Education System In Germany Research Articles

Роль демонстрационного экзамена по стандартам WorldSkills в системе профессионального образования

The study identifies the current basic scopes of the modernization of the secondary vocational education system in Russia related to the educational process and educational outcome assessment. The research focuses on the dissatisfaction of employers with the professional skills of the personnel on the modern labor market. Employers in several European countries successfully meet this challenge. The dual education system in Germany is an outstanding example of fruitful collaboration between education and business intended to train staff being able to respond effectively to the needs of employers. Its implementation implies a particular form of final exam allowing graduates to demonstrate their skills. The research deals with a pilot state final examination in a form of demo exam and dissemination of its best practices across the country. The authors analyze the specific problems faced by particular educational institutions when introducing a demonstration exam into the educational process and reveal the benefits to each party. The researchers conclude that demo exam plays a significant role in the modernization of the vocational education system in contemporary Russia.

Implications for successive employment after general nursing education programmes - a multi-perspective study

The passage of the new education law will restructure the entire nursing education system in Germany, including the broad implementation of two former pedagogical pilot programmes - a generalist nursing programme and an academic nursing programme. So far, little research has been done to determine whether these new programmes, particularly the generalist nursing programme, equip students with suitable competencies. This paper seeks to determine how well alumni from the generalist nursing pilot programme in Baden-Württemberg are actually prepared for the nursing profession compared to the expectations of potential employers, especially those in the field of geriatrics. In a research project conducted on behalf of the Baden-Württemberg Foundation, one hundred nurses, who were graduates from a generalist nursing pilot programme, were asked to fill out questionnaires. Furthermore, eleven human resources experts from within the nursing industry were interviewed. The results of both parts were compared and contrasted using a triangulated convergence model. The generalist nursing programme graduates' responses showed a preference for acute care nursing activities, and the respondents generally evaluated career paths within the field of geriatrics as less desirable. This sentiment mirrored employers' apprehensions. Alumni and experts alike agreed on the greater need for continuing education after the completion of a generalist nursing programme. For the implementation of the new nursing education bill, the question has to be clarified how the preferences of graduates of generalist nursing programme can be matched with the personnel needs of various nursing care settings. The anticipated skill and grade mix will require novel staff deployment strategies as well as tailor-made continuing education concepts.

Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity

Abstract Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.

Characteristics of Master Teachers: German University Students’ Perceptions of High‐Quality Instruction

AbstractThis chapter discusses the higher education system in Germany and presents findings on the use of the Teacher Behavior Checklist to examine those qualities and corresponding behaviors that German university students identified in ideal teachers.

Wykształcenie prawnicze w Niemczech

In the article there is described the legal education system in Germany. The aim of this article is to bring this system closer to the students and to the practitioners. The focus was mainly on the description of university education, state exams, applications, grading scale. There is discussed the method of solving the cases and the check of claim verification. The article describes legal professions in Germany and conditions that must be fulfilled in order to practice a given legal profession. Attention was also paid to postgraduate studies LLM at German universities. Legal education should combine the elements of theoretical knowledge with the practical application of acquired knowledge in practice. Legal education in Germany very well combines these two elements. The article was created in connection with a series of lectures for Ukrainian students at the Taras Shevchenko National University in Kiev in Ukraine.

Дуальная система образования Германии: исторический контекст

The article deals with the genesis of the dual system of education in Germany in the historical context: from medieval craft guilds and the formation of Protestantism labour ethics to modern problems associated with the globalization of the educational space, the digitalization of the economy and production, migration crises. It is shown that the dual education in Germany is a unique system, (1) having the established technological parameters of the ratio of theory and practice, the contract interaction of the student and the employer, the economic support of the learning process; (2) based on the paradigm of labour education; (3) involving social partnership of vocational schools and industrial enterprises, supported by the Federal government and the Government of Germany States, Federal Institute of vocational education, public organizations. The stages in the history of the development of the dual education in Germany are described: a creation of the labour schools during the early and ascetic Protestantism, the emergence of the educational theory that combines the idea of work ethic and moral culture in the era of pragmatic Protestantism, Kerschensteiner’s reform of labour (national) school in the era of neo-Protestantism, disintegration of education in the era of world wars and ideological crises, the revival of the dual system of education and its problems in the era of globalism. The results of the analysis of historical and pedagogical research of Russian and foreign authors, official normative legal documents regulating the process of dual education in Germany, the materials of the Congress on professional education, held in Berlin in June 2018 are presented, which allowed to determine the patterns and prospects of development of the dual system of education in Germany.

ТЕНДЕНЦІЇ ТА ПЕРСПЕКТИВИ РОЗВИТКУ ОСВІТИ ДОРОСЛИХ В НІМЕЧЧИНІ

In the article, the authors have analyzed the modern adult education system in Germany. The authors have provided several definitions of the following notions: «adult education», «further education», «lifelong education». German pedagogy and the legal system have posted these definitions. The concept of adult education covers all organizational forms of adult education. The adult education system in Germany has a complex and branched structure. The structure of adult education is generalized: formal adult education (vocational education and general education); non-formal adult education (seminars, individual or group courses, lectures and meetings); informal education (self-education and self-development). Regional adult learning centers, private and commercial adult education institutions, adult education institutes and associations operate in Germany. The tasks of adult education institutions in Germany are the following: expanding the network of adult education institutions; extension of the idea of continuing education; development of innovative concepts of education; use of educational programs for adults in different educational institutions; integration of adult education into the training of modern specialists from different fields; control over the quality and effectiveness of adult education. The trends and prospects for adult education in Germany are: increasing participation in European adult education programs; training of appropriate skilled personnel; recognition of different types of education; compatibility of adult education at the national and European levels; participation of large organizations and enterprises in the development of adult education; involving people in lifelong learning; fight against social exclusion; popularization of «Network Education», sub-institutional and transnational cooperation; recognition of all types of educational activities.

THE EDUCATIONAL SYSTEMS OF GREECE AND GERMANY IN COMPARATIVE PERSPECTIVE: HOW DO THEY ADDRESS THE ISSUE OF EDUCATIONAL EQUALITY?

The aim of this article is to present an overview and a comparison of the Greek and German educational systems from an educational and sociological perspective. It purports to provide a synopsis of the educational systems pointing to areas of convergence and divergence. It especially emphasizes on two aspects of educational policy: tracking or ability grouping and the teaching of foreign languages. The choice of these features was determined by the fact that they are linked to the issue of equality of educational opportunities and participation in globalized knowledge societies. The article is organized in the following way. First, it presents the educational system in Germany. This is followed by a description of the Greek educational system. Finally, we present a comparison of the educational systems in these two countries, pointing to areas of convergence and divergence and focusing on the potential of the educational systems to address the issue of educational equality. Article visualizations:

독일의 승마교육 분석을 통한 우리나라의 승마교육 방향 탐색

This study aims to present basic information and implications for the introduction of horse riding education as a school sport through the case analysis of school horse riding education in Germany. The main contents of the study were the state level horse riding education system in Germany, the system of horse riding education at the different level of schools, the contents of the school horse riding education, the competence of the school horse riding class teacher, and the operation of school horse riding education. This study conducted a mixed case analysis by choosing cases of horse riding education in Germany, which can contribute to Korean school riding education and is considered to be worthy of analysis. It concluded that it is necessary to reflect the content of physical education department and strengthen autonomy of metropolitan government for the practice of school horse riding education, to organize close relation with school horse riding education and link with local horse riding entities, to develop teaching materials and to train teachers for school horse riding training, and finally strengthen education support and safe riding education environment. It further suggested the active role of Korean Racing Authority and Korea Equestrian Federation, development of textbooks for elementary and secondary school, strengthening linkage between school and equestrian facilities, and improving publicity and awareness about horse riding.

System of nursing education and activity of nursing organisations in Germany – experience from 5th European Meeting of Nursing Students in Magdeburg

Abstract Introduction. On 20-26 October 2017, nursing students representing the Medical University of Lublin had a chance to take part in the fifth European Meeting and Conference of Nursing Students in Magdeburg. Aim. This manuscript is aimed at analyzing the nurses' education system in Germany and presenting the activities of the German Nurses Association (DBfK). Summary. There are several paths of education for nurses in Germany, academic education is one of the options. Nurses associated in the German Nursing Association (DBfK) strive to increase the interest of nurses in tertiary education, as well as make efforts to create a nursing self-government.

Some Peculiarities in Training Future Masters in Technology Education in European Countries

Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.

Teachers\u2019 participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills

The increasing availability of new technologies in an ever more digitalized world has gained momentum in practically all spheres of life, making technology-related skills a key competence not only in professional settings. Thus, schools assume responsibility for imparting these skills to their students, and hence to future generations of professionals. In so doing, teachers play a key role with their competences in using new technologies constituting an essential prerequisite for the effective implementation of such skills. As models of school development and school effectiveness found teacher professionalization to be a key element with regards to student achievement as well as teachers’ in-class use of new technology, the present research project conducts secondary analyses using data from the IEA International Computer and Information Literacy Study 2013 (ICILS 2013) regarding internal and external teacher professionalization. Particular emphasis is placed on the implementation of new technologies in class in a comparison between the education systems of Germany and the Czech Republic. A Latent Class Analysis serves the purpose of establishing a teacher typology with regards to technology-related professional development. This typology is subsequently used for further analyses of additional factors that show a correlation with the teachers’ use of computers in class. These include the teachers’ ICT self-efficacy and their emphasis on teaching ICT skills. The results show two different types of teachers across both countries. Teachers who participate in professional development use computers more frequently in class, put more emphasis on teaching ICT skills and have a stronger sense of ICT self-efficacy. When comparing teachers in Germany and the Czech Republic, teachers in Germany who participate in professional development consider themselves more ICT self-efficient, while teachers in the Czech Republic use computers more often and put more emphasis on teaching ICT skills compared with their colleagues in Germany.

Challenges for the development of Catholic schools in Germany: schools in the light of the good news

The article addresses the special mission of Catholic schools within the educational system in Germany. The considerations centre on the fundamental mission of the Church to announce the Good News of Jesus Christ as light of nations, and hence to be itself light of the world. Consequently, the essential distinctive characteristic of Catholic schools is understood to be shaping education in the light of the Good News. The article will show concrete examples in several areas of how this affects the daily lives and work of the schools. It will also reveal challenges emerging for the future development of Catholic schools in Germany.

Dual Education as the Peculiarity of Specialized Training of Nursing Personnel in Germany

Abstract Specialized training of nursing personnel in Ukraine is being reformed presently. Quality specialized training of nursing personnel is a prerequisite for successful functioning of the health care system in general. In this regard, the article describes dual education system in Germany where educators have accumulated valuable experience in specialized training of nursing personnel. It must be noted that dual education system is divided into theoretical and practical components, whereas theoretical component assumes out-service training and priority practical component - in-service training. In addition, such notions as “dual education”, “nursing personnel”, “professional training”, “specialized training” have been defined. The peculiarities of specialized training of geriatric nursing personnel, health and nursing professionals, health and pediatric nursing personnel have been considered. Special attention has been paid to the fact that new names for nursing professions linguistically highlight a more extensive approach to nursing. The role of practice mentoring in specialized training of nursing personnel has been justified. Based on theoretical analysis of references, it has been concluded that professional pedagogics being the most developed direction in Germany contributes to efficient organization of the education process and training of highly qualified specialists.

EMI in Germany

This article discusses effectively maintained inequality considering two different examples from the Germany education system: secondary school attainment and enrolment in highly ranked universities among freshmen. In our analyses of secondary school attainment, we investigate whether considering differentiation in upper secondary education leads to other conclusions than restricting the analyses to the conventional distinction between the traditional degree levels. In our analyses of university choice, we investigate whether the introduction of university ranking lists has created a new qualitative dimension of inequality in the German higher education system.

Implementation of International Master’s Programmes in Engineering Education in Germany

This paper introduces the framework conditions of the internationalization process of the higher education system in Germany and gives an overview of the implementation of international Master’s programmes in engineering education and the characteristics of student migrants in this field of studies. Developments on the macro-level clearly indicate political interest to attract more international students for German universities and the technical disciplines in Germany are already very successful in this endeavour. With a special focus on higher education reforms in engineering, this paper is based on an investigation directed at the meso-level, the motivations and strategies at the level of university and faculties for establishing such international study programmes. The results of a qualitative study will be presented that was conducted at the engineering faculties of the Ruhr-Universitat in Bochum between December 2014 and August 2015. With the overall aim of investigating in how far the decisions made on university and faculty levels are related to the general political endeavors to attract international talent, the different stakeholders’ interests and implementation strategies such as language policy were considered.

Occupational Biographical Decisions of U.S. Nursing Professionals for Doing a PhD. – Consequences for the Education in Nursing Science in Germany

In Germany, nursing science has been developing since the early 1990s. Since then it is possible for nursing professionals (partly with, partly without prior 3-year vocational training) to do a bachelor's or master's degree in nursing science at universities of applied sciences. However, to do a Ph.D. they need to change to a university as in Germany only universities hold the right to award doctorates. But German universities have almost no faculties for nursing science so that the doctorate unavoidably needs to be done at the faculties for educational science, sociology or psychology, and usually students will achieve the title Doctor of Philosophy. With nursing professionals in the U.S., the situation is completely different: Their occupational biographies show that they have deliberately decided to do their PhD in adult education and not in nursing science. In this paper, as a first step the situation regarding the education system in Germany and the U.S. will be compared. Then the results of the analysis of the occupational biographical decisions will be presented. The concluding discussion will deal with the question what does the result of the analysis means for the German education system, respectively, nursing science in Germany.

The Introduction of Elements of Dual Education System: Experience, Problems, Prospects

Objectives: The main aim of the research is to study the peculiarities of the organization of educational process in the dual training of students. Methods/Statistical Analysis: Research methods can be divided into two categories: 1. Theoretical: systematic analysis, synthesis, generalization, analysis of philosophical, pedagogical, psychological, methodological and technical on the research problem, and 2. Experimental: observation, conversation, monitoring, survey, and testing, pedagogical experiment. In the research process introducing innovative techniques that are used during lectures, seminars, workshops, business games, projects, simulation modeling of problem situations, thematic conferences with the participation of employers. Findings: They are identified in the loss of distinctive characteristics of dual and traditional system of training. Special attention is paid to the dual system of education in Germany, which has passed a long historical inspection and demonstrates a high quality of education, as well as the relevance, perspectives and advantages of such education in Kazakhstan. List the tasks that need to be addressed for the development of the education system in a dual format. It is concluded that, despite some shortcomings, the dual system of education is one of the successful models of cooperative learning and production, which can be used as an innovative type of organization of target training. The main aspects of the organization of dual target training of specialists in the conditions of interaction between educational institutions and enterprises - customer’s frames were considered. Interest and the organization of training in the enterprise, vocational education in the dual system aims to form special knowledge, skills and abilities necessary to perform skilled professional activities. Application/Improvements: The results of this study can be applied pedagogical staffs of educational institutions of technical and vocational education, as well as representatives of employers implementing the dual training system.

Preparation for teacher collaboration in inclusive classrooms - stress reduction for special education students via acceptance and commitment training: A controlled study.

BackgroundThe education system in Germany is beginning to witness a sea change, lately, owing to the country’s ratification of the United Nation’s Convention on the Rights of Persons with Disabilities. The enactment is aiming at making provision for special education teachers to share the same teaching platform and institution with other teachers for teaching children from all backgrounds, irrespective of their needs. While promoting the benefits of collaborative teaching, this provision would also effectively establish role demarcation among teachers. However, the level of participation and adaptiveness displayed by individual teachers would play a major role in determining the success or failure of the intended collaborative framework.Collaboration also becomes challenging due to the level of stress involved in the teaching profession. The fact that only 65 % of teachers in Germany reach retirement age while still in service, primarily due to psychiatric illness, has posed questions on adopting the collaborative framework for teachers from diverse backgrounds. In other words, it can be stated that the process of collaborating with teachers from different professional backgrounds and with varying levels of skills will potentially lead to further stress. The stress-related psychological states, developed through the collaborative processes, might affect the biological stress-response systems of the participating teachers. With stress-response contributing directly to the pathogenesis of stress-related diseases and disorders in the long term, it would be important to contain the ripple effect of collaborative framework that the enactment intends to establish between SEN (special educational needs) teachers and others.MethodsIn addition to impacting the long-term health of teachers, the collaborative framework is also suggestive of having similar effects on students studying special education (SEN students). A study was conducted to examine the stress levels associated with the collaborative framework. An expression in terms of two (group affiliation) × 2 (measurement time) between subjects design was implemented to examine the effects of an Acceptance and Commitment Training on the subjective tension of a sample (N = 68) of SEN students. The sample was split into an intervention and a control group (IG and CG). The effects of the training on collaborative competence were examined using the Chi-square test. Questionnaire and role plays were used to assess the collaborative competence and the subjective tension.ResultsThe participants had significant stress levels and displayed an uncooperative attitude during the initial assessment. However, these results reversed after the Acceptance and Commitment Training. Significant decrease in stress levels and improved cooperation were evident among the participants in the intervention group, as opposed to the participants of the control group.ConclusionsThe findings of this study show that the Acceptance and Commitment Training is an appropriate medium to establish and develop collaboration skills, and an effective technique to reduce high levels of subjective stress. Furthermore, the training evaluation and feedback indicate that it is well-accepted by all participants. The training is also endorsed as a practically relevant medium to help SEN students collaborate and combat stress.

Further training for medical specialists in respiratory medicine: how can we improve it?

Young physicians in Germany often criticize the advanced training programme, especially the lack of structure and the insufficient rotations. The Medical Association in each Bundesland/federal state require to include a proposal for advanced training and rotation in a trainer's aplication for an educational license. However, there is no systematic scrutiny of these concepts and therefore the criteria stated outcomes are often only incompletely met. Trainers engage too little in training methods and medical didactics. They rarely evaluate learning outcomes, and structured assessments based on workplace are exceptions. The reasons are deeply rooted in Germany's education system: Resources for specialist training are not provided, and there is no funding for a commitment in continued medical education. In addition, teaching is not assigned a quantifiable value. However, during the last decade awareness has arisen that good training programmes are an important part of quality assurance and the validation of a hospital. Better planning, structuring and evaluation of training programmes is necessary. New learning methods should be incorporated in training programmes. The German Respiratory Society (DGP) wishes to contribute to the improvement of advanced training: for example with "train the trainer" seminars for teachers, with a structured educational course programme for the trainees, with assessments such as the HERMES (Harmonized Education in Respiratory Medicine for European Specialists) exam and with support for the accreditation as a Respiratory Training Centre of the ERS (European Respiratory Society) and EBAP (European Board for Accreditation in Pneumology).