Essay on Reforms of the German Education System

1605 Words Apr 8th, 2006 7 Pages
Reforms of the German education system:
The abolition of the divided secondary school system and a prolonged integrated primary school

In Germany at present six- to ten-year-old pupils visit primary school from first to fourth form. At the age of ten an allocation takes place: the pupils are divided into four groups depending on intelligence and achievements at school. The ‘Gymnasium', which is roughly equivalent to grammar school, is visited by the best ones, and their final examination after eight years of attendance, the ‘Abitur' that more or less corresponds to A levels, allows them to go to university. The average pupils attend the so-called ‘Realschule', and the weak ones go to the ‘Hauptschule' for five respectively six years.
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Therefore we require a complete change in the structure of the German education system – also in the secondary schools. We need a prolonged learning-together in distinctive arrangements of great variety and heterogeneity. The aim of this reform should be that each school gets its pupils to do their final exams during their compulsory school attendance, and that each school takes full responsibility for the educational success of its pupils. This essay supports the abolition of the divided secondary school system. It is evident that Germany needs integration and distinction as main principles of an education, which supports variety. Maybe the learning-together in a common school including the forms one to ten would be a convenient solution. Those pupils, who want to do the ‘Abitur' afterwards, can attend a grammar school for another three years.

A reform including the primary and secondary school is too expensive
Detractors of the present German education system may claim that the country does not possess enough money to accomplish such a reform, but how can we invest better than in our future?
One third of the German pupils attending primary and secondary schools have to repeat a school year. Those repetitions do not achieve the claimed reduction of individual deficits. The social and technical connection to the new class fails in most of the cases. Those pupils lose precious lifetime, confidence and motivation, and

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