Schools and pupils in Germany. Problems, developments and perspectives.

Autor/in	Döbert, Hans
Titel	Schools and pupils in Germany. Problems, developments and perspectives.
Quelle	Aus: Nowosad, Inetta (Hrsg.); Milkowska, Grazyna (Hrsg.): A child in school setting. Torun: Marszalek (2011) S. 13-43Verfügbarkeit
Reihe	International Forum for Education. 1.2011,1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	83-7611-906-0; 978-83-7611-906-9
Schlagwörter	Bildungsmonitoring; Evaluation; Familie; Bildungspolitik; Deutschland; Eltern; Familie; Föderalismus; Grundschule; Gymnasium; Hauptschule; Lehrerfortbildung; Qualität; Realschule; Bildungsstandards; Schule; Evaluation; Bildungsmanagement; Bildungspolitik; Qualifikation; Schulleiter; Allgemein bildende Schule; Ganztagsschule; Leistungsmessung; Schulorganisation; Heterogenität; Bundesland; Bildungsabschluss; Eltern; Schule; Schulsystem; Gegliedertes Schulsystem; Schulleiter; Schulorganisation; Schuldauer; Allgemein bildende Schule; Schulform; Sekundarstufe I; Sekundarstufe II; Grundschule; Hauptschule; Realschule; Gymnasium; Ganztagsschule; Lehrerausbildung; Lehrerfortbildung; Bildungsabschluss; Bundesland; Föderalismus; Gemeinde (Kommune); Rechtsgrundlage; Qualifikation; Heterogenität; Leistungsmessung; Qualität; Bildungsmonitoring; Deutschland
Abstract	A child's educational career involves a variety of decisions which are of great importance in Germany. If the function as a means of educational allocation that is fulfilled by the school types and the educational programmes linked to them is not taken into consideration, one runs the risk of wrongly interpreting the structures and developments of the German school system. Alongside its structural and organizational peculiarities, the general-education school system in Germany - compared to the school systems of other industrial countries - is characterized by two cultural traditions: the aims of the general-education school system are defined neither by its "consumers", nor in pragmatic terms by the interests, needs, and development perspectives of its "clients", but mainly in a normative manner by the intellectual tradition of so-called education theory. What is taught and what comes out of it are not functional and motivated by pragmatic aims, but rather result from superordinate ideas and cultural and practical traditions. Connected to this is the continuous discussion on the contrast or equivalence of general education vis-à-vis vocational education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1