted the Lnder la0s go,erning higher education correspondingly. All Lnder ha,e ta7en

3D"

measures to ensure effecti,e implementation. )igher education institutions ha,e also adopted a range of directi,es and guidelines# and orientation frame0or7s to re,ie0 study courses. Bith the )igher Education ;act 3434 <Hochschul&akt >?>?? the Federation and the Lnder are creating a needs:based study pro,ision and hence ensuring the 9uantitati,e e8pansion of higher education. From 344" to 34 4# 0ith G!#444 first:year students# t0ice as many addition: al ne0 students than pre,iously e8pected enrolled in a higher education institution. &n total around $3"#444 additional study opportunities 0ill be created in the second programme phase <34 to 34 !?. 'he Federal Go,ernment alone is ma7ing Aust less than Euro ! billion a,ailable for this. &n 34 4 the )igher Education ;act 3434 0as e8panded by a third pillar. 'hrough the 'eaching >uality ;act <Qualitts&akt Lehre? the higher education institutions are recei,ing broad sup: port to impro,e study conditions and teaching 9uality# matched to specific local needs. 'he pact promotes impro,ed staffing at all le,els and measures for training higher education staff in teaching# support and ad,isory tas7s. 6e0 impetus is also to be pro,ided for the continued de,elopment of teaching 9uality and the professionalisation of teaching. 'he Federation is ma7ing around Euro 3 billion a,ailable in total for the period from 34 to 3434. A total of G@ higher education institutions from all @ Lnder are benefiting from this support# includ: ing "G uni,ersities# "G uni,ersities of applied sciences and $4 colleges of art and music. 'hrough the competition EGetting ahead through education1 (pen higher education institu: tionsO <Aufstieg durch Bildung< 7ffene Hochschulen? the Federation and the Lnder are pro: moting the de,elopment of practical# ,ocational and training:related study courses 0ith the aim of integrating employees and the professionally 9ualified into higher education more closely. For this programme the Federation is ma7ing a total of up to Euro 3!4 million a,ailable in the years 34 to 3434. &n a first round of the competition the Federation and the Lnder ha,e been funding 3@ proAects since (ctober 34 < @ indi,idual proAects and 4 Aoint proAects? at a total of !! higher education institutions and non:uni,ersity research establishments. A second round of competition is to be launched in 34 H. As an essential prere9uisite for a greater opening:up of higher education institutions# in March 344D the Standing Conference adopted a decision on access to higher education by ,ocational: ly 9ualified applicants <see chapter ".3. .?. 'hrough target agreements 0ith higher education institutions the Lnder also support the e8pansion of studies and continuing training measures 0hich accompany employment. &nternationalisation is one of the core tas7s of the de,elopment of higher education. Since 344D# therefore# the Federal Ministry of Education and Research < Bundesministe# rium fr Bildung und )orschung = %M%F? has been funding the German RectorCs Con: ference <Hochschulrektorenkonferenz = )R*? audit E&nternationalisation of )igher Edu: cation &nstitutionsO <E Internationalisierung der HochschulenE?# 0hich helps German higher education institutions to gear their internationalisation strategy according to their needs and to anchor it permanently 0ithin the institution. 'he )R* audit ad,ises uni,ersities independently and systematically and helps them to 0or7 out their specific international focus in a targeted# 9uality:dri,en manner and to tailor it to their profile. 'he first re:audit 0as launched in 34 3. 'his builds on the results of the )R* audit. 'he re:audit gi,es the higher education institution professional support in implementing its internationalisation measures and achie,ing its internationalisation obAecti,es.

3DG

A##E-()E

+EG)S+AT)*C)&.'-'+'-)&., 0/3. /&* /. ): D2,28?2( 2 12 025/0 (25+0/'-)&. ): '92 F2*2(/'-)& /&* '92 LG&*2(

C)&.'-'+'-)& 0/3 = F2*2(/0 0/3 R GrundgesetJ fKr die %undesrepubli7 +eutschland Fom 3$.4!. DHD <%G%l. DHD# # S. ff.?# Jul. gend. durch GesetJ ,om .4".34 3 <%G%l. & 34 3#$3# S. H"G? R3 GesetJ Ju dem Fertrag ,om $ . August DD4 J0ischen der %undesrepubli7 +eutschland und der +eutschen +emo7ratischen Republi7 Kber die )erstellung der Einheit +eutschlands = Einigungs,ertragsgesetJ = und der Fereinbarung ,om G. September DD4 Fom 3$.4D. DD4 <%G%l. && DD4#$!# S. GG! ff.?# Jul. gend. durch GesetJ ,om $ .4!. DDH <%G%l. & DDH#$$# S. @G f.? R$ FerfassungsgesetJ Jur %ildung ,on Lndern in der +eutschen +emo7ratischen Republi7 = LndereinfKhrungsgesetJ = Fom 33.4". DD4 <G%l. & DD4# S. D!! ff.?# Jul. gend. durch GesetJ ,om 4H.4$.344! <GF%l. %erlin @ .344!#G# S. 3! ff.? RH %e7anntmachung der 6eufassung des Gerichts,erfassungsgesetJes <GFG? Fom 4D.4!. D"! <%G%l. & D"!#!$# S. 4"" ff.?# Jul. gend. durch GesetJ ,om 4". 3.34 <%G%l. & 34 #@H# S. 3!G3 ff.? R! %e7anntmachung der 6eufassung des Fer0altungs,erfahrensgesetJes <F0FfG? Fom 3$.4 .344$ <%G%l. & 344$# H# S. 43 ff.?# Jul. gend. durch GesetJ ,om H.4G.344D <%G%l. & 344D#!H# S. 3G3" ff.? R@ GesetJ Jum SchutJ der arbeitenden 2ugend <2ugendarbeitsschutJgesetJ = 2ArbSchG? Fom 3.4H. D"@ <%G%l. & D"@#H3# S. D@! ff.?# Jul. gend. durch GesetJ ,om 4". 3.34 <%G%l. & 34 #@H# S. 3!D3 ff.? R" %e7anntmachung der 6eufassung des %undesbesoldungsgesetJes Fom D.4@.344D <%G%l. & 344D#$H# S. H$H ff.?# Jul. gend. durch GesetJ ,om !.4G.34 3 <%G%l. & 34 3#$"# S. @"4 ff.?. RG %e7anntmachung der 6eufassung des %eamten,ersorgungsgesetJes Fom 3H.43.34 4 <%G%l. & 34 4#G# S. !4 ff.?# Jul. gend. durch GesetJ ,om !.4G.34 3 <%G%l. & 34 3#$"# S. @"4 ff.? RD GesetJ Jur Regelung des Status der %eamtinnen und %eamten in den Lndern <%eamtenstatus: gesetJ = %eamtStG? Fom ".4@.344G <%G%l. & 344G#3H# S. 4 4 ff.?# gend. durch GesetJ ,om 4!.43.344D <%G%l. & 344D#"# S. @4 ff.? $4

R 4 GesetJ Kber die Lusammenarbeit ,on %und und Lndern in Angelegenheiten der Europischen .nion Fom 3.4$. DD$ <%G%l. & DD$#D# S. $ $?# Jul. gend. durch GesetJ ,om H$.4D.34 3 <%G%l. & 34 3#3G# S. 44@ ff.? R GesetJ Kber die religiRse *indererJiehung Fom !.4". D3 <RG%l. D3 #"G# S. D$D ff.?# gend. durch GesetJ ,om ". 3.344G <%G%l. & 344G#@ # S. 3!G@ ff.? C)&.'-'+'-)&. ): '92 LG&*2( R 3 Ferfassung des Landes %aden:BKrttemberg Fom . . D!$ <G%l. %aden:BKrttemberg D!$#3D# S. "$ ff.?# Jul. gend. durch GesetJ ,om 4".43.34 <G%l. %aden:BKrttemberg 34

#3# S. H@ f.?

R $ %e7anntmachung der 6eufassung der Ferfassung des Freistaates %ayern Fom !. 3. DDG <GF%l. %ayern DDG#3@# S. DD ff.?# Jul. gend. durch GesetJ ,om 4. .344$ <GF%l. %ayern 344$#3@# S. G @ und G "? R H Ferfassung ,on %erlin Fom 3$. . DD! <GF%l. %erlin ! . DD!#@D# S. ""D ff.?# Jul. gend. durch GesetJ ,om ".4$.34 4 <GF%l. %erlin @@.34 4#D# S. $H? R ! Ferfassung des Landes %randenburg Fom 34.4G. DD3 <GF%l. & %randenburg $. DD3# G# S. 3DG ff.?# Jul. gend. durch GesetJ ,om D. 3.34 <GF%l. & %randenburg 33.34 R @ Landes,erfassung der Freien )ansestadt %remen Fom 3 . 4. DH" <G%l. %remen DH"# S. 3! ff.?# Jul. gend. durch GesetJ ,om $ .4G.34 4 <G%l. %remen 34 4#H4# S. H!"? R " Ferfassung der Freien und )ansestadt )amburg Fom 4@.4@. D!3 <GF%l. )amburg D!3# S. " ff.?# Jul. gend. durch GesetJ ,om 4G.4".344D <GF%l. & )amburg 344D#$ # S. 33 ? R G Ferfassung des Landes )essen Fom 4 . 3. DH@ <GF%l. )essen DH@#$H-$!# S. 33D ff.# berichtigt in GF%l. )essen DH"# "- G# S. 4@M GF%l. )essen DHG# 3- $# S. @G?# Jul. gend. durch GesetJ ,om 3D.4H.34 <GF%l. & )essen 34 #G# S. G3? R D Ferfassung des Landes Mec7lenburg:Forpommern Fom 3$.4!. DD$ <GF%l. Mec7lenburg:Forpommern DD$# 4# S. $"3 ff.?# Jul. gend. durch GesetJ ,om $4.4@.34 <GF%l. Mec7lenburg:Forpommern 34 R34 6iederschsische Ferfassung Fom D.4!. DD$ <GF%l. 6iedersachsen H". DD$# "# S. 4" ff.?# Jul. gend. durch GesetJ ,om $4.4@.34 <GF%l. 6iedersachsen @!.34

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R3 Ferfassung fKr das Land 6ordrhein:Bestfalen Fom 3G.4@. D!4 <GF%l. 6ordrhein:Bestfalen H. D!4#3G# S. 3" ff.?# Jul. gend. durch GesetJ ,om 3!. 4. 34 <GF%l. 6ordrhein:Bestfalen @!.34

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R33 Ferfassung fKr Rheinland:;falJ Fom G.4!. DH" <F(%l. Rheinland:;falJ . DH"# H# S. 34D ff.?# Jul. gend. durch GesetJ ,om 3$. 3.34 4 <GF%l. Rheinland:;falJ 34 4#3$# S. !H"? R3$ Ferfassung des Saarlandes Fom !. 3. DH" <A%l. Saarland DH"# S. 4"" ff.?# Jul. gend. durch GesetJ ,om !.4@.34 <A%l. Saarland 34 R3H Ferfassung des Freistaates Sachsen Fom 3".4!. DD3 <GF%l. Sachsen DD3#34# S. 3H$ ff.? R3! Ferfassung des Landes Sachsen:Anhalt Fom @.4". DD3 <GF%l. Sachsen:Anhalt $. DD3#$ # S. @44 ff.?# gend. durch GesetJ ,om 3".4 .344! <GF%l. Sachsen:Anhalt @.344!#"# S. HH f.? R3@ %e7anntmachung der geltenden Fassung der Ferfassung des Landes Schles0ig:)olstein Fom $.4!.344G <GF%l. Schles0ig:)olstein 344G#D# S. 33$ ff.?# Jul. gend. durch GesetJ ,om 3D.4$.34 <GF%l. Schles0ig:)olstein 34 #@# S. D@? R3" Ferfassung des Freistaats 'hKringen Fom 3!. 4. DD$ <GF%l. 'hKringen DD$#$4# S. @3! ff.?# Jul. gend. durch GesetJ ,om . 4.344H <GF%l. 'hKringen 344H# "# S. "H!? C-1-0 .2(1-,2 025-.0/'-)& ): '92 LG&*2( R3G LandesbeamtengesetJ <L%G1 Art. des GesetJes Jur Reform des Rffentlichen +ienstrechts? Fom 4D. .34 4 <G%l. %aden:BKrttemberg 34 4# D# S. "D$ ff.?# Jul. gend. durch Ferordnung ,om 3H.4".34 3 <G%l. %aden:BKrttemberg 34 3# 3# S. HG3 ff.? R3D %ayerisches %eamtengesetJ <%ay%G? Fom 3D.4".344G <GF%l. %ayern 344G# @# S. !44 ff.? Jul. gend. durch GesetJ ,om $4.4$.34 3 <GF%l. %ayern 34 3#@# S. DH ff.? R$4 LandesbeamtengesetJ <L%G1 Art. des +ienstrechtsnderungsgesetJes< Fom D.4$.344D <GF%l. %erlin @!.344D#@# S. "4 ff.?# Jul. gend. durch GesetJ ,om 4!. .34 3 <GF%l. %erlin @G.34 3#3"# S. $!H ff.? R$ %eamtengesetJ fKr das Land %randenburg <LandesbeamtengesetJ = L%G1 Art. des GesetJes Jur 6euordnung des %eamtenrechts im Land %randenburg? Fom 4$.4H.344D <GF%l. & %randenburg 34.344D#H# S. 3@ ff.? Jul. gend. durch GesetJ ,om $.4$.34 3 <GF%l. & %randenburg 3$.34 3# @# S. ff.?

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R$3 %remisches %eamtengesetJ <%rem%G1 Art. des GesetJes Jur 6euregelung des %eamtenrechts in der Freien )ansestadt %remen? Fom 33. 3.344D <G%l. %remen 34 4#H# S. " ff.?# Jul. gend. durch GesetJ ,om 3".4$.34 3 <G%l. %remen 34 3# 4# S. $$? R$$ )amburgisches %eamtengesetJ <)mb%G1 Art. des GesetJes Jur 6euregelung des hamburgi: schen %eamtenrechts? Fom !. 3.344D <GF%l. & )amburg344D#!H# S. H4! ff.?# Jul. gend. durch GesetJ ,om $4. 4.34 3 <GF%l. & )amburg 34 3#H3# S. H!H ff.? R$H %e7anntmachung der 6eufassung des )essischen %eamtengesetJes Fom .4 . DGD <GF%l. & )essen DGD#$# S. 3! ff.?# Jul. gend. durch GesetJ ,om 3!. .34 4 <GF%l. & )essen 34 4# G# S. $H@ ff.? R$! %eamtengesetJ fKr das Land Mec7lenburg:Forpommern <LandesbeamtengesetJ = L%G M:F1 Art. des GesetJes Jur 6euordnung des %eamtenrechts fKr das Land Mec7lenburg: Forpommern? Fom ". 3.344D <GF%l. Mec7lenburg:Forpommern 344D#34# S. @G" ff.?# gend. durch GesetJ ,om @. 3.34 4 <GF%l. Mec7lenburg:Forpommern 34 4#3$# S. @D4 ff.? R$@ 6iederschsisches %eamtengesetJ <6%G1 Art. des GesetJes Jur Modernisierung des nieder: schsischen %eamtenrechts? Fom 3!.4$.344D <GF%l. 6iedersachsen @$.344D#@# S. "3 ff.?# Jul. gend. durch GesetJ ,om ". .34 <GF%l. 6iedersachsen @!.34 #3G# S. H33 ff.? R$" %eamtengesetJ fKr das Land 6ordrhein:Bestfalen <LandesbeamtengesetJ = L%G 6RB1 Art. des GesetJes Jur Pnderung dienstrechtlicher Forschriften? Fom 3 .4H.344D <GF%l. 6ordrhein:Bestfalen @$.344D# 4# S. 33H ff.?# Jul. gend. durch GesetJ ,om 3$. 4.34 3 <GF%l. 6ordrhein:Bestfalen @@.34 3#3@# S. H"H f.? R$G LandesbeamtengesetJ <L%G?Fom 34. 4.34 4 <GF%l. Rheinland:;falJ 34 4# G# S. $ D ff.?# gend. durch GesetJ ,om 34. 3.34 <GF%l. Rheinland:;falJ 34 #3 # S. H$4 ff.? R$D Saarlndisches %eamtengesetJ <S%G1 Art. des GesetJes 6r. @"! Jur Anpassung dienstrechtli: cher Forschriften an das %eamtenstatusgesetJ? Fom .4$.344D <A%l. Saarland 344D# 3# S. ! H ff.?# Jul. gend. durch GesetJ ,om 34.4@.34 3 <Abl. Saarland 34 3# "# S. 3$G ff.? RH4 %e7anntmachung der 6eufassung des %eamtengesetJes fKr den Freistaat Sachsen Fom 3.4!.344D <GF%l. Sachsen 344D#@# S. DH ff.?# Jul. gend. durch GesetJ ,om 3".4 .34 3 <GF%l. Sachsen 34 3#H# S. $4 ff.? RH %eamtengesetJ des Landes Sachsen:Anhalt <LandesbeamtengesetJ = L%G LSA1 Art. Jes Jur 6euordnung des Landesbeamtenrechts? Fom !. 3.344D <GF%l. Sachsen:Anhalt 34.344D#3H# S. @HG ff.?# Jul. gend. durch GesetJ ,om ".43.34 3 <GF%l. Sachsen:Anhalt 3$.34 3#!# S. !3 ff.? des Geset:

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RH3 LandesbeamtengesetJ <L%G1 Art. des GesetJes Jur 6euregelung des %eamtenrechts in Schles: 0ig:)olstein? Fom 3@.4$.344D <GF%l. Schles0ig:)olstein 344D#!# S. D$ ff.?# Jul. gend. durch GesetJ ,om 3@.4 .34 3 <GF%l. Schles0ig:)olstein 34 3#$# S. !$ ff.? RH$ 'hKringer %eamtengesetJ <'hKr%G1 Art. des GesetJes Jur Pnderung des 'hKringer %eamten: rechts? Fom 34.4$.344D <GF%l. 'hKringen 344D#$# S. 3$G ff.?# Jul. gend. durch GesetJ ,om 3!. 4.34 <GF%l. 'hKringen 34 #D# S. 3@G ff.? C-1-0 .2(1/&'.D (28+&2(/'-)& /,'. ): '92 LG&*2( RHH LandesbesoldungsgesetJ %aden:BKrttemberg <L%esG%B1 Art. 3 des GesetJes Jur Reform des Rffentlichen +ienstrechts? Fom 4D. .34 4 <G%l. %aden:BKrttemberg 34 4# D# S. "D$ ff.?# Jul. gend. durch GesetJ ,om 3H.4".34 3 <G%l. %aden:BKrttemberg 34 3# 3# S. HG3 ff.? RH! %ayerisches %esoldungsgesetJ <%ay%esG1 _ des GesetJes Jum neuen +ienstrecht in %ayern? Fom 4!.4G.34 4 <GF%l. %ayern 34 4# !# S. H 4 ff.# berichtigt in GF%l. %ayern 34 4#34# S. "@H? Jul. gend. durch GesetJ ,om $4.4$.34 3 <GF%l. %ayern 34 3#@# S. 33 ff.? RH@ %erliner %esoldungsKberleitungsgesetJ <%erl%esQG1 Art. && des GesetJes Jur %esoldungsneure: gelung fKr das Land %erlin? Fom 3D.4@.34 <GF%l. %erlin @".34 # "# S. $4@ ff.?# Jul. gend. durch GesetJ ,om 3 .4D.34 3 <GF%l. %erlin @G.34 3#3H# S. 3D ff.? RH" %e7anntmachung der 6eufassung des %randenburgischen %esoldungsgesetJes Fom 4.4 .344! <GF%l. & %randenburg @.344!#H# S. $G ff.?# Jul. gend. durch GesetJ ,om H.4!.34 3 <GF%l. & %randenburg 3$.34 3#33# S. ff.? RHG %e7anntmachung der 6eufassung des %remischen %esoldungsgesetJes Fom 33.4H. DDD <G%l. %remen DDD# H# S. !! ff.?# Jul. gend. durch GesetJ ,om 3.4H.34 <G%l. %remen 34 #33# S. 3GG ff.? RHD )amburgisches %esoldungsgesetJ <)mb%esG1 Art. des GesetJes Jur 6euregelung des )am: burgischen %esoldungs: und %eamten,ersorgungsrechts? Fom 3@.4 .34 4 <G%l. & )amburg 34 4#H# S. 3$ ff.# berichtigt in GF%l. & )amburg 34 4#"# S. 3@? Jul. gend. durch GesetJ ,om $4. 4.34 3 <GF%l. & )amburg 34 3#H3# S. H!H ff.? R!4 %e7anntmachung der 6eufassung des )essischen %esoldungsgesetJes Fom 3!.43. DDG <GF%l. & )essen DDG#H# S. !4 ff.?# Jul. gend. durch GesetJ ,om 3".4D.34 3 <GF%l. & )essen 34 3# D# S. 3DD ff.? R! %e7anntmachung der 6eufassung des LandesbesoldungsgesetJes Fom 4!.4D.344 <GF%l. Mec7lenburg:Forpommern 344 # # S. $3 ff.?# Jul. gend. durch GesetJ ,om @. 3.34 <GF%l. Mec7lenburg:Forpommern 34

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R!3 6eube7anntmachung des 6iederschsischen %esoldungsgesetJes Fom 4". .344G <GF%l. 6iedersachsen @3.344G#33# S. $$H ff.?# Jul. gend. durch GesetJ ,om 3$.4$.34 3 <GF%l. 6iedersachsen @@.34 3#H# S. $H ff.? R!$ %e7anntmachung der 6eufassung des LandesbesoldungsgesetJes Fom ".43.344! <GF%l. 6ordrhein:Bestfalen !D.344!# 4# S. !H ff.?# Jul. gend. durch GesetJ ,om 4!.4".34 <GF%l. 6ordrhein:Bestfalen @!.34 R!H %e7anntmachung der 6eufassung des LandesbesoldungsgesetJes Fom 3.4H.344! <GF%l. Rheinland:;falJ 344!#G# S. D ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 <GF%l. Rheinland:;falJ 34

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R!! %e7anntmachung der 6eufassung des Saarlndischen %esoldungsgesetJes <S%esG? Fom 4.4 . DGD <A%l. Saarland DGD# 4# S. $4 ff.?# Jul. gend. durch GesetJ ,om 34.4@.34 3 <A%l. Saarland 34 3# @# S. 3 4 ff.? R!@ %e7anntmachung der 6eufassung des Schsischen %esoldungsgesetJes Fom 3G.4 . DDG <GF%l. Sachsen DDG#$# S. !4 ff.?# Jul. gend. durch GesetJ ,om G. 4.34 3 <GF%l. Sachsen 34 3# !# S. !@G ff.? R!" %esoldungsgesetJ des Landes Sachsen:Anhalt <LbesG LSA1 Art. des GesetJes Jur 6euregelung des %esoldungsrechts des Landes Sachsen:Anhalt? Fom 4G.43.34 <GF%l. Sachsen:Anhalt 33.34 #H# S. @G ff.?# Jul. gend. durch GesetJ ,om $.4@.34 3 <GF%l. Sachsen:Anhalt 3$.34 3# $# S. GH ff.? R!G %esoldungsgesetJ Schles0ig:)olstein <Art. des GesetJes Jur 6euregelung des %esoldungs: und %eamten,ersorgungsrechts in Schles0ig:)olstein? Fom 3@.4 .34 3 <GF%l. Schles0ig:)olstein 34 3#$# S. !$ ff.? R!D 'hKringer %esoldungsgesetJ <Art. des 'hKringer %esoldungsneuregelungs: und :,ereinfachungsgesetJes? Fom 3H.4@.344G <GF%l. 'hKringen 344G#@# S. $H ff.# berichtigt in GF%l. 'hKringen 344G# 4# S. $!4?# Jul. gend. durch GesetJ ,om 3!. 4.34 <GF%l. 'hKringen 34 #D# S. 3@G ff.? B/.-, 025/0 (25+0/'-)&. )& 2/(0; ,9-0*9))* 2*+,/'-)& F2*2(/'-)& R@4 %e7anntmachung der 6eufassung des Achten %uches SoJialgesetJbuch <*inder: und 2ugendhil: fe? Fom .4D.34 3 <%G%l. & 34 3#H!# S. 3433 ff.? R@ GesetJ Jum 9ualittsorientierten und bedarfsgerechten Ausbau der 'agesbetreuung fKr *inder <'agesbetreuungsausbaugesetJ = 'AG? Fom 3". 3.344H <%G%l. & 344H#"@# S. $G!3 ff.?

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R@3 GesetJ Jur Beiterent0ic7lung der *inder: und 2ugendhilfe <*inder: und 2ugendhilfe0eiterent: 0ic7lungsgesetJ = *&C*? Fom 4G.4D.344! <%G%l. & 344!#!"# S. 3"3D ff.? R@$ GesetJ Jur FRrderung ,on *indern unter drei 2ahren in 'ageseinrichtungen und *indertages: pflege <*inderfRrderungsgesetJ = *ifRG? Fom 4. 3.344G <%G%l. & 344G#!"# S. 3H4$ ff.? LG&*2( B/*2&"BH(''28?2(5 R@H %e7anntmachung der 6eufassung des *indertagesbetreuungsgesetJes Fom D.4$.344D <G%l. %aden:BKrttemberg 344D#@# S. @ ff.?# Jul. gend. durch GesetJ ,om 3!.4 .34 3 <G%l. %aden:BKrttemberg 34 3#$# S. @! ff.? B/;2(& R@! %ayerisches GesetJ Jur %ildung# ErJiehung und %etreuung ,on *indern in *indergrten# ande: ren *indertageseinrichtungen und in 'agespflege und Jur Pnderung anderer GesetJe = %ayeri: sches *inderbildungs: und :betreuungsgesetJ und PnderungsgesetJ <%ay*i%iG und PndG? Fom 4G.4".344! <GF%l. %ayern 344!# $# S. 3$@ ff.?# gend. durch GesetJ ,om 4G. 3.344@ <GF%l. %ayern 344@#3@# S. DH3 ff.? B2(0-& R@@ GesetJ Jur Beiterent0ic7lung des bedarfsgerechten Angebotes und der >ualitt ,on 'agesbe: treuung <*indertagesbetreuungsreformgesetJ? Fom 3$.4@.344! <GF%l. %erlin @ .344!#33# S. $33 ff.? Jul. gend. durch GesetJ ,om $.4".34 <GF%l. %erlin @".34 # G# S. $HH ff.? B(/&*2&?+(5 R@" %e7anntmachung der 6eufassung des L0eiten GesetJes Jur AusfKhrung des Achten %uches des SoJialgesetJbuches : *inder: und 2ugendhilfe = *indertagesstttengesetJ <*itaG? Fom 3".4@.344H <GF%l. & %randenburg !.344H# @# S. $GH ff.?# Jul. gend. durch GesetJ ,om !.4".34 4 <GF%l. & %randenburg & 3 .34 4#3!# S. f.? B(282& R@G %remisches GesetJ Jur FRrderung ,on *indern in 'ageseinrichtungen und in 'agespflege <%re: misches 'ageseinrichtungs: und *indertagespflegegesetJ = %rem*'G1 Art. des +ritten Geset: Jes Jur AusfKhrung des Achten %uches SoJialgesetJbuch? Fom D. 3.3444 <G%l. %remen 3444#@@# S. HD ff.?# Jul. gend. durch GesetJ ,om G.4D.34 3 <GF%l. %remen 34 3#$4# S. H 4? H/8?+(5 R@D GesetJ Jur 6euregelung der )amburger *inderbetreuung Fom 3".4H.344H <GF%l. & )amburg 344H#3H# S. 3 ff.?# Jul. gend. durch GesetJ ,om D.4@.34 3 <GF%l. & )amburg & 34 3#3G# S. 3@$ f.? $4"

H2..2& R"4 GesetJ Jur LusammenfKhrung und Pnderung ,on Forschriften der *inder: und 2ugendhilfe Fom G. 3.344@ <GF%l. & )essen 344@#3H# S. @DG ff.?# gend. durch GesetJ ,om @. 3.34 <GF%l. )essen & 34 #3@# S. G34 f.? M2,<02&?+(5"V)(6)882(& R" GesetJ Jur FRrderung ,on *indern in *indertageseinrichtungen und in 'agespflege <*inderta: gesfRrderungsgesetJ = *ifRG M:F? Fom 4 .4H.344H <GF%l. Mec7lenburg:Forpommern 344H#@# S. H@ ff.?# Jul. gend. durch GesetJ ,om 3.4".34 4 <GF%l. Mec7lenburg:Forpommern 34 4# $# S. $D@ ff.? N-2*2(./,9.2& R"3 6eube7anntmachung des GesetJes Kber 'ageseinrichtungen fKr *inder Fom 4".43.3443 <GF%l. 6iedersachsen !@.3443#@# S. !" ff.?# Jul. gend. durch GesetJ ,om 4". .34 3 <GF%l. 6iedersachsen @@.34 3#3!# S. H "? N)(*(92-&"B2.':/02& R"$ GesetJ Jur frKhen %ildung und FRrderung ,on *indern <*inderbildungsgesetJ = *i%iJ? = Fiertes GesetJ Jur AusfKhrung des *inder: und 2ugendhilfegesetJes Fom $4. 4.344" <GF%l. 6ordrhein:Bestfalen @ .344"#3!# S. H@3 ff.?# gend. durch GesetJ ,om 3!.4".34 <GF%l. 6ordrhein:Bestfalen @!.34 # G# S. $G! ff.? R92-&0/&*"P:/0F R"H *indertagesstttengesetJ Fom !.4$. DD <GF%l. Rheinland:;falJ DD #@# S. "D ff.?# Jul. gend. durch GesetJ ,om 3.4@.344" <GF%l. Rheinland:;falJ 344"#@# S. G3? S//(0/&* R"! GesetJ 6r. @HD Saarlndisches AusfKhrungsgesetJ nach _ 3@ des Achten %uches SoJialgesetJbuch Saarlndisches *inderbetreuungs: und :bildungsgesetJ <S*%%G? Fom G.4@.344G <A%l. Saarland 344G#$4# S. 3!H ff.?# gend. durch GesetJ ,om !.4@.34 <A%l. Saarland & 34 #3H# S. 3$4 ff.? S/,9.2& R"@ %e7anntmachung der 6eufassung des GesetJes Kber *indertageseinrichtungen Fom !.4!.344D <GF%l. Sachsen 344D#@# S. 33!. ff.?# Jul. gend. durch GesetJ ,om 3".4 .34 3 <GF%l. Sachsen 34 3#H# S. $4 ff.? S/,9.2&"A&9/0' R"" GesetJ Jur FRrderung und %etreuung ,on *indern in 'ageseinrichtungen und in 'agespflege des Landes Sachsen:Anhalt <*inderfRrderungsgesetJ = *iFRG? Fom 4!.4$.344$ <GF%l. Sachsen:Anhalt H.344$#@# S. HG ff.?# Jul. gend. durch GesetJ ,om ".43.34 4 <GF%l. Sachsen:Anhalt 3 .34 4#H# S. @D ff.?

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S,902.3-5"H)0.'2-& R"G GesetJ Jur FRrderung ,on *indern in 'ageseinrichtungen und 'agespflegestellen <*indertagesstttengesetJ = *i'aG? Fom 3. 3. DD <GF%l. Schles0ig:)olstein DD #3!# S. @! ff.?# Jul. gend. durch GesetJ ,om ". 3.34 4 <GF%l. Schles0ig:)olstein 34 4#34# S. "GD ff.? T9H(-&52& R"D 'hKringer GesetJ Kber die %ildung# ErJiehung und %etreuung ,on *indern in 'ageseinrichtun: gen und in 'agespflege als AusfKhrungsgesetJ Jum Achten %uch SoJialgesetJbuch = *inder und 2ugendhilfe = <'hKringer *indertageseinrichtungsgesetJ = 'hKr*itaG = Art. H des 'hKringer FamilienfRrdergesetJes? Fom @. 3.344! <GF%l. 'hKringen 344!# "# S. $@! ff.# berichtigt in GF%l. 'hKringen 344@#H# S. ! ?# Jul. gend. durch GesetJ ,om 4H.4!.34 4 <GF%l. 'hKringen 34 4#!# S. 4! ff.? B/.-, 025/0 (25+0/'-)&. )& 6(-8/(; /&* .2,)&*/(; 2*+,/'-)& F2*2(/'-)& RG4 %erufsbildungsgesetJ Fom 3$.4$.344! <%G%l. & 344!#34# S. D$ ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 <%G%l. & 34

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RG %e7anntmachung der 6eufassung der )and0er7sordnung Fom 3H.4D. DDG <%G%l. & DDG#@"# S. $4"H ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 <%G%l. & 34 #@D# S. 3G!H ff.? RG3 Ausbilder:Eignungs,erordnung Fom 3 .4 .344D <%G%l. & 344D#!# S. GG ff.? RG$ %e7anntmachung der 6eufassung des %undesgesetJes Kber indi,iduelle FRrderung der Ausbildung <%undesausbildungsfRrderungsgesetJ = %AfRG? Fom 4". 3.34 4 <%G%l. & 34 4#@H# S. D!3 ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 <%G%l. & 34 #@D# S. 3G!H ff.? M+'+/0 A5(2282&' ?2'322& '92 LG&*2( )& '92 S'/&*/(*-./'-)& ): '92 S,9))0 S;.'28 RGH Ab7ommen J0ischen den Lndern der %undesrepubli7 Jur Fereinheitlichung auf dem Gebiete des Schul0esens Fom 3G. 4. D@H i. d. F. ,om H. 4. D" <Sammlung der %eschlKsse der *ultusminister7onferenJ# Loseblatt:Sammlung# %eschluss 6r. 4 ? S,9))0 025-.0/'-)& /&* '2/,92( '(/-&-&5 025-.0/'-)& ): '92 LG&*2( B/*2&"BH(''28?2(5 RG! %e7anntmachung der 6eufassung des SchulgesetJes fKr %aden:BKrttemberg Fom 4 .4G. DG$ <G%l. %aden:BKrttemberg DG$# !# S. $D" ff.?# Jul. gend. durch GesetJ ,om 3H.4H.34 3 <G%l. %aden:BKrttemberg 34 3#"# S. 34D ff.?

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RG@ %e7anntmachung der 6eufassung des ;ri,atschulgesetJes Fom 3G.43. DD4 <G%l. %aden:BKrttemberg DD4#G# S. 4! ff.?# Jul. gend. durch GesetJ ,om 3H.4H.34 3 <G%l. %aden:BKrttemberg 34 3#"# S. 34D ff.? B/;2(& RG" %e7anntmachung der 6eufassung des GesetJes Kber das ErJiehungs: und .nterrichts0esen Fom $ .4!.3444 <GF%l. %ayern 3444# "# S. H H ff.# berichtigt in GF%l. %ayern 3444#34# S. @$3?# Jul. gend. durch GesetJ ,om 4D.4".34 3 <GF%l. %ayern 34 3# $# S. $HH ff.? RGG %e7anntmachung der 6eufassung des %ayerischen LehrerbildungsgesetJes Fom 3. 3. DD! <GF%l. %ayern DD@#3# S. @ f.?# Jul. gend. durch GesetJ ,om D.4".34 3 <GF%l. %ayern 34 3# $# S. $HH ff.? B2(0-& RGD SchulgesetJ fKr das Land %erlin <SchulgesetJ = SchulG? Fom 3@.4 .344H GF%l. %erlin @4.344H#H# S. 3@ ff.?# Jul. gend. durch GesetJ ,om D.4@.34 3 <GF%l. %erlin @G.34 3# !# S. @@ ff.? RD4 %e7anntmachung der 6eufassung des LehrerbildungsgesetJes Fom $.43. DG! <GF%l. %erlin H . DG!# $# S. H$H ff.?# Jul. gend. durch GesetJ ,om 4!.4@.34 3 <GF%l. %erlin @G.34 3# H# S. !G? B(/&*2&?+(5 RD %e7anntmachung der 6eufassung des %randenburgischen SchulgesetJes Fom 43.4G.3443 <GF%l. & %randenburg $.3443#G# S. "G ff.?# Jul. gend. durch GesetJ ,om D. 3.34 <GF%l. & %randenburg 33.34 #$!# S.

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RD3 GesetJ Kber die Ausbildung und ;rKfung fKr Lehrmter und die Fort: und Beiterbildung ,on Lehrerinnen und Lehrern im Land %randenburg <%randenburgisches LehrerbildungsgesetJ = %bgLe%iG? Fom 3!.4@. DDD <GF%l. & %randenburg 4. DDD# $# S. 3H3 ff.?# Jul. gend. durch GesetJ ,om 4$.4H.344D <GF%l. & %randenburg 34.344D#H# S. 3@ ff.? B(282& RD$ %e7anntmachung der 6eufassung des %remischen SchulgesetJes Fom 3G.4@.344! <G%l. %remen 344!#$ # S. 3@4 ff.# berichtigt in G%l. %remen 344!#$G# S. $GG# Jul. berichtigt in G%l. %remen 344!#$D# S. $DG f.?# Jul. gend. durch GesetJ ,om 3$.4@.344D <G%l. %remen 344D#$@# S. 3$" ff.? RDH GesetJ Kber das ;ri,atschul0esen und den ;ri,atunterricht <;ri,atschulgesetJ? Fom 4$.4". D!@ <G%l. %remen D!@# D# S. "" ff.?# Jul. gend. durch GesetJ ,om3H. .344D <G%l. %remen 344D#@!# S. !$! ff.?

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RD! GesetJ Kber die Ausbildung fKr das Lehramt an Rffentlichen Schulen <%remisches Lehrerausbil: dungsgesetJ1 Art. des GesetJes Jur Pnderung der GesetJe Jur bremischen Lehrerausbildung? Fom @.4!.344@ <G%l. %remen 344@#$3# S. 3!D ff.?# Jul. gend. durch GesetJ ,om H. 3.34 4 <G%l. %remen 34 4#!G# S. @"$ ff.# berichtigt in G%l. %re: men 34 #D# S. @G? H/8?+(5 RD@ )amburgisches SchulgesetJ <)mbSG? Fom @.4H. DD" <GF%l. & )amburg DD"# @# S. D" ff.?# Jul. gend. durch GesetJ ,om D.4@.34 3 <GF%l. & )amburg 34 3#3G# S. 3@@? RD" )amburgisches GesetJ Kber Schulen in freier 'rgerschaft <)mbSf'G? Fom 3 .4D.344H <GF%l. & )amburg 344H#H$# S. $@! ff.?# gend. durch GesetJ ,om 3".4H.34 4 <GF%l. & )amburg# "# S. $H3? H2..2& RDG %e7anntmachung der 6eufassung des )essischen SchulgesetJes Fom H.4@.344! <GF%l. & )essen 344!# !# S. HH ff.?# Jul. gend. durch GesetJ ,om 3".4D.34 <GF%l. )essen 34 3# D# S. 3DD ff.? RDD )essisches LehrerbildungsgesetJ <Art. des +ritten GesetJes Jur >ualittssicherung in hessi: schen Schulen? Fom 3D. .344H <GF%l. & )essen 344H# D# S. $$4 ff.?# gend. durch GesetJ ,om 3".4D.34 3 <GF%l. )essen 34 3# D# S. 3DD ff.? M2,<02&?+(5"V)(6)882(& R 44 %e7anntmachung der 6eufassung des SchulgesetJes Fom 4.4D.34 4 <GF%l. Mec7lenburg:Forpommern 34 4# "# S. H@3 ff.# berichtigt in GF%l. Mec7: lenburg:Forpommern 34 # H# S. G!D#? gend. durch GesetJ ,om 33.4@.34 3 <GF%l. Mec7lenburg:Forpommern 34 3# 4# S. 34G ff.? R 4 GesetJ Kber die Lehrerbildung in Mec7lenburg:Forpommern <LehrerbildungsgesetJ = LehbildG M:F? Fom 4H.4".34 <GF%l. Mec7lenburg:Forpommern 34 # 3# S. $D ff.? N-2*2(./,9.2& R 43 %e7anntmachung der 6eufassung des 6iederschsischen SchulgesetJes Fom 4$.4$. DDG <GF%l. 6iedersachsen !3. DDG#G# S. $" ff.?# Jul. gend. durch GesetJ ,om ".4".34 3 <GF%l. 6iedersachsen @@.34 3# !# S. 3HH? N)(*(92-&"B2.':/02& R 4$ SchulgesetJ fKr das Land 6ordrhein:Bestfalen <SchulgesetJ 6RB = SchulG? Fom !.43.344! <GF%l. 6ordrhein:Bestfalen !D.344!# S. 43 ff.?# Jul. gend. durch GesetJ ,om H.43.34 3 <GF%l. 6ordrhein:Bestfalen @@.34 3#!# S. D" ff.?

R 4H GesetJ Kber die Ausbildung fKr Lehrmter an Rffentlichen Schulen <LehrerausbildungsgesetJ = LA%G1 Art. des GesetJes Jur Reform der Lehrerausbildung? Fom 3.4!.344D <GF%l. 6ordrhein:Bestfalen @$.344D# H# S. $4G ff.? R92-&0/&*"P:/0F R 4! SchulgesetJ <SchulG? Fom $4.4$.344H <GF%l. Rheinland:;falJ 344H#G# S. 3$D ff.?# Jul. gend. durch GesetJ ,om $ .4 .34 3 <GF%l. Rheinland:;falJ 34 3#$# S. H3? R 4@ LandesgesetJ Kber die ;ri,atschulen in Rheinland:;falJ <;ri,atschulgesetJ = ;ri,SchG? Fom 4H.4D. D"4 <GF%l. Rheinland:;falJ D"4# D# S. $"3 ff.?# Jul. gend. durch GesetJ ,om $ .4 .34 3 <GF%l. Rheinland:;falJ 34 3#$# S. H3? S//(0/&* R 4" %e7anntmachung der 6eufassung des GesetJes 6r. G 3 Jur (rdnung des Schul0esens im Saarland <SchulordnungsgesetJ1 SchoG? Fom 3 .4G. DD@ <A%l. Saarland DD@#$"# S. GH@ ff.# berichtigt in A%l. Saarland DD"#D# S. H"?# Jul. gend. durch GesetJ ,om 34.4@.34 3 <A%l. & Saarland 34 3# @# S. 3 4 ff.? R 4G %e7anntmachung der 6eufassung des GesetJes 6r. G3@ Kber die Schulpflicht im Saarland <SchulpflichtgesetJ? Fom 3 .4G. DD@ <A%l. Saarland DD@#$"# S. G@H ff.# berichtigt in A%l. Saarland DD"#D# S. H"?# Jul. gend. durch GesetJ ,om !.4@.34 <A%l. & Saarland 34 #3H# S. 3$4 ff.? R 4D %e7anntmachung der 6eufassung des GesetJes 6r. DDH Kber die Mitbestimmung und Mit0ir7ung im Schul0esen = SchulmitbestimmungsgesetJ <SchumG? Fom 3 .4G. DD@ <A%l. Saarland DD@#$"# S. G@D ff.# berichtigt in A%l. Saarland DD"#D# S. H"?# Jul. gend. durch GesetJ ,om 34.4@.34 3 <A%l. & Saarland 34 3# @# S. 3 4 ff.? R 4 %e7anntmachung der 6eufassung des GesetJes 6r. "! ;ri,atschulgesetJ <;ri,SchG? Fom 33.4!. DG! <A%l. Saarland DG!#3!# S. @ 4 ff.?# Jul. gend. durch GesetJ ,om @. .34 <A%l. & Saarland 34 #$G# S. H33 f.? R GesetJ 6r. H$H Jur 6eufassung des Saarlndischen LehrerbildungsgesetJes <SL%iG? und Jur Pnderung 0eiterer GesetJe Fom 3$.4@. DDD <A%l. Saarland DDD#$3# S. 4!H ff.?# Jul. gend. durch GesetJ ,om G.4 .34 3 <A%l. & Saarland 34 3#3# S. 3H ff.? R 3 Allgemeine Schulordnung <ASch(? Fom 4. . D"! <A%l. Saarland D"!#!$# S. 3$D ff.?# Jul. gend. durch GesetJ ,om 3H.4@.34 <A%l. & Saarland 34 S/,9.2& R $ %e7anntmachung der 6eufassung des SchulgesetJes fKr den Freistaat Sachsen Fom @.4".344H <GF%l. Sachsen 344H# 4# S. 3DG ff.?# Jul. gend. durch GesetJ ,om D.4!.34 4 <GF%l. Sachsen 34 4#@# S. H3 ff.? $ 3

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R H GesetJ Kber Schulen in freier 'rgerschaft <SchsFr'rSchulG? Fom 4H.43. DD3 <GF%l. Sachsen DD3#H# S. $" ff.?# Jul. gend. durch GesetJ ,om !. 3.34 4 <GF%l. Sachsen 34 4# @# S. $G" ff.? S/,9.2&"A&9/0' R ! %e7anntmachung der 6eufassung des SchulgesetJes des Landes Sachsen:Anhalt <SchulG LSA? Fom .4G.344! <GF%l. Sachsen:Anhalt @.344!#!4# S. !34 ff.?# Jul. gend. durch GesetJ ,om ".43.34 3 <GF%l. Sachsen:Anhalt 3$.34 3#!# S. !3 ff.? S,902.3-5"H)0.'2-& R @ Schles0ig:)olsteinisches SchulgesetJ <SchulgesetJ = SchulG1 Art. des GesetJes Jur Beiterent: 0ic7lung des Schul0esens in Schles0ig:)olstein? Fom 3H.4 .344" <GF%l. Schles0ig:)olstein 344"#$# S. $D ff.# berichtigt in GF%l. Schles0ig:)olstein 344"# # S. 3"@? Jul. gend. durch GesetJ ,om 33.4$.34 3 <GF%l. Schles0ig:)olstein 34 3#@# S. $" ff.? T9H(-&52& R " 6eube7anntmachung des 'hKringer SchulgesetJes Fom $4.H.344$ <GF%l. 'hKringen 344$#"# S. 3$G ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 4 <GF%l. 'hKringen 34 4# H# S. !$4 ff.? R G 6eube7anntmachung des 'hKringer FRrderschulgesetJes Fom $4.4H.344$ <GF%l. 'hKringen 344$#"# S. 3$$ ff.? R D 'hKringer GesetJ Kber Schulen in freier 'rgerschaft <'hKrSchf'G? Fom 34. 3.34 4 <GF%l. 'hKringen 34 4# H# S. !33 ff.? R 34 'hKringer LehrerbildungsgesetJ <'hKrLbG? Fom 3.4$.344G <GF%l. 'hKringen 344G#$# S. H! ff.?# gend. durch GesetJ ,om 4G.4".344D <GF%l. 'hKringen 344D# 4# S. !D3 ff.? B/.-, 025/0 (25+0/'-)&. )& '2('-/(; 2*+,/'-)& F2*2(/'-)& R 3 %e7anntmachung der 6eufassung des )ochschulrahmengesetJes Fom D.4 . DDD <%G%l. & DDD#$# S. G ff.?# Jul. gend. durch GesetJ ,om 3.4H.344" <%G%l. & 344"# $# S. !4@ ff.? R 33 GesetJ Jur Reform der ;rofessorenbesoldung <;rofessorenbesoldungsreformgesetJ = ;rof%esReformG? Fom @.43.3443 <%G%l. & 3443# # S. @G@ ff.? RG$ %e7anntmachung der 6eufassung des %undesgesetJes Kber indi,iduelle FRrderung der Ausbildung <%undesausbildungsfRrderungsgesetJ = %AfRG? Fom 4". 3.34 4 <%G%l. & 34 4#@H# S. D!3 ff.? $ $

R 3$ GesetJ Kber befristete Arbeits,ertrge in der Bissenschaft <BissenschaftsJeit,ertragsgesetJ = BissLeitFG1 Art. des GesetJes Jur Pnderung arbeitsrechtlicher Forschriften in der Bissen: schaft? Fom 3.4H.344" <%G%l. & 344"# $# S. !4@ ff.? R 3H GesetJ Jur Schaffung eines nationalen Stipendienprogramms <Stipendienprogramm:GesetJ = StipG? Fom 3 .4".34 4 <%G%l. & 34 4#$G# S. D!" ff.?# gend. durch GesetJ ,om 3 . 3.34 4 <%G%l. & 34 4# @"# S. 334H? S'/'2 T(2/'; ): '92 LG&*2( R 3! Staats,ertrag Kber die Errichtung einer gemeinsamen Einrichtung fKr )ochschulJulassung Fom 4!.4@.344G L25-.0/'-)& ): '92 LG&*2( )& 9-592( 2*+,/'-)&, Berufsakademien , /&* /..-.'/&,2 :)( 5(/*+/'2. B/*2&"BH(''28?2(5 R 3@ GesetJ Kber die )ochschulen und %erufsa7ademien in %aden:BKrttemberg <LandeshochschulgesetJ = L)G1 Art. des L0eiten GesetJes Jur Pnderung hochschulrechtlicher Forschriften? Fom 4 .4 .344! <G%l. %aden:BKrttemberg 344!# # S. ff.?# Jul. gend. durch GesetJ ,om 4.4".34 3 <G%l. %aden:BKrttemberg 34 3# # S. H!" ff.? R 3" GesetJ Jur FRrderung des 0issenschaftlichen und 7Knstlerischen 6ach0uchses <Landesgradu: iertenfRrderungsgesetJ = LGFG? Fom 3$.4".344G <G%l. %aden:BKrttemberg 344G# # S. 3!3 ff.? B/;2(& R 3G %ayerisches )ochschulgesetJ Fom 3$.4!.344@ <GF%l. %ayern 344@# 4# S. G G ff.?# Jul. gend. durch GesetJ ,om 4D.4".34 3 <GF%l. %ayern 34 3# $# S. $$D ff.? R 3D GesetJ Kber die Rechts,erhltnisse der )ochschullehrer und )ochschullehrerinnen so0ie des 0eiteren 0issenschaftlichen und 7Knstlerischen ;ersonals an den )ochschulen <%ayerisches )ochschulpersonalgesetJ = %ay)Sch;G? Fom 3$.4!.344@ <GF%l. %ayern 344@# 4# S. 3$4 ff.?# Jul. gend. durch GesetJ ,om 3$.43.34 <GF%l. %ayern 34 #H# S. 43 ff.? R $4 %ayerisches ElitefRrderungsgesetJ Fom 3@.4H.344! <GF%l. %ayern 344!#G# S. 4H ff.? B2(0-& R $ %e7anntmachung der 6eufassung des %erliner )ochschulgesetJes <%erl)G? Fom 3@.4".34 <GF%l. %erlin @".34 #3 # S. $"G ff.?

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R $3 %e7anntmachung der 6eufassung des 6ach0uchsfRrderungsgesetJes <6aFRG? Fom 4".4@.344! <GF%l. %erlin @ .344!#33# S. $$G f.? B(/&*2&?+(5 R $$ GesetJ Kber die )ochschulen des Landes %randenburg <%randenburgisches )ochschulgesetJ = %bg)G1 Art. des GesetJes Jur 6euregelung des )ochschulrechts des Landes %randenburg? Fom G. 3.344G <GF%l. & %randenburg D.344G# "# S. $ G ff.? Jul. gend. durch GesetJ ,om 3@. 4.34 4 <GF%l. & %randenburg 3 .34 4#$!# S. ff.? R $H GraduiertenfRrderungs,erordnung = <GradF? = Fom !.4D.3444 <GF%l. && %randenburg .3444# G# S. $3! ff.? Jul. gend. durch Ferordnung ,om !.43.34 <GF%l. && %randenburg 3 .34 B(282& R $! %e7anntmachung der 6eufassung des %remischen )ochschulgesetJes Fom 4D.4!.344" <G%l. %remen 344"#$ # S. $$D ff.?# Jul. gend. durch GesetJ ,om 33.4@.34 4 <G%l. %remen 34 4#$$# S. $"! ff.? H/8?+(5 R $@ )amburgisches )ochschulgesetJ <)mb)G1 Art. des GesetJes Jur 6euordnung des )ochschul: rechts? Fom G.4".344 <GF%l. & )amburg 344 #3@# S. " ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 <GF%l. & )amburg 34 #HG# S. !!4 f.? R $" )amburgisches GesetJ Jur FRrderung des 0issenschaftlichen und 7Knstlerischen 6ach0uchses <)mb6FG? Fom 4". . DGH <GF%l. & )amburg DGH#! # S. 33! f.?# Jul. gend. durch GesetJ ,om .4".344" <GF%l. & )amburg 344"#3G# S. 3$@ ff.? R $G )amburgisches %erufsa7ademiegesetJ <)mb%AG1 Art. des GesetJes Kber die %ildung ,on %erufsa7ademien in )amburg? Fom 3D.4@.344! <GF%l. & )amburg 344!#33# S. 3!$ ff.?# gend. durch GesetJ ,om !. 3.344D <GF%l. & )amburg 344D#!!# S. HHH ff.? H2..2& R $D )essisches )ochschulgesetJ und GesetJ Jur Pnderung des '.+:GesetJes so0ie 0eiterer Rechts,orschriften Fom H. 3.344D <GF%l. & )essen 344D#33# S. @@@ ff.?# Jul. gend. durch GesetJ ,om 3@.4@.34 3 <GF%l. & )essen 34 3# H# S. 33" ff.? R H4 %e7anntmachung der 6eufassung des GesetJes Kber die staatliche Aner7ennung ,on %erufs: a7ademien Fom 4 .4".344@ <GF%l. & )essen 344@# 3# S. $GG ff.?# Jul. gend. durch GesetJ ,om 3 . .34 <GF%l. & )essen 34 #33# S. @"D ff.?

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M2,<02&?+(5"V)(6)882(& R H %e7anntmachung der 6eufassung des LandeshochschulgesetJes Fom 3!.4 .34 <GF%l. Mec7lenburg:Forpommern 34 #$# S. G ff.?# gend. durch GesetJ ,om 33.4@.34 3 <GF%l. Mec7lenburg:Forpommern# 34 3# 4# S. 34G ff.? R H3 GesetJ Jur FRrderung des 0issenschaftlichen und 7Knstlerischen 6ach0uchses im Land Mec7: lenburg:Forpommern <LandesgraduiertenfRrderungsgesetJ = LGFG? Fom 34. .344G <GF%l. Mec7lenburg:Forpommern 344G# @# S. H!! ff.? N-2*2(./,9.2& R H$ 6eube7anntmachung des 6iederschsischen )ochschulgesetJes Fom 3@.43.344" <GF%l. 6iedersachsen @ .344"#!# S. @D ff.? Jul. gend. durch GesetJ ,om 4.4@.34 4 <GF%l. 6iedersachsen @H.34 4#$ # S. @44 f.? R HH 6iederschsisches %erufsa7ademiegesetJ <6ds. %A7adG? Fom 4@.4@. DDH <GF%l. 6iedersachsen HG. DDH# 3# S. 3$$ ff.?# Jul. gend. durch GesetJ ,om 34.4@.34 3 <GF%l. 6iedersachsen @@.34 3# 3# S. G@ f.? N)(*(92-&"B2.':/02& R H! GesetJ Kber die )ochschulen des Landes 6ordrhein:Bestfalen <)ochschulgesetJ = )G1 Art. des )ochschulfreiheitsgesetJes? Fom $ . 4.344@ <GF%l. 6ordrhein:Bestfalen @4.344@#$4# S. H"H ff.? Jul. gend. durch GesetJ ,om $ .4 .34 3 <GF%l. 6ordrhein:Bestfalen @@.34 3#H# S. D4 ff.? R H@ GesetJ Kber die *unsthochschulen des Landes 6ordrhein:Bestfalen <*unsthochschulgesetJ = *unst)G1 Art. des GesetJes Jur 6euregelung des *unsthochschul: rechts? Fom $.4$.344G <GF%l. 6ordrhein:Bestfalen @3.344G# 4# S. D! ff.? Jul. gend. durch GesetJ ,om 3 .4H.344D <GF%l. 6ordrhein:Bestfalen @$.344D# 4# S. 33H ff.? R H" GesetJ Jur FRrderung des 0issenschaftlichen und 7Knstlerischen 6ach0uchses des Landes 6ordrhein:Bestfalen <GraduiertenfRrderungsgesetJ 6ordrhein:Bestfalen = GrFG 6B? Fom 3@.4@. DGH <GF%l. 6ordrhein:Bestfalen $G. DGH#$ # S. $@$ ff.? R92-&0/&*"P:/0F R HG %e7anntmachung der 6eufassung des )ochschulgesetJes <)ochSchG? Fom D. .34 4 <GF%l. Rheinland:;falJ 34 4#3 # S. H@$ ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 <GF%l. Rheinland:;falJ 34 #3 # S. H!! ff.? S//(0/&* R HD GesetJ 6r. !!@ Kber die .ni,ersitt des Saarlandes <.ni,ersittsgesetJ = .G? Fom 3$.4@.344H <A%l. Saarland 344H#$G# S. "G3 ff.?# Jul. gend. durch GesetJ ,om 4.43.34 4 <A%l. & Saarland 34 4#H# S. 3G?

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R !4 GesetJ Kber die )ochschule der %ildenden *Knste = Saar <*unsthochschulgesetJ = *hG1 Art. des GesetJes Kber die )ochschule der %ildenden *Knste Saar und die )ochschule fKr Musi7 Saar? Fom 4H.4!.34 4 <A%l. & Saarland 34 4# H# S. "@ ff.# berichtigt in Abl. & Saarland 34 4#$4# S. $"G? R ! GesetJ 6r. $$G Kber die )ochschule fKr Musi7 Saar <Musi7hochschulgesetJ = MhG1 Art. 3 des GesetJes Kber die )ochschule der %ildenden *Knste Saar und die )ochschule fKr Musi7 Saar? Fom 4H.4!.34 4 <A%l. & Saarland 34 4# H# S. "@ ff.? R !3 GesetJ Kber die )ochschule fKr 'echni7 und Birtschaft des Saarlandes <FachhochschulgesetJ = FhG1 Art. 3 des GesetJes 6r. H$$ Jur Reform der saarlndischen )ochschulgesetJe und Jur Pnderung anderer hochschulrechtlicher Forschriften? Fom 3$.4@. DDD <A%l. Saarland DDD#$3# S. DG3 ff.?# Jul. gend. durch GesetJ ,om 3@. 4.34 4 <A%l. Saarland 34 4#$$# S. H4@ ff.? R !$ GesetJ 6r. $@G = Saarlndisches %erufsa7ademiegesetJ <Saarl. %A7adG? Fom 3".4$. DD@ <A%l. Saarland DD@#3 # S. H$G f.?# Jul. gend. durch GesetJ ,om 4 .4".344D <A%l. Saarland 344D#3"# S. 4G" ff.? S/,9.2& R !H GesetJ Kber die )ochschulen im Freistaat Sachsen <Schsisches )ochschulgesetJ = Schs)SG? Fom 4. 3.344G <GF%l. Sachsen 344G# D# S. D44 ff.?# Jul. gend. durch GesetJ ,om 4H. 4.34 <GF%l. Sachsen 34 # 4# S. $G4 ff.? R !! Ferordnung des Schsischen Staatsministeriums fKr Bissenschaft und *unst Kber die Fergabe ,on Schsischen Landesstipendien <Schsische Landesstipendien,erordnung = SchsLStipF(? Fom H.43.344 <GF%l. Sachsen 344 #H# S. HH ff.? R !@ GesetJ Kber die %erufsa7ademie im Freistaat Sachsen <Schsisches %erufsa7ademiegesetJ = Schs%AG? Fom .4@. DDD <GF%l. Sachsen DDD# 4# S. 3"@ ff.?# Jul. gend. durch GesetJ ,om !. 3.34 4 <GF%l. Sachsen 34 4# @# S. $G" ff.? S/,9.2&"A&9/0' R !" %e7anntmachung der 6eufassung des )ochschulgesetJes des Landes Sachsen:Anhalt <)SG S:A? Fom H. 3.34 4 <GF%l. Sachsen:Anhalt 3 .34 4#3G# S. @44 ff.# berichtigt in GF%l. Sachsen:Anhalt 33.34 # 4# S. !@ ?# gend. durch GesetJ ,om 34. 3.34 <GF%l. Sachsen:Anhalt 33.34 #3"# S. G"@ f.? R !G %e7anntmachung der 6eufassung des GraduiertenfRrderungsgesetJes <GradFG? Fom $4.4".344 <GF%l. Sachsen:Anhalt 3.344 #$!# S. $ G ff.?# Jul. gend. durch GesetJ ,om .4$.34 <GF%l. Sachsen:Anhalt 33.34 #G# S. HGG?

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S,902.3-5"H)0.'2-& R !D GesetJ Kber die )ochschulen und das .ni,ersitts7lini7um Schles0ig:)olstein <)ochschulge: setJ = )SG? Fom 3G.43.344" <GF%l. Schles0ig:)olstein 344"#"# S. GH ff.? Jul. gend. durch GesetJ ,om 4H.43.34 <GF%l. Schles0ig:)olstein 34 #$# S. $H ff.# berichtigt in GF%l. Schles0ig:)olstein 34 #H# S. @"? R @4 Landes,erordnung Kber die FRrderung des 0issenschaftlichen und 7Knstlerischen 6ach0uchses <Stipendiums,erordnung = StpF(? Fom H. 3.344D <6%l. MBF. = ) = Schles0ig:)olstein 344D#@# S. !" ff.? R @ Schles0ig:)olsteinisches %erufsa7ademiegesetJ <%erufsa7ademiegesetJ = %AG? Fom 4 . 4.344G <GF%l. Schles0ig:)olstein 344G# G# S. !33 ff.?# gend. durch GesetJ ,om 4D.4$.34 4 <GF%l. Schles0ig:)olstein 34 4#G# S. $!@ ff.? T9H(-&52& R @3 'hKringer )ochschulgesetJ <'hKr)G1 Art. des 'hKringer GesetJes Jur Pnderung hochschul: rechtlicher Forschriften? Fom 3 . 3.344@ <GF%l. 'hKringen 344@# G# S. @4 ff.? Jul. gend. durch GesetJ ,om 3 . 3.34 <GF%l. 'hKringen 34 # 3# S. !$ ff.? R @$ 'hKringer GraduiertenfRrderungs,erordnung <'hKrGFF(? Fom H.4$.34 <GF%l. 'hKringen 34 #3# S. !@ ff.? R @H GesetJ Kber die %erufsa7ademien in 'hKringen Fom 3H.4".344@ <GF%l. 'hKringen 344@# # S. $G ff.?# gend. durch GesetJ ,om G. .34 4 <GF%l. 'hKringen 34 4# 3# S. $$$ ff.? B/.-, 025/0 (25+0/'-)&. )& /*+0' /&* ,)&'-&+-&5 2*+,/'-)& F2*2(/'-)& RG4 %erufsbildungsgesetJ Fom 3$.4$.344! <%G%l. & 344!#34# S. D$ ff.?# Jul. gend. durch GesetJ ,om 34. 3.34 <%G%l. & 34

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R @! SoJialgesetJbuch <SG%? +rittes %uch <&&&? = ArbeitsfRrderung = Art. des GesetJes Jur Reform der ArbeitsfRrderung <ArbeitsfRrderungs:ReformgesetJ = AFRG? Fom 3H.4$. DD" <%G%l. & DD"#34# S. !DH ff.?# Jul. gend. durch GesetJ ,om 3$. 4.34 3 <%G%l. & 34 3#! # S. 33H@ ff.? R @@ %e7anntmachung der 6eufassung des L0eiten %uches SoJialgesetJbuch <Grundsicherung fKr Arbeitsuchende? Fom $.4!.34 <%G%l. & 34 #3$# S. G!4 ff.?# Jul. gend. durch GesetJ ,om 33. 3.34 <%G%l. & 34 #" # S. $4!" ff.? R @" %e7anntmachung der 6eufassung des FernunterrichtsschutJgesetJes Fom 4H. 3.3444 <%G%l. & 3444#!H# S. @"4 ff.?# Jul. gend. durch GesetJ ,om 43. .34 <%G%l. & 34 #!@# S. 3 "4? R @G %e7anntmachung der 6eufassung des AufstiegsfortbildungsfRrderungsgesetJes Fom 4G. 4.34 3 <%G%l. & 34 3#HG# S. 3 3@ ff.? LG&*2( B/*2&"BH(''28?2(5 R @D %e7anntmachung der 6eufassung des GesetJes Jur FRrderung der Beiterbildung und des %ibli: othe7s0esens Fom 34.4$. DG4 <G%l. %aden:BKrttemberg DG4#"# S. 3HD ff.?# Jul. gend. durch GesetJ ,om 4 .4".344H <G%l. %aden:BKrttemberg 344H# 4# S. H@D ff.? B/;2(& R "4 GesetJ Jur FRrderung der Er0achsenenbildung Fom 3H.4". D"H <GF%l. %ayern D"H# @# S. $@G ff.?# Jul. gend. durch GesetJ ,om @.43.34 3 <GF%l. %ayern 34 3#$# S. $D? B2(0-& R " %erliner %ildungsurlaubsgesetJ <%i.rlG? Fom 3H. 4. DD4 <GF%l. %erlin H@. DD4#"G# S. 334D f.?# gend. durch GesetJ ,om ".4!. DDD <GF%l. %erlin !!. DDD#3 # S. "G ff.? B(/&*2&?+(5 R "3 GesetJ Jur Regelung und FRrderung der Beiterbildung im Land %randenburg <%randenburgisches BeiterbildungsgesetJ = %bgB%G? Fom !. 3. DD$ <GF%l. & %randenburg H. DD$#3@# S. HDG ff.?# Jul. gend. durch GesetJ ,om 4D. .344@ <GF%l. & %randenburg ".344@# $# S. 3" f.? B(282& R "$ GesetJ Kber die Beiterbildung im Lande %remen <BeiterbildungsgesetJ = B%G1 Art. des Ge: setJes Jur Pnderung ,on Beiterbildungs,orschriften? Fom G.4@. DD@ <G%l. %remen DD@#3"# S. 3" ff.# berichtigt in G%l. %remen DD@#$"# S. 3H$?# Jul. gend. durch GesetJ ,om ".4!.34 <G%l. %remen 34 #3"# S. $@" ff.? $ D

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B(282& Landesinstitut fKr Schule <L&S? Am Beidedamm 34 3G3 ! %remen 'el.1 4H3 -$@ : HH4@ Fa81 4H3 -$@ :G$ 4 000.lis.bremen.de H/8?+(5 Landesinstitut fKr Lehrerbildung und Schulent0ic7lung Feli8:+ahn:Str. $ 34$!" )amburg 'el.1 4H4-H3GGH3:$44 Fa81 4H4-H3GGH3:$3D 000.li:hamburg.de H2..2& &nstitut fKr >ualittsent0ic7lung <&>? Balter:)allstein:Str. !=" @! D" Biesbaden 'el.1 4@ -!G3":4 Fa81 4@ -!G3": 4D 000.i9.hessen.de Amt fKr Lehrerbildung Stuttgarter Str. G=3H @4$3D Fran7furt am Main 'el.1 4@D-$GDGD:44 Fa81 4@D-$GDGD:@4" 000.afl.hessen.de M2,<02&?+(5"V)(6)882(& &nstitut fKr >ualittsent0ic7lung Mec7lenburg:Forpommern +reescher Mar7t 3 D4@ Sch0erin 000.bildung:m,.de-de-i9m, N-2*2(./,9.2& 6iederschsisches Landesinstitut fKr schulische >ualittsent0ic7lung <6L>? *eSlerstr. !3 $ $H )ildesheim 'el.1 4! 3 - @D!:4 Fa81 4! 3 - @D!:3D@ 000.nl9.niedersachsen.de R92-&0/&*"P:/0F &nstitut fKr Lehrerfort: und :0eiterbildung <&LF MainJ? Saarstr. !! 33 MainJ 'el.1 4@ $ -3GH!:4 Fa81 4@ $ -3GH!:3! 000.ilf:mainJ.de

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;dagogisches Landesinstitut Rheinland:;falJ <;L? %utenschRnstr. 3 @"$H@ Speyer 'el.1 4@3$3-@!D:4 Fa81 4@3$3-@!D: 4 http1--bildung:rp.de-pl ErJiehungs0issenschaftliches Fort: und Beiterbildungsinstitut der E,angelischen *irchen in Rheinland:;falJ Luitpoldstr. G "@G3D Landau 'el.1 4@$H -!!"!!H:H4 Fa81 4@$H -!!"!!H:!4 000.ef0i.de S//(0/&* &nstitut fKr Lehrerfort: und :0eiterbildung <&LF SaarbrKc7en? .rsulinenstr. @" @@ SaarbrKc7en 'el.1 4@G -@G!"@!:4 Fa81 4@G -@G!"@!:D 000.ilf:saarbruec7en.de Landesinstitut fKr ;dagogi7 und Medien <L;M? %eetho,enstr. 3@ @@ 3! SaarbrKc7en 'el.1 4@GD"-"D4G:4 Fa81 4@GD"-"D4G: 33 000.lpm.uni:sb.de S/,9.2& Schsisches %ildungsinstitut +resdner Str. "Gc 4 HH! Radebeul 'el.1 4$! -G$3H:H Fa81 4$! -G$3H:H 3 000.sbi.sm7.sachsen.de-inde8.htm S/,9.2&"A&9/0' Landesinstitut fKr Schul9ualitt und Lehrerbildung Sachsen:Anhalt <L&SA? Riebec7platJ D 4@ 4 )alle <Saale? 'el.1 4$H!-34H3:4 Fa81 4$H!-34H3:$ D 000.bildung:lsa.de-bildungsland-lisa.htm S,902.3-5"H)0.'2-& &nstitut fKr >ualittsent0ic7lung an Schulen# Schles0ig:)olstein <&>S)? Schreber0eg ! 3H D *ronshagen 'el.1 4H$ -!H4$:4 000.i9sh.de

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)ochschulre7toren7onferenJ <)R*? Ahrstr. $D !$ "! %onn 'el.1 433G-GG":4 Fa81 433G-GG": 4 000.hr7.de &nstitut Jur >ualittsent0ic7lung im %ildungs0esen <&>%? )umboldt:.ni,ersitt Ju %erlin Luisenstr. !@ 4 " %erlin 'el.1 4$4-34D$:H@!44 Fa81 4$4-34D$:H@!DD 000.i9b.hu:berlin.de LeibniJ:&nstitut fKr die ;dagogi7 der 6atur0issenschaften und Mathemati7 <&;6? (lshausenstr. @3 3H4DG *iel 'el.1 4H$ -GG4:!4GH 000.ipn.uni:7iel.de Ma8:;lanc7:&nstitut fKr %ildungsforschung LentJeallee DH H D! %erlin 'el.1 4$4-G3H4@:4 Fa81 4$4-G3HDD$D 000.mpib:berlin.mpg.de Staatliche Lentralstelle fKr Fernunterricht ;eter:Belter:;latJ 3 !4@"@ *Rln 'el.1 433 -D3 34":4 Fa81 433 -D3 34":34 000.Jfu.de Stiftung fKr )ochschulJulassung Sonnenstr. " HH $" +ortmund 'el.1 4 G4-$DG" :444 Fa81 4 G4-$DG" :33" 000.hochschulstart.de Stiftung Jur A77reditierung ,on Studiengngen in +eutschland Adenauerallee "$ !$ $ %onn 'el.1 433G-$$G$4@:4 Fa81 433G-$$G$4@:"D 000.a77reditierungsrat.de Bissenschaftsrat %rohler Str. !4D@G *Rln 'el.1 433 -$""@:4 Fa81 433 -$GGHH4 000.0issenschaftsrat.de

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Lentrum fKr internationale %ildungs,ergleichsstudien <L&%? '.M School of Education Augustenstr. HH G4$$$ MKnchen http1--000.pisa34 3.tum.de-inde8.php]idY!

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%)%+)*GRA#'&
O12(1-23 ): 0-'2(/'+(2 E+)'2* 3-'9-& '92 *)..-2( 4 Leitlinien Jur Modernisierung der beruflichen %ildung. Ergebnisse des &nno,ations7reises berufliche %ildung. )rsg. ,. %undesministerium fKr %ildung und Forschung. %onn# %erlin1 344". Allgemein bildende Schulen. Fachserie # Reihe fKr das SchulAahr 34 4-34 )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . .

An0eiler# (s7ar1 Fergleich ,on %ildung und ErJiehung in der %undesrepubli7 +eutschland und in der +eutschen +emo7ratischen Republi7. )rsg. ,. %undesministerium fKr innerdeutsche %eJiehungen *Rln1 Ferlag Bissenschaft und ;oliti7# DD4. AufstiegsfRrderung nach dem AufstiegsfortbildungsfRrderungsgesetJ <AF%G?. Fachserie # Reihe G. )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . AusbildungsfRrderung nach dem %undesausbildungsfRrderungsgesetJ <%AfRG?. Fachserie # Reihe ". )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . %ericht der %undesregierung Jur Aus0rtigen *ulturpoliti7 34 4-34 )rsg. ,. Aus0rtigen Amt. %erlin1 34 3. .

%ericht Kber die .msetJung des %ologna:;roJesses in +eutschland. Gemeinsamer %ericht des %undes und der *ultusminister7onferenJ unter Mit0ir7ung der )ochschulre7toren7onferenJ# des +eutschen A7ademischen Austauschdienstes# des A77reditie: rungsrats# des freien Jusammenschlusses ,on student&nnenschaften und der SoJialpartner. %erlin1 34 3. %erufliche %ildung. Fachserie # Reihe $ fKr 34 4. )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . %erufliche Schulen. Fachserie # Reihe 3 fKr das SchulAahr 34 4-34 )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . .

%erufsbildungsbericht 34 3. )rsg. ,. %undesministerium fKr %ildung und Forschung. %onn1 34 3. %ildung in +eutschland. Ein indi7atorengestKtJter %ericht mit einer Analyse Jur 7ulturellen %ildung im Lebenslauf. )rsg. ,. Autorengruppe %ildungsberichterstattung. GefRrdert mit Mitteln der Stndigen *onferenJ der *ultusminister der Lnder in der %undesre: publi7 +eutschland und des %undesministeriums fKr %ildung und Forschung. %ielefeld1 %ertelsmann Ferlag# 34 3. $$@

%ildungsfinanJbericht 34 3. )rsg. im Auftrag der Stndigen *onferenJ der *ultusminister der Lnder in der %undesrepubli7 +eutschland und des %undesministeriums fKr %ildung und Forschung ,. Statistischen %undes: amt. Biesbaden1 34 3. +atenreport Jum %erufsbildungsbericht 34 3. &nformationen und Analysen Jur Ent0ic7lung der beruflichen %ildung. )rsg. ,. %undesinstitut fKr %erufsbildung. %onn1 34 3. +eutsche Forschungsgemeinschaft. 2ahresbericht 34 %onn1 34 3. . .

+eutscher A7ademischer Austauschdienst. 2ahresbericht 34 %onn1 34 3. +eutsche Studierende im Ausland DDD bis 344D. )rsg. ,. Statistischen %undesamt. Biesbaden1 34 .

Empfehlungen des &nno,ations7reises Beiterbildung fKr eine Strategie Jur Gestaltung des Ler: nens im Lebenslauf. )rsg. ,. %undesministerium fKr %ildung und Forschung. %onn# %erlin1 344G. %undesarbeitsgemeinschaft der LandesAugendmter. Fachliche Empfehlungen Jur >ualitt der %ildung# ErJiehung und %etreuung der unter +reiAhrigen in *indertageseinrichtungen und *indertagespflege. )amburg1 344D. Fernunterrichtsstatisti7 34 4. )rsg. ,. Forum +istancE:Learning )amburg1 34 . FRrderung nach dem Stipendienprogramm:GesetJ <+eutschlandstipendium? )rsg. ,. Statistischen %undesamt. Biesbaden1 34 3. Friedrich# +r. Berner und Mar7us *Rrbel. Ferdec7te Mobilitt in der beruflichen %ildung. Schriftenreihe der 6ationalen Agentur %ildung fKr Europa beim &nstitut fKr %erufsbildung. %onn1 34 *indertagesbetreuung regional 34 . )rsg. ,. den Statistischen Pmtern des %undes und der Lnder. Biesbaden1 34 3. *onJeption der %undesregierung Jum Lernen im Lebenslauf. %undesministerium fKr %ildung und Forschung %onn# %erlin1 344G. 6ationaler &ntegrationsplan. 6eue Bege = 6eue Chancen. )rsg. ,. ;resse: und &nformationsamt der %undesregierung und der %eauftragten der %undesre: gierung fKr Migration# FlKchtlinge und &ntegration. %erlin1 344"

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6ationaler A7tionsplan &ntegration. Lusammenhalt str7en = 'eilhabe ,er0ir7lichen. )rsg. ,. ;resse: und &nformationsamt der %undesregierung und der %eauftragten der %undesre: gierung fKr Migration# FlKchtlinge und &ntegration. %erlin1 34 3 ;ersonal an )ochschulen. Fachserie # Reihe H.H fKr 34 4. )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . ;ri,ate Schulen. Fachserie # Reihe . fKr das SchulAahr 34 4-34 )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . ;rKfungen an )ochschulen. Fachserie # Reihe H.3 fKr 34 4. )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . )untemann# )ella und Christina BeiS1 Fol7shochschul:Statisti7 34 4. HD. Folge# ArbeitsAahr 34 4. )rsg. ,. +eutschen &nstitut fKr Er0achsenenbildung. %onn1 34 . .

Stndige *onferenJ der *ultusminister der Lnder in der %undesrepubli7 +eutschland. Selected publications <most of the follo0ing and other recommendations and publications can be found on the 0ebsite 000.7m7.org?1 Ab7ommen J0ischen den Lndern der %undesrepubli7 Jur Fereinheitlichung auf dem Gebiete des Schul0esens <)amburger Ab7ommen?. %eschluss der *ultusminister7onfe: renJ ,om 3G. 4. D@H i. d. F. ,om H. 4. D" . Allgemein bildende Schulen in GanJtagsform in den Lndern in der %undesrepubli7 +eutschland = Statisti7 344@ bis 34 4. )rsg. ,. Se7retariat der Stndigen *onferenJ der *ultusminister der Lnder in der %undesrepubli7 +eutschland. %onn1 34 3. Aner7ennung und Luordnung der Lehrerausbildungsgnge der ehemaligen ++R Ju her7Rmmlichen Laufbahnen. %eschluss der *ultusminister7onferenJ ,om ".!. DD$. Anrechnung ,on an Fachhochschulen er0orbenen Studien: und ;rKfungsleistungen auf %achelor: und Masterstudiengnge# mit denen die %ildungs,oraussetJungen fKr ein Lehramt der Se7undarstufe && <berufliche Fcher? oder fKr die beruflichen Schulen ,er: mittelt 0erden. %eschluss der *ultusminister7onferenJ ,om 3".H.344@. Anrechnung ,on auSerhalb des )ochschul0esens er0orbenen *enntnissen und Fhig: 7eiten auf ein )ochschulstudium <&?. %eschluss der *ultusminister7onferenJ ,om 3G.@.3443. Anrechnung ,on auSerhalb des )ochschul0esens er0orbenen *enntnissen und Fhig: 7eiten auf ein )ochschulstudium <&&?. %eschluss der *ultusminister7onferenJ ,om G.D.344G.

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Aufgaben ,on Lehrerinnen und Lehrern heute = Fachleute fKr das Lernen. Gemeinsame Er7lrung des ;rsidenten der *ultusminister7onferenJ und der ForsitJenden der %il: dungs: und Lehrerge0er7schaften so0ie ihrer SpitJenorganisationen +eutscher Ge: 0er7schaftsbund +G% und +%% = %eamtenbund und 'arifunion. %eschluss der *ultus: minister7onferenJ ,om !. 4.3444. %ericht `Fremdsprachen in der Grundschule = Sachstand und *onJeptionenE. %eschluss der *ultusminister7onferenJ ,om 4.3.344! %esoldung und FergKtung hauptberuflicher Mitarbeiter und pdagogischer Leiter an Fol7shochschulen. %eschluss der *ultusminister7onferenJ ,om 3.$. D"4. %ildung fKr nachhaltige Ent0ic7lung in der Schule. Gemeinsame Empfehlung der *ul: tusminister7onferenJ und der +eutschen .6ESC(:*ommission ,om !.@.344". %ildungsstandards Jur Sicherung ,on >ualitt und &nno,ation im fRderalen Bettbe0erb der Lnder. %eschluss der *ultusminister7onferenJ ,om 3H.!.3443. +en Qbergang ,on der 'ageseinrichtung fKr *inder in die Grundschule sinn,oll und 0ir7sam gestalten = +as Lusammen0ir7en ,on Elementarbereich und ;rimarstufe op: timieren. %eschluss der 2ugend: und Familienminister7onferenJ ,om !.@.344D. %eschluss der *ultusminister7onferenJ ,om G.@.344D. +urchfKhrung ,on Schul,ersuchen und gegenseitige Aner7ennung der entsprechenden AbschlKsse. %eschluss der *M* ,om @.3. DD4 i.d.F. ,om 3 .@.34 3. Ec7pun7te fKr die gegenseitige Aner7ennung ,on %achelor: und MasterabschlKssen in Studiengngen# mit denen die %ildungs,oraussetJungen fKr ein Lehramt ,ermittelt 0er: den. %eschluss der *ultusminister7onferenJ ,om 3.@.344!. Ec7pun7te fKr die Studienstru7tur in Studiengngen mit *atholischer oder E,angeli: scher 'heologie-Religion. %eschluss der *ultusminister7onferenJ ,om $. 3.344". EinfKhrung der Systema77reditierung. %eschluss der *ultusminister7onferenJ ,om $. 3.344". Einordnung der %achelorausbildungsgnge an %erufsa7ademien in die 7onse7uti,e Stu: dienstru7tur. %eschluss der *ultusminister7onferenJ ,om !. 4.344H. Empfehlung der *ultusminister7onferenJ und der )ochschulre7toren7onferenJ Jur Fergabe eines Masterabschlusses in der Lehrerbildung bei ,orgesehener EinbeJiehung ,on Leistungen des Forbereitungsdienstes. %eschluss der )ochschulre7toren7onferenJ ,om 3.@.344G. %eschluss der *ultusminister7onferenJ ,om G.".344G. Empfehlung der *ultusminister7onferenJ Jur Str7ung der mathematisch: natur0issenschaftlich:technischen %ildung. %eschluss der *ultusminister7onferenJ ,om ".!.344D. Empfehlungen der *ultusminister7onferenJ Jur .msetJung des %erufsbildungsreform: gesetJes. %eschluss der *ultusminister7onferenJ ,om 3.@.344!. Empfehlung Jum Einbringen der in der %erufsschule erbrachten Leistungen in das *ammerJeugnis. %eschluss der *ultusminister7onferenJ ,om 4.!.344". Empfehlung Jur (rdnung des Sonderschul0esens. %eschluss der *ultusminister7onfe: renJ ,om @.$. D"3. Empfehlungen der *ultusminister7onferenJ Jur Str7ung der Fremdsprachen7ompe: tenJ. %eschluss der *ultusminister7onferenJ ,om G. 3.34 . Empfehlungen fKr LuschKsse fKr die in )eimen untergebrachten *inder ,on %innen: schiffern# Lir7usangehRrigen und Schaustellern. %eschluss der *ultusminister7onferenJ ,om $4.". DDD. $$D

Empfehlungen Jum Schulanfang. %eschluss der *ultusminister7onferenJ ,om 3H. 4. DD". Empfehlungen Jur Arbeit in der Grundschule. %eschluss der *ultusminister7onferenJ ,om 3.". D"4 i. d. F. ,om @.!. DDH. Empfehlungen Jur sonderpdagogischen FRrderung in den Schulen der %undesrepubli7 +eutschland. %eschluss der *ultusminister7onferenJ ,om @.!. DDH. Er7lrung der *ultusminister7onferenJ fKr eine Ju7unftsorientierte Gestaltung der du: alen %erufsausbildung. %eschluss der *ultusminister7onferenJ ,om D. 3.34 4. Er7lrung der *ultusminister7onferenJ Jur Ju7Knftigen Stellung der %erufsschule in der dualen %erufsausbildung. %eschluss der *ultusminister7onferenJ ,om 4. 3.344D. Er7lrung der *ultusminister7onferenJ gegen die QberspeJialisierung in der dualen %e: rufsausbildung. %eschluss der *ultusminister7onferenJ ,om 3G.3.344". Er7lrung Jur Mobilitt im %ildungsbereich in Europa. %eschluss der *ultusminister: 7onferenJ ,om 3".!.34 4. Europabildung in der Schule. %eschluss der *ultusminister7onferenJ ,om G.@. D"G i. d. F. ,om !.!.344G. FRrdern und fordern = eine )erausforderung fKr %ildungspoliti7# Schule und Lehr7rf: te. Gemeinsame Er7lrung der %ildungs: und Lehrerge0er7schaften und der *ultusmi: nister7onferenJ. %erlin1 344@. FRrderstrategie fKr leistungssch0chere SchKlerinnen und SchKler. %eschluss der *ul: tusminister7onferenJ ,om H.$.34 4. Gegenseitige Aner7ennung ,on LehramtsprKfungen und Lehramtsbefhigungen. %e: schluss der *ultusminister7onferenJ ,om 33. 4. DDD. Gegenseitige Aner7ennung ,on nach dem Recht der ++R er0orbenen Lehrbefhigun: gen. %eschluss der *ultusminister7onferenJ ,om 33. 4. DDD. Gemeinsame )andlungsempfehlungen der *ultusminister7onferenJ und des +eutschen (lympischen Sportbundes = Sport fKr *inder und 2ugendliche mit %ehinderung. %e: schluss der *ultusminister7onferenJ ,om G.D.344G. %eschluss des +eutschen (lympi: schen Sportbundes ,om 3$.D.344G. Gemeinsame )andlungsempfehlungen der *ultusminister7onferenJ und des +eutschen (lympischen Sportbundes Jur Beiterent0ic7lung des Schulsports. %eschluss der *ul: tusminister7onferenJ ,om 34.D.344". %eschluss des +eutschen (lympischen Sportbun: des ,om 33. 4.344". Gemeinsame Leitlinien der Lnder Jur +ec7ung des Lehr7rftebedarfs. %eschluss der *ultusminister7onferenJ ,om G.@.344D. Gemeinsamer Rahmen der Lnder fKr die frKhe %ildung in *indertageseinrichtungen. %eschluss der 2ugendminister7onferenJ ,om $.- H.!.344H. %eschluss der *ultusminis: ter7onferenJ ,om $.-H.@.344H. Gemeinsames Ergebnisproto7oll betreffend das Ferfahren bei der Abstimmung ,on Aus: bildungsordnungen und Rahmenlehrplnen im %ereich der beruflichen %ildung J0i: schen der %undesregierung und den *ultusministern <:senatoren? der Lnder <Fom $4.4!. D"3?. %eschluss der *ultusminister7onferenJ ,om $4.@. D"3.

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Gesamtstrategie der *ultusminister7onferenJ Jum %ildungsmonitoring. )rsg. ,. Se7re: tariat der Stndigen *onferenJ der *ultusminister der Lnder in der %undesrepubli7 +eutschland in Lusammenarbeit mit dem &nstitut Jur >ualittsent0ic7lung im %il: dungs0esen. MKnchen1 Bolters:*lu0er# 344@. GrundstJe fKr die +urchfKhrung ,on SportfRrderunterricht so0ie fKr die Ausbildung und ;rKfung Jum Er0erb der %efhigung fKr das Erteilen ,on SportfRrderunterricht. %eschluss der *ultusminister7onferenJ ,om 3@.3. DG3 i. d. F. ,om ".D. DDD. GrundstJe Jur FRrderung ,on SchKlerinnen und SchKlern mit besonderen Sch0ierig: 7eiten im Lesen und Rechtschreiben oder im Rechnen. %eschluss der *ultusminister: 7onferenJ ,om H. 3.344$ i. d. F. ,om !. .344". )andlungsrahmen Jur ReduJierung der Lahl der SchKlerinnen und SchKler ohne Schul: abschluss. Sicherung der AnschlKsse. Ferringerung der Lahl der Ausbildungsabbrecher. %eschluss der *ultusminister7onferenJ ,om G. 4.344". )ochschulJugang fKr beruflich 9ualifiJierte %e0erber ohne schulische )ochschulJu: gangsberechtigung. %eschluss der *ultusminister7onferenJ ,om @.$.344D. &n7lusi,e %ildung ,on *indern und 2ugendlichen mit %ehinderungen in Schulen. %e: schluss der *ultusminister7onferenJ ,om 34. 4.34 . *onJepte fKr den bilingualen .nterricht = Erfahrungsbericht und Forschlge Jur Bei: terent0ic7lung. %ericht des Schulausschusses ,om 4.H.344@. *onJeption der *ultusminister7onferenJ Jur 6utJung der %ildungsstandards fKr die .nterrichtsent0ic7lung. %eschluss der *ultusminister7onferenJ ,om 4. 3.344D. *Knftige Ent0ic7lung der lnder: und hochschulKbergreifenden >ualittssicherung in +eutschland. %eschluss der *ultusminister7onferenJ ,om .$.3443. Lndergemeinsame inhaltliche Anforderungen fKr die Fach0issenschaften und Fachdi: da7ti7en in der Lehrerbildung. %eschluss der *ultusminister7onferenJ ,om @. 4.344G i. d. F. ,om @.D.34 4. Lndergemeinsame Stru7tur,orgaben fKr die A77reditierung ,on %achelor: und Master: studiengngen. %eschluss der *ultusminister7onferenJ ,om 4. 4.344$ i. d. F. ,om H.3.34 4. LRsung ,on An0endungsproblemen beim >uedlinburger %eschluss der *ultusminister: 7onferenJ ,om 3.@.344!. %eschluss der *ultusminister7onferenJ ,om 3G.3.344". 6eue Medien und 'ele7ommuni7ation im %ildungs0esen der %undesrepubli7 +eutsch: land. %eschluss der *ultusminister7onferenJ ,om 3G.3. DD". (rientierungsrahmen fKr den Lernbereich Globale Ent0ic7lung. )rsg. ,. der Stndigen *onferenJ der *ultusminister der Lnder in der %undesrepubli7 +eutschland und dem %undesministerium fKr 0irtschaftliche Lusammenarbeit und Ent0ic7lung. %onn1 344". ;dagogische und rechtliche Aspe7te der .msetJung des Qberein7ommens der Ferein: ten 6ationen ,om $. +eJember 344@ Kber die Rechte ,on Menschen mit %ehinderungen <%ehindertenrechts7on,ention = F6:%R*? in der schulischen %ildung. %eschluss der *ultusminister7onferenJ ,om G. .34 4. ;dagogischer Austauschdienst 2ahresbericht 34 4-34 %onn1 34 . .

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;ositionspapier Jur Aus0rtigen *ulturpoliti7. *ommission fKr Europische und &nternationale Angelegenheiten der *ultusminister: 7onferenJ. %onn1 3444. ;ositionspapier der *ultusminister7onferenJ Jur %ildungs:# Bissenschafts: und *ultur: politi7 im )inblic7 auf Forhaben der Europischen .nion. %eschluss der *ultusminis: ter7onferenJ ,om $. 3.344". >ualifi7ationsrahmen fKr +eutsche )ochschulabschlKsse. &m Lusammen0ir7en ,on )ochschulre7toren7onferenJ# *ultusminister7onferenJ und %undesministerium fKr %il: dung und Forschung erarbeitet. %eschluss der *ultusminister7onferenJ ,om 3 .H.344!. >ualittssicherung in der Lehre. %eschluss der *ultusminister7onferenJ ,om 33.D.344!. Rahmenordnung Kber +eutsche SprachprKfungen fKr das Studium an deutschen )och: schulen. %eschluss der )ochschulre7toren7onferenJ ,om G.@.344H. %eschluss der *ul: tusminister7onferenJ ,om 3!.@.344H. Rahmen,ereinbarung Kber die Ausbildung und ;rKfung fKr ein Lehramt der Grundschu: le bJ0. ;rimarstufe <Lehramtstyp ?. %eschluss der *ultusminister7onferenJ ,om 3G.3. DD" i. d. F. ,om !.3.344D. Rahmen,ereinbarung Kber die Ausbildung und ;rKfung fKr ein Lehramt der Se7undar: stufe & <Lehramtstyp $?. %eschluss der *ultusminister7onferenJ ,om 3G.3. DD" i. d. F. ,om !.3.344D. Rahmen,ereinbarung Kber die Ausbildung und ;rKfung fKr ein Lehramt der Se7undar: stufe && <allgemein bildende Fcher? oder fKr das Gymnasium <Lehramtstyp H?. %eschluss der *ultusminister7onferenJ ,om 3G.3. DD" i. d. F. ,om !.3.344D. Rahmen,ereinbarung Kber die Ausbildung und ;rKfung fKr ein Lehramt der Se7undar: stufe && <berufliche Fcher? oder fKr die beruflichen Schulen <Lehramtstyp !?. %eschluss der *ultusminister7onferenJ ,om 3.!. DD! i. d. F. ,om 34.D.344". Rahmen,ereinbarung Kber die Ausbildung und ;rKfung fKr Kbergreifende Lehrmter der ;rimarstufe und aller oder einJelner Schularten der Se7undarstufe & <Lehramts: typ 3?. %eschluss der *ultusminister7onferenJ ,om 3G.3. DD" i. d. F. ,om !.3.344D. Rahmen,ereinbarung Kber die Ausbildung und ;rKfung fKr ein sonderpdagogisches Lehramt <Lehramtstyp @?. %eschluss der *ultusminister7onferenJ ,om @.!. DDH i. d. F. ,om !.3.344D. Rahmen,ereinbarung Kber die %erufsfachschulen. %eschluss der *ultusminister7onfe: renJ ,om 3G.3. DD" i. d. F. ,om ". 3.344". Rahmen,ereinbarung Kber die %erufsoberschule. %eschluss der *ultusminister7onfe: renJ ,om 3!. . D"@ i. d. F. ,om $. 3.34 4. Rahmen,ereinbarung Kber die %erufsschule. %eschluss der *ultusminister7onferenJ ,om !.$. DD . Rahmen,ereinbarung Kber die Fachoberschule. %eschluss der *ultusminister7onferenJ ,om .3.344" i. d. F. ,om . 4.34 4. Rahmen,ereinbarung Kber die LertifiJierung ,on Fremdsprachen7enntnissen in der be: ruflichen %ildung %eschluss der *ultusminister7onferenJ ,om 34. . DDG i. d. F. ,om 3".4@.344G.

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Rahmen,ereinbarung Kber die Lusammenarbeit ,on Schule und %erufsberatung J0i: schen der *ultusminister7onferenJ und der %undesagentur fKr Arbeit. .nterJeichnet ,on der *ultusminister7onferenJ und der %undesagentur fKr Arbeit am !. 4.344H. Rahmen,ereinbarung Kber Fachschulen. %eschluss der *ultusminister7onferenJ ,om ". .3443 i. d. F. ,om 3.$.34 3. Rahmen,ereinbarung Jur Ausbildung im .nterrichtsfach *unst fKr alle Lehrmter. %e: schluss der *ultusminister7onferenJ ,om !.3.344H. Rahmen,ereinbarung Jur Ausbildung im .nterrichtsfach Musi7 fKr alle Lehrmter. %e: schluss der *ultusminister7onferenJ ,om @.$.344$. Rahmen,orgaben fKr die EinfKhrung ,on Leistungspun7tsystemen und die Modularisie: rung ,on Studiengngen. %eschluss der *ultusminister7onferenJ ,om 33. 4.344H. Regelungen Jum Lugang ,on Studienbe0erberinnen und :be0erbern aus Staaten mit A7ademischer ;rKfstelle <A;S? Ju deutschen )ochschulen. %eschluss der *ultusminis: ter7onferenJ ,om ".$.344@. Richtlinien fKr den Er0erb eines Lertifi7ats `FachsprachenE. %eschluss der *ultusmi: nister7onferenJ ,om 3H.!. DD . Schultagebuch fKr *inder ,on beruflich Reisenden. %eschluss der *ultusminister7onfe: renJ ,om D.D.344$. Str7ung der +emo7ratieerJiehung. %eschluss der *ultusminister7onferenJ ,om @.$.344D. Standards fKr die %erufsoberschule in den Fchern +eutsch# fortgefKhrte Fremdspra: che# Mathemati7. %eschluss der *ultusminister7onferenJ ,om 3@.@. DDG. Standards fKr die Lehrerbildung1 %ildungs0issenschaften. %eschluss der *ultusminister7onferenJ ,om @. 3.344H. SchKler# *lassen# Lehrer und Absol,enten der Schulen 344 =34 4. Statistische FerRffent: lichungen der *ultusminister7onferenJ 6r. D!. %erlin1 34 . Lehrereinstellungsbedarf und :angebot in der %undesrepubli7 +eutschland. Modell: rechnung 34 4=3434. Statistische FerRffentlichungen der *ultusminister7onferenJ 6r. DH. %eschluss der *ultusminister7onferenJ ,om D.@.34 . Studienstru7turreform fKr die Lehrerausbildung. %eschluss der *ultusminister7onfe: renJ ,om 3.!. DD!. Qberlegungen Ju einem Grund7onJept fKr den Fremdsprachenunterricht mit Gutachten Jum Fremdsprachenunterricht in der %undesrepubli7 +eutschland. %eschluss der *ul: tusminister7onferenJ ,om ". 4. DDH. Qbernahme ,on Lehr7rften aus anderen Lndern. %eschluss der *ultusminister7onfe: renJ ,om 4.!.344 . Fereinbarung Kber %ildungsstandards fKr den )auptschulabschluss <2ahrgangsstufe D?. %eschluss der *ultusminister7onferenJ ,om !. 4.344H. Fereinbarung Kber %ildungsstandards fKr den Mittleren Schulabschluss <2ahrgangsstu: fe 4?. %eschluss der *ultusminister7onferenJ ,om H. 3.344$. Fereinbarung Kber %ildungsstandards fKr den Mittleren Schulabschluss <2ahrgangsstu: fe 4? in den Fchern %iologie# Chemie# ;hysi7. %eschluss der *ultusminister7onferenJ ,om @. 3.344H. $H$

Fereinbarung Kber %ildungsstandards fKr den ;rimarbereich <2ahrgangsstufe H?. %e: schluss der *ultusminister7onferenJ ,om !. 4.344H. Fereinbarung Kber das ;ri,atschul0esen. %eschluss der *ultusminister7onferenJ ,om 4.- .G. D! . Fereinbarung Kber den Er0erb der Fachhochschulreife in beruflichen %ildungsgngen. %eschluss der *ultusminister7onferenJ ,om !.@. DDG i. d. F. ,om D.$.344 . Fereinbarung Kber die ;rKfung fKr den )ochschulJugang ,on besonders befhigten %e: rufsttigen. %eschluss der *ultusminister7onferenJ ,om 3G.!. DG3 i.d.F. ,om $.$.34 4. Fereinbarung Kber die AbiturprKfung fKr 6ichtschKlerinnen und 6ichtschKler entspre: chend der Gestaltung der gymnasialen (berstufe in der Se7undarstufe &&. %eschluss der *ultusminister7onferenJ ,om $.D. D"H i. d. F. ,om $ .!.34 3. Fereinbarung Kber die Lehr,erpflichtung an )ochschulen <ohne *unsthochschulen?. %e: schluss der *ultusminister7onferenJ ,om G.$. DD3 i. d. F. ,om 3.@.344$. Fereinbarung Kber die Schularten und %ildungsgnge im Se7undarbereich &. %eschluss der *ultusminister7onferenJ ,om $. 3. DD$ i. d. F. ,om H. 4.34 3. Fereinbarung Jur Gestaltung der gymnasialen (berstufe in der Se7undarstufe &&. %e: schluss der *ultusminister7onferenJ ,om ".". D"3 i. d. F. ,om D.3.34 3. Fereinbarung Jur Gestaltung der *ollegs. %eschluss der *ultusminister7onferenJ ,om 3 .@. D"D i. d. F. ,om $ .!.34 3. Fereinbarung Jur Gestaltung der Abendgymnasien. %eschluss der *ultusminister7onfe: renJ ,om 3 .@. D"D i. d. F. ,om $ .!.34 3. Forausberechnung der StudienanfngerJahlen 34 3=343!. Erluterung der +atenbasis und des %erechnungs,erfahrens. Statistische FerRffentlichungen der *ultusminister: 7onferenJ 6r. D". %erlin1 34 3. Beiterent0ic7lung der Aus:# Fort: und Beiterbildung ,on ErJieherinnen und ErJiehern = Gemeinsamer (rientierungsrahmen `%ildung und ErJiehung in der *indheitE. %eschluss der *ultusminister7onferenJ ,om @.D.34 4. %eschluss der 2ugend: und Fami: lienminister7onferenJ ,om H. 3.34 4. Beiterent0ic7lung des Schul0esens in +eutschland seit Abschluss des Ab7ommens J0i: schen den Lndern der %undesrepubli7 Jur Fereinheitlichung auf dem Gebiete des Schul0esens ,om 3G. 4. D@H i. d. F. ,om H. 4. D" . %eschluss der *ultusminister7onferenJ ,om 4.!.344 . Birtschaftliche %ildung an allgemeinbildenden Schulen. %ericht der *ultusminister7onferenJ ,om 3".@.344G. Lur %erufsposition der hauptberuflichen pdagogischen Mitarbeiter in der Beiterbil: dung <Er0achsenenbildung?. Gemeinsame Empfehlung der *ultusminister7onferenJ und des +eutschen Stdtetages ,om 33.!.- !.D. DG . Lur Situation des Ethi7unterrichts in der %undesrepubli7 +eutschland. %ericht der *ul: tusminister7onferenJ ,om 33.3.344G. Lur Situation des E,angelischen Religionsunterrichtes in der %undesrepubli7 +eutsch: land. %ericht der *ultusminister7onferenJ ,om $. 3.3443. Lur Situation des *atholischen Religionsunterrichtes in der %undesrepubli7 +eutsch: land. %ericht der *ultusminister7onferenJ ,om $. 3.3443.

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Lusammenarbeit ,on Schule und 2ugendhilfe Jur `Str7ung und Beiterent0ic7lung des GesamtJusammenhangs ,on %ildung# ErJiehung und %etreuungE. %eschluss der 2ugendminister7onferenJ ,om $.- H.!.344H. %eschluss der *ultusminis: ter7onferenJ ,om $.-H.@.344H. Statistische +aten Jur EinfKhrung ,on %achelor: und Masterstudiengngen. Bintersemes: ter 34 -34 3. Statisti7en Jur )ochschulpoliti7 3-34 . )rsg. ,. der )ochschulre7toren7onferenJ. %onn1 34 . Statistisches 2ahrbuch 34 fKr die %undesrepubli7 +eutschland. )rsg. ,. Statistischen %undesamt. Biesbaden1 34 3. Strategie fKr Lebenslanges Lernen in der %undesrepubli7 +eutschland. Materialien Jur %ildungsplanung und ForschungsfRrderung# )eft !. )rsg. ,. der %und:Lnder:*ommission fKr %ildungsplanung und ForschungsfRrderung. %onn1 344H. Studien: und %erufs0ahl 34 -34 3. )rsg. ,. den Lndern der %undesrepubli7 +eutschland und der %undesagentur fKr Arbeit. 6Krnberg1 Billmy Consult ^ Content# 34 . 000.studien0ahl.de Studierende an )ochschulen. Fachserie # Reihe H. fKr das Bintersemester 34 4-34 )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . .

'atsachen Kber +eutschland. )rsg. ,. Societts:Ferlag in Lusammenarbeit mit dem Aus0rtigen Amt. Fran7furt am Main1 Societts:Ferlag# 34 4. 000.tatsachen:ueber:deutschland.de 'erhart# E0ald <)rsg.?1 ;erspe7ti,en der Lehrerbildung in +eutschland. Abschlussbericht der ,on der *ultusminister: 7onferenJ eingesetJten *ommission. Beinheim und %asel1 %eltJ# 3444. .nser ;otenJial bestmRglich nutJen1 den Europischen )ochschulraum 7onsolidieren. %u7arester *ommuni9u[ der *onferenJ der fKr die )ochschulen Justndigen Ministerinnen und Minister# %u7arest# 3@. und 3". April 34 3. FeltAens# %arbara1 >ualittsmodelle im Qberblic7. )rsg. ,. +eutschen &nstitut fKr Er0achsenenbildung. %onn1 344@. Beiterbildung 34 . )rsg. ,. Statistischen %undesamt. Biesbaden1 34 . Beiterbildungs,erhalten in +eutschland. AES 34 4 'rendbericht. )rsg. ,. %undesministerium fKr %ildung und Forschung. %onn# %erlin1 34 Bie gehtCs im 2ob] *i'a:Studie der GEB. )rsg. ,. Ge0er7schaft ErJiehung und Bissenschaft. Fran7furt am Main1 344"

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Bissenschaft 0eltoffen 34 3. +aten und Fa7ten Jur &nternationalitt ,on Studium und For: schung in +eutschland. )rsg. ,. +eutschen A7ademischen Austauschdienst und )&S:&nstitut fKr )ochschulforschung. %ielefeld1 34 3.

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G+*SSAR&
A?2&*5;8&/.-+8 Establishment of the so:called L0eiter %ildungs0eg at 0hich adults can attend e,ening classes to obtain the general higher education entrance 9ualification. A?2&*9/+6'.,9+02 Establishment of the so:called L0eiter %ildungs0eg at 0hich adults can attend e,ening classes to obtain the )auptschulabschluss <school lea,ing 9ualification of the )auptschule?. A?2&*(2/0.,9+02 Establishment of the so:called L0eiter %ildungs0eg at 0hich adults can attend e,ening classes to obtain the Mittlerer Schulabschluss <school lea,ing 9ualification of the Re: alschule?. A?-'+( Secondary school 9ualification# obtained at the upper Gymnasium le,el < gymnasiale (berstufe? after 3 or $ years of school education 0hich constitutes general higher educa: tion entrance 9ualification permitting the holder to study any subAect at any higher educa: tion institution. A?-'+(6(H:+&5 E8amination leading to the Allgemeine )ochschulreife usually ta7en upon conclusion of the upper Gymnasium le,el < gymnasiale (berstufe?. &n the Abitur e8amination# candi: dates are e8amined in H subAects. &n some Lnder# candidates are e8amined in a fifth sub: Aect or a particular achie,ement Gbesondere LernleistungH is incorporated in the e8amina: tion. Each of the follo0ing three subAect areas must be represented1 languages# literature and the artsM social sciencesM mathematics# natural sciences and technology. A<<(2*-'-2(+&5 'he accreditation of %achelorCs and MasterCs study courses is aimed at ensuring standards in terms of academic content and professional rele,ance that include chec7ing the study course concept# 0hether the content is suitable for study# the 9uality of the teaching and the professional rele,ance. Accreditation is performed by decentral accreditation agencies. A central Accreditation Council < Akkreditierungsrat ? ensures that accreditation follo0s re: liable and transparent standards and also that# as part of accreditation# the concerns of the system as a 0hole# 0hich are the responsibility of all Lnder# are ta7en into account. A005282-&2 H),9.,9+0(2-:2 General higher education entrance 9ualification. Entitles holder to admission to all sub: Aects at all higher education institutions and is usually obtained at upper Gymnasium le,el < gymnasiale (berstufe? by passing the Abitur e8amination. A&2(</&&'2( A+.?-0*+&5.?2(+: Recognised occupation re9uiring formal training. (ccupation regulated at the federal le,el by legal ordinance for 0hich training is recei,ed 0ithin the dual system at t0o different places of learning# i.e. at the 0or7place and through part:time attendance of a ,ocational school < %erufsschule?. A(?2-'.029(2 ;re:,ocational studies = introduction to the professional and 0or7ing 0orld co,ering the topics of technology# economics# home and 0or7. &t is taught = 0hether under this name or

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another = at )auptschulen as a compulsory subAect and at other lo0er secondary le,el schools either as a subAect in its o0n right or as an integral part of other subAects. A+.?-0*+&5.)(*&+&5 'raining regulations. Legal ordinance go,erning the in:company training section of ,oca: tional training 0ithin the dual system. 'raining regulations also e8ist in other areas <e.g. for careers in the Ci,il Ser,ice?. B/,920)( 'he %achelorCs degree as a first higher education 9ualification pro,ides 9ualification for a profession. &t can be obtained after a standard period of study < RegelstudienJeit? of si8# se,en or eight semesters at uni,ersities and e9ui,alent institutions of higher education# at colleges of art and music and at Fachhochschulen. 'ogether 0ith the MasterIs degree# the %achelorIs degree is part of a graduation system of consecuti,e degrees 0hich is to re: place the traditional system of higher education 9ualifications < +iplom and Magister?. %achelorCs 9ualifications pro,ide the same rights as +iplom 9ualifications of Fach: hochschulen. 'he %achelor may also be obtained as a tertiary education 9ualification pro,iding 9ualification for a profession at %erufsa7ademien. B/,920)(/(?2-' Britten dissertation to be prepared at the end of a %achelorCs course of study. 'he dis: sertation must in,estigate# independently# a subAect using academic methods and be sub: mitted 0ithin a specified period of time. B/,920)(5(/* Academic degree a0arded on the basis of an e8amination administered by a higher educa: tion institution <unli7e the state e8amination? in a specific subAect group# for e8ample %achelor of Arts <%.A.?# %achelor of Science <%.Sc.?# %achelor of Engineering <%.Eng.? 'he %achelorCs degree is a0arded by uni,ersities and e9ui,alent institutions of higher educa: tion# colleges of art and music and Fachhochschulen. B/,920)(6(H:+&5 Final e8amination leading to the a0ard of the %achelor at uni,ersities and e9ui,alent higher education institutions# colleges of art and music# Fachhochschulen and %erufsa7ademien. B2(+:0-,92. G;8&/.-+8 'ype of school at upper secondary le,el offering a three:year course of education 0hich in: cludes both the general education subAects taught at upper Gymnasium le,el < gymna: siale (berstufe? and career:oriented subAects# such as business and technology# but 0hich also leads to the general higher education entrance 9ualification. B2(+:./</*28-2 'ertiary sector institution in some Lnder# offering courses of academic training at a Studienakademie <study institution? combined 0ith practical in:company professional train: ing 0ithin a dual system in 7eeping 0ith the principle of the dual system. B2(+:.:/,9.,9+02 Focational school at upper secondary le,el offering a 0ide range of branches and courses of ,arying duration. A full:time school# it prepares or trains students for a specific occupa: tion at different le,els of 9ualification. B2(+:.)?2(.,9+02 Focational school at upper secondary le,el e8isting in a fe0 Lnder. (ffers those 0ho ha,e completed ,ocational training in the dual system the opportunity to obtain a higher education entrance 9ualification. ;ro,iding t0o years of full:time education or correspond: $HG

ingly longer part:time education# the %erufsoberschule leads to the Fachgebundene )ochschulreife and# 0ith a second foreign language# to the Allgemeine )ochschulreife. B2(+:..,9+02 Focational school at upper secondary le,el generally pro,iding part:time instruction in general and ,ocational subAects to trainees recei,ing ,ocational education and training 0ithin the dual system. B2(+:.1)(?2(2-'+&5.>/9( ;reparation for those young people 0ho do not ha,e a training contract# helping them to choose a career and pro,iding them 0ith ,ocational training in the form of full:time in: struction designed to pro,ide an introduction to one or t0o occupational fields. B2F-(<.(25-2(+&5 'he middle le,el in the three:tier system of Land administration# responsible for a par: ticular area <administrati,e district? of a Land <belo0 the supreme authorities of the Land but abo,e the lo0er authorities at local le,el?. B-0*+&5..'/&*/(*. 'he educational standards of the Standing Conference ta7e up general educational obAec: ti,es and specify 0hich competences 0ith regard to 7ey content pupils should ha,e ac: 9uired by a certain grade. 'he educational standards refer to the a,erage e8pected perfor: mance le,el of pupils at the end of grade H for the )auptschulabschluss and the Mit: tlerer Schulabschluss. D-2&.'/+:.-,9' 'he authority of a superior authority to super,ise and instruct a subordinate authority. Al: so the authority of a superior to super,ise and instruct subordinate ci,il ser,ants or other public administration employees. D-60)8 'he +iplom degree as a higher education 9ualification pro,ides 9ualification for a profes: sion. &t may be obtained either at uni,ersities and e9ui,alent institutions of higher educa: tion as 0ell as at colleges of art and music <particularly in social or economic sciences and in natural and engineering sciences? or li7e0ise at Fachhochschulen <in all subAects# 0ith the specification )achhochschule or )H added to the degree title?. 'he +iplom degree may also be obtained as a tertiary education 9ualification pro,iding 9ualification for a profes: sion at %erufsa7ademien <0ith the specification Berufsakademie or BA added to the de: gree title?. D-60)8/(?2-' Britten dissertation to be prepared at the end of a +iplom course of study. 'he disserta: tion must in,estigate# independently# a subAect using academic methods and be submitted 0ithin a specified period of time. D-60)85(/* Academic degree a0arded on the basis of an e8amination administered by a higher educa: tion institution <unli7e the state e8amination?. 'he title a0arded combines the name of the degree 0ith the subAect in 0hich it has been obtained# e.g. 5i&lom#Ingenieur <graduate en: gineer?# 5i&lom#2s'chologe <graduate psychologist?# 5i&lom#"aufmann <graduate in com: merce?. 'his degree is a0arded by uni,ersities and e9ui,alent higher education institu: tions# as 0ell as by Fachhochschulen <0ith the 0ord )achhochschule or )H added to the degree title? and by colleges of art and music.

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D-60)86(H:+&5 Final e8amination leading to the a0ard of the +iplom degree at uni,ersities and e9ui,alent higher education institutions# colleges of art and music# Fachhochschulen and %erufsa7ademien. D)<')(5(/* Academic degree a0arded follo0ing the doctoral procedure# 0hich consists of a 0ritten thesis and either an oral e8amination or a defence of the thesis. D(-''8-''20 Funding pro,ided for an indi,idual academic or scientist or for a research institution other than that from the standard budget <funds of the higher education institution and the Land? and 0hich is recei,ed on application to third parties <e.g. foundations# industry?. D+/02. S;.'28 'raining carried out at t0o places of learning# i.e. at upper secondary education establish: ments < %erufsschulen? or tertiary education institutions < %erufsa7ademien# Fach: hochschulen? and in companies. 'rainees either attend the t0o places of learning alternate: ly or simultaneously. E(5G&F+&5..,9+02 ;ri,ately:maintained school pro,iding courses of education not normally a,ailable at pub: lic:sector schools# particularly in the ,ocational sector. E(./'F.,9+02 ;ri,ately:maintained school 0hich pro,ides an e9ui,alent education to public:sector schools in terms of organisational structure# functions and curriculum and at 0hich pupils can complete their compulsory schooling. E(32-'2('2 R2/0.,9+02 'ype of school at lo0er secondary le,el in Saarland pro,iding the courses of education oth: er0ise offered by the )auptschule and the Realschule. E(F-292( /outh or child care 0or7er 0ho has completed a course at a Fachschule for social 0or7 <four to fi,e yearsI training at a ,ocational school at upper secondary le,el including 0or7 e8perience?. >ualified to 0or7 in pre:school establishments and in areas of youth ser,ices. F/,9/+:.-,9' State super,ision of the manner in 0hich public functions are being discharged. .nli7e le: gal super,ision it e8tends beyond e8amining the legality of measures to e8amining ho0 ef: fecti,e and appropriate actions are. &n the school sector it in,ol,es# among other things# su: per,ising educational 0or7 and ad,ising teaching staff. F/,952?+&*2&2 H),9.,9+0(2-:2 >ualification entitling holder to study particular subAects at a higher education institution. May be obtained through certain courses of ,ocational education at upper secondary le,el. JJJF/,95;8&/.-+8 %erufliches Gymnasium F/,99),9.,9+02 .ni,ersity of applied sciences. 'ype of higher education institution established in the D"4s# 0hich has the particular function of pro,iding application:oriented teaching and re: search# particularly in engineering# business# administration# social ser,ices and design.

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F/,99),9.,9+0(2-:2 >ualification entitling holder to study at a Fachhochschule. May usually be obtained af: ter 3 years of schooling at a Fachoberschule or = under certain conditions = at other ,o: cational schools. F/,9)?2(.,9+02 Focational school at upper secondary le,el pro,iding t0o:year courses in ,arious subAect areas leading to the 9ualification of Fachhochschulreife. 'he first year consists of both practical training in the 0or7place and lessons# 0hilst the second year co,ers general and subAect:specific lessons. F/,9.,9+02 Focational school offering continuing ,ocational training courses of bet0een one and three years 0hich build on initial ,ocational training and subse9uent employment and lead to a further 9ualification in a profession. F2(&+&-12(.-'G' State higher education institution based in )agen offering courses of study by distance learning only. Courses offered include those leading to a first 9ualification for entry into a profession < %achelor# +iplom# Magister? and further study# supplementary and grad: uate studies. FK(*2(.,9+02 Special school = school establishment for pupils 0hose de,elopment cannot be ade9uately assisted at mainstream schools on account of disability. Also 7no0n as Sonderschule# )1r# derzentrum or Schule fr Behinderte . F(2-2 B/0*)(:.,9+02 ;ri,ately:maintained primary and secondary schools# 0hich base their 0or7 on the ideo: logical and educational ideas of Rudolf Steiner. G/&F'/5..,9+02 All:day schools = primary and secondary schools 0hich# in addition to timetabled lessons in the morning# offer an all:day programme comprising at least se,en hours per day on at least three days per 0ee7. Acti,ities offered in the afternoon are to be organised under the super,ision and responsibility of the head staff and to be carried out in cooperation 0ith the head staff. 'he acti,ities are to ha,e a conceptual relationship 0ith the lessons in the morning. All:day schools# 0hich are far less common in Germany than the traditional )albtagsschule# pro,ide a midday meal on the days on 0hich they offer all:day super,i: sion. G282-&.,9/:'..,9+02 'ype of school at lo0er secondary le,el in Schles0ig:)olstein offering se,eral courses of education leading to different 9ualifications < )auptschulabschluss# Mittlerer Schulabschluss# entitlement to proceed to the gymnasiale (berstufe?. Gemeinschaftss: chulen in Schles0ig:)olstein can also encompass the upper secondary le,el in the form of the gymnasiale (berstufe. 'ype of school in 'hKringen offering se,eral courses of educa: tion leading to different 9ualifications < )auptschulabschluss# Mittlerer Schulabschluss# Abitur?. Gemeinschaftsschulen in 'hKringen co,er both lo0er and upper secondary le,el. G2./8'.,9+02 'ype of school at lo0er secondary le,el offering se,eral courses of education leading to dif: ferent 9ualifications < )auptschulabschluss# Mittlerer Schulabschluss# entitlement to proceed to the gymnasiale (berstufe?. &t either ta7es the form of a cooperati,e $!

Gesamtschule or an integrated Gesamtschule. &n the cooperati,e type# pupils are taught in classes grouped according to the different 9ualifications a,ailable# 0hilst in the integrated type# pupils are set in courses grouped according to le,el of proficiency for a number of core subAects# but taught together as a year group for all other subAects. Gesamtschulen can also encompass the upper secondary le,el in the form of the gymnasiale (berstufe. G(/*+-2('2&<)0025 Establishment at higher education institutions aiming at the promotion of young graduated academics# enabling doctoral candidates to prepare their doctoral thesis 0ithin a themati: cally:oriented research group. G(+&*)(*&+&5 'he basic constitution of a higher education institution# especially regulating matters of ac: ademic self:administrationM it must be confirmed by the Ministry of Science of the Land concerned. G(+&*.,9+02 Compulsory school for all children of the age of si8 on0ards. &t comprises four grades# e8: cept in %erlin and %randenburg 0here it co,ers si8 grades. G;8&/.-/02 O?2(.'+:2 'he upper le,el of the Gymnasium# 0hich can ho0e,er be established at other types of school. &t comprises grades = $ or 4= 3# depending on the Land and the type of school. Course of general education concluded by the Abitur e8amination# 0hich leads to the general higher education entrance 9ualification < Allgemeine )ochschulreife?. G;8&/.-+8 'ype of school co,ering both lo0er and upper secondary le,el <grades != $ or != 3? and pro,iding an in:depth general education aimed at the general higher education entrance 9ualification. At present# in almost all Lnder# there is a change from the nine:year to the eight:year Gymnasium. Some Lnder ha,e already changed to the eight:year Gymnasium in 0hich the Allgemeine )ochschulreife is ac9uired after grade 3. H/?-0-'/'-)& ;ost:doctoral 9ualification pro,ing ability to teach and engage in research in an academic subAect <lecturing 9ualification?. Additional academic performances can replace the )abili: tation procedure. See also 2uniorprofessor. H/?-0-'/'-)&.(2,9' )igher education institutionIs right to a0ard lecturing 9ualification. As a rule# uni,ersities and e9ui,alent higher education institutions ha,e this right and# under certain conditions# also colleges of art and music. H/0?'/5..,9+02 )alf:day school as opposed to all:day school = the most common 0ay of organising lessons. At these schools lessons are only gi,en in the mornings. &n the primary sector there are so: called full half:day schools and at lo0er secondary le,el so:called e8tended half:day schools. )ere pupils are pro,ided 0ith care and super,ision outside of lessons. H/+6'.,9+0/?.,90+.. General education school lea,ing certificate obtained on completion of grade D at the )auptschule or any other lo0er secondary le,el school. 'his first general 9ualification is generally used to enter a course of ,ocational training 0ithin the dual system. &n some Lnder pupils 0ho ha,e achie,ed a particular le,el of performance may be a0arded a so: called 9ualifying )auptschulabschluss at the end of grade D and in some Lnder it is possi:

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ble to obtain 0hat is 7no0n as an e8tended )auptschulabschluss on completion of grade 4. H/+6'.,9+02 'ype of school at lo0er secondary le,el pro,iding a basic general education. Compulsory school# unless pupil is attending a different type of secondary school# usually comprising grades !=D. H/+6'" +&* R2/0.,9+02 'ype of school at lo0er secondary le,el in )amburg pro,iding the courses of education other0ise offered by the )auptschule and the Realschule. H),9.,9+06(H:+&5 E8amination concluding a course of study. .nli7e state e8aminations# it is administered solely by the higher education institution itself. See also %achelorprKfung# +iplomprKfung# MagisterprKfung# MasterprKfung# StaatsprKfung# +o7torgrad. H),9.,9+0(2-:2 )igher education entrance 9ualification obtained as a school lea,ing 9ualification at upper secondary le,el on completion of grade 3 or $. See also Allgemeine )ochschulreife# Fachgebundene )ochschulreife. H)(' Establishment run by youth 0elfare ser,ices offering care and super,ision of schoolchil: dren outside of lessons. I&'25(-2('2 S2<+&*/(.,9+02 'ype of school in %erlin offering se,eral courses of education leading to different 9ualifica: tions < )auptschulabschluss# Mittlerer Schulabschluss# Abitur?. &ntegrierte Se7undarschulen co,er both lo0er and upper secondary le,el. I+&-)(6():2..)( 'eacher at higher education institutions 0ho is appointed as ci,il ser,ant for a limited pe: riod of three years or as salaried employee. 'he period of appointment can be e8tended by another three years. 'he re9uirements for an appointment as 2uniorprofessor are a degree from an institution of higher education# teaching ability and particular aptitude for aca: demic 0or7 0hich is usually demonstrated by the 9uality of a doctorate. +epending on Land la0# the 8unior&rofessur can replace the )abilitation as re9uirement for an ap: pointment as professor 0ith unlimited tenure at an institution of higher education. K-&*2(5/('2& ;re:school establishment for children aged bet0een three and si8 as part of child and youth 0elfare ser,ices = may be either publicly or pri,ately maintained <not part of the school system?. K-&*2(<(-662 +ay:care establishment for children under the age of three. Comes under the category of child and youth 0elfare ser,ices and may either be publicly or pri,ately maintained. K)0025 Establishment of the so:called L0eiter %ildungs0eg 0here adults attend full:time clas: ses to obtain the general higher education entrance 9ualification. K)88+&2 Local authority 0ith the right of self:go,ernment in certain areas of Aurisdiction. 'he term co,ers the !emeinden <municipalities?# the "reise <districts? and the kreisfreie Stdte <mu: nicipalities 0ith the status of a district? and# in some Lnder# the Bezirke <regional au: $!$

thorities?M *ommunen are entitled to deal independently 0ith all affairs relating to the lo: cal community in the frame0or7 of the la0. K+0'+.8-&-.'2(-+8 'he ministries of education and cultural affairs are the supreme authorities at Land le,el 0ith respect to education# science and culture. 'heir 0or7 includes# abo,e all# schools# higher education and adult education# the general preser,ation of art and culture# and rela: tions bet0een the state and religious communities <7no0n as "ultusangelegenheiten ?. 'he maAority of the Lnder# in addition to a ministry for schools# also ha,e separate ministries to co,er science and research. L/&* Constituent state of the Federal Republic of Germany < @ in all? 0hich# li7e the Federation# has original state authority. )o0e,er# responsibility for the e8ecution of state po0ers and the fulfilment of state tas7s is di,ided by the German constitution# the %asic La0# bet0een the Federation and its constituent states. (f the @ Lnder# the fi,e Lnder in the area of the former G+R are 7no0n as the Lnder in eastern Germany# 0hereas the other con: stituent states of the original Federal Republic of Germany are 7no0n as the Lnder in 0estern Germany. M/5-.'2( 'he Magister as a first higher education 9ualification pro,ides 9ualification for a profes: sion. &t can be obtained at uni,ersities and e9ui,alent institutions of higher education <par: ticularly in arts subAects?. 'he course of study comprises either t0o e9ually 0eighted maAor subAects or a combination of one maAor subAect and t0o minor subAects. M/5-.'2(/(?2-' Britten dissertation to be prepared at the end of a Magister course of study. 'he disser: tation must in,estigate# independently# a subAect using academic methods and be submitted 0ithin a specified period of time. M/5-.'2(5(/* Academic degree a0arded by uni,ersities and e9ui,alent institutions of higher education on the basis of an e8amination administered by a higher education institution <unli7e the state e8amination?. M/5-.'2(6(H:+&5 )igher education e8amination leading to the a0ard of the Magistergrad. M/.'2( 'he MasterCs degree as a further higher education 9ualification pro,ides 9ualification for a profession. &t can be obtained after a standard period of study < RegelstudienJeit? of t0o# three or four semesters at uni,ersities and e9ui,alent institutions of higher education# col: leges of art and music and Fachhochschulen. As a rule# the entry re9uirement for a Mas: terCs study course is a first higher education degree 9ualifying for a profession. Consecu: ti,e MasterCs study courses are part of the graduation system of consecuti,e degrees 0hich is to replace the traditional system of higher education 9ualifications < +iplom and Magister?. MasterCs study courses pro,iding further education correspond to the re: 9uirements for consecuti,e MasterCs study courses and lead to the same le,el of 9ualifica: tion and to the same rights. MasterCs 9ualifications pro,ide the same rights as +iplom and Magister 9ualifications of uni,ersities and e9ui,alent institutions of higher education. M/.'2(/(?2-' Britten dissertation to be prepared at the end of a MasterCs course of study. 'he disser: tation must in,estigate# independently# a subAect using academic methods and be submitted 0ithin a specified period of time. $!H

M/.'2(5(/* Academic degree a0arded on the basis of an e8amination administered by a higher educa: tion institution <unli7e the state e8amination? in a specific subAect group# for e8ample Mas: ter of Arts <M.A.?# Master of Science <M.Sc.?# Master of Engineering <M.Eng.?. 'he MasterCs degree is a0arded by uni,ersities and e9ui,alent institutions of higher education# colleges of art and music# and Fachhochschulen. M/.'2(6(H:+&5 Final e8amination leading to the a0ard of the Mastergrad at uni,ersities and e9ui,alent higher education institutions# colleges of art and music and Fachhochschulen. M-''20.,9+02 'ype of school at lo0er secondary le,el in Sachsen pro,iding the courses of education oth: er0ise offered by the )auptschule and the Realschule. M-''20.'+:2&.,9+02 'ype of school at lo0er secondary le,el in )essen pro,iding the courses of education oth: er0ise offered by the )auptschule and the Realschule. M-''02(2( S,9+0/?.,90+.. General education school lea,ing certificate obtained on completion of grade 4 at Re: alschulen or# under certain circumstances# at other lo0er secondary le,el school types. &t can also be obtained at a later stage during ,ocational training at upper secondary le,el. &n some Lnder called Realschulabschluss. O?2(.,9+0/8' &ndependent middle:le,el authority 0ithin the frame0or7 of the school super,isory system operated by the Ministry of Education and Cultural Affairs of the Land. &n the maAority of the Lnder# ho0e,er# its tas7s are performed by the school department of the %eJir7sre: gierung. O?2(.,9+02 'ype of school at lo0er secondary le,el in %randenburg pro,iding the courses of education other0ise offered by the )auptschule and the Realschule. 'ype of school in %remen and 6iedersachsen offering three courses of education leading to different 9ualifications < )auptschulabschluss# Mittlerer Schulabschluss# Abitur?. O?2(.'+*-2&(/' Senior position 0ithin the teaching career of the Studienrat. O(-2&'-2(+&5..'+:2 (rientation stage = either grades ! and @ at the indi,idual lo0er secondary school types or# in some Lnder# an independent school stage not attached to any school type. 'he orien: tation stage helps to decide on a pupilIs future school career. PG*/5)5-.,92 H),9.,9+02 'ype of higher education institution in %aden:BKrttemberg# e9ui,alent in status to the uni,ersities# offering courses of study for teaching careers at primary le,el and certain teaching careers at lo0er secondary le,el. &n specific cases# study courses leading to pro: fessions in the area of education and pedagogy outside the school sector are offered as 0ell. P(/4-..282.'2( Semester of 0or7 e8perience underta7en as part of a course of study at Fachhochschu: len. Responsibility lies 0ith the higher education institution.

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P()8)'-)& A0ard of a doctoral degree on the basis of a doctoral thesis and either an oral e8amination or a defence of the studentIs thesis. As a rule# the doctorate is embar7ed on after completing a first study course culminating in the Magister# +iplom or StaatsprKfung# as 0ell as after obtaining a MasterIs 9ualification# and the promotion ser,es as proof of ability to un: derta7e in:depth academic 0or7. P()8)'-)&.(2,9' )igher education institutionIs right to a0ard doctorates. 'he right is normally accorded to uni,ersities and e9ui,alent institutions# though also# under certain conditions# to colleges of art and music. P(H:+&5.)(*&+&5 E8amination regulations = legal regulations of different types in school and higher educa: tion go,erning e8amination prere9uisites# content and procedures. +epending on the type of e8amination# the regulations are issued by the ministries responsible or# 0here higher education e8aminations are concerned# they are issued by the higher education institutions and# as a rule# appro,ed by the Ministry of Science of the Land concerned. R/982&029(60/& Frame0or7 curriculum for ,ocational subAects at the %erufsschule 0ithin the frame0or7 of ,ocational training in the dual system. Frame0or7 curricula are decided on by the Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder once they ha,e been coordinated 0ith the training regulations for the in:company part of training 0ithin the dual system and are implemented by the Lnder in specific curricula for each Land. JJJR2/0.,9+0/?.,90+.. Mittlerer Schulabschluss R2/0.,9+02 'ype of school at lo0er secondary le,el# usually comprising grades != 4. ;ro,ides pupils 0ith a more e8tensi,e general education and the opportunity to go on to courses of educa: tion at upper secondary le,el that lead to ,ocational or higher education entrance 9ualifica: tions. R2/0.,9+02 60+. 'ype of school at lo0er secondary le,el in Rheinland:;falJ pro,iding the courses of educa: tion other0ise offered by the )auptschule and the Realschule. R2,9'./+:.-,9' Legal super,ision = state super,ision of the legality of actions ta7en by public la0 bodies# including schools and higher education institutions. R2520.,9+02 'ype of school at lo0er secondary le,el in 'hKringen pro,iding the courses of education other0ise offered by the )auptschule and the Realschule. R2520.'+*-2&F2-' Standard period of study = length of time in 0hich it is possible to obtain a first 9ualifica: tion for entry into a profession at higher education institutions and at %erufsa7ademien. &t is defined in the e8amination regulations. 'he RegelstudienJeit for %achelorIs courses of study is si8# se,en or eight semesters# for MasterIs courses t0o# three or four semes: ters.

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R25-)&/02 S,9+02 'ype of school at lo0er secondary le,el in Mec7lenburg:Forpommern pro,iding the cours: es of education other0ise offered by the )auptschule and the Realschule. R25-)&/0.,9+02 'ype of school at lo0er secondary le,el in Schles0ig:)olstein pro,iding the courses of ed: ucation other0ise offered by the )auptschule and the Realschule. S/,9+&'2((-,9' SubAect taught at primary school familiarising pupils 0ith scientific and technical phenom: ena and 0ith social# economic and historical aspects of their o0n area. S,9+0/8' Lo0er:le,el authority 0ithin Ministry of Education and Cultural AffairsI t0o or three:tier school super,isory system. 'he Schulamt is either responsible for all schools in a local au: thority or for particular types of school. S,9+0/('2& 8-' 829(2(2& B-0*+&5.5G&52& Schools 0ith se,eral courses of education = a category used in school statistics 0hich ap: plies to types of school pro,iding the courses of education other0ise offered by the )auptschule and Realschule. 'he follo0ing types of school bring the courses of educa: tion of )auptschule and Realschule under one educational and organisational umbrel: la1 Mittelschule# Regelschule# Se7undarschule# Er0eiterte Realschule# Ferbun: dene )aupt: und Realschule# )aupt: und Realschule# Regionale Schule# Realschule plus# Regionalschule# (berschule <%randenburg?# Mittelstufenschule. (utside statis: tics# Schularten mit mehreren %ildungsgngen also include Gesamtschulen# (berschu: len <%remen# 6iedersachsen?# Gemeinschaftsschulen# &ntegrierte Se7undarschulen# Stadtteilschulen and to some e8tent Regionale Schulen# 0hich additionally offer the Gymnasium course of education. S,9+0<-&*2(5/('2& School establishment for children 0ho# although they ha,e reached the compulsory school age# ha,e not yet attained an ade9uate le,el of de,elopment to start school. S,9+0<)&:2(2&F School conference = body of participation in the school sector# made up of teachersI# par: entsI and pupilsI representati,es. S,9+0)(*&+&5 School regulations = legal ordinance enacted by the indi,idual Lnder go,erning the le: gal relationship bet0een the pupils and the school <e.g. entrance# promotion to ne8t grade# e8amination procedures# assessment of performance? and matters concerning school or: ganisation and participation. S,9+06()5(/88 Schedule of the main focuses and obAecti,es of the 0or7 of schools on the basis of Land regulations regarding the content and 9ualifications obtained after completing the courses. As a rule# the school:specific programmes also determine e,aluation methods and criteria. S,9+0'(G52( School maintaining body. For public:sector schools# usually a local authority <com: mune-district? or# less commonly# the Land. ;ri,ate schools are maintained by a non: profit:ma7ing body <especially churches and non:denominational bac7ers? or pri,ate indi: ,iduals. 'he maintaining body is responsible for the establishment# maintenance and ad: ministration of the school and normally bears the material costs <0hilst the staff costs for teachers at public:sector schools are borne by the Land?. $!"

S2<+&*/(.,9+02 'ype of school at lo0er secondary le,el in %remen and Sachsen:Anhalt pro,iding the courses of education other0ise offered by the )auptschule and the Realschule. S)&*2(<-&*2(5/('2& ;re:school establishment for children 0ith disabilities = also 7no0n as a )1rderkindergar# ten . S)&*2(6G*/5)5-.,92( FK(*2(?2*/(: Special educational needs = indi,idually tailored measures co,ering education# lessons# therapy and care for children or young people 0ith physical and sensory impairments and-or psychosocial disturbances. JJJS)&*2(.,9+02 FRrderschule S)&*2(.,9+0029(2( Special education teacher 0ho has completed a specific teacher training course of study fol: lo0ed by a preparatory ser,ice < Forbereitungsdienst? for 0or7 at special schools. S)F-/06G*/5)52 Graduate 0ho has completed a course of study in social education at a uni,ersity# Fach: hochschule or %erufsa7ademie and 0ho is 9ualified to 0or7 in such areas as youth 0el: fare ser,ices# social 0or7 or health assistance. S'//'.6(H:+&5 State e8amination concluding a course of study in certain subAects <e.g. medical subAects# teaching# la0?. Also refers to e8amination ta7en by la0 students and teaching students at the end of their preparatory ser,ice <7no0n as the Second State E8amination?. 'he e8ami: nations are administered by e8amination committees staffed not only by professors from the institutions of higher education but also by representati,es of the state e8amination of: fices of the Lnder. S'/*''2-0.,9+02 'ype of school in )amburg offering se,eral courses of education leading to different 9uali: fications < )auptschulabschluss# Mittlerer Schulabschluss# entitlement to proceed to the gymnasiale (berstufe# Abitur?. Stadtteilschulen co,er both lo0er and upper sec: ondary le,el. S'+*-2&*-(2<')( Senior position 0ithin the teaching career of the Studienrat. S'+*-2&)(*&+&5 Study regulations = regulations on the content and structure of a course of study# based on the e8amination regulations. S'+*-2&(/' 'itle of teaching post <entry office? for teachers in the senior ci,il ser,ice grade <teachers at Gymnasien and ,ocational schools?. Senior positions are 7berstudienrat and Studiend# irektor. S'+*-2(2&*2&.,9/:' All matriculated students at a higher education institution. .nder the legal super,ision of the higher education institutionIs go,erning board# the students elect self:go,erning bodies to represent the studentsI interests in matters of higher education policy and also social and cultural matters.

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T2,9&-.,92 H),9.,9+02 'ype of higher education institution e9ui,alent in status to uni,ersity. Focus traditionally lies in natural science and engineering. JJJT2,9&-.,92 U&-12(.-'G' 'echnische )ochschule V2(?+&*2&2 H/+6'" +&* R2/0.,9+02 'ype of school at lo0er secondary le,el in )essen pro,iding the courses of education oth: er0ise offered by the )auptschule and Realschule. V2(3/0'+&5.:/,99),9.,9+02 Fachhochschule maintained by the Federation or a Land 0hich trains young people to ta7e up higher ci,il ser,ice grade posts in a particular sector of public administration. V)0<.9),9.,9+02 Adult education establishment# usually publicly maintained# offering a 0ide range of con: tinuing education courses in general and ,ocational subAects. V)0<..,9+02 Former name for compulsory school <today 7no0n as Grundschule and )auptschule?. V)(?2(2-'+&5.*-2&.' ;reparatory ser,ice = practical training phase completed after the First State E8amination and concluded by the Second State E8amination. ;articularly for teaching careers but also for other ci,il ser,ice careers. V)(<0/..2 School establishment in some Lnder for children 0ho ha,e reached compulsory school age but ha,e not yet attained an ade9uate le,el of de,elopment to start school and# in some cases# for children aged o,er fi,e . B2-'2(:H9(2&*2 S'+*-2&5G&52 Graduate study courses that are based on a first higher education degree or that supple: ment this <further study# supplementary and follo0:up courses?. At the end of graduate study courses# participants obtain a certificate or further higher education degree < +iplom# Magister# Master? but these do not lead to the ;romotion. B2(<(2/0.,9+02 'ype of school at lo0er secondary le,el in %aden:BKrttemberg comprising grades !: 4. Af: ter successful completion of grade 4 and after passing a final e8amination# pupils obtain the Mittlerer Schulabschluss. ;upils 0ho do not aim for the Mittlerer Schulabschluss obtain a )auptschulabschluss as a school:lea,ing certificate after successful completion of grade D and after passing a final e8amination. L2+5&-. *2( A005282-&2& H),9.,9+0(2-:2 'he certificate of Allgemeine )ochschulreife entitles holders to admission to all subAects at all higher education institutions. &t is usually obtained by passing the Abitur e8amination and incorporates e8amination mar7s as 0ell as continuous assessment of pupilCs perfor: mance in the last t0o years of upper Gymnasium le,el < Qualifikations&hase ?. L32-'2( B-0*+&5.325 Establishments pro,iding adults 0ith an opportunity to obtain general education school lea,ing certificates later in life follo0ing completion of a first stage of education <estab: lishments include Abendhauptschule# Abendrealschule# Abendgymnasium# *olleg?.

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